Role Profile Early Learning Centre Qualified Child Care Co-Educator

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1 Division/Section: Early Learning Role Profile Early Learning Centre Qualified Child Care Co-Educator Reports to: Deputy Head of School - Preparatory. Role Purpose: To work with staff and children in accordance with the vision, purpose, goals and values of Prince Alfred College. The key responsibilities of this position include supporting and contributing to the planning and implementation of developmentally appropriate programs and child care that meet the needs of individual children. The Child Care Co-educator is also responsible for complying with policy, procedures and supporting the development of the character of the Early Learning Centre, which is consistent with the College s educational philosophy and strategic vision. The Child Care Coeducator may be required to undertake other duties in accordance with the needs of children and the College. Salary: Children s Services Award. Time Allowance: Shifts as per the ELC roster and as negotiated. Key Knowledge and Skills: 1. Knowledge of the National Quality Standard for Early Childhood Education and the Food Safety Act. 2. Excellent communication skills a positive and encouraging interpersonal style; well developed writing skills and a strong customer focus. 3. Excellent people engagement skills and the ability to adapt to meet individual s needs 4. Excellent time management skills and ability to prioritise workload, able to be proactive and demonstrate initiative. 5. Team player a commitment to working constructively in a small team and taking responsibility for organising own work. 6. Hands on in approach, flexible and adaptable. 7. Relevant qualifications such as Diploma in Children s Services or Early Childhood Education. 8. Experience working in a Child Care or Early Learning Centre and developing age appropriate programs. 1

2 Key Competency 1 - Facilitating Effectiveness Facilitating the effectiveness of Early Learning Centre programs to produce high standards and quality outcomes for all children. Work with the Early Learning Centre team to ensure the smooth operation of the centre subject to the College s and Early Learning Centre s policies and procedures. Assist in establishing a learning environment which is stimulating, focussed and pleasant and which reflects the College s values and ethos. Nurture the whole child s development, respecting the children s individual needs, abilities and interests. Support and participate in the implementation of age appropriate programs and experiences that cater for individual children s needs. Prepare materials and set up activities. Assist in packing up and clearing away materials. Provide parents with written information about the program during school holiday periods. Supervise activities during the day. Positively interact with the children and nurture their confidence and self esteem. Work with the Early Learning Centre team to plan for the ongoing development of the child. Provide open communication channels with parents and staff. Maintain relevant and accurate data as required and as relevant to National Quality Standards. Attend meetings, special events, activities and professional development. Developing: Identify opportunities to attend professional development and learning activities and consult with the Deputy Head of School - Preparatory. Participate in Annual Staff Appraisals. Be receptive to mentoring and coaching and personal development. Be open and willing to receive feedback to improve work performance through reflecting and acting on workplace experiences. Keep up to date with Early Childhood practices and the implementation. Evidence of observations and assisting with planning and programming age appropriate activities and learning experiences. Evidence of regular and effective communications with staff. Evidence of attendance at regular staff and team meetings. Evidence of participation in learning and development programs. Examples of where newly acquired skills are applied. Engagement in Performance management processes is evident. Examples of structured feedback on performance. 2

3 Conflict Management: Identify conflict at an early stage. Facilitate conflict management strategies to enable mutually beneficial solutions. Trust and Respect: Model trust and respect for others in the workplace and the Early Learning Centre community. Ensure professional relationships with members of staff are characterised by respect. Formal grievance procedures are followed. Evidence of confronting behaviour which has a negative impact on the achievement of the College s goals. Confidentiality is maintained. Behaviour is in accordance with the College s code of conduct, standards, values and policies. Key Competency 2 - Achieving Quality Outcomes Developing a quality focussed early learning environment, establishing high standards and ensuring continual improvement. Quality Standards: Strive for excellence in high standards and quality early childhood educational outcomes in early childhood learning. Deliver excellence in administrative duties. Assist with the effective day-to-day organisation of programs through planning and preparation. Support the Early Learning Centre to comply with the National Quality Standards aiming towards high quality levels for all standards. Work together as a team to ensure that the Early Learning Centre complies with the quality standards and expectations from the Department of Education and Children s Services. Support the Early Learning Centre s food safety plan in accordance with the requirements of the State food safety standards. Monitoring Standards: With the Deputy Head of School - Preparatory review and monitor standards and outcomes to ensure established standards and outcomes are met for Early Learning Centre children. Support administrative standards in response to the needs of children, parents and the College community. Use quality control measures and procedures to determine compliance with standards, outcomes and benchmarks. Reports from parent feedback are positive. Consistently demonstrate excellence and high standards in early childhood education. Evidence of a smooth and effective administration of the daily programs. Establishing and maintaining a high quality level within the NQS System. Understand and adhere to the policies and procedures of the Early Learning Centre and the College. Reports of customer satisfaction levels are positive. Quality assurance benchmarks are achieved. 3

4 Key Competency 3 - Providing Adequate Resources Ensuring that resources such as physical, technological and information requirements are available and are effectively deployed to address children s needs and maintain quality outcomes and meeting accountability requirements. Negotiating Resources: Working as a team identify and negotiate short, medium and long term resources requirements for the Early Learning Centre. Identify and explore potential sources of additional resources. Use resources effectively to minimise waste or duplication. Monitoring Resources: Assist to identify, analyse and manage areas of potential risk. Evidence of resource planning and appropriate engagement. Waste reduction strategies are evident. Risk management strategies are in operation. Key Competency 4 - Building and Maintaining Relationships Establishing and maintaining positive working relationships with diverse groups of people within the College community, and the wider community, through employing effective communication strategies. Communication: Assist with and use communication strategies to meet the information requirements of staff and the College community. Effectively communicate orally and in written form with clarity, fluency, conciseness and with impact. Listen effectively to ensure mutual understanding. Relationships and Networking: Establish, develop and maintain networks with the community, other schools and Early Learning Centres and other agencies. Establish and maintain relationships with the Early Learning Centre community. Be actively involved in opportunities to share ideas. Representation: Develop and sustain a positive image and profile within the Prince Alfred College community. Promote the College s vision, goals, priorities and achievements in such ways that establish and foster stakeholder recognition and support. November 2013 A range of communication strategies exist, consistent with personal style. Feedback from audiences on the effectiveness of communication is evident. Evidence of briefings/meetings with the Early Learning Centre. Membership of associations and committees. Participation in professional forums. Contribution to committees. 4

5 Appendix 1 DUTY STATEMENT Daily Centre Duties Children s Program To work within the Early Learning Centre in accordance with the service philosophy, goals, aims and objectives, and the National Quality Standards. To establish and maintain good communication and a positive relationships. To respect and maintain confidentiality, in regard to the operations of the Early Learning Centre, the staff, parents and children at all times. To attend regular meetings for the Early Learning Centre. To attend any external meetings that are deemed relevant and disseminate any information to the Early Learning Centre team where appropriate. To promote and role model positive child management skills and quality early childhood practices. To participate in regular and ongoing staff evaluation in relation to daily work based issues. Approach all members of the Early Learning Centre community and the public in a professional manner. To adopt an attitude free of bias with all members of the Early Learning Centre community and the College community. To liaise with parents and families in a positive and constructive manner at all times. To work with students on placement in conjunction with other Early Learning Centre staff. To ensure that the Early Learning Centre and equipment is maintained in a clean, hygienic and safe manner at all times. To provide optimum quality education, care and experiences to all children. To ensure the delivery of the children s program is in accordance with the Early Learning Centre philosophy, goals, aims, objectives, policies and procedures. To assist in developing and delivering an early childhood program that is developmentally appropriate and responsive to children s individual needs. Supervise the children ensuring their physical safety, emotional and wellbeing in line with Early Learning Centre policies. To provide optimum quality education, care and experiences to all children. Planning To assist with and ensure that programs are well organised, planned in advance and displayed in the Early Learning Centre. Parents and Families To welcome new families to the Early Learning Centre. To provide an environment and atmosphere that is accepting to parents and families. To respond positively to the individual needs of families. To assist, support and provide information to parents on all aspects of their child s needs and development. To liaise with parents in regard to the Early Learning Centre s policies and procedures. To encourage parent participation in the Early Learning Centre according to their interest, availability and skills. Provide ongoing communication between parents, staff and other members of the Early Learning Centre community. 5

6 Staff To ensure a safe work and learning environment. To attend regular staff meetings. To attend parent functions. Operational Duties Policy and Program Development National Quality Standards November 2013 Ensure compliance to Early Learning Centre policy, procedures and expected practice as well as upholding the standards of the Early Learning Centre at all times. Support the Early Learning Centre s focus on always being child centred. NQS principles are adhered to at the highest possible standard. Regulatory requirements are adhered to at all time. Support the food safety program for the Early Learning Centre. Assist with ensuring that all children s records are kept up to date, including observations and developmental profiles. Support the implementation of the National Quality Standards. 6

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