Education and care services are asked to constantly reflect on and continuously improve their practices. The Introduction of the National Quality Standard (NQS) and its seven Quality Areas, has encouraged centres to identify their strengths and areas where they can improve their practices. The aim of this information sheet is to provide guidance to centres in relation to NQS Standard 7.2. In particular it highlights: Strategies for centres to stay engaged with processes of continuous improvement. The importance of regular performance reviews for educators and how these contribute to continuous

improvement.

Beginning the continuous improvement evolutionContinuous improvement is about ongoing efforts to improve practices and reflect on processes that are already in place in the centre. All centres will be familiar with the National Quality Standard (NQS), and Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) and the requirement to evaluate, reflect on and improve practice. The beginning steps in an evolving process of continuous improvement are to get started on an improvement plan. You can do this by engaging in the following: Think about how the content of the NQS and EYLF link with your everyday practice. The beginning of continuous

improvement is to make a list of what you are familiar and confident with. Once you have identified your areas of strength, write them down and think about the areas you want to build on or find

more information about. From here you can establish goals for the future. Make a plan on how to reach your goals.

Continuous improvement:an evolutionary process

Level 1, Unit 1 5-9 Ricketty St, Mascot NSW 2020PO Box 6385, Alexandria NSW 2015ABN 57 001 894 659

Tips for establishing your goals and continuous improvement plans

Understand your centre philosophy in practiceNQS Quality Area 7- Leadership and Service Management (element 7.2.1) states “A statement of philosophy is developed and guides all aspects of the service’s operations”. The purpose of having a philosophy is to guide pedagogy and inform the decisions that are made about everyday practices. This means that a philosophy must be practical, dynamic and lived by the educators. Keep asking yourself the question, “How do our practices match our philosophy?”:

Use the centre’s Quality Improvement Plan (QIP)

A requirement of the Education and Care Services National Regulations (Reg 56) is that all centres must have a QIP and that it must be reviewed regularly. Therefore the QIP should form an integral part of a centre’s continuous improvement strategy. Keep talking about your QIP and use it to highlight and be proud of the practices that the centre does well.

The QIP also requires that a centre identifies areas for improvement, writes goals for these areas and formulates plans for achieving the goals. Be sure to make the gaols SMART. That is: S – Specific M – Measurable A – Attainable R – Realistic T – Timebound

The QIP is an excellent tool to help centres stay on track with their improvement plans and to involve educators, parents and children in the continuous improvement process.

Concentrate on the task at handDon’t try to achieve all the goals at once but know that some goals will take longer to achieve than others. Concentrate on one task at a time and make sure that educators have the resources they need to implement improvement plans.

DelegateEnsure that all educators are involved in the continuous improvement process. The best way to do this is to identify the strengths, passions and interests of each educator and delegate tasks that suit their skills and interests. This will help them to feel inspired and enthusiastic and to take ownership of the centre’s goals and plans for continuous improvement.

Encourage divergent thinkingA key to continuous improvement is to be able to see ideas, concepts and practices creatively and from different perspectives. In other words, have the ability to engage in divergent thinking. The ability to engage in divergent thinking requires educators to have an open mind, be imaginative and see the possibilities. It is important to encourage educators to consider a range of solutions, strategies and ways of reaching a goal. When educators achieve a goal, celebrate the success. This can be a boost to everyone’s self-esteem and confidence.

Conduct educator performance appraisals and formulate development plans

A performance appraisal can be an effective tool for discussing an educator’s growth and achievements and for identifying opportunities for skill development and professional growth. In this way, they are critical to a centre’s continuous improvement process. To be effective, performance appraisals must be: conducted at least annually and based on the educators role description, include an educator’s self appraisal. Before the formal appraisal meeting, the educator should have the opportunity to

think about and identify their accomplishments and challenges over the previous 12 months and to consider goals for their own professional growth,

positive. Performance appraisals should be an opportunity for educators to critically reflect on their own work and how it contributes to quality care and education for children,

an opportunity for honest and rich discussion about the educators work and role in the centre, inclusive of the development of a professional development plan for the educator.

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Regulation 56 – Quality Improvement Plans

(1) The Approved provider of an education and care service must review and revise the quality improvement plan for the service having regard to the National Quality Standard:

(a) At least annually; and

(b) At any time when directed by the Regulatory Authority

A professional development plan should be based on the outcomes of the performance appraisal and encompass strategies and opportunities for the educator to: build on their interests and passions, develop new skills and knowledge, contribute to the centre’s overall plans for continuous improvement, engage in professional development that best suits their learning style. This might include attendance at workshops,

participation in networking groups, opportunities to research topics, engagement in formal study.

Use the Gowrie NSW Professional Learning Plan resource as a template to assist with a strategic approach to professional development for your centre and individual educators. This template can be found on the Gowrie NSW website: www.gowriensw.com.au

Using mentorsHaving educator mentors, or experienced and trusted advisors, is a positive strategy that contributes to continuous improvement. The mentor can be a role model, a confidant and someone who can have a positive influence on an educator’s practice. Educators may find a mentor amongst other staff in their organisation or it may be a colleague in the wider early childhood field. They will be someone who is willing to support, guide and challenge the educator during their career by: identifying opportunities for the educator to grow professionally, actively listening and being a sounding board, guiding the educator to find their own solutions to problems, challenging the educator so that they become more confident and inspired in their role, brainstorming ideas, sharing the educator’s successes as they are achieved, encouraging the educator to take a leadership role in areas where they feel skilled and confident

A mentor’s objective will be to help an educator to reflect on their beliefs, values and practices and to grow professionally. Using a mentor can be a very effective form of professional development throughout an educator’s career.

Continuous improvement and the National Quality StandardQuality Area 7 of the NQS relates to leadership and service management. Standard 7.2 of this quality area specifically states that centres must demonstrate a commitment to continuous improvement. There are 3 elements of practice within the standard. Listed below are questions that teams can discuss to help them think about their practices in relation to each element.

7.2 There is a commitment to continuous improvement

7.2.1 A statement of philosophy is developed and guides all aspects of the service’s delivery How is the statement of philosophy displayed and made available to educators, families, students and visitors? Do educators receive a copy of the philosophy at induction and how is it discussed with them? Do families receive a copy of the philosophy at orientation and how is it discussed with them? How are educators, families, management and other stakeholders encouraged to contribute to the development and

review of the philosophy? Does the philosophy align well with Belonging Being and Becoming: The Early Years Learning Framework? In what ways does the philosophy guide all aspects of daily practice in the centre?

7.2.2 The performance of educators and staff members is evaluated Are educators’ performance appraisals conducted at frequent intervals (for example half yearly or yearly)? Are there key performance indicators for educators to set goals and objectives against? How do educators access professional development that aligns with their personal goals and objectives and with centre

goals? Do staff have individual development plans that are derived from their performance appraisal?

7.2.3 An effective self-assessment and quality improvement process is in place How is the QIP made available to families? How do families and educators contribute to the QIP? Is time allocated at each team meeting to discuss the progress of the QIP? How are children’s voices included in the QIP?

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This resource has been provided by the Department of Education as part of the Early Childhood Education and Care Sector Development Program. Produced by Gowrie NSW December 2015.

ConclusionContinuous improvement has no end point and will evolve over time. Continuous improvement plans will be influenced by changes in legislation, research, literature on best practice and the needs of families at the centre. It is dependent on educators being enthusiastic about new ideas and inspired to make a difference.

Useful websites and linksThese websites can be used to access information that will assist you with evaluating practice and developing plans for continuous improvement.

Website Information available

NSW Department of Educationwww.dec.nsw.gov.au

Resources and information for early childhood education and care centres.

Australian Children’s Education and Care Quality Authoritywww.acecqa.gov.au

This is a comprehensive website containing: Information about National Quality Framework Newsletters on current topics Information for educators, providers and families Fact sheets Links for educators and providers Templates and information about Quality Improvement Plans NQF video resources

Early Childhood Australiawww.earlychildhoodaustralia.org.au

This website has lists of publications about current issues in the early childhood sector

Early Childhood Intervention Australiawww.ecia.org.au

This organisation can assist with information relating to children with extra support needs and early intervention providing workshops, seminars and conferences

Good Beginningswww.goodbeginnings.org.au

The aim of the organisation is to build better outcomes for children in vulnerable communities. They provide free early childhood and practical parenting support for children and families at their Early Years Centre or through home visits.

Kidsafe NSWwww.kidsafensw.org

This website contains information on safety issues related to playgrounds and other child safety topics.

Keep Them Safewww.keepthemsafe.com.au

Use this website to access information about the mandatory reporter guide and child protection.

NSW Food Authoritywww.foodauthority.nsw.gov.au

This website has information about nutritional guidelines for children and how to store and handle food correctly.

NSW Healthwww.health.nsw.gov.au

Contains information sheets on topics such as immunisation, child safety, infectious diseases, mental health. There are also links to Public Health Units.

NSW Ombudsmanwww.ombo.nsw.gov.au

This organisation investigates complaints relating to misconduct by educators in relation to children’s care and wellbeing. The website, along with the Keep Them Safe website, contains information that will assist with developing child protection policies.

Divergent Thinkingwww.youtube.com/watch?v=sf_2LIEQXhQ

This ‘youtube’ clip is about divergent thinking. It can be watched and discussed at a team meeting with questions such as: What emotions have been conjured by watching the clip? Have any new ideas been generated?

ReferencesEducation and Care Services National Regulationswww.legislation.nsw.gov.au/sessionalview/sessional/subordleg/2011-653.pdf

Level 1, Unit 1 5-9 Ricketty St, Mascot NSW 2020PO Box 6385, Alexandria NSW 2015ABN 57 001 894 659