Showing posts with label NQF. Show all posts
Showing posts with label NQF. Show all posts

Saturday, January 24, 2015

Dear Team ...

Dear Team,

First, I should tell you where I’m coming from. I think about the children. I’m not always right, and I’m not always equally fair to absolutely everyone, but the first and foremost thought running through my mind is the children, both collectively and as a cluster of individuals.

I want the children to have the best experience they can in the space I am in - with the other individuals they are with, both adult and child. Now, I don’t mean I want them to be happy all the time. That’s not a realistic possibility, but I want them to be safe, valued and heard. I want them to feel connected to the learning community as well as the world as a whole. I want them to be on a journey of discovering who they are as an individual in this life.

One of the aspects of my role is to give directions and guidance in regards to interacting and supervising, setting up of learning spaces, routine tasks, as well as workplace health and safety.  I don’t give directions because I enjoy doing it. I do it because I need to.  I am trying to manage and lead a service community which is made up of children and their families, our local community, educators and the many other individuals who step inside our door. It’s not easy. I need your understanding and your assistance.

I want the children to be safe, well and engaged – getting the most out of the moments they are in. This means we have to create dynamic learning environments that will encourage children to play and learn. We should engage with the children with respect and not take overpower them. We need to move around and spread ourselves across the space and the children. Parking ourselves at the art table because we like crafting ourselves isn't what we are here for. We need to 'work the party' and be accessible to all, not just the few.

I want the educators to be safe. I don’t want you to injure yourself or your colleagues. I don’t want to see you stressed and miserable. I want you to enjoy the great many hours you are spending at work. I want to mentor you and support you as evolving and growing professionals. You’re not here to babysit or be babysat yourself. I want you to be the best educators you can possibly be. This is something we can work on together, but only if you will let me.

I’m not the perfect leader, but I can promise you I am trying my best. My best will fluctuate from one moment to another, one day to another. That doesn’t mean I’m inconsistent, it means I’m human, like you. It also means that I am growing. I too evolve as a professional and learn new things each and every day.

You and I are legally responsible for the children in our care. That means, each and every thing you do, don’t do, say or don’t say has consequences. Now these consequences might be minor, a scratch on a knee because you didn't speak to your colleagues about leaving the room for a moment, but they might also be major and result in a trip to the hospital with a fracture. We hold the children’s lives in our hands. We are answerable to the child – both the child as they are now and also as they will be as an adult.  This is why records are kept until children are 25 years old. 

We answer to the child’s parents and families. We answer to our managers at every level. We are also answerable to the licensing and regulatory bodies as well as the law. Please do not take this responsibility lightly, I don’t.

Please work with me. Together we could achieve so very much, but it is something we need to do together, as a team. I cannot do this alone. 

Kind Regards,

Your Leader


Thursday, December 4, 2014

Extend Extending Extensions


DISCLAIMER: I shall have to preface this post and probably every post I write from now on with: I do not subscribe to the Assessment and Rating process. I am down with the NQS and QIPs and the EYLF – for the most part. I am a reflective practitioner and I love learning and improving.  I think A&R is a colossal waste of money that could be spent many other ways – research, educational support for current and future educators ... funding for services etc. I’m a teacher, an educational leader’s educational leader, a mentor, an educator, a weaver of curriculum. I do my own thing, as I was educated to do and I do it with pride and knowledge and experience sitting behind my pedagogical choices. I am a professional and I don’t need to be asked to prove it to others repeatedly.

Anyway, let’s start the show ... 

The inspiration for this article is from online forums where over and over I see educators asking about extension ideas for experiences or activities that they have observed children engaged in. I believe that the idea behind this is that these educators will then know what to plan for the child. I struggle with this notion for a few reasons. One of which is - a bunch of strangers on the internet do not know the child, nor do they know the learning that you are trying to foster for that child. They also don't know the learning that you have observed, unless of course you have articulated that - simply asking for an extension activity idea based upon another activity isn't the point of planning. Even when it is interest based.

It seems to me that by planning from one activity observed to another activity provided we are missing a critical element or two  - learning being the major part. We are missing the learning observed and identified through thoughtful analysis or reflection. And we are missing the potential learning we wish to foster. Activities or experiences do not equal learning. 

I have to acknowledge that I have a few personal professional issues with extensions as they are used in the early childhood education field today (I find "follow-ups" abhorrent).

I'd like to make a few points in regards to "extensions"  and I know I’m repeating myself a bit, but I so want to make these points. Repeatedly. 
  1. An ‘extension’ or ‘extension of learning’ is not an obligatory blanket requirement of the NQS and EYLF nor is it a ‘must do’ for the ‘what’s next.’
  2. We are the educators, we have the knowledge, experience, and the position to be able to choose what to extend upon, as well as how and when we extend it. We should own our professionalism. Like a boss. You earned it. (This is not to detract from the rights of children).
  3. Where do children's rights fit into all of this? When do they get to choose their own extensions? And for how long they extend their own interest in learming? Why must the educator have all that power?
  4. We don’t need to extend everything.
  5. An extension does not need to be a separate activity or experience.
  6. An extension can be something that we do in the moment - a sneaky little intentional teaching strategy.
  7. An extension is not a follow-up. A follow-up is not an extension. Yet the two are often used interchangeably. 
Just so we're all on the same page,a follow-up and an extension can be defined as:

  •   A follow-up - is “the act or an instance of following up” or “something that follows up
  •  An extension - is “the action of extending:  state of being extended” or “a part constituting an addition”

I hate follow-ups (like, heaps) -- it's not a secret -- and I think that using “extensions” as the new “follow-up”  isn't the direction we have to go in. Who decided that this was the cycle of planning for early childhood services anyway? Who decided that this was quality and then started to perpetuate that myth. 

You observe a moment in time, analyse, plan a follow-up activity, implement that activity and then 'tick that box' - all to say that you've completed the cycle of planning for the (each) child? And if you do 40 of these, two times a month, then each child is sufficiently included in the planning cycle?!?!?!?! 

Go away. That's so superficial and not sustainable! How overworked and worn out and tired are you? Seriously? How much planning do you have to do at home because you cannot do the panning at work because you're too busy trying to catch up with the follow-ups/extensions/extensions of so called learning?!?!?!

Some of you are doing (are required to do by your Educational Leaders or your Managers) five of these a month per child - sometimes regardless of the child's attendance pattern!... I feel for you. I really do. It is beyond ridiculous. RIDICULOUS! I'm all about being genuine, human, and authentic. It's about relationships, connections, conversations. Learning and teaching is complex. It CANNOT be simplified into one learning story observation whatever the hell you want to call it and a follow-up-extended-extending-extension-of-learning. 

The NQS requires us to have a planning cycle which is informed and guided by our assessment of children's learning and development: "Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation."  We can plan using the broad learning outcomes, child developmental theory and our knowledge of each and every child in our care as a guide. There are of course so many other elements we can weave into our plans that I could explore here, but I'd run out of room. And honestly its difficult enough for me to maintain one train of thought, let alone 10. 

The NQS indicates that we should use teaching strategies intentionally to support and extend children’s learning potential. The NQS doesn’t tell us how. We work that little gem out for ourselves. The NQS does not demand that we extend everything we observe, everything we plan, everything we see. The NQS does not demand a follow-up activity attached to each and every written document. It just doesn’t. If you are convinced it does, please point me to where it says so... If an Assessor told you so (and I know that some have) ask them nicely to support you in understanding this, and could they please show you where - in the Early Years Learning Framework? In the Regulations? In the Law? In the Standards? WHERE!? it says so!?

It is my belief that 'follow-ups' and the current interpretation of 'extensions' as follow-ups is a leftover or residual understanding from the times before. The boxes. The Monday to Monday, Tuesday to Tuesday type of planning. Activity to activity. All those little boxes, little boxes ... Let's have a little sing-a-long shall we?


Little boxes all the same.
There's a green one and a pink one
And a blue one and a yellow one,
And they're all made out of ticky tacky
And they all look just the same.
- Malvina Reynolds - 

I love a good protest song ... 

I'd like to explore point number six further: “extension can be something that you do, such as a sneaky little intentional teaching strategy.” I mean we can support the child in the here and now. A word of encouragement, resources to extend the time the child engages in the play or resources that add a new level of complexity to that play, some open-ended questions that prompt the child’s thinking, a sustained conversation between educator and child, or a group of children... All these are teaching strategies. Teaching strategies, used intentionally to extend the opportunities for learning in the moment that the child is actively engaged in - that is an extension – I think that this should be our definition of an extension – the little thing or the big thing we did to support the child at the time which facilitated the learning potential further. 

An extension can be another experience flowing from the original moment - which may seem unrelated but is in fact quite related - Aunt Annie explores that in her blog article "Extending children's play, and the joy of red herrings" - so if you can do something in the moment, do it. And realise that it might not be 'like to like' or 'same to same'  - as Aunt Annie explores in her writing it can be 'like to different to very different'. 

If you can’t see the learning potential in that moment for the children or that particular child, then move onto another moment and devote some brain power to that. Be gentle with yourself. Don't belittle yourself or feel inadequate. You don't have to have the 'one answer' or the 'one right activity' - the perfect solution follow-up-future-extension-of-learning-idea.

If you know the child, know their development, their needs, their strengths, their gifts and their challenges then you should know what to do. Know the child. Plan for the child. Don't plan for an activity. An activity is not learning.

If you know what learning you’re trying to facilitate then you might have a better idea of what you’re going to do to promote opportunities for further learning. [Did you note that I said 'opportunities'? As in plural? As in not just one?] Keep in mind that not all children will want to learn the same thing at the same time in the same way OR that all children are capable of learning the same thing in the same way at the same time ... Children are individuals who have unique learning interests and needs and speeds. Just like us. Children are people too. Don't forget that.


I would like us all (well, mainly them, the them that annoy me, the them that are the system) to embrace the fact that not all learning can be planned or forecast. 


Sometimes the best learning just happens.

- G


© Teacher’s Ink. 2014 All Rights Reserved 

Sunday, July 7, 2013

The NQS/EYLF Product-Monster and Critical Literacy


Critical Literacy has been on my mind a great deal of late ... and I’ve been struggling to write a post on it. I thought it was because I couldn’t get my words out the way I wanted, but I realise now that it’s because it’s too broad a topic.

So. I am going to focus on Critical Literacy in relation to the big bad EYLF product-monster.  It seems that everyone is jumping on the EYLF bandwagon – both on the world wide web and the very accessible and free Facebook.

All over the internet there are apps and templates to buy as well as for free. There are web-pages to become paid members of so that you can download templates galore. Not to mention the EYLF program websites left right and centre. I don’t doubt that some are designed and sold by people with genuine intentions who are knowledgeable and experienced. There are also those who have genuine intentions, who simply lack sound knowledge.

Then there are the OTHERS. There are those that are merely using the letters E and Y and L and F to get your attention and then do nothing about it. There are those who distract you with ‘Bling’  - things that others have done. Do these places have something genuine to offer you that you otherwise couldn’t do yourself?  Are they even presenting you with original ideas? How are they even relevant to the EYLF and the NQS?

The EYLF is not about templates or computer programs. It’s not about putting EVERYTHING across a page and cross referencing it and saying that you are meeting all the requirements.
You are a consumer. We all are. It’s important that you critically reflect upon what others tell you. It is important that you make informed decisions about where you spend your time and money.  If a company tells you that their product will meet all the requirements, or that they will make it easy, then you need to ask yourself some serious questions ...

A super clever friend of mine posted somewhere sometime at some point on Facebook (she should know who she is) that if something is easy, is it worth it? So you need to ask yourself, if your job is easy, is it worth it? Are YOU worthy of the children in your care? Shouldn’t you be working hard to give them what they deserve?  Are you putting the effort in to understanding your responsibilities? Are you putting in effort to understand the children and what they want and need from you? Its not about ticking boxes to make sure that you are compliant. It’s not about being easy.

The whole NQS is about reflecting ... asking questions about intent and finding answers. It doesn’t mean that we are always going to come to the ‘right’ conclusion the first time around. Or the second or the third? It doesn’t mean that we are going to find the one ‘right’ way and then stay there ... The thing about the NQS and the EYLF is that there is a WRONG way ... but there are so many right ways. You need to find a right way for you ... and that way is not about a product (a computer program, a template, an app). Its not about a product, its about PROCESS! Process is how children learn, and it should be about how we work. We should work through process, a cycle of learning and planning rather than an end product. 

We are not, as Anne Stonehouse put it, an industry. We don’t produce!  She said it beautifully here: https://www.facebook.com/notes/national-quality-standard-professional-learning-program-nqs-plp/profession-or-industry-you-choose/551417674900216

So, I am questioning the content of some of these pages, their intent and purpose, and their ability to provide you: the consumer – with support, guidance and answers.  

Read the EYLF. Read the Principles and the Practices and reflect on them in relation to YOURSELF as an educator. What are you proud of? What are you challenged by? What are you learning about yourself? What are the children teaching you? What has surprised you about your teaching?

I know you’re possibly lost and scared and intimidated. I know that change does this. But I can tell you (I’ve written about this before). That reading the EYLF and the NQS over and over, and reflecting on them in relation to my professional practice have really deepened my understandings of the documents but most importantly MYSELF! I’m even at a point where I question the NQS/EYLF!

 *gasp*

You didn't see that one coming did you?

Yes it’s true. I question it. In fact, I’m starting to question almost everything! It’s driving me a bit mad actually. It’s making me a bit dizzy! I feel a little bit ADHD at times.

So. What’s my point?  Well. When you think of purchasing a product, do you ask yourself any questions? For example:  Who has designed this product, and are they qualified and experienced enough to be supporting me? Are they early childhood trained/educated? Have they worked in early childhood education and care for long? Can I do this myself with the resources I have at hand? (camera, computer and printer, word processing or publishing program such as MS Word or Publisher, paper, pens, glue/adhesive, photocopier etc.) ... Do I need to subscribe or buy a product to do what I have always done?

The EYLF has given us LANGUAGE and IDEAS which were based upon theories. Why are we now being sold products? And inappropriate books and ideas? Why are we desperately flocking to Facebook pages simply because they have EYLF somewhere in their page name? Why are we desperately buying apps and joining web pages as members to download things? Is it because THEY are telling us that we need them?

There are just so many companies it seems – using emotional manipulation and underhanded tactics to try and get you to buy their products. Don’t believe that they care about you and your work life balance. They are a business. They intrinsically want your money in exchange for their product or services. This is critical literacy! This is looking at what you are being told and questioning whether it’s true!

Look, I am a business. I’ve never kept it a secret. But, mine is a business that at this point in time doesn’t have a product to sell. Mine is a business that has sat dormant for over 3 years. I am clearly in no huge rush! Right now I’m just doing what I normally do on a day to day basis. I mentor. I think and engage in conversations. I reflect and I write. I am not here to take advantage of you, or indeed anyone.  If you don’t like what I think, or what I have to say, you are more the welcome, indeed, you are encouraged to go elsewhere.  I know that not everyone will ‘get’ me and that is ok.  

So, go forth and ask questions. Do your research – and I don’t mean ask a question on a Facebook page! Go deeper than that! Read. Think. Question. Reflect. Read some more. Think more. Question more! Get it? Got it? Great!

This is really not exactly the post I wanted to write ... It’s not where I wanted to go with Critical Literacy, but it’s where we ended up. I shall have to write the post I wanted to write later when the words come to me and I’m properly inspired!

Until then.

Ask questions!!!

© Teacher’s Ink. 2013



Tuesday, June 25, 2013

Dear Judith Sloan ...


Dear Judith Sloan,

I am one of those that you have deemed a “dim-witted” teacher with a bachelor degree (which actually enables me to work in primary schools, I just made an informed choice to work in the prior to school setting) from a “second rate university”. While I was at my second rate university (which some of you might know as Macquarie University) I learned how to research, think, critically reflect and challenge.

I don’t need to defend my fellow dim-wits. I trust that they can defend themselves well enough. I’m not going to bother to defend the value of early childhood education. It doesn’t need defending. It has been proven time and time again. And I have every faith that it will continue to be proven a valuable venture. I’m not going to stand up for Kate Ellis, because she has well and truly done that for herself. In fact I’m not even really going to waste my time questioning you, because that already happened and you faltered when put on the spot.

Look, I too am a blogger. The difference between you and your obviously superior intellect and education and my inferior second rate one, I suppose is the ability to engage in critical reflection and research. Let’s not mention intelligent articulation. I much prefer my honed dim-witted style of blogging. But, would I know any better? Probably not. 

Actually, while you were appearing on Q&A, I was busy writing an article on “Critical Literacy” in relation to popular culture and the media. I haven’t finished my article. It could be due to my slow mental abilities, or it could be due to the fact that I don’t want to publish something that I don’t think is written well and backed with a solid argument if not quality references and evidence.

So, ironically, here you were mouthing off about the ONE article that you read in the SMH. Your other evidence comes in for form of ONE relative with children in child care. 

You are basing your (un)informed opinion on TWO limited sources: ONE news article and ONE personal account from a relative. While The Sydney Morning Herald is a reasonably reputable media publication, it is not infallible.  It is also still sensationalist. It wants to sell papers and advertisements. The journalists want to make their name. The more attention they get, the more their reputation increases.   They, like you, have agendas. I learned in high school, as well as university that I should use reputable sources (ie an original source not here-say from a secondary source and not my second cousin twice removed) and seek strong evidence. You really have dropped the ball on this one.  

This might be the time to remind you about “Critical Literacy.” It’s about questioning what you are told and what you see. And you clearly didn’t do this when you read the SMH article and spoke to your relative. I actually agree with you about the triangle and orange thing. I don’t think that doing themes isindicative of high quality. But regardless, there are currently parents who want that. And clearly, your relative has not only chosen that particular service for her children, but she actively supports them by continuing to use them. That is her choice. Maybe she likes the triangle and orange? Just because you don’t, doesn’t mean she doesn’t, or shouldn’t.

Look, I can’t honestly waste any more of my time writing an open letter to you. I’ll simply say this final bit .... Yes the NQF is about providing “greater choice, diversity and competition” within high quality services. It’s not about conforming. Its not about making us all fit into the one box. In fact, it’s about throwing out the boxes! It’s about variety within quality, which will give children and families better outcomes.

So in conclusion, your evidence sucked and it makes you look ignorant and stupid. 

But hey, what do I know? I’m merely a dim-wit.

So as a dim-wit who is also a westie bogan, I am merely going to say “fuck you” and walk away. 

(G) @ Teacher’s Ink. 2013