Organisational Development Plan

5.7   ORGANISATIONAL DEVELOPMENT PLAN

Learning Portal

The Centre is committed to a high level of continued learning for all team members.  The Centre encourages ALL team members to participate in a minimum of 20 hours of professional development each calendar year. The professional development should be made up of a range of personal and professional opportunities in both structured and unstructured learning.  Professional development should focus on areas of curriculum planning, EYLF, NQF, delegation skills, resilient leadership, child safety, OH&S, diversity awareness, time management, reflective practice, learning environments etc. Unstructured learning includes reading and/or researching topics relevant to day to day practices in the early childhood field.

Professional development information and prospective courses can be found in the staff room or you may research your own. Team members wishing to attend a professional development session should in the first instance discuss this with the Nominated Supervisor/Team Leader.  Team members should then fill in and submit (Appendix 10) for approval to be granted.

Meetings

Team members are required to attend staff meetings and team meetings which are organised regularly throughout the year.  Meetings are generally held at the Centre during the week at 6.30pm, unless otherwise notified, and are generally for a duration of 1.5 hours.  Occasionally meetings / inservices / team building activities are organised outside of the Centre.

Team members are also required to attend parent/educators interviews, inservices, team building activities and National Quality Framework meetings.  Team members will be notified of these well in advance.

A consultative committee made up of the centre’s leadership group, meet regularly during opening hours and occasionally at committee meetings after hours.

All team members are expected to participate in regular team and room meetings, and individual meetings and appraisals with members of the leadership team.  These will generally be organised, where possible, during work hours.

Educator Self-Assessment & Professional and Personal Reflection

It is a critical part of the National Quality Framework that all educators set individual performance and learning goals, gain ongoing feedback about their performance, and that they identify strengths and areas for development.  As part of our reflective practice, continuing improvement and personal and professional development, all educators are required to complete an ‘Educator Self-Assessment & Professional and Personal Reflection’.

The ‘Educator Self-Assessment & Professional and Personal Reflection’ is based around the NQF and the Centre’s 10 core values.  Each educator is asked to assess their performance in 10 key areas for assessment.  These reflections are then read by Management and the leadership group, who will then meet with educators and provide ongoing feedback on their performance and support them in developing and achieving goals and action plans in regards to their reflections.(see also 8. Reflective Practice)

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