Practical Steps Towards an Exceeding NQS Rating in Quality Area 7: Element 7.2.2
To achieve an Exceeding NQS rating in the National Quality Standard 7.2, specifically for ELEMENT 7.2.2: EDUCATIONAL LEADERSHIP, here are the practical steps based on the information provided:
Element 7.2.2: Educational Leadership
- Support the Educational Leader: Ensure that the educational leader is well-supported in their role. This includes providing them with the necessary resources, such as time, professional learning materials, a clear role description, and networking opportunities.
- Role of the Educational Leader:
- Collaborate with educators and provide curriculum direction and guidance.
- Support educators in implementing the planning cycle to enhance programs and practices.
- Lead the development and implementation of an effective educational program.
- Ensure children’s learning is guided by approved learning frameworks.
- Promote Play and Leisure-based Learning: The educational leader should guide and develop educators’ and families’ understanding of the significance of play and leisure-based learning in early years.
- Professional Enquiry Culture: Encourage educators to build their professional knowledge, reflect on their practice, and generate new ideas.
- Stay Updated with Learning Frameworks: Familiarize with the latest versions of national approved learning frameworks.
- Selecting and Supporting the Educational Leader:
- Consider skills such as communication, knowledge of early childhood education theory, leadership theory, critical thinking, and a commitment to continuous learning.
- Provide support for the educational leader, including capacity-building opportunities and ensuring the role is well-resourced.
- Leading, Developing, and Implementing the Program:
- Mentor and support educators in understanding the educational program and practice.
- Ensure the educational program aligns with the service’s philosophy.
- Liaise with other early childhood professionals.
- Assist educators in community engagement, including with diverse cultures.
- Assessment and Planning Cycle:
- Lead educators in using current approaches to documentation and planning.
- Ensure the assessment and planning cycle is applied to each child and the program as a whole.
- Lead critical reflection discussions to examine the program and practice.
Exceeding NQS Guidance for Standard 7.2: Leadership
- Practice is Embedded in Service Operations:
- Ensure educators and the educational leader demonstrate a deep understanding of the requirements of the Standard.
- Build a positive organizational culture that supports professional development.
- Ensure the educational leader works collaboratively with educators to deliver a high-quality educational program.
- Practice is Informed by Critical Reflection:
- Reflect on the service’s approach to leadership.
- Regularly reflect on the service’s quality improvement processes.
- Manage change processes collaboratively and communicate the rationale for change.
- Practice is Shaped by Meaningful Engagement with Families and/or the Community:
- Ensure leadership reflects the unique context of the service.
- Support families and the community in the service’s quality improvement processes.
- Build community partnerships to support continuous quality improvement.
To be rated Exceeding NQS overall, ensure that all Quality Areas meet the NQS, with at least four or more Quality Areas being Exceeding NQS, including at least two of Quality Areas 1, 5, 6, or 7. The three Exceeding themes should be evident across all 15 NQS Standards.
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, prioritization and efficient time management are crucial. Here’s a suggested monthly schedule for an educator to work on improving their service based on the practical steps provided:
Week 1: Understanding and Reflection
- Hours 1-2: Familiarize with the National Quality Standard 7.2, specifically ELEMENT 7.2.2: EDUCATIONAL LEADERSHIP. Understand the requirements and expectations.
- Hours 3-4: Reflect on the current state of the service. Identify strengths and areas of improvement. This will help in setting clear goals for the upcoming weeks.
Week 2: Focus on Educational Leadership
- Hours 1-2: Dive deep into the role of the Educational Leader. Understand the responsibilities and expectations. If you’re the educational leader, start with self-assessment. If not, plan a meeting with the educational leader to discuss their needs and challenges.
- Hours 3-4: Research and gather resources on play and leisure-based learning. Understand its significance and how it can be better integrated into the current curriculum.
Week 3: Planning and Implementation
- Hours 1-2: Begin with the assessment and planning cycle. Understand the current approaches to documentation and planning. Identify areas that need improvement.
- Hours 3-4: Start working on the educational program. Ensure it aligns with the service’s philosophy. If changes are needed, draft a plan or proposal.
Week 4: Engagement and Feedback
- Hours 1-2: Focus on community and family engagement. Research ways to improve engagement and gather feedback. Consider surveys, feedback forms, or community meetings.
- Hours 3-4: Reflect on the work done over the month. What improvements have been made? What challenges were faced? Use this reflection to plan for the next month. Consider seeking feedback from colleagues or superiors.
Remember, continuous improvement is a journey, not a destination. Given the limited time, it’s essential to remain focused, prioritize tasks, and seek feedback regularly. Over time, even with just 4 hours a week, significant improvements can be made.
Reflective Questions
Reflective questions are essential in guiding understanding, promoting deeper thinking, and driving continuous improvement. For Element 7.2.2: Educational Leadership, here’s an exhaustive list of reflective questions:
- Understanding the Role:
- What do I understand by the term “educational leadership”?
- How do I perceive the role of the educational leader within our service?
- In what ways does our educational leader influence the curriculum and teaching practices?
- Support and Resources:
- How is our educational leader currently supported in their role?
- What resources are available to the educational leader, and are they sufficient?
- Are there additional supports or resources that could further empower the educational leader?
- Collaboration and Guidance:
- How often do educators collaborate with the educational leader?
- In what ways does the educational leader provide curriculum direction and guidance?
- How effective is the current cycle of planning in enhancing our programs and practices?
- Learning Frameworks:
- How does the educational leader ensure that children’s learning aligns with approved learning frameworks?
- Are there areas within the learning frameworks that need more emphasis or understanding?
- Promotion of Play and Leisure-based Learning:
- How is play and leisure-based learning currently integrated into our curriculum?
- What are the challenges and successes we’ve experienced in promoting play-based learning?
- Professional Development and Enquiry:
- How does the educational leader promote a culture of professional enquiry among educators?
- What professional development opportunities are available, and how are they aligned with our service’s goals?
- Community and Family Engagement:
- How does the educational leader foster connections with the broader community?
- In what ways are families engaged in discussions about the curriculum and their child’s learning?
- Assessment and Planning:
- How effective is our current assessment and planning cycle?
- What role does the educational leader play in guiding this process?
- Are there areas in our assessment and planning that require improvement?
- Feedback and Continuous Improvement:
- How do we gather feedback regarding the role and influence of the educational leader?
- What steps are taken to act on this feedback?
- How do we measure the success and impact of our educational leadership?
- Future Goals and Vision:
- What are our long-term goals for educational leadership within our service?
- How does the educational leader align with our service’s broader vision and mission?
- What steps can we take to further enhance the role and impact of the educational leader in the future?
Using these reflective questions, educators and service providers can gain deeper insights into their practices, identify areas of improvement, and drive continuous quality enhancement in line with Element 7.2.2.
Learning from ACEQA case studies
Let’s break down the practical steps taken by services in both case studies to achieve Exceeding NQS standards in Element 7.2.2, along with the reasons, tips for implementation, and estimated time for each step.
Case Study 1
This outside school hours care program, situated in a rural community, was keen to rethink their approach to developing their Quality Improvement Plan (QIP) as part of their vision for quality. Inspired by the United Nations Convention on the Rights of the Child, and specifically Article 12, they wanted to ensure children had every opportunity to express their views in matters affecting them and for those views to be taken into account.
- Involving Children in Decision Making:
- Reason: Ensuring children have every opportunity to express their views in matters affecting them.
- Tips: Use tools like ‘talking circles’ for gathering feedback, and ensure children have multiple avenues (drawing, writing, speaking) to share their perspectives.
- Estimated Time: 2-3 weeks for initial setup and ongoing monthly sessions.
- Engaging Families in the QIP Review:
- Reason: Families provide valuable insights into the strengths and areas of improvement for the service.
- Tips: Use visual displays, like a notice board, to share QIP outcomes and gather feedback. Station educators at key areas to engage with families directly.
- Estimated Time: 1-2 weeks for setup and ongoing monthly reviews.
- Shared Critical Reflection Among Educators:
- Reason: Promotes a deeper understanding of practices and challenges, fostering a culture of continuous improvement.
- Tips: Regularly schedule team meetings to discuss practices, using reflective questions as prompts.
- Estimated Time: Ongoing weekly or bi-weekly sessions of 1-2 hours.
- Engaging Children in Staff Recruitment:
- Reason: Ensures that the staff aligns with the needs and preferences of the children they serve.
- Tips: Involve children in designing interview questions, being on interview panels, and giving feedback on potential hires.
- Estimated Time: Varies based on recruitment needs, but approximately 1-2 days per recruitment cycle.
- Visible and Engaging QIP Displays:
- Reason: Keeps the QIP at the forefront of everyone’s mind and fosters a sense of collective responsibility.
- Tips: Use visual aids like photographs, children’s drawings, and key words. Regularly update the display to reflect current goals and achievements.
- Estimated Time: 1 week for initial setup and monthly updates of 2-3 hours.
Case Study 2
This council-run family day care service is situated in a local government area that covers a large geographical area and is on the outskirts of a major city. The council’s Children’s Services department also manages a range of other education and care services including long day care, occasional care and outside school hours care services.
- Distributed Leadership Approach:
- Reason: Utilizes the strengths, expertise, and interests of multiple leaders to drive quality outcomes.
- Tips: Regularly review and adjust leadership roles, ensuring that responsibilities are shared and that all leaders are aligned with the service’s vision.
- Estimated Time: 1-2 weeks for initial planning and ongoing monthly reviews.
- Engaging Families in Local Initiatives:
- Reason: Strengthens community ties and ensures that the service aligns with broader community goals.
- Tips: Regularly communicate with families about local initiatives, seeking their feedback and involvement.
- Estimated Time: Ongoing monthly sessions of 1-2 hours.
- Ongoing Professional Learning Opportunities:
- Reason: Enhances the skills and knowledge of educators, driving continuous improvement.
- Tips: Offer a mix of online and face-to-face training sessions, tailored to the needs and interests of educators.
- Estimated Time: Ongoing monthly sessions of 2-3 hours.
- Feedback Mechanisms for Continuous Improvement:
- Reason: Ensures that the service is responsive to the needs and preferences of its stakeholders.
- Tips: Use tools like surveys, ‘talking circles’, and direct conversations to gather feedback from educators, children, and families.
- Estimated Time: Ongoing monthly sessions of 1-2 hours.
- Engaging Families in Professional Learning Sessions:
- Reason: Fosters a shared understanding of best practices among educators and families.
- Tips: Organize regular sessions on topics of interest, ensuring that content is relevant and engaging for both educators and families.
- Estimated Time: Ongoing monthly sessions of 2-3 hours.
These steps, when implemented effectively, can greatly enhance a service’s chances of achieving an Exceeding NQS rating in Element 7.2.2.
