Room Leader — Safeguarding Kids & Team Growth

WP EARLY LEARNING PTY LTD; Melbourne; On-site; AUD 55,000 - 75,000; Full time

Job summary

WP Early Learning Pty Ltd in Melbourne is seeking a dedicated team member to uphold core values and steer the service toward excellence in children’s health, safety and wellbeing. The role emphasizes partnerships with families, strong community relationships and a professional image within the learning environment.

You will be involved in teaching, coaching and mentoring educators and trainees, setting clear goals, monitoring progress and leading reflective practice to support continuous

Job description

• Protecting children from harm and ensuring their health, safety and wellbeing
• Developing partnerships with families
• Developing trusting, meaningful relationships with children
• Developing relationships with people, groups and organisations in the community
• Working together as a team
• Presenting a professional image
• Understanding and implementing the Regulations, NQS, policies, procedures and learning framework
• Understanding both Professional and Legal Ethics that puts the child’s best interests at the center of decision making.

Protecting children from harm and ensuring their health, safety and wellbeing

Developing partnerships with families

Developing trusting, meaningful relationships with children

Developing relationships with people, groups and organisations in the community

Working together as a team

Presenting a professional image

Understanding and implementing the Regulations, NQS, policies, procedures and learning framework

Understanding both Professional and Legal Ethics that puts the child’s best interests at the center of decision making.

• Teaching, coaching and assessing educators and trainees in core values
• Mentoring educators to improve their skills and practice
• Setting clear goals and monitoring their progress
• Prioritising activities to meet deadlines
• Providing clear instruction to educators and trainees
• Modeling quality practices e.g. educational, professional relationships and interactions
• Respecting the diverse skills, abilities and interests of all educators
• Implementing culture of continuous improvement
• Leading reflective practice

Core Values

Protecting children from harm and ensuring their health, safety and wellbeing

Developing partnerships with families

Developing trusting, meaningful relationships with children

Developing relationships with people, groups and organisations in the community

Working together as a team

Presenting a professional image

Understanding and implementing the Regulations, NQS, policies, procedures and learning framework

Understanding both Professional and Legal Ethics that puts the child’s best interests at the center of decision making.

Strategic Responsibilities to Support Core Values

• Teaching, coaching and assessing educators and trainees in core values
• Mentoring educators to improve their skills and practice
• Setting clear goals and monitoring their progress
• Prioritising activities to meet deadlines
• Providing clear instruction to educators and trainees
• Modeling quality practices e.g. educational, professional relationships and interactions
• Respecting the diverse skills, abilities and interests of all educators
• Implementing culture of continuous improvement
• Leading reflective practice

Tactical Responsibilities to Support Core Values

• 1. Protecting children from harm and ensuring their health, safety and wellbeing
• Recognising the indicators of abuse and neglect and notifying Child Protection Services or the Police in line with our reporting procedure
• Managing a disclosure of harm of suspicion of harm in line with our Child Protection Risk Management Strategy
• Advising the Centre Manager of any information which could adversely affect your Working with Children Check
• Reporting breaches of the Child Protection Risk Management Strategy to the Centre Manager
• Providing parenting information to families and information about family support services
• Implementing Medical Management and Risk Minimisation Plans for children with diagnosed health issues
• Administering authorised medication in line with medication procedure
• Following infection control procedures to minimise spread of disease
• Maintaining ratios and supervising children at all times
• Eliminating or minimising risks as a priority
• Meeting children’s needs for sleep and rest, as well as their hygiene needs
• Promoting a healthy and sustainable lifestyle
• Implementing practices which promote participation and inclusion

• 2. Developing partnerships with families
• Developing a professional and trusting relationship with families including always greeting parents by name as soon as enter the room
• Talking with families about their jobs or hobbies, how their day’s been, what their child learnt, who they played with, their child’s activities and interests outside the service, what’s happening at the family home etc
• Leading reflections eg about how families may feel and what they may think of our actions and practices, how better to promote their child’s learning
• Presenting learning documentation like art, photos, learning stories and the daily program in a beautiful and inviting manner
• Sharing information with families and encouraging them to share information about their child, home routines and daily lives
• 3. Developing trusting, meaningful relationships with children
• Making children feel, safe, secure and supported eg by explaining what we’re doing, where we’re going, and being aware of their feelings and needs
• Focusing on getting to know parents and families so they feel comfortable sharing information that supports their child’s learning and development
• Including information families have shared in the daily curriculum and conversations and interactions with children
• Listening to children, asking for their ideas and suggestions, talking with them using open ended questions and giving warm and loving responses and non-verbal cues
• Providing regular opportunities for children to engage in collaborative learning
• Sharing individual strengths, hobbies, interests etc so these can be used to strengthen and enrich the curriculum.
• 4. Developing relationships with people, groups and organisations in the community
• Developing existing links educators or families have with the community which may benefit children’s learning eg excursion, incursions, learning activities based on children’s or families’ links with community eg through sport, music, culture, work, hobbies, services
• Connecting families with community services which support parenting and children’s health and wellbeing

• 5. Working together as a team
• Performing all responsibilities professionally without supervision
• Setting and managing the room routine
• Sharing information (eg from enrolment) and knowledge about children, families and teaching practices with educators
• Sharing information about service operations with educators
• Valuing others educators’ opinions and acting on them when appropriate
• Always speaking about educators in a positive way
• Focusing on educators strengths or potential rather than weaknesses
• Ensuring more experienced educators assist team members to improve
• Working collaboratively with team members and sharing ideas about curriculum and practice
• Helping to immediately remove risks and clean spills
• Leading educators in reflective discussions about practice
• Leading daily room meetings to discuss individual children, curriculum, Quality Improvement Plan feedback, reflections etc
• Participating in regular staff meetings
• Modeling and promoting quality practice
• Coaching, training and assessing educators
• Requiring that all educators contribute to the Quality Improvement Plan
• 6. Presenting a professional image
• Modeling professional appearance eg clothing and grooming
• Maintaining confidentiality at all times
• Always speaking positively about our service and colleagues to family, friends and our community
• Behaving outside the service in a way which positively reflects the role of an early childhood professional
• Resolving conflict directly and respectfully with the person involved or through our complaint procedure, and not drawing colleagues or others into the conflict
• Allocating individual educators to specific cleaning duties for room/bathroom
• Ensuring room/bathroom is always fresh, clean and inviting and cleaning completed on time.
• 7. Understanding and implementing the Regulations, NQS, policies, procedures and learning framework
• Having a good working knowledge of the Regulations, NQS, policies and procedures
• Referring to the Regulations, NQS, policies and procedures before asking others for help
• Always following service philosophy, policies and procedures
• Actively working to implement a curriculum which meets the principles and practices of the learning framework

• Assessing and documenting what children know, can do and understand against the Learning Outcomes
• Regularly reviewing each child’s portfolio and learning documentation to ensure its current, sufficient and shows child’s progress against learning outcomes
• Notifying the Centre Manager if compliance obligations will or may not be met e.g. ratios.
• Understand and accept Certified Supervisor responsibilities at appointed times of the day by Nominated Supervisor or Approved Provider.

Understanding both Professional and Legal Ethics that puts the child’s best interests at the center of decision making.

• Have a good working knowledge of the Regulations, Code of Ethics and UN Convention on the Rights of the child.
• Identify whether any decision-making requirement is a Legal requirement or a Professional Ethical situation.
• Follow Policies and Procedures to guide decision making.
• Place the best interest of a child in any situation as the number 1 priority.
• Understand that acting ethically means doing the right thing not the easy thing.
• Consider differing perspectives as part of decision making.
• Critically reflect on matters arising to support the best outcome for the child.
• When decision making outside of legal requirements ask yourself how I would explain how I reached that decision.

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