Ect/ed Leader Sessional Kindergarten

4 weeks ago

Frankston, Australia Ballam Park Preschool Association Inc Full time

ECT/ED Leader Sessional Kindergarten

Posted by Ballam Park Preschool Association Inc on 15 Dec 2024

**Organisation**

Ballam Park Preschool Association Inc

**For Provider**

Ballam Park Preschool

**Closing date**

17.01.2025

**Primary role**

Early Childhood Teacher

**Position type**

Part-time

**Location**

Frankston

**State**

VIC

**About the Centre/Service**

Ballam Park Preschool is a community sessional kindergarten located in Melbourne’s bayside suburb of Frankston. The kindergarten has long been a fixture in the local community and prides itself on promoting wellbeing for all and helping forge friendships between children and families alike. An Exceeding NQS-rated service, our philosophy revolves around play as a tool for learning and our program development is guided by the Early Years Learning Framework (EYLF). Our Kindergarten provides a wonderful, small and secure learning environment for three
- and four-year-olds. Our teachers and educators have wide-ranging experience and a nurturing, positive approach.

**Work Days of the Role**

Monday, Tuesday, Wednesday, Thursday

**Hours of Work of the Role**

27 Hours

**Description**
- We are open to considering applicants with an Equivalent ECT recognition, as outlined by the ACECQA Board.
- Lead and mentor a team of early childhood professionals working together to build exceptional practice and help young children thrive.
- Professional development opportunities, as you help to support families and children with additional needs.
- A large and natural outdoor play space with chickens, vegetable gardens and lots of trees.
- Some flexibility around non-contact hours.

**Learning curriculum**:

- Demonstrated understanding of early childhood development and its importance in program planning.
- Proven ability to design, implement, and evaluate a holistic curriculum where each child’s current knowledge, ideas, culture, abilities, and interests are the foundation of a play-based learning environment.
- Established capability to plan and implement a comprehensive transition to school/school-readiness program for kindergarten children.

**Communication and interpersonal skills**:

- Excellent communication skills with the ability to build secure, respectful, and reciprocal relationships with children, families, and colleagues.
- Able to communicate effectively, listen actively, and respond appropriately to children and families from diverse backgrounds.
- High level of interpersonal skills and empathy and sensitivity when children and families are experiencing adversity.
- Demonstrated awareness of the ECA Code of Ethics/VIT Code of Conduct and organisation's Code of Conduct.
- Promoting a healthy team environment and cultivating positive channels of communication to nurture a cohesive and supportive workplace culture that values and supports educators and staff.
- Ability to build effective networks and maintain community links with early childhood practitioners within the local areas and other relevant community organisations and government agencies.

**Knowledge of legislation**:

- Thorough understanding of the National Quality Standards (NQS).
- Demonstrated understanding of the purpose and expectations of the Victorian Child Safe Standards and demonstrated commitment to contributing to a child safe organisation in both practice and culture.
- Knowledge and understanding of mandatory reporting requirements.

**Leadership**:

- Capability to support educators and staff with professional training and mentoring to effectively manage the service, whilst providing feedback regarding performance on a regular systematic basis.
- Monitor and mentor Lead Educators to lead, guide, and support educators to create a safe, supportive, stimulating, and educational environment for all children.
- Contribute positively and effectively to the team environment within the organisation to ensure smooth operation of the service.
- Implement the organisation’s performance management procedures as required, to develop a continuous process of planning, mentoring, and reviewing performance for educators and staff.

**Cultural responsiveness**:

- Demonstrated commitment to embedding Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum.
- Respecting and working collaboratively with culturally and linguistically diverse children, families, colleagues, and local community.
- Implementing an anti-bias approach, including social justice approaches.
- Ability to create an inclusive and welcoming learning environment that recognises and values the diverse backgrounds of all children, families, and the local community.

**Professionalism and ethics**:

- Demonstrate professionalism and ethical conduct in their interactions with children, families, and colleagues.
- Maintain confidentiality at all times.
- Uphold ethical standards.
- Ability to mentor other teachers and educators as part of the leadership team.
- Demonstrated ability to lead, men

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