Kristy Kariko

• Comprehensive understanding of the approved learning framework and the National Quality Standard and support educator’s understanding of these
• Current understanding of contemporary theories of practice and understanding of children’s learning and development
• Lead the development and implementation of curriculum, in collaboration with educators
• Working collaboratively with educators, children, and families to plan, implement and evaluate an educational program
• To support educators so that each child can participate in the educational program
• Establish clear goals and expectations for teaching and practice, in collaboration with educators
• Support educators to assess each child’s learning and development in relation to the EYLF outcomes and learning through the development of summative assessments
• Work alongside educators to support an effective ongoing cycle of planning, documenting and evaluation
• Supportive and positive mentor to educators to build their capacity for high quality practice
• Support educators to critically reflect on each child’s learning and development, and on their own pedagogy as a part of everyday practice
• To ensure that educational documentation is suitable for its intended purpose and professionally presented
• Develop strategies to inform families and the community about the role of the early childhood education and care sector in developing children’s learning
• Ensure that the educational program is reflective of and relevant to the community
• To contribute to the development and ongoing implementation and review of the services Quality Improvement Plan

• Appointed WHS and Wellbeing Officer.
• Appointed Event Coordinator.
• Maintained weekly planning and documentation for each child.
• Implemented 'learn from home' strategies during stage 3 and 4 Covid-19 lockdown implementing and exceeding base line for quality and inclusive approaches.
• Applied play-based strategies, including crafts and games, to provide diverse approaches to learning.
• Promoted sensory development by providing access to different textures linking to individual child development and outcomes.
• Promoted physical, academic and social development by implementing diverse indoor and outdoor experiences.
• Consulted with families and care givers to build and maintain positive support networks and support continuing education strategies.
• Observed children to identify individuals in need of additional support and developed strategies to improve assistance.
• Implemented developmentally and culturally appropriate curriculum for children, creating positive and safe educational environments.
• Enhanced sensory and perceptual-motor skills, language, cognition and memory development, by employing both traditional and modern educational strategies and techniques.

Brunswick: 2014 – 2015

Sydenham: 2015 - 2016

• Communicated nonverbally with younger children to provide comfort, encouragement, and positive reinforcement.
• Cultivated connections and strong rapport with children to foster engagement, while recording progress to inform families & caregivers.
• Implemented experiences that developed students' physical, emotional, and social growth.
• Resolved conflicts & negotiated mutually beneficial agreements between children.