Create ‘Daily or Weekly Talking Points’ to give you direction and enable leadership

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Case Study: Daily Talking Points To Make Your Service Better

A service wanted to measure what they were doing well and in what areas they could improve. This was in order to monitor their practices and assess whether educators were really living the service’s philosophy in their everyday practice.

The service created Daily Talking Points that all staff in the service reflect on daily to ensure that their practices are meeting the standards of the service’s philosophy. Instead of putting a negative spin on things that the service wasn’t achieving, they wrote everything in a positive manner. This way they became goals to achieve rather than problems that needed addressing.

The service printed one set of points at a time and talked about them during their day. The educators tried to change their practice by implementing the points and sharing with other educators within the room and service how they were implementing the ‘Talking Points’.

Remember educators can’t always see where they can improve and may need some assistance from you by demonstrating, guiding and practicing with them.  For example:

What the Room Leader observed that needed improving within the room How the Room Leader communicated the improvements to educators in a positive way
Our environment is sometimes set up for what’s best for the educator and not the children Creating enriched learning environment
  • Our resources are set out to be inviting
  • Our resources are rich in learning
  • Children's learning and interest enhance the environment
Educators have been wearing tights to work and not the uniform pants Our professionalism is always on show
  • We play our roles as educators in our community
  • We take pride in our appearance
  • Our behaviour always reflects our professional role
Educators don’t take enough time to explain a child’s day to family members Our Families are Our Most Important Asset
  • We have three clients; the families, the children and the government
  • We deliver care and education beyond their expectations
  • We are friendly and anticipate their every need
We don’t always realise that we are here to run a business that needs to make money to cover costs such as wages and superannuation We know we have three very distinct roles
  • Our service as family
  • Our service as a business
  • Our service as a learning environment
  • We know where our roles start and stop
Occasionally a broken piece of equipment is overlooked We create the safest service
  • We do our daily safety checklist with meaning
  • We ensure all family members contribute to the safe service
  • We immediately fix, repair and remove things that are not safe
Educators are not doing well implementing EYLF We implement EYLF
  • We sit, interact and play with children
  • We build and follow upon children's leads to meet EYLF
  • We interact with families to build the EYLF program
Educators aren’t completing paperwork correctly Our documentation is always completed on time
  • We will do our EYLF programming with the children
  • We will work out innovative ways for children to help complete our documentation (and enhance their literacy skills
  • We will work out innovative ways for families to help with our documentation
Educators sometimes miss opportunities to extend learning We are always ready to teach
  • We see every moment of the day as a learning opportunity
  • We describe objects, ideas and experiences in great detail and remember children learn when we take the time
  • If we don’t know the answer we see it as an opportunity to learn with the children
Educators are possessive of “their” programming ideas, rather than celebrating them as an achievement for the room Educators share their EYLF experiences with other educators as part of our professional development
  • We trust educators to support, collect and share great EYLF examples throughout the service
  • We enjoy and celebrate EYLF by sharing
  • We are enthusiastic participants in our in services and training sessions
Cleaning rosters aren’t always adhered to Cleanliness of our environment is a part of our success
  • All areas are clean
  • There are no revolting smells
  • Children are kept clean
Educators are shy to answer questions about the service on the phone or in person What We Do All Day Counts In Growing Our Business
  • We recognise that new families come from word of mouth
  • We recognise that new families come from observing our conduct
  • We treat all people in the community as a potential lead to a new family
Educators could know our policies and procedures better so they can answer their own questions We Measure Our Ability To Perform Against The Regulations, NQS and the Policies
  • We know our policies and regulations by regularly referring to our simplified Regs notes
  • Educators will take responsibility for knowing the NQS and Regs
Too often, new Educators are left to figure things out for themselves. We need a better Induction procedure. Valuing New Educators
  • It is up to each of us to warmly welcome new families and educators to our service
  • It is important that each of us helps new team members to understand NQS, Regs, EYLF and policies
  • We will do all we can to help new educators and staff understand and value our culture
Educators aren’t paying enough attention to what’s going on in the service All Of Us At the service Know a Lot About Our Service and Local Community
  • We always know what training and in-services are happening and we will attend to get the most out of our profession
  • We read our bulletin and keep up-to-date with all correspondence
  • We can direct families to local support units and agencies
  • We can support educators with further training and resources
Families could be more involved in the service We Are Proactive In meeting Expectations Of Our Families and Community
  • We understand how to meet the service’s commitment to children and families
  • We regularly ask families for feedback and take on suggestions
  • We inform the scheme of any families concerns and suggestions
  • The Nominated Supervisor takes on and acts on feedback from educators
Taylor’s mother complained about finding paint all over his jumper in his bag. She didn’t care about the jumper but no one told her when she picked him up for the day. We Handle All Damages And Loss To Children's Property Promptly
  • We inform parents promptly
A child wearing nappies is brought to the service regularly in his nappy from the previous night. Adele is always still hungry after she has eaten what’s in her lunchbox. It’s not enough. We inform parents about our expectations regarding children's health hygiene and wellbeing.
  • The educator is entitled to charge parents when insufficient food and clothing supplied
  • We promptly inform both parents and Nominated Supervisor when a child's health or hygiene needs are not met
  • We report and document immediately when are child is injured
  • We report and document child protection concerns immediately to the Nominated Supervisor
The educators are embracing EYLF and getting better at it. We are “The Very Best Educators …. Guaranteed”
  • We consistently identify and build upon each child's strengths, skills, knowledge and understanding
  • We document each child's development towards and through the EYLF learning outcomes
  • We purposefully present toys, equipment materials in a stimulating way to children that builds skills, knowledge and understanding
There are sometimes harsh words exchanged between our office staff and the educators. They each believe they’re more important We are always positive about our work, our service, our families and our educators
  • We are courteous and polite to our educators
  • We are courteous and polite to our back of house staff (admin assistants, cooks etc)
  • We are courteous and polite to our families
Educators keep quiet about things that could be improved We always represent the service
  • We are ambassadors of the service at which we work, inside and outside of the workplace
  • We speak positively of the service and encourage “Only the Best” of our friends and family to join our team
  • We share our concerns about the service with our Nominated Supervisor
  • We maintain confidentiality at all times
The families aren’t aware of our policies and procedures We orientate our families to the service’s practices and procedures
  • We build trust and relationships with the child that are warm caring and supportive that extends to the families
  • We consistently remind families about policies and procedures
We could be more respectful of our employees. They are referral networks for the service too We treat all of our employees like customers
  • Treating others with respect creates a positive work environment
  • We are a mirror of how others will react reflecting back to us
We could incorporate more of the children’s cultural backgrounds into our service We are respectful of each family’s values and culture
  • We acknowledge the community and its context
  • We consider each families perspective and encourage families to share their knowledge of their child
  • We assist each family to develop a sense of belonging
Educators don’t follow procedures when equipment breaks We do a risk management of all environments children will be in
  • We notify educators immediately of hazards, injuries, equipment failures or assistance we may need
  • We practice safe work habits
A new parent commented that our service is a bit dirty and the toys look old We maintain all of our equipment and the service in good repair
  • We keep all our equipment and room looking and operating like new
  • All signs and house numbers are prominent
  • We are proud of our service
We don’t need to stop just because the job is done. We need to keep learning and improving “Good Enough Never Is”
  • We keep our standards and look for innovative ways to improve
  • We embrace change, seeing new ideas as additional building blocks for our success
  • We learn from our mistakes and move on to better ways
Nice comments we hear from grateful parents don’t always get passed on to all educators We are proud of our team
  • Proud but not prideful, we accept criticisms and positive comments humbly
  • We celebrate success and do our work the service’s way
  • When we hear good things about the service and educators we share the feedback with all

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Identify what needs leadership

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Why teams work and don’t work and what you can do about it.

Wilfred Bion (1897-1979) was a psychoanalyst famous for his study of group processes and interactions. He uses the term ‘work group’ to describe a group that can manage its shared tensions, anxieties and relationships to achieve set goals. In an ECEC context all team members would be working to help children achieve Learning Outcomes and maintain the daily service routines.

Bion says work groups will become ineffective from time to time when individuals in the group are overtaken, consciously or unconsciously, by strong emotions eg fear, anxiety, love, anger, guilt. When this happens the group loses touch with its purpose and gives in to ‘basic assumption mentality’.  The belief or assumption is basic because all group thinking and activity is based around avoiding the strong emotion. Each of us might do this for example when we convince ourselves we need to make a ‘to do’ list before starting to work, and then never start the real work.  Groups in this mode seem to be getting work done but they’re not achieving what they should really be doing because they have turned away from their real purpose. Group members ignore what is actually happening around them and time has no meaning to them because they are caught up in something else. The group behaves as if all group members agreed to this way of operating, even though this never really happened – so it can be difficult for any group member to challenge what is going on.

Bion said basic assumption groups fall into three types of states: Dependency, Pairing and Fight or Flight. In the Dependency State, members are overly dependent on the leader who they consciously or unconsciously expect to know everything and solve all their problems.  Group members may feel neglected, misunderstood, compete for attention, or become passively compliant, even sullen, in response to the leader’s requests. If the leader can’t solve all the problems, group members look for a new leader. There may be cycles of leader seeking, idealisation and belittling.

In the Pairing State, the group’s focus shifts from the group as a whole to one (or more) pairs within the group which hopefully will save them from their unacknowledged anxieties and tensions.

In the Fight/Flight State the group tries to collectively fight or escape form a common enemy who can be found inside or outside the group. There may be a lot of conflict within the group, as some members challenge the leader’s authority, form subgroups or withdraw.

Bion noted that the work group and basic assumption mentalities always co-exist within every group, but that one tends to dominate the other at any particular moment. This means all groups can rapidly or slowly move from a work group mentality to a basic assumption mentality and vice-versa. They can also move between the three basic assumption States. When and how this happens depends on whether group members can control emotional tensions (conscious and unconscious) well enough to avoid work group mentality being overtaken by basic assumption mentality.

Which type of group(s) do you think you lead? Some questions to consider include:

  • how well does the team meet the goals it’s been given ie get the real work done?
    __________________________________________________________
    __________________________________________________________
    __________________________________________________________

 

  • how heavily do your educators rely on you as Room Leader?
    __________________________________________________________
    __________________________________________________________
    __________________________________________________________

 

  • how aware are educators of the time they have to complete their work?
    __________________________________________________________
    __________________________________________________________
    __________________________________________________________

 

  • have any of our team members paired up (got together) to achieve alternative goals?
    __________________________________________________________
    __________________________________________________________
    __________________________________________________________

 

  • is there anyone or anything the team is trying to avoid in your room?
    __________________________________________________________
    __________________________________________________________
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Bion said there were three group mentalities in basic assumption groups – dependence, pairing and fight/flight. It’s interesting that he never applied these States to the more functional ‘work-group mentality’ groups.

French and Simpson think this is unreasonable. They think these States can be seen in basic assumption groups or work groups. They argue there are plenty of occasions, for example, when dependence on a leader leads to productive work rather than stagnation ie dependence in the service of, not in conflict with, the group’s purpose. They’ve also seen pairings which result in a significant contribution to the group’s purpose because the people involved pair up to achieve the group’s purpose rather than for personal advantage.

Remember too that Bion said work groups and basic assumption groups are never completely pure. Work group and basic assumption behaviours always co-exist, although one behaviour will dominate at specific times. So you may have a group where a pair, for example, is productive at one time but due to factors, conscious or unconscious, become unproductive at others.

The real significance of French and Simpson’s ideas, however, are that they suggest a way in which basic assumption mentality can be shifted to work group mentality. They suggest the move works better if the focus is not on the same type of State. For example, if a basic assumption group is in a flight/fight State, then the group is likely to refocus on its purpose if an intervention to work group behaviour supports dependence or pairing. 

Source: R French and P Simpson (2010) The Work Group: Redressing the Balance in Bion’s Experiences in Groups

If your educators are not achieving their tasks/purpose (a basic assumption group) reflect on how you might move them towards a more effective work group. What State are they in and what technique could you use to stop that way of working?

____________________________________________________________
____________________________________________________________
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Daily checklist and weekly reports

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You could use a daily checklist and weekly report like those on the next pages to develop your KPIs.

Room Leaders Checklist – Daily and Weekly

__________ the _____/______/_______
Educators:________________________________

As a Room Leader it is your job to assign the tasks to yourself, educators and children.

How are you going to have a great day today? Ask everybody in the room this question every morning.

Duties Who? M T W T F Comment
Wash tables and table legs after every meal with a cloth and a bucket of water with soap
Clean all glass in windows and doors
Clean all pen, marker, crayon, paint, glue etc marks from tables, furniture, walls and floor
Vacuum the sliding door slots at the bottom to remove sand. Children will love this job. Guaranteed!
Sweep the floor after every meal
Clean door handles so there are no dark marks and they feel clean
Make sure educators work desks are SPOTLESS and there’s no dust. Baskets are below desk in ordered fashion –baskets are not on top of desks in a mess
Make sure top of the lockers is spotless and well presented
Ensure all power point have safety plugs and cords are safe
No furniture is placed against walls and skirting boards
Bathrooms cleaned including around behind the toilets and in front of the toilet. Floors mopped in ALL bathrooms
Use the bathroom cleaning checklist daily. No more smells…
Every room sweeps the paths and veranda before they come inside. Remember children will help
Education
Strength Trees completed and curriculum built from them
One direct teaching lesson per day per educator (This can be how to use the equipment)
One intentional teaching lesson with children as it happens (Extending children’s learning)
Curriculum completed with children
Tables and work areas set up and displayed beautifully
Letter sent to parent with children's work

How many times have educators contributed to the curriculum and learning stories and assessments

Monday Tuesday Wednesday Thursday Friday Total
Educator
Matt

P: Obtained parent Input C: Curriculum LS: Learning Story ST: Strength Tree CRS: Child Reflection Sheet.

Weekly Duties Who? M T W T F
1. Make sure work stations have new activities in them each week
2. Clean skirting boards with water in bucket with soap and cloth
3. Use the vacuum cleaner to clean all furniture (children will love it). Give bookcase, tables, dress up area a really good wash with bucket of soap and water and a cloth. Do not use spray and cloth) Remove dirt from back of corners
4. Vacuum lockers and wash with water in bucket with soap and cloth. Dry after wiping.
5. Sort the rocks in the creek bed
6. Gumption the outside bubblers
7. Gumption the inside taps and basin in bathroom

Keep in folder for Nominated Supervisor to check. Friday sign when complete ________________________________________

Room Leader Weekly Report

Room Leader Weekly Report to Educational Leader and Director/ Nominated Supervisor


The outcome of this report should:

  1. Celebrate what you and your Teachers are doing well and how you are growing professionally
  2. Identify where you or your Teachers need further assistance or training
  3. Identify Teachers that are not meeting service standards and need to be placed on a Performance Improvement Plan (PIP).

Room:____________  RL Name: ________________  Date: ____/___/____  Educator Names:

1. What were three of your achievements this week?
2. How did you and your educators grow professionally this week? ie what did you learn
3. What were three of your challenges this week? 4. What assistance or training do you or your educators require?
5. Were there any issues regarding the children? eg behaviour, illness, development concerns, not settling, extended crying etc. 6. Were there any issues regarding the families? Eg lost shoes, clothes, behaviour of other children, not seeing curriculum etc.
7. What child related training do you or your educators require? 8. What parent related training do you or your educators require?
9. Did you accomplish your tasks this week, including managing the room educators to complete their tasks? Yes No
10. How can you improve?
11. Describe a situation where you felt the room educators did not respond to your instructions, advice or management were managed poorly delete? What could you do to improve?
12. Did you need to speak to your educators or teachers from other rooms regarding their performance (based on their job description), routine, core values, tasks etc? Yes No
13. If Yes what was it concerning
14. If “Yes” was the Nominated Supervisor notified? Yes No 15. Nom Sup – to complete if notified
  • Was notification put on staff file? Even the verbal complaint Yes No
  • Was the Teacher placed on a PIP Yes No
16. What assistance do you need from the Director/Nominated Supervisor? 17. What assistance do you need from the Educational Leader?

Room Leader signature: _____________________
Date: ___/___/____
Director/Nominated Supervisor Signature: ___________________


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How do you know you are doing a great job?

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Use Key Performance Indicators (KPIs)

As a leader you need accurate information to make decisions quickly and to lead your team. Key Performance Indicators can be one way to measure the success of your room or identify areas that require improvement.

Setting and Using KPIs

Setting and measuring KPIs is a way of ensuring your educators stay on track with your vision as a leader. KPIs allow you to identify issues, problems and identify areas for improvement. You can measure daily, weekly, monthly, quarterly or annually.

Consider the following when setting KPIs:

  1. Make sure your KPIs are easy to understand
  2. Communicate KPIs to educators
  3. Make sure KPIs can be measured accurately

This process will also give you a concrete way of monitoring your educator’s performance. Completing this process with your educators will give you a plan on how to do it and it and a way of measuring their performance. Bad performers are toxic in children’s services and should be performance-managed out. Here is an example of some things that can be measured.

Empowered to participate and allowed to explore new ways of educating


Best:              All educators participate in running the room and feel that they can try new things

Worst:           All educators are confused and don’t know what to expect or don’t feel that they can try

Systemised procedure used, eg, policies, checklist, regulations and Staying Healthy in Childcare


Best:             Educators follow policies, procedures checklist and refer to them before asking Room Leader

Worst:          The educators work from crisis to crisis and drama and confusion occurs daily

Feeling a part of a work team


Best:             You belong to a great room

Worst:          You are looking for other jobs

Professional Growth


Best:             Growth in skills and confidence

Worst:          Bored, tired and not going anywhere

Nurtured and Informed


Best:             Nurtured

Worst:          Left out not knowing what’s going on in the room

Recognised


Best:             Recognised and praised by others,

Worst:          Never thanked, not recognised, nobody even knows your name

KPI’s can be measured in different ways. A scale format is one of the easier ways to measure KPIs. For example:

Key Performance Indicators Worksheet

Service Name:             Date Complied: Monday 4th November 2019

Empowered to participate and allowed to explore new ways of educating
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Systemised procedure used eg policies, checklist, regulations and Staying Healthy in Childcare
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Feeling a part of a work team
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Professional Growth
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Nurtured and Informed
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Recognised
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10

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Day to day activities that just need good management

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There are day to day activities that just need good management. To identify these start by looking at your room routine.

Here is an example of an effective room routine.

Routine and Time Who is doing this? Skills and resources required
8:00am
Welcome the children and parents, take parents to the child's strength tree and add to it. Even if there is nothing to add educators talk about the child's strengths.

Educators actively greet children/families. When there are 2 educators there is an activity set up where 1 educator is teaching the children a new skill
All educators

Trainees teach the skill. They are at the child’s height, acknowledge the parent, welcome the child and describe what they are going to learn.
Knowing parents’ NAMES
Talking to parents
Starting a conversation
Active listening
Greeting skills
Activity setup where the educator is TEACHING A SKILL.
Lesson plan needed. Don’t forget we can share plans amongst educators.
8:30
Why can't the children be outside? Wear gloves and hats and jackets. Lots of running games. Planned activity which is all physical eg sack racing, crocodile may I cross your river, only if you have blue on, marching, hopping, singing. These activities are calming
All educators DO THE ACTIVITIES with the children who will do what you are doing. Using resources like Munch and Move to give us a list of exercises we can do with children.

Remember when children go to school the playgrounds are empty so we need to give the children game skills too.
9:00
Transition
Have set out activities until group time.

Tell them stories in a positive way to change behaviour. "I saw someone throw sand in the sandpit today. What could we do about that?"

Plan the day with the children in group time. Children run it. This can go on and be beneficial for everyone. The children make choices. This may take a long time.
All Educators, especially the trainees.

Group time needs to be shared with everyone. This increases the skills. We need input from children. ASK children to solve QUESTIONS. Do not tell them what to do
We need a set of transitions in a folder/ring binder etc that anyone can pick up and use.

The ability to ask questions, tell stories and solve problems.

We need an A-Frame to write down what the children say. This is child led programming and we always come back and refer to it during the day.
Helper Chart
Refer to the helper chart and see who has to do what for the day
All educators and children.
Children need helper identification stickers.

Relevant helpers help with activities like setting up morning tea, packing up first morning activities, wiping and setting up tables, shelves, food and activities, mopping the floor, looking after sand pit. Using children as helpers is a technique to manage potential crises
Implementing a helper chart with movable names and tasks both written and pictures.
Word Walls
Add words to a word wall at group time, lunch time and other meals and at the end of day with parents
Children and educators Spelling, printing, writing and laminating the new words learnt
Direct teaching
Teach a planned lesson to small/large groups then move to area with planned activities based on lesson.

Split groups and teach. For example, Ruby is defiant but parents are building a house so Ruby needs to build her own house.

Let older children be the teacher, block monitor etc or help with roll call and lesson planning.
Junior educators deliver lesson

Room Leader gives feedback

This can be free form play or 2 – 3 small groups

Older Children
Writing a lesson plan
Feedback from the Room Leader has to happen immediately after educator has finished delivering lesson

Making rules in words and pictures. (make children work for you)Completing strength trees and getting weekend sheets so we REALLY know what children are interested in.
10:00
Morning tea
Sit and listen and lead a discussion about a strengths form strength trees and educators write down strengths.
We must SIT AND EAT at least a small amount with the children and talk with them to discover what they know, can do and understand. Small amount of food and paper and pen to write what the children say.
Children clean as per helper charts
Use visuals and words to get the children to move and make choices always referring back to daily plan
Children Helper charts
10:20
Free play - educators become involved in the play when they’re invited by children. This shouldn't take long. There should be lots of imaginative play. Make sure educators are down where the children are.
Children and educators The children will be telling you what they want to play with and getting it out of the store room.

It must be informed ie give them inspiration built from the child's interest eg Lego with different building pictures.
11:15
Free play outside
Children and educators Loose play parts from families and community
Transition
Yoga and brain gym
Children lead the yoga and exercises with pictures and action. This is a great skill to help children learn to lead. Yoga in pictures NOT ON TV. Brain gym exercises.
Children talk about what they have learnt. Educator reinforces all the positives they saw eg “Jackson I saw great play with Thomas.” Children and Educators

There needs to be lots and lots of questions. Questions create thinking, thinking creates investigating and investigating creates curriculum where we are led by the children.
Writing directly onto the program with the children.
Reading TEXT TYPES eg books, lists, invoices, magazines, website page, road signs Educators and Children Resources and lessons to use as literacy packs.

We need to explore all the different text types.
Hand washing
Helpers do set up eg set the table
Children Helper chart
12:00
Lunch served by children where possible
Educators always with the children
Helpers help serve the food for everyone
Educators MUST eat a very small portion with the children.
Lunch must not be rushed
Helpers get the trolley and take it back after lunch
Children Teaching children in a direct lesson how to serve food in a hygienic way.
1:00
Quiet time/rest time
For children not sleeping/resting, set out quiet play areas. Look at the strength tree and daily curriculum with them
There needs to be lots and lots of questions once again. Listening skills
Compile portfolios with children
Eg children write educators underwrite, children fold paper and put their work in sleeve
Children and Educators Portfolios and glue, scissors, staples, pictures, art work, photos and all the other forms of assessment children create.
1:45
Ask children “what was the best thing you did at school today?”
Add new words to word wall.
As children “What didn't you like? How can we make it better?”
Write program and learning stories with children. Let the children put it up on the wall.
Children and Educators at group time Writing directly onto the program with the children.

Word wall material

Learning stories material
2:15
Choose again what the children want to do. Include the helpers recycling, prepping things to use based on helper chart, garden maintenance
Children and Educators Listening skills
3:30
Singing, dancing, dramatic play
Guessing games to act out eg charades
Children and Educators Music
Dramatic play equipment
All parents taken to the curriculum wall and children’s learning described to parents by ANY EDUCATOR Families, children and educators Talking to the parents
Teaching children to take their parents to the curriculum wall
4:00
Outside Play
Children and Educators Setting up loose part play in the outdoors
5:00
Go inside and remaining children discuss what they want to do tomorrow
Children and Educators Listening to the children and extending on the children’s ideas.
6:00
Finish
Children and Educators Setting up the room for a perfect start the next day.

List 5-10 ways to split your room jobs evenly

1
2
3
4
5
6
7
8
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10

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Ensure Management Roles Work Effectively

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Clearly Defined Reporting Relationships are Required for Effective Leadership

Everyone in the Service must only have one primary manager. This reduces confusion and increases accountability and transparency. If educators or staff do not follow clearly defined reporting relationships, the primary manager loses the ability to manage and lead their direct reports. In your room this could happen, for example, if your Room Assistant goes directly to the Nominated Supervisor. These types of actions have the ability to destroy a service.

Below are some examples of how the reporting relationship can fail. This is turn leaves the person in the middle powerless, devalued and unable to do their job.

Your reporting relationships should include:

  • Educators in the room (including rooms assistants) report to the Room Leader
  • Room Leaders reports to the Nominated Supervisor
  • The Nominated Supervisor may communicate information and direct the Room Leader

Information, requests or delegations to educators to take action or change their actions should only come from the person to whom they report ie you as Room Leader. Make sure each of your educators understands and adheres to this reporting relationship.


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Identifying what needs managing

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There are certain things that need to happen every day in your room. They can either run like clockwork when everybody knows what they are and how to do them, or it can be chaos where things get missed, children are hurt in avoidable accidents, parents complain about lost clothes, dirty children, you are stressed and educators don’t like being there.

What is the difference between leadership and management?

Managers Leaders
Managers make sure things run smoothly.
They:
  • plan
  • organise
  • co-ordinate
  • control
Leaders motivate and encourage staff.
Good leaders:
  • inspire and encourage
  • trust their staff
  • are compassionate
  • are consistent and reliable
  • are a source of hope
  • recognise and work with each person’s strengths and abilities
Sometimes a leader may also complete managerial tasks.

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Effective Communication

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Did you know

“Words are only 7% of your communication

38% is voice tone

55% is body language”

Emotions are linked to your body language.

If you feel good you’ll smile.

If you force yourself to smile you’ll feel good.

Professor Albert Mehrabian

“When I begin a training session no matter what it is, I always acknowledge each person as a professional and I remind them that they are professional men and women who have sound knowledge of Early Childhood Teaching practices.” Ann Webb


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Educator’s issues identified and ways to manage them

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Educators issues identified How could you be accidentally creating the issues? How to manage issues and free up your valuable time
Structured routine Allowing it to be accepted Get the educator who excels in creating a child lead curriculum to mentor how to create a flexible routine
Lazy and doesn’t think they should have to reflect on anything Not addressing the issues immediately. Allowing this person to continue not doing their job properly Have an educator mentor how to reflect thoughtfully and showcase the professional improvement and improved learning outcomes
Has difficulty with literacy Not discussing or involving the educator in relevant service information. Allowing her to feel inadequate /low self esteem as a result Focus on educators positive skills and mentor her. Critique her literacy skills sensitively
Not confident in speaking to families Continuing to let others speak on her behalf Pair this educator with an educator who is confident and effective in communicating to build on skills
Wants to oversee domestic chores rather than being a lead educator in room Allowing this avoidance technique to continue Pair this educator with another who will support, mentor and teach her how to lead the group
Doesn’t want recycling in room Allowing the initiative to be shut down Find an educator who is creative and has a passion for recycling to oversee the ‘recycling station’ and promote the use of recycled materials
Won’t put out painting materials as they make too much mess Allowing the educator to refuse to consider putting out painting materials in the environment Consider pairing educator with an educator who has a passion for art and craft, getting them to create an art studio/area and then showcasing the benefits of creative art for children

Educator’s issues identified and ways to manage them

Educators strengths identified How could you be accidentally shutting your educators down? How to manage issues and free up your valuable time

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