Educators talk to their Room Leaders about:
- their roster
- room routines
- training needs
- curriculum eg planning, activities, extending learning, intentional teaching
- children’s portfolios
- learning documentation eg learning stories, child reflections, strength trees, photos
- assessing children’s learning
- room displays
- cleaning responsibilities
- resources and equipment – new or replacement
- difficulties with other team members they can’t resolve directly with the person
- any issues that affect their job
- difficulties managing children’s behaviour
- service operations
- their own special skills, hobbies etc so these may be used to strengthen the curriculum (can be areas not related to childcare)
- policies or procedures
- learning outcomes, NQS elements and Regs
- individual children eg health needs, children’s medication and/or medical plans, interests, comfort routines, family structure
- individual families eg jobs, names, family structure, hobbies, holidays
- how to improve everyday skills and procedures eg teaching, documenting, reflecting, talking to families, managing and interacting with children, identifying behavioural needs, time management
- feedback for Quality Improvement Plan
- templates and forms
- record keeping and filing
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Educators share information with other educators about:
- their own special skills, hobbies etc so these may be used to strengthen the curriculum (can be areas not related to childcare)
- children and families that other educators may not know (only appropriate information, nothing that breaks confidentiality or is not needed to be said i.e. gossip)
- things they’ve learnt from training/professional development
- better ways to do things eg including children’s names in the stories they’re reading
- their movements during the day, especially if supervising children. For example I’m taking Ava in for a Nappy Change now…I’m taking these four children to the printer to get or learning stories.
Educators talk to Educational Leader about:
- curriculum eg planning, activities, extending learning, intentional teaching
- compiling children’s portfolios
- completing learning documentation eg learning stories, child reflections, strength trees, photos
- assessing children’s learning
- their reflective practice and critical reflections
- their own special skills, hobbies etc so these may be used to strengthen the curriculum (can be areas not related to childcare)
- learning outcomes
Educators teach, coach, then assess trainees in:
- policies and procedures
- learning outcomes, NQS elements and Regs
- curriculum eg planning, activities, extending learning, intentional teaching
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- compiling children’s portfolios
- completing learning documentation eg learning stories, child reflections, strength trees, photos
- assessing children’s learning
- making beautiful room displays
- their cleaning responsibilities
- their knowledge about individual children eg their health needs, medication and/or medical plans, interests, comfort routines, family structure
- their knowledge about individual families eg jobs, names, family structure, hobbies, holidays
- everyday skills and procedures eg teaching, documenting, reflecting, talking to families, managing and interacting with children, nappy changing and toileting, the correct way to complete an incident/accident form if they were a witness
- templates and forms used
- record keeping and filing
Educators talk to Nominated Supervisor about:
- personal illness, injury etc that affects their work
- difficulties with other team members that they can’t resolve directly with the person or with the help of the Room Leader
- any issues that affect their job if Room Leader can’t resolve them
Educators talk to Administration Manager about:
- pay issues
- qualifications eg updating First Aid or Child Protection Clearance, working towards qualifications
- enrolment of children information relevant for their room
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