National Quality Standard | Information sheet

QUALITY AREA 7

THE ROLE OF THE EDUCATIONAL LEADER

The educational leader LINKS TO THE NATIONAL LEGISLATIVE REQUIREMENTS has an influential role in QUALITY STANDARD Education and Care Services National promoting positive outcomes The importance of educational Regulations for children and families. leadership is reflected in Quality Area 7 Regulation 118: requires the approved Effective educational of the National Quality Standard (NQS), in particular: provider to designate, in writing, a leadership builds the suitably qualified and experienced capacity of educators by Standard 7.2: Effective leadership educator, coordinator or other builds and promotes a positive individual as educational leader at inspiring, motivating, organisational culture and professional the service to lead the development affirming, challenging and learning community. and implementation of educational programs in the service. extending their practice Element 7.2.2: The educational and pedagogy. This joint leader is supported and leads the Regulation 148: requires the staff endeavour involves inquiry development and implementation record includes the name of the person of the educational program and designated as the educational leader in and reflection, and supports assessment and planning cycle. accordance with Regulation 118. ongoing learning and Educational leadership is also integral professional development. to the outcomes of Quality Area 1: …studies show that Standard 1.1: The educational “leadership can positively Things to consider: program enhances each child’s learning impact on the quality of and development. • Is the educational leader role at the the centre as a workplace, service clearly defined? Standard 1.2: Educators facilitate the quality of the • How is the approved provider and extend each child’s learning and education provided and the supporting the educational leader? development. developmental outcomes • What strategies is the educational Standard 1.3: Educators and achieved by children over leader using to support educators co-ordinators take a planned and time. to implement the assessment and reflective approach to implementing ” planning cycle? the program for each child. Waniganayake et al (2017) • How are educators mentored? • How are you creating and nurturing a professional learning community? Quality Area 7 | The role of the educational leader ROLE OF THE EDUCATIONAL LEADER SUPPORTING THE EDUCATIONAL LEADER

The role of the educational leader is primarily to: Element 7.2.2 requires the educational leader to be supported • collaborate with educators and provide curriculum in their role. This support could include: direction and guidance • Capacity building opportunities – e.g. the opportunity to • support educators to effectively implement the cycle of develop and build their knowledge, skills and competencies planning to enhance programs and practices • Empowerment – e.g. autonomy and professional influence • lead the development and implementation of an effective to effectively undertake their role educational program in the service • Resourcing – This could include: • ensure that children’s learning and development are • clearly defined role description, expectations and guided by the learning outcomes of the approved learning outcomes frameworks. • time • professional learning materials and opportunities The educational leader also has a significant role in: • guiding and developing educators and families’ • networking and collegial support opportunities. understandings about play and leisure-based learning, and the significance of the early years in the education Provision of support to the educational leader can, in turn, continuum for children lead to capacity building and empowerment of educators. • building the knowledge, skills and professionalism of educators • building a culture of professional inquiry with educators, EDUCATIONAL LEADER STRATEGIES coordinators and staff members to develop professional Pedagogical leadership – leading the development and knowledge, reflect on practice and generate new ideas. implementation of the educational program and assessment, and the planning cycle – requires a unique set of professional skills. The most effective educational leader views their role SELECTING AN EDUCATIONAL LEADER as a collegial, joint endeavour, enacting their role through mentoring, guiding and supporting educators. Neither the National Quality Standard nor the legislative requirements are prescriptive about the qualifications, Strategies might include: experience or required skills for the person chosen to be the • mentoring and supporting educators’ understanding educational leader. The flexibility of these provisions allows of educational program and practice, e.g. building approved providers to choose the person best suited to take relationships and interactions with children to assist on this role. their learning through play and leisure-based programs; However, when selecting an educational leader, the following developing documentation that is meaningful, relevant and skills, knowledge and attributes might be considered: promotes reflection on educators’ pedagogy and practice • communication and interpersonal skills • drawing on educators’ strengths to develop professional • comprehensive knowledge of theory relating to childhood skills and confidence education and care (for example, child development, • mentoring and supporting educators to assess learning attachment, learning), professional standards and • ensuring the assessment and planning cycle is applied approved learning frameworks, and contemporary to each child and the program as a whole (Note: Some understanding of evidence-based best practice approaches jurisdictions have different requirements for the program in to teaching and learning school age services) • knowledge of leadership theory and the use of a range of • assisting educators to understand and implement reflective leadership styles practice and leading critical reflection discussions to • critical thinking skills, including the ability to analyse and examine policies, programs and practice challenge conventional practice and ideas • talking to families about the educational program. • 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 • a commitment to learning and participating in professional learning opportunities.

April 2018 Quality Area 7 | The role of the educational leader REFERENCES AND RESOURCES

Visit the ACECQA website at acecqa.gov.au to download:

Guide to the National Quality Framework

Educators’ Guide to the Early Years Learning Framework

Educators’ Guide to the Framework for School Age Care

The Educational Leader Resource

Find other useful resources: Educational leadership and team building

Educational leadership videos

Quality Area 1 Resources

Quality Area 7 Resources

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2017) Leadership: Contexts and complexities in early childhood education. Oxford University Press: South Melbourne

We Hear You: The role of the educational leader series Unpacking the planning cycle series Uncovering the layers of reflective practice series

More information is available on the ACECQA website acecqa.gov.au

April 2018 Quality Area 7 | The role of the educational leader