clips_word_template€¦  · web viewin doing this, we make a positive work atmosphere and model...

27
CHCORG303B Participate effectively in the work environment Topic 1: Contribute to the effective operation of the workgroup Section 1 Identify own job responsibilities and their contribution to service delivery...............................3 Position specifications and role responsibilities............3 Identifying job responsibilities...........................3 Working in a team............................................6 The childcare educator’s responsibilities..................6 The team’s responsibilities................................7 Section 2 Work within defined job role and responsibilities. .8 Statement of duties..........................................8 Knowing limits of roles and responsibilities................8 Clarifying scope or practice in position description.........9 What is a supervisor’s role?................................9 Section 3 Seek assistance and direction and obtain as required ..............................................................10 Clarifying instructions.....................................10 Section 4 Work in a manner that complements that of others according to policies and rules of workplace practice.........12

Upload: others

Post on 05-Aug-2020

1 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

CHCORG303BParticipate effectively in the work

environment

Topic 1: Contribute to the effective operation of the workgroupSection 1 Identify own job responsibilities and their contribution to service delivery...........3

Position specifications and role responsibilities.......................................................................3

Identifying job responsibilities..................................................................................................3

Working in a team....................................................................................................................6

The childcare educator’s responsibilities..................................................................................6

The team’s responsibilities.......................................................................................................7

Section 2 Work within defined job role and responsibilities.................................................8

Statement of duties..................................................................................................................8

Knowing limits of roles and responsibilities.........................................................................8

Clarifying scope or practice in position description..................................................................9

What is a supervisor’s role?.................................................................................................9

Section 3 Seek assistance and direction and obtain as required..........................................10

Clarifying instructions.............................................................................................................10

Section 4 Work in a manner that complements that of others according to policies and rules of workplace practice..........................................................................................................12

Being consistent.....................................................................................................................12

Working cooperatively...........................................................................................................12

Section 5 Complete activities to standard expected in workplace.......................................14

Maintaining knowledge and skills..........................................................................................14

Page 2: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 6 Carry out set tasks in a positive and courteous manner.......................................15

Section 7 Identify resources needed to carry out own work duties.....................................17

Section 8 Deal with shortages of resources according to organisation practices..................18

Section 9 Keep work area well organised and safe in accordance with relevant standards/policies...............................................................................................................19

Appendix 1..........................................................................................................................20

Job Description: Educator ( Certificate 3)...............................................................................20

Page 3: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 1 Identify own job responsibilities and their contribution to service delivery

Position specifications and role responsibilitiesYour position within a children’s service as an educator is complex and varied. Each day you will be required to interact with a diverse range of people—children, parents, staff, management, and other community organisations. In the workplace, there are several legal responsibilities and obligations expected of you. There are also policies, procedures and protocols to be followed.

We will be discussing how these responsibilities are communicated to educators —through position specifications, or job descriptions. We will also explore the various roles you may fulfil when contributing to the delivery of a quality children’s service while also meeting the legal responsibilities and obligations (Note: many of these legal requirements are discussed in greater detail in the unit CHCCS400B Work within a relevant legal and ethical framework).

Identifying job responsibilities When working in the childrens’ services industry, all workers must work within their duty of care. Your ‘duty of care’ is a legal requirement that a person ‘act toward others and the public with the watchfulness, attention, caution and prudence that a reasonable person in the circumstances would use’. Your duty of care includes acts you do (e.g. feeding a six month old raw peas would be in breach due to the known choking hazard), as well as acts you don’t do, or omit (e.g. not feeding the baby at all when he is hungry). To work within their duty of care, an educator must do what a ‘reasonable worker’ would do according to ‘their skills, training, duties and job description’. Duty of care also includes anticipating what may happen in any given situation and being ready to act.

Your responsibilities or duties within a service will vary according to the type of service that is being provided and the number, skills and experience of the people that you work with. The services may range from a large council service with several qualified staff members to a small out-of-school hours service where you may be working with only one other person. Hence, your job responsibilities in contributing to the service will vary depending on the range of different duties to be performed within the day, by the service team members. To enable you to identify your responsibilities and complete your duties as an educator, you will need to refer to a position specification for your job - commonly known as a job description.

Page 4: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Job descriptions

A job description describes what it is expected of you in completing your job satisfactorily - what your role and responsibilities are. Below are examples of varying expectations:

• If you were employed as a cook in a service, your role and responsibilities would be very different from those of an untrained worker whose primary role would involve directly supervising and interacting with children.

• If you were employed as a room or team leader, you would have a higher level of responsibility than an ordinary educator.

• If you are a Diploma trained educator, you would again have a greater level of responsibility than a Certificate 3 trained educator.

• If you were employed as an out-of-school hours worker, you may have a different role in supervising children’s travel to and from the service than a childcare worker in a service for children under six years of age.

When seeking work in the industry it is important to read the job description thoroughly before accepting a position and, once you do accept a position, you should follow that description. There are several reasons for this.

• Accountability to the people who use your organisation - A job description is a way of ensuring parents and children receive a professional standard of service

• Accountability to your employer - A job description lets you know what is expected of you by your employer (your role and responsibilities) and provides guidelines that clarify those expectations. Your employer may use this to monitor your work practices. They may also use it as a basis for negotiating changes to your role and planning for other positions. Job descriptions are planned to ensure professional service provision. Each position has different requirements. Unless employees adhere to those requirements, the service cannot be sure it is achieving its goals and/or adhering to its liabilities.

• Accountability to yourself - A job description is a reminder to you of your limits and provides a way of protecting yourself from exceeding those limits. It is a means of protecting you and preventing employers from exploiting you as a worker. It is also a way of checking that you are, in fact, fulfilling your responsibilities.

• Accountability to your colleagues and your profession - By accepting your job description and working according to it, you are agreeing that it is a reasonable set of expectations for all workers in that position. Therefore, if you accept an unreasonable description or if you do not comply with a reasonable description, you are letting down your fellow workers.

It is important that workers have a copy of their job description. This can guide them in determining their role and level of responsibility and assist them in making decisions and taking actions on a day-to-day basis.

There is a sample of a job description for an educator (Certificate 3 trained) in Appendix 1

Page 5: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Activity 1

Working in a teamWorkers in the children’s services spend considerable time working in groups or teams, either with children, parents, colleagues, community members or a combination of these people.

A team consists of two or more people, although it is more commonly thought of as three or more. A work team is a group of people who work together with a common goal or purpose. They may work together temporarily or permanently, on single or multiple issues. The membership of a team can be stable or changing and often various people with different roles are included in a team.

In order for teams to work effectively, individual members (including you!) and the team as a whole, have a number of responsibilities which they need to maintain. Job specifications outline the expectations for individual team members.

In addition to our individual job responsibilities, we also have team responsibilities. Within children’s services there is a need for all members of the team to work collaboratively, identifying and respecting the different roles and responsibilities that each individual team member contributes to the service provision. In doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive relationships throughout our lives.

The educator’s responsibilitiesAs an educator, you have these responsibilities:

• Be clear and direct in your communication. Actively listen and respond to communication.

• Clarify your role within the team. Be aware of your own personal style. For example, are you an ideas person? A leader? Do you focus more on the task at hand or the relationships in the team? And what are your strengths and weaknesses?

• Be honest, open to new ideas and suggestions and respectful of all individuals. Recognise what strengths/contributions they bring to the service.

• Be willing to support other members of the team. Be flexible in the completion of the daily tasks and job specifications for all members.

• Participate in decision-making.• Deal with any lingering misunderstandings or conflict you may have with other team

members. Don’t let resentments build up. Consider how others will react to your actions. Be sensitive to the feelings and beliefs of others.

• Notify your supervisor if you are having problems or have concerns within the team.

Page 6: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

The team’s responsibilitiesThe team has these responsibilities:

• Clarify the team’s purpose or goals and prioritise these.• Clarify each member’s roles and responsibilities.• Recognise the strengths and contributions that each member brings to the team

situation. • Encourage a sharing of roles and knowledge.• Set aside regular meeting and discussion times.• Address any conflict that may arise.• Work at ways of developing decision-making and member participation.• Identify and resolve issues that may be impinging on teamwork (eg, lack of time or lack

of skills).

Within a children’s service, there will be roles that require different responsibilities due to the training, experience, and knowledge. These will vary depending on the size and type of service.

In a child care centre the staff usually include:

Director, who is usually the Supervisor, responsible for the management of the centre and ensuring that the centre meets regulatory requirements.

Early childhood teachers – a staff members with early childhood teaching qualification (university qualification)

Educators qualified with either a Certificate 3 in Children’s Services or a Diploma in Children’s Services. The National Regulations refers to child care workers as educators. The Children’s Services Award 2010 refers to such workers as Children’s Services Employees

Cook

Casual or relief staff who are educators.

In larger services, there is usually a Director and the staff may include team leaders, trained staff who have the responsibility to oversee a group of children in a section of the centre. e.g. The Nursery with 0-2 year old children or the preschool section with 3-5 year olds. It would be the team leader’s role to facilitate the team morale, skills and strengths and they would ultimately take responsibility for trying to ensure these responsibilities are fulfilled.

When all members of a children’s service team are comfortable in their knowledge of their roles and responsibilities and can identify and respect the roles and responsibilities of the other members of the team, a positive work environment develops that encourages consistent, flexible and supportive team work. Working towards this also assists in meeting your legal responsibilities and guidelines in regard to Education and Care Services National Regulations and National Quality Standards (NQS) and anti-discrimination legislation.

Page 7: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 2 Work within defined job role and responsibilities

Statement of dutiesWhen you apply for a position, the advertisement usually gives you an awareness of the skills and qualifications the organisation requires of you. It will not, however, give you more than a general idea of the actual duties you will be required to perform and how much time it is expected you should spend on individual tasks. A ‘statement of duties’ or ‘job/position description’ is a document that will give you specific information in this regard.

Knowing limits of roles and responsibilitiesIt is important to be clear about your roles and responsibilities. However this does mean that you do not take on tasks which are outside your area of responsibility. There will be times when there is a task to do that you are perfectly capable of doing. In this case there is no reason why you should not do it – after all, that’s what makes teamwork work! However there also may be times when you are asked to do something (or decide to do something without being asked) that is both outside your responsibilities as described in your job description and outside your level of expertise or skill. It may also be that you feel you are competent to perform a particular task but it is something that service policy designates as being a task for a Diploma qualified worker. For example, a Certificate 3 worker may not be ‘allowed’ to speak to a parent about inappropriate behaviour of a child. This is better handled by a Diploma qualified worker who can offer support and advice on various aspects of behaviour management, and has the training and experience in dealing with parents in regards to difficult situations!

Always try to:

• Be mindful of your job description and focus your energy on completing tasks that are clearly defined as your responsibility.

• Seek advice/clarification with your supervisor where necessary.• Adopt a team approach to completing complex tasks—two hands are better than one!• Work within policies and procedures of the service.• Use supervision as an opportunity to formally clarify expectations and to identify your

training and support needs.

Page 8: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Clarifying scope or practice in position descriptionIn a childcare centre, you may come across situations where you’d need to clarify the practices and the scope of responsibility within your position description.

Clarification may be necessary in these situations:

• staff changes occur• staff conflict arises• working conditions change• regulations change• staff qualifications change.

It is also really important that you recognise your own limitations and seek assistance when you are having trouble fulfilling your obligations and work role.

The first thing you should do is to discuss your concerns with your supervisor. Approach him or her with a well prepared and logical reason as to what it is you are having difficulty with, what you have done to try and achieve all the requirements and perhaps some suggestions as to what might be done to remedy the situation.

The concern may need to be dealt with confidentially. Is the issue relevant to only one staff member or does it affect everyone? Are you lacking some skills or resources that are required to complete your tasks? If so, is there any staff development, training or further learning you could be involved in to increase these skills? Is there a possibility of purchasing particular resources or making changes to the service to make resources more available?

Can the issue be resolved at a centre level or does it require other resources to be accurately clarified? Perhaps it is necessary for consultation with relevant policies, regulations, industrial awards and lawful instructions to ensure that whatever the issue is that requires clarification, it is done so accurately and in a timely manner.

What is a supervisor’s role?Your supervisor is the person who is responsible for ensuring that you understand your role and responsibilities within the team. They are also responsible for supporting and guiding your professional development through the provision of informal and formal feedback about your work performance. In fulfilling their responsibilities, supervisors are developing a workplace relationship with you that should encourage the use of open and honest communication.

Regular formal or informal supervisory sessions can help workers to clarify their role within the service and to receive constructive feedback in regards to their performance. For example, when I was working with a family day care service, I met monthly with my supervisor to discuss issues and to set goals for the future. She also made it clear that I could discuss an issue when it came up and didn’t have to wait until the monthly supervision meeting.

Page 9: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 3 Seek assistance and direction and obtain as required

In a childcare centre, we find ourselves constantly seeking and obtaining assistance throughout the day. The assistance we get enables us to meet the needs of children, families and staff.

We ask for others to help us with things such as:

• location of resources (e.g., ‘Has anyone seen the rolling pins for the play dough?’)• choice of program ideas (e.g., ‘Does anyone know of a good song about boa

constrictors to use with the children?’)• duties that need to be completed (e.g., ‘Can I get someone to help me clean the table

tops after lunch, please?’).

This is effective teamwork. We trust our colleagues and supervisor to help us meet our job responsibilities and the needs of the children and service. We need to ensure that our communication is clear with a professional tone and body language. For example, if we groaned and rolled our eyes before we asked for someone to help clean the tables, we are giving the impression that we feel angry or frustrated that no one ever helps with the tables. However, if we ask the same question in a polite tone with a smile on our face, it is more likely that we will elicit a positive reaction from another staff member.

Clarifying instructions When working as a team member in a children’s service, the need to communicate clear instructions in both written and verbal forms is critical.

There are times that we may receive unclear instructions from a staff member, parent, supervisor or member of the management team. If at any time you do not understand an instruction, you would be well advised to ask the person concerned to repeat or clarify the information in the instruction. Due to the nature of children’s services, there is usually little time available for all team members to meet on a daily basis. Therefore, diary systems, notice boards, newsletters and quick memos are all effective communication tools that will be implemented to assist the day-to-day running of a service.

Sometimes in verbalising or writing an instruction or message, the person ‘telling’ has a different understanding of the message than you do, or what it is interpreted to mean.

Page 10: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Therefore, it is important to gain understandings and clarification of any instructions that you may receive and may not understand from the person concerned. If this person is not available or unapproachable, seek the support and assistance of your team leader or Director.

The importance of the need to have any unclear instructions clarified cannot be reinforced too strongly, as the health, safety and welfare of children, staff, parents, and the community may depend on the implementation of the instruction. By not clarifying instructions so that you understand them, you may breech your duty of care or another of your legal responsibilities and obligations.

Page 11: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 4 Work in a manner that complements that of others according to policies and rules of workplace practice

Being consistentWhen working within a team environment, there is a need for you to be consistently responsible for meeting the requirements of your position specification due to the legal responsibilities and obligations that are embedded within your role as a childcare worker.

Being consistent in the performance of your duties can mean:

• avoiding favouritism or bias• sharing your attention and time equitably between all children, parents and colleagues• keeping the principles of equal opportunity and inclusion in mind when working with

others and interacting with children• maintaining an even quality of mood• ensuring you have consistent and realistic expectations about appropriate behaviour

for children• consistently performing your duties to a satisfactory level.

By being an educator who consistently performs their responsibilities, you are helping build trust and respect between:

• workers and their colleagues• workers and the children• workers and family members.

You are also ensuring you are:

• meeting the legal responsibilities and obligations expected of you on a daily basis such as your ‘duty of care’

• helping to provide a quality service for children.

Page 12: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Working cooperatively

To ‘work in a manner that complements that of others’ is not referring to giving others praise or compliments (although they are always welcome!) but rather to working as part of a complex machine where every component functions effectively in relation to the other components. When working in children’s services, we need to be alert to where a staff member is needed (for example, there is no one supervising play in the sandpit at the moment), or when a task needs to be done (for example, there are bags left lying on the floor around the locker area). As educators, we need to use our initiative to take on those tasks that need to be done, without necessarily waiting to be asked by our supervisor. Of course some tasks may be way outside our job description, such as speaking to a parent about their child’s ‘undesirable’ behaviour. If we are not sure whether or not we should be doing something, we should check with our supervisor.

Activity 2

Page 13: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 5 Complete activities to standard expected in workplace

Maintaining knowledge and skillsThere are several expectations for employees in a children’s service. These expectations include being committed, responsible and accountable for your own actions and making informed decisions. You should read any information given to you or provided at the workplace. Many services subscribe to various magazines and journals or have staff resource libraries to help staff stay up-to-date with their knowledge and skills.

As an educator or a person who is learning about child care, you have some responsibility to use existing knowledge and skills you may have and to identify areas where you need to develop knowledge and skills.

No one knows everything there is to know about child care and children’s services. This would be an unrealistic goal. Government regulations and ideas about best practice change over time. The best approach is to be flexible and be aware that there is always something new to learn or a different way to do things that may be better. Maintaining knowledge and skills in order to ensure we are supporting the interests and rights of the child is an ongoing process for all those involved in children’s services.

Activity 3

Page 14: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 6 Carry out set tasks in a positive and courteous manner

Staff need to demonstrate how a positive environment is provided for children through their interactions and modelling of desired behaviours. Modelling respectful, positive and courteous relationships to young children should encourage team members to do the same for one another.

Verbal and non-verbal communication needs to be consistent to assist the development of genuine understandings and relationships—our behaviour with children and team members also needs to be consistent. The consistent demonstration of respectful, positive and courteous relationships between children, staff, parents and management will facilitate the development of genuine and respectful relationships. To achieve this consistency, team members need to be able to recognise and discuss the need and value of these professional behaviours and develop strategies that will be implemented throughout the service to facilitate the use of these behaviours.

When working with parents, team members, management and the community, there will be times when our emotions will be challenged. As with all people, children’s services staff have days when they feel frustrated, angry or grief-stricken. It is important in the development of working relationships that we are able to express our feelings in an open, real and honest way that is also respectful of people’s feelings. This can be achieved through the use of ‘I messages’, which will be discussed later in this unit.

Ultimately, within a children’s service team there is a need to carry out tasks in a positive and courteous manner due to the industry being people-orientated and based on developing trusting relationships with all stakeholders (i.e., parents, children, staff, management and the community). At the same time, this does not mean that we need to spend every day working within the children’s services industry being ‘nice’ and ‘super happy’, as this is unrealistic and unreal. Children, parents and staff need to be able to respect one another’s individual feelings and encourage a positive atmosphere of professional support and understanding.

When working with parents, team members, management and the community, there will be times when our emotions will be challenged. As with all people, children’s services staff will have days when they feel frustrated, angry or grief-stricken. It is important in the development of working relationships that we are able to express our feelings in an open, real and honest way that is also respectful of people’s feelings.

Page 15: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

This can be achieved through the use of positive ‘I messages’ where we talk about our feelings in a way that avoids accusations but seeks to clarify why we are feeling this way. The format for an ‘I message’ is as follows:

‘I feel (emotion/feeling) when (state the action/what happened) because (state consequence of action)’

For example, “I feel frustrated when I can’t find the playdough because I waste time looking for it and the children are waiting”.

Activity 4

Page 16: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 7 Identify resources needed to carry out own work duties

Some of the resources we need to carry out our work duties will be related to health and safety such as disposable gloves or tissues. Other resources will be related to setting up the children’s learning environment according to the service’s program such as paints, brushes or flour for playdough.

We should become familiar with where these resources are stored so that we can access them readily. Each morning we should check what we will need for the day so that we can fetch more resources from the storage areas ahead of time.

Australian child care resources: http://www.australianchildcarers.com.au/resources/

Family day care Australia: http://www.familydaycare.com.au/products.html

Page 17: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 8 Deal with shortages of resources according to organisation practices

We need resources to be able to carry out our responsibilities safely and in a hygienic manner, or to provide a stimulating learning environment for children. Therefore, it is important that we identify any shortages of resources before they actually run out. We should do this according to the system our services uses. Some of the methods could be:

memo to supervisor listing on a whiteboard in staff room or office writing in a staff communication book

Find out from your supervisor what system the service uses and take responsibility for identifying any shortages when you notice them. Never assume that someone else has already done this since if everyone has this attitude you will definitely start running out of things!

Page 18: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Section 9 Keep work area well organised and safe in accordance with relevant standards/policies

Not only are you legally responsible for the children, but your duty of care also extends to being legally responsible for the injury of other people.

Reflect on what other people (apart from children) your duty of care would extend to if you are working in a childcare centre. The duty of care includes anyone who comes to the centre—e.g., visitors, parents, other staff and tradespeople.

Suppose a visitor to your service cuts himself on some broken glass. You had swept this glass into the hallway away from the children but had briefly forgotten about it in the lunchtime hubbub. This could be considered to be a breech of duty of care to that person.

Furthermore, injury does not just mean a physical injury like a cut finger, a broken arm or a bumped head. There are actually four types of injury or damage that can be associated with breach of duty of care (not to be confused with the different types/categories of child abuse!):

• physical• psychological• emotional• financial.

Although all of this may sound worrying, it is important to realise that a sound understanding of your legal and ethical obligations will help you make the right decisions and act appropriately to avoid injury to others.

We should be mindful of the OHS legislation and the Children’s Services Regulations applicable to our state or territory. We also need to have an understanding of the health and safety policies of our workplace.

‘Housekeeping’ is an important part of occupational health and safety. It means keeping our work area clean and tidy, without obstructions to walkways or exits. This is an ongoing process that involves individual workers taking responsibility as well as cooperation between workers.

Page 19: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

Appendix 1

Job Description: Educator

Magic Train Childcare CentreJob description: Educator with Certificate 3 qualification.

Responsible to Management Committee and Director

Reports to Director/ Supervisor

Main aim of the positionTo assist in ensuring the continual, smooth operation of the Child Care Centre’s (CCC) program in relation to all children but in particular the assigned focus group (either 0-3s or 3-5s).

Related tasks, duties and responsibilities

1. In relation to programming

a. To assist in the planning, implementing and evaluation of the daily/weekly programs and long and short term objectives.

b. To assist in planning and preparing the environment, setting up activity centres, preparing and clearing away materials and supplies.

c. To regularly implement individual experiences, and large and small group experiences as required under direction of other staff.

2. In relation to the children

a. To contribute to planning for the specific needs of teach child.

b. To treat each child and their family with dignity and respect, taking into account and cultural, socio-economic or other differences that may arise.

c. To contribute to maintaining developmental records, emergency information, the roll of other necessary documentation.

d. To take emergency, first aid action when necessary and inline with Centre’s policies and procedures in consultation with the director or nurse.

e. To ensure continual adequate supervision of children and to actively interact in a warm and friendly manner with the children on a day-to-day basis.

f. To take on additional responsibilities as required when the teacher / Diploma qualified educator not present

Page 20: CLIPS_Word_Template€¦  · Web viewIn doing this, we make a positive work atmosphere and model to children desired behaviours and skills that are important in developing positive

3. In relation to staff

a. To attend and actively participate in staff and programming meetings.

b. To assist the director, teacher, and other educators performing other duties necessary for the smooth running of the Centre.

4. In relation to the Centre

a. To participate in meetings, conferences and training courses where appropriate.

b. To develop a co-operative relationship with all members of the staff, in order to ensure a smoothly operating Centre, and a consistently caring, secure and active environment for all children at all times.

c. To share cleaning responsibilities relating to focus groups and then other areas of the Centre.

d. To share responsibilities in ensuring safety of the Centre’s environment and equipment.

e. To take on extra duties that may arise in relation to special events or circumstances.

f. To work in line with Centre’s polices and guidelines.

5. In relation to parents

a. To develop good rapport and strong relationships with parents.

b. To share positive information about children with their parents.

c. To actively support and encourage parent involvement in all aspects of the Centre’s operation

NOTE: Job descriptions are reviewed on an annual basis.