Realistic and meaningful documentation

When you book for the first session, you are automatically booked in to the second one. 

Session 1: Planning cycle – Goals, observations, plans

Session 2: Reflections, Critical reflections, putting it all together.

Over the two sessions participants will have the opportunity to look at documentation

through a different lens. Often, we are focused on what we must produce, how we must

document it, who we must share it with, and how much is required. All these questions can

be answered with one statement…’What do YOU need to document to support YOU in

planning for the child? That’s right, believe it or not, documentation is meant to be for the

educators. It’s for you to assist in knowing the children, reflecting on their learning and

pedagogy, and planning for their development and growth. We then share this

documentation with others (not write it for them). These sessions will look at realistic and

meaningful strategies to engage in daily documentation process which you will feel

connected to and invested in. We will look at each part of the planning cycle from goals to

observations and data gathering, to our plans for the learning. We will also look at the

valuable role reflection and critical reflection play in our practices. Perhaps for too many

people these can feel more like ‘additional’ documentation or even ‘homework’ that

nobody is ever going to read. Like our planning cycles, if your reflections and critical

reflections aren’t meaningful, if they are not building your knowledge bank, feeding your

passion for new ideas and opportunities, then I’m afraid you’re just doing them wrong…so

let’s talk about it.

Philip Butler
B.Teach (EC), B.Ed. (EC), M.Ed. (EC)
Philip is a Senior Associate at Semann & Slattery. He is an expert at applying leadership and
educational theories into a diverse range of educational and human service settings and
practices. Over the past three decades Philip has held a vast array of positions in
educational settings ranging from educator, room leader, educational Leader, academic
lecturer, Director/NS and Authorised Supervisor.
Philip’s practical skills and regulatory understandings have also been sort out by sector
leaders, organisations, as well as members in assisting with design, construction, licensing
and staffing of educational settings. Philip has also spent many years when in the sector, as
well as now as a consultant, mentoring and supporting individual educators and leaders
with both personal and professional growth. In his role with Semann & Slattery, Philip is
focused on supporting and transforming Australian educational settings by delivering

effective programs and services, which combine pedagogical theories, educational
leadership and effective change and team management principles to clients who seek long term value.