Exceeding NQS in Quality Area 4: Organisation of educators (Element 4.1.1)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 4: Element 4.1.1

To achieve an Exceeding NQS rating in the National Quality Standard 4.1, specifically for Element 4.1.1 “Organisation of Educators”, here’s an exhaustive list of practical steps based on the provided references:

Exceeding Theme 1: Practice is embedded in service operations

1. Deep Understanding of Requirements: Ensure that educators, the educational leader, and coordinators have a profound grasp of the requirements of the Standard, its concepts, and component elements. They should also be committed to high-quality practice consistently.
2. Purposeful Consideration: Always give thoughtful attention to the organization of educators. This ensures both familiarity and continuity for children, leading to a high-quality learning and care environment.
3. Alignment with Service Philosophy: The approach to the organization and continuity of educators, including relief educators, should consistently align with the service’s philosophy, policies, and procedures.

Exceeding Theme 2: Practice is informed by critical reflection

1. Reflective Approach: The service’s approach to the organization and continuity of educators should be a result of robust debate, discussion, and opportunities for input by all educators. It should also be informed by critical reflection and past incidents.
2. Informed by Qualifications and Strengths: The approach should be informed by the qualifications, strengths, priorities, and professional development goals of educators.
3. Stay Updated: Ensure that the approach is informed by current recognized guidance and that any changes to the service’s approach are understood by all and implemented appropriately.
4. Collective Reflection: The service team should reflect together on opportunities to further enhance children’s wellbeing, learning, and development. They should also work together to implement any agreed changes across the service.

Exceeding Theme 3: Practice is shaped by meaningful engagement with families and/or the community

1. Reflect Unique Context: The organization and continuity of educators should reflect the unique geographical, cultural, and community context of the service.
2. Incorporate Voices of Families: The approach should welcome, reflect, and draw on the voices, priorities, and strengths of the children and families at the service. This includes seeking family input on ways to support the familiarity and continuity of their child’s learning and development at the service.
3. Collaboration Opportunities: Build opportunities for collaboration with family and community partners into the service’s approach to the organization and continuity of educators.
4. Full Participation: Ensure that the service’s approach supports all children to participate fully in the service program at all times.

Remember, to be rated Exceeding NQS overall, all Quality Areas must be at least Meeting NQS, and four or more Quality Areas must be Exceeding NQS, with at least two of these being Quality Areas 1, 5, 6, or 7. The higher level of quality is assessed against each of the 15 NQS Standards using the three Exceeding themes.

An Example Monthly Schedule

Ready to implement these practical steps in your service? Using the constraints of 4 hours per week to work on improvements, we’ve created an example schedule below.

Given the limited time of 4 hours per week, it’s essential to prioritize tasks that will have the most significant impact on achieving an Exceeding NQS rating. Here’s an example monthly schedule for an educator:

Week 1: Understanding and Alignment

Total Hours: 4

1. Hour 1: Research and Understanding – Dedicate the first hour to revisiting the requirements of the National Quality Standard 4.1, specifically Element 4.1.1. Ensure a deep understanding of the requirements and concepts.
2. Hour 2: Service Philosophy Alignment – Review the service’s philosophy, policies, and procedures. Identify areas where the organization and continuity of educators can better align with these guiding principles.
3. Hours 3-4: Team Discussion – Initiate a discussion with fellow educators and coordinators about the current practices, understanding their perspectives, and sharing insights from the research.

Week 2: Reflection and Planning

Total Hours: 4

1. Hour 1: Critical Reflection – Reflect on past incidents, feedback, and evaluations related to the organization and continuity of educators. Identify areas of improvement.
2. Hours 2-3: Planning – Based on reflections, draft a plan that addresses the identified areas of improvement. This plan should be actionable and broken down into small steps.
3. Hour 4: Feedback Session – Share the drafted plan with a colleague or mentor for feedback.

Week 3: Engagement with Families and Community

Total Hours: 4

1. Hours 1-2: Feedback Collection – Create a feedback form or survey for families to understand their perspectives on the organization and continuity of educators. Distribute this to families and give them time to respond.
2. Hours 3-4: Community Outreach – Reach out to community partners or local educational institutions for collaboration opportunities. This could be in the form of workshops, training sessions, or shared resources.

Week 4: Implementation and Review

Total Hours: 4

1. Hours 1-2: Implement Changes – Start implementing the changes or improvements identified in the plan from Week 2. This could involve rearranging schedules, organizing training, or introducing new procedures.
2. Hour 3: Review Feedback – Analyze the feedback collected from families. Identify common themes or suggestions and consider how they can be incorporated.
3. Hour 4: Reflection and Next Steps – Reflect on the progress made over the month. Identify what worked well and what challenges were faced. Plan the next steps for the following month based on this reflection.

This schedule is a starting point. The educator should remain flexible and adjust the plan based on the unique needs and circumstances of their service.

Reflective Questions

Reflective questions are crucial for deepening understanding and enhancing practice. Here’s an exhaustive list of reflective questions specifically tailored for Element 4.1.1 “Organisation of Educators”:

Understanding and Alignment

1. Do I fully understand the requirements and concepts of Element 4.1.1?
2. How does our current practice align with the National Quality Standard 4.1, specifically Element 4.1.1?
3. In what ways does our service’s philosophy, policies, and procedures support the organization and continuity of educators?

Current Practices and Improvement

1. What are our current practices regarding the organization of educators?
2. Are there areas in our current practice that require improvement or modification?
3. How do we ensure that all educators are familiar with and adhere to the service’s approach to organization and continuity?

Continuity and Familiarity

1. How do we currently ensure continuity and familiarity for children in our care?
2. Are there instances where children experienced disruptions in continuity? What were the reasons, and how can we mitigate them in the future?
3. How do we handle situations where an educator is absent or there’s a change in staff?

Collaboration and Feedback

1. How often do we collaborate with fellow educators and coordinators to discuss and improve our practices related to the organization of educators?
2. How do we incorporate feedback from families regarding the organization and continuity of educators?
3. Are there mechanisms in place for educators to provide feedback or voice concerns about the organization?

Training and Professional Development

1. Are there training or professional development opportunities that can enhance our understanding and practice of Element 4.1.1?
2. How do we ensure that new educators are trained and aligned with our practices related to the organization of educators?

Impact on Children

1. How does our approach to the organization of educators impact children’s wellbeing, learning, and development?
2. Are there specific children or groups that benefit more from certain organizational practices? If so, why?

Decision-making and Implementation

1. Who is involved in decision-making processes related to the organization of educators?
2. How are decisions about the organization of educators communicated and implemented across the service?
3. Are there challenges faced during the implementation of decisions? How can we address them?

Community and Cultural Context

1. How does our approach to the organization of educators reflect the unique geographical, cultural, and community context of our service?
2. Are there community resources or partnerships that can support or enhance our practices related to the organization of educators?

Future Planning

1. What are our short-term and long-term goals related to the organization of educators?
2. How do we plan to monitor and evaluate our progress towards achieving these goals?
3. Are there emerging trends or research in the field that can influence our future practices related to the organization of educators?

These reflective questions can serve as a foundation for regular discussions, team meetings, and professional development sessions. They aim to foster a culture of continuous improvement and ensure that practices align with the standards set by Element 4.1.1.

Learning from ACEQA case studies

Let’s break down the practical steps taken by the services in the provided case studies to achieve Exceeding NQS standards in Element 4.1.1:

Case Study 1

This inner-city long day care service makes deliberate decisions about the continuity of care for children and families to align with their service philosophy and the Early Childhood Australia’s Code of Ethics. Decisions are also informed by the United Nations Conventions on the Rights of the Child, which state that “all organisations concerned with children should work towards what is best for each child.”

1. Deliberate Decisions for Continuity of Care

• Reason: Ensuring that children and families experience continuity in the service.
• Tips: Align staffing decisions with the service philosophy and the Early Childhood Australia’s Code of Ethics.
• Estimated Time: Ongoing; reviewed quarterly.

2. Roster Planning for Consistency

• Reason: Ensures that a consistent educator is always available and responsive to each child.
• Tips: Plan rosters in advance and ensure they are flexible to accommodate any unforeseen changes.
• Estimated Time: Weekly to monthly planning; 2-3 hours.

3. Induction Process Emphasizing Continuity

• Reason: Educators understand the importance of continuity for children’s wellbeing, learning, and development.
• Tips: Regularly review and update the induction process to include discussions on the importance of continuity.
• Estimated Time: Initial setup of 5-6 hours; 1-2 hours for each new educator.

4. Commitment to Ongoing Professional Development

• Reason: Enhances the skills and knowledge of educators, ensuring they provide high-quality care.
• Tips: Allocate a budget for professional development and encourage educators to attend relevant workshops and courses.
• Estimated Time: Ongoing; 2-3 hours monthly for planning and attending sessions.

5. Engaging in Local Networking and Research Projects

• Reason: Builds connections with local educational institutions and keeps the service updated with the latest research and practices.
• Tips: Actively seek out opportunities for collaboration with local institutions and participate in research projects.
• Estimated Time: Ongoing; 3-4 hours monthly.

Case Study 2

This outside school hours care (OSHC) service is located in an inner city suburb and was recently approved to increase licenced places from 60 to 100, due to increasing demand from the local community. This includes increasing the number of children in their first two years of school, with research undertaken by the school and the service predicting this trend will continue for some years to come.

1. Thoughtful Staffing Arrangements Based on Children’s Interests

• Reason: Enhances children’s learning and development by aligning with their interests.
• Tips: Regularly assess children’s interests and align staffing skills accordingly.
• Estimated Time: Monthly reviews; 2-3 hours.

2. Introduction of Group Interviews for Recruitment

• Reason: Provides insights into applicants’ skills in teamwork, communication, and their disposition for working with school-age children.
• Tips: Design tasks and activities that gauge applicants’ knowledge and understanding of OSHC.
• Estimated Time: 3-4 hours for each recruitment cycle.

3. Change in Terminology from ‘Casual’ to ‘Support’ Educators

• Reason: Addresses the perception issue and values all educators equally.
• Tips: Engage in regular discussions with staff to understand their concerns and make necessary changes.
• Estimated Time: Initial discussions and changes; 2-3 hours.

4. Comprehensive Induction Program for All Educators

• Reason: Ensures all educators, including support staff, understand the service’s philosophy, policies, and practices.
• Tips: Regularly update the induction program and include mentorship for new educators.
• Estimated Time: Initial setup of 5-6 hours; 1-2 hours for each new educator.

5. Regular Feedback Mechanism and Critical Reflection

• Reason: Promotes continuous improvement and addresses any challenges in real-time.
• Tips: Use structured approaches like the Gibb’s Reflective Practice Cycle for team meetings and encourage open feedback.
• Estimated Time: Ongoing; 1-2 hours weekly for team meetings.

These practical steps, when implemented effectively, can significantly enhance the service’s chances of achieving an Exceeding NQS rating in Element 4.1.1.