ACT Education Directorate

Through expert guest speakers and sector dialogue this symposium will provide attendees with insights on key developments in the online safety landscape and generative AI in a rapidly changing digital environment.

Dr Beth Chapman, Associate Head of School and Program Director for Postgraduate Education, University of Canberra is a teacher educator and researcher at the University of Canberra, whose work focuses on generative AI, assessment, academic integrity and digital transformation in education.She speaks about how Generative AI is rapidly reshaping education, challenging long-held assumptions about knowledge, assessment, authorship and learning itself. This session explores emerging research and global responses to AI in education, with particular attention to the increasingly dialogic relationship developing between students and AI systems. Rather than focusing solely on academic integrity and detection, the presentation examines how AI is changing the nature of thinking, feedback, creativity and meaning making in schools and universities. Drawing on contemporary research, practical examples and broader philosophical ideas such as simulacra and synthetic knowledge, the session will invite school leaders to consider what authentic learning and assessment might look like in an age where AI can convincingly simulate understanding, expertise and human interaction. The presentation will also explore implications for policy, assessment design, teacher practice and student wellbeing as schools navigate this rapidly evolving landscape.

This symposium aligns with the intent of Quality Area 5 and Quality Area 6, of the National Quality Standard. The symposium explores how responsive relationships with children and respectful, collaborative partnerships with families are fundamental to achieving quality outcomes for children. It includes presentations from Kirinari Early Childhood Centre, Children's Voices Centre, Charles Sturt University, Explore & Develop Annandale and Conder,North Belconnen Community Association (NBCA), and ACT Parents

This interactive panel discussion will support participants to engage in a dialogue about responsive and respectful relationships with children and partnerships with families with guest speakers

When we talk about “parent engagement,” we often picture confident parents who know exactly what to ask for. Drawing on ACT Parents' work supporting public school families from preschool to college, this session explores what quality engagement looks like in practice. It will outline what parents are really looking for and how strong relationships and honest communication help make difficult conversations easier.

The National Quality Standard (NQS) positions relationships as the foundation of children's learning, development, and wellbeing. Quality Area 5 of the NQS emphasises the importance of responsive, respectful relationships with children. Relationships with children are developed when educators are attuned to each child's cues, interests, and ways of being. These secure relationships create the conditions for children to feel safe, confident, and ready to engage. Quality Area 6 of the NQS extends this relational work, recognising that strong partnerships with families deepen educators' understanding of each child. Partnerships with families also strengthen continuity between home and the service. Building collaborative relationships with families is therefore inseparable from the relationships educators build with children. When educators truly know the child, they are better able to engage in meaningful, reciprocal partnerships with families. Likewise, when families feel respected and heard, children experience a stronger sense of belonging across both contexts. This session explores how educators can intentionally connect their relational practice with children to their partnerships with families. This moves beyond communication toward genuine collaboration that supports each child's wellbeing, identity, and learning.

This presentation proposes that families are best supported when early childhood education intentionally aligns strategy, governance and day to day practice. This builds capability to strengthen outcomes for children, particularly those experiencing vulnerability and hardship. You will hear from the organisation's Executive Director, Flynn ECEC Centre Director, Senior Service Educational Leader and Reconciliation Action Leader. They will guide participants through a practical structure demonstrating how values-led governance, strengths-based workforce models and a multidisciplinary approach translate into everyday practice. These strategies enable the team to better support children, families and communities. This session will include practical examples of practice and reflective prompts. Participants will be invited to consider how they can leverage the people, structures and partnerships within their ECEC service to strengthen safety, inclusion and community impact.

This presentation by Associate Professor Kathy Cologon is Acting Director at the Children's Voices Centre, Charles Sturt University, proposes that children's perspectives are critical to informing the work of early childhood educators. It will explore what young children tell us about inclusion when educators create meaningful opportunities to listen in diverse ways. The presentation will draw on three studies with children, including arts-based, anti-ableist methodologies. Participants will be encouraged to consider how children communicate their experiences through words, gesture, movement, art, play, storytelling, and relationship. They will be invited to reflect on what becomes possible when children's perspectives are gathered through inclusive, multimodal, and rights-based approaches. The presentation will outline what this means for educators committed to creating spaces where all children are recognised, heard and able to influence practice.

At Kirinari Early Childhood Centre, they do not leave relationships to chance. They are intentionally designed through the systems they implement, the culture they build, and the conditions they provide for educators. This session explores how relationships are shaped from first contact with families and through everyday practice. It examines the critical role leadership plays in supporting educators to be present, responsive, and engaged. They will share examples of practice through leadership, educator and family perspectives. Highlighting how aligning systems and conditions leads to stronger relationships, greater family trust, and improved outcomes for children.

Sean Moysey, Executive Branch Manager, Education and CareRegulation and Support, ACT Education Directorate Discusses National Child Safety Reforms as of March 2026.

Emily Andrews, YWCA Quality Support Officer and NicolaJeffery, Educational Leader, YWCA Canberra Reid Early Childhood Centre present about YWCA Canberra Reid's center journey from significant improvement required to exceeding.

Sean Moysey, Executive Branch Manager, ECRS provided anupdate on child safety reforms and local and national ECEC policy work.Jo Stratton and Nikki Ross, from Evelyn Scott Preschool Unitshared how their program and practice is informed by slow pedagogy, meaningfulengagement with community and inclusive environments helped them to achieve theExcellent rating.

Update on child safety reforms and local and national ECECpolicy work.

Evelyn Scott School Preschool Unit the Excellent rating. Preschool Teachers Jo Stratton and Nikki Ross will share examples of teaching practice, documentation of children's learning and connections with community that helpedthem to achieve the Excellent rating.

Cassandra Tinning, Allied Health Manager, Women Youth and Children's, Community Health Programs ACT presented on the traffic light system. This was part of the 2022 CECA Risk Management in ECEC Forum

Education and Care Regulation and Support (ECRS) hosted the symposium. It covered governance and leadership in the non-government school sector.Sean Moysey, Registrar of ACT Non-government Schools and Executive Branch Manager of ECRS shared some key findings about ACT school enrolment trends.Adrienne Day, Director Day and Hodge Associates, shared her experience as a board chair of a non-government school. Adrienne provided practical advice and guidance to support schools to embed strong governance and understand their legal responsibilities.The symposium closed with an interactive panel discussion, fostering a dialogue about governance and leadership. This opportunity provided a platform for participants to exchange questions, opinions, knowledge, and ideas about governance and leadership responsibilities.

Dr Leanne Gibbs, Sarah Wilcox, Amanda Tobler, Teresa Thomas and Katherine Hellwig

Sarah Wilcox, Operations Manager, Wonderschool with over 30 years' experience in both the profit and non-profit sectors, a Bachelor of Early Childhood Studies and is a graduate of the Australian Institute of Company Directors.

Sarah Bampton and Teresa Thomas, Quality Engagement Program, CECA, ACT Education Directorate. Katherine Hellwig, Executive Director of Children's Services and Emily Andrews, Quality Support Officer, YWCA Canberra

Dr Leanne Gibbs, Senior Lecturer, School of Education,Charles Sturt University specialising in leadership, policy, and advocacy in early childhood education. A published author, podcaster, and Board Member, Leanne brings deep expertise in organisational leadership and workforce development,championing children's rights and ECEC sector advancement nationally and internationally.

Children's Education and Care Assurance (CECA) hosted itssecond ACT Early Childhood Education and Care Symposium at the National Museum of Australia.This year it explored governance requirements under the National Quality Framework and how to embed good governance in ECEC.Attendees were welcomed by Minister Yvette Berry, DeputyChief Minister, Minister for Early Childhood Development and Minister for Education, who spoke about the Legacy building work of developing new leaders in the sector. Respected academic Dr Leanne Gibbs from Charles SturtUniversity talked about good governance and leadership theory in early childhood settings and the realities that come with it. She spoke about her own varied experience and about developing empowered teams who are accountable and responsible even touching on embracing compliance to foster high-quality governance and leadership.The CECA Quality Engagement Program Team who presented on Quality, its roads blocks, questions and how to leadership and governance promote sustainable quality improvement. YWCA Colleagues shared their Quality Improvement plan journey and learnings from the being part of the Quality Engagement Program.Sarah Wilcox, from Wonderschool, with over 30 years'experience in both the profit and non-profit sectors, a Bachelor of Early Childhood Studies and is a graduate of the Australian Institute of Company Directors discussed what good governance looks like in practice, including the responsibilities of those in management positions.The ACT ECEC Professional Learning Network and theleadership group who are supporting the design and implementation were introduced by Amanda Tobler, from ELM, a dedicated advocate for children and young people. With over 30 years of experience in the social services sector, including early education and care.The symposium concluded with a panel discussionabout governance and leadership

Full recording of all presentations.

This meeting concluded with a panel discussion involving presenters and OSHC sector representatives.

Communities at Work colleagues shared insights on engaging and collaborating with children, families and the wider school community to enhance educational programs. Provider level quality assurance systems, and critical reflection strategies were also shared with participants.

CECA's Quality Assurance Assistant Directors Jessica Annerley and LaurenKapper provided an overview of the quality in ACT OSHC settings and diverseways that OSHC can meet or exceed the NQF.

National and local National Out of School Hours Services Alliance (NOSHSA)representatives provided an update on current priorities, activities andinitiatives of NOSHSA.

Associate Professor Jennifer Cartmel from Griffith University and Kylie Keane at Keen About unpacked the role of critical reflection.

Clare Brookes, Senior Director at CECA provided an overview of the ACT OSHC sector landscape and update on national work relevant to the OSHC. This included an update on the Child Safety Review under the National Quality Framework (NQF).

Digital Documentation: What do we know and what SHOULD we know? Associate Professor Kate Highfield

Gender Equity for Early Years Education Dr Red Ruby Scarlet, Activist, Early Childhood Teacher-Researcher, Consultant, Artist and Academic and Holly Edney, Assistant Director, Gender Equality Initiative in Schools, ACT Education Directorate

Welcome, Acknowledgement of Country and CECA Update Leah Partridge, Assistant Director, Regulatory Policy and Intergovernmental Coordination Clare Brookes, Senior Director, Education and Care Regulation and Support

Sean Moysey, Dr Kathy Cologon, Jodie Griffiths-Cook, Karen Toohey and Tracey Harkness

Karen Toohey, Discrimination, Health Services, Disability and Community Services Commissioner, ACT Human Rights Commission

Jodie Griffiths-Cook is the ACT Public Advocate and Children and Young People Commissioner, ACT Human Rights Commission 

Tracey Harkness, ACT Senior Practitioner, ACT Officer of the Senior Practitioner, Community Services Directorate

Dr Kathy Cologon, Principal Consultant at Toward Equity, Diversity, and Inclusion, and Honorary Senior Lecturer in Inclusive Education at Macquarie University, Sydney

Sean Moysey, Registrar of Non-government Schools & Executive Branch Manager, Education and Care Regulation and Support, ACT Education Directorate

Facilitated by Sean Moysey with Christina Keeble, Jodie Griffiths-Cook, Karen Toohey, Tracey Harkness and Rhi Sugars

Rhi Sugars and Christina Keeble

Rhi Sugars, Director, Atypical Educator

Tracey Harkness, ACT Senior Practitioner, ACT Officer of the Senior Practitioner, Community Services Directorate

Karen Toohey, Discrimination, Health Services, Disability and Community Services Commissioner, ACT Human Rights Commission

Jodie Griffiths-Cook, ACT Public Advocate and Children and Young People Commissioner, ACT Human Rights Commission

Christina Keeble, Chief Executive Officer, Christina Keeble Consulting

Katy Haire, Director-General, ACT Education Directorate & ACT Deputy Chief Minister, Ms Yvette Berry, Minister for Early Childhood Development and Minister for Education and Youth Affairs

CECA Update Sean Moysey, Executive Branch Manager, Education and Care Regulation and Support, Education Directorate Early Childhood Education Pay and Conditions Research Professor Sheila Degotardi, Early Childhood Education and the Director of the Centre for Research in Early Childhood Education, Macquarie University Review of Child Safety Arrangements under the National Quality Framework Lisa McCoy, General Manager, National Projects, ACECQA Creating a Child Safe Environment in ECEC Settings Michael Pecic, Chief Executive Officer, In Safe Hands Reconciliation in Education Amy Duncan, Sector Engagement, Narragunnawali, Reconciliation Australia

Welcome and Introduction Sean Moysey, Executive Branch Manager, Education and Care Regulation and Support, Education Directorate Reflecting on theory and research Professor Sandie Wong, Macquarie School of Education and Co-Deputy Director of the Centre for Research in Early Childhood

With Ben Russell, Abby Arora, Helen Chan, Heidi Metten, PJ Aguilar, Lyndall Read and Professor Sandie Wong

Lyndall Read, Chief Executive Officer, ACT Teacher Quality Institute

PJ Aguilar, Executive Officer, Baring Early Learning Centre

Helen Chan, Director and Heidi Metten, Early Childhood Teacher, University Preschool & Child Care Centre