Exceeding guidance for Standard 4.2: Professionalism

Overview

The following guidance is questions for services to ask of their own practice to consider whether their service Exceeds the NQS in Standard 4.2.

Authorised officers determine the rating of each Standard by considering each theme in relation to each Standard descriptor.
For further information on the three Exceeding themes, including what authorised officers consider when reviewing whether evidence demonstrates a theme, see Exceeding NQS theme guidance.
You can find case studies describing examples of practice for this Standard at https://www.acecqa.gov.au/assessment/exceeding-themes

Questions to guide reflection on practice for Standard 4.2

Exceeding theme 1: Practice is embedded in service operations

How do educators, the educational leader, and co-ordinators demonstrate a deep understanding of the requirements of the Standard, concept and the component elements, and a commitment to high quality practice at all times?
In what ways are all interactions between educators and others in the service community respectful, culturally responsive and promoting a positive atmosphere within the service?
How do all educators show a willingness to share information or ask for assistance from others and acknowledge the strengths and skills of others?
How are all members of the service team consistently demonstrating collaborative leadership and teamwork, identifying and challenging bias, and supporting, affirming and learning from each other?
How does the observed and discussed approach to professional collaboration and standards:
- consistently align with the approach described in the service’s chosen code of conduct and code of ethics?
- consistently align with the service’s philosophy, policies, procedures and the approved learning framework/s?

Exceeding theme 2: Practice is informed by critical reflection

How is the service’s approach to professional collaboration and standards:
- reflective of robust debate, discussion, and opportunities for input by all educators, and informed by critical reflection and past incidents?
- enabling and promoting regular opportunities for all members of the service team, with special consideration to support newly inducted educators, to work collaboratively and to share and learn from each other’s existing and developing strengths and skills?
- creating genuine and ongoing opportunities for Aboriginal and Torres Strait Islander staff to provide feedback and share ideas and reflections to inform culturally safe and responsive practice, interactions and relationships?
- informed by current recognised guidance, research evidence and/or the service’s chosen code of conduct and code of ethics?
How does the service team critically reflect together:
- on the role and application of professional ethics and standards across the service?
- on ethical issues that arise in the service?
- to consistently identify and implement opportunities to strengthen ethical practice?
- to identify and question assumptions and unacknowledged biases about children’s learning and expectations for learning, to inform professional practice?
How do educators reflect collaboratively on pedagogical knowledge and curriculum delivery?
How do educator’s discussions and notes demonstrate:
- self-awareness of the ethical and professional standards underpinning their own practice?
- ongoing reflection on opportunities for improvement?
How are decision-making processes informed by the approved learning framework/s and professional standards, including the service’s chosen code of conduct and code of ethics?
Are changes to the application of professional standards within the service, including the chosen code of conduct and code of ethics, clearly understood by all?

Practice is shaped by meaningful engagement with families and/or the community

How does the approach to professional collaboration and standards:
- reflect the unique geographical, cultural, social and community context of the service?
- welcome, reflect and draw on the voices, priorities and strengths of the children and families at the service?
How do all members of the service team recognise diversity as a strength and work together to promote a culture of inclusiveness and sense of belonging for all children, families and the community, including cultivating a deep respect for Aboriginal and Torres Strait Islander histories, cultures and knowledge?
How are all members of the service team consistently identifying and implementing culturally sensitive ways to communicate, support and engage with families?
How is decision-making and problem-solving in regard to ethical issues that emerge within the service environment informed by the voices of families and the community?
How do educators build relationships with families and members of the community that include the exchange of ideas and best practice?

See the ACECQA Educational Leader Resource for information for educational leaders.

Table of contents