Leadership Cluster CHC50113 Diploma of Early Childhood Education and Care Off-the-job assessment LA019880 CHCECE019 – Facilitate compliance in an education and care service CHCECE025 – Embed...

Leadership Cluster

CHC50113

Diploma of Early Childhood Education and Care

Off-the-job assessment

LA019880

CHCECE019 – Facilitate compliance in an education and care service

CHCECE025 – Embed sustainable practices in service operations

CHCPRP003 – Reflect on and improve own professional practice

CHCMGT003 – Lead the work team

Please note that all four (4) units in the Leadership cluster are co-assessed. This is the only written off-the-job assessment to be completed for all four (4) units. Please ensure that you have read the learning materials for all four (4) units prior to commencing this assessment.

Assessment Summary

This assessment is ungraded. Learners will receive a
Competent or
Not Yet Competent
in accordance with TAFE NSW Assessment Guidelines.

All assignments must be completed satisfactorily.

What you have to do

TASK OVERVIEW

This assessment consists of one (1) task with three (3) parts.

This assessment involves leading a community sector education and care service.

Please read through all tasks very carefully.

Leading a community sector education and care service

The following information has been provided to use for your assessment.

This information will be required to complete your tasks.

Wintergrove Education and Care Service

You are the Nominated Supervisor (NS) of Wintergrove Education and Care Service (WECS)

Wintergrove Education and Care Service (WECS) is a community sector, not for profit, education and care service in Wintergrove, NSW.

Wintergrove Education and Care Service:

~ offers places for 60 children per day

~ operates from 6.30am – 6.30pm, five (5) days a week

~ operates with four (4) rooms

~ 0-2’s room with 8 children 2 educators

~ 0-2’s room with 8 children 2 educators

~ 2-3’s room with 20 children 4 educators
~ 3-5’s room with 24 children 3 educators

~ operates for 50 weeks of the year (closed for the Christmas and New Year period)

~ is closed on all public holidays

Wintergrove is a coastal town in NSW with a permanent population of approximately 4,706 people (according to the last census). The area has a high population of new families with young children. Children are seen as unique contributors to this young and emerging community. There is a shopping centre; library; club, hotel and sporting facilities; several doctors (GP’s) and a range of allied health services; a police station and fire station; a state primary school and a state high school.

Wintergrove is primarily a service town, providing for industry in the local area. This includes timber, recycling and some light farming of crops. Many families are committed to shift work.

The management committee ensure the philosophy reflects renewal and care of the environment, as well as fostering within children a respect and appreciation of our natural world and ensure that they provide a service that is particularly focused on the appreciation of the natural environment, ‘green living’, sustainability and recycling.

WECS has strong community focus and is passionate about the role of the community in extending and enriching children’s lives and learning and ensure that the service philosophy aligns to:
Belonging, Being and Becoming: The Early Learning Years Framework for Australia.

The management committee is representative of a diverse community, which includes Anglo-Australians, Croatian, Italian, Chinese and a number of other cultural groups. The Australian Aboriginal population is also a strong part of the local community.

Part 1: Contribute to and promote effective work practices and effective workplace relations

CHCECE019 – Topic 1

CHCMGT003 – Topic 1 and Topic 2

a)
Develop:

o a
statement of philosophy,
ensure your philosophy reflects consultation with key stakeholders.

Wintergrove Education and Care Service

Our Philosophy

We believe in Wintergrove town that Children are the main contributors in building our future communities. We believe children are need to be our main focused when planning and setting our curriculum. We believe the needs of teach our children and raise them to become generation who care and respect their natural environment” green living”. We feel and appreciate our environment as well as our children and the wider community, When children are being teach the value and importance of our natural resources, they will protect it as much as they can, for example educator can explain to children about pollution and what cause pollutions, this topic can lead to increase children awareness on how to save our planet and try to minimize the factors of pollutions. We feel young children absorb everything, for this we need to model and teach them the right meanings of how we can protect our environment from endanger. In addition to teach them the concept sustainability and recycling as many people in the town works in recycling industry. The Early Years Learning Framework Learning Outcome 2: Children are connected with and contribute to their world is all about sustainable practice as well.

We believe each individual in our service whether it is the child or the educator despite their culture, religion, social-economic factors and gender, everyone have the rights to live their lives without any judgment. We believe that children will have a better future if all their rights are met, starting from learning, playing, feel secure and safe and be healthy.

WECS service is directed by Being, Belonging, Becoming, The Early Years Learning Framework and the National Quality Framework

We believe that the learning opportunities we provide for children will promote their development. Through implementing different learning experience through children day, the educator is supporting children development. These learning opportunities should be inclusive and equitable, based on children interests, needs, abilities, strengths and age. It is our responsibility as an educators to know what each child is capable of to build a suitable learning program for our children. We believe children learn through playing, exploring, experimenting and communicating with peers and educators which also develop children skills. Many sorts of plays children can engage in, like sensory play, physical play, dramatic play, creative play and manipulative play, we believe it is the educator role to encourage children to participate in learning activities, because we aim and focus on children learning.

In relation to curriculum our staff are always working to provide curriculum that foster all children development, Curriculum: in the early childhood setting curriculum means ‘all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’. [Adapted from Te Whariki]

Our approach help us to form curriculum, child will be a main focus for the educator, educator will observe, record, plan, implementing and document all aspect of the child day.

In addition to educator role, families and community play a major roles in forming the curriculum, we appreciate their efforts and support to collaborate with our staff in order to plan the curriculum.

We value partnership with families. Families are the main influencer on their children, for so if families and educators work together children are going to bright and feel more confidence towards the learning environment. Our staff is available all the time for any feedback or suggestions from families and community. We also work with external support communities.

We accept and celebrate the diversity in our community which , which includes Anglo-Australians, Croatian, Italian, Chinese and a number of other cultural groups and we pay our respect and acknowledgeAboriginal peopleas the traditional owners of the land on which we work and live andalso pay respect to Elders both past and present. We provide a welcome environment for our multi-cultural community. Examples families who do not speak English will be supported by providing non-English posters to guide them or provide a translator for them.

We believe team work enhance children learning, our educators support each other to achieve their planning outcomes.

b)
Identify:

o a
management structure:

§ lines of accountability

§ communication structure

1. Approved provider (management committee)

2. nominated supervisor,

3. chef, supervisor assistant

4 room educators. ~ 0-2’s room with 8 children 2 educators

~ 0-2’s room with 8 children 2 educators

~ 2-3’s room with 20 children 4 educators
~ 3-5’s room with 24 children 3 educators

c)
Identify:

o
educators:

§ number of educators required for the service

14

§ number of educators required for each room (ratio of educators to children) 11

Age Educator to child ratio

0-2 1:4

2-3 1:5

3-5 1:10

§ qualifications of educators in each room and overall in the service

1. 0-2’s room 1:

Sarah has Diploma of early childhood and work towards early childhood teacher qualification.

Cassie has Diploma of early childhood.

Kylie Diploma of early childhood.

2. 0-2’s room 2:

Melissa and Sandra all have Diploma of early childhood. Ella is hold early childhood teacher qualification.

3. 2-3’s room:

Josephine, Mia, Lana, Yumi, Caroline all have Diploma of early childhood.

4. 3-5’s room:

Sam and Zana are both early childhood qualified teachers.

Laura has Diploma of early childhood.

§ Ancillary staff (e.g. administration assistant, cook, etc.)

1. Supervisor assistant Ayda she starts at 10:30 until 6:30 five days a week and she usually stays with children form 3-5 years for the last hour and a half of the day (5:00-6:30), just to maintain educator to child ratio. In addition, she is the responsible person in the centre when NS finishes her working hours.

2. Chef

d)
Design:

o a weekly educator and staff
roster,
including educator and staff break times

Staff roster and break times

d)
Design:

o a weekly educator and staff
roster,
including educator and staff break times

·
3 educators are early childhood education teachers

·
Rest of educators have Diploma of early childhood education

·
All educators and staff hold senior First aid and Asthma and Anaphylaxis qualifications.

·
0-2’s rooms joined together from 6:30 until 8:00, then joined again from 4:00 until closing time 6:30.

·
2-3’s and 3-5’s rooms( come together) joined together from 6:30 until 8:00 in the morning, then joined both room again from 5:00 until closing time 6:30.

·
Denoted Responsible person

END OF PART 1 (Contribute to and promote effective work practices and promote effective work practices and effective workplace relations)- PLEASE CONTINUE TO PART 2 (Develop and implement staffing processes and lead the work team)

Part 2: Develop and implement staffing processes and lead the work team

CHCECE019 – Topic 1

CHCMGT003 – Topic 2 and Topic 4

a)

Recruit
for a new
Diploma in Early Childhood Education and Care
educator position

o Identify your role as Nominated Supervisor (NS) in the recruitment process

o Detail the induction and orientation procedure you will follow

o Identify ongoing support procedures you will put in place for this educator

1. My role as a nominated supervisor will start with the first step of recruitment which is: Legislation

o
Education and Care Services National Law Act 2010

o
Education and Care Services National Regulation 2011

o
Children’s Services Modern Award 2010-MA000120

2. Second step is the Education and Care job description:

Early Childhood Educator Diploma qualified

About us:

Wintergrove Education and Care Service is a well-established not-for-profit and we are honored to be part of the local community, education and care service in Wintergrove, NSW.

We provide a service that is particularly focused on the appreciation of the natural environment, our families, children and educators respect and appreciate our natural environment.

Our centre Wintergrove Education and Care Service is offering a full-time position for an early childhood educator, and the educator must hold a diploma of ECCE qualification, so please if you believe in our concepts and meet essential criteria forward your resume to this email or call this number for more information.

Essential criteria:

· Hold a valid diploma in early childhood education qualification.

· holds a current approved first aid qualification, anaphylaxis and asthma management training

· Excellent communication skills.

· Have a recent working with children check and child protection certificate.

3. The job will be advertise on jobs website.

4.

b)

Use
the job description found in Appendix 1 for a Diploma trained educator to
develop:

o one (1) educator performance review
for this role

END OF PART 2 (Develop and implement staffing processes and lead the work team) - PLEASE CONTINUE TO PART 3 (Review individual performance and promote effective workplace relations)

Part 3: Review individual performance and promote effective workplace relations

CHCECE019 – Topic 1

CHCMGT003 – Topic 2, Topic 4 and Topic 5

Consider
the scenario’s below:

It has been agreed that the service will not celebrate Sienna’s birthday as per the family request and Wintergrove Education and Care Service Enrolment policy and Access and Equity policy (Sienna’s family are Jehovah’s Witness and do not celebrate birthdays). Ken identifies from Sienna’s enrolment form when her birthday is and feels sorry for Sienna and decides to make her a special badge to wear on the day.

Ken confides that he and Leilani are unable to ensure the children brush their teeth after lunch (as per Wintergrove Education and Care Service’s Dental Hygiene policy) as they are packing away lunches and setting up the beds.

a)

Identify:

o How you would use the performance review (from the previous task) to maximise work performance?

o What possible work goals could you establish?

o What possible training and development opportunities would you offer?

o How will you use the principles of ‘coaching’ in this situation?

o What specific instruction and additional support would you offer?

o What conflict resolution strategies would you use in this situation should a conflict arise?

END OF PART 3 (Review individual performance and promote effective workplace relations) THIS IS THE END OF THIS ASSESSMENT

I have:

q Developed a statement of philosophy

q Identified management structure of the service

q Identified educators of the service

q Designed a weekly educator roster including break times

q Recruited for a new Diploma trained position (recruitment and orientation process)

q Developed an educator performance review

q Identified how you would use the educator performance review to review performance and promote effective workplace relations