Get Started - Our Process is Simple


Book in for a FREE 30 minute chat. It might be about something specific OR maybe you aren’t quite sure how I can help.  I’ll ask some questions to learn about your needs and/or business.  I’ll jot down some info…

I’ll do some creative reflection and design the best way forward to meet your needs.

I’ll contact you and confirm if I am the best person for what you are looking for. Where required I’ll send you more information or refer to another service.  It’s important to me that you get the best value for your investment to meet your desired outcomes.

If we’re a great match then you’ll book into the relevant service via our website or email and we’ll move forward to ensure your investment contributes to positive outcomes.


Are you ready to step into furthering your professional development and/or business and be the best in your profession/business?

Yes!  Let’s partner to make this collaboration a reality!

Leadership & Management Support

Why would I want or need leadership & management support?                                                                     

Leadership is something that we continue to learn and grow into.  The type of leader I was 13 years ago was very different to the leader I am today and I’m sure 5 years from now I’ll have more skills, knowledge and experience that will inform my leadership style.

It is clearly an important area in Early Childhood Education and Care services as evidence by having it’s own Quality Area in the National Quality Framework.  Sometimes directors, management, teachers, educational leaders and other leaders within a service benefit from having someone outside their service to ‘check in’ with what is happening at their service.  It’s often the outside ‘lens’ that can assist others’ to view things from a different perspective to make changes, challenge the norm within that service and to validate what is happening.  Michelle’s particular areas of expertise and commitment relate to the following;  building and developing team culture, understand the diversity of each team member within a team/service (QA 7.2.3), reflective practice (QA 7.2.2), staff roles and responsibilities (QA 7.1.3).

“The aim of Quality Area 7 under the National Quality Standard is to support effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community.”                                                                                                                                                                          Reference:

Investment:  Prices vary according to service provided.  Contact us to discuss your needs for a tailored service.

Note:  Where I believe that the service required is not within my scope of work I will happily refer you to another suitable service.

We have been profoundly touched by your humility and gentleness which are amongst some of your greatest strengths, making you stand apart as a leader. We feel blessed to work alongside a manager who truly puts others needs before her own. We are grateful for your support, encouragement and the wisdom which you offer generously. The following quote sums up how we feel when we think about Michelle….

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel!”  Maya Angelo Michelle's Anglicare Teams, December 2017

Various in Family Services and Post Separation Services

Reflective Professional Supervision

A term borrowed from the social worker and counsellor profession that has been adopted in Early Childhood in the UK and USA.  In Australia early childhood educators and family support workers are more likely to be working with highly complex families and are being exposed to more information and incidences of distress either physically or emotionally.

Shohet (2004) defines professional supervision as a collaborative relationship where there are core elements that make up this professional relationship.  Generally, supervisees meet with supervisors on a regular basis, usually once a month providing material that will help stimulate a discussion about the work. As a team, supervisor and supervisee explore the range of emotions (positive and negative) related to the families and issues the supervisee is managing. They work together to understand and identify appropriate next steps.  It isn’t counselling, however, does focus on experiences, thoughts, and feelings directly connected with work.

Reflective supervision is characterized by active listening and thoughtful questioning by both participants in the supervision relationship. The supervisory meetings are “…an opportunity to scaffold, or support the acquisition of new knowledge…Reflection is important because it empowers staff to assess their own performance. Awareness of one’s strengths, as well as one’s limits and vulnerabilities, allows individuals to make mid-course corrections in work performance that feel natural, unforced, and generated from within.”                                                                                                    Reference: Retrieved from

Investment: Prices vary for professional supervision sessions. Discounts apply for annual packages for both individual and group supervision.                                                                                                    


Michelle understands the importance of a wholistic approach to achieve social change…conversations with families in their space and in their time to help identify shared paths forward. She folds in work by herself and others gently, and with people at the heart of all her work. She understands the importance of small details within a big picture, which includes bringing real empathy, respect and a playful attitude to spaces that really need it. Tania McInnes, January 2017

Families NSW Network Facilitator

Mentoring & Coaching

Mentoring is relationship based and long term. The mentor/mentee relationship is driven by the development of the mentee usually someone less experienced or knowledgeable in a particular area or topic area.  It’s about development for the future.  Generally the manager is indirectly connected to the relationship.  The idea is that it maintains the integrity of the mentoring relationship.

Coaching is a way to improve a person’s skills and abilities and to improve performance.  It is task orientated, short term and involves a coach (the person guiding a learners learning) and a coachee (the person being coached).  The focus is on the coachee finding the answers for themselves rather than someone just ‘telling them what to do’ or ‘how to solve a problem’.  A coach is not a teacher, trainer or consultant, however, the same skills may be used in a coaching session.  Questioning and reflecting are used in coaching sessions.


Investment:  Dependent on the needs of the coachee/mentee and the service.  This is an individual based service.

Michelle is an inspirational mentor and under her mentorship I felt supported, encouraged and empowered to find my unique strengths and gifts and use them in my work. Michelle modelled a unique blend of integrity, deep listening, compassion, patience and honesty in her interactions as my manager/mentor. This combined with her skills and knowledge supported me individually and the team as a whole to be the best we could be and to give the best to the clients and work places. Kathryn Sandercock, January 2017

Group Facilitator & Counsellor; BSocial Science; GradDip Family Therapy

High Quality

Early Childhood Educators;

the Key to Quality

Early Childhood Services

Michelle Woszatka, 2018

Professional Development and Training

Professional development & training is one way that educators can develop their practice.  Research shows that when educators foster their own learning & development and work towards high quality practice that this has positive impacts on children’s outcomes.  A range of tailored professional development and training opportunities to meet you and your services needs can be provided covering cover areas of NQF as related to the topic. 

Why Do Kids Do that?

A 2 hour professional development opportunity for educators and others working with children aged 0-5 years.                                       Explore how children develop in relationship; What’s attachment got to do with it?                                                                                         Explore how children’s brains develop in relationship; What’s neurobiology got to do with it?                                                                       Consider experiences and strategies to implement on the floor’ with infants, toddlers and pre-schoolers.

Investment:  $35/person.  Minimum of 10-20 participants depending on location.                                                                                                                             Why Do Kids Do That training flyer General

Circle of Security

Michelle is a registered facilitator of Circle of Security developed by Circle of Security International.  The Circle of Security is a great follow on from Why Do Kids Do That?  Over the years Michelle has become aware of the benefit to understanding attachment at a deeper level and the impact of relationships and trauma on young children’s developing minds.

Michelle and her team can deliver the Circle of Security to Educators, Early Years Teachers and Family Support Workers .  As a registered facilitator these are the professionals this can be delivered to as well as foster carers and parents.  We also provide follow up support so you can build your skills and knowledge in working effectively with young children.

Investment:  Contact us for more information.  10-20 participants depending on location.

Note: This is NOT Train the Trainer professional development

Building & Enhancing Team Culture

Team culture is important in building strong and effective teams.  What is your team like?  Do they understand why and how others’ behave?  Do they or you sometimes wonder what’s happened to the team?  Michelle can develop a tailored made professional development session or series of sessions to enhance your team and motivate everyone’s inner strengths within the team.

Investment:  Based on program developed and delivered.

Teacher & Educator Sessions (adapted parenting programs)

Michelle is also a qualified facilitator of the following parenting programs that can be tailored to Educators and Family Support Staff:   Triple P Level 2 Seminars,  Bringing Up Great Kids,  Circle of Security

Investment:  Based on program delivered.  Minimum numbers apply

Michelle was great and easy to understand! She spoke on my level (not big complicated words). I learnt to stop, calm down, respond. I will use this alot. Why Do Kids Do That Participant, July 2017

Early Childhood Educator

Professional Development & Consultancy Packages

A range of packages are available and can be individually scoped to meet your needs. Ultimately we want to be able to support as many educators and services as possible.  So if you are a large service or a small service we can negotiate a package that suits your needs.