Summer 2015

The Coordination team worked together to identify the
Educators needing additional support to enable them to
move from working towards to meeting the National Quality
Framework.
Part of our process was recognising that this ‘change’ is
transformational, it would not be easy but with a commitment
to outcomes for children, the Coordination team felt they
were up for the task. Working with educators to explore and
embrace new ways of thinking and working with families and
children required the team to:
• Understand that individual educators will respond
differently when faced with new ways of thinking.
• Respond sensitively to individual reactions, and understand
that this may bring with it varied reactions, emotions and
impacts which require supportive strategies.
• Use effective communication, employ a range of processes
to communicate ‘Why’ the NQS enhance their work.
• Recognise working collaboratively with all stakeholders is
a critical factor in assisting others through the initial and
ongoing stages of change.
• Consider educator’s past personal experiences in relation
to working with coordination team members.
With all these aspects in the forefront of our thinking the
Coordination team considered what was already known about
each educator with regards to how they were meeting each of
the 7 Quality areas of the National Quality Standard (NQS).
We used the ‘Attitude Bell Curve’ as a guide to assist our team
to collectively benchmark where we believed each educator
was at in their journey towards meeting the NQS.
During these initial discussions we identified whilst most
educators were embracing the NQS some of our longer
term and newer educators had not yet committed to, or were
struggling to engage with, the NQS.
Our process involved developing an educator improvement
plan which focussed on planning in relation to the form and
the amount of individual support educators needed to assist
their developing understanding of the NQS.
The process included assigning a skilful coordinator to work
with specified educators for an agreed timeframe, focusing
on one quality area until the educator felt confident and
competent. This involved weekly professional development
visits where the Coordinators would, not only support
educators in practice, but help build awareness, a deeper
knowledge base and new skills. They also challenged
educator’s perceptions of the NQS and showcased the
educator’s professional practice.
Coordinators found that some educators were challenged by
this targeted process, but within a short period of time, relished
receiving this additional mentoring which cultivated confidence
and their capacity to meet and even exceed the NQS.
Some educators demonstrated high resistance to the whole
idea of embracing the quality standards and were reluctant
and/or resistant to both engaging in the process and making
the changes required. To support these educators a new
strategy was employed. This strategy began with further
conversations with educators about expectations. This included
a frank but necessary conversation about whether the educator
had the attitude and commitment to continue to offer quality
education and care with our service. The Coordination team
reiterated their commitment to supporting these educators.
Coordinators discussed their willingness to assist educators to
embrace the new standards of practice. However, our team
collectively were firm in conveying a clear and consistent
message that this process would not be at the expense of
quality outcomes for children and this change in attitude was
required by the individual educators.
Were there losses? You bet there were! But we now have a
cohort of educators in our team who are committed to their
professional practice and who have a strong awareness of
how this influences outcomes for children.
Our Learnings
Change is not managed but lead. Transformational change
required the coordination team to stay strong, have a clear
and concise message, to be prepared to challenge, support
and seek commitment from themselves and our team of
educators. We recognised educators had to make a choice
about their future. The message was, come on the journey with
the service and we will support you, or if this is not possible,
we are committed to assisting the educator to self-select out of
this career option.
“Change is an inevitable and necessary part of
working in early childhood education and care.
Educators will be well equipped to survive change
by understanding the process of change, being
prepared for change and implementing change in
a positive and professional manner.”
PROFESSIONAL SUPPORT COORDINATOR TAS, 2010
Workforce Council delivers professional
development for leaders with a focus on
leading and managing continuous
improvement for leaders and emerging leaders.
To have a look at the leadership events we
have on offer for leaders and emerging leaders
please check out our calendar at www.
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REFERENCES:
Change Management, 2010 (Gowrie) Professional Support Coordinator TAS
www.gowrie-adelaide.com.au/.../Professional%20Learning%20in%20Act.
Cole,B. & Seaman.R, The Attitude Bell Curve And Mental Toughness As Business Tools, 2005. www.mentalgamecoach.
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