The scenario

 

In the past 12 months, I have been appointed as the EL in a 40-place community Long Day Care (LDC) setting. I  am proud of this role and passionate about providing the best early childhood learning environment to the children in your care.
 

Often in my own time and at your own expense, I engage in professional development such as  attending webinars and conferences, to develop a good understanding of your EL role and to source the latest research into programming and planning in early childhood education.

12 months on, you have noticed a few issues in terms of programming and planning in your LDC such as:

• the use of outdated approaches. Educators use developmental approaches in both the observation of, and planning for, activities for the children;
   
• the educators do not have a good understanding of the planning cycle. Therefore, the experiences that the educators prepare for children focus on 'fixing' particular skills, such as fine motor skills and language skills, rather than extending on the children's interests and strengths;
   
• children's sociocultural contexts are seldom considered in educators' planning; and,
   
• there is limited collaboration among educators in terms of programming.

I have shared your vision with other educators who are supportive and ready to learn more about the sociocultural approach in programming, and how to align their program to address the National Quality Framework (NQF) (ACECQA, 2018). The educators have also requested more mentoring support from you, support that has not been offered for a while.  

However, you don't feel supported by centre management, particularly the Centre Manager/Director. You only have 2 hours per fortnight to act in the EL role, which is not quite enough considering your responsibilities. You have raised your concerns with management and asked for more support in the past few months. Your concerns, however, have not been addressed.
 

I have been told that the LDC does not have additional funding for extra EL hours, and that there is "nothing wrong with the programs as they are". Furthermore, the educators have "been planning activities for children for many years in the same way and parents are happy with the programs".

Below were the outcomes of the last Assessment and Rating:

QA1 - Meeting

QA2 - Exceeding

QA3 - Exceeding

QA4 - Meeting

QA5 - Meeting

 

The proposal

 

You have decided to seek the support from the Board of Management that oversees the budget and direction of the service.  There are 8 members on the Board, 6 parents and 2 community members comprised of:
 

• 2 school teachers
• 1 university employee
• 1 local gallery employee
• 2 small business owners
   
• 2 stay-home parents.

 

 

 

Based on the information above can you help me identify what is required,  I need to understand how to do this task.  Could you provide examples, information and a layout whilst linking to references which support this?  

The Board meets regularly to discuss issues of concern at the early childhood centre.
 

the task is to write a proposal to the Board requesting support. Your proposal will include 3 sections:

• the rationale for what you need
• a list of help or support you need in order to fulfil your role
• a plan of action.

Start the proposal with a statement of its purpose (i.e. why you are writing the proposal), then describe the rationale (reasons) for the support you will need. 

Your rationale will need to identify the issue/s you have pinpointed and explain what is at stake. For example:

• Why it is important to have high quality programs?
   
• Who will benefit from high quality programs?
   
• What are your roles and responsibilities in the development of high quality programs at the centre?
   

The rationale will include current literature and the ECEC policy framework in Australia; the NQF (ACECQA, 2018) and the EYLF (DEEWR, 2009).
 

Incorportate principle 7 Leadership into the rationale