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Leadership Matters

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Title: Leadership Matters


1
Leadership Matters
  • Julie Brower

2
What we know Education matters
  • Directors level of formal education is a strong
    predictor of overall program quality. 1
  • There is a positive relationship between the
    quality of administrative practices and quality
    of childrens learning environment in
    center-based programs. 2
  • Directors with higher levels of education and
    specialized training in program administration
    are more likely to support the professional
    development of their teaching staff, secure and
    maintain program funding, and achieve center
    accreditation 3
  • 1. Bloom, 1990, 1996 Cost, Quality, and Child
    Outcomes Study Team, 1995 Kagan Bowman, 1997
    Lower Cassidy. 2007 Phillips, et al., 2001
    Rohacek, Adams, Kisker, 2010 Vandell Wolfe,
    2000 Vu, Jeon, Howes, 2008 Washington, 2008
  • 2. Dennis, 2010 Lower Cassidy, 2007 MCECL,
    2010 National Center for Children and Families,
    2008.
  • 3. Boom, 1996 Bredekamp Willer, 1996 Fowler,
    Bloom, Talan, Beneke, Kelton, 2008 Iutcovich,
    Fiene, Johnson, Koppel, Langan, 1997MCECL,
    2008 Rous, Grove, Cox, Townley, Croumpoton,
    2008

3
What we know- Most directors were
once teachers
  • Approximately 90 of directors have been
    teachers, but only one-fifth report that they
    actively pursued an administrative position. 1
  • Only 27 of directors state they were
    well-prepared for their administrative role.
    Over one-half of directors describe the
    transition into their new role as overwhelming. 2
  • 1. Rafanello Bloom, 1997
  • 2. MCECL, 2003

4
What we Know- the scope of the directors
responsibility is similar to an
elementary
principal
  • Most states require that school principals hold a
    masters degree and an administrative certificate
    1
  • The NAEYC identifies that best practice for
    program accreditation is that an administrator
    have a minimum of a bachelors degree with 24
    semester hours of specialized education in early
    childhood and 9 semester hours in administration.
    2
  • Administrator qualifications are decreasing. In
    2001, 72 of the directors reported having a
    bachelor degree or higher, in 2008, only 66 of
    directors reported having a bachelors degree or
    higher 3
  • 1. (hhtp//nccic.acf.hhs.gov/pubs/cclicensingreq/
    cclr-directors.html).
  • 2. NAEYC (www.naeyc.org).
  • 3. Fowler, Bloom Talan. Beneke, Kelton, 2008
    Herzenberg, Price, Bradley, 2005

5
What we know-Training makes a difference
  • Directors with greater levels of administrative
    training report significant gains in their level
    of competence. Staff at their programs perceive
    the work climate to be more positive and
    productive.
  • Bloom, 2010 Bella Bloom, 2003 Bloom Bella,
    2005 Bloom Sheerer, 1992 Mietilcki, 2010.

6
What we know-Director credentials are linked
to more effective
administrative
  • There are 24 states that define and recognize the
    administrative competency of center directors by
    issuing a director or administrator credential.
    In Most states the credential is voluntary. 1
  • NAEYC recognizes 28 administrator credentials in
    its alternative pathway for meeting director
    qualifications for center accreditation. 2
  • Directors holding a credential score
    significantly higher on measures of
    administrative quality and are more likely to
    have centers that are accredited by NAEYC.
  • The credential level of the director is a
    predictor of classroom quality. 3
  • 1. National Child Care Information Center
    Center (http//nccic.acf.hhs.gov/poptopics/pd-cred
    entials.html).
  • 2. NAEYC (www.neayc.org0.
  • 3. Lower Cassidy, 2007 Fowler, Bloom, Talan,
    Beneke, Kelton, 2008
  • 4. Vu, Jeon, Howes, 2008

7
Circle of Influence training
  • Train the Trainers

8
Identifying My Group
  • Office for Young Children
  • This agency promotes and improves the
    availability, affordability, and accessibility of
    quality early education and child care in a four
    county region.

9
Directors group
  • OYC supports a monthly meeting for area childcare
    directors
  • I attended one of the meetings the end of
    September to tell the directors about myself. I
    told them about Taking Charge of Change/Train the
    Trainer and my project.

10
Workshop Evaluation
  • The most important thing I learned in this
    workshop about shared decision making and
    participative management is
  • It was an eye opening experience and the entire
    content helped me to realize not to stay in a rut
    and to open up more to collaboration with staff
    members and parents
  • I reflected on my style and I probably dont
    include others in my decisions-but I see that it
    is important and will try to change and do
    better- Already have!!
  • Being thoughtful about the stakeholders. Giving
    teachers by in on decision making
  • The importance of including staff when making
    decisions that are going to effect the daily
    operation

11
I would like to learn more about
  • How to motivate people and build staff morale
  • How to handle or approach behind the scenes
    staff complaining and griping
  • Staff getting along or gossip elimination
  • How to better support and encourage teamwork
    building stronger relationships among my staff

12
One new idea I hope to try out when I return to
my job is
  • Asking more open-ended questions and using the
    finger voting system if its needed
  • At the next staff meeting I am going to encourage
    staff to help set the agenda to make it more
    meaningful to them
  • Meeting with the summer staff and plan together
  • Survey staff and get their input on current
    procedure and what they would like to change

13
The following suggestions might help strengthen
this workshop in the future
  • More open discussion and participation
  • A quick summary list to help remind us of key
    points in good leadership
  • Get ideas from directors before hand regarding
    things that they struggle to get staff involved
    in and use these as examples during the training
  • Comments on time the training was held and the
    room the training was held in.
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