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“ Educational Leader is a suitably qualified and experienced educator, to lead the development and implementation of educational programs in the service. The following article includes information on the Roles and Responsibilities Of An Educational Leader, Supporting Educators, Supporting Continuous Improvement of the Service and more. ” (Lorina, 2023)

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“ Educational Leader is a suitably qualified and experienced educator, to lead the development and implementation of educational programs in the service. The following article includes information on the Roles and Responsibilities Of An Educational Leader, Supporting Educators, Supporting Continuous Improvement of the Service and more. ” (Lorina, 2023)

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As per National Regulations, an Educational Leader is a suitably qualified and experienced educator, to lead the development and implementation of educational programs in the service. The following article includes information on the Roles and Responsibilities Of An Educational Leader, Supporting Educators, Supporting Continuous Improvement of the Service and more.

Roles and Responsibilities Of An Educational Leader

Identifying as an educational leader requires a fine-tuning of professional responsibilities and an understanding of leadership that enables you to transform and motivate team members. Your role as an educational leader includes:

the chief responsibility of an educational leader is to provide curriculum direction to the educators. The leader works with teachers and supports them in the development and implementation of the educational program as well as the cycle of planning and assessment. If teachers need support in developing activities, the educational leader might chalk out a monthly template for the teachers to use for their educational program or suggest improvements in the widening assessment strategies to include children with anxiety or additional needs.

to engage educators with all elements of the approved learning frameworks including the principles, practices and learning outcomes. Additionally, teachers also need to be acquainted with broad ideas as well as detailed points of other teaching and learning pedagogies and regulatory standards like those related to babies and outdoor play or interactions with pets and animals at the centre.

create opportunities and facilitate an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated. Reflection and review are critical aspects of the Early Years Learning Framework since they motivate teachers to think about what, why and how learning is happening in and outside the classroom.

to put in place documentation that is relevant, clear and purposeful. Documentation is not only an important resource in assessing the efficacy of educational pedagogy and practice but also in staff appraisals and improvement.

mentoring educators in achieving professional growth is also the hallmark of good educational leadership. To do this effectively, a leader must bear in mind the difference between mentoring and monitoring staff. While the latter merely supervises, mentoring is about identifying the strengths and capabilities of the educators and drawing on them to build their professional skills and confidence.

no educational programme can be effective without the collaboration of the learners' families and to make this happen, the guidance of the educational leader is very important. They need to talk to families about the goals and principles of the educational program and ensure that specifics play and leisure-based learning strategies are understood by families. All of this will ensure the learning continuity across different settings for the children

supporting quality improvement

strengthening educators' knowledge and practice

assisting others in their curriculum decision-making to develop, implement and assess effective programs for amplifying children's learning, development and wellbeing.

effectively leading the development and implementation of the educational program, and the assessment and planning process

working with educators to document the learning, development and wellbeing program and ensure that families understand it

addressing complaints that relate to the program

talking with families about the quality of the educational program and the process implemented to drive continuous improvement-these conversations can take place when families enquire about the service, during the enrolment process, at planned information nights or during other service events

As an educational leader, you should display professionalism in all aspects of your work and assist others to do the same. Examples of demonstrating professionalism include:

having specialised knowledge about childhood, and all aspects of quality education and care programs for children

having good communication skills and articulating your philosophy and theoretical perspectives of how children grow and learn effectively

forming effective relationships with children, families, colleagues and community members

increasing your knowledge through ongoing professional learning and reflecting on practice with others

acting as a change agent to advocate for socially just legislation and policies that affect children, families and the profession, and for high-quality children's education and care for all

working to ensure high standards of practice, as your actions reflect on the whole profession

committing to work within an ethical and moral framework usually set out in a professional code of ethics, and acting with honesty and integrity

displaying a positive attitude and work ethic, and conducting yourself in a professional manner-they are polite, attentive, dress appropriately and conduct themselves as a good representative of the profession (adapted from Barblett, Hydon & Kennedy, 2017; Feeney, 2012).

Educational Leader Pay Rate

For all Educational Leaders regardless of whether you're an Educational Leader employed under the Educational Services Teachers Award or the Children's Services Award, if you perform the duties associated with the title of Educational Leader you will receive an Educational Leaders allowance of $4,022.05 annually, according to the Fair Work Commission.

An educational leader's allowance of $4,022.05 per annum will be paid to an employee who is required to discharge the responsibilities of the educational leader under Regulation 118 of the Education and Care Services National Regulations 2011.

Where an employee is required to act as an educational leader for less than five days per week, the annual allowance prescribed by clause 15.8(a) will be payable on a pro-rata basis calculated by reference to the number of days per week the employee is required to act as an educational leader.

Attributes/Characteristics Of An Educational Leader
Attributes or characteristics you're expected to portray include:

* respectfulness -acting with empathy; mindful of the needs and right of others

* honesty and integrity -always being truthful and following through on agreed actions

* confidence -demonstrating a willingness to speak up and advocate for best practice

* courage -being prepared to address difficult issues

* enthusiasm -being positive, open-minded and willing to try new approaches

* commitment -showing a level of responsibility to the role and those in the team

* decisiveness -making clear and transparent decisions

* empowerment -sharing the power and decision-making with others

* generosity -being courteous with colleagues and families in the service

* cooperation -showing a commitment to collaboration with all members of the team, especially those who find it difficult to participate

Record Systems

As the educational leader, you need to know how to achieve quality area 1 and what strategies are being used to support improvements. It is useful to have records of discussions and decisions that can be referred to during the assessment and rating process, or when asked to reflect on previous work or account for particular strategies.

Suggestions for effective record-keeping systems include:

establishing an electronic file for each team within the service where notes of meetings and any other important resources about the program can be kept

establishing a shared electronic folder where colleagues can access information and resources collected by you, such as journal articles or newsletters

creating a specific educational leader email address and encouraging educators to email concerns, questions or achievements to you -this establishes a record of communication between educators and you

keeping a journal/notebook to record observations or discussions

creating an Educational Leader Action Plan for you can keep track of action items

Supporting Educators

As an Educational Leader, it enables you to mentor educators and provide curriculum direction and ensure the children achieve the outcomes of the approved learning framework.

To do this, it's best to start your role by having a discussion with the room leaders and educators in each room and becoming familiar with their planning and documenting. This will give you an understanding of how the room leaders document children's learning and their understanding of implementing the curriculum. Going through the room leader's documentation (programming, daily diary, observations, portfolios) will enable you to focus on areas that may need to be improved on or what needs to be changed or added to support the room leader in their planning and documenting.

It's important that you work with each educator on the team to achieve the best learning outcomes for children and to effectively work on current strengths and address weaknesses and concerns relating to the curriculum.

When supporting educators it's important to:

motivate educators to achieve the best learning outcomes for children.

affirm what educators are already doing.

motivate educators to take on new challenges.

support educators in their practice.

encouraging educators to reflect on practices.

support educator's understanding of how the Principles, Practices and EYLF Outcomes contribute to high-quality learning experiences.

support educators in their goals.

guide and support the team in implementing the framework.

assist educators to work toward shared goals for children and their learning.

assist educators in providing the best educational outcomes for children.

use Educational Leader Checklist to assist educators to meet planning requirements

Building Respectful and Trusting Relationships With Educators

As an educational leader you can implement the following strategies to build respectful and trusting relationships, which have a clear purpose and direction:

When first starting in the role, organise a meeting and take some time to clarify the role. Invite the team/s to indicate what support they would like from you, clarify what is within the job description, and your aspirations for the role.

Clearly articulate the matters that could be difficult to deliver or those that fall outside the expectations of the role.

Make time to meet with every team member individually (educators and other staff such as cooks and administrators) to discuss the vision for supporting children's learning and wellbeing in the service and how they can be supported in being a part of that work.

Schedule regular catch-up meetings with individuals and teams to talk through the everyday practice that supports teaching, learning, well-being and, in particular, the expectations of the planning process outlined in Quality Area 1.

Communicate your availability for unscheduled meetings or for offering support in the program to address specific challenges or difficulties (this may have implications for staffing and will need to be clarified with the approved provider).

Adopt a listening stance. Listen more than telling or reminding. Avoid becoming the 'pedagogical police'. Educators need support, suggestions and a listening ear rather than a monitoring eye.

Ask for feedback from the team about the support being offered. This might be informal, through catch-ups with teams and individuals, or more formally in a survey or review process.

If issues arise in relation to educators' wellbeing, and these are impacting the educational program, encourage them to talk to the approved provider (or a representative) to seek further assistance.

Communicating With Educators
Communicating is effective and compelling ways is an essential skill. It is crucial to ensure that all educators and staff members understand expectations and are informed about any changes in direction, as this helps build a shared understanding of educational programs and practices.

Strategies for better communication include:

* using a variety of tools to suit the context and the strengths and needs of educators-there is no one-size-fits-all approach
* ensuring there are regular opportunities for the flow of information between educators and the educational leader
* considering the importance of non-verbal communication
* sending regular updates to staff, especially in larger teams or in teams where educators are separately located, such as in family daycare settings
* using social media or app-based products to provide regular and timely updates and ideas to staff, and to generate conversations and feedback
* allocating a standing agenda item to the educational leader update in staff meetings
* using informal communications, such as an incidental conversation with educators or families, to reinforce key messages
Dealing With Challenges With Educators
Dealing with challenging people as an educational leader, you are encouraged to adopt an active listening approach rather than a defensive approach. It is not about winning or getting the upper hand. Showing a willingness to listen to the situation and create an environment where resolutions and solutions can be found.

Strategies include:

maintaining a respectful approach; treating behaviour that is difficult or rude with respect and courteousness

separating the person from the problems or issue-in many cases, the issues may be valid and need addressing

listening before defending a particular way of doing things; trying to see things from a different perspective

setting out the facts; jointly looking at observable evidence that might impact decisions

exploring possibilities together and being open to the idea or a way of doing things differently

Lead and Develop the Educational Program

One of your main purposes of being an Educational Leader is to provide curriculum direction and to ensure children achieve EYLF outcomes of the approved learning framework. This means that you need to have a thorough understanding of EYLF and to be able to guide your team in their planning and reflection and mentor educators in implementing best practices.

When leading and developing the educational program it's important to:

keep up to date with current research/resources and share them with the team

promote understanding of the approved learning framework

embed the EYLF, and MTOP into all aspects of the centre's planning and documentation

support educators to make the connection between the EYLF and evidence of children's learning through their documentation

work with educators to observe, support and extend children's learning

document goals for teaching and learning

provide strategies and processes to lead the development of the curriculum

make decisions that support quality outcomes for children and families

assist with documenting children's learning using different types of observation methods and how these can inform curriculum decisions

talk to parents about the educational program

ensure the continuity of learning when children change rooms, attend other services, during the transition to school

mentor educators by leading quality practice.

consider how the program can be linked to the community by working with community services

As an educational leader, you can offer tangible and practical support to assist the team in developing the habit of critical reflection, and impart the skills to make the process meaningful.

Strategies include:

embedding critical reflection as 'usual practice' by providing regular opportunities and an open, collegial professional environment in which educators can raise questions about the practice

setting up a regular time to hold reflective practice meetings or discussions-these should be separate from staff meetings, where operational matters are discussed, and the emphasis should be on the regularity of the opportunity to be reflective

sourcing matters for reflective discussion from observations, family feedback, informal or formal catch-up meetings with team members, and children's interactions with educators

ensuring that meetings extend to the agreed time and conclude with a plan of action, with staff members being assigned tasks requiring follow-ups by specific due dates

Supporting Continuous Improvement of the Service

As the Educational Leader, you need to work collaboratively with your team to provide high-quality care and a vision for children's learning development. Look at what your service is doing well and identify the areas that require attention to promote continuous improvement in the quality of education and care services.
When supporting continuous improvement of the service, it's important to:

record goals of teaching and learning that educators are focusing on

Explore opportunities for professional development

keep track of conversations and decisions (journal/ diary of spontaneous conversations or formal meeting decisions)

discuss ways to demonstrate the service is achieving each quality area within the national quality standards.

set goals for teaching and learning with educators

discuss routines and how to make them more effective learning experiences

observe children and educator interaction and make suggestions on how to improve interactions and intentional teaching

ensure the establishment of clear goals and expectations for teaching and learning

ensure the continuity of learning when children change rooms, attend other services, and during the transition to school

work with other early childhood specialists such as maternal, and child health nurses and early childhood intervention specialists

keep educators/families informed on how the service is progressing towards identified goals

use team meetings to reflect on current practices

Educational Leader's Role During The Assessment and Rating Process

The Guide to the National Quality Framework provides examples of what assessors may observe, discuss or sight in the assessment and rating process in regard to the educational leader role. For example, they may observe the educational leader working with educators to build capacity and understanding of pedagogy and practice, including ways in which educators assess, reflect on and plan for children's learning.

In addition, the assessor may discuss, for example:

how the service supports the educational leader to have opportunities for discussions with educators, provide mentoring, lead reflective practice, and realise the intent of their role

how the educational leader assists educators in promoting children's learning and development and, when necessary, facilitating discussions with families

what strategies and processes does the educational leader uses to lead the development of effective programs within the service, and to ensure the planning cycle is implemented effectively.

To support the information collected, the assessor may also sight evidence of:

designation of the educational leader in the staff record

documentation of the educational leader providing feedback and guidance to educators about the assessment and planning cycle

reflective practice discussions that critically examine current practice and that lead to quality improvement

Here are a few more tips on discussing practice with assessors: How To Discuss Practices During An Assessment and Rating Visit

You have been chosen as the Educational Leader because you can coach, mentor and support your team in working together to achieve the best outcomes for children. This guide will hopefully inspire you in your role and provide you with strategies on how you can have a significant impact as the educational leader at your service.

References:
The Role of the Educational Leader, ACECQA
The Educational Leader, Early Childhood Australia
Guide To The NQS, ACECQA
The Educational Leader Resource.ACECQA

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"educational leader checklist
educational leader ideas

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A Guide For Educational Leaders In Early Childhood Settings - Aussie Childcare Network

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Includes information on the Roles and Responsibilities Of An Educational Leader, Supporting Educators, Supporting Continuous Improvement of the Service.

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Leadership-as-practice in early childhood education and care settings (Gibbs, 2021)

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“An early childhood educational leader is responsible for working with educators and children to develop the program of activities and experiences that support learning in an education and care service. The leader has knowledge and experience about the way children learn and about quality educator practice as their role is also about promoting high quality teaching practice. They may work in metropolitan, rural or remote areas including Aboriginal communities.

The role of educational leaders was created as part of the National Quality Framework (NQF). The NQF promotes quality, continuous improvement and consistency across early childhood education and care services such as kindergarten, long day care, family day care and outside school hours care. An educational leader must be a suitably qualified and experienced educator or coordinator, able to lead curriculum development and ensure clear goals and expectations for teaching and learning. In addition to this role, they may also be an education and care centre manager, children’s services director or coordinator, team leader or educator/teacher.

Generally, they:

·       Provide educational leadership to educators, teachers and administrative staff of early childhood services.

·       Coach and mentor educators to support children’s learning in the five learning and development outcomes (identity, community, wellbeing, learning and communication).

·       Support high quality teaching and learning for children in a service. – Represent the organisation in networks and committees that focus on children’s learning.

·       Develop and review policy, course curricula and teaching/learning materials drawing on a deep understanding of educational theory and practice.

·       Collaborate and work with parents and families as partners in children’s learning.”

- Department of Education
and Early Childhood Development
https://www.education.vic.gov.au/Documents/about/careers/eygcessentialguide.pdf

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"The educational leader’s role in a service will contribute to the organisational culture and develop a professional learning community across a service and potentially more broadly by networking with other education and care services and professionals from other disciplines" (ACECQA, n.d.).

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"The educational leader’s role in a service will contribute to the organisational culture and develop a professional learning community across a service and potentially more broadly by networking with other education and care services and professionals from other disciplines" (ACECQA, n.d.).

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https://www.acecqa.gov.au/latest-news/blog/role-educational-leader-part-1

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During the month of October, We hear you will be showcasing a three-part series exploring the development of 'The role of the educational leader'. In the first instalment, we consider the history of the role, the reasons behind its introduction as well as the aims, objectives and intent of educational leadership.
Part 1: The role of the educational leader: aims, objectives and intent

When speaking to the education and care sector and in our collaborative work with regulatory authorities, we often are asked about support to assist educational leaders better understand the role and how the role supports quality provision. The scope of the aims, objectives and intent of the role is our focus in this first of our three-part series addressing the why, the what and the how of educational leadership.

At this stage, it might be useful to recap why the role was introduced and what the requirement of having an educational leader aims to achieve.

In the development of Belonging, Being and Becoming: Early Years Learning Framework for Australia (EYLF) there was much discussion about (and recognition of) the role of pedagogical/educational leaders in supporting educators in the process of planning, implementing and evaluating quality programs in early childhood education and care services. Similarly, the significance of the role was acknowledged in the development of the My Time Our Place: Framework for School Age Care in Australia (FSAC).

The importance of this role was also recognised in the development of the National Quality Standard (NQS), which was informed by national and international research. In particular, the OECD Starting Strong II Early Childhood Education and Care report identified the importance of paying attention to both structural and process quality to ensure quality outcomes.

The Guide to the National Quality Standard identifies the key aims and objectives of the role, noting that:

Effective curriculum development requires ambitious goals and clarity of purpose. It requires attending to the principles, practice and outcomes of the approved learning framework. The role of the educational leader is to work with educators to provide curriculum direction and to ensure children achieve the outcomes of the approved learning framework (p. 178).

Educational leaders play an integral role in mentoring, guiding and supporting educators. As part of continuous improvement, the educational leader of a service may reflect on the strategies needed to develop the curriculum and the educational program in the service. The most effective educational leaders work collaboratively with educators, children and families to decide ambitious goals for the curriculum as well as the focus and purpose of the educational program.

Effective leadership creates a positive organisational culture that values openness and trust, where people are motivated to ask questions, debate issues and contribute to each other's ongoing learning inquiry ( Guide to the National Quality Standard, p. 165).

The educational leader's role in a service will contribute to the organisational culture and develop a professional learning community across a service and potentially more broadly by networking with other education and care services and professionals from other disciplines. This approach involves conceptualising the role, not simply as one concerned with checking educators' and children's records, but instead, as a leader who supports educators, families and the community and builds their understanding of early and middle years pedagogy. This involves building capacity to discuss and engage in a cycle of planning for play and leisure based learning. Research highlights the link between quality and educator understanding of pedagogy, relationships, sustained shared thinking as well as assessing and planning learning ( Siraj-Blatchford and Manni, 2006, p. 6).

A lively culture of professional enquiry is established when educators, co-ordinators and staff members are encouraged to build their professional knowledge, reflect on their practice and generate new ideas (EYLF, p. 13; FSAC, p. 11).

ACECQA's information sheet about the role of the educational leader summarises the requirements under the National Quality Framework (NQF). Beyond the specifics outlined within the NQF, the educational leader has a role to play in guiding the service and its educators through self-assessment processes, supporting educators to self-assess their own skills, knowledge and understandings and to plan (using mechanisms such as the service's quality improvement plan or performance plans) strategies to develop the areas that need strengthening.

Questions for educational leaders to guide self-assessment:

What are my understandings of leadership?

What theories of leadership guide and inform my practice?

What strategies could I implement to strengthen my own communication and interpersonal skills?

Am I confident in my understandings of the approved learning frameworks?

How does the service's philosophy guide the implementation of the educational leader role?

What ongoing learning do I need to engage in to strengthen my abilities to lead and guide the curriculum and educational program?

Further reading and resources

Read the complete series:
Part 1: The role of the educational leader: aims, objectives and intent Part 2: Leading the development of the curriculum Part 3: Setting goals and expectations for teaching and learning

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The role of the educational leader: Part 1

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During the month of October, We hear you will be showcasing a three-part series exploring the development of 'The role of the educational leader'. In the first instalment, we consider the history of the role, the reasons behind its introduction as well as the aims, objectives and intent of educational leadership.

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At its most aspirational, the role of an educational leader is a key enabling factor in the delivery of quality teaching and learning experiences for children in education and care services around the country . The Ed Resource ACECQA

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At its most aspirational, the role of an educational leader is a key enabling factor in the delivery of quality teaching and learning experiences for children in education and care services around the country . The Ed Resource ACECQA

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Review educators' education plans to ensure that they keep pace with changes in the early learning framework and that the curriculum is delivered with the child's needs at the forefront; and keep abreast of developments in the field.
Support for educators includes a variety of functions. This includes mentoring, motivation and appropriate guidance. It listens to educators, allows educators to use new methods and encourages teamwork.
Build good relationships with parents. Listens to parents and adopts a different discourse to communicate with families depending on the family.
(Australian Children's Education and Care Quality Authority [ACECQA], 2018)

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The role of an educational leader in early childhood education is critical for the development and success of young children. Educational leaders in this context are responsible for overseeing and managing educational programs, setting policies and guidelines, and supervising teachers and staff. They must possess strong leadership skills, a deep understanding of early childhood education, and a commitment to promoting positive outcomes for children.

1. Developing and implementing curriculum: Educational leaders are responsible for developing age-appropriate curricula that support the intellectual, emotional, and social development of young children.

2. Ensuring high-quality teaching: They must provide ongoing training and support to teachers and staff to ensure they are equipped with the necessary skills and knowledge to provide high-quality education and care for young children.

3. Creating a positive learning environment: Educational leaders must foster a positive and supportive learning environment that encourages children's curiosity, creativity, and enthusiasm for learning.

4. Encouraging parental involvement: They should also encourage and facilitate parental involvement in children's education, as research has shown that this can lead to improved outcomes for children.

5. Supporting diversity and inclusion: Educational leaders must promote diversity and inclusion in the classroom and ensure that all children, regardless of their background, feel welcomed and valued.

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The role of the educational leader is primarily to:
• collaborate with educators and provide curriculum
direction and guidance
• support educators to effectively implement the cycle of
planning to enhance programs and practices
• lead the development and implementation of an effective
educational program in the service
• ensure that children’s learning and development are
guided by the learning outcomes of the approved learning
frameworks.
The educational leader also has a significant role in:
• guiding and developing educators and families’
understandings about play and leisure-based learning,
and the significance of the early years in the education
continuum for children
• building the knowledge, skills and professionalism
of educators
• building a culture of professional inquiry with educators,
coordinators and staff members to develop professional
knowledge, reflect on practice and generate new ideas
(Australian Children’s Education and Care Quality Authority [ACECQA], 2018)

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Assist educators  in their curriculum decision-making to develop, implement and assess effective programs for amplifying children’s learning, development and wellbeing (ACECQA, n.d.). 

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Assist educators  in their curriculum decision-making to develop, implement and assess effective programs for amplifying children’s learning, development and wellbeing (ACECQA, n.d.). 

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https://www.acecqa.gov.au/sites/default/files/2019-05/QA7_TheRoleOfTheEducationalLeader.pdf

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An early childhood educational leader is responsible for working with educators and children to develop the program of activities and experiences that support learning in an education and care service. The leader has knowledge and experience about the way children learn and about quality educator practice as their role is also about promoting high quality teaching practice. Educational leadership leading the development and implementation of the educational program and assessment, and the planning cycle which requires a unique set of professional skills. The most effective educational leader views their role as a collegial, joint endeavour, enacting their role through mentoring, guiding and supporting educators (ACECQA, n.d.).

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"The educational leader in children’s education and care services has an influential role in inspiring, motivating, affirming and also challenging or extending the practice and pedagogy of educators. The role is a collaborative endeavour involving inquiry and reflection, which can significantly impact on the important work educators do with children and families." (ACECQA, n.d.)

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"The educational leader in children’s education and care services has an influential role in inspiring, motivating, affirming and also challenging or extending the practice and pedagogy of educators. The role is a collaborative endeavour involving inquiry and reflection, which can significantly impact on the important work educators do with children and families." (ACECQA, n.d.)

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https://www.acecqa.gov.au/resources/educational-leadership

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What is an Educational Leader?

The educational leader in children's education and care services has an influential role in inspiring, motivating, affirming and also challenging or extending the practice and pedagogy of educators. The role is a collaborative endeavour involving inquiry and reflection, which can significantly impact on the important work educators do with children and families.

The role of the educational leader is the focus of Standard 7.2 of the National Quality Standard - Governance and leadership. Where effective leadership establishes a culture of reflective practice to encourage continuous improvement across all aspects of the service, the role of educational leader supports this culture and community through leading the development and implementation of the educational program and assessment, as well as the planning cycle. The educational leader is supported by the service's leadership team to effect positive change, including playing an integral role in mentoring, guiding and supporting educators.

What are the requirements and responsibilities of the Educational Leader?

The role of the educational leader is primarily to:

collaborate with educators and provide curriculum direction and guidance

support educators to effectively implement the cycle of planning to enhance programs and practices

lead the development and implementation of an effective educational program in the service

ensure children's learning and development are guided by the learning outcomes of the Early Years Learning Framework and/or the Framework for School Age Care or other approved learning frameworks.

ACECQA National Education Leader

ACECQA and its National Education Leader, Rhonda Livingstone are committed to assisting the education and care sector to implement the National Quality Framework while supporting providers, educational leaders and educators in the important work of enhancing outcomes for children and families.

Regular articles by our National Education Leader are published in the National Education Leader section of ACECQA's We hear you blog.

The Educational Leader Resource

Effective leadership builds and promotes a positive organisational culture and professional learning community ( NQS Standard 7.2).

ACECQA, recognising the important role of the educational leader, and in response to sector feedback, has developed The Educational Leader Resource. This resource is a collection of practical advice, resources, case studies, research, reflections and references to support new, experienced or future educational leaders, as well as approved providers.

The Resource provides information for educational leaders in all service types in all states and territories. It is not intended to be read from cover to cover - rather, it has been designed as a resource that can be referred to as needed.

The Resource has been designed as an online PDF document and will be updated as required. For updates about the Resource, subscribe to the ACECQA Newsletter.

Purchase a hard copy of the Educational Leader Resource on our secure online payment portal.

Educational Leadership in Family Day Care: Stories from the Field

The Educational Leader Resource Addendum for Family Day Care

The Educational Leader Resource Addendum for Family Day Care brings to life the stories and experiences of educational leaders in family day care from around Australia. ACECQA recognises that the role of the educational leader in family day care has unique aspects that provide challenges and opportunities worthy of recognition and celebration through its own addendum.

Each story in the addendum highlights a critical strategy that builds the effectiveness of educational leaders' practice. The stories come from practitioners working in a diverse range of services and highlight practices that confirm the essential role of educational leaders in family day care.

Positioned alongside the resource, the ideas and strategies speak directly to those who are in the educational leader role in family day care services, those who are considering taking on the role, and those who support them.

The Addendum is free to download to add to your existing Educational Leadership Resource. The Addendum is currently not included in The Educational Leader Resource when purchasing a hard copy.

Outside School Hours Care: Educational Leadership in Action

The Educational Leader Resource Addendum for Outside School Hours Care

The Educational Leader Resource Addendum for Outside School Hours Care brings together a topic based collection of information, reflections, practical ideas and experiences of educational leadership in outside school hours care. ACECQA recognises that there are unique aspects to the role of the educational leader in outside school hours care, providing challenges and opportunities worthy of recognition and celebration through its own addendum.

The information comes from Australian and international research, and practitioners working in a diverse range of services and highlight practices, research, ideas and knowledge that confirm the essential role of educational leaders in outside school hours care. It is presented in the addendum as individual topics which can be considered on their own or collectively.

Positioned alongside the resource, the ideas and strategies speak directly to those who are in the educational leader role in outside school hours care services, those who are considering taking on the role, and those who support them.

The Addendum is free to download to add to your existing Educational Leadership Resource. The Addendum is currently not included in The Educational Leader Resource when purchasing a hard copy.

The Educational Leader Resource videos

To support the Educational Leader Resource we have a series of videos to accompany the Resource. Like the Resource, these videos are designed to be dipped in and out of as needed.

Educational leadership resources

There are a range of other resources to support the role of educational leader that can be found in the Resources & Research area of our website. On the Videos page are various interviews, presentations and webcasts.

ACECQA has also compiled a range of resource links that you may find useful in your educational leader role. The resources are grouped under each quality area on the National Quality Standard page of our website. Quality Area 1 resources may be particularly useful in leading the development and implementation of the educational program and assessment and planning cycle at your service.

If you would like to request the ACECQA National Education Leader, or another member of the ACECQA team, speak at an education and care event or conference use our Speaker Request form.

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The educational leader in children's education and care services has an influential role in inspiring, motivating, affirming and also challenging or extending the practice and pedagogy of educators.

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Educational Leadership Guide to the NQF:

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Educational Leadership Guide to the NQF:

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The role of the educational leader is primarily to:
• collaborate with educators and provide curriculum direction and guidance
• support educators to effectively implement the cycle of planning to enhance programs and practices
• lead the development and implementation of an effective educational program in the service
•ensure that children’s learning and development are guided by the learning outcomes of the Early Years Learning Framework and/or the Framework for School Age Care or other approved learning frameworks.
(ACECQA, 2020, p. 302).

An approved provider/ nominated supervisor might consider the following skills, knowledge and attributes in nominating and developing the educational leader:
• communication and interpersonal skills
comprehensive knowledge of theory that relates to early childhood education and care (for example, child development, attachment, learning), professional standards and approved learning frameworks, and contemporary understanding of evidence-based best practice approaches to teaching and learning

• knowledge of leadership theory and the use of a range of leadership styles
• thinking skills, including the ability to critically analyse and challenge
conventional practice and ideas
• a sense of purpose and direction, and the ability to influence
• a willingness to mentor and support educators from diverse backgrounds and with varying levels of knowledge and experience
• commitment to learning and participating in professional learning opportunities.
(ACECQA, 2020, p. 302-303).

https://www.acecqa.gov.au/sites/default/files/2020-01/Guide-to-the-NQF.pdf