APPENDIX A

INTERVIEW & RESPONSES

Jenny Smith
Penbank Early Learning Centre.
Conducted by Madalyn McKirdy & Charlotte Wearne
1. Tell me a little bit about yourself? (Years in the profession,
qualifications, past teaching positions, how did you come about the
role?)
I have been in the Early Childhood Education profession for 30 years. Throughout
this time I have taught children aged between 0 and 4 years old. I have been part of
the Penbank Early Learning Centre, (ELC), a kindergarten located on the Mornington
Peninsula, for 21 years. Ive got a Bachelor of Early Childhood Education and have
engaged in multiple types of different teaching roles including relief teaching,
assistant teaching, as well as having had various executive and director teaching
positions. Im currently the Second In Charge (2IC) of the Penbank ELC and I
absolutely love working here and I always embrace each day as a new day. Before
this centre, I had previously worked at two other Early Childhood centres. One Id
worked at for five years, and the other six.
2. What is your role within the centre?
I am currently the 2IC here. My major roles and responsibilities involve; classroom
teaching, mentoring and training new staff members and teachers, supervising
unqualified teachers and managing classroom administration. Being a leader is
definitely one of my roles as well.
3. Can you describe your centre? Perhaps some of the things you focus
on? Or a typical day here?
There are two Early Learning Groups here with a total of 50 children. One is a group
of 3 year old and the other 4. Our program is structured to meet the needs of each
individual child. We try to plan experiences that are both exciting and challenging.
The program focuses on the social and emotional needs of children, enhancing their
skills in language, creativity and sense of belonging.
Penbank is such a lovely small community and very family orientated. We place a lot
of emphasis on relationships and nurturing our children, which fosters the values
reflected in our philosophy.

We feel that children learn best by doing through a variety of interactions in an

experimental learning environment. Particularly through play, where children grow
and learn about the world around them, learn to co-operate, explore and enquire.
We also try to make learning hands on. This includes a lot open ended learning
experiences. With such an amazing outdoors space and environment children really
enjoy being outside and using nature as part of learning.
4. Do you see yourself as a leader and if so what do you believe are your
key leadership responsibilities within your job?
I believe I posses some good leadership qualities and the ability to lead a group. Its
not always successful and not perfect but its something I think I have gotten better at
with experience. I think one of the key leadership responsibilities in my job is to be
organised and on top of things. In order to help be a leader of this great team we
have to help make things happen. Look at the centres overall goals, mission and
philosophy and help my team take action in the best possible way. I am fortunate to
have a team that really cares about the centre and children. They are so passionate
about their job and embrace all of these aspects and it helps us continually create a
better early learning environment for everyone.
M & C: Is there any other skills you think you use as a leader?
People skills! It would be really hard without good people skills. You need to be able
to connect with one another and support each other. In particular recognise what a
great job your doing. Its easy to get carried away in what your doing but its important
to recognise the special things your team accomplishes. They put so much hard
work in and a bit of positive feedback can make someones day!
5. As a leader in the centre, how do you go about getting others to follow?
I think the best thing I can do is get to know families and each child. Its really
important, especially to care for them, gain trust and get to know strengths and build
from their knowledge and interests.
M &C: Is that the same for staff?
Yes of course! If you can connect well as a group where theres respect for
everyones opinions and a mutual understanding. It can sometimes be difficult to
build these relationships and I feel it builds over time.
M & C: What about in relation to the community?
The community is based on both business and families. Once again there is still the
need for good trusting relationships. We like to involve parents! Always invite them to
be apart of their childs learning. It helps to get to know the families and let other
children get to know other parents. Often it builds relationships bigger than the
classroom and they definitely help lend a hand when we are in need.

6. What do you believe are some of your strengths? / Things you find
particularly easy or do well? / What are you interests?
I believe my strengths consist mainly of vibrancy, creativity, flexibility, being
energetic, basing teaching on childrens interests, being well-planned and organised,
being spontaneous and being able to alter the learning instantaneously if its not
going to plan, and being an effective communicator.
7. What is something you find challenging about your job and how do you
try to overcome these challenges?
Paperwork and time management. I often find myself taking work home and feeling
very overwhelmed with my workload. Sometimes I like to take on more than I can
actually tackle and this is a really bad habit that causes a lot of unnecessary stress.
I like write myself lists and set goals for myself. I also need to ask for help at times
particularly if I have a lot on my plate.
M & C: Is there anything you wish you could be better at?
I wish I were more patient. It is one of my biggest weaknesses. I can be very
impatient. I get something in my head and I just want it to happen.
8. How do you communicate with others in the centre? Describe your
relationship with your colleagues.
We have excellent relationships. We generally communicate though positive
interactions. We use open teamwork as a foundation. The staff in the centre have
regular meetings each week and morning briefings. These briefings include
informing everyone about the plan for and at the end discussing any individual
concerns for children that need to be made aware of.
We are also continuously evaluating and communicating through our work. When
documenting the learning that occurs though the week; Work Portfolios, Records,
checklists etc. Particularly portfolios they are so important and are great for
everyone; for staff, parents, the children and other staff members.
M&C: Can you describe further the way in which you approach communicating to
colleagues, any tips you could provide me?
Much the same as parents at times, its all about building a relationships. Its very
important to communicate with parents in a way they understand and have time for
you know not everybody is the same. This is the same with colleagues you know we
all have different strengths and are at different stages of our learning career. We
need to communicate in a way that benefits all of us. Help one another out.

9. How do you deal with conflict? Give an example of a time you have dealt
with conflict what happened? How was it over come?
Through raising issues at meetings with the team, speaking to the person where the
problem lies, speaking individually to work through an issue and being open to
criticism and feedback.
An example of a conflict that has occurred is when staff members have not been
willingly documents childrens learning stories and not making it a priority to
document childrens work. We overcame this through a professional learning
meeting. A meeting was set up and the issues were raised. A new process was then
developed suiting all involved. This process was then put into place to ensure each
staff member was aware of and completing adequate document
10. If you were to draw a leadership/management hierarchy map what
would it look like?
In reference to a hierarchy as such this is perhaps what it might look like:

Vivienne
( Principle of
Penbank Early
Learning centre &
Primary School)

Jenny (2IC) CoRoom Leader

Tracey
(Room Leader)

Chris
(Assistant
Educator)

Heather
(Room Leader)

Brenda
(Assistant
Educator)

Dee
(Assistant
Educator)

Sally
(Assistant
Educator)

However, I dont really like to think of us as a team being positioned under one
another. I may have some greater responsibilities and tasks to fulfil. I like to think we
all offer ideas, skills and knowledge that can be used in our daily practice. We value
each other equally.
11. In your current position how do you address guidance of staff, children
and families?

For staff, I run regular meetings, send out emails relating to particular topics, have
on-going professional discussions, daily face-to-face communication is consistent. I
also run daily reflections post sessions and discuss if any modifications need to be
made.
For the children, keeping up to date with best practice by attending regular
professional development seminars, giving my colleagues and me appropriate
guidance, and also through program planning.
In regards to families, I find that daily face-to-face communication works really well
as well as newsletters and e-mails.
Meeting with colleagues and talking through issues is something we as staff do
frequently. This encourages us to support one another with ideas.

12. How do you address community leadership and promoting Early

Childhood?
Mainly through attending regional teacher meetings and conferences. We also host
open days where the public can come and view our centre. Through the use of
media, we post public articles in the local newspapers promoting Early Childhood.
Running parenting/ community information forums is another way. These are the
ways in which we like to show the world that we value our work and are happy in
our profession.

13. How do you address new ideas, taking on change, and thinking outside
the box?
Predominantly through consistent reflection and discussion with staff. The staff
provide research through journals, Personal Developments and visiting other
centres. Being aware of what is happening in the local community, regionally and
even worldwide is something we put a focus on. Self-evaluation is one strategy we
use consistently as it allows for personal growth and development. Being creative in
my own planning is something I really strive for.

14. How do you go about supporting change and advocating for children?
Being aware of the UN Declaration On The Rights Of The Child and supporting
these is important for supporting change. Being proactive in trying new ideas is
crucial when advocating for children in regards to change. As well as being
conscious of government policies and being a good/positive model when working
with children.

15. How is the EYLF/Policies/ Legislation incorporated into your

responsibilities?
I must be familiar with them and work within the guidelines, laws and policies. The
framework (EYLF) provides a shared language for all early childhood professionals
and families to use when planning for childrens learning and development. Early
Childhood frameworks, legislation and policies must be incorporated in our everyday
rules and routines, responsibilities and expectations and to abide by them. It is
incorporated in portfolios, learning stories, and programming, and daily stories. All
these things are constantly used as a tool for reflection and it helps me to learn from
my teaching and for the other staff. I, as well the other staff, know that these
expectations are non-negotiable and we that we must standby them at all times. As
far as policies and regulations they are something we must abide to at all times, we
are all very aware of them and ensure the safety of all within the centre.
16. How do you ensure your knowledge on these frameworks or laws is up
to date?
Subscribing to professional bodies such as Early Childhood Australia, ELAA (Early
Learning Association Australia), attending relevant PDs and conferences. Reading
DEECD (Department of Education & Early Childhood Development) information,
website and bulletins is really helpful. Also through discussions with colleagues helps
keep us up to date.
17. How do you and others support staff to undertake further development
or further learning or further learning?
We never stop learning we can always still learn something about ourselves our
personal identity or others. We often participate in training new staff, which is great
because they often will offer fresh ideas or a different set of skills. We give feedback
to one another constantly offering ideas and advice.
We will organise to attend new professional development training opportunities on a
variety of issues. These are often really interesting and really do offer us some
helpful ideas and tips to better our quality of teaching and care.
One of the things that helps me the most is looking back at my notes and reflecting
on my day and deciding what worked well, what didnt work at all and what I could do
to make things better next time. This is something you can do all the time.