Diploma Qualified educator (permanent full time 38 hours/pw)

at  Believe Playschool

BELIEVE PLAYSCHOOL POSITION DESCRIPTION – EDUCATOR (DIPLOMA)

Qualifications: Approved Diploma level qualification (example: Diploma of Early Childhood Education and Care, Diploma of Education Support)

Other Requirements:

• Current First Aid Certificate, Anaphylaxis Management and Emergency Asthma Management
• Clear Working with Children Check (or equivalent)
• Food Handler Basics Training
• All About Allergens Training

Award/Agreement:
Early Childhood Education & Care Multi Employer Agreement 2024-2026

ACECQA informs that the roles and responsibilities of a diploma level educator may include, but are not limited to:

• supporting and leading children’s learning and development
• designing, planning, implementing and evaluating educational programs and practices, including following and implementing an approved learning framework
• working with community members and external agencies
• complying with, and supporting other educators to comply with, service policies and legislation

Values Alignment
Believe Playschool’s purpose and strategy is underpinned by our Values which guide our daily practice, decision making

and actions. To be successful at Believe Playschool you must possess the following attributes:

• Be respectful, sincere and considerate
• Invest time in building relationships
• Cultivate a friendly, inclusive, respectful, supportive and collaborative environment
• Prioritise health and safety,
• Demonstrate commitment and flexibility to learn and grow professional

Organisational Representation
Actively support the organisation’s philosophy, policies and procedures and positively represent the organisation to external contacts at all opportunities
Organisational Expectations

All Believe Playschool employees are expected to:

• Adhere to and apply the Believe Playschool Codes of Conduct, Philosophy, Policies and HR Guidelines
• Adhere to regulatory and legislative governing practices
• Adhere to organisation and service policies and practices
• Maintain privacy and confidentiality
• Have a willingness and commitment to foster good working relationships with fellow employees, suppliers and service end users
• Act immediately on any safety issues that relate to the working environment of the service
• Follow Service policies regarding child protection
• Follow Service guidelines in providing a safe environment for children and staff
• Understand, implement and review emergency management procedures as required
• Maintain educator-to-child ratios and qualifications at all times
• Ensure the Service’s duty of care to children and their families is strictly maintained
• Consistently contribute as an effective team member
• Actively participate in performance appraisal process
• Engage in reflective practice and ongoing professional learning
• Attend and contribute to staff meetings and other whole of staff professional learning events.
• Undertake Food Safe training at intervals decided by the Nominated Supervisor

Believe Playschool Position Description; Educator Diploma

• Undertake First Aid training (including training in Anaphylaxis and Asthma) at intervals decided by the Nominated Supervisor
• Ensure students on placement are positively welcomed, supported and assisted and be a student supervisor when required
• Ensure the Nominated Supervisor is informed of any problem arising, which would affect the children, the Preschool’s approval or rating, the regulatory and legal compliance or the smooth running of the service
• Be involved in the services Quality Improvement Plan and assist to implement this as directed.
• Perform additional duties as required by the Approved Provider or Nominated Supervisor as are within your knowledge, skills and capabilities, including duties at a lower classification; provided that this does not promote de skilling. These may include:
• Maintaining supplies and equipment levels for the room or service
• Performing incidental administrative duties including but not limited to: signing deliveries organizing noticeboards, etc
• Undertake Child Protection/Child Aware training at intervals decided by the Nominated Supervisor.

Job Summary

Service educators lead the development, documentation and implementation of education programs that reflects sound knowledge and understanding of approved learning frameworks, and Believe Playschool’s Policies, that is stimulating, engaging and enhances children’s learning and development. Educators work in collaboration with other educators, room leaders and the Nominated Supervisor.

• Demonstrate sound written documentation to support team and individual reflective practice
• Act in a manner that promotes the best interests of the child
• In conjunction with Room Leader and other educators, implement a high-quality education and care curriculum for all enrolled children that is consistent with:
• The service philosophy, procedures and policies
• Education and Care Services National Regulations
• Education and Care Services National Law
• The National Quality Standards
• Early Years Learning Framework
• Respond to children’s strengths, interests and needs and implement a planning cycle for individual children and the whole group of children within the room. This will need to:
• Make learning visible
• Be responsive to advice and guidance from the Educational Leader
• Be documented and maintained on a cyclical basis and in a professional manner to a high-quality standard
• Be linked to the Approved Learning Framework outcomes and relevant early learning and development theories
• Engage in critical reflection and evaluation of children’s learning and use this as a primary source of future planning
• Engage children in learning opportunities that are responsive to:
• Meaningful moments
• Intentional and spontaneous interactions
• Children’s agency and choice
• Routine times
• Information technology, and
• Environmental sustainability

 Support and actively plan for an inclusive environment by:

• Supporting every child’s learning
• Role modelling positive interactions and behaviour guidance strategies
• Respecting children’s similarities, differences, cultures and diversities
• Maintaining each child’s dignity and the rights of each child
• Responding to the emotional, social and wellbeing needs of each child,
• Providing physical care, assisting children in toileting, dressing and meal times; and viewing all these opportunities as teachable moments
• Having an awareness of funding and structure of support available to assist children with additional needs
• Collaborating with the recording of Additional Needs children’s development and planning as directed by the Nominated Supervisor and the Team Leader

 Support children’s individual wellbeing and comfort in sleep, rest and relaxation
 Contribute to the development of an environment for children which:
o Is ready for operation at the beginning of each day
o Reflects children’s curiosity, exploration and problem solving
o Acknowledges the importance of the indoor and outdoor environment as the ‘third teacher’

Key Duties

• Role model for colleagues; high quality interactions, conversations and play with children
• Contribute to daily programme, reflections and internal evaluations
• Deep understanding and implementation of classroom routine, initiating transitions, behind the scenes preparation to
• Ensure smooth flow of routine throughout the day
• Complete Transition Statements

Accountabilities and Key Performance Indicators
Level 3
Assist in the direction of untrained staff
Undertake and implement the requirements of quality assurance
Under direction, work with individual children with particular needs
Professional communication, support and conduct to other staff
Level 3-4
Responsible for ensuring that records are maintained accurately for each child in their care
Ensure that the centre or service’s policies and procedures are adhered to
Responsible for ensuring a safe environment is maintained for both staff and children
Room Leader
Level 3-4
Develop, implement and evaluate daily care routines
Develop program and activities for Children
Liaise with families
Level 2 = w/t C3
Level 3 = C3 - Dip
Level 4 = Dip RL

QA 1 - EDUCATIONAL PROGRAM AND PRACTICE

 Lead the team/room educators to plan, implement, assess and review high quality and diverse educational program based on appropriate curriculum frameworks and with reference to the NQS, considering the developmental needs, interests and abilities of all the children attending the service
 Deliver and guide team/room educators to deliver effective and valuable documentation of children’s learning in accordance with the centre philosophy and the Learning Outcomes
 Model and support team/room educators to utilize a variety of teaching strategies including intentional teaching and reflective practice in daily work
QA 2 - Children’s Health and Safety
1. Proactive with supervision, toileting, cleaning, hygiene, signs of illness/tiredness, behaviour guidance, checklists/charts
2. Mandatory Reporting
3. Ensure staff and children utilise effective health and hygiene practices, including meeting all regulations relating to food safety and preparation, medical management plans, risk management plans, policies and procedures
4. Plan opportunities promote health, wellbeing and physical exercise in the service
5. Responsibility for the health, safety and welfare of all employees (including self), children, students on placement, volunteers, contractors, visitors and members of the public who may be affected by our work
QA 3 - Physical Environment
 Preparing/setting up resources experiences/activities, adjusting and/or setting up meaningful environments to facilitate play-based learning, ensure safety, and respond to children’s interests and developmental needs
 Ensure that all children have access to nutritious food and fresh drinking water
 Plan, implement and ensure a safe and stimulating physical environment where all staff and children are protected from hazards and harm
 Proactively reflects on and adjusts the aesthetics of environments, resources and experiences to utilise the environment as a 3rd teacher; creates a sense of space, mood, invitations to play, provocations
 Encourages children to engage with nature; gardening, tidying, responsibility for environments both natural and man made
QA 4 - Staffing Arrangements
 Build collaborative relationships with all staff in the service based on respect, trust and honesty
 Communicating with colleagues; initiative, asking questions, helpful, respectful, collaborative team work
 Time management, punctuality, professionalism, ethical
 Work cooperatively, ethically and respectfully with other educators, and support each other’s professional development
 Work cooperatively, ethically and respectfully with other educators, and support each other’s professional development
 Acknowledge and support personal strengths, professional experience and team diversity
 Acknowledge and support personal strengths, professional experience and team diversity

 Provide leadership and mentoring to Educators to:

• ensure the effective running of the room
• ensure daily organisation of Educators
• create a culturally safe, supportive, stimulating and educational environment for the children

 Lead and model the effective application of pedagogy in teaching practice
 policies, practices and procedures, ensuring they understand. Monitor adherence to policies, practices, procedures
addressing performance issues and non-compliance
 Ensure classroom team is up-to-date with organisation emails and action as required, and that they understand what it means in practice
 Utilise organisational communication resources and promote colleagues use of them
 Lead, role model and communicate best practice to Educator/s and the Centre team to encourage high performance and maintain a positive team environment
 Lead and model the effective application of pedagogy in teaching practice.
 Contribute to a professional learning community in the Centre and the wider Playschool network
 Supervise workplace students and volunteers, as directed
 Communicate to team changes and new or changed policies, practices and procedures
 Keep up-to-date with organisation emails and action as required
 Promote the use of organisational communication resources
 Be encouraging of change as part of continuous improvement
 Interact with organisational survey, focus groups, meetings, research and communication initiatives
 Engage in professional conversations with other educators to enhance knowledge and practice
 Engage in professional conversations with other professionals as is appropriate and with the knowledge of the Director or Nominated Supervisor

QA 5 - Relationships with Children

• Relationships/Interactions with children; gets down to children’s level, participates in play, sincere conversations getting to know them and make friends with them
• Genuinely invested in the children; sincere, responsive and supportive

 Actively support every child to participate in the program and ensure that the program promotes children’s agency, choices, and influence
 Develop and maintain nurturing relationships and respond to the emotional needs of children and ensure that the dignity and rights of each child are maintained at all times
QA 6 - Collaborative Partnerships with Families and Communities
 Is respectful, polite and welcoming in greeting and communicating with families
 Encourages families to share insights of children’s routines, interests and needs at home, and update parents
 Build and maintain professional, inclusive and positive relationships with families of the service.
 Ensure professional communication with families at all times.
 Draw on the knowledge and experience of families to support their children’s learning
 Maintains confidentiality and is ethical in partnerships with parents and community members
 Develop and maintain respectful, supportive, collaborative, and responsive relationships with the children and their families
 Ensure an effective induction and orientation process for new families, children and educators, including workplace students and volunteers
QA 7 - Governance and Leadership
 Knowledge and implementation of policies, procedures, philosophy & compliance
 Finds things to-do and is proactive in contributing/assisting/supporting the operations in the classroom/role or grouping
 Report and support employee performance issues in keeping with organisational policies and procedures
 Mentor and lead the team through performance management processes
 Support the organisation by being an active participant in the service quality
 improvement process
 Ensure all practices are in accordance with the NQS and reflect the philosophy, policies, and procedures of the service
 Lead and promote an understanding of the NQS, the NQF and the curriculum framework documents within the team/room
 Complete any collection data, medical or other records required in a timely manner, and in accordance with the service’s policies and procedures and the NQS
 Assist the director/coordinator or assistant director/coordinator in matters relating to leadership, pedagogical leadership, management support, service admin, as directed
 Be ready, willing and qualified to act in the position of the certified supervisor in the temporary absence of the director/coordinator and assistant director/coordinator
 Ensure activities comply with National Law and regulations, WHS legislation, NQS, EYLF, Child protection legislation, Believe Playschool vision, mission, policies, procedure and strategic goals
Selection Criteria Qualifications
 Hold an ACECQA approved Diploma level qualification
 Ideally four years’ experience within Early Childhood Education sector
 Ideally two years’ experience within a leadership role preferred
 Current Working With Children Check
 Current First Aid (HLTAID004 Provide an emergency first aid response in an education and care setting)
 Current Food Handlers Basics certificate
 Current CHCPRT025 Identify and Report Children and Young People at Risk or the previous CHCPRT001 Identify and respond to children and young people at risk
Experience
 Experience in an approved education and care service, not inclusive of work placement
 Knowledge and understanding of the National Quality Standards and the Early Years Learning Framework
 Demonstrated experience in curriculum, supporting curriculum development and documenting children’s learning and development
Capabilities
 Be able to build and maintain open, supportive and collaborative relationships with children, families, colleagues and the broader community
 Ability to relate effectively with children and their families
 Ability to work effectively in a team environment
 Communication and inter-personal skills
 Commitment to ongoing professional learning
 A willingness to be appointed as a Responsible Person
 Comprehensive knowledge and application of the Early Years Learning Framework (EYLF) Belonging, Being and Becoming through an emergent play based curriculum
 Demonstrated ability to deliver programs that are inclusive, respective of diversity and accommodate additional needs
 Proven ability to be a reflective practitioner of performance and practice feedback/observation to teachers
 Contributes to critical reflection tasks (if dissecting and analysing CR; exceptional)
 Commitment to undertaking ongoing professional development
 Have sound written and oral communication skills
 Ability to prioritise work tasks and be self-motivated
 Able to make decisions with clear judgement and informed knowledge
 Able to self-lead and work effectively within a diverse team
Job Types: Full-time, Permanent
Pay: From $71,669.00 per year

Benefits:

• Professional development assistance

Schedule:

• 10 hour shift
• 8 hour shift

Supplementary Pay:

• Performance bonus

Education:

• Diploma (Required)

Experience:

• profesional teaching: 3 years (Required)

Licence/Certification:

• Working with Children Check (Required)

Work Authorisation:

• Australia (Required)

Work Location: In perso

ACECQA informs that the roles and responsibilities of a diploma level educator may include, but are not limited to:

• supporting and leading children’s learning and development
• designing, planning, implementing and evaluating educational programs and practices, including following and implementing an approved learning framework
• working with community members and external agencies
• complying with, and supporting other educators to comply with, service policies and legislatio

Key Duties

• Role model for colleagues; high quality interactions, conversations and play with children
• Contribute to daily programme, reflections and internal evaluations
• Deep understanding and implementation of classroom routine, initiating transitions, behind the scenes preparation to
• Ensure smooth flow of routine throughout the day
• Complete Transition Statement