Title of Position:
Early Childhood Initiatives Coordinator
Classification Code:
Education Act 9(4)
$70,454 (equivalent to PC02)
PSM Act Conditions
Type of appointment:
Temporary
Tenure of Appointment
Jan 2005 to Jan 2005 (3 years)
Position Reference Number: / Administrative Unit:
Department of Education and Children’s Services
Office:
Learning and Service Delivery
Unit/Section:
Aboriginal Lands District Office
Position Analysis:
  • Originated by: Executive Director, Schools and Children’s Services
  • Classified by: Director, HR and IR

Version Number:

Version Date: July 2004

Job and Person Specification Approval

___/___/___

CPE or CEO or Delegate

JOB SPECIFICATION
1. Summary of the broad purpose of the position and its responsibilities/duties
The Early Childhood Initiatives Coordinatoris accountable to the District Director for:
1.1Supporting children’s services leaders and principals across the district in the highly effective and efficient implementation of departmental and district early childhood initiatives and programs in children’s services and the first years of school.
1.2Providing advice in the development and implementation of a range of relevant strategies within early years focusing on key state and national priority areas including literacy, numeracy, retention, attendance/engagement and social inclusion
1.3Assisting the effective and efficient operation and outcomes of district early years networks in the areas of service improvement and professional development.
1.4Evaluating, researching, analysing and providing advice on a range of early childhood matters across the district including the effectiveness of learning and teaching programs, best practice initiatives in relation to service delivery and outcomes for young children and their families.
1.5Ensuring the delivery and maintenance of efficient and effective work practices within the district office that align with legislative responsibilities in terms of OHS&W and Equal Opportunity.
2. Reporting/Working Relationships

Reporting lines are as follows;

Key working relationships required to support performance outcomes are:
Internal:The Early Childhood Initiatives Coordinator works collaboratively with the District Team particularly the District Director, Manager Curriculum Induction, Project Officer Literacy (APY Lands) and the Project Officer Literacy (Yalta and Oak Valley). The Early Childhood Initiatives Coordinatorestablishes close working relationships with children’s services leaders, and principals and other site leaders in the District. The Early Years Initiatives Coordinator is supported by relevant personnel in the Office of Learning and Service Delivery and develops cooperative and complementary relationships with these and other relevant central office staff and counterparts in other Districts to achieve common goals and tasks, and participate in policy and program development and planning. The coordinator is responsible for early childhood staff working in identified program areas and district initiatives.
External:The Early Childhood Initiatives Coordinatordevelops sound working relationships with government and non-government agencies, parent groups, and personnel involved in early childhood care and education, and other relevant bodies and authorities in the community to develop a stronger interagency service improvement focus for young children and families.
3. Special Conditions
Travel:Extensive Intrastate travel as required
Current Driver’s License:Current driver’s license is required
Out-of-hours:Some out-of-hours work may be required
Location:Aboriginal Lands District Office at Anangu Education Services Office 57-101 Folland Ave Northfield, Adelaide
Performance targets:The incumbent will be required to achieve performance targets that are negotiated and mutually agreed with the District Director.
Conditions:The Early Childhood Initiatives Coordinator will be required to work public sector hours. The officer is entitled to equivalent 20 days recreation leave per full year of the contract.
4. Statement of Key Responsibilities/Duties
4.1Supporting children’s services leaders and principals across the district in the highly effective and efficient implementation of departmental and district early childhood initiatives and programs in children’s services and the first years of school by:
  • Exercising initiative and judgement in planning and coordinating support that assists children’s services and schools to successfully implement the South Australian Curriculum Standards and Accountability framework, the Early Years Literacy Program, as complementary to Scaffolding Literacy and other early childhood initiatives and improvement programs
  • Supporting site leaders to implement improvements by providing professional advice and expertise.
  • Evaluating existing approaches to the implementation of curriculum and service development initiatives and programs in district sites and services.
  • Actively participating in and supporting a range of district committees focused on matters relating to the early years (Birth – 8).
  • Actively participating in statewide professional development, policy, planning and coordination activities led by the Office of Learning and Service Delivery and other central office groups.

4.2Providing advice in the development and implementation of a range of relevant strategies within the early years, focusing on key state and national priority areas including literacy, numeracy, retention, attendance/engagement and social inclusion, with a particular emphasis on children birth-age 8 by:
  • Working with early childhood educators and stakeholders in evaluating existing approaches to achieving outcomes in the key focus areas
  • Applying policy knowledge and operational experience in the early years and intervening to support improvement as required
  • Providing reports highlighting achievements and identifying areas for improvement in programs at the site, district and state levels.

4.3Assisting the effective and efficient operation and outcomes of district early years networks in the areas of service improvement and professional development by:
  • Working with leaders to determine and evaluate professional development requirements and initiate appropriate implementation strategies
  • Assisting with the planning and delivery of professional development that supports improved learning outcomes through effective curriculum delivery
  • Developing and maintaining strong communication and networks within and across children’s services and schools in the district as well as with government and non-government agencies involved in early childhood care and education in the community.
  • Recruiting and managing relevant staff in district programs and early childhood initiatives

4.4Evaluating, researching, analysing and providing advice on a range of early childhood matters across the district including the effectiveness of learning and teaching programs, best practice initiatives in relation to service delivery and outcomes for young children and their families by:
  • Supporting educators to make appropriate judgements about outcomes for young children and families
  • Establishing monitoring processes that include parent feedback
  • Reporting on the effectiveness of service delivery and learning outcomes across the district and working with site leaders to develop intervention approaches as required
  • Identifying approaches to disseminate information to families and stakeholders about access, participation and early learning within agreed legislation and protocols
  • Networking with community members and other agencies to ensure integrated and effective approaches at the local level, including district support for relevant early childhood consultative mechanisms
  • Liaising with central office personnel to identify and address statewide needs, priorities and policy imperatives relating to early learning and service delivery issues.

4.5Ensure the delivery and maintenance of efficient and effective work practices within the district office that align with legislative responsibilities in terms of OHS&W, Equal Opportunity.
5. Authority
Departmental delegations and policies define levels/limits of authority in relation to Finance, Human Resources and Administrative requirements.
6. Position Challenges/Context
This Early Childhood Initiatives Coordinator will make a significant contribution to achieving the desired outcomes and priorities of the department and sites within the district. In the first instance this will focus on the improvement of early literacy outcomes and practices through the delivery of the Early Years Literacy Program as complimentary to Scaffolding Literacy
There will also be a focus on new early childhood state wide and district based early years initiatives that will ensure the objects and functions of the Minister under the Children’s Services Act are carried out.
The Early Childhood Initiatives Coordinator will assist the District Director and other key district staff to contribute to the development of a culture of high performance within all early childhood sites and services across the district.
The Early Childhood Initiatives Coordinator will also make a significant contribution to statewide early years learning and service delivery renewal and strategic program design through close collaboration with key personnel in the Office of Learning and Service Delivery in central office.
Acknowledged by Occupant ___/___/___
PERSON SPECIFICATION

Essential Minimum Requirements (Those characteristics considered absolutely necessary).

Education/Vocational qualifications
An appropriate tertiary qualification in the field of early childhood education and care, behavioural sciences or related fields.
Personal Abilities/Aptitudes/Skills
  • Demonstrated ability to work effectively within teams, as well as independently, to establish clear goals and objectives, achieve project outcomes and critically reflect on and review own practice.
  • Ability to communicate effectively with a range of audiences orally, in writing and using computer based technologies
  • Ability to establish and maintain effective working relationships with people within the education and children’s services sectors and to engage them in emergent planning processes
  • Ability to manage and accommodate change, to work under pressure and manage competing demands

Experience (including community experience)
  • Experience in effective leadership and management of curriculum change, continuous improvement and service development processes in the early years (Birth – age 8)
  • Experience in planning, implementing and evaluating projects to achieve performance outcomes.
  • Experience in modelling and promoting effective service delivery and pedagogy in the early years (Birth – age 8),
  • Experience in developing and maintaining effective networks, alliances and operational relationships with families and internal and external stakeholders.

Knowledge
  • Sound knowledge of the South Australian Curriculum Standards and Accountability Framework (birth – Year 12) and quality improvement frameworks relating to children’s services and the first years of school and their practical interpretation in learning environments
  • Sound knowledge of current trends and issues in early childhood education and care, particularly in relation to early literacy and learning, birth – age 8.
  • Sound knowledge of effective professional development principles and practices.
  • Sound knowledge of departmental policies and legislative requirements relating to the early years including occupational health, safety and welfare and equal opportunity.
  • Sound knowledge of the Educational needs of Aboriginal Students in the early years

Desirable Characteristics (To distinguish between applicants who have met all essential requirements.)

Educational/Vocational Qualifications(Considered to be useful in carrying out the responsibilities of the position.)
Personal Abilities/Skills
Experience (including community experience)
Knowledge
  • Demonstrated understanding of early childhood services and children’s services planning policy and funding arrangements
  • Demonstrated understanding of the Scaffolding Approach to Literacy

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