Home-based ECE is classed as a teacher-led service. The person responsible (the coordinator) must be a certificated teacher who is an ECE qualified and registered teacher. The coordinator is the only qualified person required to be in an educator’s home on a regular basis under the current regulations. Coordinators provide an important role in ensuring the quality of home-based ECE.
The coordinator has three main responsibilities:
To meet these responsibilities, the coordinator must contact each educator once per fortnight, and visit the educator at least once a month. During these visits, they must take all reasonable steps to observe the child while the child is receiving education and care.
The coordinator is expected to provide professional leadership and support to educators, but is not required to have any experience coaching or teaching adults. The expectations for the coordinator’s role are open to interpretation, which could be leading to inconsistent practice.
Coordinators also have health and safety responsibilities, but are only required to visit educators once a month to cover both their health and safety and curriculum and teaching oversight responsibilities.
Research indicates that more frequent visits (between once a week to once every 2.5 weeks) are significantly associated with higher quality education and care.
Some larger service providers with multiple licences operate a roster system where the coordinator is moved between licences, leading to situations where an educator may have contact with a variety of coordinators. This means that the same coordinator may not be consistently supporting the same educators and overseeing the same children. This is a problem because research suggests that, in conjunction with more frequent visits, quality increased further with continuity of support by one educator, amongst other factors.
Coordinators must be certificated teachers that are ECE qualified. Renaming the role should help to strengthen their role as teachers.
This would strengthen the role of the coordinator and provide assurance to both coordinators and educators on what coordinators are responsible for.
More frequent visits are likely to lead to better support and oversight of educators’ teaching, leading to better outcomes for children.
This would provide continuity for educators and help to strengthen the relationships between coordinators and their educators.
This means a coordinator would not be able to work across multiple licences at the same time. It would give the Ministry greater oversight about which coordinator is responsible for which educators.
We are seeking your views about the proposed changes to the role of coordinators. In particular, we are interested in finding out:
How would these changes to the coordinator role affect you?
What are the main changes (if any) you would like to see to your role?
What impact would these proposals have on your service and the families who use your service?
 Mooney, A., & Statham, J. (2003). Family Day Care: International Perspectives on Policy, Practice and Quality. London: Jessica Kingsley Publishers. McCabe, L., & Cochran, M. (2008). Can home visiting increase the quality of home-based child care? Findings from the Caring for Quality Project. Ithaca, NY: Cornell University. Bromer, J., Van Haitsma, M., Daley, K., & Modigliani, K. (2009). Staffed Support Networks and Quality in Family Child Care: The Family Child Care Network Impact Study. Chicago: Erikson Institute, Herr Research Center for Children and Social Policy.