Room Leader

Perdaman Global Services Pty Ltd – Perth WA

On behalf of Treloar Child Care Centre, we are seeking a room leader.

Award / Agreement:Children's Services Award 2010

Classification: Children's Services Employee Level 4

Reports to:Nominated Supervisor

Works with: Room Leaders, Educators, Trainees, Early Childhood Teachers,Educational.

LeaderResult statement: I will provide the best room leadership, management, careand education for the children to meet the needs of families at the centre. Qualifications:

• Hold or be actively working towards a Diploma in Children's Services or equivalent asrecognized by licensing authorities
• Current
• Child protection clearance eg
• Working with Children check
• Appropriate skills, knowledge and training in food safety and hygiene

Core Values:1.Protecting children from harm and ensuring their health, safety andwellbeing2.Developing partnerships with families3.Developing trusting, meaningful relationshipswith children4.Developing relationships with people, groups and organisations in thecommunity5.Working together as a team6.Presenting a professional image7.Understanding andimplementing the Regulations, NQS, policies, procedures and learning framework

Strategic Responsibilities to Support Core Values:

• Teaching, coaching and assessing educators and trainees in core values
• Mentoring educators to improve their skills and practice
• Setting clear goals and monitoring their progress
• Prioritising activities to meet deadlines
• Modeling quality practices e.g. educational, professional relationships and interactions
• Respecting the diverse skills, abilities and interests of all educators
• Implementing culture of continuous improvement
• Leading reflective practice

Tactical Responsibilities to Support Core Values:1. Protecting children from harm and ensuringtheir health, safety and wellbeing

• Recognising the indicators of abuse and neglect and notifying Child Protection Services or thePolice in line with our reporting procedure
• Managing a disclosure of harm of suspicion of harm in line with our Child Protection RiskManagement Strategy
• Advising the Nominated Supervisor of any information which could adversely affect your

Working With Children Check

• Reporting breaches of the Child Protection Risk Management Strategy to the NominatedSupervisor
• Providing parenting information to families and information about family support services
• Implementing Medical Management and Risk Minimisation Plans for children with diagnosedhealth issues
• Administering authorised medication in line with medication procedure
• Following infection control procedures to minimise spread of disease
• Maintaining ratios and supervising children at all times
• Eliminating or minimising risks as a priority
• Meeting children's needs for sleep and rest, as well as their hygiene needs
• Promoting a healthy and sustainable lifestyle
• Implementing practices which promote participation and inclusion2

Developing partnerships with families

• Developing a professional and trusting relationship with families including always greetingparents by name as soon as enter the room
• Talking with families about their jobs or hobbies, how their day's been, what their child learnt,who they played with, their child's activities ad interests outside the service, what's happeningat the family home etc
• Leading reflections eg about how families may feel and what they may think of our actionsand practices, how better to promote their child's learning
• Presenting learning documentation like art, photos, learning stories and the daily program ina
• Sharing information with families and encouraging them to share information about theirchild, home routines and daily lives3.

Developing trusting, meaningful relationships with children

• Making children feel, safe, secure and supported eg by explaining what we're doing, wherewe're going, and being aware of their feelings and needs
• Focusing on getting to know parents and families so they feel comfortable sharinginformation that supports their child's learning and development
• Including information families have shared in the daily curriculum and conversations andinteractions with children
• Listening to children, asking for their ideas and suggestions, talking with them using openended questions and giving warm and loving responses and non-verbal cues
• Providing regular opportunities for children to engage in collaborative learning
• Sharing individual strengths, hobbies, interests etc so these can be used to strengthen andenrich the curriculum4.

Developing relationships with people, groups and organisations in the community

• Developing existing links educators or families have with the community which may benefitchildren's learning eg excursion, incursions, learning activities based on children's or families'links with community eg through sport, music, culture, work, hobbies, services
• Connecting families with community services which support parenting and children's healthand wellbeing5.

Working together as a team

• Performing all responsibilities professionally without supervision
• Setting and managing the room routine
• Sharing information (eg from enrolment) and knowledge about children, families andteaching practices with educators
• Sharing information about service operations with educators
• Valuing others educators' opinions and acting on them when appropriate
• Always speaking about educators in a positive way
• Focusing on educators strengths or potential rather than weaknesses
• Ensuring more experienced educators assist team members to improve
• Working collaboratively with team members and sharing ideas about curriculum and practice
• Helping to immediately remove risks and clean spills
• Leading daily room meetings to discuss individual children, curriculum, Quality ImprovementPlan feedback, reflections etc
• Participating in regular staff meetings
• Modeling and promoting quality practice
• Coaching, training and assessing educators
• Requiring that all educators contribute to the Quality Improvement Plan6

Presenting a professional image

• Modeling professional appearance eg clothing and grooming
• Maintaining confidentiality at all times
• Always speaking positively about our service and colleagues to family, friends and ourcommunity
• Behaving outside the service in a way which positively reflects the role of an early childhoodprofessional
• Resolving conflict directly and respectfully with the person involved or through our complaintprocedure, and not drawing colleagues or others into the conflict
• Allocating individual educators to specific cleaning duties for room/bathroom
• Ensuring room/bathroom is always fresh, clean and inviting and cleaning completed on time7.

Understanding and implementing the Regulations, NQS, policies, procedures and learningframework

• Having a good working knowledge of the Regulations, NQS, policies and procedures
• Referring to the Regulations, NQS, policies and procedures before asking others for help
• Always following service philosophy, policies and procedures
• Actively working to implement a curriculum which meets the principles and practices of thelearning framework
• Assessing and documenting what children know, can do and understand against the LearningOutcomes
• Regularly reviewing each child's portfolio and learning documentation to ensure its current,sufficient and shows child's progress against learning outcomes
• Notifying the Nominated Supervisor if compliance obligations will or may not be met egratios

Salary from $73,150 per annum .

Summary of role requirements:

Working rights required for this role

Expected salary:From $73,150 per annum

Work location : South Hedland , WA 6722

On behalf of Treloar Child Care Centre, we are seeking a room leader. Award / Agreement:Children's Services Award 2010 Classification: Children's Services Employee Level 4 Reports to:Nominated Supervisor Works with: Room Leaders, Educators, Trainees, Early Childhood Teachers,Educational. LeaderResult statement: I will provide the best room leadership, management, careand education for the children to meet the needs of families at the centre. Qualifications:

• Hold or be actively working towards a Diploma in Children's Services or equivalent asrecognized by licensing authorities
• Current
• First Aid qualification
• Child protection clearance eg
• Working with Children check
• Appropriate skills, knowledge and training in food safety and hygiene

Core Values:1.Protecting children from harm and ensuring their health, safety andwellbeing2.Developing partnerships with families3.Developing trusting, meaningful relationshipswith children4.Developing relationships with people, groups and organisations in thecommunity5.Working together as a team6.Presenting a professional image7.Understanding andimplementing the Regulations, NQS, policies, procedures and learning framework Strategic Responsibilities to Support Core Values:

• Teaching, coaching and assessing educators and trainees in core values
• Mentoring educators to improve their skills and practice
• Setting clear goals and monitoring their progress
• Prioritising activities to meet deadlines
• Modeling quality practices e.g. educational, professional relationships and interactions
• Respecting the diverse skills, abilities and interests of all educators
• Implementing culture of continuous improvement
• Leading reflective practice

Tactical Responsibilities to Support Core Values:1. Protecting children from harm and ensuringtheir health, safety and wellbeing

• Recognising the indicators of abuse and neglect and notifying Child Protection Services or thePolice in line with our reporting procedure
• Managing a disclosure of harm of suspicion of harm in line with our Child Protection RiskManagement Strategy
• Advising the Nominated Supervisor of any information which could adversely affect your

Working With Children Check

• Reporting breaches of the Child Protection Risk Management Strategy to the NominatedSupervisor
• Providing parenting information to families and information about family support services
• Implementing Medical Management and Risk Minimisation Plans for children with diagnosedhealth issues
• Administering authorised medication in line with medication procedure
• Following infection control procedures to minimise spread of disease
• Maintaining ratios and supervising children at all times
• Eliminating or minimising risks as a priority
• Meeting children's needs for sleep and rest, as well as their hygiene needs
• Promoting a healthy and sustainable lifestyle
• Implementing practices which promote participation and inclusion2

Developing partnerships with families

• Developing a professional and trusting relationship with families including always greetingparents by name as soon as enter the room
• Talking with families about their jobs or hobbies, how their day's been, what their child learnt,who they played with, their child's activities ad interests outside the service, what's happeningat the family home etc
• Leading reflections eg about how families may feel and what they may think of our actionsand practices, how better to promote their child's learning
• Presenting learning documentation like art, photos, learning stories and the daily program ina
• Sharing information with families and encouraging them to share information about theirchild, home routines and daily lives3.

Developing trusting, meaningful relationships with children

• Making children feel, safe, secure and supported eg by explaining what we're doing, wherewe're going, and being aware of their feelings and needs
• Focusing on getting to know parents and families so they feel comfortable sharinginformation that supports their child's learning and development
• Including information families have shared in the daily curriculum and conversations andinteractions with children
• Listening to children, asking for their ideas and suggestions, talking with them using openended questions and giving warm and loving responses and non-verbal cues
• Providing regular opportunities for children to engage in collaborative learning
• Sharing individual strengths, hobbies, interests etc so these can be used to strengthen andenrich the curriculum4.

Developing relationships with people, groups and organisations in the community

• Developing existing links educators or families have with the community which may benefitchildren's learning eg excursion, incursions, learning activities based on children's or families'links with community eg through sport, music, culture, work, hobbies, services
• Connecting families with community services which support parenting and children's healthand wellbeing5.

Working together as a team

• Performing all responsibilities professionally without supervision
• Setting and managing the room routine
• Sharing information (eg from enrolment) and knowledge about children, families andteaching practices with educators
• Sharing information about service operations with educators
• Valuing others educators' opinions and acting on them when appropriate
• Always speaking about educators in a positive way
• Focusing on educators strengths or potential rather than weaknesses
• Ensuring more experienced educators assist team members to improve
• Working collaboratively with team members and sharing ideas about curriculum and practice
• Helping to immediately remove risks and clean spills
• Leading daily room meetings to discuss individual children, curriculum, Quality ImprovementPlan feedback, reflections etc
• Participating in regular staff meetings
• Modeling and promoting quality practice
• Coaching, training and assessing educators
• Requiring that all educators contribute to the Quality Improvement Plan6

Presenting a professional image

• Modeling professional appearance eg clothing and grooming
• Maintaining confidentiality at all times
• Always speaking positively about our service and colleagues to family, friends and ourcommunity
• Behaving outside the service in a way which positively reflects the role of an early childhoodprofessional
• Resolving conflict directly and respectfully with the person involved or through our complaintprocedure, and not drawing colleagues or others into the conflict
• Allocating individual educators to specific cleaning duties for room/bathroom
• Ensuring room/bathroom is always fresh, clean and inviting and cleaning completed on time7.

Understanding and implementing the Regulations, NQS, policies, procedures and learningframework

• Having a good working knowledge of the Regulations, NQS, policies and procedures
• Referring to the Regulations, NQS, policies and procedures before asking others for help
• Always following service philosophy, policies and procedures
• Actively working to implement a curriculum which meets the principles and practices of thelearning framework
• Assessing and documenting what children know, can do and understand against the LearningOutcomes
• Regularly reviewing each child's portfolio and learning documentation to ensure its current,sufficient and shows child's progress against learning outcomes
• Notifying the Nominated Supervisor if compliance obligations will or may not be met egratios

Salary from $73,150 per annum . Summary of role requirements: Flexible hours available Working rights required for this role Expected salary:From $73,150 per annum Work location : South Hedland , WA 6722
Summary of role requirements:

• Flexible hours available
• 2-3 years of relevant work experience required for this role
• Working rights required for this role
• Expected start date for role: 10 July 2024
• Expected salary: $73,150 per month

Be careful - Don't provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad .
#J-18808-Ljbffr

---