Service Teachers 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.

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

In all decisions and actions related to your role, the safety, rights and best interests of children must be your paramount consideration. This is a statutory duty under the Education and Care Services National Law and applies above all other operational, financial or stakeholder considerations.

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 and regular self-reflection and reflection of practice.. 

IN RESPECT OF EDUCATION & CARE OF CHILDREN 

• Act in a manner that promotes the best interests of the child, prioritising children’s safety, rights and best interests above all other considerations

• 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. 

• Support, lead and mentor other educators within the room to ensure the embedding of the Learning Framework within the curriculum 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; 

• Provide leadership and support in – 

• Documentation of children and family information; 

• Observation of children; 

• Evaluation of observations and planning; 

• Implementation of plans; 

• Reflection of own and teams’ practice to guide future planning 

• Role model and 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; 

• 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;  

• Record children’s developmental and service planning to meet funding obligations with additional needs and provide a high-quality program. 

• 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; 

• Ensure that all records for the children in your group are maintained and up to date as per the Service policies and the NQS; 

• Actively support children’s right to have their voices genuinely heard and acted on, including in decisions that affect them , such as the use of their images, videos and stories , and promote children’s autonomy and agency as a rights-based practice;

IN RESPECT OF FAMILIES & 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; 

• Ensure parents are appropriately informed and consulted with about the care of their children; 

• Draw on the knowledge and experience of families to support their children’s learning; 

• Engage in shared decision making with families; 

• Always ensure professional communication with families and act as a resource to support not only the child but the whole family; 

• With guidance from the Nominated Supervisor support families to access inclusion support and assistance; 

• Acknowledge and support personal strengths, professional experience and team diversity. 

IN RESPECT OF OTHER EDUCATORS & PROFESSIONALS  

• 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 with the knowledge of the Director; 

• Acknowledge and support personal strengths, professional experience and team diversity; 

IN RESPECT OF PROFESSIONALA CONDUCT & LEARNING  

• Work within the National Quality Framework, the Early Childhood Australia Code of Ethics, the Service philosophy, policies and procedures; 

• Engage in the service learning community approach to ongoing professional learning; 

• Consistently contribute as an effective team member; 

• Maintain awareness of contemporary Education and Care practice to inform quality service delivery; 

• 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; 

• Actively participate and contribute as a member of the service leadership team; 

• 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) within your knowledge, skills and capabilities, including duties performed by other educators and staff members.  These may include – 

• 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 & 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 & SAFETY  

• Work in a manner that does not pose a risk to self or others; 

• Ensure a safe and healthy work environment; 

• Implement and monitor effective WHS practices in accordance with regulations, legislation and service policy; 

• Understand, implement and review emergency management procedures as required; 

• Ensure the service’s duty of care to children and their families is strictly maintained; 

• Respond positively and consistently to children’s additional needs / requirements including diet / allergies and developmental; 

• Please read the Narnia Right to Disconnect Policy and discuss with your Director/Executive Director expectations in relation to this role. 

• 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. 

• Intentionally embed protective behaviours into everyday practice, including supporting children to understand personal boundaries, recognise unsafe situations and know how to seek help, in ways that are age-appropriate, culturally sensitive and empowering;

SELECTION CRITERIA 

• Willingness to be appointed as a Nominated Supervisor, Responsible Person or Educational Leader; 

• Desirable to hold post graduate / tertiary qualifications in leadership and / or to have service leadership experience; 

EXPERIENCE 

• Demonstrated experience in curriculum development and documenting children’s learning 

CAPABILITIES 

• Commitment to ongoing professional learning