Level 5 Advanced Educator

• Acceptance of person in day to day charge (if relevant)
• Child Protection Qualification
• Current First Aid, Anaphylaxis and Asthma Management Training
• Clear Working with Children Check
• Current Accreditation

Quality Area 1

Educational program and practice

Standard 1.1 Program

The educational program enhances each child’s learning and development.

1.1.1

Approved learning framework

• Development of programs which reflect the Early Years Learning Framework (EYLF) and teaching decisions to assist children by scaffolding learning and achieving goals and elements of the outcomes, principles and practices;
• Ensure curriculum decision making contributes to each child’s learning and assist children to enhance their connection with the community, develop wellbeing and, confidence as learners and effectiveness as communicators; and
• Recording quality observations on children for the purposes of program planning to support each child’s learning.

1.1.2

Child-Centred

• Deliver a program which is relevant to individual children’s current knowledge and provide scaffolding for learning;
• Be aware of each child’s cultural backgrounds and integrate into the program;
• Adjust teaching delivery and practices according to each child’s strengths and abilities so success can be achieved from each child; and
• Have a sound understanding of different approaches that assist children with additional needs.

1.1.3

Program learning opportunities

• Assist with the implementation of daily routines and use routine times as opportunities for learning;
• Adapt methods of teaching to cater for each individual child’s needs; and 
• Establish and communicate clear objectives for all learning experiences.

1.2 Practice

Educators facilitate and extend each child’s learning and development.

1.2.1

Intentional teaching

• Ensure the service statement of philosophy guides pedagogy;
• Implement intentional teaching strategies to scaffold and guide children’s interest and learning;
• Have a wide range of theoretical knowledge of teaching methods, putting them into practice appropriately;
• Identify and select different intentional teaching methods to meet children’s varying needs; and
• Be adaptable in approach to teaching children.

1.2.2

Responsive teaching and scaffolding

• Guide the implementation of a play learning environment responsive to children’s interest, strengths and abilities;
• Mentor and teach educators in collaboration with the educational leader using observations, guided discussions and recommendations for professional development to improve curriculum practices and develop pedagogy; 
• Use informational technology to support and extend children’s learning; and
• Monitor the progress of individual children.

1.2.3

Child directed learning

• Lead thinking and discussions on curriculum considerations relating to the inclusion of Aboriginal and Torres Strait Islander, cultural and linguistic diversity;
• Plan and facilitate the inclusion of children with additional needs, including children with disabilities, children with complex health support needs, Aboriginal children and children from culturally and linguistically diverse backgrounds;
• Plan and deliver programs which allow for child choice to be followed and valued; and
• Provide children with the ability to make decisions in their own learning by being flexible in practices.

Standard 1.3 Assessment and planning

Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

1.3.1

Assessment and planning cycle

• Contribute to and guide the planning, implementation, evaluation and reflection of programs which recognise the emerging skills and interests of children;
• Under the guidance of the Educational Leader, plan and document children’s learning so as to make their learning visible; and
• Under direction of the Educational Leader maintain ongoing records of the child’s development and records of children’s assessments against learning outcomes.

1.3.2

Critical reflection

• Engage in critical reflection and evaluation of children’s learning and use this information as a primary source for future planning; and
• Monitor the progress of individual children, evaluating and modifying teaching to cater for current needs

1.3.3

Information for families

• Provide verbal and written information to families relating to their child and in line with the services policies and procedures.

Quality Area 2

Children’s Health and Safety

Standard 2.1 Health

Each child’s health is promoted.

2.1.1

Wellbeing and comfort

• Support children’s individual wellbeing and comfort in sleep, rest and relaxation; and
• Be committed to the need for each child to be given individual attention and comfort.

2.1.2

Health practices and procedures

• Administer first aid and medication in compliance with procedures and policies;
• Keep accurate and detailed records of injury/accident/trauma and medication forms; 
• Ensure a high standard of hygiene is maintained in compliance with procedures and policies;
• Become familiar with all policies regarding health and safety at the service; and
• Ensure each child’s health needs are supported.

2.1.3

Healthy lifestyle

• Respond positively and consistently to children’s additional needs/requirements – diet/allergies, developmental etc; and
• Plan, prepare and deliver opportunities that facilitate physical activity learning experiences through play.

Standard 2.2 Safety

Each child is protected

2.2.1

Supervision

• Ensure that children are safe and adequately supervised at all times;
• Take responsibility to ensure any potential supervision risks are reported to other educators or the Director; and
• Ensure that the environment is safe, supportive, stimulating and educational for children.

2.2.2

Incident and emergency management

• Have a sound understanding of service policies and procedures in relation to incidents and emergencies;
• Ensure adherence to incident and emergency policies of the service; and
• Report to the Director any potential for risk and put in place protective measures where applicable to do so.

2.2.3

Child protection

• Take responsibility for the protection and rights of children attending the service;
• Assist to ensure the service’s child protection policy is implemented;
• Inform the Director of any allegations or convictions of a child protection nature against any other employees, of which you become aware; and
• Ensure compliance as a mandated reporter which requires reporting to Community Services, where there are reasonable grounds to suspect that a child is at risk of significant harm.

Quality Area 3

Physical environment

Standard 3.1 Design

The design of the facilities is appropriate for the operation of a service.

3.1.1

Fit for purpose

• Assist to maintain the aesthetics of the environment along with the children; and
• Conduct daily and monthly workplace inspections and risk assessments and as per schedule provided. e.g. – opening/closing checklist, toys and equipment cleaning checklist, safe building checks etc.

3.1.2

Upkeep

• Assume an equal share of cleaning duties; and
• Maintain a clean and safe work environment.

Standard 3.2 Use

The service environment is inclusive, promotes competence and supports exploration and play-based learning.

3.2.1

Inclusive environment

• Ensure the service is ready for operation at the beginning of each day when rostered on the early shift;
• Contribute to the development of an environment for children which fosters curiosity, exploration and problem solving; and
• Maintain respect for the learning environments, both indoors and outdoors and understand and implement the concept of the environment as the ‘third teacher’.

3.2.2

Resources support play-based learning

• Maintain supplies and equipment levels for the room or service in accordance with the service’s policies;
• Provide a variety of learning materials and resources for use in educational experiences; and
• Instruct and monitor children in the use of learning materials and equipment.

3.2.3

Environmentally responsible

• Assist the service to ensure environmentally sustainable practices are embedded in all areas of the program; and
• Support children to become environmentally responsible and show respect for the environment.

Quality Area 4

Staffing Arrangements

Standard 4.1

Staffing arrangements enhance children's learning and development.

4.1.1

Organisation of educators

• Maintain educator-to-child ratios and qualifications at all times.

4.1.2

Continuity of staff

• Work with other team members in the inclusion, support and care of all children to ensure continuity of care across the setting.

Standard 4.2 Professionalism

Management, educators and staff are collaborative, respectful and ethical.

4.2.1

Professional collaboration

• Attend staff meetings as required and contribute to these meetings through shared observations of children and sharing new ideas;
• Respect and support colleagues by developing positive and ethical channels of communication that are based on principles of mutual respect, equity and fairness;
• Lead, guide and support educators to implement the program;
• Lead, guide and support staff to implement the philosophy;
• Be proactive in supporting a healthy team environment;
• Act as a mentor and role model for other educators;
• Participate in ongoing professional development and training programs; and
• Provide effective and fair leadership to staff under employee’s supervision.

4.2.2

Professional standards

• Fulfil requirements and documentation as the responsible person on duty as required;
• Maintain professional and ethical standards at all times when dealing with families, educators and the children; and
• Demonstrate the service code of conduct/code of ethics in all interactions and relationships at the service.

Quality Area 5

Relationships with children

Standard 5.1 Relationships between educators and children

Respectful and equitable relationships are maintained with each child.

5.1.1

Positive educator to child interactions

• Ensure each child has a sense of belonging, being and becoming within the service;
• Ensure respectful, equitable and genuine relationships with all children are maintained at all times;
•  Role model positive interactions and behaviour guidance strategies;
• View and respect children as competent, capable and engage in meaningful interactions through shared decision making with them;
• Provide physical care, assisting children in toileting, dressing and meal times; and ensure all of these opportunities are viewed as teachable moments;
• Form positive, comforting and nurturing relationships with children; 
• Assist in maintaining up to date records of the children within your group; and
• Manage children’s behaviour by establishing a range of techniques to support children’s learning.

5.1.2

Dignity and rights of the child

• Respect children’s similarities, differences, cultures and diversities;
• Ensure each child’s dignity and the rights of each child is always maintained;
• Have sound knowledge of differing methods for behavioural management and adjust to each individual children’s needs; and
• Implementation of inclusion principles for every child catering for individualised needs.

Standard 5.2 Relationships between children

Each child is supported to build and maintain sensitive and responsive relationships.

5.2.1

Collaborative learning 

• Support and guide an environment of co-learning;
• Gauge which children can assist their peers to build on skill and ability levels; and
• Develop children’s capabilities within a variety of social situations.

5.2.2

Self-regulation 

• Ensure each child is supported to manage their own behaviour, and this is encouraged with positive behaviour guidance strategies;
• Respond to the emotional, social and wellbeing needs of each child; and
• Use a diverse range of techniques and apply the most appropriate for each child

Quality Area 6

Collaborative partnerships with families and communities

Standard 6.1 Supportive relationships with families

Respectful relationships with families are developed and maintained and families 

are supported in their parenting role.

6.1.1

Engagement with the service

• Develop and maintain positive and respectful relationships with families;
• In collaboration with the Director, engage positively in the orientation, enrolment and transition processes for families and children;
• Share information with families relating to their child and the daily activities of the service;
• Share information with families on the progress of children’s learning and development as well as transition to school information; and
• Liaise with families encouraging contribution to the quality and success of the service.

6.1.2

Parent views are respected

• Ensure all families are supported; that child rearing practices and beliefs are respected which contributes to joint partnerships being consistently implemented;
• Maintain the confidentiality policy for children, families and educators at all times; and
• Encourage families to contribute to the community of the centre.

6.1.3

Families are supported

• Create a safe, supportive and informative environment for families; and
• Act as a resource person for families.

Standard 6.2 Collaborative partnerships

Collaborative partnerships enhance children’s inclusion, learning and wellbeing.

6.2.1

Transitions

• Ensure all families are communicated with regularly to maintain up to date information about their child;
• Support families and children throughout transition processes;
• Provide a supportive environment and build relationships with families of children who are starting at the service; and
• Support contribution and involvement in transitions to school to ensure children have a positive start in formalised schooling.

6.2.2

Access and participation

• With guidance from the Director, ensure families are supported to access inclusion support and assistance; and
• Share information where appropriate to do so under privacy and confidentiality to services which children access to ensure appropriate access and inclusion is able to be obtained.

6.2.3

Community engagement

• Be an advocate for high quality services for children in our community; 
• Ensure students on placement are positively welcomed, supported and assisted and be a student supervisor when required; and 
• Support the service during community events by maintaining professional standards and building connections.

Quality Area 7

Governance and Leaderships

Standard 7.1 Governance

Governance supports the operation of a quality service that is child safe.

7.1.1

Service philosophy and purpose

• Ensure the implementation of the service statement of philosophy. 

7.1.2

Management Systems

• Become familiar with all the services policies and procedures and ensure they are upheld throughout the service;
• Ensure the Director is informed of any problem arising, which would affect the children, service approval or rating, regulatory and legal compliance or the smooth running of the service; and
• Maintain updated and accurate records.

7.1.3

Roles and responsibilities

• Assist with administrative duties as requested;
• Advocate for children and their families;
• Positively promote and market the centre to families and the community; and
• Attend management committee meetings if requested.

Standard 7.2 Leadership

Effective leadership builds and promotes a positive organisational culture and 

professional learning community.

7.2.1

Continuous improvement

• Be involved in the service’s Quality Improvement Plan and assist to implement this as directed;
• Support a culture of continuous learning in the workplace (including own professional learning); and
• Use of reflective practices to improve and modify pedagogy and practices where required.

7.2.2

Educational leadership

• Working alongside and in collaboration with the educational leader to ensure an effective and efficient program is provided; and
• Discussion and implementation of current child care practices where relevant to the setting.

7.2.3

Development of professionals 

• Actively share information about early childhood education and care with the team.
• Actively contribute to own performance processes; and
• Keep up to date with current developments, research and best practice in the early childhood education and care sector and engage in professional development opportunities.

Child Safe Standards

Standard 1-

Child safety and wellbeing is embedded in service leadership, governance and culture

QA 7.1.1 – Service philosophy guides all aspects of service operations; Regulation 168(2)(h) – Policies on providing a child-safe environment

• Model child-safe values and participate in ongoing professional learning about child protection.
• Support a culture of child safety and continuous improvement.
• Participating in regular child safety training and inductions.
• Using child-safe language and modelling safe behaviours.
• Contributing to a culture where child safety is prioritised (e.g. raising concerns without fear).
• Understanding and applying the service’s Child Safe Policy and Code of Conduct.
• Actively engaging in reviews of child safety procedures.

Standard 2-

Children participate in decisions affecting them and are taken seriously

QA 5.1.2 – Dignity and rights of the child; QA 1.1.2 – Child-centred practice

• Empower children to express themselves, involve them in
• decision-making processes, and respond respectfully to the
• views.
• Teaching children about their rights through daily routines and intentional teaching (e.g. “you have the right to feel safe”).
• Encouraging children to express their views and listening to their input.
• Using child-friendly language and visual cues to support understanding.
• Including children’s voices in program planning and decisions that affect them.

Standard 3-

Families and communities are informed and involved in promoting child safety and wellbeing

QA 6.1.1 – Engagement with the service; QA 6.2.3 – Community engagement

• Build strong partnerships with families and engage in
• transparent communication
• Sharing information with families about the service’s commitment to child safety.
• Encouraging open communication with families about concerns or complaints.
• Including families in policy reviews and program feedback.
• Collaborating with local community services that support children’s wellbeing.

Standard 4-

Equity is upheld and diverse needs respected

• Respect each child’s culture, language, ability, gender, and
• background. Adapt practices to support inclusion and equity.
• Supporting the inclusion of all children regardless of culture, ability, background or identity.
• Using culturally respectful practices and inclusive resources.
• Acknowledging and celebrating diversity in the learning environment.
• Ensuring all children have a voice, including non-verbal and neurodiverse children.

Standard 5-

People working with children are suitable and supported

QA 4.2.2 – Professional standards; Regulation 84 – Awareness of child protection law

• Hold current Working with Children Checks and participate in
• regular performance reviews and training.
• Participating in supervision, mentoring, and professional development.
• Following appropriate recruitment and induction procedures.
• Understanding the importance of professional boundaries and ethical behaviour.

Standard 6-

Processes to respond to complaints and concerns are child-focused

QA 2.2.3 – Child Safety and protection; Regulation 168(2)(b) – Complaints and grievance procedures

• Follow service policies and procedures for reporting
• concerns or incidents. 
• Support children to express concerns
• and take them seriously.
• Responding to children and families' concerns in a respectful and timely manner.
• Making it clear to children that it’s okay to speak up and how to do so.
• Using child-friendly complaint procedures

Standard 7-

Staff are equipped with knowledge, skills and awareness to keep children safe

QA 4.2.1 – Professional collaboration; Regulation 84 – Awareness of child protection law

• Complete mandatory child protection training and participate
• in child safety refresher courses.
• Recognising signs of harm or abuse and responding appropriately.
• Knowing mandatory reporting obligations under local laws.
• Reflecting on practice and participating in discussions on child safety.

Standard 8-

Physical and online environments minimise the opportunity for harm

QA 2.2.1 – Supervision; QA 3.1.2 – Upkeep; QA 4.2.2 – Professional standards

• Ensure supervision, privacy, safe equipment, and responsible
• use of digital technologies.
• Conducting regular safety checks and risk assessments.
• Using secure and respectful practices when taking or sharing children’s images.
• Promoting safe digital technology use, including with families and children.

Standard 9-

Implementation of the Child Safe Standards is continuously reviewed and improved

QA 7.2.1 – Continuous improvement

• Contribute to the self-assessment process and
• implementation of improvements related to child safety.
• Contributing feedback during reviews of child safe policies.
• Identifying areas for improvement and actioning changes in practice.
• Keeping records of incidents and reflecting on patterns or risks.

Standard 10-

Policies and procedures document child safety

Regulation 168(2)(h) – Policies on child safety and wellbeing; QA 7.1.2 – Management systems

• Adhere to and promote child protection and wellbeing
• policies. Participate in policy reviews.
• Understanding and consistently applying child safe policies and procedures.
• Keeping accurate records of incidents, concerns, and communications.
• Using policies to guide responses to child safety concerns.
• Ensuring procedures are accessible and understood by all staff and families.