Service Educators are responsible for providing education and care for children enrolled at the service, consistent with our philosophy and curriculum and according to the requirements of the National Quality Framework.

Educators work in collaboration with the other Educators, Room Leaders, Educational Leader and the Nominated Supervisor.

In respect of the Mission

• To uphold the vision of the Centre;
• To support Biblical values;
• To teach Biblical truths;
• To speak openly to the children of the Christian faith;
• To support and encourage families in need (re-directing where necessary;
• To pray with other staff for the needs of the Centre.

In respect of Personal Faith

• To be an active member of a Christian church;
• To seek regular Christian teaching and fellowship;
• To pray;
• To handle Centre matters with total confidentiality at all times;
• To display the fruit of the Spirit in one’s daily life as described in Galatians 5:22-23;
• To participate in regular staff evaluation which examines personal, spiritual and professional
        development.

In respect of Education and Care of Children

• Act in a manner that promotes the best interests of the child;
• In conjunction with the Room Leader and other Educators, implement a high quality education and care curriculum for all enrolled children that is consistent with –
  • The Service philosophy, procedures and policies;
  • Education and Care Services National Regulations;
  • Education and Care Services National Law;
  • The National Quality Standards;
  • Early Years Learning Framework.
• Respond to children’s strengths, interests and needs and implement a planning cycle for individual children and the whole group of children within the room.  This will need to –
  • Make learning visible;
  • Be responsive to advice and guidance from the Educational Leader;
  • Be documented and maintained on a cyclical basis and in a professional manner to a high-quality standard;
  • Be linked to the Approved Learning Framework outcomes and relevant early learning and developmental theories;

• Engage in critical reflection and evaluation of children’s learning and use this as a primary source of future planning;
• Engage children in learning opportunities that are responsive to –
  • Meaningful moments;
  • Intentional and spontaneous interactions;
  • Children’s agency and choice;
  • Routine times;
  • Information technology;
  • Environmental sustainability.
• Support and actively plan for an inclusive environment by –
  • Supporting every child’s learning;
  • Role modelling positive interactions and behaviour guidance strategies;
  • Respecting children’s similarities, differences, cultures and diversities;
  • Maintaining each child’s dignity and the rights of each child;
  • Responding to the emotional, social and wellbeing needs of each child;
  • Providing physical care, assisting children in toileting, dressing and meal times and viewing all these opportunities as teaching moments;
  • Having an awareness of funding and structure of support available to assist children with additional needs;
  • Collaborating with the recording of additional needs, children’s development and planning as directed by the Nominated Supervisor.
• Support children’s individual wellbeing and comfort in sleep, rest and relaxation;
• Contribute to the development of an environment for children which –
  • Is ready for operation at the beginning of each day;
  • Reflects children’s curiosity, exploration and problem solving;
  • Acknowledges the importance of the indoor and outdoor environments as the ‘third teacher’
  • Provokes practices and discussions to support environmental sustainability.

• To ensure that planned activities meet the developmental needs and interests of the children –
  • Project work is documented and displayed for parents and community;
  • To ensure developmental records and planning documents as required by the NQF are completed in a timely manner.
• Ensure each child has a sense of Being, Belonging and Becoming within the Service;
• Assist in maintaining up to date records of the children within the group;
• Ensure professional documentation is undertaken for all children and is reflective of requirements within the National Quality Framework.

In respect of Families and Community

• Demonstrate respect for the families’ role as the child’s first teacher;
• Build and maintain professional, inclusive and positive relationships with families of the Service;
• Ensure professional communication with families at all times and maintain confidentiality;
• Draw on the knowledge and experience of families to support their children’s learning;
• Build collaborative relationships with all staff in the Service based on respect, trust and honesty;
• Engage in professional conversations with other educators to enhance knowledge and practice;
• Engage in professional conversations with other professionals as is appropriate;
• Acknowledge and support personal strengths, professional experience and team diversity.

In respect of Professional Conduct and Learning

• Work within the National Quality Framework, the Early Childhood Australia Code of Ethics, the Service philosophy, policies and procedures;
• Consistently contribute as an effective team member;
• Actively participate in performance appraisal process;
• Engage in reflective practice and ongoing professional learning;
• Attend and contribute to staff meetings and other whole of staff professional learning events;
• Undertake Food Safe training at intervals decided by (see responsible to);
• Undertake First Aid training (including training in Anaphylaxis and Asthma) at intervals decided by (see responsible to);
• Ensure students on placement are positive, mentored, welcomed, supported and assisted;
• Ensure the Nominated Supervisor is informed of any problem arising, which would affect the children, the approval or rating, the regulatory and legal compliance or the smooth running of the Service;
• Be involved in the Services Quality Improvement Plan and assist to implement this as directed;
• Perform additional duties as required by (see responsible to);

• Maintaining supplies and equipment levels for the room or Service;
• Performing incidental administrative duties including but not limited to, signing delivery dockets, organising noticeboards etc;

• Undertake Child Protection training at intervals decided by (see responsible to).

In respect of Organisational Staff Representation and Narnia

• Actively support the organisation’s philosophy, policies and procedures and positively represent the organisation to external contacts at all opportunities;
• To be aware of and uphold St Philip’s Christian College vision, mission, core values and beliefs;
• To uphold Narnia Early Learning values, vision and philosophy;
• To work in collaboration;
• To attend staff meetings;
• To uphold and implement all entre policies and procedures.

In respect of Workplace Health and Safety

• Work in a manner that does not pose a risk to self or others;
• Ensure a safe and healthy work environment;
• Act immediately on any safety issues that relate to the working environment of the Service;
• Follow Service policies regarding child protection and child safe standards –
  • Inform the Nominated Supervisor of any allegations or conviction of a child protection nature against any other employees, of which you become aware;
  • Ensure compliance as a mandated reporter.
• Follow Service guidelines in providing a safe environment for children and staff;
• Understand, implement and review emergency management procedures as required;
• Maintain educator-to-child ratios and qualifications at all times;
• Ensure the Service’s duty of care to children and their families is strictly maintained;
• Administer first aid and medication in compliance with procedures and policies and ensure to keep accurate and detailed records of injury/accident/trauma and medication forms;
• Respond positively and consistently to children’s additional needs/requirements – including diet/allergies and developmental;
• Assume an equal share of cleaning duties.

ESSENTIAL SKILLS AND QUALIFICATIONS:

• Knowledge and understanding of the National Quality Standards and the Early Years Learning Framework;
• Demonstrated experience in curriculum, supporting curriculum development and documenting children’s learning and development;
• Ability to relate effectively with children and their families;
• Ability to work effectively in a team environment;
• Communication and inter-personal skills;
• Commitment to ongoing professional learning;
• A willingness to be appointed as a Responsible Person.

WE’LL PARTNER WITH YOU ALONG THE WAY

As a member of the St. Philip’s team, we are committed to advancing your God-given purpose and potential by supporting your personal and professional growth, while approaching the changing needs of the future with confidence and ingenuity.

Note: All SPCC employees are responsible for ensuring the workplace is free from sexual harassment and must not engage in any behaviour that could amount to sexual harassment. They are also committed to a culture that supports and embraces Child Safe Standards and strictly complies with work health safety standards.