Exceeding guidance for Standard 4.2: Professionalism


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 the co-ordinator 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 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 a high level of collaboration, affirming, challenging, supporting 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 and procedures?

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?
    • informed by current recognised guidance and the service’s chosen code of conduct and code of ethics?
  • How does the service team 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?
  • 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 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 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 and cultures?
  • 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.