POLICY CONTENT

Professional development is a term used which includes workshops, conferences, in-service training sessions, formal studying, readings, and professional research. The contribution of professional development to developing practice can be a source of deep professional satisfaction, for both individual practitioners and the early childhood education and care service collectively. A commitment by Early Childhood educators to ongoing professional development is the key to effective continuous improvement and the provision of quality childcare. Engaging in professional development helps to identify individual educator’s areas of strengths and areas requiring improvement.  
 

NATIONAL QUALITY STANDARD (NQS) 

QUALITY AREA 7: Governance and Leadership

7.1.1	School philosophy and purposes	A statement of philosophy guides all aspects of the school’s operations.
7.1.2	Management Systems	Systems are in place to manage risk and enable the effective management and operation of a quality school.
7.2	Leadership	Effective leadership builds and promotes a positive organisational culture and professional learning community.
7.2.1	Continuous improvement	There is an effective self-assessment and quality improvement process in place.
7.2.2	Educational leadership	The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
7.2.3	Development of professionals	Educators, co-ordinations and staff members performance is regularly evaluated, and individual plans are in place to support learning and development.

 

PURPOSE

Professional development allows individuals to build and improve their knowledge and skills within the early childhood industry whilst keeping up to date with current research and recommended practice.  

The Early Childhood Education sector continues to grow and change. These changes impact on licensing and assessment requirements as well as our interactions and documentation of individual children.  To comply and improve we implement procedures for identifying areas in which our educators and staff can enhance skills and knowledge in the early childhood industry through relevant and effective professional development and training.  We aim to review and update individual professional development plans based on performance appraisals detecting strengths, interests, and goals.  
 

SCOPE

This policy applies to Educators, Staff, and Management of the School.  
 

IMPLEMENTATION

The Early Childhood Australia (ECA) Code of Ethics suggest that in relation to being professional, educators will take responsibility for reflecting on and assessing their professional values, knowledge and practice, and the positive contribution to the early childhood profession. Educators will engage in critical reflection, ongoing professional learning and support research that builds knowledge and that of the profession. 
 
Management will ensure: 

• the Nominated Supervisor and administration staff are aware of Family Assistance Law legislation, enrolment processes and management of Child Care Subsidy as detailed in the Child Care Provider Handbook 
• the roster supports at least one nominated supervisor and person in day-to-day charge of the school, who holds the following qualifications is in attendance at all times at the school when children are being educated and cared for and immediately available in an emergency: 
  • ACECQA approved and current first aid qualification including CPR 
  • ACECQA approved and current emergency asthma management training 
  • ACECQA approved and current anaphylaxis management training
  • child protection training 
• the Nominated Supervisor undertakes professional development in accordance with National Law and Regulations, Family Assistance Law, Child Care Subsidy and their individual professional development plan  
• all educators and staff are provided with professional learning for the Child Safe Standards 
• a budgeted amount is allocated and available to provide relevant training to educators and staff 
• approval of all professional development prior to booking (for events which are paid for or subsidised by the school). Only professional development which are beneficial to the school and other educators will be approved for payment, at the discretion of the Educational Leader
• all professional development completed by educators and staff is recorded in individual staff records via the Professional Development Record and relevant materials and information to enhance skills and knowledge is shared with colleagues 
• a variety of professional development for educators and staff is provided  
• professional development is linked to the Quality Improvement Plan 
• educators and staff have the opportunity to experience different studios. This will be achieved through rotation of educators and staff at the discretion of management but will not have adverse effects on the continuity of care experienced by children. Individual needs will be considered when rotation occurs, but the final decision should not hinder other staff members from the opportunity to develop their skills and knowledge
• continuity of care for the children will be the primary consideration when moving staff to different studios. Where possible, one person familiar to the children will remain in the room. 
• mentoring programs and management support networks are implemented for educators and staff to receive guidance and inspiration 
• opportunities are provided for educators to work closely with more experienced colleagues to assist skills in observations, questioning, critiquing and responding to children’s experiences 
• they are positive role models for educators and staff 
• educators are supported to attend professional development by committing time and resources in order to develop new skills and knowledge that can be shared within the school. 

A Nominated Supervisor will: 

• ensure Child Protection training is valid and updated every 12-24 months, and whenever significant changes are made to the child protection law or reporting requirements, to maintain skills and knowledge required by National Regulations and best practice 
• keep up to date with changes and additions to the administration of Child Care Subsidy as detailed in the Child Care Providers Handbook (Australian Government Department of Education, Skills and Employment) 
• hold a current ACECQA approved first aid, qualification and ACECQA approved emergency asthma and anaphylaxis management qualifications at all times 
• ensure CPR refresher training is completed annually 
• complete annual adrenaline auto injector training through ASCIA 
• provide documentation of all qualifications to the Approved Provider 
• attend a minimum of 4 professional development/ in-service training events over a 12-month period 
• be a positive role model for educators and staff 
• collaborate with the Educational Leader to identify training needs across the school and source appropriate training and mentoring for educators 
• ensure strategies are implemented by educators to make practical use of the information gained from professional development 
• develop a culture of learning through reflective practice within the school to drive continuous improvement  
• review Job descriptions as part of the Professional Development Agenda before establishing the Professional Development Plan   
• once completed review Ambitions and Reflections Plan with Educational Leader to gain an understanding of each team members personal goals and aspirations.

The Educational Leader will:  

• review the Professional Development cycle with Nominated Supervisor for the School 
• support educators to further their professional growth and achieve accreditation under the Australian Professional Standards for Teachers 
• meet with educators and discuss outcomes of their professional development courses, webinars, symposiums
• complete the simple SWOT analysis for each educator (Strengths, Opportunities, Weaknesses and Threats) 
• maintain the Professional Development Record for each educator following the completion of training and workshops 
• complete a Professional Development Plan (through staff appraisals) with each educator and discuss with the Nominated Supervisor  
• source and schedule in-services, webinars, workshops and other professional development opportunities as per educator Professional Development Plan taking into consideration the school training budget 
• facilitate educators to share new knowledge and skills learnt at training and workshops 
• facilitate reflective practice as a form of ongoing professional learning for all staff 
• support educators to undertake WHS training as a part of their in-service training.

Educators will: 

• keep up to date with Child Protection ‘refresher’ training ensuring currency and compliance 
• hold a current ACECQA approved first aid qualification and ACECQA approved emergency asthma and anaphylaxis management qualifications (as required) 
• ensure CPR refresher training is completed annually 
• complete annual adrenaline auto injector training through ASCIA 
• attend a minimum of 4 professional development/ in-services training over a 12-month period for full time staff  
• seek assistance and direction from the School’s Educational Leader regarding options for in-services and other professional learning opportunities 
• participate in professional learning about Family Assistance Law and Child Care Subsidy if required 
• engage in a Professional Development Plan with the Educational Leader as per the staff appraisals
• following the attendance of training and workshops, record and provide a review   
• with the assistance of the Educational Leader, share skills and knowledge learnt from professional development with other team members. 

 

Examples of professional development and in-service opportunities

• Networking with other schools and professionals                Mentoring and coaching programs 
• In-house or external training (workshops, courses)             Self-paced training packages 
• Sharing information gained from formal studies                   Hands-on job training  
• Knowledge and skills sharing                                               E-learning modules         
• Conferences                                                                         Webinars 
• Visitors from local areas                                                       Meeting discussions 
• Reading professional publication and websites                    Inquiry conversations     
• Viewing professional DVD’s                                                  Reading recently published ECE texts 
• Engage in professional reflection (journals)                          Subscribing to professional newsletters  

Formal TAFE, college or University courses (check with ACECQA for list of approved qualifications) 

RELATED LEGISLATION  

Child Care Subsisdy Secratary's Rules 2017	Family Law Act 1975
A New Tax System (Family Assistance) Act 1999	Family Assistance Law – Incorporating all related legislation for Child Care Provider Handbook in Appendix G  dese.gov.au/resources-child-care-provider...

SOURCE

Australian Children’s Education & Care Quality Authority. (2014).  
Australian Government Department of Education, Skills and Employment. Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009).  
Australian Government Department of Education Skills and Employment Child Care Provider Handbook  
dese.gov.au/resources-child-care-provider...  
Australian Government Department of Education, Skills and Employment. Leading Learning Circles for Educators Engaged in Study. (2016).  
Early Childhood Australia Code of Ethics. (2016). 
Education and Care Services National Law Act 2010. (Amended 2018). 
Education and Care Services National Regulations. (2011).      
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. (2017). 
Guide to the National Quality Framework. (2017). (Amended 2020). 
Revised National Quality Standard. (2018).