Authors Leaders Profile in Early Childhood - Assignment Example

? Leaders Profile in Early Childhood Section Introduction The People-Centred School Leader who Transforms Lives The early childhood educational sector is rapidly developing with many modern families taking advantage of pre-school education (Kagan, Lynn, Kauerz, and Tarrant, 2008). In many early childhood educational settings, leadership is a collaborative effort between the director of the institution and the rest of the school’s attendants in the social context (Butin, 2013). After a 5-day professional experience at a similar early childhood educational facility, there are several experiences that the mentee has gained about leadership and its influence on the transformation of lives, especially that of children aged 3 to 5 years. In this paper therefore, the profile of the Director and nominated Supervisor of Maryland Early Childhood Center based in Sydney, Patricia1 is presented. According to (Leithwood, Day, Sammons, Harris, and Hopkins, 2006), the directors of early childhood educational institutions have to be proficient in teaching strategies, group dynamics, conceptual skills in child development, adept in understanding and implementing issues to do with the correct moral purposes to adopt, and be goal oriented. The profile is therefore presented in a manner that seeks to examine the key characteristics, knowledge, skills, and personality of Patricia to critic how well they match with the proficiency guidelines for directors outlined by Leithwood, Day, Sammons, Harris, and Hopkins (2006). Section 3: My Leader’s Story Introduction Thornton (2005) has argued that early educational school directors should be able to budget their time in such a way that they make time for the parents of their charges so as to discuss the progress of the children. What this implies is that the leader of an early childhood institution must have a social structure principle that focuses not only on the children who are put in their care but also on other agencies such as the home and how such agencies can make their functional duties easier. Indeed, this is a characteristic that my leader has exhibited in her numerous years of experience as a director as she has a story built on the success she has seen as a result of collaborative leadership style with parents and other stakeholders. For instance as noted by Rodd (2005), he has already begun to foster strong networks with other Early Childhood agencies that are located within the community. Management Role The job title of the leader is Nominated Supervisor of a Centre-based child care service. She currently holds the position as a director. Some of the major job descriptions of the director, as specified under the Education and Care Service National Law and Education and Care Service National Regulations are given as listed below: She is expected to ensure the effective day to day administrative operation of the service and also to make sure that the Centre meets the Education and Care Services National Regulations at all times. What is more, she is required to comply with the National quality Framework and standards to maintain high quality care and education. To achieve this, it is expected that she will ensure compliance with the code of conduct at all times and be responsible for the care and education of each individual child attending the service. Her job description gives mandate over her staff as she is to ensure that adequate supervision and direction is provided for children by ensuring the prescribed educator to child ratios are met and each educator at the service meets the qualification requirements relevant to the educator’s role2. Several more of these job descriptions have been attached at the appendix 2. Generally, management roles can be defined from three major perspectives namely planning, organisation and monitoring, out of which McCrea, N. & Ehrich, L. (1999) have devised the POM model. Model of Management Process McCrea, N. & Ehrich, L. (1999) From the diagram presented above, it would be realised that all three components of management namely planning, organisation and monitoring are interrelated and involves each other. This means that a leader cannot effectively undertake one of these without giving adequate attention to the res. It also means that when one component is ill-treated, it could have the potential of affecting the success of all other areas. In most state jurisdictions including Sydney, the management roles of school directors is defined and prescribed by law. These laws are directly linked to the POM Model. This is done to ensure that there is uniformity in the identification of roles, as well as enforcement policies that achieve adherence by the directors involved (Clifford, 1997). Currently, several schools in Sydney including where I undertook my practicum uses such legislation inspired by Section 5002(6) of the Education Law (Bureau of Proprietary School Supervision, 2009). From this legislation, three major management roles of Director Patricia are analysed. The first of these is from Section 5002(6)(b) of the Education Law, which demands that directors keep records of not just their students but schools as well. This can be directly linked to the planning component of the POM Model. This is because the school keeps a records office where all information, not just of the students but of the entire school are secured. As part of the school and student records, it is known that the centre where I am doing my practicum cares for the needs of 29 children between the ages of 3 and 5. Based in a very secure location, the centre has one large room and an outdoor playground. The centre is also overseen by 5 staff members on a daily basis, in addition to the centre’s director. Given that it was officially opened to the public in 2009, and began with only 2 children, the centre has been quite successful in attracting a diversity of clients; the majority of whom come from an Arabic ethnic background. The second management role as outline in Section 126.6(d)(3) of the Education Law requires directors to have high level of administrative and educational competence (Bureau of Proprietary School Supervision, 2009). Indeed, this managerial role is also related to the organising component of the POM model. As noted by Goldman (2000), educational competence can be measured by degree of adherence to job specifications in the form of duties and responsibilities. At the early childhood centre where I practiced, the director realised that attaining administrative and educational competence as part of management role was not going to be achieved if she did everything on her own without opening up for participatory leadership. According to Culkin (1997), good managers have the capacity to responsibly oversee the fruitful interaction of internal as well as external communities that have to do with their organizations. In this respect, the directors’ friendships with other authorities in the Child care industry proved to be valuable, and he was able to not only keep the centre open, but also to implement significant improvements that have made it attract many previously sceptical parents (Goffin and Washington, 2007). The main reason why the director took on so much is because of his belief in the importance of nurturing healthy relationships between families, advocates, funding institutions and teachers in an effort to create an environment that would best support the centre’s objectives (Locke, 2003). The director’s coordination of different programs involving parents as well as teachers has therefore aided in advancing her administrative and educational competence. The last management role that will be discussed here has to do with human capital management, which has to do with how best directors can ensure that the teachers and other staff members who work under them can be equipped to deliver to their optimum abilities (Grady, 1993). In relation to the POM model, it can be said that this managerial role is related to the monitoring component. According to Culkin (1997), the organization of different strategies and formation of plans is conducive towards achieving organizational success. To this end, Director Patricia achieved this management role through several different strategies. A typical example of this is how she delegates major decision making roles to the teachers. For example, all the members of staff were also asked by the director to state how they each felt that the centre’s objectives, as regards catering to the needs of the children, could be better achieved. In one of the weekly meetings instituted by the director, he initiated a discussion on the most effective methods of communication between staff members. This is because he wanted to change the culture of miscommunication that he had found on assuming the directorship of the centre; and which had the capability of destroying workers’ morale (Healy, Ehrich, Hansford, & Stewart, 2001). The agreed-upon guidelines of communication were tested during the second half of the assembly, as a reinforcement system, and, on the recommendation of the director, would be re-examined every four days for the sake of making updates when necessary. To further encourage the development of better morale among the staff, the director called for meetings in which the centre’s main values of respect for each other as well as trust were reiterated. During this meeting, there were different issues such as what potential clients who wanted to enrol their children at the centre would be searching for. Leadership and Style Leadership remains an important tool for ensuring organisational growth and development. This is because through leadership, the organisation is given a perspective direction through the initiative and innovative skills of the leader through which the development agenda follows (Smales, 2002). This notwithstanding, several works of research have actually showed that the presence of leadership in educational institutions alone do not guarantee an automatic growth and development for the institutions (Morgan, 2006). For proactive and efficient growth and development to be experienced, it is important that leaders match up their leadership with leadership styles that best suit their organisational culture and climate (Smales, 2002). This was something that I observed in my five day practicum that Director Patricia understood very well. This is because she was very careful about the way and manner in which she went about executing various forms of leadership styles. For example depending a situation that prevailed itself at any point in time, she used a different form of leadership style to control the situation. Whiles there, one of the first actions she took for me to have a conviction that she understands the need to change her leadership style to suit different organisational situations was the kind of changes she effected in the school. One of the first changes effected by my director was in the use of different leadership styles. The director practices aspects of different theories of leadership so as to meet the institution’s goals while also making time for other factors that may arise in the course of overseeing all operations at the centre. He is an adherent of servant leadership which promotes the significance of making a difference in one’s environment. The director, in most of his reactions to various challenges that come up, seeks to come up with new methods of solving problems instead of relying on tried and tested ways. He is quick to realize when a particular situation is no longer working in a way that benefits the centre and so will swiftly adapt to this state of affairs; whether this means changing to a new method, or leaving the old system of doing things entirely. The director also constantly seeks to extol the talents of others in order to encourage them to further develop their skills for the sake of improving the institution. Transformational Leadership Style Available literature shows that there are not as transformational leaders in the educational sector but the few that exists really makes so much contribution and impact as far as organisational structuring and developments are concerned (Muijs, Aubrey, Harris, and Briggs, 2004). According to Geoghegan (2003), “transformational leadership emphasizes on the significance of the person, and their personal traits in bringing in bringing about social change and cultural change.” Ideally therefore, this type of leadership style was observed in Director Patricia as she happened to be a person who on constant and periodic basis tried to use her personality to influence and bring about the kind of changes that she desired from her staff. The director used her personality to influence social and cultural change by setting an example that will be emulated by colleagues in the workplace. Different members of staff, as well as the director, participated in addressing behavioural practices that would show respect or inspire trust (Waniganayake, Morda, & Kapsalakis, 2000). For instance, as part of a display of the transformational leadership trait, it was suggested that arriving at work on time, requesting for help when necessary and giving and receiving constructive criticism would help to make the centre a better place. Members of staff were also requested to develop interest in and become aware of each others’ attitudes and personal values so that when workers functioned in teams when catering to the children’s needs, the emergence of these values would not result in a disruption of the service being given. And for each of these character traits, the director rightly exhibited them as examples for her subordinates to emulate. Educative Leadership Style Within the educational sector, the ability of a leader to lead by serving is very important to bring about the realisation of organisational goals (Aubrey, 2007). However, most leaders in early childhood education have failed to do this effectively because they have not seen leadership as an educational process in its self. It is against backdrop that Geoghegan (2003) proposes the use of educative leadership style, of which Director Patricia rightly implemented for all the days that I undertook my practicum. In the opinion of Geoghegan, “educative leadership is about identifying and addressing injustice and disadvantage within the organisation.” In effect, the leader must make the welfare of all people within the organisational rank her concern so that she would ensure that at every point in time, all people are treated equally and with the same priority. At the educational facility where I had my practicum, the director ensured such acts of fairness by equally distributing organisational roles and responsibilities to the staff. There was also an independent disciplinary committee that heard all cases of misconduct among teachers. This way, fairness in the treatment of the staff was also guaranteed. As far as organisational disadvantages are concerned, there was an external quality control team that was constituted from among the school management committee who on a periodic basis gave report on the progresses and setbacks that the school was facing. This way, it was always easier to have the disadvantageous impact of some of her policies pointed out to her. While the director of the centre believes in using the educative leadership style to realize various objectives, he also intermittently uses other types of leadership when the situation calls for it (Muijs, Aubrey, Harris, and Briggs, 2004). In choosing to practice educative leadership style, the director lays emphasis on a broader array of classroom settings that can be altered in order to further improve the process of learning. Strategic Leadership Style Strategic leadership style has also been used by the leader in several ways and for several reasons. Generally, Geoghegan (2003) explains strategic leadership as that type of leadership where it is believed that the director is the chief executive of the institution. In effect, she was obliged to make most decisions that concerned the critical administration of the school by herself without consulting other people below are rank. In other jurisdictions, this practice is associated with authoritarian leadership style. While authoritarian leadership is required in dire situations, such as existed when the director first took over the running of the centre, servant leadership is what keeps the centre running in a productive manner. At the centre, servant leadership has resulted in great benefit for both the centre as well as the staff as it allows other members of staff to be able to gain skills of leadership and management, thus growing more efficient and mature at a faster pace (McCrea & Ehrich, 1999). If the director had continued to enforce an authoritarian style of leadership, he would remain as the sole decision maker while other members of staff were left to function as mere enforcers of his decisions. This would arrest the enthusiasm of the other members of staff and possibly result in apathetical attitudes that would not be beneficial for the centre. At the centre, the director realized that developing a worthwhile vision for the centre calls for the creation of a strategic plan (Stamopolous, 2003). This will be very beneficial for the centre because if it becomes known as an institution of excellence, young children are highly-valued, challenged, stimulated and nurtured, it will not have to do much else to advertise itself to prospective customers. In addition, this will support the development of resilience in the centre’s clients. In the interest of coming up with a good strategic plan, the director asked two of the five members of staff to rewrite and review curriculum resources with the aim of creating a more caring, and engaging environment that put the needs of the children at the centre of the institution’s objectives. Generally though, most of the corporate and executive decisions that affected the finances and other impulse areas of the school’s administration were taken through authoritarian commands. My Leader’s Essence My leader is not a typical early childhood educator because he actively seeks to encourage the development of appropriate teaching strategies that have child-centered approaches to learning (Aubrey, 2007). In a population of children that have diverse levels of skill, it is necessary for the staff to make use of different teaching approaches in order to cater for all the students. In addition, the director recognizes that collaboration with families, educators, and teaching personnel is crucial for realizing a high quality core curriculum for children in institutions that have children from different ethnic groups (Boardman, 2003). According to Geoghegan, Petriwskyj, Bower and Geoghegan (2003), to promote children’s ability to express exceptional ideas, their teachers have to allow them some freedom to network with their fellow students in informal ways. The director is aware of this fact and seeks to encourage it at the centre in different ways. As an advocate rather than a typical leader, the director also used aspects of the advocate leadership model in order to include the consideration of different styles of communication among the staff as well as clients. This is particularly important given that even the ethnic background of the majority of the students is not the same as that of the staff (Scrivens and Duncan, 2003). The openness engendered by advocate leaders allows for networks which expand the knowledge of the best teaching practices to be established. It also supports the pooling of resources in order to tackle anticipated industry challenges. Advocate leadership allows for the director to be able to convey to the staff the significance of having a unified vision so that the centre’s strategic plans can be implemented. This will also be beneficial to the centre’s children as they will be able to sense the environment of trust and nurturing that serves as the basis of all of the centre’s operations. Having travelled in different parts of the world and worked in various pre-school child care centers, the director has learnt a lot about the importance of inclusion when considering the practices to use in order to incorporate children from different ethnic backgrounds. He firmly believes that every child ought to be perceived as a distinct person and treated as such. He also believes that children benefit greatly and learn about new things easily when they are in an environment where they feel safe, and are openly loved. References Butin D. W. (2013). Of What Use Is It? Multiple Conceptualizations of Service Learning Within Education. Teachers College Record. 105(9). pp. 1674–1692 Clifford R. (1997) 'Commentary' In: Leadership in early care and education / Sharon L. Kagan and Barbara T. Bowman, eds. Washington, D.C. : National Association for the Education of Young Children. pp. 103-104 Goldman D. (2000). Leadership that gets results. Harvard Business Review. 45(4). P. 77-90 Grady, N. B. (1993) 'Examining Teachers' Images Through Metaphor'. Studies in Educational Administration. 58(4), pp. 23-31 Smales J. (2002). Insider or Outsider Researchers ? Early Childhood Matters.100(5), p. 19 Morgan, G. (2006). The challenge of metaphor. In: Images of organization / Gareth Morgan. Updated ed. Thousand Oaks : London: Sage Publications, 2006 Aubrey, C. (2007). Leading and managing in the early years. London: Sage Publications Boardman, M. (2003). Changing times: Changing challenges for early childhood leaders. Australian Journal of Early Childhood, 28(2), 20–25 Culkin, M. (1997). Administrative Leadership- In leadership in Early Care and Education. National Association for the Education of Small Children, 4, 23-33. Ebbeck, M., & Waniganayake, M. (2003). Early childhood professionals: Leading today and Tomorrow. Sydney: MacLennan and Petty. Geoghegan, N., Petriwskyj, A., Bower, L., & Geoghegan, D. (2003). Eliciting dimensions of educational leadership in early childhood education. Journal of Australian Research in Early Childhood Eduction, 10 (1), 12-22. Goffin, S. G., & Washington, V. (2007). Ready or not: Leadership choices in early care and education. New York: Teachers College Press. Healy, L., Ehrich, L., Hansford, B. & Stewart, D. (2001). Conversations: a means of learning, growth and change. Journal of Educational Administration, 39 (4), 332-345. Kagan, S. Lynn, Kauerz, K., & Tarrant, K. (2008). The early care and education teaching workforce at the fulcrum: An agenda for reform. New York: Teachers College Press. Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership – what it is and how it influences pupil learning. Nottingham: DfES publications. Locke, E. (2003). ‘Leadership: Starting at the top’, in Pearce, C, and Conger, J (eds), Shared leadership: Reframing the hows and whys of leadership. London: Sage. McCrea, N. & Ehrich, L. (1999). Changing Leaders’ Educational Hearts. Education Management and Administration, 27, (4) , 431 – 440 Muijs, D., Aubrey, C., Harris, A., & Briggs, M. (2004). How do they manage? A review of the research on leadership in early childhood. Journal of Early Childhood Research, 2(2), 157-169. Rodd, J. (2005). Leadership in early childhood. Maidenhead: Open University Press Scrivens, C., & Duncan, J. (2003). What decisions? Whose decisions? Issues for professional leaders in decision-making in New Zealand childcare centres. Early Education, 33, 29–37 Stamopolous, E. (2003). Elucidating the Dilemma of P1 in Western Australian Schools: towards a solution. Contemporary Issues in Early Childhood, 4(2), 188–217 Thornton, K. R. (2005). Courage, commitment and collaboration: Notions of leadership in the new zealand ece ‘centres of innovation. Victoria: University of Wellington Waniganayake, M., Morda, R., & Kapsalakis, A. (2000). Leadership in child care centres: Is it just another job? Australian Journal of Early Childhood, 25 (1), 13-19. Whitebook, M., & Austin, L. (2009). Leadership in early childhood: A curriculum for emerging and established agents of change. Berkeley: Center for the Study of Child Care Employment, Institute for Research on Labor and Employment, University of California at Berkeley. Bureau of Proprietary School Supervision (2009). Director Responsibilities (PG 12-0301). Accessed online from http://www.acces.nysed.gov/bpss/schools/pg120301.htm Appendix 1 Interview Data Q: What is your position title and your job description? [management & administration roles] A: I am the director of the Centre and also manage various operations within it. I believe that working in league with other stakeholders such as staff as well as parents is the only way that the centre can continue to improve. This means using individual as well as collective objectives to work for the betterment of all concerned people (Culkin, 1997). As a leader, I tend to use leading practices that are more focused on the children and that are more likely to bring positive responses. For instance, I believe that all staff as well as students are independent people who may have differing opinions from others and have a right to them (McCrea & Ehrich, 1999). I therefore seek to provide opportunities for others to develop their individual skills. I also believe in ‘active managing’ where I bring together all stakeholders in order to agree on the different roles of educators as well as other stakeholders (McCrea & Ehrich, 1999). Q: How would you describe 'being a leader'? And, please outline your preferred/key leadership style? A: Being a leader is a challenging but invigorating responsibility that allows one to continue developing into a more knowledgeable education practitioner while learning new things about overseeing operations in educational institutions. In my past as well as present experiences, I have found that servant leadership is the best leadership style to use as it allows for me to be able to work with the staff to generate a learning environment that is focused on the learning needs of children and where children are free to explore their creativity. Q: How does your personal/professional philosophy of ECE link to your being a leader and your styles or manner of interacting particularly with adults? What about being an advocate for the whole field of early childhood education? A: I believe that the ethic of caring for others is the most important leadership practice (McCrea & Ehrich, 1999). This is a principle that is actually encouraged in the servant leadership model as it involves the principles of showing compassion, sharing, and offering support (McCrea & Ehrich, 1999). This is particularly important where sharing with other members of staff is concerned. Leadership in ECE concerns more than achieving power, position, and status. Servant leadership is about being motivated by an authentic desire to be of service to others. There are concerns such as those regarding social changes or technological changes to be implemented, that are better addressed with input from different individuals in an educational setting instead of just by one leader. Servant leadership, with its collaborative quality and promotion of shared leadership, provides a practical way of tackling these issues. Servant leadership style also allows for stakeholders to be able to champion the causes of each other – thus resulting in better communication and partnership within the centre. Q: What are the most rewarding aspects of being an early childhood leader and manager (maybe administrator) and why? A: According to Geoghegan, Petriwskyj, Bower and Geoghegan (2003), the best dialogue only takes place where there is true freedom. Watching different people develop confidence in their ideas due to the culture that is encouraged within the centre has been my greatest reward. Once members of staff begin to feel that their ideas matter, they start to try and implement new measures that will help the children to be more comfortable in expressing their creativity. I have also noticed that members of staff who feel appreciated and are comfortable with their own ideas will be more patient with the children. All these developments will result in better communication and thus development of the children. This has garnered the centre a lot of attention from parents who are now vying for positions for their children within the centre in the coming years. Q: How do you handle disciplinary issues at the centre? A: I use a lot of positive reinforcement as well as props such as puppet play and costumes, and also encourage the staff to do the same. Q: What kind of learning or curriculum model do you personally prefer? A: I have a preference for a cross-structured curriculum model that is based on academic learning opportunities interspersed with a lot of play. Each child has different needs; and finding out what these needs are requires some time spent in observing the child. This requires some time spent in play with a member of staff assigned to each child. Appendix 2 Job Description Director Staff/Job Description Under the terms of the Education and Care Services National Law and the Education and Care Services National Regulations the Nominated Supervisor of a Centre-based child care service shall: 1. be employed by and responsible to the licensee or it’s delegate. 2. be aware of the statutory responsibilities of Education and Care Services National Law Act 2010 and the Education and Care Services National Regulations. 3. Be in attendance at the Centre while the children are present or ensure that a certified Supervisor is present. 4. Ensure the effective day to day administrative operation of the service 5. Ensure the Centre meets the Education and Care Services National Regulations at all times 6. Comply with the National quality Framework and standards to maintain high quality care and education 7. Ensure compliance with the code of conduct at all times and be responsible for the care and education of each individual child attending the service. 8. Ensure that adequate supervision and direction is provided for children by ensuring the prescribed educator to child ratios are met and each educator at the service meets the qualification requirements relevant to the educator’s role 9. Ensure work practices are consistently within Commonwealth and State Legislation and organisational guidelines relating to Occupational Health and safety, equal opportunity and antidiscrimination 10. Report evidence of suspected abuse/ neglect to child protection helpline. 11. Report to the Department of Education and Care if there is a death or serious incident at the centre 12. Ensure children are adequately supervised, are not subject to inappropriate discipline and are protected from harms and hazards. Recorded any hazards in the hazard register. 13. Ensure that all employees are clear about their roles and responsibilities regarding child protection. 14. Provide training and development for all employees in the recognition and reporting of abuse and harm 15. Conduct a Working with Children Check for anyone that will be heavily involved with service operations. 16. Enable educators to have access to relevant acts, regulations, standards and other resources in order for them to complete their obligations. 17. Take reasonable care to protect own safety in the workplace and avoid adversely affecting the health safety and welfare of any other person through any act of omission, neglect or misconduct at work in the workplace. 18. Provide support to staff and maintaining employee confidentiality. 19. Ensure that confidentiality is respected and maintained 20. Regular verbal communication and appraisal will occur with all educators 21. Ensure that the service’s philosophy, policies and procedures are implemented and reviewed regularly 22. Ensure the service is meeting the needs of families by ensuring families are given the opportunity to provide feedback about the care and education of the child in a range of ways i.e. suggestion box, informal discussion and satisfaction surveys. 23. Take responsibility to read and understand relevant information and to assist other staff to do so 24. Assist with the recruitment, selection and training of appropriate staff for the service and provide ongoing support, Supervision and professional development for all staff members. 25. Purchase suitable play equipment for the service ensuring that equipment and amenities used comply with the licensing standards. 26. Ensure that at least one staff member on duty possesses a current first aid certificate, Anaphylaxis and asthma management and a fully stocked first aid kit is on premises all times. 27. Ensure that all appropriate records as described by the regulations are maintained and kept up to date. 28. Formulate, implement and monitor the centre’s budget in consultation with the Approved provider 29. Informing staff of licensure requirements and policy changes through regular staff meetings. 30. Ensure updated policies are available to all parents and staff 31. Must conduct all excursions in a safe manner making sure there is a risk assessment is completed and a fully stocked first aid kit is taken on all excursions. 32. Must ensure that emergency procedure are practiced at least every three months 33. Ensuring educational programs are: based on and delivered in accordance with an approved learning framework and based on the developmental needs, interests and experiences of each child 34. Ensuring children do not leave the education and care service premises except in accordance with the National Regulations 35. Must ensure that children are signed in and out of the Centre 36. Ensuring an unauthorised person (as defined in the National Law) is not at the service while children are present unless the person is under direct supervision 37. ensuring adequate health and hygiene practices and safe practices for handling, preparing and storing food are implemented at the service to minimise risks to children 38. Must ensure that all staff observes health and hygiene procedures 39. ensuring children being cared for by the service have access to safe drinking water at all times ensuring that, where food and beverages that supplied by the service or by families, are: nutritious and adequate in quantity and chosen with regard to the dietary requirements of individual children 40. ensuring that, a weekly menu that accurately describes the food and beverages to be provided is displayed at the premises in a location accessible to parents 41. Must do all things necessary when a child becomes ill or has an accident 42. Must ensure that a record of each accident/incident and illness is recorded and parents notified of any illness or accident that occurred. 43. Must ensure that a copy of the recommended minimum exclusion periods is on display at the Centre and Parents informed of any disease at the Centre. 44. Must ensure the correct procedure is followed when administering medication to children and must be authorised to do so. 45. Must ensure that pets kept at the Centre do not constitute a health risk to the children and that their food and water is kept away from the children. 46. Will conduct daily checks of fridge temperature and record this. 47. Will conduct daily safety checks at the centre. 48. Will Contribute to the weekly program 49. Assist in opening and closing of the centre Read More