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

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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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