POSITION DESCRIPTION
Position Title: Early Childhood Teacher
Reports To: Head of Early Learning
Centre
Location:
Early Learning Centre
Primary Purpose of the Position:
The primary focus of an Early Learning Centre Teacher at Fintona Girls’ School is to work
in a professional manner and create a learning environment for the students under her or
his care, influenced by the Reggio Emilia Approach, the IBO Primary Years Program
(PYP), and the Early Years Learning Framework (EYLF).
Key Result Areas and Task:
1. Professional responsibilities
 Demonstrate understanding and
knowledge of early childhood
development and education
 Embrace the values and beliefs
expressed in Reggio Emilia
Approach, the PYP, and the EYLF
and translate these into classroom
practice
 Carry out duties in an ethical,
responsible and professional
manner according to the ethos of
the School
 Work collegially with other staff in
order to share experiences,
information and teaching strategies
 Work with colleagues toward
shared understanding of goals and
the delivery of curriculum
 Participate actively in professional
development programs and
activities which lead to improved
student outcomes
 Demonstrate accountability for all
aspects of professional practice,
especially in view of the
requirements set by the DEECD
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Key Performance Indicators:
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PYP programmed objectives carried
out efficiently and demonstrated
support for the Reggio Emilia
philosophy evidenced
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Duties consistently carried out in a
professional manner which accords
with the general ethos of the School
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Team work evident
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Relevant professional development
programs attended annually
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All DEECD requirements adhered to
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Understand the employer’s
requirements and act in accordance
with School and ELC policy, goals
and procedures, particularly those
delineated in the Staff Handbook
Ensure equity of access for all
students to human and material
resources
Ensure a safe, co-operative and
supportive classroom environment
Recognise the individuals
contribution to the group and
encourage and assist in the
development of collaboration
Critically evaluate own professional
practice to achieve continual
improvement
Attend all meetings as required
Attend all social functions directly
related to the Early Learning
Centre: Information night and
Orientation/Staff days and the Staff
Conferences
Other duties as appropriate and as
directed by the Principal
2. Teaching practice
 Provide learning environments that
are safe and conducive to learning
 Achieve a balance between content
and process , by developing
relevant skills in classroom
organisation and management
 Engender in students a lively
curiosity and spirit of open-minded
enquiry, as co-learners in subjects
 Set clear, challenging and
achievable goals for and with
students
 Encourage students to seek their
own answers to questions, and
value and challenge their findings
 Use a variety of teaching strategies,
resources and contexts which
challenge all levels of ability and
cater for different learning styles
 Encourage an outward focus and a
global emphasis in teaching and
learning
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School and ELC policies and
procedures consistently observed
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Evidence of a safe classroom
environment
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Regular attendance at all required
meetings
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A balanced methodology maintained
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Clear, challenging goals set
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Variety of teaching strategies used
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Accurate and up to date records kept
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Maintain accurate and up to date
individual records for all children in
the group
Provide opportunities for students
to use relevant Information and
Communication Technologies in
their program
Be responsible for sharing the
housekeeping tasks of preparation,
hygiene, safety and packing away
with other staff and children
Implement and maintain a positive
classroom behaviour management
plan, in line with School and ELC
policy
3. Evaluation and reporting of student
learning
 In conjunction with colleagues
devise and use a range of relevant
evaluation and recording methods
to monitor students’ learning
progress regularly
 Apply a range of evaluation
techniques on which reliable
judgements of students’ progress
can be made and which meets the
School’s and government’s
outcomes
 Report orally and in writing
(according to the ELC’s
requirements) to parents and
guardians on students’ progress
against program expectations and
areas of knowledge, identifying
students’ strengths
 Adapt teaching practice on the
basis of student evaluation data
4. Interaction with the School and the
broader community
 Consult with colleagues to examine
their own classroom practices,
within the context of curriculum
planning and professional
development in their teaching
 Communicate effectively to
students, parents, guardians and
others, information when required
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Evidence of relevant ICT being used
in the classroom
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Evidence of team work in
housekeeping tasks
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Classrooms orderly and students
effectively managed
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Range of assessment techniques
used
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Reporting completed efficiently,
according to the requirements and in
a consistent manner
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All stakeholders regularly kept
informed
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Assist with the promotion of the
ELC within and beyond the School
community
Participate in partnership with
colleagues to reflect upon and
improve teaching and learning
practice
Work effectively as a member of a
School team in a range of School
activities such as the co-curricular
program, including abiding by
School guidelines with regard to
dress, behaviour, etc
5. Teaching
 Teach an appropriate load as
directed by the Principal
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Active involvement in a range of
school activities
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Teaching responsibilities undertaken
in a sound and professional manner
commensurate with an exemplar
teacher
Competencies
Personal Abilities and Skills
 Demonstrate a commitment and loyalty
to the aims and ethos of the School
and a willingness to develop these
aims through the role
 A capacity to maintain confidentiality
and trust
 A willingness to establish productive
working relationships with staff,
students and parents as required
 Higher order communications skills,
oral, aural and written
 A capacity to support and work
effectively and collaboratively with
colleagues
 Ability to self-manage and prioritise
work demands and meet deadlines in a
timely and efficient way
 Receptive to new ideas, innovative
practices and adaptable to change
 Well developed analytical and problemsolving ability in relation to teaching
practice
 An ability to deliver content highly
effectively and with assurance
 Exhibit classroom management skills
that are fair and respectful of the
learning environment and the individual
needs of the student
 Possesses an approachable, even
disposition in carrying out duties and a
sense of perspective and balance
Key Selection Criteria: Mandatory
 Relevant undergraduate or post
graduate tertiary qualifications (early
childhood)
 A current and broad knowledge of
appropriate content and pedagogy
relevant to subject area
 Current knowledge of curriculum,
resources, educational trends and
schooling practices as they pertain to
the role
 Current knowledge of learning
technologies in relation to the role
and the delivery of the curriculum
 Broad knowledge of teaching
practices, theory and pedagogy,
particularly the Reggio Emilia
Approach, PYP and the EYLF, as
applicable to the position
Key Selection Criteria: Preferred
 Demonstrated experience as a
classroom teacher
 Experience with modelling and
promoting effective teaching, learning
and assessment
 Experience in the application of
learning technologies
 Experience with curriculum planning
and implementation leading to
effective teaching and learning
outcomes
 Current VIT Registration or Working
with Children Check
 Level 2 First Aid qualifications
 Current Anaphylaxis and Asthma
Management training