Anna Sawicka
Summary
As an enthusiastic and dedicated early childhood educator with over nine years of experience, I specialize in inclusive, play-based learning and evidence-informed practices to achieve high-quality outcomes for children. I have four years of experience serving as a Nursery Room Leader, where I lead a team of educators to plan and implement developmentally appropriate programs meeting the diverse needs of children (including infants under 2) and their families. In addition, I teach the Polish language to school-aged children at a community language school, showcasing my commitment to cultural and linguistic diversity in education. Currently in the final year of my Bachelor of Early Childhood Teaching, I am continuously refining my pedagogical and assessment skills in line with the latest early childhood standards and research.
Overview
10
10
years of professional experience
1
1
Certification
Work History
Nursery Room Leader
KU Kogarah Children’s Centre
01.2019 - Current
- Plan, implement, and evaluate an inquiry-based, play-centered program and daily care routines for infants aged 6 weeks to 2 years, ensuring alignment with EYLF guidelines and individual developmental needs.
- Prepare and maintain engaging learning environments and interest areas, promoting exploration while upholding high standards of health, hygiene, and safety. Consistently maintain appropriate supervision and adhere to all WH&S protocols to provide a safe, nurturing space.
- Observe children’s development and learning closely, and produce detailed written observations, learning stories, and developmental records. Use these assessments to tailor curriculum plans and meet all documentation requirements under the NQS and centre policies.
- Foster a warm, inclusive atmosphere that values each child – build secure, trusting relationships with babies through responsive, caring interactions. Maintain cooperative, respectful partnerships with families, communicating daily and encouraging their involvement in the program.
- Mentor and support a team of three educators in the Nursery Room, providing guidance, feedback and professional support. Encourage continuous reflection and contribute actively to the centre’s Quality Improvement Plan (QIP) and overall service excellence.
- Coordinate innovative family engagement initiatives. For example, spearheaded live-stream virtual events (e.g. streaming classroom activities and group times) and created end-of-year video presentations for each room, enabling families to stay connected and celebrate children’s milestones – an initiative demonstrating innovation and collaboration during COVID-19 restrictions.
- Assist the Centre Director with administrative duties such as managing enrolment inquiries, onboarding new families, and organizing staff schedules. Frequently act as the Responsible Person in charge when required, ensuring smooth centre operations and compliance with all regulations.
Polish Language Teacher
The Polish School of Sydney
01.2017 - Current
- Develop and deliver engaging Polish language lessons every week for classes of primary-aged students (Kindergarten to Year 6). Adapt teaching strategies to suit various ages and skill levels, incorporating music, games, and cultural activities to enhance student engagement and language acquisition.
- Promote an inclusive and culturally rich learning environment where children feel valued and excited to explore Polish language and heritage. Support students’ wellbeing and social development in a community-based school setting.
- Acting Head Teacher (Jan – Jul 2023): Took on a leadership role overseeing the teaching team and day-to-day school operations. Organized staff training and compliance (ensuring all 15 volunteer teachers held current First Aid/CPR and WWCC credentials). Coordinated weekly staff communications outlining work plans, important updates, and reminders.
- Led the planning of school-wide events and initiatives, such as cultural celebrations, parent–teacher meetings, and end-of-term performances. Assisted the School President in recruiting and onboarding new teachers, and managed staffing arrangements (including arranging substitute teachers for absences and preparing term rosters).
- Implemented administrative efficiencies (e.g., managing the school’s online resource folders and attendance records) to support smooth operation. Acted as a key liaison between the teaching staff, the Parents’ Committee, and the broader school community, demonstrating strong leadership, organization, and collaborative skills.
- Community Language School
Lead Educator (Toddler Room)
KU St George Bank Children’s Centre
10.2018 - 12.2019
- Led the Toddler Room for children ~2–3 years old, taking responsibility for curriculum development, daily routines, and team coordination. Planned and set up daily learning experiences (including music and early language activities) tailored to toddlers’ interests and developmental stages, encouraging exploration and self-help skills.
- Mentored and guided assistant educators in the room, modeling best practices in positive behavior guidance and caregiving. Ensured consistent implementation of the program and routines even as children transitioned or new staff joined.
- Maintained meaningful and nurturing relationships with toddlers and their families. Conducted regular communication with parents (verbal and written) about their child’s day, development progress, and any concerns, thereby building trust and encouraging family participation in centre events.
- Contributed to ongoing quality improvement by participating in team reflections and updating documentation for the centre’s QIP. Diligently upheld all safety, hygiene, and compliance standards, creating a secure environment where young children could thrive.
Educator (Float Position)
KU St George Bank Children’s Centre
06.2017 - 10.2018
- Supported multiple classrooms (Nursery, Toddler, and Preschool rooms) as a flexible float educator, stepping in wherever needed to maintain ratios and quality care. Quickly adapted to each group’s established routines and learning activities to ensure consistency for children.
- Assisted lead educators with setting up and packing away activities, supervising indoor/outdoor play, and attending to children’s personal care needs. Maintained a professional, positive approach with all staff, children, and families across the centre.
- Contributed to the program by bringing fresh ideas and additional support—for example, introducing new songs and cultural stories during group times and assisting with learning experiences that required extra hands.
- Provided one-on-one support to children with additional needs when required, working closely with inclusion support educators to implement strategies that helped these children participate fully in the program. Demonstrated flexibility, quick learning, and teamwork in a fast-paced environment.
Relief Educator (Casual)
St Peters Community Preschool & Integricare Occasional Care Centres
06.2015 - 06.2017
- Provided on-call early childhood education and care across multiple community-based centres, working with children aged from 6 months to 5 years. Adjusted quickly to each centre’s environment and team, following their routines and policies to ensure stability for the children in the absence of regular staff.
- Assisted permanent educators with all aspects of daily operations: supervising meal times and rest periods, setting up and packing away activities, and maintaining a clean, safe room environment (e.g. sanitizing toys, sweeping, and general tidying as part of end-of-day procedures).
- Engaged with children in play and learning activities, using warm, positive interactions to help them feel comfortable. Frequently took initiative to lead group activities such as music and story time when needed, and supported room leaders by monitoring and documenting children’s engagement during the day.
- Worked one-on-one with children requiring additional support (including children with developmental delays or behavioral challenges), under guidance from the room leader or inclusion specialists. Helped implement individualized strategies and documented observations to contribute to these children’s support plans.
- Demonstrated reliability and adaptability—was regularly requested by these centres for relief shifts due to strong performance and ability to seamlessly integrate into different teams and age groups.
Education
Bachelor of Education - Early Childhood Teaching
Charles Sturt University
07-2026
Diploma - Early Childhood Education and Care
TAFE NSW
01.2015
Advanced Diploma - Business Management
Kent Institute of Business and Technology
01.2009
Certificate III - Children’s Services
MEGT Institute
01.2007
Master’s Degree - Marketing and Management
Lodz University of Technology, Poland
01.2003
Bachelor’s Degree - Textile Mechanical Engineering
Lodz University of Technology, Poland
01.2001
Skills
- Organizational Skills: Exceptional at multitasking and prioritizing workload to meet deadlines and support smooth daily operations
- Communication & Teamwork: Excellent interpersonal skills with the ability to collaborate effectively as part of a team Proven capacity to build positive, professional relationships with children, families, colleagues, and community members
- Reliability & Work Ethic: Self-motivated, punctual, and diligent with a strong sense of responsibility and integrity Able to work independently and take initiative, as well as follow organizational protocols meticulously
- Adaptability & Continuous Learning: Enthusiastic lifelong learner who is very adaptable to diverse environments and open to innovative practices Committed to ongoing professional development and reflective practice to improve teaching quality
- Family Engagement & Customer Service: Dedicated to providing outstanding customer service in an early childhood setting Skilled at creating and maintaining respectful partnerships with families, ensuring open communication and inclusion in their child’s learning journey
- Curriculum Planning & Documentation: Proficient in early childhood curriculum planning, observation, and documentation Experienced in writing learning stories, maintaining developmental portfolios, and using observations to inform responsive, inquiry-based programming
- Early Childhood Knowledge: Strong working knowledge of the National Quality Framework, including the National Quality Standards, Early Years Learning Framework (EYLF), and regulatory requirements Adept at implementing positive behavior guidance strategies and evidence-based practices to support each child’s development
- Technical Skills: High level of computer literacy, including MS Office and childcare management software (StoryPark, StoryPark Manage, Xap, QikKids/Vision) Capable of using digital tools for documentation, communication, and creating engaging learning materials
- Language & Inclusion: Bilingual in English and Polish Passionate about cultural inclusion and diversity – able to incorporate children’s home languages and cultural backgrounds into the program to enrich learning and promote belonging
Certification
- First Aid Certification (Provide First Aid) – Include CPR, Asthma & Anaphylaxis training (2025)
- NSW Working With Children Check – Clearance No. WWC0352045E (current, issued 2024)
- Emotion Coaching: A Transformational Tool (September 2025)
- An Introduction to the floorbooks approach - Accredited training ECA (September 2025)
- An Introduction to the talking tubs approach - Accredited training ECA (September 2025)
- Child Safe & Wellbeing Training - NSW KU Services (July 2025)
- Child Protection – Identify & Respond to Children at Risk – Statement of Attainment (completed 2015)
- Course in Emergency Management of Asthma – Accredited training (2023)
- Course in First Aid Management of Anaphylaxis – Accredited training (2023)
- “Kids and Traffic” Early Childhood Road Safety Education – Workshop by Transport for NSW (2014)
- Certificate in Language Teaching (Polish) – The University of Sydney (2018)
Languages
English
Full Professional
Polish
Native or Bilingual
German
Elementary
Practicum Experience (Teaching Placements)
- Brighton Preschool (Community-based centre, 4–5 years age group) – Practicum Student Educator, May 5–30, 2025
- Planned and implemented daily educational activities for a preschool class (children aged 4–5), focusing on play-based and interest-driven learning experiences. Incorporated storytelling, art, and early science explorations to spark curiosity and meet learning outcomes.
- Organized a National Simultaneous Storytime event at the centre – set up a projector and coordinated a group reading session of the chosen storybook, engaging all children in a shared literacy experience and inviting family participation. This initiative enhanced the children’s excitement for reading and fostered community involvement in the program.
- KU ANSTO Early Learning Centre – Nursery Room (Lucas Heights, infants 0–2 years) – Practicum Student Educator, Sep 15 – Oct 10, 2025
- Gained hands-on experience caring for infants and toddlers by applying RIE (Resources for Infant Educarers) and Educaring principles. Practiced respectful, responsive caregiving techniques such as mindful observation, uninterrupted play, and sensitive attunement to each infant’s needs and cues.
- Applied Circle of Security attachment principles in daily interactions to strengthen secure educator–child relationships. Supported infants’ emotional wellbeing by consistently responding with warmth and comfort, helping them build trust and confidence. This placement deepened my practical skills in nurturing infant development and reinforced the importance of empathy, patience, and consistency in quality infant care.
Timeline
Nursery Room Leader
KU Kogarah Children’s Centre
01.2019 - Current
Lead Educator (Toddler Room)
KU St George Bank Children’s Centre
10.2018 - 12.2019
Educator (Float Position)
KU St George Bank Children’s Centre
06.2017 - 10.2018
Polish Language Teacher
The Polish School of Sydney
01.2017 - Current
Relief Educator (Casual)
St Peters Community Preschool & Integricare Occasional Care Centres
06.2015 - 06.2017
Diploma - Early Childhood Education and Care
TAFE NSW
Advanced Diploma - Business Management
Kent Institute of Business and Technology
Certificate III - Children’s Services
MEGT Institute
Master’s Degree - Marketing and Management
Lodz University of Technology, Poland
Bachelor’s Degree - Textile Mechanical Engineering
Lodz University of Technology, Poland
Bachelor of Education - Early Childhood Teaching
Charles Sturt University