ncfhe.gov.mt · web viewin this document, the word ‘parent’ denotes anyone who is the primary...

National Occupational Standards

Job Title Childcare Centre Manager (see comment re nomenclature in the redrafting and reviewing document attached)

MQF Level 5

Mandatory Competences

CDC 501 Understanding Child Development

CDC 502 Protecting and Promoting Children’s Rights

CDC 503 Developing and Maintaining a Safe and Secure Healthy Environment

CDC 504 Collaborating with All Stakeholders

CDC 505 Working in Partnership with Parents1

CDC 506 Leading to Enhance the Quality of Learning and Care

CDC 507 Promoting the Centre’s Inclusiveness in the Social, Physical and Learning Environment

CDC 508 Establishing Ongoing Professional Growth

CDC 509 Implementing and Monitoring an Internal Review Process

CDC 510 Meeting Regulatory Requirements

1 In this document, the word ‘parent’ denotes anyone who is the primary carer of the child.

Childcare Centre Manager - MQF Level 5

CDC 501: Understanding Child Development

The Centre Manager has a comprehensive understanding of child development. The Centre Manager understands how young children learn, grow and develop in the first three years of their life to ensure that the centre is providing a learning programme that enables all children to develop holistically and reach their full potential.

Performance Critieria

The Centre Manager at MQF Level 5 must have the necessary knowledge and skills to:

Required Knowledge

The Centre Manager at MQF Level 5 should be able to:

Required Skills

support Childcare Educators and families to respond to the developmental needs of every child; provide constructive feedback to Childcare Educators on their observation, planning and

assessment pedagogical processes to support the holistic development of all children; ensure that the service provision provided by the centre is underpinned by a holistic learning

programme that incorporates all areas of child development. recognise development as a continuing process of interaction between the individual child, adults

and the world around them resulting in evolving capacities.

describe theoretical knowledge related to child development;

explain how different theories of child development influence aspects of practice (observation, assessment, planning, the learning environment etc.);

identify the different areas of child development; explain how to support the different areas of child

development in practice; describe theoretical knowledge related to stages and

sequences of development from birth to three; recognise that development occurs in the same order

but children develop at different rates; explain the significant role of play in child

development; explain how to support staff members and families

where children’s developmental progress is a cause for concern.


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provide the necessary support and guidance for Childcare Educators and families to be able to help each child develop and progress as smoothly and succesfully as possible;

model good practice of how to give attention, respond and interact with the child to help secure children’s development;

support Childcare Educators to offer stimulating early learning environments; provide constructive feedback on observation, planning, assessment and reflective practices to

support staff members in assessing and scaffolding children’s learning and development; evaluate the centre’s learning programme together with Childcare Educators to keep improving on

the quality of nurturing care, adult-child interactions, and learning experiences that further promote each child’s overall development;

support Childcare Educators to communicate effectively the child’s developmental progress with family members and other professionals or stakeholders;

support Childcare Educators and families through partnership working and referral where children’s developmental progress is a cause for concern.


CDC 502: Protecting and Promoting Children’s Rights

The Centre Manager knows and understands that even the youngest children have rights and full entitlement to the rights enshrined in the United Nations Convention of the Rights of the Child2. The Centre Manager ensures that the centre’s policies, programme and practice safeguard and promote children’s rights. The Centre Manager promotes awareness of children’s rights to ensure a shared vision among all stakeholders and knows how to proceed in cases of potential harm or suspected abuse.

Performance Criteria


respect children as persons in their own right; actively support children’s rights through the centre’s policy, programme and practice; establish a shared vision among Childcare Educators and families to ensure that the concept of the

child as rights-holder is anchored during the child’s stay at the centre; encourage recognition of young children as social actors, with particular interests, capacities and

vulnerabilities with Childcare Educators and families; adhere to national and international legislation, regulations and the centre’s policies and

procedures regarding children’s rights and protection; meet the requirements and adhere to codes of conduct posed by the aforesaid legislation,

regulations, policies and procedures.

Required Knowledge


state the principles underpinning the United Nations Convention of the Rights of the Child; define the meaning of the child as ‘rights-holder’; outline national and international legislation and regulations regarding children’s rights,

safeguarding and protection; describe the centre’s policies and procedures on Equal opportunities, Child protection, Data

protection and Whistleblowing; describe the centre’s policies and procedures concerning suspected or actual abuse, privacy and

confidentiality; identify their role in actively supporting, promoting awareness and establishing a shared vision of

children’s rights in practice ; explain how to promote and support child participation and anti-discriminatory practices within

the centre; recognise signs, situations and behaviour that may cause or lead to harm and abuse;

3

2 The United Nations. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3.


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Required Skills


actively support a rights-based approach to establish and sustain a shared vision among Childcare Educators and families;

act in the best interest of each child as a primary consideration; encourage all staff members to observe and listen to children and take into account their voices in

decision-making; monitor, support and evaluate practice to ensure child participation and that children’s individual

needs, interests and abilities are met; monitor, support and evaluate the learning programme to ensure that it promotes time and space

for rest and leisure, play, exploration and learning; ensure that the centre provides for a culturally relevant programme through the active involvement

of parents, centres, schools and community at large; ensure that the service provision promotes equity and diversity through the centre’s policies,

procedures and practices; recognise signs of suspected or actual abuse and take the necessary action; observe and monitor to ensure that policies and procedures for protecting and safeguarding

children, confidentiality and privacy for children are adhered to by all staff membners; follows on any records provided by Childcare Educators concerning children’s well-being reports through the appropriate channels any suspected abuse; protects data on children and only share information with other professionals on a ‘need-to-know’

basis; adhere to legal implications of care and custody; observe and montior to ensure children are safely cared for and protected from harm or danger; observe and monitor to ensure children are treated equally and not discriminated against; model and support inclusive practice within the centre; evaluate, as a team, the realisation of children’s rights in the centre’s policy, programme and

practice; take the necessary action when possible barriers to participation and any threats to children’s rights

and protection are identified.


CDC 503: Developing and Maintaining a Safe, Secure and Healthy Environment

The Centre Manager develops and maintains a safe, secure and healthy environment for all children. S/he is aware of health and safety regulations, policies and procedures and is proactive in identifying and minimising risks for children, staff members, families and visitors. S/he collaborates with the Legally Responsible Person, staff, and families to address any concerns regarding the health, safety and security of the children.



develop, together with staff members, policies, procedures and practices that minimise risks and communicate these with different stakeholders;

identify and minimise risks to ensure that the premises and equipment are safe for children, members of staff and visitors;

assess, monitor and report risks to the Legally Responsible Person and proceed with the necessary action;

ensure that all members of staff have valid certification in Paediatric First Aid and Food Handling;

draw and implement a plan of action that addresses individual dietary or medical needs or any risks identified by the Health and Safety Officer and/or External Review team;

ensure that one’s own health and hygiene do not pose a threat to others.

Required Knowledge


describe the health and safety requirements as specified in the National Standards for Early Childhood and Care Services (0-3 years)3 and relevant national legislation;

identify one’s personal responsibilities and liabilities under health and safety legislation; recognise the importance of setting a good example to staff members in relation to health and

safety; identify opportunities that offer training focused on health and safety issues; describe the centre’s regular safety checks and security procedures; explain how to revise and put into practice the centre’s written health and safety policy; describe how to communicate the centre’s health and safety policy to members of staff, parents

and visitors; identify effective ways that aim to develop a culture that puts health and safety first; identify the type of hazards and risks that may arise in relation to health and safety at the

centre and during outings;5

3 National Standards for Early Childhood Education and Care Services (0-3 years) … (insert full reference when published)


explain how to develop and carry out an action plan; explain how to draw and share an emergency plan of action for dietary or medical conditions; describe the emergency procedures in the centre including, fire emergencies, missing children,

allergic reactions, evacuations and Sudden Infant Death Syndrome (SIDS); describe safe sleep practices; memorise the location of emergency contacts and numbers.

Required Skills


develop and regularly update the centre’s health and safety policy in a clear manner; share the centre’s health and safety policy with all members of staff, parents and other

visitors; support families and staff members to put the centre’s health and safety policy into practice; consult with the Legally Responsible Person on potential hazards at the centre; apply and maintain systems for effective monitoring, measuring and reporting of health and

safety issues; develop a culture of health and safety first and embed it in planning and decision-making; liaise with the Legally Responsible Person to ensure that sufficient resources are allocated to

deal with health and safety issues ; respond quickly to crises and problems with a proposed course of action; take the necessary precautions to avoid the spreading of disease, especially during toileting,

diapering and bathing; support staff to physically handle distressed children; model proper food handling, specifically food hygiene, storage and preparation, while

ensuring that all members of staff have valid certification; regularly monitors the learning environment to ensure that: the level of noise is not causing

stress to the children, there is enough natural light, and that it has the required levels of temperature, humidity and ventilation;

draw and see through the implementation of a plan of action that addresses any risks outlined in the Health & Safety Risk Assessment or External Review reports.

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CDC 504: Collaborating with All Stakeholders

The Centre Manager collaborates with all stakeholders in professional ways. The Centre Manager nurtures positive strength-based relationships focused on the sharing of strengths, diverse skills and expertise to build a community of engaged learners – adults and children alike. The Centre Manager keeps everyone in the centre’s community, including parents, educators and professionals, focused on what they are working towards and why they need to work together to build a collaborative work environment.



build an inclusive model of collaboration where everyone is valued as a professional; focus on strengthening the skills that collaborative leadership requires; focus everyone on the vision and goals of the centre; guide and support each team in strengthening their work together; collaborate professionally with all stakeholders; build and maintain meaningful positive relationships with all stakeholders; collaborate with all children and value them as active protagonists in constructing change; develop conditions that help Childcare Educators feel valued and safe to actively share their

strengths and talents with each other; respect the uniqueness of each individual; strengthen relationships and sustain genuine partnership and trust with parents; seek the support from various external professionals/agencies regarding particular issues

arising at the centre; liaise and collaborate with the External Review Team during the External Review process; deepen the commitment of all stakeholders to provide better outcomes for children and families.

Required Knowledge


outline theoretical knowledge and effective research-based practice related to collaborative leadership;

explain how to develop a collaborative work environment; explain how to support professional collaboration in the centre; explain how to maintain an open communication system; identify situations that are ethically challenging and ways how to act professionally; outline the benefits of mentoring, professional learning communities and coteaching; explain a range of practical ways on how to communicate and collaborate effectively with

parents;

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identify research-based assessment tools to provide meaningful information about individual strengths and how each individual in a team views their work together.

explain the value and purpose of professional collobaration with external professionals/agencies and the External Reveiw Team.

Required Skills


acknowledge and validate individual’s talents, uniques skills and competences; focus everyone on the vision and goals of the centre to support every child, Childcare Educator

and family and increase collaboration among different stakeholders; establish, together with staff members, meaningful and measureable goals to illuminate what

needs to be achieved and to keep collaborative work on track; create opportunites for everyone to develop their skills; encourage active listening and honest feedback; communicate with all stakeholders in a strengths-based way (be positive, passionate and

engaged) to help others grow and develop; support Childcare Educators to develop positive working relationships and work as a team; use tools and resources to provide conversations, dialogue, learning and reflection; practice joint decision making; embrace diverse perspectives; address issues of inequity, power and privilege; pay close attention to dynamics of classroom teams; invite and encourage individuals to take on new roles and reponsibilities based on their

strengths to promote higher levels of engagement and positive working relationships; foster an environment in which staff members feel able to discuss their progress and share any

concerns or challenges they are facing; collaborate professionally with kindergarten settings and share the children’s progress in

learning and development to support smooth transitions; collaborate with parents as partners; support staff to develop the necessary skills and confidence to work on more equal terms with

parents;exchange accurate and up-to-date information with external professionals/agencies whilst

respecting requirements for confidentiality; liaise with the External Review Team during the External Review process; act professionally in ethically challenging situations.

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CDC 505: Working in Partnership with Parents

The Centre Manager acknowledges that the best long-term outcomes for every child are achieved when all staff members work in partnership with parents. The Centre Manager, together with staff members, supports the parents’ interest and right4 to be actively engaged in their children’s well-being, learning and development in Early Childhood Education and Care services.



ensure that the parent’s right to be involved and engaged in their child’s life at the childcare centre is supported and respected;

ensure that partnership with parents is embedded in the ongoing day-to-day exchanges that take place between parents, educators and children;

ensure that parents are central in decision-making about their child; ensure that all staff members are building respectful and trusting relationships with parents; develop honest and regular two-way clear communication with parents; utilise the knowledge of each child's family and encourage staff members to do so; ensure that all staff members to connect and engage with parents on a regular basis; ensure that the progress in learning and development of each child is documented and shared

with parents; ensure that parents are being supported and provided with opportunities to contribute to their

to their child’s learning and development, both in the childcare centre and at home; respect the family’s religious and cultural backgrounds and beliefs.

Required Knowledge


outline theoretical knowledge related to the important role of parents in young children’s learning and devlopment;

identify research evidence on the effectiveness of partnership with parents in Early Childhood Education and Care;

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4 Article 18 of the UN Convention on the Rights of the Child (1989): “State parties shall render appropriate assistance to parents and legal guardians in the performance of their child rearing responsibilities.”

outline national legislation, standards, frameworks, policy and procedures related to working in partnership with parents;

define the key terms: ‘parent partnership’, ‘parental involvement’ and ‘parental engagement’; explain a range of empowering strategies to promote parental partnership in a childcare

centre; explain a range of practical ways on how to communicate effectively with parents; explain the value and purpose of parent participation in all transitions including the home-to-

centre and centre-to-kindergarten transitions; explain the importance of adopting a positive attitude towards all parents regardless of their

social, cultural, religious and economic background; explain the importance of documenting and sharing children’s progress in their learning and

development with parents.

Required Skills


adhere to ‘parent partnership’ standards, policy and procedures; adopt and maintain a parent partnership approach; support the right of parents to participate actively in the life of their children at the childcare

centre; build partnership with parents on respectful and reciprocal relationships; make all parents feel welcome and ‘at home’ in the centre; listen to parents and take their views into account; demonstrate a non-judgmental attitude to parents; maintain open communication with parents; offer written, oral and visual two-way communication opportunities with parents; support Childcare Educators to communicate and inform parents on the children’s daily

routines including eating/feeding, diapering/toileting, resting/sleeping routines and play experiences;

support Childcare Educators to share regularly and discuss, with parents, two-way observations about the children’s progress in learning and development;

engage parents in all transitions including the home-to-centre and centre-to-kindergarten transitions;

make joint decisions with parents; help parents develop support networks with other parents; ask for parents’ feedback; offer a variety of types and levels of involvement and engagement to parents; support staff members to use parents' expertise and skills to extend children’s learning and

devlopment. encourage Childcare Educators to support learning in the home through the sharing of ideas

with parents; offer links to other agencies and services; seek early intervention support to promote the welfare of all children and their families; address, together with staff members, any issues of concern with parents;

adopt a positive attitude towards all parents regardless of their social, cultural, religious and economic background.

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CDC 506: Leading to Enhance the Quality of Learning and Care

The Centre Manager employs empowering strategies to lead, motivate, and engage Childcare Educators to enhance the quality of learning and care. The Centre Manager in liaison with all stakeholders, leads, monitors, and evaluates the implementation of policies, programmes, and practices that support child-centred, inquiry and play-based learning and responsive caregiving.



build a strong image of the child; recognise children of all ages and families as key contributors in a democratic pedagogical

approach to learning; be open to new ideas and be willing to learn from the suggestions of others; establish and implement - in partnership with all stakeholders - a philosophy underpinned by the

principles of quality Early Childhood Education and Care; provide a direction to the learning programme through a compelling vision statement; inspires and guides staff to bring quality-enhancing practices to their daily work; lead and manage provision that promotes care, learning and development through engagement,

relationships, responsive caregiving, and child-centred, inquiry and play-based learning; monitors and evaluates the effectiveness of the service provision and determine strategies for

improvement; ensure that staff at the centre are aware of, and are provided with relevant knowledge and

information on the care, learning and development of young children; fully commits himself/herself to helping every educator reach her full potential to enhance the

quality of the education and care provided; support parent and community engagement to enrich the learning experience for all children; support multi-agency work to ensure that the diverse developmental and learning needs and

outcomes of all children are met; engage in an ongoing process of self-reflection and critical evaluation of the centre’s policy,

programme and practice that support the well-being, learning and development of all children.

Required Knowledge

The Centre Manager at MQF level 5 should be able to:

outline theoretical knowledge about: quality and leadership in early years; current learning theories; attachment and ethic of care; and pedagogical and curriculum approaches that are based on child-centred, inquiry and play-based learning;

outline the principles and essential components underpinning the National Standards for Early Childhood and Care Services (0-3years) in relation to the quality of learning and care;

define the key terms ‘pedagogy’ and ‘curriculum’; explain the relationship between pedagogy and curriculum;

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explain the value and purpose of pedagogical leadership; describe the five broad Learning Outcomes of the Early Years Cycle (MEDE, 20125; DQSE,

20156) and its purpose as an overall guide to pedagogy and assessment; identify and outline the content of national legislations, frameworks, policy, standards in relation

to pedagogical and curriculum approaches for the birth to three phase; explain the purpose and value of observation, assessment and planning pedagogical processes; outline strengths-based approaches that support educators in achieving professional goals that

will enhance the quality of the education and care provided; explain how social, cultural and historical experiences may influence his/her image of the child; outline theoretical knowledge related to children’s physical development, physical care and

health needs; identify his/her role in supporting designated Childcare Educators to respond to the physical

devlopment and care needs of individual children; outline national legislation, frameworks, standards, policy and procedures related to linguistic

and cultural diversity in Early Childhood Education and Care; explain how to promote a positive attitude towards Maltese and English and other languages that

may be spoken by children and staff at the centre; identify and value the purpose of research-based assessment tools that support his/her role in

monitoring, evaluating and reflecting on the quality of learning and care within the centre; identify and value the purpose of self-reflection on his/her own development to better

understand how perspective and possible biases may be affecting his/her work with educators.

Required Skills


use pedagogical, reflective and management skills effectively to transfrom theories underpinning the theme of ‘leadership’ to enhance the quality of learning and care;

evaluate his/her role as a pedagogical leader; use effective listening and feedback giving skills; contribute to the development of policies, programmes and practice that support the provision

of a quality education and care experience for all children; develop a culture where the quality of the relationships between children and adults is central to

learning and development; support all staff members to develop, implement and promote pedagogical and curriculum

approaches based on child-centred, inquiry and play-based learning; guide and support staff members in planning, observation and assessment pedagogical

processes; use time and resources effectively to support staff members in enhancing the quality of learning

and care they provide; 12

5 Ministry for Education and Employment [MEDE] (2012). A national curriculum framework for all [NCF]. Gzira, Malta: Salesian

Press.

6 Directorate for Quality and Standards in Education [DQSE]. (2015). Educators’ Guide for Pedagogy and Assessment using a

learning outcomes approach. Malta, Ministry for Education and Employment. Retrieved from

http://www.schoolslearningoutcomes.edu.mt/files/documents/Early_Years.146700384962.pdf


observe staff and address decreasing engagement as soon as it appears;

create conditions in which staff can try out innovative ideas and discuss different perspectives;

lead and support the implementation of an open and child-centred curriculum with play being the central medium through which all learning experiences are facilitated;

support active participation of the children in their play and learning experiences; monitor the provision of appropriate resources, how these are accessed and creatively used to

promote children’s learning and development; support staff members to ensure that all children’s physical development and care needs are being

met; encourage staff members to support children’s learning and development during physical care

routines; encourage awareness and understanding of cultural and linguistic diverstiy among staff members,

the children and families. promote, together with staff members, the exposure of the official Maltese and English languages

as well as the home development language of all children in the centre; provide opportunities for all staff members to reflect, question, and effectively respond to the

needs of linguistically and culturally diverse children. engage with families and the community to extend the learning experiences offered at the centre; collect appropriate and sufficient information on children's care, learning and development and

comply with policy, necessary procedures and external review requirements; use research-based assessment tools designed to measure the quality of learning and care, to

obtain reliable data and identify what needs to be changed; repeat the use of research-based measuring tools after a specified time frame to see what growth

and change has occurred.

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CDC 507: Promoting the Centre’s Inclusiveness in the Physical, Social and Learning Environment

The Centre Manager promotes the principles of inclusive care and education in early childhood. Together with staff members s/he regularly reflects on the centre’s inclusiveness in the physical, social and learning environment. The Centre Manager engages effectively with parents, colleagues and wider professionals in the ongoing assessment and appropriate provision for children with special rights7.



adhere to international and national legislation and policy that promotes a rights-based approach to supporting the active participation of all children;

promote inclusive culture, practice and pedagogy in the childcare centre; establish and sustain inclusive social, physical and learning environments; secure the active engagement and inclusion of children with special rights through the curriculum; recognise the significant role of play in the curriculum for all children; monitor the development, implementation and regular review of learning experiences aimed to

address the needs of all children; liaise with the Legally Responsible Person to modify the physical environment, identify and provide

resources that will allow children with special rights to access and be fully included in the learning experiences offered;

ensure that relevant background information about children with special rights is collected, recorded and updated;

liaise regularly with staff members and parents of children with special rights to ensure that both the needs of the children and their parents are met;

collaborate with external professionals and/or agencies where appropriate, to optimise support for children with special rights;

provide opportunities for all staff members to reflect on the centre’s inclusiveness in the physical, social and learning environment.

Required Knowledge


outline the legislation, regulations and codes of practice affecting: the rights of all children to participation; equality of access; and the provision for children with special rights;

describe the Equal Opportunities Policy of the centre and the practices that are followed to ensure that all children are included;

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7 In this document, children are viewed as capable and full of potential. The phrase ‘children with special rights’ is used instead of ‘children with special educational needs’ as suggested by Reggio educators.

outline theoretical knowledge related to Inclusive Education in the early years; describe effective research-based practice related to collaborative practice and multi-agency team

working in early years contexts; identify his/her roles and responsibilities in relation to the inclusion of all children, particularly,

with the inclusion of children with special rights; describe a range of pedagogical approaches and strategies to support the participation of all

children; name the national school support services available, including professionals and/or agencies who

can offer information about resources, options and interventions to optimise support for children with special rights and their parents;

describe the remit and responsibilities of other professionals and agencies involved in multi-disciplinary work;

identify intervention practices that help to overcome barriers that might restrict accessibility to the learning experiences offered;

explain the importance and identify models of reflective practice used in early years contexts to enhance the quality of inclusive Early Childhood Education and Care in the centre ;

identify research-based self-reflection tools to help him/her and all staff members reflect on the inclusiveness of the physical, social and learning enviromnet within the centre.

Required Skills


make all children and families feel welcome; enable children and their families to feel that they belong to the group/centre; establish and sustain a stimulating and inclusive environment in which children respect each

other’s differences; focus on the strengths of each child; observe and monitor the participation of all children in the social, physical and learning

environment; observe and monitor children’s engagement, learning and support needs; support staff members to build learning experiences on children’s interests and choices; support staff members to facilitate transitions between learning opportunites for all children; check that peer interaction and play is incorporated within the learning experiences offered; promote the inclusion of children with special rights and their families; develop a positive relationship with children with special rights; support the participation of all children in out-of-centre learning experiences; observe and identify any barriers to participation, communication and socialisation in all

learning experiences offered; liaise with the Legally Responsible Person to provide the resources needed to ensure that all

children can access the learning experiences offered; access external support whenever needed;

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liaise with staff members to seek information from parents and external professionals and/or agencies in order to assess and respond to children’s individual needs;

engage professionally with parents, colleagues and wider professionals in the ongoing assessment and appropriate provision for children with special rights;

contribute to multi-agency team working; provide a supportive environment in which the children’s parents are able to discuss their

child’s health, well-being, development and progress; provide the child’s parents with information about resources and options which are able to

provide additional support (e.g. other professionals/agencies); involve parents in decision-making about their child’s learning, development and support

needs; involve parents in planning, implementing and monitoring their child’s engagement,

development and learning; use reflective practice to enhance staff members’ practice in inclusive Early Childhood

Education and Care. promote the use of research-based self-reflection tools to help all staff members reflect on the

inclusiveness of the physical, social and learning enviromnet within the centre; seek opportunities for continuous professional development in Special Needs and Inclusive

Education.

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CDC 508: Establishing Ongoing Professional Growth

The Centre Manager participates together with staff members in ongoing, sustainable and meaningful professional development to ensure that the team’s dispositions, knowledge and skills are aligned with the profession’s ever-changing knowledge base. The Centre Manager supports the professional growth of Childcare Educators in alignment with the centre’s goals for educators and the programme.



be intentional and focused to influence change in practice; take responsibility for one’s continuing professional development and contribute to

the professional development of staff members; build a connection between the professional development that s/he are offering

and the vision, goals and core values of the centre’s programme; adopt a strength-based view of every Childcare Educator - as capable and eager to

learn; establish protocols that hold every individual accountable for his attitude;

behaviour, and choice of actions in relation to his own professional growth; take on the role of a pedagogical leader to support the team in the development of

their professional competences; encourage collaboration, sharing, and joint activities that engage Childcare

Educators in new and meaningful ways; encourage and support centre-based professional development initiatives.

Required Knowledge


outline the value and purpose of aligning the centre’s vision with valuing the growth of Childcare Educators;

explain the importance of using a strength-based approach and exhibiting consistent professional conduct;

define the terms ‘dispositions’, ‘knowledge’ and ‘skills’ to address these three key areas in the professional development opportunities s/he offers to staff members;

outline theoretical knowledge and research-based practice related to ‘professional accountability’, ‘continuous professional development’ and ‘professional development planning’ in an Early Childhood Education and Care context;

explain the importance of reflective practice on personal effectiveness and professional development;

identify a range of local and international training and professional development opportunities and how to access them.

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Required Skills


inspire staff members to be vested in their own professional growth; model a commitment to professional growth by being transparent about his/her goals and

the steps taken to achieve them; gain and maintain staff members’ trust to establish professional accountabilty; mentor staff members in the identification of their strengths and their personal and

professional development needs; identify professional development opportunities that will meet the staff

members’ needs; align professional development efforts with the outcomes that s/he wants for

children, families and Childcare Educators; create a long-term plan for professional development that moves away from relying

on one-time workshops; involve staff in the planning of professional development sessions, (e.g. conducting

staff surveys or forming a professional-development committee that includes educators).

invite Childcare Educators to use their strengths to support the professional development of others;

carefully select external trainers who have the expertise and qualities to have a positive effect on staff members;

meet with individual Childcare Educators to develop and discuss their professional-development plans and connect them to resources that will inspire their growth;

use observations to observe new skills and strategies; use goals to focus observation and feedback to increase professional accountability; provide the resources that Early Childhood Educators need, such as training and materials to

demonstrate that the leader is supportive of goal achievement; support Childcare Educators to take full ownership of achieving their personal professional

development desired outcomes; offer encouraging (strengths-based) feedback on the positive changes observed; use team meetings to inspire educators by providing meaningful and relevant opportunities

to discuss areas of growth and how best to support each other;

guide educators to create their own personal learning networks8 (PLN) around areas related to their goals;

use reflective practice to increase engagement, gain new insights and promote sharing of diverse perspectives;

share knowledge and evidence-based practice from professional development opportunities with other staff members.

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8 A personal learning network (PLN) is a group of colleagues, mentors, and professionals an individual connects with (both offline and online) to enhance professional competences and take charge of his/her professional development.

CDC 509 : Implementing and Monitoring an Internal Review Process9

The Centre Manager understands that internal review or internal evaluation is a necessary process for more sustained change and quality improvement within the centre. The Centre Manager, with the involvement of the whole team, facilitates implementation and monitors a continuous cycle of internal evaluation to systematically inquire into and evaluate the effectiveness of policies, programmes and practices. The outcome of this collaborative internal review is used to inform decision-making, improve quality of practice and promote positive outcomes for children. The Centre Manager is aware that internal evaluation complements an external review conducted by the national regulatory authority.



ensure that ongoing internal review is a continuous process at the centre;

engage in evaluation for improvement motivated by the need to make changes that will have a positive impact on the learning and well-being of children;

engage with staff members in evaluative thinking, an ongoing process of questioning, reflecting, learning and modifying;

ensure that the centre has a strategic plan to engage in strategic internal evaluation; communicate with stakeholders the purpose and benefit of the internal review process; convince staff members of the merits of using data for productive change; create the conditions in which data can become an integral part of the centre’s decision

making; use a range of research tools to engage with and consult the views of different stakeholders; ensure all plans and actions are directed at improving children’s care and educational

experiences at the centre; ensure that the internal and external review processes are providing an opportunity for all

involved to implement new practices, learn from challenges and consider where they are, where they want to be, what went right and went wrong.

Required Knowledge


define the term ‘internal review’ or ‘internal evaluation’; describe the purpose of and the process of strategic planning that enables the team to engage

in strategic internal evaluation; outline the process of carrying out an internal review and how it is linked to

continuous quality improvement; outline the internal evaluation system in the centre’s policy and procedures document;

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9 “An internal review process is pivotal to evaluate what is and is not working, and for whom, and then determine what improvements are needed, particularly to enhance equity and achieve educational outcomes.” Ministry for Education and Employment (2016). Retrieved from: https://education.gov.mt/en/qad/Pages/Resources/Internal-Review.aspx


outline how to communicate with staff the purpose and benefits of the internal review process as an integral aspect of continuous improvement;

explain how internal evaluation complements the external review; describe the purpose of and how to carry out a Strengths, Opportunities,Weakeness and

Threats (SWOT) analysis; identify one’s role in leading an internal review process; explain how to collect data from various sources and using a variety of research tools;explain how to build a shared understanding of strengths and areas for development together

with staff members; explain how to prioritise areas for development and address them in an action plan; explain how to support staff in the implementation of action plans; identify effective ways to regularly monitor the progress of action plans; explain the purpose of reviewing and updating action plans together with staff; explain the importance of involving stakeholders in the internal review process; explain the process of carrying out performance appraisal.

Required Skills


lead and participate in an internal evaluation process;

communicate with staff the purpose and benefits of internal evaluation as an integral aspect of continuous improvement;

direct development planning at improving children’s care and educational experiences at the centre;

consult with parents, children, external agencies and wider networks as part of the evaluation process;

use a variety of research tools to gather and document the views of all the stakeholders to guide evaluation decisions;

engage in conversation with staff members to evaluate the data; build a shared understanding of strengths and areas for development with staff; prioritise areas for development and develop action plans to address them; support staff in the implementation of action plans; monitor and ensure that the agreed on plans are being implemented;plan opportunities where staff can reflect and evaluate the progress of action plans and revise

them accordingly;use performance appraisal to ensure Childcare Educators are reflecting on their own practices

and performances as well as receiving feedback, advice and guidance during an internal review process;

document clearly each internal evaluation process carried out for all to see how the decisions have been made (e.g., new employees, External Reviewers etc.).

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CDC 510: Meeting Regulatory Requirements

The Centre Manager is aware of the main compliance regulations, directions and standards issued by the national authorities that regulate the sector. Together with the staff members, the Centre Manager ensures that the centre’s policies, procedures, programmes and practices reflect national legislation, regulations, standards and policies. The Centre Manager is able to prepare for an External Review and involves all staff members to address the required actions and recommendations put forward in the report.



reflect on daily practice to ensure s/he is meeting the regulatory standards to which the centre is expected to adhere to;

ensure that the requirements set out in the National Standards for Early Childhood and Care Services (0-3 years) and other relevant legislation, frameworks and standards concerning the care and education of children aged zero to three are met;

develop, implement and review the centre’s policies and procedures with all staff members to ensure these meet the regulatory requirements;

guide staff members to reflect on the purpose and expectation of an external review;plan for and participate actively in addressing the required actions and recommendations

put forward in the External Review reports.

Required Knowledge


identify national legislations, frameworks, policy, standards in relation to his/her role as a Centre Manager;

describe the standards and criteria for the provision of childcare in centre-based, home-based and work-based centres, including those offering night Early Childhood Education and Care service provision - National Standards for Early Childhood Education and Care Services (0-3 years);

describe the centre’s policies and procedures that are in line with regulatory requirements and current best practice;

describe legal and centre’s requirement for recording information and producing reports; explain the purpose and benefits of the regulatory requirements and external reviews; describe the regulatory and employment requirements for every role within a childcare centre; explain the roles and responsibilities of the Legally Responsible Person and staff working at the

centre; name and identify the remits of the different regulatory bodies for each aspect of provision;

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describe the processes of evaluation and revision of policies, procedures and practices to reflect national and international legislation;

describe effective ways of how to transform the centre’s policies and procedures into practice; describe the requirements for an External Review and how the visit is conducted; identify the different policies, procedures, records and documents that will provide evidence

against regulatory requirements; describe how to address the required actions and recommendations of the External

Review report, in ways that are sensitive to staff members and which lead to beneficial outcomes for children, parents and other stakeholders.

Required Skills


support staff members to apply in practice the centre’s policies and procedures that are in line with regulatory requirements and current best practice;

monitors programme, procedure, policy or practice to ensure these actually perform as intended;

reflect, evaluate and revise, together with staff members, the centre’s policies, procedures, programmes and practices in the light of national and international legislation, national policy and standards;

take appropriate action to meet regulatory requirements;collect required evidence to demonstrate compliance with regulatory requirements; keep accurate records and personal documetation organised;act responsibly in relation to the external review;make documentation available for external review visits; collaborate and participate in the External Review process; evaluate, together with staff members, the recommendations from the external review team;draw a plan of action with the staff members to address required actions and

recommendations;deal with the required actions identified in the External Review report in a timely manner;implement any changes in an organised and manageable way, ensuring all staff members

are confident with this change;consult with previous external review reports, use them to improve quality in the centre and

prepare for future external reviews; seek support in situations beyond his/her experience and expertise to meet regulatory

requriements.

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ncfhe.gov.mt · web viewin this document, the word ‘parent’ denotes anyone who is the primary...

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