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Making program modelling changes

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Overview

As a starting point, consider what you can deliver within your existing set-up with your teachers and educators by implementing program modelling changes.

The most suitable model for delivering Pre-Prep hours will depend on the needs of your community. It may be useful to hear about family preferences for how kindergarten programs are delivered at your service. At the same time, you can work together with families to build their understanding of the benefits and potential opportunities that different program models offer.

When planning your programs, the following Your Guide To information sheets may help you and your team. They include advice about planning for and the benefits of particular program models, questions for reflective discussion and tips on communicating with families. You can use these to prompt ideas and discussions with your team, and you can adapt the program model examples to suit your circumstances.

Your local Early Childhood Implementation Branch can provide more information and support about these program models. Some early childhood education peak bodies may also have support and resources available.

Managing change and maintaining quality

The change process you implement in your service should not be treated as a separate component of how you think about teaching and learning in your service. The change principles in this toolkit should complement the Practice Principles of the VEYLDF and their guidance for your work with children and families.

An important resource for planning changes and monitoring their impact is your Quality Improvement Plan (QIP). You can use your service’s QIP to document your narrative of change in your service, and consider how your changes relate to the National Quality Standard. This will help you create a robust record of how these changes connect to, and support, your quality improvement efforts in your services.

Staff arrangements

It is important that you review existing staff arrangements before deciding how to staff any new or additional models. Changes in the ways teachers and educators organise their daily work across your service should be made in ways that continue to promote children’s learning and development.

You may need to consider whether changes to staffing arrangements require staff consultation under the relevant industrial instrument (e.g., an enterprise agreement or award covering your service). If relevant, your peak body or industrial representative may be able to provide advice.

Resources

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