Support for educational leadership

Why this is a priority

Good quality educational programming and practice is vital to improving children's wellbeing, learning and developmental outcomes.

The data shows that educational program and practice (quality area 1) and governance and leadership (quality area 7) are the most challenging areas in which to receive a Meeting or Exceeding NQS rating.

Considerations for support for educational leadership

Educational leaders are critical to ensuring a service has a quality educational program and practice. They must have appropriate knowledge, skills and experience, the support of service leadership and a clear understanding of their role.

Educational leaders need support from the service’s leadership team to effect positive change, including playing an integral role in mentoring, guiding and supporting educators.

Approved providers must ensure that educational programming is well planned and informed by critical reflection.

They must ensure legislative requirements are met and a quality program is delivered to all children that is based on both:

• an approved learning framework
• the developmental needs, interests and experiences of each child (National Law section 168).

The National Quality Standard (Element 7.2.2) requires the educational leader to be supported in their role.

This support could include:

• capability building opportunities—(e.g. the opportunity to develop and build their knowledge, skills and competencies)
  
• empowerment—(e.g. autonomy and professional influence to effectively undertake their role)
  
• resourcing—this could include
• clearly defined role description, expectations and outcomes
• dedicated time
• professional learning materials and opportunities
• networking and collegial support opportunities.

Educators need to have a deep understanding of approved learning frameworks and must ensure their programming is responsive to each child’s needs.

The educational leader of a service plays 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.

Videos and resources

'The children have a lot of autonomy and the whole way we approach our program or our activities, it's coming from a child, it's not coming from an adult. We follow their lead. I think there’s magic in that for the children.'

See the quality practice in tune with young voices news item for more information.​