Workplace Issues

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Supporting and Supervising Staff 7

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Pre-Test

1. High teacher turnover rates in some programs are usually related to issues regarding compensation and job stress. T/F

2. The first and primary consideration when an administrator is creating a staff schedule is the number of hours staff members are available to work. T/F

3. The first step in the hiring process is interviewing potential candidates. T/F

4. The most efficient way to provide orientation for new staff members is to require them to read the staff handbook on their first day of work. T/F

5. Early childhood administrators draw on multiple options and resources in order to provide professional development activities for their staff, including staff meetings, early childhood conferences, and college courses. T/F

Answers can be found at the end of the chapter.

Learning Objectives

After reading this chapter, you should be able to:

1. Describe the responsibilities of the early childhood administrator in supporting and supervising staff.

2. Summarize the challenges in recruiting and retaining exceptional staff members in an early childhood program.

3. Name and describe some of the considerations administrators must take into account when creating and manag- ing staff schedules.

4. Relate the sequence of events and tasks in the hiring process, from the initial position posting to the job offer.

5. Explain the purpose of the orientation process, and describe the key steps in orienting a new employee.

6. List the variety of professional development activities, both on-site and off-site, in which an early childhood pro- fessional might participate, and evaluate the benefits of each activity.

CHAPTER 7Introduction

After six months as director, Lindsay Miller is starting to feel like she has settled into her new role. The days and weeks are beginning to take on a familiar routine, and she feels she has developed posi- tive relationships with the staff. But one day Lindsay gets a surprise.

As Lindsay is locking up her office at the end of the day, one of the lead teachers in the infant room, Jean, stops by and, with a troubled look on her face, says, “Lindsay, can I talk with you?”

“Of course.” Lindsay invites Jean into her office and invites her to sit down. “What is it, Jean? You seem upset.”

As soon as Jean opens her mouth to speak, she begins to cry. “My husband got a job in Boston, and we’re moving away,” says Jean. “I’m going to have to leave my job here.”

“Oh my,” says Lindsay, genuinely concerned. Jean is one of the most experienced and skilled teach- ers at the school. She is the only infant teacher on the staff with a four-year degree in early childhood education. Lindsay is also concerned for Jean because she seems so upset about the move. “This must be really hard for you, Jean.”

“It is,” Jean replies. “I love working here. But this opportunity for my husband is really important. It’s something he’s been working toward for years.” Jean sighs. “There are babies in Boston too. I’d like to find a job there working in an infant classroom like we have here.”

Lindsay smiles reassuringly. “I’m sure you’ll have no trouble finding a new position, Jean, and I’ll be happy to serve as a reference for you. When will you need to stop working here?”

“I can stay for six more weeks. But I thought I should tell you right away so you’ll have time to find someone to replace me.”

“I really appreciate that, Jean.” Lindsay is relieved that she will have six weeks to recruit and hire a new teacher. But this will be the first time she will have the responsibility of hiring in her new posi- tion. Many questions race through her head. Where will I post the position? How will I decide who to interview? What questions should I ask in the interview? How will I know if they’re good with babies? And How will I introduce and train the new teacher so I can be sure he or she gets off to a good start?

Over the next few weeks Lindsay will be working hard to answer these questions and lead her pro- gram through an important transition.

Introduction

This chapter will discuss the many challenges administrators like Lindsay face when staffing an early childhood program. For example, high teacher turnover is a significant problem in the field (Hale, Knopf & Kemple, 2006), and most administrators struggle with attracting

and retaining staff members with adequate training, college-level education, and skills. Through- out the chapter, we will provide strategies that focus on recruiting and retaining high-quality workers and on creating a work environment where early childhood professionals can grow and thrive. There will be an emphasis on relationship-based supervisor practices that incorporate reflection and professional growth.

CHAPTER 7Section 7.1 Staff: The Essential Ingredient

7.1 Staff: The Essential Ingredient

If you traveled across the United States and visited every early childhood program on your path, you would have a hard time finding any two that are exactly alike. From a preschool in rural Alaska where children wear snow boots on the playground, to a child care center in downtown

Miami housed in a busy office tower, programs differ in so many ways—in size, location, hours of operation, philosophy, and structure. The one characteristic that all share is the importance of the staff and the relationships they build with children and families. More than facility, equipment, and materials, it’s the people working in the program, caring for and teaching the children, who determine the quality and value of the services provided there.

As described in Chapter 1, research confirms that the staff is the most important ingredient in program quality. Hiring enough staff to maintain low teacher-child ratios and attracting staff with credentials and skills are among the leading indicators of quality (National Center for Early Devel- opment and Learning, 1999).

The responsibility of the early childhood administrator regard- ing staff is to serve as a mentor, a supervisor, and manager, and a coach. As a mentor, the adminis- trator serves as a role model and provides advice and guidance to support professional growth. As a supervisor, the administra- tor sets clear expectations for staff members, evaluates their job performance, and provides feedback. As a manager, the administrator creates schedules and calendars that structure the staffing patterns in the program and ensure that there will be enough staff available to meet the children’s needs. And as a coach, the administrator works with groups or teams of teachers and other staff members, facili- tating communication and planning, as well as resolving conflicts. An effective leader of an early childhood program balances all these roles and responsibilities to create an environment where each employee can do her or his best work.

Questions to Think About 1. What are some of the ways that a teacher’s relationship with the program administrator

is different from his or her relationship with a coworker? 2. Do you think it might be possible for an administrator to give too much attention to sup-

porting and supervising staff? Why or why not?

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High-quality early childhood programs employ committed, skilled teachers.

CHAPTER 7Section 7.2 The Problem of High Staff Turnover

7.2 The Problem of High Staff Turnover

Early childhood administrators are responsible for attracting, hiring, training, and supervising quality staff members, from the office clerk to the food service aid to the classroom teach- ers. In the field of early childhood education, staff turnover is a chronic problem (Hale,

Knopf & Kemple, 2006). According to the National Association for the Education of Young Children (NAEYC), the turnover rate among early childhood educators is roughly one third a year (2012b). This means that many early childhood administrators have to hire the equivalent of a completely new staff every three years.

Compensation Rates The causes of turnover are complex. One primary reason is low compensation (NAEYC, 1997b). Despite the important role they play in the lives of young children, early childhood teachers and caregivers are among the lowest paid professionals in the United States. According to 2011 data from the U.S. Department of Labor, child care workers are paid less than most other workers, including parking lot attendants, janitors, and restaurant cooks.

As demonstrated in Table 7.1, preschool teachers also earn significantly less than kindergarten and elementary school teachers. At the administrative level as well, preschool and child care adminis- trators earn less than their counterparts in elementary and secondary education.

Table 7.1: Average Salaries for Early Childhood Education Professionals

Position Average Salary

Child care workers $23,760

Parking lot attendants $24,330

Restaurant cooks $26,440

Janitors $27,900

Preschool teachers (except special education) $35,590

Kindergarten teachers (except special education) $57,110

Elementary school teachers (except special education) $60,830

Special education teachers (preschool, kindergarten, and elementary) $61,960

Education administrators (preschool and child care center/program) $53,550

Education administrators (elementary and secondary) $97,440

Source: Bureau of Labor Statistics. (2017, May). Table 1. National employment and wage data from the Occupational Employment Statistics survey by occupation. https://www.bls.gov/news.release/ocwage.t01.htm

CHAPTER 7Section 7.2 The Problem of High Staff Turnover

Focus On: The Worthy Wage Campaign In 1991, the Center for the Child Care Workforce, an advocacy group that has since become part of the American Federation of Teachers, initiated the Worthy Wage Campaign. The purpose of the campaign is to draw attention to the importance of child care work and the urgent need to improve child care jobs.

Initially, the Worthy Wage Campaign was a grassroots effort led by early childhood professionals to advocate for the improvement of the compensation and work environments for the early care and education workforce. In many communities May 1 is still celebrated as Worthy Wage Day, and advo- cacy events such as rallies and visits to legislators are held that call attention to the importance of early childhood education and the dedication of its workforce.

In recognition of Worthy Wage Day in 2012, Jerlean E. Daniel, executive director of NAEYC issued the following statement:

For too long, the woefully low compensation of early childhood education professionals has been demeaning to those who work in this field, and has inhibited recruitment, ongoing train- ing and education, and retention of high quality professionals. Worthy Wage Day is a time to draw attention to the importance of the work of early childhood professionals. We cannot expect high-quality early development and learning experiences for our young children unless we tackle the issue of fair compensation. (NAEYC, 2012a)

Not surprisingly, programs with the lowest turnover rates tend to be those with the highest com- pensation (Whitebrook & Sakai, 2003). Compensation means more than just salary; it also includes the benefits offered to employees such as paid time off and health insurance.

Job Stress Working with young children can also be a very stressful job. The hours are long, and early child- hood workers usually do not receive as many breaks and planning periods as educators who work with older children. For example, for a kindergarten teacher in a public school system, the school

day usually runs from around 9:00 a.m. to about 3:30 p.m. During that time the teacher likely has several periods when he or she is not working directly with the children, such as gym class, art class, lunch, or recess. This time is designated as plan- ning time or a break.

In contrast, an early childhood teacher working in a full-day child care center probably works a full eight-hour day directly with chil- dren, with just one break during nap. Most teachers and caregiv- ers in early childhood programs do not receive paid planning time.

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Children feel more secure with familiar, responsive teachers. Teacher turnover can have a negative impact on children.

http://www.ccw.org/

http://www.aft.org/yourwork/ece/wwdtoolkit/

CHAPTER 7Section 7.3 Staffing Schedules

At the same time, workers are experiencing higher expectations as policymakers and legislators advocate for greater accountability for child outcomes and higher standards for teacher training and college-level coursework.

Job Satisfaction Early childhood administrators often struggle to recruit qualified candidates, and when they are successful in hiring high-quality teachers, they must also work hard to keep them. Successfully reducing teacher turnover requires more than just raising salaries. To keep good employees, there must be a good fit between employee and program philosophy, mission, and vision (Sheerer & Bloom, 1990). Staff members are more likely to stick with their employer when they feel a sense of satisfaction in their work. This satisfaction comes from a feeling that the work has meaning, is appreciated, and is leading to growth and new opportunities (Bloom, 2000). A successful program administrator works hard to deepen employee satisfaction and create a culture that values and retains quality staff.

Questions to Think About 1. Imagine that you are the parent of a preschool-age child considering enrolling your child

in an early childhood program. What questions might you ask the administrator to learn more about teacher turnover in that program?

2. If given a choice between a position with a higher salary and few benefits and a position with a lower salary but a generous benefit package, which option do you think is prefer- able? What factors would you consider in making that decision?

7.3 Staffing Schedules

Early childhood administrators create and manage staffing schedules that consider and balance a variety of key considerations. These considerations include providing adequate supervision of the children, especially during key transitions and caregiving tasks such as

naptime or diaper-changing, and making an efficient use of staff by staying within the number of staff hours allocated in the program budget. The overarching goal is to staff the program in ways that ensure the safe supervision of the children during all hours of operation.

The primary measure of the standard of supervision is teacher-child ratios. As discussed in Chapter 3, state licensing standards determine the minimum requirements for the staffing of the program and the supervision of the children. Though the regulations vary from state to state, most licens- ing codes specify the minimum requirements for teacher-child ratios as well as the maximum number of children who can be enrolled in each classroom or in the entire facility.

CHAPTER 7Section 7.3 Staffing Schedules

Table 7.2: Teacher-Child Ratios

Age Category

Group Size

6 8 10 12 14 16 18 20 22 24

Infant

Birth to 15 months 1:3 1:4

Toddler/ Two (12–36 months)

12 to 28 months 1:3 1:4 1:4 1:4

21 to 36 months 1:4 1:5 1:6

Preschool

2 1/2-year- olds to 3-year-olds (30–48 months)

1:6 1:7 1:8 1:9

4-year-olds 1:8 1:9 1:10

5-year-olds 1:8 1:9 1:10

Kindergarten 1:10 1:11 1:12

Maintaining teacher-child ratios throughout the day is essential to the safety of the children. Child care programs are typically open for 10 or 11 hours while the standard work day for staff is 8 hours. This means that the work schedules for teachers and caregivers must be staggered to ensure ade- quate supervision at both the beginning and the end of the day. For example, the teachers who open the center may work 7:00 a.m. to 3:00 p.m. Other teachers may work 7:30 a.m. to 3:30 p.m. or 8:00 a.m. to 4:00 p.m. Some teachers may work a closing shift, such as 10:00 a.m. to 6:00 p.m.

The start and end times will vary according to the hours of the program and the numbers of chil- dren scheduled to attend during the first two hours and the last two hours the program is open each day. The early childhood administrator is responsible for tracking the projected arrival and departure times of children in each classroom and creating staffing schedules that will provide for adequate supervision at the beginning and ends of the day.

Administrators use teacher-child ratios as the starting point for determining the number of staff members needed for safe supervision, but there are other considerations as well. One important concept related to staffing is continuity of care. This is a plan that ensures that children experi- ence as few changes as possible in the caregiving relationships. Ideally, each infant or child would have just one or two primary caregivers. Frequent changes in caregiver assignments throughout the day, the week, and the year can have a negative impact on children’s sense of security and well-being (Lally & Tsao, 2004).

CHAPTER 7Section 7.3 Staffing Schedules

The continuity of care is especially important for infants and toddlers. For example, suppose baby Isabella is enrolled in a full-day child care program, and she arrives at the center at 7:30 a.m. Isabella is initially cared for in the Early Room, which is supervised by a float teacher, a teacher who is not assigned to one classroom but used to fill in gaps in coverage as needed. At 8:00 a.m. Isabella is moved to her regular infant classroom, which is staffed from 8:00 a.m. to 9:00 a.m. by the assistant teacher with help from the assistant director. Finally, at 9:00 a.m. the lead infant teacher arrives. Isabella has experienced three transitions and caregivers before her primary caregiver even arrives at school. It may be hard for Isabella to feel secure when she is experienc- ing so many changes. The primary obstacle to providing continuity of care is that it usually requires hiring additional staff. It is more efficient and less costly to combine several classes of children together in one room at the beginning and end of the day than to staff each class with a familiar, consistent caregiver. One strategy for minimizing these kinds of changes is to have a morning primary caregiver who opens the program, and an afternoon primary caregiver who closes it. This reduces the number of caregiver relationships to two. If providing consistency of care is a pro- gram priority, administrators can build a primary caregiver structure into the plans for the daily schedule and budget accordingly.

When creating and managing staff schedules, administrators must also take into account the availability and preferences of individual staff members. For example, some teachers or care- givers may only be available for an early shift while others may prefer a later shift. Often these decisions are made based on seniority; the staff members who have worked at the program for the longest time are given first choice of shifts.

Another factor to consider is coverage for staff breaks and for staff absences. In full-day pro- grams, breaks are usually sched- uled during nap time. Sometimes additional staff, such as a float teacher, must be hired to help cover breaks. Administrators are responsible for setting up and overseeing a turn-taking plan that allows for staff breaks while still maintaining safe supervision of the children.

Administrators are also responsible for hiring and scheduling substitute teachers and caregivers when staff members are absent. In small programs the administrator might be the one to serve as a substitute.

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Infants and toddlers are especially sensitive to changes in caregivers.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Questions to Think About 1. How might the management of staff schedules of a part-day preschool be different from

the management of a schedule for a full-day child care program? How might they be similar?

2. Which do you think is more important, providing continuity of care or keeping staffing costs low? Why do you think so?

7.4 Recruiting and Hiring Quality Staff

Providing enough staff for the safe supervision of the children and creating staffing patterns that ensure continuity of care are the essential building blocks of a staffing plan. But staff- ing an early childhood program is more than just putting the right number of people in

the right places. Early childhood administrators are responsible for recruiting and hiring quality staff. To do so, first the administrator must ensure that the roles and responsibilities of each staff member are clearly defined.

Job Descriptions Each position, as defined by a job description, should be defined in a way that supports the pro- gram’s goals, mission, vision, and philosophy. A job description should be specific to the role but general enough to apply to every person in that role. Often positions are divided into catego- ries, such as administrative, instructional, and support. Administrative positions might include the director and the office receptionist. Instructional positions might include lead teachers and assistant teachers. Support positions might include a food service aide, a janitor, and a bus driver.

Individual job descriptions may be included as part of the content of the program’s personnel policies; or it may exist as separate, supplemental documents. The primary purpose of a job description is to define the roles and responsibilities of each position. The job description plays an important role in the recruiting and hiring process because it determines the qualifications and skills of the ideal candidates for the position, and it explains to the candidates exactly what will be expected of them.

A well-written job description can also help to define career paths within the early childhood program. For example, assistant teachers can view the job description of a lead teacher and see exactly what it takes to advance to a position with greater responsibility and a higher salary. Job descriptions can also play an important role in the evaluation of a staff member’s job perfor- mance. The description of responsibilities can form the foundation for the evaluation process. Performance evaluations will be discussed in more detail later in this chapter.

Job descriptions and job postings for similar positions at other early childhood programs can also be used as benchmarks to help determine both minimal and optimal requirements, as well as help determine salary levels. Table 7.3 demonstrates the elements of a job description.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Table 7.3: Elements of a Job Description

Element Description

Position title The title of the position should be consistent among all staff members serving in the same position in the same program. For example, some programs use the title “lead teacher” and others “head teacher.”

Position statement Most job descriptions include a statement that describes the primary purpose of the position and its role within the program.

Supervision structure The job description should state to whom this position reports. Also, if this is a supervisory position, the job description should also name which positions this person will supervise.

Minimum qualifications Minimum qualifications are the lowest level of education and experience a candidate must have in order to be considered for the position. Often the minimum qualifications for a position in a licensed early childhood program are the level required to meet state licensing requirements.

Salary range Some administrators are reluctant to include a salary range on a job description. The benefits of doing so are that this ensures consistency and equity among staff members in the same position, and this transparency generates good will and trust from employees.

Essential duties Each of the essential duties must be specific enough that it can be measured in a job performance review. For an early childhood teacher, the essential duties will be related to the supervision, guidance, and instruction of the children.

Nonessential duties Every job includes tasks and responsibilities that are not essential but are still considered part of the job. For an early childhood teacher, nonessential duties are usually those that are performed only occasionally or those that are unrelated to the direct supervision of the children, such as writing a monthly article for the school newsletter or updating the classroom bulletin board.

Minimum performance standards The minimum performance standards are those job requirements that employees must perform but are not part of the formal credentials required for the position. For example, in most states, licensing codes require that staff members who work directly with children must take a tuberculosis test and complete a health examination by a physician, indicating that they are free of contagious illness and well enough to work directly with children.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Minimum performance standards may also include specific expectations regarding physical demands of working with young children: that the employee will be required to lift children, to sit on the floor, and to have the ability to speak and listen to children.

Including these job requirements in the job description may help prevent accusations of discrimi- nation if the program chooses not to hire an applicant with a disability who is not able to perform these requirements.

In cases where an employee does not meet the expectations of the position, the information con- tained in the job description may be used later to discipline or terminate the employee. For this reason, the job description should be considered a legal document. Job descriptions should be reviewed and updated annually, ideally by a staff member, board member, or consultant with legal expertise. Any time there are changes in licensing standards or changes in program services or structure, job descriptions should be updated to reflect those changes. Figure 7.1 gives a descrip- tion of what a preschool teacher’s job description might look like.

Figure 7.1: Sample Preschool Teacher Job Description

Position title: Preschool Teacher

Position statement: Saint Anne’s School is a Catholic elementary school that educates the children of Saint Anne’s Parish and the outlying communities. We are a thriving kindergarten through 8th grade program in a vibrant community. We are seeking a preschool teacher who will create a curriculum and classroom environment that develops the whole child, sparks imagination, builds self-esteem, fosters learning through play, and helps children discover new ideas each day.

Reports to: Preschool Director

Minimum qualifications: • 12 or more Early Childhood Education (ECE) units • 4 years experience teaching in a preschool or child care setting • Excellent verbal and written communication skills • Excellent interpersonal skills and ability to relate to young children and parents

Salary range: • Starting salary $26,000 – $32,000 • Benefits available • Paid school holidays/vacation

Responsibilities: • Curriculum development and implementation: Plan and lead activities that meet children’s cognitive, physical, social and emotional needs. Create weekly lesson plans. • Safe supervision of children: Supervise children during all activities including meals, naps and playground play. Develop supportive, nurturing, and encouraging relationships with children. Establish predictable routines and provide guidance. • Parent communication: Lead parent-teacher conferences, contribute to the preschool newsletter, and develop welcoming relationships with parents and family members. • Perform other related duties as required.

This sample job description for a preschool teacher includes a salary range for this position. The range is broad enough to give the administrator some flexibility in determining the specific salary for each employee in this position.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Classroom Staff In early childhood education, most of the positions administrators will recruit and hire are the teach- ers and caregivers who work directly with children in the classrooms. These are the people who inter- act with the children each day, providing direct services, the heart of the early childhood program. The titles for classroom staff vary, but most likely include some variation on “teacher,” such as head, lead, float, or assistant teacher, coteacher, classroom aid, or infant or lead caregiver (Figure 7.2).

The minimal qualifications for these positions will usually be determined by licensing require- ments. Additionally, some qualifications may be related to the program philosophy or mission. For example, a Montessori program may require that teachers have received specific levels of Montessori training through the Association Montessori Internationale (AMI).

Figure 7.2: Sample Assistant Infant Caregiver Job Description

Position title: Assistant Infant Caregiver

Position statement: The assistant infant caregiver is responsible for assisting the lead caregiver in the supervision of a group of infants. All caregivers perform activities that ensure the health, safety, and progress of each baby in the group.

Reports to: Lead Caregiver

Minimum qualifications: • At least 18 years of age. • Experience working with infants.

Meet the qualifications of one of the following: • High school diploma and 30 credit hours in education • High school diploma, 15 credit hours in education and one year of experience with children • High school diploma or GED, and two years of experience with children

Salary range: $10-$12 per hour

Essential duties: • Takes care of the infants’ daily physical needs: diapering and feeding. • Meets the emotional needs of each baby: talks with, smiles at each child. • Satisfies the developmental needs of each baby: reads to, plays with infants. • Plans and executes special activities for babies, as directed by the lead caregiver. • Prepares room for arrival of children. • Greets each parent and baby daily. • Gives children attention and supervision, watching carefully for safety hazards. • Cleans baby room at the end of each day. • Participate in supervising free play and outdoor play. • Supervise and assist children with meals and cleanup. • Adhere to the daily schedule. • Attend and participate in staff meetings. • Perform housekeeping and kitchen duties as needed. • Perform emergency duties when the need arises. • Participate in fire drills alternating months.

Minimum performance standards: Be able to lift, push and carry 40 pounds, sit for 30 minutes and stand for 1 hour. Be able to use all fingers on both hands, and have use of both legs, and be able to walk 500 feet. Have near and far vision correctable and depth perception with or without corrective lenses. Be able to hear all types of sounds. Be able to read stories to the children. Be able to communicate properly and effectively with parents. Be able to work in all types of environments: • Inside and outside. • Cold temoeratures outside. • Noise tolerance.

Qualifications for an infant caregiver position include training and experience as well as certain physical abilities necessary for infant care. For example, this job description includes as a minimum performance standard the ability to lift up to 40 pounds.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Programs committed to providing a level of quality care and education that goes beyond minimal licensing requirements can look to accreditation standards for guidance. Even programs not seek- ing accreditation may use these higher standards to determine or influence the level of qualifica- tions they seek for classroom staff as well as for administrators.

For example, NAEYC accreditation standards require that teachers have a minimum of an associ- ate’s degree and that at least 75% of the teachers on staff have at least a four-year college degree in early childhood, child development, or a related field. Accreditation standards also state that assistant teachers (who work under the direct supervision of another staff member) must have at least a high school diploma and at least 50% of the teaching assistants on staff have at least a child development credential (CDA, 2017). The recommendation for director is at least a 4-year college degree and at least 9 hours in college level coursework directly related to administration, leader- ship, and management as well as at least 24 credit hours in college level coursework related to early childhood education and child development (NAEYC, 2018c).

Support Staff Hiring quality support staff is also important, as these employees are responsible for accomplishing specific roles and responsibilities in the program, such as the cook who prepares the meals or the janitor who cleans the classrooms. Although sup- port staff positions, such as a janitor, do not work directly with children, all employees must be able to interact professionally and appropriately with fami- lies and children.

Support staff may include a wide variety of roles. Some positions, such as caseworkers and psycholo- gists, may require academic credentials. Others, such as food service workers or maintenance staff, may require very little training or experience. The job descriptions for support staff may also list skills and experience that are different from the job descrip- tions of the administrative and classroom staff, such as the requirement that a cook have experience with food handling and sanitation (Figure 7.3).

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The qualifications for support positions, such as food service workers, may be very different from those for classroom staff.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Figure 7.3: Sample Support Staff Job Description

Position title: Cook

Position statement: The cook performs cooking duties and leads food preparation for children, to include planning, ordering, shopping, and preparing meals. Must meet all requirements and reporting to the USDA CACFP Food Program for reimbursement for meals served. Must meet all requirements for health and safety.

Reports to: Center Director

Minimum qualifications: • High school diploma. • Food service certification. • Knowledge of and experience with: methods and procedures of large-scale food preparation; food values and nutrition; personal hygiene, food handling, sanitation, and safety precautions; care and use of kitchen utensils and equipment; record keeping; report preparation.

Essential duties: • Inspects food being prepared to ensure proper quantity, quality, and handling; cooks, prepares, and handles food. • Operates mixers, ovens, choppers, shredders, steamers, grills, grinders, steam kettles, fry kettles, and other food equipment. • Prepares menus and determines amount of food to meet USDA CACFP menu requirements, keeps records and makes reports. • Prepares food items according to standard menus, recipes, and verbal instructions; prepares and cooks vegetables, meats, soups and cereals; prepares salads, desserts and beverages, quick breads, etc. • Leads and participates in the cleaning of the kitchen and equipment; assures that standards of sanitation and safety are met. • Adjusts recipes to volume of demand. • Inventories and maintains necessary supplies and goods for assigned meals. • Leads and participates in the storage and utilization of leftover ingredients and products; rotate stock. • Operates standard cooking equipment.

Other duties: • May be asked to assist and/or supervise children.

Minimum performance standards: Must maintain all required trainings, background clearances, and certifications as directed by State Department of Early Learning and any accreditation agency.

Unlike the job description for a teaching position, this cook position requires no coursework in early childhood education.

Hiring Staff Most early childhood administrators spend a significant amount of time hiring staff. Administrators of programs with large staffs or of programs with a high turnover rate may find themselves working in hiring staff all year round. The hiring process includes six important steps: (a) recruiting, (b) screening, (c) interviewing, (d) demonstration of skills, (e) reference check, and (f) the job offer.

Recruiting The first step is to announce the open position and spread the word to potential applicants. Administrators carefully consider where to post the position in order to attract the strongest pool of candidates based on the resources available in their community. Posting options may range from posting on websites for community groups or local early childhood organizations or post- ing paper flyers on the bulletin board of the local public library. The recruiting process involves

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Marili Forastieri/Photodisc/Thinkstock

Most job seekers use the Internet to find information about available positions.

making a plan for the application procedure, posting the position, and collecting applications from interested candidates.

Screening Once candidates have applied for a position, the application materials must be screened to determine which applicants will be invited to interview. The screening process should be identical for each candidate, to avoid discrimination. An exam- ple of a screening process would be to start by eliminating any candidates who do not meet the minimal requirements for the position in terms of training, academic credentials, and experience. Additionally, candidates who submitted materials, such as a cover letter and resume, that were not presented in a professional manner, such as a cover that contains numerous spelling errors, may also be eliminated.

If the remaining pool of candidates is still too many to interview, the administrator could then select the candidates who have the most training and experience or those whose training and experience best match the philosophy and structure of the program. For example, an administra- tor hiring for a Head Start teacher might select just those candidates who have experience in a Head Start classroom.

Interviewing The interview is the opportunity for both the employer and the applicant to gain information that will help determine if the position will be a good fit. Interview questions may be general, such as, “What interests you about this position?” Some administrators prefer to use behavioral interview questions, designed to elicit descriptions of the applicant’s current skills and abilities in specific kinds of real-life situations. Behavioral interview questions are valuable because they demonstrate what the applicant is currently able to do, not just what they think they would do in the future (Carnegie Mellon, n.d.).

The following are examples of behavioral interview questions:

1. Tell us about a time you worked with an especially challenging child. How did you handle it? 2. Describe a time when you worked with a difficult parent. How did you handle it? 3. Tell us about a time when you planned an activity for children and things didn’t go as

expected. What did you do? 4. Give an example of a time when you had a conflict with a coworker. How did you handle it? 5. Describe an experience you’ve had creating a curriculum plan that you felt was a success.

What did you do? What made it successful?

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Demonstration of Skills For positions that require teaching and supervising groups of children, part of the hiring process may include an opportunity to teach a lesson or interact with children. The director will observe the candidate and evaluate his or her skills with children. The structure for the demonstration may vary. The candidate could be asked to prepare a lesson on a particular topic or to bring in a favorite storybook to read aloud to the children. Or the session may remain open-ended, with an invitation for the candidate to sit with the children at the water table and make conversations with them as they play.

During the demonstration, the administrator or another person delegated to the task would observe the candidate and either take notes or complete a checklist prepared for that purpose, indicating the demonstrable qualities that would be most desired for that position. For example, the observer would look for evidence that the candidate was able to communicate with children using appropriate vocabulary, develop a friendly rapport with children, ask questions that promote creative and critical thinking, and respond to children’s emotional and physical needs. Creating some kind of document describing the candidates demonstration, whether notes or a checklist, is important because it may be helpful later when comparing candidates for the final hiring decision.

Reference Check When the pool of candidates has been narrowed down to just a few people, employers usually conduct a reference check that involves contacting previous employers who can provide informa- tion about the candidates’ job performance history. Many employers have specific policies con- cerning what information can be shared about an employee’s employment history and job perfor- mance. Former employees may require a signed release from the applicant before they will share any information. But many colleagues and mentors, if they have a positive opinion of the candi- date, will readily speak on behalf of the applicant.

Unlike the reference check, which is optional, a background check is a required part of the hiring process for positions in early childhood education. The specific requirements and proce- dures for the background check will vary from state to state, but it usually involves checking to see if the individual has a criminal record. Some positions may also require a credit check or a verifi- cation of professional credentials and employment history. Most of these checks must be authorized in writing by the applicant.

Many organizations wait until the hiring process is finished before a

background check is conducted, usually because of the cost involved. They don’t want the expense of conducting a background check for a candidate that is not going to be hired. Other organizations make it a practice to not offer a position to an applicant until the background checks are fully cleared.

Hemera/Thinkstock

Checking references by phone sometimes yields more detailed and nuanced information than written references.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Another similar step in the hiring process is employment eligibility verification. The federal govern- ment requires that all U.S. employers complete and retain a form called the I-9 for every individual they hire. The form is required of both citizens and noncitizens. On the form, the employer must verify that the employee has presented documentation, such as a U.S. passport, a social secu- rity card, or a driver’s license, indicating he or she is legally eligible to work in the United States. Employment eligibility verification is usually conducted after an applicant is hired, as part of the onboarding process, the completion of paperwork and orientation required at the time of hire.

The Job Offer Once the employer makes a decision about which candidate to hire, an offer is made. Sometimes there is a period of negotiation between the candidate and the employer regarding salary, ben- efits, schedule, or level of responsibility. An initial offer may be made over the phone, but verifying the offer in writing, either electronically or on paper, through a formal hire letter, helps to ensure that the details of the position, such as salary and work schedule, are clearly communicated. Some administrators will also require that the candidate respond in writing, usually by signing a copy of the hire letter, to confirm acceptance of the position.

Case Study: Mountain View Child Development Center Let’s follow one administrator through the hiring process from beginning to end. Ginny Morris is the director the Mountain View Child Development Center, a nonprofit program providing full-day preschool and child care service for children between the ages of two and five. Recently, Ginny was sad to learn that Beth, the lead teacher in the fours room, was leaving the program to take a job teaching kindergarten in the local school system. Beth was the only teacher on staff at Moun- tain View who had a master’s degree in early childhood education, and Beth had served as a men- tor teacher for many years. Ginny is determined to hire a new teacher with similar credentials.

Recruiting Before beginning the recruitment process, Ginny meets with the personnel committee of the board of directors. They agree with Ginny that they want to fill this position with someone who has exceptional professional experience, someone who can be a real leader on the teaching staff. The board bylaws specify that the role of the personnel committee is to consult with Ginny through the hiring process and serve as a search committee. The teacher who is leaving, Beth, has given only two week’s notice, the minimum required in the personnel policies, so Ginny would like to act quickly. Two weeks is probably not enough time to complete a search process, so Ginny hires a substitute teacher to fill in after Beth leaves. This will give Ginny about four weeks to complete the search process and bring on the new teacher.

The recruiting procedure that Ginny has followed in the past was to require applicants to submit a resume and a cover letter. One of the board members suggests that in addition to requiring the resume and cover letter they should also ask applicants to write a statement of philosophy, describing his or her values and priorities in working with young children. Ginny likes this sugges- tion and agrees to implement it.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Ginny writes the opening of the job posting to include a “pitch” in the hopes of catching the atten- tion of the best applicants. She crafts a paragraph that emphasizes opportunities for professional growth and autonomy.

This position is an opportunity for developing a progressive and innovative early childhood environment and curriculum to meet the needs of a diverse and thriving community of young children and their families. Every teacher at Mountain View has an active voice in the decision-making process regarding curriculum, prac- tices, and policies. Our collaborative team meets regularly for planning, reflection, and professional development.

Ginny develops a job posting that is similar to a job description but shorter. The full job description will be distributed later, when applicants are invited to interview. The posting can be posted on job boards, both virtual and real, and distributed via email to colleagues in the field (Table 7.4).

Table 7.4: Possible Sites for Job Postings

Site Advantages/Disadvantages

Home page of the Mountain View Child Development Center website

An advantage is that the administrator can put any content there. A disadvantage is that the posting might raise concerns from parents about turnover.

Virtual Job board on the website for the local early childhood association

An advantage is that the users of the site are likely to be early childhood professionals. A disadvantage is that the site may not update their postings on a regular basis.

Free community job posting websites An advantage is that the posting is free. A disadvantage is that the site is not early childhood-specific.

Paid Posting on high exposure job site An advantage is that the site is has a high number of users. A disadvantage is the cost.

Emails to current and former staff members, board members, and colleagues, with a request that they forward the posting to any interested friends or colleagues

An advantage is that the referrals are targeted to people who are likely to be well qualified for the position. A disadvantage is that this practice reaches a small number of candidates.

Additionally, Ginny wants to focus on recent graduates with master’s degrees in early childhood education. There are three universities in the area that offer such a program. She considers host- ing a reception for graduate students and alums that includes a tour of the facility and a presenta- tion of job opportunities, but since she needs to fill the position quickly, she feels she doesn’t have enough time to plan that kind of event. She makes a note to revisit the idea at a later date, as a way to build interest in her program for future hiring opportunities. Instead, she takes a stack of hard copies of the job postings and brings them to the advising offices and the department chairs at each of the local universities.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Screening After the position has been posted for several weeks, Ginny has received application materials from 15 candidates. She and the chair of the personnel committee from the board of directors meet to review the materials and screen the applicants. They would like to narrow the list down to three or four top candidates to invite for an interview.

Out of the 15 applicants, 12 meet the minimum qualification of a bachelor’s degree in early child- hood education; however, only two candidates have an advanced degree. The personnel commit- tee chair cautions Ginny against narrowing the pool to only two candidates and encourages her to take a closer look at the credentials of the other applicants. Ginny finds four applicants who are currently working on earning a graduate degree but have not completed the program.

Now Ginny has narrowed the pool to six applicants: two with graduate degrees and four who are in graduate school now. Next, she and the chair read each of the six resumes, cover letters, and statements of philosophy carefully. One of the six candidates has submitted materials that are poorly written. There are errors in spelling and grammar in both the cover letter and the philoso- phy statement. They decide to eliminate that candidate.

Another applicant has written a statement that is clearly in conflict with the philosophy of Moun- tain View Child Development Center. The applicant values a more academic and structured cur- riculum than the play-based curriculum offered at Mountain View. That candidate is also elimi- nated from the pool. This leaves four candidates. All four have submitted well-written philosophy statements that are consistent with the Mountain View values and philosophy.

Interviewing Ginny will not be interviewing the applicants alone. The chair of the personnel committee will join her, as well as one of the current teachers on the preschool team. Ginny knows from previ- ous experience that including the other teachers provides valuable insights on how the appli- cants will fit in with the other members of the teaching team. Including teachers in the hir- ing process also increases their own sense of commitment and investment in the program and contributes to their own profes- sional development.

The members of the interview team will take turns asking the questions, and all three will take notes about the applicant’s answers. Asking each applicant the same set of questions will make it easier to compare one candidate to the others and determine the strengths and weaknesses of each applicant.

Brand X Pictures/Thinkstock

A job interview is a two-way conversation. In addition to answering questions, candidates should be given an opportunity to ask questions of the potential employer.

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Demonstration of Skills The interview team invited the four final candidates for interviews. One of the four had already accepted another position and declined the interview. The other three were each interviewed for more than an hour. Afterward, the interview team discussed each candidate and decided to invite all three to continue to the next step in the process: the classroom visit.

At Mountain View, teaching candidates are asked to visit a classroom and accomplish two tasks: The first is to read a story aloud to the children during group time, and the second is to sit in the block area during free time to interact with the children and facilitate their play. This provides an oppor- tunity for applicants to demonstrate their skills working with children. Such an exercise can be valu- able because an applicant may interview very well but not have a good rapport with children. By the same token, an applicant may have exceptional classroom skills that are not evident in an interview.

The applicants visited Mountain View on separate days, and Ginny observed all three. She wrote careful notes about what she observed regarding each candidate’s rapport with the children, their ability to lead a story time and to ask the children open-ended questions, as well as their class- room management skills.

One applicant seemed especially reserved and hesitant with the children and did not demonstrate strong classroom management skills. The other two, however, were both very strong. Ginny and all the teachers who participated in the classroom visits felt that either of these candidates would be excellent choices for the position.

Reference Checks Before she makes a final decision about which of the two candidates to hire, Ginny must check the references of both candidates. She chooses to contact the references by phone, so she can have a chance for a conversation with each individual. She uses a list of standard questions that she has prepared for this purpose (Figure 7.4).

Figure 7.4: Questions for Professional References

These seven questions are examples of very standard reference questions. Additional questions could be added that are relevant to a specific role or program, such as, “What can you tell me about this applicant’s ability to supervise children on a playground?”

How long have you known the applicant and in what capacity?

What are the applicant’s greatest strengths and skills?

What are the applicant’s weaknesses?

How do you think this person would perform in this position?

(For a previous employer) What was the reason this person left this previous position? Given the opportunity, would you rehire him or her?

Is there anything else you think I should know?

Reference Questions

CHAPTER 7Section 7.4 Recruiting and Hiring Quality Staff

Focus On: ADA in the Workplace Early childhood administrators are responsible for following ADA guidelines regarding hiring and employment. The ADA (Americans with Disabilities Act) is a federal law guaranteeing people with disabilities the same opportunities and access available to others. The law applies to transportation and facilities; requiring, for example, that public buildings are accessible to wheelchairs. The law also applies to the workplace. Employers can’t disqualify someone for a position based on a physical or mental disability if the disability does not interfere with performance of the job as described in the job description (Guerin, 2012).

Employers must make “reasonable accommodations” for disabled workers. Accommodations may include adaptive equipment or modification of duties (U.S. EEOC, 2002). For example, if a teacher in a child care center experienced a disabling injury or illness that resulted in her being unable to lift a heavy toddler to a changing table, she could be reassigned to an infant room where she only had to lift small babies. Or the delegation of responsibilities in the classroom could be reassigned so that oth- ers on the team did the lifting and changing.

The Job Offer Ginny conducts a background check for the two final candidates for the lead teacher position. All the references for both candidates are positive, but one of the candidates seems to rise above the other in terms of her leadership skills. Ginny calls a meeting with the personnel committee as well as the teachers who have been involved in the search for the new hire. Ginny presents informa- tion about both the final candidates and then makes her recommendation to hire the one with the strongest leadership skills.

The group supports Ginny’s decision and agrees that if the top candidate does not accept the position, Ginny should offer the position to the second choice. They are all pleased that the pro- cess has yielded two excellent candidates and commend Ginny for conducting a thorough and thoughtful search.

Ginny calls the top candidate and offers her the position. They discuss specifics of the offer in detail: the salary, the benefits, the hours, and the school calendar. The candidate asks for 24 hours to consider the offer. The next day the candidate calls Ginny and accepts the position.

Paperwork: The Employee File Once an employee is hired, an administrator will begin assembling an employee file, which includes a significant amount of paperwork. The contents of an employee’s file are determined by many factors, including legal requirements and licensing regulations. Employee files are confidential and should be safely and securely stored.

The contents of employee files may include the following:

• documentation from the application process such as the employee’s resume, references, and background check;

• copies of diplomas and college transcripts; • training records such as certification of CPR and first aid training;

http://www.nolo.com/legal-encyclopedia/disability-discrimination-workplace-overview-of-30123.html

http://www.eeoc.gov/policy/docs/accommodation.html

CHAPTER 7Section 7.5 Orientation

• a contract or hire agreement; • job description and personnel polices with employee signature to verify that employee

has received and read the documents; • health records required by state and local agencies, such as verification of TB test and

general health screening; • emergency contact information; • job performance history such as annual evaluations and performance reviews; • professional development records; and • acknowledgement of mandated reporter status (see Chapter 6 for more information

about mandated reporters).

The employee file may also include records and forms related to employee benefits. If the employer offers a health insurance or a retirement plan, careful records of enrollment in these benefit programs must be maintained and updated.

Employee attendance must also be carefully documented; and days off are usually categorized as sick days, vacation days, or personal days. Many early childhood programs use software packages such Child Care Manager or subscribe to online systems for keeping track of benefits and attendance.

Questions to Think About 1. What steps can an administrator take to ensure that the candidate offered the job is the

best available for that position? 2. If you were an administrator, how would you structure a demonstration of skills for a pre-

school teaching position?

7.5 Orientation

Once an employee is hired, he or she should go through a thorough orientation, which includes everything from a tour of the facility to introductions with the children, families, and teachers and demonstrations of important procedures. The main goal of the process

is to pass along important information; but orientation also sets the tone for the future. In a posi- tive and productive workplace, employees are oriented in a way that makes them feel welcome and reassures them that they have the information they need to do their job well, and they have been able to make positive connections with the people, including children, families, and other staff, with whom they will be working.

The orientation may be led by the director or delegated to staff members who will be responsible for training or mentoring the new employee. In some programs, each new staff member is assigned a buddy or partner who is designated as the contact person for answering questions and providing advice and guidance. If the program has a formal mentoring program, the new staff member may be assigned a mentor at that time. Mentoring will be discussed in greater detail later in this chapter.

Often a full orientation process will take several days or even several weeks. An orientation check- list is a helpful tool for ensuring that all important issues have been discussed (Figure 7.5).

http://www.childcaremanager.com/timemanager/

CHAPTER 7Section 7.5 Orientation

Figure 7.5: Orientation Checklist

ORIENTATION - Areas listed below should be covered with you. If an area is not covered, please be sure to follow-up and ask about it.

Work schedule, attendance, and punctuality Job description and performance evaluation Requirements for continued employment (staff qualification, training, first-aid/CPR, etc.) Action resulting in termination of employment (progressive discipline process) Benefits (holidays, leave, vacation, sick) Child development information and center philosophy about care of children Center requirements (dress codes, phone calls, smoking, bathroom and other breaks, etc.) Referral procedures for children with different abilities and needs Recognizing and reporting abuse and neglect Emergency procedures Safety and security Confidentiality Infectious disease policies Allergies and other special needs Hand washing policy Discipline policy for children Visitor policy Tour of facility and introduction to other staff Plan for professional development Plan for annual evaluation Copy of written policies and procedures received Provided signature upon receipt of policies and procedures

DO YOU KNOW – All information listed below is important for you to know. If you do not know something listed below after your orientation has ended, please follow-up and ask about it.

How parents should sign in and out? How to handle special pickup instructions? What is expected of you in greeting children and parents as they arrive and depart? What are your responsibilities as you come on and go off a shift? How to set up and carry out lunch and snack procedures? How to clean up after snacks and lunch? Where to find the children’s food chart? Where to find the bottle preparation chart? How to properly use the microwave and other kitchen equipment? What are the procedures for food preparation and food storage? What are the procedures for washing hands? What are the procedures for brushing teeth? How to carry out nap procedures? How to carry out toileting and toileting accidents for preschoolers? How to carry out diapering and toileting procedures for infants and toddlers? Where are children’s extra clothes and diapers located? What are the procedures for walks outdoors and field trips? Where to record when a child needs more supplies (food, clothes, etc.)? What are the procedures for children who borrow diapers/clothes/food? What are the procedures for recording wet diapers, BMs, diaper rash, etc.? When and how to sanitize toys and equipment? How to record completed tasks? What cleaning is done daily and where is that list posted? When to use and replenish sanitizer spray bottles? Where the children’s files are located and what they include? Where weekly lesson plans are posted? Where learning materials are stored (arts, dramatic play, cognitive, musical instruments, etc.)? Where are seasonal decorations stored? What are the rules for personal blankets and other items that are brought to the center? How to fill out attendance sheets? How to fill out daily report sheets? Where daily records are kept? Where the children’s records are posted (parent permission, medications, birthdays, allergies, etc.)?

The administrator uses the orientation checklist to plan the orientation schedule and process before the new staff member begins. The checklist can be used during the orientation process as a guide. After the orientation is complete, the checklist can also be used to review key issues.

Used by permission of ABC Child Care. South Carolina Department of Social Services.

CHAPTER 7Section 7.5 Orientation

A Tour of the Physical Space A tour of the building is often one of the first things to happen in the orientation process. The new employee needs to know where to park and where coats are hung and lunches are stored. A teacher needs to know in which classroom she or he will be working, where the materials are stored, and how to get to the playground. In large programs new employees may be provided with a map of the building and a written guide to the classroom assignments.

Introductions The sooner the new employee is introduced to staff, families, and children, the sooner he or she can begin building positive relationships and becoming a productive member of the staff. The new employee may have met some of the other staff members during the interview and hiring process, but if the program has a large staff, it can be important to allow time for introductions during the building tour. The priority is introducing the new employee to the staff members with whom he or she will be working most closely. Some programs ask all employees to wear name tags during the orientation of a new staff member to ease the learning of names.

When a new employee will be working directly with children, it is important to give families advance notice of the change, either through a direct conversa- tion, or via phone calls, emails, or newsletters or flyers. When families are well informed or even included in staffing decisions, they are more likely to feel comfortable and trusting of new relationships.

Young children adjust better to teacher changes when they are given a chance to meet the new teacher ahead of time and get to know him or her before the first day. A special classroom visit by the new teacher is one option.

Another option is to invite families to an informal reception at the beginning or end of the class day. Refreshments could be served and families would have a chance to meet and talk with the new teacher in a relaxed setting.

Review of Expectations and Responsibilities While a new employee may have read the personnel policies and staff handbook before the first day of work, the orientation process should still include a review of expectations and responsibili- ties with an opportunity to discuss details and ask questions about information not included in the written documents. This review should also orient the employee to the methods that will be used to evaluate job performance, such as a formal observation at the end of a probationary period. Ample time and opportunity should be given for new employees to ask questions to ensure that they fully understand their roles and responsibilities.

iStockphoto/Thinkstock

When introductions are scheduled early in the morning, teachers can have a chance to talk before the children arrive.

CHAPTER 7Section 7.6 Supervising Staff

Demonstration of Important Procedures and Routines Most jobs in an early childhood program are too complex to learn in one day. It may be helpful for the new employee to shadow an experienced employee for a few days so that the schedules, pro- cedures, and routines can be demonstrated and observed. Then gradually parts of each process can be delegated to the new person, and he or she can be given an opportunity to perform the job responsibilities with direct supervision and support. As described in Chapter 3, instructions for important procedures and routines should also be documented in the staff handbook.

Follow-Up No matter how carefully the orientation process is planned, it can be very difficult for new employ- ees to remember and understand all the new information that is presented in such a short time. The director or another supervisor should check in with the new employee at regular intervals to see how things are going and give the new employee an opportunity to ask questions.

Many early childhood programs build in a probationary period as part of the personnel policies. During this period, the job performance of the new employee can be evaluated, and a decision can be made about extending employment. In some personnel policies, benefits such as paid time off are not available to new employees until they have served their probationary period.

Questions to Think About 1. Think about a time when you had to learn to do something new, either in a new job or

in a school setting. What was more helpful to you—learning from a written document or from another human being? Why?

2. How might your reflections from the first question apply to the orientation of new staff in an early childhood program?

7.6 Supervising Staff

The supervision process in an early childhood program means someone in a position of author- ity has the responsibility of observing, guiding, and directing other employees. This should be more than a passive process. In quality early childhood programs, supervisors actively sup-

port, guide, mentor, and evaluate employees. Teachers and caregivers work directly with children and are responsible for forming positive relationships with those children and their families—a demanding and sometimes stressful role that requires the active support of their supervisors.

Three of the most important ingredients in a successful supervisory relationship are evaluation, reflection, and conversation. The primary responsibility of the supervisor is to evaluate the job performance of the supervisee. This assessment is a combination of both formal and informal evaluation and for teachers usually covers all aspects of job performance, including the develop- ment and implementation of the curriculum.

Ideally, the supervisory relationship also nurtures reflection. Professional growth is best supported when teachers take an active role in setting their own goals for improvement. Reflection is nec- essary for self-assessment. A supervisory relationship that promotes reflection usually involves conversation—opportunities to discuss what is happening in the classroom and to consider areas of growth and improvement.

CHAPTER 7Section 7.6 Supervising Staff

Staff Evaluation In many workplaces a common practice for evaluating an employee’s job performance is an annual review. Once a year a supervisor fills out a form and records the employee’s strengths and weaknesses. The results are shared with the employee in a meeting, and the form is filed away in the staff files.

Among human resources professionals, as well as most early childhood professionals, there is a consensus that most workers benefit from more regular feedback about their job performance and that, ideally, employees should have an opportunity to self-assess and to create their own goals for professional growth and improvement (Figure 7.6).

Figure 7.6: Examples of Self-Assessment Questions for Teachers

You actively encourage classroom visits. If your school does not have parent visitation events scheduled, create your own.

You use parents as a resource. They can fill in the blanks about your students and also offer expertise in areas that you are teaching.

You prepare for parent-teacher conferences ahead of time so that they are as comfortable and informative as possible.

You maintain communication with parents on a regular basis, even outside of special events like conferences and visitation days. You keep parents updated on happenings in the classroom and make yourself available for parent questions.

Parent-Teacher Relationship

Family involvement is necessary for successful schooling. When parents volunteer their time and attention, students achieve more and like school better. Are you doing everything you can to build strong relationships with your students’ families?

These examples of self-assessment questions focus on just one area of responsibility, forming positive parent-teacher relationships.

Assessment One key responsibility of the early childhood administrator is to evaluate the job performance of the teachers and other staff members under his or her supervision. The purpose of the evaluation process is to assess the employee’s job performance and provide feedback and suggestions that will improve the quality of the employee’s work and, in turn, improve the quality of the program.

Assessment can be both informal and formal. Informal assessment consists of the day-to-day observations and conversations that take place between supervisors and staff members. When a director visits a classroom and spontaneously compliments the teachers on the detailed docu- mentation of children’s learning that are on display in the room, that is an example of informal assessment. Formal assessment, in contrast, includes an organized and documented process that employs specific assessment tools and procedures.

CHAPTER 7Section 7.6 Supervising Staff

Assessment may also be summative or formative. Summative assessment reflects the abilities or accomplishments of an employee’s job performance in regard to a set of specific criteria. It is the “summing up” of the employee’s work at that point in time. An annual performance review is an example of a summative evaluation. In contrast, formative assessment is an ongoing evaluation of the strengths and weaknesses; the results are used to promote growth. Formative assessment “forms” and shapes the employee’s plans and goals for the future. A teacher or staff member’s self-evaluation and reflections, as discussed in regular supervisory meetings, are formative in that they are an effective way to promote growth.

Some of the methods for assessing job performance include checklists, rating scales, and narra- tives. These are all used in conjunction with direct observation, which is necessary to accurately evaluate an employee’s job performance. Observation is one of the best ways to gather informa- tion about a teacher or caregiver’s job performance since so many of the responsibilities, such as leading story time or serving snack, can only be demonstrated in the classroom through actions and conversations. Frequent and lengthy observations yield the best results.

Portfolios are a valuable complement to observations. A teaching portfolio is a collection of materials such as photographs, student work samples, lesson plans, and notes from parents that demonstrate an employee’s strengths and accomplishments. Any teacher may choose to create a professional portfolio, but in some programs portfolio assessment is part of the program’s formal practice, and portfolios are used in supervisory meetings to review and discuss job performance.

Goal Setting Just as travelers need maps to know where they are going, employees in early childhood programs need goals to direct their professional growth. Supervisors work with staff members to create and review goals on a regular basis, usually as part of an annual or semi-annual evaluation of job performance. Ideally, goal setting is a collaborative process; both the supervisor and the employee have input into the content of the goals.

Goals should be specific and measurable. A teacher may state that she wishes to improve her classroom management skills, but a wise supervisor will help the teacher shape her goal in order to make it specific enough that she will be able to measure her success after a few weeks or months. For example, rather than setting a goal to “direct the children’s attention to cleanup tasks,” a director might recommend a goal to “introduce a cleanup song to transition between free play and lunch.” After a few weeks, the teacher and her supervisor will be able to determine if the teacher has consistently met her goal and then discuss whether adding a song to the transition has indeed improved classroom management during cleanup time.

Goals also provide a focus for planning professional development activities. For example, if a teacher’s goal is to improve her ability to create challenging curriculum activities in the area of math, the administrator could arrange for the teacher to attend a course or workshop on the topic of early math curriculum.

Reflection and Conversation Conversations between a supervisor and an employee about the employee’s job performance are confidential and should take place during one-on-one meetings. Most early childhood profes- sionals benefit from informal supervisory meetings on a regular basis, ideally each week, not just

CHAPTER 7Section 7.6 Supervising Staff

George Doyle/ Stockbyte/Thinkstock

Asking open-ended questions such as, “How is this curriculum plan working for you?” invites conversation and reflection.

when there’s a problem to discuss. One successful model for these meetings is a method called reflective supervision or relationship-based supervision. In reflective supervision, the supervisor and supervisee meet regularly and have conversations about the supervisee’s work, developing a collaborative, reciprocal, reflective, and trusting relationship (Pflieger, 2002).

In early childhood education, best practice follows the social learning theories of Lev Vygotsky; learning takes place in the context of relationships. In relationship-based supervision there is a parallel process between the way supervisors work with teachers and the way teachers work with children. It follows that when supervisors support and challenge teachers in ways that support learning and growth, those same teachers will support and challenge children in ways that also support the children’s learning and growth.

Some of the characteristics that define relationship-based supervision include trust; shared goals; commitment to growth, change, and reflection; respect for staff; open communication; and stan- dards and a vision for staff to strive toward (Heller & Gilkerson, 2011).

During reflective supervision, teachers and supervi- sors collaborate in conversations about improving practice, focusing on meeting the needs of the chil- dren and families. Having an open dialogue depends upon the supervisor’s ability to facilitate a discus- sion, communicate openly, and listen well. When the supervisor is able to ask open-ended questions, listen carefully to the responses, and offer affirming and supportive feedback, not only is the supervi- sor able to encourage reflection and growth, she is also modeling techniques for solving problems and building trusting relationships in the classroom.

Reflective supervision works best in organizations where reflection and conversation are valued. Meeting one-on-one takes time, and it takes a com- mitment for administrators to build this time into a busy schedule. Reflective supervision also works best when the supervisor has classroom teaching experience and is able to spend time in the class- rooms observing teachers and becoming familiar with their challenges and their strengths.

Professional Development The term professional development refers to structured learning experiences, such as work- shops and classes, attended by early childhood professionals. Ideally, this is a career-long process planned to support specific goals and produce optimal and measurable learning outcomes.

How an early childhood program supports and organizes the professional development of the staff contributes to the culture of the workplace. Early childhood administrators should be intentional and strategic in planning and implementation of professional development activities to ensure that they help to meet the goals of each staff member.

CHAPTER 7Section 7.6 Supervising Staff

Professional development can include on-site activities such as mentoring, consultation, and staff meetings. Off-site activities include professional conferences and seminars and enrollment in con- tinuing education courses or degree programs. For example, many local affiliates of NAEYC offer professional development conferences, such as the Arizona AEYC annual conference that includes a day of workshops for early childhood practitioners.

While the cost of college courses can be prohibitive, many programs will subsidize tuition if they are not able to fully fund the courses. Grants and scholarships are often available through state quality enhancement initiatives. An example of this is T.E.A.C.H. Early Childhood Minnesota schol- arship program (Child Care Aware of Minnesota, 2012).

An Infrastructure to Support Professional Development Professional development activities require resources, such as funding and staff time. Early childhood administrators should take advantage of every opportunity to collaborate with other programs and agencies to access professional development resources. In recent years, an admin- istrator’s work to access resources has become a bit easier, as many states have started initiatives to create infrastructures to support the professional development of early childhood profession- als. The NAEYC has developed a task force to support the work of these efforts, a group called the Early Childhood Workforce Systems Initiatives.

This initiative assists states in developing policies that will create and maintain an integrated early childhood professional development system for early childhood professionals at all levels, from classroom aides to master teachers and even administrators. An integrated system is more effi- cient because it decreases duplication of efforts. An integrated system also increases opportuni- ties to develop a competent early childhood workforce and sustain it over time.

Advocates for an integrated professional development system are focused on developing profes- sional standards that define what it means to be prepared to work with children. The system should include career pathways, a plan for creating opportunities for increasing qualifications and advancing into new roles in the field. Another important focus is funding. The agencies that over- see the system need financing, from both public and private sources, in order to operate the system and provide professional development opportunities for the professionals in the system (NAEYC, 2012a).

Staff Meetings Staff meetings are one way to increase opportunities for professional development. Weekly or monthly staff meetings can be used for collaboration, team building, and learning. Often the greatest challenge to early childhood administrators is scheduling the meetings. A staff meet- ing held during the 10 to 12 hours of operation of a typical daycare requires substitutes to staff the classrooms. Some programs overcome these obstacles by scheduling separate team meetings during nap time and having the teams take turns supervising each other’s nap rooms.

Finding an opportunity when every staff member can attend a meeting often means schedul- ing meetings for evenings or weekends. Another option is to regularly close the school for teacher in-service, on-site staff training sessions, though this option can be very inconvenient to working families.

https://www.azaeyc.org/naeyc-national-conference/

http://www.childcareawaremn.org/professionals-caregivers/grants-scholarships/teach-scholarships

https://www.naeyc.org/our-work/initiatives/profession/state-pd-systems

CHAPTER 7Section 7.6 Supervising Staff

Hemera/Thinkstock

One way employers can support the continuing education of employees is by providing paid time off to attend professional conferences.

Administrators can use staff meetings as time for active learning and collaboration, often using dialogue and interactive workshops that provide opportunities for problem solving, role playing, and applying theory to practice. The time shouldn’t be wasted on announcements or logistics that can be accomplished through other methods.

Many resources are available to support efforts to train and coach staff toward continual reflec- tion and improvement. One example is Training Teachers: A Harvest of Theory and Practice by Margie Carter and Deb Curtis (2002). Carter and Curtis write,

Teachers need to understand the complexities and forces that impact their roles, getting past the urge for quick fixes and recipes. We want to help them find joy in the challenge of this work and develop a desire to continue growing and learning themselves. (Carter & Curtis, 2002)

Off-Site Conferences and Workshops The annual budget for an early childhood program should include funds devoted to sending staff to conferences and workshops. Regional, state, and local chapters of the NAEYC frequently sponsor early childhood conferences throughout the United States. Colleges and universities may also host conferences and workshops. Early childhood administrators are responsible for gathering informa- tion about these opportunities, communicating them to staff, and encouraging them to attend.

The benefits of attending off-site conferences and workshops extend beyond the learning that takes place during each session. The events are also opportunities for staff members to experience what it is like to be part of a larger professional community. It’s easy to feel isolated working in the same classroom every day, year after year. When teachers and caregivers participate in profes- sional development activities outside their programs, they gain a sense of collegiality and experi- ence the affirmation of knowing they are part of something much larger than themselves. Staff members can also be encouraged to take on leadership roles in professional associations and to develop their own leadership skills through presenting workshops and leading conference sessions.

Continuing Education Nothing has a more lasting impact on advancing the career of an early childhood professional and improving the quality of ser- vices than continuing education. Research demonstrates that when early childhood profes- sionals have specialized educa- tion and credentials, children benefit (NAEYC, 2009b).

Unfortunately, cost is one of the biggest obstacles to seek- ing degrees and taking courses. Many states offer scholarships, such as the T.E.A.C.H. (Teacher

http://www.naeyc.org/events

CHAPTER 7Section 7.6 Supervising Staff

What Would You Do? Maya Garcia is the director of a full-day preschool program. One of the assistant teachers, Denise, is very well liked by children and families. Denise has an outgoing personality and a fun sense of humor. In fact, several families have hired Denise to work as an occasional babysitter for their children. Maya appreciates the great rapport Denise has with the families but knows from observing Denise that she has a lot to learn about best practice and professionalism. On several occasions Maya has had to ask Denise to put away her cell phone because she was texting on the playground.

Over the past few weeks there has been some tension growing between Denise and Roxanne, the lead teacher. Denise has been questioning Roxanne’s decisions regarding the curriculum plans, and at a staff meeting Maya heard Denise tell Roxanne that she “always makes a big deal out of everything. You should just relax once in a while.” The next day, Roxanne comes rushing into Maya’s office. She reports that when she asked Denise to stack the cots after naps, Denise became angry and refused to do it. Maya has never seen Roxanne, a seasoned professional, so agitated and upset. Roxanne then explains that Denise insulted her in front of the children.

If you were in Maya’s position, what would you do?

1. Disregard what Roxanne has reported. You can’t discipline a teacher based on word of mouth. 2. Reassign Denise to another classroom so Roxanne doesn’t have to work with her anymore. 3. Investigate the report by interviewing Denise and Roxanne individually and documenting their

responses. If the interviews show that Denise was at fault, give Denise a written warning stating that if there are any additional problems with her work, she will be let go.

4. Terminate Denise’s employment immediately. This kind of disrespectful behavior in front of the children is absolutely unacceptable.

Education and Compensation Helps) for currently employed early childhood workers. Such pro- grams can help provide access to educational opportunities for preschool teachers, child care center directors, teachers and aides, and child development home providers working in regulated programs (T.E.A.C.H. Iowa, n.d.).

Disciplining Employees One of the most difficult challenges faced by early childhood administrators is supervising an employee who is not meeting expectations. Usually orientation, coaching, mentoring, training, and reflective supervision provide enough supports for teachers and caregivers to thrive and do their best work. Occasionally, however, a staff member struggles. When this happens, the early childhood administrators need clear expectations in the program’s personnel policies to guide their work.

A well-written staff handbook should clearly state the consequences, including disciplinary actions and potential grounds for termination, for an employee who does not meet expecta- tions. A staff discipline policy may be progressive, which means that it explains the process supervisors will follow if the problems persist. The process may include a verbal warning, a writ- ten warning, a written improvement plan, a probationary period or administrative leave with or without pay, and, finally, termination.

(continued)

CHAPTER 7Chapter Summary

What Would You Do? (continued) Explanation: One of the roles of the administrator is to serve as coach and facilitator when there are conflicts between staff members. In this case, the conflict is between Denise, a teaching assistant, and Roxanne, the lead teacher. There are many different ways Maya could approach this issue; coaching staff is an art, not a science. Maya will need to do some listening and observing to determine, to the best of her ability, what has transpired between the two employees. If Maya determines that one or both have acted unprofessionally, such as speaking disrespectfully to each other in front of the children, Maya must address the issue with each employee, making it clear that the behavior is not acceptable and, based on the program’s personnel policies, warn the employee that if her job perfor- mance does not improve, there may be consequences, such as termination.

Employment law varies from state to state. Many states subscribe to at-will employment, which means that either party, the employer or the employee, may terminate the relationship at any time with no liability or legal consequence. The exceptions to this rule include cases when the action can be proven to be discriminatory or when the employee is a member of a union. Early childhood administrators may need to consult with an attorney who specializes in employment law to determine appropriate policies and actions.

In the event of having to terminate an employee, an early childhood administrator must help staff and families recover from the change. The administrator should let staff and families know that the staff member is no longer employed with the program and let them know what plans are in place to replace the staff member in the short and long term. Administrators should also be open to listening to concerns and questions from staff and families during the transition.

All information about a staff member’s job performance and job status is confidential, and admin- istrators must strike a balance between keeping everyone informed about the staff member’s departure and avoiding discussing inappropriate information. During these difficult times the administrator must model professionalism, provide reassurances and support to staff and fami- lies, and keep the program’s priorities, values, and vision at the forefront.

Questions to Think About 1. Why is self-reflection and self-evaluation an important ingredient in professional

growth? What can an administrator do to promote self-reflection and self-evaluation among the program staff?

2. What are some of the obstacles that prevent early childhood professionals from achiev- ing their professional development goals? What can early childhood administrators do to help overcome those obstacles?

Chapter Summary • The staff is the most important ingredient in program quality. Early childhood admin-

istrators are responsible for attracting, hiring, training, and supervising quality staff members.

• Staff turnover is a chronic problem in the field of early childhood education. Low com- pensation, job stress, and low job satisfaction can all be factors for this.

• When creating staff schedules, administrators must consider many factors, including teacher-child ratios, continuity of care, budget limitations, and staff availability.

CHAPTER 7Post-Test

• The roles and responsibilities of each staff member must be clearly defined by a job description. The hiring process includes six steps: recruiting, screening, interviewing, demonstration of skills, reference checks, and the job offer.

• Once an employee is hired, the orientation process includes completing employee paperwork. It might also include a tour of the facility; introductions to other staff, the children, and their families; a review of expectations and responsibilities; and demon- strations of important procedures and routines.

• Staff supervision and management involves a variety of responsibilities, including assess- ing and evaluating staff members for job performance, setting goals for employees, encouraging reflection and conversation, putting a plan in place for professional devel- opment, and implementing an effective policy for disciplining underperforming employ- ees. A disciplinary process might include a verbal warning, a written warning, a written improvement plan, a probationary period or administrative leave with or without pay, and, finally, termination.

Post-Test

1. In early childhood education, compensation usually includes more than just salary; it also often includes a. transportation, such as taxi cabs. b. equipment, such as computers. c. travel, such as business trips. d. benefits, such as health insurance.

2. On Worthy Wage Day, people work to improve compensation for early childhood profes- sionals by a. collecting donations for child care centers. b. organizing rallies and advocacy events. c. raising tuition rates for families. d. giving bonuses to teachers and caregivers.

3. Administrators demonstrate their attention to continuity of care by a. assigning each infant to a primary caregiver. b. keeping children indoors for a whole day. c. reading the same story each day before naps. d. serving familiar foods at lunch and snacks.

4. Employees of an early childhood program can plan a career path in that organization by reading the program’s a. mission statement. b. annual budget. c. job descriptions. d. newsletters.

5. During recruiting and hiring, administrators use a screening process to a. determine if candidates have been arrested for a crime. b. eliminate candidates who are not qualified for the job. c. ask references to verify a candidate’s employment history. d. observe how candidates interact with young children.

CHAPTER 7Discussion Questions

6. Which of the following is an example of a behavioral interview question? a. What interests you about this position? b. Tell us about your best and worst qualities. c. What are your professional career goals over the next five years? d. Describe a time when you worked with a difficult parent. How did you handle it?

7. Which of the following interview questions might be in violation of ADA guidelines? a. Have you ever had to miss work due to a health issue or hospitalization? b. Have you ever worked in a position where you had to change diapers? c. Have you ever had any experience working with low-income families? d. Have you ever worked with children who are on the autism spectrum?

8. An employee file would likely include a. lesson plans. b. CPR training documents. c. pay stubs from previous employers. d. child vaccination records.

9. During the orientation process, a new employee should have a chance to meet and talk with a. state licensing representatives. b. previous employers and references. c. the person the employee is replacing. d. parents of currently enrolled children.

10. An example of an activity that involves self-assessment and reflection is when an employee a. reads the employee handbook. b. receives feedback from a supervisor. c. creates goals for professional development. d. attends a CPR and first aid course.

Answers: 1 (d); 2 (b); 3 (a); 4 (c); 5 (d); 6 (d); 7 (a); 8 (b); 9 (d); 10 (c)

Discussion Questions

1. Describe the relationship between supervision and hiring practices and program quality? What strategies related to hiring and supervision might an early childhood administrator use to improve program quality?

2. Suppose you are an administrator beginning a search to fill a position as a preschool teacher, and only one applicant is qualified for the position. What would you do?

3. Suppose a director of a large early childhood program had an assistant director and an office assistant. Which tasks related to hiring and supervision do you think could the director delegate to these staff members, and which should the director do? Why?

CHAPTER 7Additional Resources

Answers and Rejoinders to Pre-Test

1. True. Low levels of compensation and high job stress are the primary causes of teacher turnover rates in U.S. early childhood programs.

2. False. The primary considerations when an administrator is creating a staff schedule are ensuring the safe supervision of the children and maintaining appropriate teacher-child ratios.

3. False. The first step in the hiring process is posting the position with an accurate job description.

4. False. In addition to learning the written policies and procedures, new employee orienta- tion should emphasize building relationships and hands-on experience in the new role.

5. True. Early childhood administrators draw on multiple options and resources in order to provide professional development activities for their staff, including staff meetings, early childhood conferences, and college courses.

Additional Resources

Web sites Nolo: Law for All www.nolo.com A website devoted to helping consumers and small businesses find answers to everyday legal questions. Free and low cost resources on employment law include information about writing contracts and conducting reference and background checks.

The Early Childhood Workforce System Initiative http://earlychildhoodworkforce.org/ The Early Childhood Workforce Initiative’s purpose is to assist states in developing, enhancing, and implementing policies for an integrated early childhood professional development system for all early childhood education professionals working with and on behalf of young children.

Worthy Wages Campaign: Center for the Child Care Workforce https://www.aft.org/earlychildhood/about-aft-early-childhood-educators/center-childcare- workforce-ccw The Worthy Wage Campaign is a grassroots effort led by child care teachers, family child care providers, school age teaching staff, Head Start teachers, and others who work directly with children to mobilize to improve the compensation and work environments for the early care and education workforce.

Further Reading Bloom, P. J. (2005). Blueprint for action: Achieving center-based change through staff develop- ment. Lewisville, NC: Gryphon House.

This book provides a framework for understanding early childhood centers as organiza- tions and the dynamics of change within such organizations. It helps directors assess program strengths and areas in need of improvement.

Heffron, M. C., & Murch, T. (2010). Reflective supervision and leadership in infant and early child- hood programs. Washington, DC: Zero to Three.

This book illustrates the foundations and frameworks of reflective practice and outlines ways to support reflective supervision in a wide variety of work settings.

http://earlychildhoodworkforce.org/

CHAPTER 7Key Terms

Key Terms

at-will employment Either party, the employer or the employee, may terminate the relationship at any time with no liability or legal consequence.

background check An investigation of a potential employee to see if the individual has a criminal record.

behavioral interview questions Questions designed to elicit descriptions of the appli- cant’s current skills and abilities in specific kinds of real-life situations.

compensation The wage or salary paid to an employee; a compensation package includes benefits and paid time off.

continuity of care In child care, a plan for consistent adult-child relationships through- out the day that minimizes transitions and changes.

formative assessment In assessment of job performance, formative assessment “forms” or shapes the employee’s plans and goals for the future.

job description A document that describes and summarizes the qualifications, responsi- bilities, and structure of a position.

in-service training Staff development activi- ties, such as workshops and meetings, that occur on-site.

minimum qualifications The lowest level of credentials, such as academic training, degrees, and experience, that would deter- mine eligibility for the position.

orientation The process of teaching a new employee the information he or she needs to do the job.

parallel process When the process used by administrators to supervise teachers mirrors the process used by teachers to supervise children.

probationary period A period of time at the beginning of employment when the job performance of the new employee is evalu- ated and a decision is made about extending employment.

professional development Activities, such as workshops and classes, that help employees improve their work and advance their careers.

progressive discipline A process in which problems with an employee’s job perfor- mance are addressed with progressively more severe responses, such as the progression from a verbal warning to a written warning.

reflective supervision or relationship-based supervision The practice in which supervi- sor and supervisee meet regularly and have conversations about the supervisee’s work, developing a collaborative, reciprocal, reflec- tive, and trusting relationship.

screen To evaluate a number of job appli- cants and eliminate those who do not meet certain criteria.

staff turnover The frequency in which staff members leave employment and new employees are hired.

summative assessment In assessment of job performance, an assessment that reflects the abilities or accomplishments of an employee’s job performance in regard to a set of specific criteria.

CHAPTER 7References

References

Bloom, P. (2000). Circle of influence: Implementing shared decision making and participative management. Lake Forest, IL: New Horizons.

Carnegie Mellon Human Resources. (n.d.). Behavioral interview questions. Carnegie Mellon University. Retrieved from http://www.cmu.edu/hr/recruit_staff/forms/Interview QuestionsBehavioral.pdf

Carter, M., & Curtis, D. (2002). Training teachers: A harvest of theory and practice. Lewisville, NC: Gryphon House.

Child Care Aware of Minnesota. (2012). T.E.A.C.H. Early Childhood Minnesota. Retrieved from http://www.childcareawaremn.org/professionals-caregivers/grants-scholarships /teach-scholarships

Guerin, L. (2012). Disability discrimination in the workplace: An overview of the ADA. NOLO Law for All. http://www.nolo.com/legal-encyclopedia/disability-discrimination-workplace -overview-of-30123.html

Hale, C. M., Knopf, H., & Kemple, K. M. (2006). Tackling teacher turnover in childcare: Under- standing causes and consequences, identifying solutions. Childhood Education, 82, 219–226.

Heller, S. S., & Gilkerson, L. (2011). A practical guide to reflective supervision. Washington, DC: Zero to Three.

Lally, R., & Tsao, C. (2004). Continuity of care. WestEd, The Program for Infant/Toddler Care. Sausalito, CA: WestEd.

National Association for the Education of Young Children (NAEYC). (1997b). Where your child care dollars go. Retrieved from http://oldweb.naeyc.org/ece/1997/07.asp

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National Association for the Education of Young Children (NAEYC). (2012a). Early childhood work- force systems initiative. Retrieved from http://www.naeyc.org/policy/ecwsi

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National Association for the Education of Young Children (NAEYC). (2017). NAEYC early learning standards and accreditation criteria & guidance for assessment. Washington, DC: NAEYC. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/ PDFs/accreditation/early-learning/Standards%20and%20Accreditation%20Criteria%20 %26%20Guidance%20for%20Assessment_April%202017_3.pdf

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http://oldweb.naeyc.org/ece/1997/07.asp

http://www.naeyc.org/files/naeyc/file/positions/programStandards.pdf

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http://www.naeyc.org/newsroom/pressreleases/worthy_wage_day

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learnin

CHAPTER 7References

National Association for the Education of Young Children (NAEYC). (2018c). Section 5: Staff Quali- fications. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/ downloads/PDFs/accreditation/early-learning/admin_option_page2018.pdf

Pflieger, J. (2002). Reflective supervision. Head Start Bulletin, Issue 73. Washington, DC: Office of Administration for Children and Families.

Sheerer, M., & Bloom, P.J. (1990, April). The ongoing challenge: Attracting and retaining quality staff. Child Care Information Exchange, 72, 11–16.

T.E.A.C.H. Iowa. (n.d.). Retrieved from http://www.iowaaeyc.org/teach.cfm

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Whitebrook, M., & Sakai, L. (2003). Turnover begets turnover: An examination of job and occu- pational instability among child care center staff. Early Childhood Research Quarterly, 18, 273–293.

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