Chapter 6 Leaders in Practice Profiles

Catharine Hydon

Early Childhood Consultant, Melbourne (Victoria)

When I look back to when I first started working in early childhood education and care I am ashamed to think how little I thought of the community beyond the centre—the community to which the children and families I worked with belonged. I held the work that occurred in that kindergarten program (work which I largely determined) in high regard and the things that happened for children outside that of peripheral significance. This was not because I was arrogant (maybe a little precious about the sacredness of what we did) but because my teacher education had focused my gaze on the child. The context was discussed in part but never in the sense that I was a professional among others that offered a suite of service provision to children and their families.

Never did the idea cross my mind that I was part of a community of professionals who could work together to enable the best possible start in life. My transformation to a new way of thinking about myself as an education professional and the role of early childhood services came about through my work in a children’s centre in Broadmeadows (a disadvantaged community in the northern suburbs of Melbourne). The community, which I had mostly kept outside the four walls of the services I had previously worked in, forced its way in. I was constantly reminded of the context by families who would tell me of their refugee experience, of their quest to find a job, those who were working with Centrelink, and so it went. I was faced with a choice: become a professional who worked in collaboration with the community and the professionals who supported families’ lives or be the captain of my own isolated silo. I chose to rethink myself and my work.

I am now deeply committed to an integrated approach—not one that looks the same everywhere and not one that is defined by the walls of new buildings—rather an approach that places children’s needs at the heart of the conversation that we have as communities and works in many ways to support the delivery of a good childhood for every child. I have learnt much from working with a mix of other professionals, families and communities to develop places where children’s needs are met and their voices are listened to. I have found my areas of expertise and where I can contribute to the learning of others. I am wary of simple answers and ‘one-stop-shop’ approaches where solutions are outlined in a stages model. I am drawn to those people and places—and there are growing numbers—who are content with the complexity of local responses and can talk strongly of the principles they use to guide their work. Integration is more than the sum of its parts. Early childhood education and care is one part, but in collaboration with others—children, families, professionals and communities—we can transform lives.

Christine Knox

Director and Educational Leader, Coolamon Preschool (NSW)

I graduated as an EC teacher in 1979 and have been the director, nominated supervisor and educational leader at Coolamon Preschool for 37 years. My title has changed over the years and I have seen several changes to regulations and more recently the introduction of the National Quality Framework. While my role has changed over those years, I have essentially been a teacher of young children, manager of a community-based preschool reporting to a parent management committee and mentor to other staff for all that time. Although the NQF, for the first time named the position of educational leader, in reality I have always assumed that role as the only teacher in a preschool with only two to three staff at any one time.

Coolamon is 40 kilometres from Wagga Wagga, New South Wales, with a growing population of around two thousand people. The main employment is from agriculture (canola, wheat and sheep), Charles Sturt University and a growing tourism industry. It is a really mixed community and we have children attending the centre who travel sometimes up to 60 kilometres for a round trip for their preschool experience. Some of these children travel home from preschool on the local school buses. The preschool is a 25-place, single-unit centre and currently employs a qualified EC teacher, a Diploma of Education and Care educator and a Certificate III job-share educator along with a part-time administration officer. The Certificate III position varies from year to year according to the number of children identified as needing additional learning support and the preschool’s budget. So essentially we have two staff that are permanently employed and a casual third educator each year according to our enrolments. In all, we have up to about 50 children each week. They are predominantly four year olds attending two to three days per week, but we also have a number of three year olds. The town has a central school (Kinder to year 12) and a Catholic primary school.

I have seen many changes in funding and regulatory requirements over the years, but probably the most significant has been the introduction of the NQF. Prior to the NQF, I was the only qualified person at the preschool, so I carried the full responsibility for the education program. The new requirement that all staff would hold at least a Certificate III was met with mixed feelings. At first, staff were resistant to gaining qualifications as they had many years of experience and felt they were not being recognised for what they had done so well for so long. So these staff sought to have some of their experience formally recognised (through Recognition of Prior Learning or RPL). In hindsight, I think it would have been more beneficial for all concerned to do the study and really learn about observations, planning and scaffolding children’s learning.

The announcement of the role of educational leader was not a big change for me; it was something I had always done—it was embedded in my everyday practice of being the teacher. I guess the naming of the role made me think more about talking with the other staff and being more explicit in mentoring them. As time went on and they felt more comfortable with their new qualifications, they became more empowered and took on greater responsibilities, particularly for the things they enjoyed sharing.

In my role as the educational leader, I tend to be the one who raises issues for discussion and I find relevant journals and articles for everyone to read. We support the ongoing professional learning of staff and we encourage staff to attend any workshops that they are interested in. We hold staff meetings about twice each term but with such a small team it is often better to just have a daily catch- up after the children have gone home for the day. The good thing about a small team is that you do a lot of the small stuff in a fairly informal way. We put our energies into making meetings about some of the big things that need all of our attention. We made a significant change to the way we documented children’s learning about six months ago so we have met several times over that period to give a concentrated effort to thinking that through. We are fortunate that within our small staff team, we have always worked well together and have respect for each other’s strengths and opinions.

We found the expectations of the NQS and our first assessment and rating visit quite stressful. In hindsight, it was more about the unknown and we were happy to receive an overall meeting rating, with two ‘exceeding’ ratings in Educational Program and Practice and Staffing Arrangements. The process has given us things to focus on for the coming years. As we came to terms with the NQS, I found it really useful to be a part of our regional directors group. While I have always had good connections with teachers in other EC settings, in 2011 a group of nine preschools from this region (Adelong, Gundagai, Junee, Temora, Ariah Park, Ganmain, Leeton and Ardlethan—a region of about 200 kilometres) decided to formalise the network and meet once a month.

We were inspired by a similar group that had been operating for some time around Albury, so after talking with them we formed our own regional network group. We pooled some funds and employed a consultant to help us with policies and procedures. This was so valuable, as doing all of the policies on your own is really time consuming. In a small centre you have to do the same amount of policy development as larger centres but you have far fewer people to call on to help out. It made sense to get together and share our ideas. Then our consultant would go away and write up our thinking.

We have visited each other’s centres and meet at our centre each term—usually in June, which is central for most of us. This has been a really important support for us to connect, tease out issues and problems and get advice from each other. We have become really close friends and colleagues. There is no defined leader of the group, but people just naturally take the lead on issues that are important for them. This network has been so important for us all. Working in small, stand-alone centres can be very isolating and you can go for long periods without really knowing what others are doing. Our centres are all very different, but we share a lot of issues that are common to rural EC settings.

I am about to retire from my position at the preschool and so I think about what advice I would give to the new teacher who takes over from me in the role of educational leader. I think the most important thing is to respect staff and listen to them. If you are coming into an established staff team, be mindful that the existing team have a lot of knowledge and experience to offer. They know the community so well and it is important in a small community to be sensitive to that community. It is also important to talk through your decisions and explain why you are doing things a particular way—people need to understand why you are doing the things you do—even if they seem like common sense to you. In a rural town it is also essential to get out into the community and build relationships. Getting to know the schools and library staff is essential but I have gained a lot from links with the aged care facility, the local council, the other EC settings (because children often attend more than one service), early intervention and community health staff. In a small community you can also have really good relationships with the police and the fire brigade and local businesses. These are the connections that really enrich the program. In a small town it is all about relationships.

Rhonda Livingstone

National Education Leader, ACECQA

What was the background to the development of the position of national education leader at ACECQA?

The role of educational leader in an EC setting was first introduced in 2012 in the National Quality Standard (NQS) and underpinning the National Law and Regulations. We have long had positional leadership roles such as director and coordinator, but for the first time the important role of educational leader was recognised, acknowledged and embedded in the National Quality Framework (NQF). As a part of that commitment to educational leadership, the ACECQA board and CEO identified the need for someone to take on such a role nationally as national education leader at ACECQA.

I was appointed in early 2014 as the first national education leader. This role has evolved over time in response to changing needs of the sector and government agencies. The key emphasis of the role is building a shared understanding of the expectations and requirements of the educational leader role as outlined in the NQS and underpinning regulatory standards. There is a strong focus on supporting educational leaders in their important role.

More broadly, I work collaboratively with our colleagues in state and territory governments and the Australian government to build a shared understanding of the expectations of the NQS, underpinning regulatory standards and learning frameworks. The focus is on working collaboratively to support educators, service leaders, approved providers and others to meet or exceed the standards and continually improve quality for children and families.

I draw from my experiences in the education and care sector (now spanning more than 30 years), which have included a range of roles in preschool and long day care, including as a service director; being an assessor of programs and services for both the government and a community association; undertaking a range of funding, policy, program, training and leadership roles in government; and, for a short time, being a sessional academic with a university.

I feel very privileged to be part of the small group of skilled and knowledgeable officers from around Australia who worked on the development of the NQS and the related policy and assessment and rating tools, guides and resources as well as the training and testing program of authorised officers.

What is your vision for the role of educational leaders in EC settings?

I think an important part of the educational leader role (and indeed our collective responsibility) is to build confidence and empower educators to discuss their practice and think about how theory can inform their practice. I work collaboratively with colleagues in government and peak organisations to provide educators and leaders with access to information, resources and professional development opportunities. It is part of my vision that the EC profession proudly showcases and leads the way in terms of best practice in education and care.

Qualifications and knowledge of children’s learning and development along with attitudes, dispositions and leadership attributes are all key qualities for educational leaders. I think it is important for educational leaders to:

• be inclusive
• identify and acknowledge strengths of educators and build on those strengths
• empower educators and identify opportunities for them to succeed as well as opportunities to build on these strengths and extend their thinking
• be open to learning and other ways of knowing and doing and keeping abreast of changes, research and best practice approaches
• drive continuous improvement by setting a positive example
• mentor, support, inspire, encourage, affirm and challenge pedagogy and practice in the role of a critical friend.

What are some of the key issues currently educational leaders are dealing with?

Importantly, effective educational leaders are skilful change managers. Change is inevitable if we want to move forward and learn from our experiences. I think one of the key challenges at the moment for educational leaders is supporting educators to meet the elements and standards in Quality Area 1— Educational Program and Practice. NQF Snapshot data suggests this is the most challenging area for services and educators to achieve, particularly the requirements related to critical reflection and the cycle of planning. Helping and empowering educators to identify strategies to document children’s learning and development in a way that is meaningful and relevant, and importantly achievable, is imperative.

Recognising that documentation is just one part of the planning cycle, educational leaders can play a crucial role in supporting educators to develop skills and strategies to collect, analyse and interpret information and use it to reflect on their pedagogy and inform further learning opportunities for children. A key part of this process is supporting educators to understand the value of critical reflection—what it is, how to do it and how it contributes to quality outcomes for children and families. A great place for educational leaders and educators to begin is looking at the reflective questions in the approved learning frameworks. For example, in the EYLF, engaging in a discussion around ‘Who is advantaged when I work in this way?’ and ‘Who is disadvantaged?’ (DEEWR, 2009, p. 13).

While we caution about causal links, the latest NQF Snapshot data results indicate a correlation between educational leadership and Quality Area 1, which focuses on the educational program and practice. A high percentage of services that met the element relating to educational leadership (7.1.4) received a rating of ‘Meeting’ or ‘Exceeding NQS’ for educational program and practice (NQS Quality Area 1). I believe these assessment and rating results highlight the importance of the educational leader’s role and the impact they can have on the educational program and practice as well as the value of their work within services and communities.

I would like to finish by congratulating all those who are leading educational programs, practice, research and reforms across Australia, whether they be working in education and care services, regulatory authorities, peak organisations, training institutions or universities; and whether they are professional development providers or myriad other individuals working to support the NQF vision: all children have the best start in life to create a better future for themselves and for the nation.

Kerryn Maroney

Program Coordinator, Inclusion Support Agency (ISA), Sunshine Coast (Queensland)

As program coordinator of the Sunshine Coast ISA, I have been recently involved in implementing a Yarning Circles Project to support the engagement of staff in their use of the EYLF in both Indigenous and mainstream early childhood settings in two specified regions in Queensland.

The Yarning Circles Project was an exciting learning journey that utilised action learning theories to promote shared discussions relevant to Indigenous inclusion and the EYLF. Through the series of yarning circles, participants from all backgrounds of early childhood education and community engaged in yarns that focused on their ideas, needs, questions and understandings around the introduction of the EYLF.

The project relied on the use of visual technology to link participants in two regions that would otherwise not have ready access to each other. One is located on the southern coast of Queensland, the other in the central north. The Access Grid is a video linking network that we were able to access through two universities to facilitate professional conversations in relation to:

• the development of inclusive practice and greater knowledge of Indigenous cultural issues
• the inclusion of the EYLF in the development of service delivery
• the professional development of the early childhood education and care staff working within these settings.

During these yarning sessions participants from two locations—Sunshine Coast and Mount Isa— shared stories through the video linking technology. This provided opportunities to unpack sections of the EYLF which raised many discussions about professional practice.

Beyond the Yarning Circle we established an action learning model that provided opportunities for participants to explore the principles of the EYLF and Indigenous inclusion practices that were relevant to their contexts and settings. Participants were exposed to the thinking and ideas of others in different locations and contexts, which encouraged deeper analysis and a collegial approach to addressing common challenges. Action learning is a strategy that involves identifying issues to be explored, establishing key actions, implementing the actions, reflecting upon practice change and impact, and establishing the next phase of strategies and priorities for implementation (Borgia & Schuler, 1988). This model provided a learning strategy that supported varying learning styles, as all participants brought vast experiences and stories that helped everyone in the group to implement change at their own levels of knowledge and practice.

Aboriginal and Torres Strait Islander staff were encouraged during these yarns to contribute their knowledge of culture and context and make connections to support a broader understanding of Indigenous perspectives. This provided participants with an opportunity to share their personal ideology in a safe open environment. These discussions were a comfortable way for participants with varying levels of understandings about quality Indigenous inclusion to learn from each other in what became a supportive, collaborative venture. We were all learning about the things we would not perhaps ask about in a different forum. One outcome of the project was the organisation of a cultural tour of the Sunshine Coast area. Many staff from the local early childhood settings joined in a one-day visit of local Aboriginal sites to learn more about the Indigenous cultural heritage of their local area.

From this project I, along with another staff member from the ISA Sunshine Coast, have grown the idea to engage in a larger action research project in partnership with the Queensland Professional Support Co-ordinators (PSCQ) in other parts of the state. As an Indigenous early childhood professional and program coordinator at ISASC this ongoing action research journey is supporting my cultural learning and is continually providing me with professional partnerships and understandings that feels like a powerful ripple effect through our early childhood community.