Taking Control of your Professional Development

e-child TIMES
In this issue:
Collective Impact: The Journey Begins | Professional Identity | Making the most of your PD
Educational Leaders Forum | NEW Online Learning Courses | HIPPY Program | Wraparound
Healthy Planning, Healthy Bodies | A Word from the CEO
admin@childaustralia.org.
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A WORD FROM THE CEO
Dawson Ruhl
Greetings colleagues
Welcome to the March edition of the 2016 e-child TIMES You will find
as usual many excellent articles inside this month’s edition but thought I
would highlight a couple of items, namely the Educational Leaders role
and ECE professionalization and the end of an era, the final chapter of
the IPSP program.
Child Australia hosted a forum for Educational Leaders attracting 120
Educational Leaders from around Western Australia. This was the first
gathering of its kind in WA and one of the first at this level across the
country, making it a milestone in the development of this important
educational leadership role.
Megan Mitchell, National Commissioner for Children provided the key note address with a deep focus on
the rights of the child followed by Rhonda Livingstone, our intrepid National Educational Leader who set
the stage for the many excellent conversations that took place throughout the day.
All forum speakers reinforced how critically important the Educational Leaders role is in inspiring educators.
I could not help but notice the feeling of pride and purpose among the forum participants with the
recognition that this key leadership role is, and will increasingly be central to good pedagogical practice.
Two presentations, Sue Deveraux and Nadia Wilson Ali highlighted the importance of the Educational
Leaders role in preparing services for rating and assessment. But equally it was also stressed that a high
quality learning environment requires on-going attention and reflection and is not simply something a
service focused on in preparation for rating and assessments.
The Educational Leaders role is new, only just enshrined in legislation in 2012 so it was gratifying to see the
sense of professional identity emerging among this first generation of Educational Leaders. And it was with
this sense of professional identity that the delegates closed the day with a resolution to establish a formal
association recognizing the Educational Leaders role as a professional body.
Child Australia whole heartedly supports this move by the WA Educational Leaders to establish a formal
association, for one main reason. If indeed one of the big picture goals of the National Quality Framework
is the professionalization of the ECE sector---and surely that is where the ECE sector is heading, then
Educational Leaders, with their pivotal role in driving high quality education and pedagogical excellence
will be a crucial factor in achieving this long term objective.
I would like to think of Educational Leaders as the vanguard in the quest for professionalisation of the ECE
sector.
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As many of you would now know the Inclusion and Professional Support Coordinator Program (IPSP) comes
to an end on June 30th. The Professional Support Coordinator Program (PSC) is being discontinued but
replaced with the Inclusion Support Program (ISP) due to start on July 1st. Child Australia has managed
the PSC’s in both WA and the NT. The loss of the PSC program is unfortunate, not simply because of the
subsidized training it provided to the ECE sector over the last 10 years but because of the role the PSC
played in supporting the ECE sector in a myriad of ways through the birth and crucial early developmental
years of the National Quality Framework and NQS.
However life, like government contracts is one of constant change and renewal but you will be pleased to
know that nothing will fundamentally change because Child Australia will continue to provide the same
professional high quality training and support to the ECE sector. This includes professional development
and consulting services such as our Wraparound Program, in-house training, on-line learning and a help
line service available to answer your questions and solve your problems.
Enjoy and all the best till we meet again.
Dawson Ruhl
Doreen Blyth (Senior Advisor, Quality and Standards -Child Australia), National Children’s Commissioner - Ms
Megan Mitchell and Child Australia CEO- Dawson Ruhl at the Educational Leaders WA 2016 Forum
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Professional Identity
Liam McNicholas
Taking Control of your Professional Development
The early childhood education and care (ECEC) sector is set for a number of big changes over the next
few years, and one that will have a significant and direct impact on educators will be the end of the
Professional Support Coordinators (PSCs) in each State and Territory.
The PSCs, until July this year, provide and source appropriate and quality-assured professional development
for the ECEC sector at a subsidised rate, thanks to funding from the Federal Government. From July,
individual educators and services will have to choose from a diverse range of individuals and organisations
providing professional development.
One of the main benefits of the PSCs are that you can be assured of a level of quality and relevance
to the National Quality Framework (NQF) in the sessions they offer. PSCs in each state and territory are
managed by organisations who had to tender to demonstrate their knowledge of children’s services. It
will become much harder for the sector to be assured that the professional learning they’re paying for will
be worth the cost.
For individual educators, this means it is a critical time to think about your own professional development
needs. For many educators, going to training only happens when their manager sends them somewhere,
or organises someone to come to a Staff Meeting or Professional Learning Night. With the changes that
are coming, it’s important that educators also take individual responsibility for their own careers and the
professional learning and growth that is required.
“Ongoing learning and reflective practice” is one of the Principles of the Early Years Learning Framework
(EYLF), which states that educators should be always seeking to “build their professional knowledge”. The
Educators’ Guide to the EYLF also prioritises the importance of planning for your own learning - not just
relying on your colleagues or organisation to do so.
One of the overall goals of the NQF is to improve the professional identity of educators - both in the wider
community but also within the sector itself. Part of this means valuing the work we do as a continuallyevolving profession that requires us to always be seeking to learn. We learn more about how young children
learn every day, so how we work as educators should always be evolving.
At the end of the day, the quality of learning received by children can only be as good as the educator
or teacher providing that learning. We have a responsibility to always be seeking our professional learning
opportunities, particularly on topics or areas we may struggle with. This includes seeking out opportunities
in our own time.
It’s important to remember that there is a wide range of online, quality-assured resources available that
can help out. I can particularly recommend Child Australia’s Wraparound Program and Online Learning
Centre, National Quality Standard Professional Learning Program and KidsMatter as excellent starting
points.
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Take the time to think about how you are planning for your own professional growth - and what you might
need to achieve it. This supports not only yourself, but also the children and families you work with.
Liam McNicholas is a Canberra-based early childhood teacher, freelance writer and advocate, particularly
focusing on early learning in political and policy contexts. He writes regularly at liammcnicholas.com, and
can be found on Twitter @liammcnicholas.
ARE YOU MAKING THE MOST OF YOUR PROFESSIONAL DEVELOPMENT?
Hans Boehm
Wraparound - Supporting your Service
A common practice in the sector is to select the cheapest and most convenient professional
development option, with staff expected to bring this information back to the wider group. This
approach, at best, can be described as somewhat ‘transactional’. Educators rarely hold the right
skills to represent material in an effective way that will have meaning for every individual. Messages
are often lost in translation and that is without considering the broad brushed approach to content of
publicly available Professional Development Workshops from any walks of life claiming to be ‘sector
experts’.
Seven principles of effective professional development were defined by Loucks-Horsley et al., (1998).
They discuss the importance of these elements as unique to professional development of Educators;
• Driven by a vision of the service or classroom
• Helps Educators to develop the knowledge and skills to create vision
• Mirrors methods to be used by children
• Builds a learning community
• Develops Educator leadership
• Links to the system
• Is continuously assessed
Effectiveness is clearly about a planned and considered approach that considers the context of
educator environments and practical strategies that continue past just a presentation on a weekday,
after hours or a recorded webinar.
As a leader in the sector with over 28 year’s experience, Child Australia has tried and tested many
methodologies over the years to help define best practice models. Over the last year or so Child Australia
has developed an extensive suite of options to improve outcomes and effectiveness of Professional
Development through its Wraparound Services.
‘Wraparound’ focuses on engaging Services or Schools in a needs-based analysis discussion before
any Professional Development plan is designed. Based on this discussion along with observations and
recommendations, a formal project proposal is put together for consideration by Leadership, Directors
or Owners. The proposal document also helps to assist with the Quality Improvement Plan.
This personalised approach allows Child Australia Consultants to use examples of your Service or School’s
practices in the delivery of material during team meetings, workshops, and consultancy sessions. From
a selection of online courses, on-floor practical consultancy, and tailored coaching options, you can
rest assured that there is a tailored solution for your specific professional learning needs.
Contact Child Australia’s Wraparound team at wraparound@childaustralia.org.au or to speak to one
of our consultants, please phone us on 1800 783 768.
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EDUCATIONAL LEADERS
Doreen Blyth
2016 Forum Wrap-Up
‘There has never been a more exciting time to be … an Educational Leader’
We all know that Educational Leaders have an influential role in inspiring, motivating, affirming and
also challenging or extending the pedagogy and practice of educators. It is a challenging role, made
more so as this is the first generation of Educational Leaders. Each step they take is making something
new and daily Educational Leaders break new ground.
The 2016 WA Educational Leaders Forum (held on March 16) was hosted by Child Australia in conjunction
with Educational Leaders WA.
How did it go? Ask an Educational Leader ….
•
‘I found it inspirational, it was a good way to meet other Educational leaders and to network.’
•
‘The forum was indeed an opportunity to expand our understanding of the role, collect some
additional ideas related to how we can reflect our practice and prepare for a successful rating
outcome.’
•
‘Thank you again for an inspiring and empowering forum. I had a debriefing with my director
today and we ….’
•
‘It was a wonderful day.’
•
‘Thank you.’
And there were many many more emails and posts from Educational Leaders who attended.
More than 100 came from the Pilbara, Margaret River, Kalgoorlie, Perth and Albany and many places
in between. Many tried to book but missed out as the numbers had to be capped.
Speakers flew in or video presented in and shared the growing excitement. Delegates in attendance
had the amazing opportunity to hear from a variety of national and local expert presenters along with
the chance to be involved in group discussions and workshops.
It is very exciting to welcome the National Children’s Commissioner Megan Mitchell to this inaugural
event for a powerful presentation on the rights of the child. National Educational Leader Rhonda
Livingstone’s special presentation just for the event, spoke to the heart of evidence based practice.
Sue Deveraux spoke of the need for evidence based practice and dispelled many myths about
assessment. Nadia Wilson Ali built on this theme showing how action research and finding the evidence
base for practice brought about real change in her service and inspired individual Educators. Sally
Whitaker talked about innovative approaches and gave potent examples from her service. Marcelle
Saratsis provoked deep thinking on professional self-reflection as she described her amazing journey
and growth, and how delegates could and should lead the way.
Meeting in the picturesque location of Lake Karrinyup Country Club gave Educational Leaders the space
and time to discuss and reflect on their role and where they want to go as an individual professional.
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In this session, participants worked through how to find their voice and made many powerful statements
about what they wanted to be heard:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
We’re important
Empower us
Acknowledge us
Take us seriously; we are professionals
Educational Leaders matter
We affect change
We are raising the future
Acknowledge how important the first five years are
Stop using our profession as an economic policy
We’re just as important to a child’s future as schools
Read the research
Acknowledge that we are evidence based
We are raising the next politicians
Learn from those who have already achieved success
We advocate for children learning through play
Give us the bridge to our qualifications
We need to have the same acknowledgement as an ECT
We know this, let’s do it
The Educational Leaders group has lead the way with supporting their peers and presenting events like
this. The final session was given over to a discussion of where to next.
Educational Leaders closed the day with a resolution to establish a formal association recognizing the
Educational Leaders role as a professional body, the Educational Leaders Association.
More than 100 people joined on the day and more since. During this week - the week of 23 March 2016 details will be released on the Educational Leader Facebook page detailing the Association’s next stage.
With so many people so energized and with a team of support from across the sector, the first 12 month
program of the Educational Leaders Association promises to be full, relevant, rewarding and as someone
once said, ‘there has never been a more exciting time to be … an Educational leader’.
Contacts:
Facebook: Educational Leaders WA (although it isn’t just for WA)
Email: educationalleaders.aus@outlook.com
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The Online Learning Centre (OLC) offers a range of quality online courses specifically designed to
enhance Professional Development and ensures the knowledge, skills and abilities gained are easily
understood and relevant to education needs across the early & middle childhood sector.
Key Benefits of our Self-Paced Courses
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Fully Interactive
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Courses below are now only $39 (subsidised) $49 (Non Subsidised)
Register Now to secure this amazing offer.
This course looks at why educators need to have an understanding of supervision embedded in
differing socio-cultural contexts of child development and learning. This underpins each child’s
uniqueness through Family Partnerships, Directed and Undirected Play, Intentional Teaching,
Enabling Learning Environments and differences in Community Practice.
Register Now
This course aims to develop an understanding of self-regulation through an exploration of five
domains, Biological, Emotional, Cognitive, Social and Prosocial. Children’s behaviours, how
effectively they are able to respond to everyday challenges, the role adults play in co-regulation
and how these are all related to self-regulation will be explored.
Register Now
This course aims to develop an understanding of how the body’s digestive system works, and
how nutrition plays a vital role in the growth and development of Children. Guides, regulations
and goals for effective menu planning will be explored. Mealtimes with Children will be discussed,
allowing Educators to identify and rethink which style best suits their
environment.
Register Now
To check out a full list of courses available or to register, please visit
www.childaustralia.online
Phone: 1800 783 768
Email: OLC@childaustralia.org.au
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COLLECTIVE IMPACT
Kerrie Ann Cugley
Part 1: The Journey Begins
This article, as the title highlights, is the first in the e-child TIMES series regarding Collective Impact (CI). This
series of articles plans to build knowledge, demystify, feature experts from the field, showcase working
initiatives, engage with and inform sector Early Years professionals through sharing Child Australia’s vast
Collective Impact knowledge.
Child Australia is deeply engaged in and passionate about making a positive difference in the lives
of children. This is why we exist. To achieve our mission we believe it is not only necessary to intervene
at multiple levels: families, community, institution, policy, but to do so for the purpose of system reform
through better coordination.
In WA, Child Australia was pleased to be selected as the ‘auspicing’ body, or Backbone organisation,
for an innovative project funded by Woodside Energy called “Connecting Community for Kids” located
in the Cockburn and Kwinana area and also for a newly emerging CI project in the Peel region. In the
Northern Territory we are excited to be part of the Grow Well Live Well and Bagot Aboriginal Community
Council CI projects. (More information about these to follow in future articles)
In many cases researchers, academics, educators, community development officers, planners, scientists
and numerous other professionals begin the process of an investigation or exploration with a need and/
or desire to further their understandings, build on their current knowledge, seek to find the answers to
questions, theories, beliefs, improve, review existing methods and generally find out the way things work
(or don’t work) related to a topic.
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So what does Collective Impact mean? What is it all about? Should I be interested? Is this really that
important? Where can I buy it? How does it apply to my current work practice? Can it really affect
important changes? Will it help the children, families, services, organisations and communities I work
with? How do you know if you need it? How do we change? What is a wicked problem? How do you
know if you have a wicked problem? These are just some of the questions (there was plenty more), that I
asked myself and others when I first heard of and began to learn about Collective Impact, just over two
years ago within my job role as the Regional Development Officer – Peel Children’s Services Plan1. The
Peel region, Western Australia’s fastest rapid growth area, consisting of five separate local government
areas is one (and the smallest) of the nine rural and remote regions of Western Australia.
The development and implementation of the Peel Children’s Services Plan began by identifying both a
range of local issues & needs, followed by components to better support community manged ECEC and
broader children’s services2. Establishing, enhancing and building upon existing cross-sector relationships
and partnerships was an identified issue and a desired need for the region; which has five active Early Years
focused networking groups, working somewhat in isolation with minimal cross pollination and Australian
Early Development Census (AEDC) data indicating high regional child vulnerability data. The seed for
something different, innovative, evidence based, authentic, locally relevant, shared and structured was
discovered to work towards improving outcomes for children and families of the region.
To deepen my understanding of current work practice system behaviours, collaboration practices and
wicked problems, the Cynefin Framework assisted in paving a way forward. The best way to explain the
Cynefin framework is for you to watch this short and comprehensive explanatory video - Collaboration
is the most appropriate response for complex social problems from Cognitive Edge (click to view video)
Hopefully the video you just watched has begun generating your own list of questions around the
complexity and the nature of systems, which may be expanded upon in this video also from Cognitive
Edge - How to organise a Children’s Party (click to view video)
“Complex, systems change requires leadership from various partners: state government leaders, funding
agencies, schools, hospitals, the private sector, community organisations and more. This is where collective
impact comes into play – as a method to engage partners from different sectors to solve the complex
social problems of the day. Collective impact – an approach which brings together different sectors for
a common agenda to solve large complex problems – can be applied to existing collaborative work to
help facilitate cross-sector engagement to effectively implement their strategies to achieve their desired
results”. 3
Collective Impact involves the commitment of a group of people from different sectors to a common
agenda for solving a specific social problem.4
Research by Stanford Social Innovation give us “The Five Conditions of Collective Success” and shows
that successful collective impact initiatives typically have five conditions that together produce true
alignment and lead to powerful results: a common agenda, shared measurement systems, mutually
reinforcing activities, continuous communication, and backbone support organisations. 5
FSG’s global collective impact forum further explains the conditions:
1. Common agenda – All participants share a vision for change that includes a common understanding
of the problem and a joint approach to solving the problem through agreed-upon actions;
2. Shared measurement – All participating organisations agree on the ways success will be measured
and reported, with a short list of common indicators identified and used for learning and improvement;
3. Mutually reinforcing activities – A diverse set of stakeholders, typically across sectors, coordinate a set
of differentiated activities through a mutually reinforcing plan of action;
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4. Continuous communication – All players engage in frequent and structured open communication to
build trust, assure mutual objectives, and create common motivation; and
5. Backbone support – An independent, funded staff dedicated to the initiative provides ongoing support
by guiding the initiative’s vision and strategy, supporting aligned activities, establishing shared measurement
practices, building public will, advancing policy, and mobilising resources
I could continue with a rather lengthy and wordy commentary of the processes that followed the discovery
of current practices but this image below , clearly depicts the path taken in the Peel region. (Starting point
was the one on the right-Or start here)
Source FSG assessed via Collaboration for Impact
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Vital aspects (not to be overlooked) of driving the initiative for change, is time (in Peel this occurred over
a number of months), supported by the sound investments in phases identifying ‘the who’, connecting,
building relationship and raising awareness. This led to the facilitation and gathering of professionals to
collectively develop a way of working collaboratively to address some of the issues highlighted in the Plan
project.
A series of forum workshops were held with existing Early Years network chairs, local and state government
representatives and other identified regional children and family service stakeholders. Th e group adopted
the evidence-based ‘Collective Impact’ model and together identified and developed key objectives
on improving early childhood development outcomes. Participants actively investigated the complexity
around barriers, possible causes and engaged and explored an increased understanding of the need for
greater collaboration to support the Early Years sector for regional children. The Peel initiative is a current
work in progress but has developed a strategy to prioritise increased collaboration, reached a broad
agreement around a call for action to engage a wider range of local stakeholders and a consensus on
future directions and actions, creating a Learning & Design sub-group and a common agenda and a
formal alliance to support change.
So how do we ensure these Collective Imapct projects become a permanent part of the way services
are delivered? If the collaboration occurring on the ground is mirrored in cross government governance
structures that support collaboration at all levels.
Dont miss the next Issue of the e-child TIMES, where we will delve deeper into Collective Impact and
feature an interview & stories from experts in the field.
For further information on Collective Impact Initiatives, please contact Child Australia on 1800 783 768
Footnotes
1.http://www.childaustralia.org.au/What-We-Do/Families-and-Children/Regional-Community-Child-Care-Development
2.Regional Community Child Care Development Fund administered by the Department of Local Government and Communities and funded through the State
Government’s Royalties for Regions program
3. http://www.fsg.org/ and http://collectiveimpactforum.org/resources/collective-impact-shared-resources
4. Jennifer Chaplyn Collaboration Associate WA Collaboration for Impact
5. Stanford
Social
Innovation
Review Winter
2011 http://ssir.org/images/articles/2011_WI_Feature_Kania.pdf
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HIPPY HEDLAND
Renae Egan: Program Coordinator
Home Interaction Program for Parents and Youngsters (HIPPY)
Hedland in the Pilbara region: The program not only facilitates the building and nurturing of strong
relationships with families, children and community, it aims is to empower and support families to be
their child’s first educator. The underlying principles of HIPPY (Home Interaction Program for Parents
and Youngsters) fosters a fun home learning environment that encourages a positive early school
experience and promotes a confident approach to facilitating a smooth transition to school.
A focus on the development of school readiness includes an emphasis on pre-numeracy and
pre-literacy experiences with the intent of improving better educational outcomes for children.
The delivery of the program requires HIPPY tutors to work with parents for a 2 year commitment.
Program delivery provides individualised support to meet the needs of each family to support their
development in building self-confidence and skills to support their child’s success in lifelong learning.
Families are supported to reflect on the workbooks and supplementary materials and consider the
learning environment utilising the supplied educational tools for embracing and aiding the concept
of ‘Everywhere Learning’. Through this initiative parents and children are able to build confidence
and skills to inspire a real connection to and love of learning in the formative commencement of
schooling as well as increase the parental involvement within the school setting.
In addition to our successful HIPPY Geraldton program, Child Australia now also delivers HIPPY for
the Hedland community located in the Pilbara region of WA. The introduction of HIPPY program
in Hedland has been well received by the Hedland community. The program has commenced
program delivery is continually accepting new enrolments form families. The program is establishing
key working relationship with locally based external service providers and agencies that will add
value to the delivery of the HIPPY program. HIPPY delivery is predominately delivered onsite form
the child and parent centre at South Hedland Primary school and includes group work sessional in
addition to home visits.
HIPPY Hedland’s cooperative alliance with the South Hedland Child and Parent Centre provides
stability in the location for attendance at group meetings which is a vital element of the program. Child
Australia is excited to be working with the Hedland community to deliver this amazing opportunity for
families and children to be involved and actively participate in the HIPPY Hedland program.
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HEALTHY PLANNING
HEALTHY BODIES
NUTRITION CONSULTATION FOR YOUR SERVICE
Child Australia are pleased to now offer education and care services a customised Nutrition Consultation &
Menu package specifically tailored to meet the needs of individual services and developed by a qualified
nutritionist with relevant sector experience.
Includes:
• 2 hour face to face consult with the service Food Coordinator.
Visit will include a review of the current menus and a discussion
on budgets, faciliies, me constraints, etc.
•1 hour consult with the service Director to discuss strategies to
promote nutriion using ‘a whole service approach’, e.g. posiive
eaang environments, involving children in cooking, talking to
children about healthy eaang.
Book and receive your
package by the 30th June
2016 to take advantage
of this special introductory
offer!
COST:
• Eligible service (subsidised): $495
• Non-eligible service (non-subsidised): $595
• 2 x 4 weekly personalised menus for both summer and winter.
• Recipes to match the menu, including quannnes.
BOOK
• 1 hour follow up consult with the service Food Coordinator.
WA: 1800 783 768
IPSPWAAchildaustralia.org.au
NOW
NT: 1800 138 662
pscnttchildaustralia.org.au
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Because we all need somebody by our side...
admin@childaustralia.org.au | WA (08) 9270 6666 | NT (08) 8941 4966