Job Title

Room Leader , Assistant and Floater- Canberra

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  • Job ID: 05473
  • Applications: 1
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Job Description

Position title:     Room Leader

Reports to:         Service Director/Nominated Supervisor and 2IC



  • To achieve organisation standards in relation to the care, health, hygiene, safety and curriculum of the service.


REPORTING POSITION: The following positions will report to the Room Leader:


Position:              Assistant

Result:                  To be responsible for the health, safety, wellbeing of all children in the group. To assist and maintain an up to date and current curriculum.



Position:              Floater

Result:                  To be responsible for the health, safety, wellbeing of all children in the group whilst reliving core staff of their duties. To assist and maintain an up to date and current curriculum.


1.       Children

  • Plan for the long-term, short-term and spontaneous needs of the children using observations and knowledge in relation to interests, skills, abilities, background and culture;
  • Treat each child equally with respect and dignity, taking into consideration any cultural, socio-economic and other diversity;
  • Role model appropriate behavior and language;
  • Speak to the children in a friendly, courteous manner encouraging children to extend their vocabulary and use of language;
  • Establish and maintain suitable developmental records and observations daily based on the centre’s philosophy;
  • Implement effective behavior management techniques and strategies, which are consistent with the centre’s policies; and
  • Ensure that a safe, clean hygienic environment exists at all times.


2.       Program

  • Be accountable to the Director for planning and implementing an Early Years Learning Framework/curriculum program, based on needs, interests and development and the EYLF learning outcomes. It will be appropriate and suitable to the children in your care;
  • Be responsible for developing a plan with specific individual planning, responsive to the special needs of the parents and children in the group. Make specific use of observations and family background information in the planning process;
  • Create a friendly, secure, stimulating and interactive learning environment for the children at all times;
  • Display your professional philosophy, aims, objectives, goals and program outline in your room for viewing by colleagues, families and other visitors;
  • Have programming folders available for the Directors perusal at any time;
  • Provide an interactive program for the mornings and afternoons when there is a combined group; and
  • Ensure that the room has all documented signs, toys and equipment as per centre expectations.


  1. Policies
  • Maintain the procedures, policies and practices in the centre;
  • Communicate these documents to families, colleagues, casuals and volunteers;
  • Regularly review and update documents in consultation with staff and families; and
  • Contribute to the updating of the policies and procedure documents.


4.       Staff

  • Attend all staff meetings held bi-monthly and as required;
  • Participate in at least two professional development courses annually;
  • Implement methods of effectively using the skills of the staff members working with the children;
  • Where possible, provide professional support, input and resources for other staff members;
  • Contribute positively to the philosophy, goals and activities of the Centre;
  • Share information and professional knowledge and experiences with other staff and parents and interested visitors;
  • Attend conscientiously to the HEALTH AND SAFETY of each of the children; and
  • Develop a co-operative relationship with all staff members to ensure a smoothly operated centre and a consistently caring, secure and active environment where quality care and education is provided for all children at all times.


5.       Families

  • Learn the names of the family members who pick up the child and develop a positive relationship with them;
  • Plan and implement, in consultation with the Director, methods of establishing positive liaisons with families of the children attending the centre;
  • Be available to discuss individual needs of the child each day with family in the morning and afternoon;
  • Inform parents about the program and consult with the parents about their child’s individual needs;
  • Encourage effective use of Communication Books, verbally and physically explain room procedures; and
  • Be aware of the medication requirements daily and administer medication as per centre policy.


  1. Communication & Development
  • Establish and maintain effective communication systems with staff and families;
  • Participate in formal and informal processes of communication and professional development by:
  • Attending a minimum of two in-services per year.
  • Attending staff meetings.
  • Ensuring information is passed onto parents.
  • Keeping staff and family notice boards updated.
  • Reading and acknowledging weekly memos.


  1. Community                                                                                                 
  • Actively participate in seeking and establishing networks within the community;
  • Be aware of the diverse needs of the community using the centre;
  • Assist the Director in establishing a system of referral for families; and
  • Participate and initiate a two-way relationship with the community, such as excursions and visitors to the centre.


  1. Records
  • Maintain centre records as required for child records, planning, programming and evaluating;
  • Maintain centre records as required for room routines, licensing, accreditation, time sheets and other administrative tasks as set out by the Director;
  • Maintain clear and precise records for all aspects of managing the service; and
  • Take responsibility for the safety of the centre’s environment and its equipment. Report any damage or losses immediately.


  1. Regulations
  • Have a sound knowledge of Education and Care Services National Regulations;
  • Implement and adhere to all Department Licensing and regulations within the service at all times; and
  • To train and mentor staff on the Education and Care Services National Regulations.


  1. National Quality Framework (NQF)
  • Ensure high quality service outcomes are consistently delivered within the service, to implement the NQF process into the Centre that is consistently addressing and reviewing the service outcomes.




Position Specific:

  1. All decisions will be made in line with the strategic objective of Macquarie Childcare Centre.
  2. The Code of Ethics will set the culture for the organisation.




Professionals who adhere to this Code of Ethics act in the best interests of all children and work collectively to ensure that every child is thriving and learning.


In relation to children, I will:

  • Act in the best interests of all children;
  • Create and maintain safe, healthy, inclusive environments that support children’s agency and enhance their learning;
  • Provide a meaningful curriculum to enrich children’s learning, balancing child and educator initiated experiences;
  • Understand and be able to explain to others how play and leisure enhance children’s learning, development and wellbeing;
  • Ensure childhood is a time for being in the here and now and not solely about preparation for the future;
  • Collaborate with children as global citizens in learning about our shared responsibilities to the environment and humanity;
  • Value the relationship between children and their families and enhance these relationships through my practice;
  • Ensure that children are not discriminated against on the basis of gender, sexuality, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin;
  • Negotiate children’s participation in research, by taking into account their safety, privacy, levels of fatigue and interest;
  • Respect children as capable learners by including their perspectives in teaching, learning and assessment; and
  • Safeguard the security of information and documentation about children, particularly when shared on digital platforms.

In relation to the profession, I will:

  • Base my work on research, theories, content knowledge, practice evidence and my understanding of the children and families with whom I work;
  • Take responsibility for articulating my professional values, knowledge and practice and the positive contribution our profession makes to society;
  • Engage in critical reflection, ongoing professional learning and support research that builds my knowledge and that of the profession;
  • Work within the scope of my professional role and avoid misrepresentation of my professional competence and qualifications;
  • Encourage qualities and practices of ethical leadership within the profession;
  • Model quality practice and provide constructive feedback and assessment for students as aspiring professionals;
  • Mentor new graduates by supporting their induction into the profession; and
  • Advocate for my profession and the provision of quality education and care.

In relation to families, I will:

  • Support families as children’s first and most important teacher and respect their right to make decisions about their children;
  • Listen to and learn with families and engage in shared decision making, planning and assessment practices in relation to children’s learning, development and wellbeing;
  • Develop respectful relationships based on open communication with the aim of encouraging families’ engagement and to build a strong sense of belonging;
  • Learn about, respect and respond to the uniqueness of each family, their circumstances, culture, family structure, customs, language, beliefs and kinship systems; and
  • Respect families’ right to privacy and maintain confidentiality.

In relation to colleagues, I will:

  • Encourage others to adopt and act in accordance with this Code, and take action in the presence of unethical behaviours;
  • Build a spirit of collegiality and professionalism through collaborative relationships based on trust, respect and honesty;
  • Acknowledge and support the diverse strengths and experiences of colleagues in order to build shared professional knowledge, understanding and skills;
  • Use constructive processes to address differences of opinion in order to negotiate shared perspectives and actions;
  • Participate in a ‘lively culture of professional inquiry’ to support continuous improvement;
  • Implement strategies that support and mentor colleagues to make positive contributions to the profession; and
  • Maintain ethical relationships in my online interactions.

In relation to community and society, I will:

  • Learn about local community contexts and aspirations in order to create responsive programs to enhance children’s learning, development and wellbeing;
  • Collaborate with people, services and agencies to develop shared understandings and actions that support children and families;
  • Use research and practice-based evidence to advocate for a society where all children have access to quality education and care;
  • Promote the value of children’s contribution as citizens to the development of strong communities;
  • Work to promote increased appreciation of the importance of childhood including how children learn and develop, in order to inform programs and systems of assessment that benefit children; and