Leadership Cluster

This document discusses the leadership cluster in early childhood education and care services. It covers topics such as the management structure, communication structure, qualifications of educators, and more. The document also includes information on recruitment, induction, and educator performance review.

Running head: LEADERSHIP CLUSTER
LEADERSHIP CLUSTER
Name of the Student
Name of the university
Author’s note

1LEADERSHIP CLUSTER
Part 1
Statement of philosophy
I ensure that the center provides a developmentally based education to the children by
developing a caring, respectful and responsive relationship with the children by partnering with
the families for supporting the growth and development of child. The center will provide the
services by providing a dynamic teamwork and collaboration between the management team of
winter grove Education and Care Service (WECS). The management will ensure that children
learns about sustainability of the environment and our service will also reflect renewal and the
care of the environment. We strongly believe, that parental involvement and family values
influences the growth and development of the child, hence our service will collaboratively work
with the families, for the sustainability of the environment and a comprehensive development of
the children.
Management structure
Lines of accountability

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Comm
unication structure
Chairperson
secratary
Nominated
supervisor
Educational
leader
Educators
Administrative
officer
Ancillary staffs
Health
manager
cooks Nurses &
caregivers
Treasurer
Educators Educational leaders Chairman
Parents Educators
Administrative
officer
Secretary Chairman

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Educators
 No. of educators required- At least 10 teachers are required
 Ratio of educators to children- 1:4- 0-2 years
1:7- 2-3 years
1:8-3-5 years
Room 1- 0-2 years – 8 children – 2 educators
Room 2- 0-2 years – 8 children – 2 educators
Room 3- 2-3 years- 20 children- (1:7) - 3 educators
Room 4- 3-5 years- 24 children-3 educators
 Qualifications of educators in each room and overall in the service- The educator would
be of qualification level certificate III (advanced Certificate Course, Montessori education).
have completed the equivalent of at least one year of full time study in a diploma from any
Cook Health manager Nominated
supervisor
Secretary

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Australian registered training organization or the accredited higher education provider
(ACECQA 2017).
 All the board of members should have early childhood education experience usually
necessary. The nominated supervisors should have a Diploma of Early Childhood Education
and Care or equivalent.
 Ancillary staffs – The support staffs should have Certificate III in Children's Services or
Education Support, should have completed a full day responding to Abuse and Neglect -
education and care training. The cooks should hold a certificate in food handling and hygiene
and a certificate in food nutrition approved by RTO (South Australia, Department for
Education 2017). They should have enough knowledge about the current safety skills and
knowledge of current food safety and hygiene practices.
Roster
Monday Tuesday Wednesday Thursday Friday
Room 1 Michelle
(Dip) 6.30 –
2.30
Jenny (Cert
III)
Jane (Cert
III)- 6.30 –
2.30
Joseph (Dip)
first Aid
Michelle
(Dip) 6.30 –
2.30
Jenny (Cert
Maria- (Cert
III)- 6.30-
2.30
Jane (Cert
III)- 6.30 –
2.30
Joseph (Dip)
first Aid

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8.30 – 4.30
Stacey (Cert
III)
10.30 – 6.30
training )-
8.30 – 4.30
Ron (dip)
10.30 – 6.30
III)
8.30 – 4.30
Stacey (Cert
III)
10.30 – 6.30
Elisa (Dip)-
8.30 – 4.30
Susan (cer
III)
10.30 – 6.30
training )-
8.30 – 4.30
Ron (dip)
10.30 – 6.30
Room 2 Jane (Cert
III)- 6.30 –
2.30
Joseph (Dip)
first Aid
training )-
8.30 – 4.30
Michelle
(Dip) 6.30 –
2.30
Jenny (Cert
III)
8.30 – 4.30
Stacey (Cert
III)
10.30 – 6.30
Maria- (Cert
III)- 6.30-2.30
Elisa (Dip)-
(first aid
training)
8.30 – 4.30
Susan (cer
III)
10.30 – 6.30
Cathy (Dip)-
6.30-2.30
Cathleen
(Cer III)- 8.30
– 4.30
Ronita (Dip)
10.30 – 6.30
Elizabeth
(Cer III), 6.30
– 2.30
Rose (Dip)
(first aid
training)-
8.30 – 4.30
Room 3 Elizabeth
(Cer III), 6.30
– 2.30
Cathy (Dip)-
6.30-2.30
Cathleen
Elizabeth
(Cer III), 6.30
– 2.30
Jane (Cert
III)- 6.30 –
2.30
Joseph (Dip)
Maria- (Cert
III)- 6.30-
2.30

6LEADERSHIP CLUSTER
Rose (Dip)
(first aid
training)-
8.30 – 4.30
(Cer III)- 8.30
– 4.30
Ronita (Dip)
10.30 – 6.30
Rose (Dip)
(first aid
training)-
8.30 – 4.30
first Aid
training )-
8.30 – 4.30
Suzy (Dip)-
10.30 – 6.30
Elisa (Dip)-
8.30 – 4.30
Susan (cer
III)
10.30 – 6.30
Room 4 Maria- (Cert
III)- 6.30-
2.30
Elisa (Dip)-
8.30 – 4.30
Susan (cer
III)
10.30 – 6.30
Jane (Cert
III)- 6.30 –
2.30
Joseph (Dip)
first Aid
training )-
8.30 – 4.30
Cathy (Dip)-
6.30-2.30
Cathleen (Cer
III)- 8.30 –
4.30
Ronita (Dip)
10.30 – 6.30
Michelle
(Dip) 6.30 –
2.30
Jenny (Cert
III)
8.30 – 4.30
Stacey (Cert
III)
10.30 – 6.30
Cathy (Dip)-
6.30-2.30
Cathleen
(Cer III)- 8.30
– 4.30
Ronita (Dip)
10.30 – 6.30

7LEADERSHIP CLUSTER

8LEADERSHIP CLUSTER
Part 2
Recruit
Role of the Nominated Supervisor (NS) in the recruitment process
Initially, the supervisor will have to identify the vacancy and the evaluate the needs. A position
description has to be developed. A recruitment plan has to be devpost a job description about the
early childhood education as per the National regulations. After the interview, the applicants
have to be reviewed and a short list has to be developed. Interview has to be conducted within a
specific time frame.
While recruiting the staffs, a supervisor would first see whether the support staffs and the
educators have an understanding of the child development and have previous knowledge in early
childhood education. It is necessary to ensure that the staffs are warm, loving and possess a
matured and positive attitude towards life and interpersonal relationships. Before recruiting the
supporting staffs, it is necessary to check that the person has an approved diploma level
qualification (Martin, Buelow and Hoffman 2016). The educator would have completed the
equivalent of at least one year of full time study in a diploma or degree course or hold an
approved certificate III level qualification and has one year of experience working with children
below pre-school age.
Furthermore, it is also necessary to screen the participants for any criminal records or
whether the interviewee is under any lawsuit. A relevant criminal record check has to be done, a
check of the relevant Apprehended Violence Orders (AVO’s), a relevant check of any previous
relevant employment proceedings, an assessment of any risk if a relevant record is found. After

9LEADERSHIP CLUSTER
the interview has been conducted, the committee will meet to discuss the interviewees. The best
candidate will be chosen for the selection procedure. Reference checks has to be made such as
online applicant reference checking, phone reference checks. The final step involves the
finalization of the recruitment.
Induction and the orientation procedure
Orientation of the new educators
 Introduction of the educator to all the management members and the staff members
 Informing the educator about the statement of philosophy and the goals, codes of
professional conduct and about the center’s policies (Harwood et al. 2015)
 Education about the facilities or the layout of the day care center
 Information about the occupation health and safety
 Payroll ( wages and conditions, awards , deductions, bank transfer , tax forms)
 Questions (whom to ask , how to ask , confidentiality)/
Inductions of the educators
 During an induction period, the educators would be provided with a Fair work information
statement, in compliance with the fair work Ombudsman.
 All the educators will be allocated with enough time for clarifying any questions and an
educators handbook would be given

10LEADERSHIP CLUSTER
 At least one day should be given to the educator to understand and observe the routines, read
information and become familiar with the child care center (Martin, Buelow and Hoffman
2016).
 After a two weeks period, time should be allocate for the conduction of a follow up meeting
with the director of the center for discussing any issue with the director related to the daily
routine, functions of the childhood educational center, administration and the roles and the
responsibilities.
Induction checklist
Name : Date of
employment:
Department:
Center introduction Trained by Date Remarks
Organization chart/ lines of
communication
Center policy and the rules
Job description
Introduction to the other
educators / area /supervisors
Introduction to health and safety
Health and safety precaution s
Terms and conditions of the
employment
 Contract of the

11LEADERSHIP CLUSTER
employment
 Breaks, hours, payment
method.
 Leave policies
 Probationary period
 Notice period
 Equal opportunity
policies
 Harassment & bullying
policy
 Disciplinary and
grievances
Reviewed by :
Personal documentation &
review completed
Employee sign. Supervisor’s sign:

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Support procedure
 The educator should be discussed with National Quality Standard; Early Years Learning
Framework and the Victorian Early Years Learning and Development Framework, the
communication with the management and their lines of responsibility.
 Information, about whom to approach during personal crisis situation.
 Follow up discussions are required to be made with the Nominated supervisor, in order to
understand the grievances of the educators
 One –to one meetings can be conducted in case of confidential matters.
 Meetings with the educational leader will be held every week for the curriculum
development or for bringing curriculum.
 Show the recruited person and highlight various key health and the safety features like
the fire extinguishers, first aid kit, the evacuation plans, place to store the personal items ,
location of staff room, kitchen, parking, toilet and provide instruction to the other
employees of the center.

13LEADERSHIP CLUSTER
Educator performance review for a diploma trained educator
Educator Information
Name: Department:
ID: Reviewer:
Last Review date:
Characteristics
Quality Met Not met
Is aware of all the government legislation and the regulations related
to the early childhood education and the care services
Complies with all the policies and the procedure of the Wintergrove
Education and Care Service (WECS)

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Aware of all the work and the safety regulations
Works according to the Early Childhood Australia’s Code of Ethics
Promotes effective communication with children, families,
nominated supervisor and other support staffs
Actively participants in the professional training programs
Have enough ICT skills
Is responsive to the needs of children and those with additional
needs
Remains up to date with the current development in the early
childhood education
Fosters a supportive, stimulating and educational environment,
where the educators, families and the children feel welcome
Observes, plans, implements and evaluates the Wintergrove
Education and Care Service’s (WECS) program policy

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Complied with the National quality Standards (NQS)
Is knowledgeable about the Early Years Learning Framework
(EYLF) and have implemented them into practice
Has attended regular meetings and have assisted in the facilitation of
the effective communication development.
Evaluation:
Suggestion for further improvement:
Educator’s signature: Supervisor’s signature:
Part 3

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Maximizing the work performance
The following review can be used by the supervisor to evaluate the performance of the
educators and they can be training properly. The educators might be trained with appropriate
instructional techniques. If the educators are not very well aware of the ELYF guidelines, then
they has to be educated regarding the National regulation and National quality standards
(Harwood et al.2016). The workload has to be properly disseminated to prevent unnecessary
burnout and to maximize the working potential of the employees. In relation to the above
mentioned scenario, the educators should flag cases like Sienna and proper arrangements should
be made, like making a special batch, or allowing the student to come in colorful dresses,
considering the cultural beliefs of the child. After the lunch each and every child should be
accompanied by a caregiver to the bathroom to ensure that children brushes their teeth after
lunch.
Work goals
 To train the educators about the National regulation and National quality standards within
a week
 To collaborate with the educators and the families for the identification and the
grievances of the children (Burke 2013).
 Ken and Liani should make a schedule ensure that a comprehensive teaching occurs.
They should ensure that each of the children maintains hygiene and cleanliness.
Training and opportunities
 Training educators to address the children with special care needs (Webster, Russell and
Blatchford 2015)

17LEADERSHIP CLUSTER
 Training to develop cultural sensitivity among Ken and Liani.
 Training to make classroom a judgment free zone
 Encouraging cultural practices like storytelling of own culture , teaching the children
about their own culture will ultimately help them to accept their own culture.
The support staffs can be provided with the opportunity to provide internal promotion that is
applying for a higher duty position.
Principles of coaching
There is a need for coaching identified as a result of the performance review. A coaching
might be necessary to add or extend the knowledge of the educators, assisting the educators in
meeting their job requirements, sharing the workload, meeting the new requirement (Colmer,
Waniganayake and Field 2014).
There is a need for an inclusive classroom in meeting the needs of children with special
care needs. This would include coaching the educators to develop an inclusive curriculum and
how to obtain feedbacks from the guardians about how the service could be improved. The
educators would be coached about how to set goals before implementing practice and then
implement them. Teachers should be coached as how to embed sense of culture among the
students. In order to do that the educators initially have to identify the obstacles, followed by
ways of dealing with them. The options are then to be thought and has to be converted in to
actions.

18LEADERSHIP CLUSTER
Instructions and additional support
Additional support needs to be provided to the educators, as the educators often have to
tolerate heavier workload with the student to teacher ratio is low in a child care setting.
Additional supports involves staffs counseling, providing them with emotional support (Gold and
Roth 2013). There should be provisions for staff funding such that the staffs can use them in
times of their needs. There can also be provisions for incentives for encouraging the
improvement in the child care service.
Conflict resolution strategies
If the staffs are trained with appropriate skills and support, an environment can be created,
where the conflict resolution might be attempted at the first step. Some of the important conflict
resolution strategies are as follows:-
 Counselling the staffs
 Proper leadership styles can influence organizational climate and the ability of the staffs
t resolve conflict (Jennings 2015)
 A win-win response is important, where all the parties are encouraged to face the conflict,
discover their needs and the opinions to reach the agreement.
 Stress management of the staffs prevents burnout and can be helpful for resolving
conflicts as conflicts might always arise from excessive stress (Jennings 2015).
 Withdrawing from the situation where the conflict is not resolving.

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References
ACECQA. 2017. Qualifications for centre-based services with children preschool age or under.
Access date: 14.3.2019. Retrieved from:
https://www.acecqa.gov.au/qualifications/requirements/children-preschool-age-or-under
Burke, M.M., 2013. Improving parental involvement: Training special education advocates.
Journal of Disability Policy Studies, 23(4), pp.225-234.
Colmer, K., Waniganayake, M. and Field, L., 2014. Leading professional learning in early
childhood centres: Who are the educational leaders?. Australasian Journal of Early Childhood,
39(4), p.103.
Gold, Y. and Roth, R.A., 2013. Teachers managing stress & preventing burnout. Routledge.
Harwood, D., Klopper, A., Osanyin, A. and Vanderlee, M.L., 2013. ‘It’s more than care’: early
childhood educators’ concepts of professionalism. Early years, 33(1), pp.4-17.
Jennings, P.A., 2015. Early childhood teachers’ well-being, mindfulness, and self-compassion in
relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4),
pp.732-743.
Martin, K.L., Buelow, S.M. and Hoffman, J.T., 2016. New teacher induction: Support that
impacts beginning middle-level educators. Middle school journal, 47(1), pp.4-12.

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South Australia, Department for Education.2017.Ancillary or support staff employment
requirements and registration. Access date: 14.3.2019. Retrieved from:
https://www.education.sa.gov.au/working-us/preschool-and-school-support-ancillary/ancillary-
or-support-staff-employment-requirements-and-registration
Webster, R., Russell, A. and Blatchford, P., 2015. Maximising the impact of teaching assistants:
Guidance for school leaders and teachers. Routledge.