Early Childhood Educational Leader

• Work with an organisation who is relentless in securing quality opportunities
• No joining fees
• Resume and Key Selection Criteria assistance
• Interview tips and preparation provided
• Professional development by two Principal mentors on a consistent basis.

• To lead the service team, alongside the Director, by providing a clear vision, setting high expectations, and supporting all staff to deliver high-quality programs for young children and their families.
• To work towards fostering a learning culture that is centred upon the principles of participatory democracy. To demonstrate respect and support for the rights of all teachers and educators to speak out and be heard according to their own level of experience, knowledge, and understanding.
• To promote and maintain open, positive, collaborative, and constructive dialogue within the service community.
• To shape the development of a service team that embraces critically reflective practice and ongoing professional learning to drive continuous quality improvement.
• To develop and maintain a Quality Improvement Plan (QIP) in conjunction with a self-assessment process that includes gaining regular feedback from the service team, families, and the service community.
• To lead the service team, alongside the Director, through the assessment and rating process including any appeals or opportunities for feedback.
• To work alongside the Director in conducting the service's annual performance appraisal process and the development of staff individual professional development plans.
• To operate alongside the Director, in an ethical, professional manner at all times and work with others in the leadership team to ensure that the service meets the requirements of the Education and Care Services National Law (National Law); Education and Care Services National Regulations (Regulations), the Department of Education and Training (DET) Kindergarten Funding Guide; OH&S regulations; and functions in line with approved policies, procedures and the Quality Improvement Plan of the College.

• Have a sound knowledge and understanding of contemporary early childhood learning and development theories and different learning styles.
• Have a strong understanding of contemporary curriculum approaches, specifically a thorough knowledge of the approved curriculum frameworks.
• Ability to research and disseminate information to others in a manner that is easily understood and considers colleagues for whom English is their second language.
• Have a sound knowledge of legislation governing the operation of children's services, as well as a solid understanding of the quality areas under the National Quality Standard.
• Have a thorough understanding of the Early Childhood Australia (ECA) Code of Ethics, Victorian Institute of Teaching (VIT) Code of Conduct, and the service's Code of Conduct and be able to support other staff in their understanding of these Codes.
• Ability to unite, inspire, and motivate teachers and educators.
• Ability to coach and mentor early childhood teachers and educators in the development of contemporary, progressive, and robust educational programs.
• Ability to cultivate and enhance the pedagogical knowledge, skills, and abilities of all teachers and educators.
• Ability to facilitate professional discussions that lead and support a capacity for critical reflection that is tolerant of different perspectives and approaches across all aspects of program delivery.
• Ability to support teachers and educators to clearly articulate their learning and teaching intentions through the comprehensive documentation of the program planning cycle.
• Ability to support teachers and educators to justify their decisions about the theoretical perspectives and philosophical approaches that they adopt in practice.
• Ability to promote the importance of ecological systems theory and socio-cultural theory in the development of children's belonging, being, and becoming.
• Ability to plan, work, and manage time effectively with minimal supervision.
• Ability to advocate for children in their community context and in their transitions to other settings to ensure that their learning needs are well-represented.
• Ability to advocate for high-quality early childhood education by promoting a greater understanding of the lifelong benefits of early education for all children.
• An ability to advocate for the early childhood profession in the wider community.
• Excellent interpersonal skills and an ability to communicate effectively with the College leadership and administration teams, parents, ELC staff, and other professionals.

• A suitable Early Childhood Teacher qualification as approved by ACECQA.

• A current VIT registration.

• A current approved first aid qualification, approved anaphylaxis management qualification and approved emergency asthma management qualification.

• Experience working in a similar role

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