Assistant Director Flinders Early Learning Centre

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1 The Flinders Early Learning Centre (FELC) opened in 2007, catering for children from 3-6 years old. As a 48 week licensed long day Child Care Centre, FELC offers Pre- Kindergarten and Kindergarten Program implementing the QSA Kindergarten Guidelines and The Early Years Learning Framework. Learning and Programs at the Centre are inspired by the Reggio Emilia philosophy of viewing children as capable, creative thinkers and learners. Staff are committed to creating a special place for children, one where children will learn about the world using reasoning, imagining, exploring. They discover the joys of learning through observing, listening, experimenting and sharing. Assistant Director Flinders Early Learning Centre Work in a Centre recognised nationally for early childhood excellence Enjoy a beautiful natural work environment based on Reggio Emilia principles Be part of a caring and collaborative Early Childhood community The Flinders Early Learning Centre is searching for an Early Learning professional with a child centred approach to join our team as the Assistant Director. In this new full time position the Assistant Director will coach other Teachers and Educators at the Flinders Early Learning Centre, modelling best practice education for 3-6 year old children. The Assistant Director will manage the Center two days per week, in the Director s absence, and teach a Kindergarten Group for three days per week. As the Assistant Director you will play a lead role in the quality improvement processes linked to the National Quality Standards. The successful applicant is required to work 43 weeks per year with an attractive salary package negotiated for the right person. The following knowledge and skills are required: 1. Previous experience as an early learning lead teacher, or in a Director s role in a similar setting, combined with a track record of actively coaching and developing others and being a positive role model in developing highly effective teams. Queensland Teacher Registration trained in Early Childhood Education is essential. 2. Possesses an understanding of the Reggio Emilia philosophy, with evidence of this in your day-to-day practice. 3. Shares a genuine love of teaching young children and displays a deep understanding of their developmental needs and growth. 4. Experience leading a centre through the assessment and rating processes with a working knowledge of the National Quality Standards, National and Queensland Regulations. 5. Demonstrated knowledge and skills in planning and implementing an early years curriculum delivering early literacy, numeracy and thinking skills based on children s interests and ideas. 6. Ability to develop and present workshops for parents, staff and early childhood networks in consultation with the Director. 7. A love of music, the arts and the environment with the ability to play an instrument an advantage. 8. Highly effective written and oral communications skills with the ability to build Early Childhood learning communities. 9. Proven ability to effectively use technology in learning, preferably within an Apple environment. 1 FELC Assistant Director

2 10. Demonstrated ability to approach tasks in a proactive manner, using initiative and flexibility. 11. Current First-aid Certificate and Suitability Card (Blue Card). The following position description describes the position in full. If you have further questions regarding the Centre or this position please call the FELC Director, Mrs Vivienne Walsh on (07) How to make an application: Your written application must address the requirements as stated in this document. This will include a full resume and application letter. The names and contact details of two professional referees must also be provided. Applications are to be forwarded by Friday 3 October 2014 to: Vivienne Walsh, FELC Director Post: Matthew Flinders Anglican College, Stringybark Road, BUDERIM

3 POSITION DETAILS Position Title: Direct Supervisor: Reports to: Location: FELC Assistant Director Director Flinders Early Learning Centre Deputy Principal, Primary Flinders Early Learning Centre Last updated: September 2014 PRIMARY OBJECTIVES: The Assistant Director coaches other Teachers and Educators at the Flinders Early Learning Centre, modelling best practice education for 3-6 year old children. The Assistant Director will manage the Center two days per week, in the Directors absence and play a lead role in the continuous improvement of the Centre. The Lead Teacher will also teach a 3-day per week group of Children; planning and implementing programs that encourage children to develop a love of learning and guiding them into the more formal processes of learning in a secure, nurturing and stimulating environment. The Teacher creates an environment specifically designed to encourage children to develop their physical, emotional, intellectual, social, cultural and spiritual potential. ORGANISATIONAL ENVIRONMENT The Flinders Early Learning Centre (FELC) opened in 2007, catering for children from 3-6 years old. As a 48 week licensed long day Child Care Centre, FELC offers Pre-Kindergarten and Kindergarten Program implementing the QSA Kindergarten Guidelines and The Early Years Learning Framework. Learning and Programs at the Centre are inspired by the Reggio Emilia philosophy of viewing children as capable, creative thinkers and learners. Staff are committed to creating a special place for children, one where children will learn about the world using reasoning, imagining and exploring. They discover the joys of learning through observing, listening, experimenting and sharing. Matthew Flinders Anglican College has grown from an original enrolment of 161 students in 1990 to become one of Queensland s larger schools with approximately 1300 students. The College provides a Prep through to Year 12 education and runs an Early Learning Centre for children from 3 years. Our Mission is to create educational experiences dedicated to fostering learning for life. The College promotes Christian principles in all endeavours, pursuing academic excellence and striving for decency, with an open spirit of enquiry and respect for truth. The College provides a nurturing environment in which individuals are valued for their specific gifts, and where all students are encouraged to release their potential, with a view to being active contributors to the College and the wider community. Our Vision is to give each student an inspiring education by providing opportunities for excellence in a compassionate environment. The College has extensive facilities, comprehensive sporting and co-curricular programs and is committed to using technology to enhance educational opportunities. The College has an outstanding academic record with almost 90% of graduates proceeding to tertiary studies. The College has a cultural exchange program and receives students from many overseas schools for short-term, high intensity visits. The College also enrols individual overseas students through various exchange mechanisms. 3

4 Matthew Flinders Anglican College is the Sunshine Coast s most highly profiled independent school with a reputation for excellence and innovation. With an emphasis on Christian principles, Matthew Flinders Anglican College strives to uphold and promote Our Values of honesty and courage, trust and openness, support and encouragement, unselfish service and a sense of community, commitment and determination, discipline, responsibility and respect for self and others. The most important things in life are your health and your relationships; our values are based on this belief. REPORTING RELATIONSHIPS: Staff reporting directly to the Assistant Director include: Early Childhood Educator/Assistant Lunch Relief Educator/Assistant After Kindergarten Educators ROLE OF THE POSITION The Lead Teacher, with the aid of the Early Learning Assistant, is responsible for their assigned group of children and the wellbeing and positive disposition to learning for FELC children. The reports to the Director, FELC and ultimately to the Head of Primary, Deputy Principal. The Assistant Director supports the educational leader across the whole centre. The Assistant Director is expected to operate with reasonable autonomy for the day-today performance of duties. The Assistant Director is approved in terms of the relevant legislation to be the responsible person in the charge of Early Learning Centre in the Director s absence. KNOWLEDGE AND SKILL REQUIREMENTS: 1. Previous experience as an early learning lead teacher, or in a Director s role in a similar setting, combined with a track record of actively coaching and developing others and being a positive role model in developing highly effective teams. Queensland Teacher Registration trained in Early Childhood Education is essential. 2. Possesses an understanding of the Reggio Emilia philosophy, with evidence of this in your day-to-day practice. 3. Shares a genuine love of teaching young children and displays a deep understanding of their developmental needs and growth. 4. Experience leading a centre through the assessment and rating processes with a working knowledge of the National Quality Standards, National and Queensland Regulations. 5. Demonstrated knowledge and skills in planning and implementing an early years curriculum delivering early literacy, numeracy and thinking skills based on children s interests and ideas. 6. Ability to develop and present workshops for parents, staff and early childhood networks in consultation with the Director. 7. A love of music, the arts and the environment with the ability to play an instrument an advantage. 8. Highly effective written and oral communications skills with the ability to build Early Childhood learning communities. 4

5 9. Proven ability to effectively use technology in learning, preferably within an Apple environment. 10. Demonstrated ability to approach tasks in a proactive manner, using initiative and flexibility. 11. Current First-aid Certificate and Suitability Card (Blue Card). FUNCTIONAL AREAS: To competently perform in this position, the person should possess the knowledge, skills and experience based upon the following six Functional Areas (FA): 5 FA 1 SERVICE Demonstrated service ethos that is consistent with the values and mission of the College. Provides the highest level of service to all members of the College community, both internal and external Positively promotes the Early Learning Centre and College both internally and externally Maintains confidentiality on all issues relating to the students, staff and other members of the broader community Treats everyone with respect and equality, whilst being responsive to their needs FA 2 TECHNICAL SKILLS & APPLICATION Demonstrated knowledge and application of the skills required for this position. This includes knowledge and understanding of appropriate equipment, legislation, policies and procedures. Assistant Director Supports the Educational Leader (Director) Manages the Centre in the Director s absence including supporting staff, children and parent wellbeing Prepares the fortnightly roster and monthly newsletter Develops and manages the Centre s ongoing Quality Improvement Processes linking to the National Quality Standards. Leads the Centre s Assessment and Rating Process Programming Plans and implements a developmentally appropriate EC program suitable to the age needs and interests of the children in the Centre Incorporates our mission statement Play, Discover, Learn into the programming cycle Develops and fosters a positive and engaging learning environment based on play and children s interests; encouraging learning through discovery, active meaningful experiences, reflection and research Develops specific individual plans that are responsive to the individual needs of the parents and children in the group, using observations, child s prior knowledge and family background information in the planning process Develops a sense of belonging within the community by creating a friendly, secure, inviting and interactive learning environment for the children at all times Plans small group learning experiences that encourage literacy, thinking, social, emotional and numeracy skills Ensures program information is available for the Director s perusal at any time, including resources, learning stories, observations, programs and children s thinking journals

6 Children's journals, early learning records, learning stories, parent/child conferences are prepared as part of developing a deep understanding of the child Provides an interactive program for the mornings and afternoons when there is a combined group. Displays children s work on display boards. All work is to be mounted on card with an attached learning story outlining the learning experiences, the thinking processes involved and the learning possibilities Develops an understanding of photo management and the use of photos/videos in the learning programs/monitoring and reflective cycles Children Creates a welcoming and friendly environment, encouraging families and children to develop a deep sense of belonging in their early learning environment. Views each child as a capable, curious learner with inherent strengths and rich prior knowledge. Plans for the long and short term needs of the children using observations and knowledge in relation to interest, skills, strengths, background and culture. Treats each of the children equally, with respect and dignity, taking into consideration any cultural, socio-economic and other differences. Models appropriate behaviour and language, using active listening with individual children; speaking in a friendly, responsive manner encouraging children to extend their vocabulary and use of language. Supports each child s social and emotional well being and happiness, developing responsive and caring relationships with each child and family. Establishes (with the director) and maintains suitable developmental records and observation cycles that are linked to planning experiences. Develops and implements effective and consistent positive behaviour support Conscientiously attends to the health, well being, safety and education of each child. Understands individual daily medication requirements and individual health management plans and administers medication under the strictest of guidelines, for example Food intolerances/allergies/health management plans. Parents Plans and implements, in conjunction with the Director, methods of establishing positive relationships with parents of the children attending the centre. Collaborates with parents about the program and consult with them about their child s individual needs, growth and development. Encourages parents to take thinking journals home and respond to learning stories so the Family voice is valued. Communicates daily with parents and carers through conversations, questions, and the daily blog. Encourages active parent participation in the program, for example organize and encourage parent involvement with the program and planned learning experiences. Maintains ongoing communication with parents in relation to their child s development through parent interviews, written reports, documentation, celebrations and presentations. Develops a responsive rapport with parents, ensuring they are always made to feel welcome and encouraged to contribute 6

7 FA 3 PERSONAL & PROFESSIONAL DEVELOPMENT Demonstrated experience and understanding of the need for continuation of both personal and professional development. Actively participates in one s well being of body, mind and soul, striving for overall happiness and prosperity whilst also encouraging others in our community to reach their well being goals Continually develops both personally and professionally to meet the changing needs of the College, its community and the education sector in general Attends all mandatory training sessions provided by the College and is actively involved in other training and development as required Actively participates in the Performance Development and Review process Evaluates own performance to identify strengths and areas where professional growth can occur Maintains QCT Professional Development Log FA 4 TEAMWORK & COMMUNICATION Demonstrated ability to work effectively in a team, being an active member of the College community in a way that is consistent with the vision, mission and values of the College. Embraces the vision of the College and Centre and actively promotes the Centre as a leading Early Learning Centre that focuses on outstanding Early Education Aims to enjoy working in our purpose built Early Learning Centre where staff will be valued, nurtured and heard Demonstrates and practices effective verbal, non-verbal and written communication. Treats all individuals with respect and dignity at all times Includes the Early Learning Educators in program planning, learning stories, observations and reflective practices Consults with colleagues in developing the group s daily/weekly/term/vacation programs, drawing on their specific skills, interests and abilities. Demonstrates collaborative skills in nurturing and maintaining effective and harmonious relationships in the working environment. Ensures the Centre operates smoothly and provides a consistently caring, secure and active environment. Works as a team member and shares ideas, programming, resources and skills with other staff and, where possible, provide professional support and collaboration Contributes positively to the philosophy, aspirations and culture of the Centre; shares information, knowledge and experiences with other staff, parents and interested visitors Deals with stressful situations professionally and asks for advice, support and help when required Meets weekly with the Director to discuss the education program, educators, children, families and the implementing of the NQS and QIP Develops and maintains strong relationships and links with all members of the College community, staff, children, parents and past students Displays the Centre s Vision Statement, program outline and daily blog/reflection in your room for viewing by parents and other visitors 7

8 FA 5 CONTINUOUS IMPROVEMENT & RISK MANAGEMENT Demonstrated commitment to ensuring the highest quality services are delivered through continuous improvement activities and appropriate risk management. In collaboration with the Director, leads the assessment and rating processes under the National Legislative Framework of the Education and Care Services National Law and Education and the National Quality Standards Abides by the Centre s Parents and Child Code of Conduct and Association of Early Childhood Code of Ethics Actively seeks to understand and apply College and Centre policies and procedures that relate to this position. Regularly reads and implements the Workplace Health & Safety and Infection Control procedures. Assists in regularly evaluating and revising policies and procedures during staff meetings and at other times in consultation with the Director Maintains a high standard of cleanliness, hygiene and order in all areas of the Centre, sharing cleaning responsibilities related to the room with other staff members Ensures the security of the Centre before leaving at the end of each day and completes safety checks at the beginning and/or end of each day In your role at the Centre, acts as a steward of the environment Maintains an aesthetically pleasing environment. Upholds the Centre s policy of displaying and documenting children s learning and thinking. Create interesting invitation areas of learning including literacy, numeracy, technology, science, investigations and visual arts learning centers Manages risk appropriately e.g. Completes Risk Assessment when required FA 6 ADMINISTRATION & DOCUMENTATION Through the use of organisational processes ensure that administration and documentation requirements are initiated and completed in a professional and timely manner. Ensures all documentation is accurate and completed in a professional and timely manner Attends staff meetings including College, sub-school staff meetings and Faculty meetings as appropriate Given the dynamic environment in which the College operates, the Principal reserves the right to alter roles and responsibilities of this position to most effectively suit the leadership and management requirements at any point in time. I have read, understand and agree to undertake the responsibilities and requirements as detailed in this position description. Name: Signature: Date: 8

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