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Leadership and Advocacy 10

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Pre-Test 1. Like teachers, administrators grow in their

roles over time, progressing from beginners to confident role models. T/F

2. Self-evaluation is recommended as an aid for administrators who are struggling to learn how to do their work correctly. T/F

3. Professional development activities for administrators may include attending conferences and workshops outside the field of early childhood education. T/F

4. Changes that are initiated by the administrator, such as choosing a new curriculum, are much easier to implement than changes initiated by an outside source, such as funding cuts. T/F

5. Administrators should get involved in advocacy efforts only if their programs serve low-income children. T/F

Answers can be found at the end of the chapter.

Learning Objectives

After reading this chapter, you should be able to:

1. Discuss the salient characteristics of professionalism for early childhood administrators.

2. Discuss the value of self-evaluation and reflection in the professional growth and development of an early child- hood administrator.

3. List possible sources of professional development opportunities and activities for early childhood administrators.

4. Compare and contrast the challenges of managing change that is externally initiated to change that is initiated by an early childhood administrator. Explain why an administrator might initiate a major change in program struc- ture, operations, staffing, or curriculum.

5. Describe the ways that early childhood administrators can participate in public policy advocacy. Give examples of advocacy activities and strategies, and explain how an early childhood administrator might benefit from partici- pating in these activities.

CHAPTER 10Section 10.1 The Meaning of Professionalism in Early Childhood Administration

Lindsay Miller has worked in the role of director of the YMCA child care program for almost a year now. She sits at her desk, looking out the window at the children playing on the playground and reflects on all that she’s learned since she first walked through the doors of the center. Most days are so busy she doesn’t have much time to reflect, but recently she joined a group of local early childhood directors who meet once a month to discuss current issues in their work. They take turns leading the meetings and occasionally invite guest speakers to talk with them about a specific topic, like the time they invited the local licensing agent to answer questions about new guidelines regarding back- ground checks for staff members.

Today Lindsay is busy preparing a mailing to send to her state senator. She heard from the director’s group that the state senate will soon be voting on a bill that would increase funding for child care subsidies for low-income families. If the bill passes and becomes a law, this could benefit many of the families in her program. Lindsay and the other directors in her group have been gathering letters from parents, along with some artwork made by the children, and sending them to their senator, ask- ing her to vote yes on the bill.

Lindsay was also asked to lead a group traveling to the state capitol for the weekend, but she had to decline because she has something even more important to do on Saturday—attend the first class in her graduate program. One of her goals when she took the job was to pursue a master’s degree, and she is now enrolled in a program designed for working professionals that meets on Saturdays.

Between work and school, Lindsay has a lot on her plate, but she enjoys being busy and is excited to continue to learn and grow in her position as an early childhood administrator. As she seals the envelope addressed to her state senator, she wonders if she might someday run for public office and advocate for children and families at the legislative level. Anything is possible. For now, she is happy where she is, leading her program and ensuring the children receive quality care and education ser- vices each day.

Introduction

How do administrators ensure their credentials and knowledge base remain current? How do they manage change and encourage collaboration? What can administrators do to advocate for young children? And what can they do to stay engaged and challenged in their

work over a long period of time? These are the essential questions to be examined in this chapter.

10.1 The Meaning of Professionalism in Early Childhood Administration

As Lindsay demonstrates, mastering the role of early childhood administrator means look- ing beyond the immediate needs of the program and thinking about the future. Taking an active role in shaping the future of the field and developing a professional identity

will vary for each individual, but it will likely include self-evaluation, goal setting, and profes- sional development activities. It may also include serving as an advocate of children or mentor- ing those entering the discipline.

CHAPTER 10Section 10.1 The Meaning of Professionalism in Early Childhood Administration

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Early childhood administrators participate in professional development activities in order to update their skills and knowledge regarding both administration and classroom practices.

Early childhood administrators are ethically bound to stay abreast of key developments in the field. Moreover, administrators are likely to gain deeper satisfaction in their work if they continue to learn and develop new skills (Carter & Curtis, 2009).

Defining Professionalism To grow in the role of an early childhood adminis- trator requires an understanding of what it means to act with professionalism. However, this can be a challenge for many, as there is a general lack of agreement in the field regarding how to define pro- fessionalism (Bredekamp & Willer, 1993).

As a starting point, some of the following character- istics are most often discussed in the field of early childhood education: specialized knowledge, adher- ence to standards of ethical conduct, and ongoing opportunities for learning and growth.

Specialized Knowledge As discussed in Chapter 1, there is a growing trend toward defining the specific skills and knowledge required to serve as an early childhood administra- tor, as evidenced by the numerous director-credentialing programs available in many states. An overview of the various credentialing processes reveals a consensus that administrators should have a combination of academic coursework, training, and practical experience. Topics of spe- cialized knowledge include child development, curriculum design, legal and fiscal management, human resources development, program operations and facilities management, marketing and public relations, oral and written communication, and technology.

Adherence to Standards of Ethical Conduct As discussed in Chapter 8, the National Association for the Education of Young Children (NAEYC) has published a Code of Ethical Conduct that offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education. The code is based on a set of shared values, such as respect for diversity in children, families, and colleagues (NAEYC, 2011), and is organized into four sections, each section describing responsibilities related to a category of professional relationships such as relationships with children, with families, among colleagues, and with the community and society.

Opportunities for Learning and Growth A commitment to ongoing professional growth in an early childhood administrator is an example of parallel process, a concept discussed in Chapter 7 as a method for administrators to deepen the impact of their work by demonstrating the practices and ideals they hope others will also adopt.

http://www.naeyc.org/positionstatements/ethical_conduct

CHAPTER 10Section 10.1 The Meaning of Professionalism in Early Childhood Administration

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Keeping current with new publications in the field is one way to promote self- evaluation and reflection.

When administrators see themselves as lifelong learners, always seeking to improve their knowledge and practices, they become powerful role models for their staff as well as for children and families.

Administrators do not master their jobs overnight. It takes years of experience and practice to hone their skills and understanding. Professional growth and learning can be described as a con- tinuum that will vary at any point in time in relation to the administrator’s professional knowl- edge, understanding, and skills (Miller & Cable, 2011).

The progress along a continuum of professional growth for early childhood teachers has been well documented by former NAEYC president Lilian Katz as a process through four stages, from “survival” to “maturity” (Katz, 1995b), and that same arc could be applied to administrators.

Stage I describes the first year in a new position when the primary concern is surviving the daily challenges of the job. Stage II is the consolidation stage, when the professional can begin to see beyond the immediate daily needs and to plan and prepare for each task with more intention and expertise. Stage III is a renewal stage, usually after several years in the position, in which the teacher begins to explore new approaches to her work. Stage IV is the stage of maturity, in which the professional reaches a level of confidence in her abilities and begins to ask deeper and more abstract questions about her work.

The pace of learning and growth can vary quite a bit from one individual to another, depending on the professional’s experience and training, but the general progress, from survival to maturity, is a framework that can be useful for any administrator in terms of professional growth and learning.

Self-Evaluation and Reflection The capacity to self-evaluate and reflect for the sake of encouraging creativity, innovation, and change is essential to the process of professional growth. Self-evaluation includes both informal and formal strategies for examining and understanding our own strengths and weaknesses. Reflection involves reviewing our own work and thinking about ways we might improve in the future.

The goal of engaging in self-evaluation and reflec- tion is to improve job performance and increase job satisfaction. As described in the story of Lind- say, many early childhood professionals take on the role as an administrator with a good understanding of best practice, yet it takes experience and train- ing specific to administrative functions to reach the level of mastery that will allow them to make that best practice a reality.

Self-evaluation and reflection help move adminis- trators from the gap between what they want to do and what they are actually able to accomplish.

CHAPTER 10Section 10.1 The Meaning of Professionalism in Early Childhood Administration

Focus On: Director Evaluations by Staff For early childhood administrator, feedback regarding job per- formance usually comes from “above,” in the form of an evalu- ation by a supervisor or a board of directors. Early childhood administrators may also benefit from receiving feedback from “below,” in the form of a director evaluation completed by the staff the director supervises. This type of feedback can give a director an overall sense of how the staff perceives the func- tioning of the program’s administration, and can sometimes reveal specific information that alerts the director to potential issues, problems, or misunderstandings. Both general and spe- cific feedback can inform the director in identifying areas for improvement in the administration of the program.

There are a number of different tools, such as surveys, pub- lished for this purpose. For example, Margie Carter of Harvest Resources has developed a rating scale that allows staff members to evaluate their director using the following types of criteria:

• offers clarity on expectations and professional ethics, • actively involves staff in decision making, • is available for help with curriculum ideas, • encourages respect for differences and negotiating conflicts. (Carter, 1998)

More informal methods of soliciting staff feedback might involve having open-ended conversations with staff members, as a group or one-on-one, about how well they feel their work is supported by administration. In order to participate in this kind of feedback, staff members must feel a sense of trust in their supervisor. The administrator must have already established relationships and an organi- zational culture that makes these kinds of questions and conversations possible. To ensure the most authentic and honest responses from staff, an anonymous survey may be most effective.

This movement to progressively higher stages of learning and competence can be described as moving from unconscious incompetence (“I don’t even know what I don’t know”), to conscious incompetence (“I have so much to learn”), to conscious competence (“I am aware of what I know and how it impacts my performance”), to unconscious competence (“I am on automatic pilot”) (p. 55, Bloom, 2007).

Activities that promote self-evaluation and reflection include participation in one-on-one super- vision and mentoring meetings, joining or starting a professional group, taking formal classes, and individual reading and journaling. Teaming up with a mentor, coach, or colleague to discuss professional development topics may be very helpful, since reflection often takes place in dia- logue within the context of a supportive relationship. Reflection, feedback, and evaluation that take place during conversation have been shown to successfully change a practitioner’s behavior, understanding, or disposition (Sheridan, Edwards, Marvin, & Knoche, 2009).

Attending professional conferences as well as visiting and observing at other early childhood pro- grams also inspire reflection and may spark creative ideas for innovation, improvement, and change.

Tetra Images/SuperStock Staff members may offer more honest and authentic feedback when they have the opportunity to respond anonymously.

CHAPTER 10Section 10.2 Managing Change

Professional Development for Administrators As described in Chapter 7, ongoing professional development plays an important role in supporting teachers and continual program improvement. The same is true for early childhood administrators.

Finding professional development opportunities, such as classes and workshops, that meet the specific needs of administrators can be a challenge. Sometimes administrators can look outside the field of early childhood education for information and support in areas such as technology, grant writing, legal issues, facility management, and human resources. Professional associations and nonprofit organizations, such as Board Source, the Foundation Center, the International Facility Management Association, and the McKnight Foundation are often good sources for pro- fessional development resources.

Participation in Professional Organizations and Conferences Joining an organization such as the NAEYC or the National Association of Child Care Professionals (NACCP) is an important step in the professional development of anyone who works in early child- hood education, but even more significant for early childhood administrators who serve as leaders and role models in the field.

Participation in professional conferences, as both attendees and presenters, can help practitioners at all levels increase their knowledge and skills and connect with other professionals in the field. Many early childhood conferences, both local and national, create a workshop track especially for administrators. Some conferences are created with a focus on leadership and administration, such as the NAEYC’s National Institute for Early Childhood Professional Development or the annual Lead- ership Connections conference sponsored by the McCormick Center for Early Childhood Leadership.

Questions to Think About 1. Why do you think it has been difficult to define “professionalism” in early childhood edu-

cation? In what ways is professionalism in this field similar to and different from profes- sionalism in other fields, such as law or medicine?

2. Do you believe it is possible to grow professionally without practicing reflection and self-evaluation? Why or why not?

10.2 Managing Change

Managing an early childhood program means responding to constant change. Some changes are predictable and part of the expected cycle of an early childhood program, such as transitioning children from an infant classroom to a toddler classroom. Other

changes can be quite surprising, such as a sudden shift in agency funding priorities that will require significant changes in staffing. Even on a daily basis, small factors such as severe weather or traffic jams can result in situations that require flexibility and responsiveness.

Leading Through Collaboration For changes imposed upon a program from an external source, such as funding cuts, the role of the administrator is to respond by gathering information, making decisions, developing plans for the program’s response, and communicating the change process to staff and families.

http://www.boardsource.org/

http://foundationcenter.org/

http://www.ifma.org/

http://www.mcknight.org/resources/toolkit.aspx

CHAPTER 10Section 10.2 Managing Change

In some cases, however, the administrator is the one who initiates the change. For example, a director may identify a problem, such as low enrollment, and develop a solution, such as creating a new toddler program, to address it. Whether initiated externally or internally, managing change can be a very challenging process.

One of the most successful strategies for managing change is to seek collaboration with all the individuals and groups who will be affected (Bloom, 2005). Administrators can encourage col- laboration and active participation in the change process by sharing information that makes the reasons for the change transparent and by making the path through the change very clear. Col- laboration also means providing opportunities for staff and families to contribute ideas and be involved in decision making.

In the case of developing a new toddler classroom, the director would collaborate with staff and families by informing them of the reasons for the change, as well as the timeline and steps involved in making the change, and by inviting their input in decisions about how the new class- room will be developed.

Setting Goals for Change When considering significant program changes, administrators benefit from a careful assessment of the program’s strengths and weaknesses. In addition to general program evaluation tools, one assessment tool designed especially for the purpose of planning for change is the Program Administration Scale (PAS) (Talan & Bloom, 2004). Designed to comple- ment environment rating scales that measure the quality of learning environments, the PAS measures the quality of leadership and management practices of early care and education programs on a 7-point scale. The tool assesses administrative strands such as human resources development, personnel cost and allocation, center operations, child assessment, fiscal management, program planning and evalua- tion, family partnerships, marketing and public rela- tions, technology, and staff qualifications.

The PAS is administered by a certified assessor, an early childhood professional trained to use the tool. Administrators prepare for the PAS by collect- ing documentation that will be reviewed by the assessor during the PAS review. The documenta-

tion demonstrates the administrative functioning of the program, such as orientation checklists, staff and family handbooks, and risk management plans.

In some states, grants are available to cover the cost of implementing the PAS, including the cost of hiring a consultant to help the administrator prepare for the review. Often the PAS is used as part of a QRIS, the integrated quality improvement initiatives described in Chapter 7.

F1online/Thinkstock

Staff members will respond more positively to change when they feel that they have been included in the decision- making process.

http://cecl.nl.edu/evaluation/pas.htm

CHAPTER 10Section 10.2 Managing Change

What Would You Do? Michael is the director of a large for-profit early childhood center serving infants, toddlers, and pre- schoolers in full-day child care and serving school-age children in after-school programs. One of the ways Michael’s center has distinguished itself from the competition has been the small class sizes, which are significantly smaller than the maximum size allowed by the state licensing standards. In the last two years, however, Michael has had an increasingly hard time balancing his budget. Costs are rising, and Michael feels that he is going to have to increase class sizes, with the same number of teachers, in order to stay afloat.

Michael is aware that raising tuition is not an option right now since the program just recently imple- mented a tuition increase. He is concerned that the only alternative to increasing class size is cutting staff salaries, which would likely hurt staff morale and perhaps cause some teachers to quit. He feels the wisest choice is to increase class sizes. But when Michael announces to his staff that they will be increasing class sizes beginning next month, he is surprised by the negative response he receives from the teachers. They are clearly very upset.

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

a. Give the teachers time to get used to the plan. Make sure they know that the only other choice was to cut their salaries. They’ll come around once they realize it’s the best option.

b. Put the plan on hold and form a committee of staff and parent representatives to meet with Michael and discuss possible solutions. Michael may still decide to increase class sizes, but at least the staff and families will feel they are part of the process.

c. Hire a consultant to do an evaluation of the budget and the overall program. Work with the consultant to formulate a detailed list of options, and document the possible outcomes of each option. Once Michael makes a decision, he can use the evaluation information and documenta- tion to present his plan to staff and families.

d. Michael should reconsider the options. He should look again at other possibilities for balancing the budget, such as raising tuition, even if that means the program might lose families in the process.

The program improvement process using the PAS involves creating a profile that helps determine which areas to target for improvement. The PAS results are designed to lead to an action plan made up of small achievable steps, or objectives, to achieve program improvement.

Seeking Support for Managing Change Another effective strategy for managing change is to engage a consultation service. A consultant functions as an advisor, facilitator, or coach to help a program solve a problem or improve its ser- vices. The use of consultation services can be especially valuable when a specific expertise is needed that falls outside the range of experience and training for current staff members, such as how to include children with special needs in a general early childhood setting (Palsha & Wesley, 1998).

In this case, a consultant hired by the administrator might work with a team of teachers over a period of time, such as several months, to assess staff skills and knowledge in the area of the inclusion of children with special needs. The consultant, in collaboration with the administrator, would make a training and facilitation plan that would best support the teachers in the acquisition of new skills and understanding and then implement that plan over a series of visits, meetings, observations, and one-on-one coaching sessions with staff members.

(continued)

CHAPTER 10Section 10.3 Leader as Advocate

What Would You Do? (continued) Explanation: None of Michael’s options for balancing the budget are ideal. In a perfect world, class sizes would remain small, tuition rates would never increase, and teacher salaries would be high enough to attract and retain qualified, skilled staff members. Michael has good reason to believe that increasing class sizes is a better choice than increasing tuition or cutting staff salaries. But Michael made his decision alone and did very little to includes others in his process.

Whichever path he chooses, it will be important that he communicate the details of the situation to teachers as well as the families. Through increased collaboration and communication, others may contribute new information or ideas to the situation. Whether or not the increase in class size can be prevented, Michael will receive more support and understanding when he takes time to include others in the process.

When the need for consultation arises, consultants may be hired as independent contractors, or their services may be made available through a publicly funded program improvement grant. Many early childhood consultants are former early childhood administrators and teachers. Some consultants work with a program for a short period of time, providing assistance with a specific task or transition. Others may develop long-term relationships with an early childhood program, providing ongoing support.

In addition to bringing in expertise that the administrator lacks, the benefit of working with a con- sultant is the opportunity to gain the objective perspective of an outsider who can look at the big picture and identify issues that might not be visible to those who work in the program every day (Reinhardt, 2011). Another advantage is the opportunity to consider multiple options for change and improvement. Consultants are not employees, so they have the freedom to imagine a range of creative solutions to any given problem.

Questions to Think About 1. Why is collaboration an important strategy in managing change? 2. What is an example of an issue that might require the assistance and support of an

outside consultant?

10.3 Leader as Advocate

Being a leader in early childhood education means being a strong advocate for children and families as well as for the early childhood workforce. Advocacy, at its most basic definition, is the act of supporting a cause or position. In a way, everything an early childhood admin-

istrator does is advocacy, since the work itself is directed toward improving the lives of children (Doggett & Epstein, 2006).

The term advocacy is usually used more specifically to describe when someone is standing up for a cause and asking that time, attention, and resources be directed toward it. Often advocacy efforts are directed toward influencing public policy, which underlies legislation and public fund- ing. Advocates for child care and early education speak out and take a stand on issues relevant to the field, such as funding for child care subsidies for low-income families, or funding to support professional development activities for the early childhood workforce.

CHAPTER 10Section 10.3 Leader as Advocate

Some advocacy issues are not directly related to funding, such as an issue involving proposed changes in state licensing code. Advocacy is an active process; it may involve a broad range of actions, from casting a vote for a candidate who shares your views to writing a letter to a congress- person, or organizing a group visit to the state capital.

NAEYC Code of Ethical Conduct The Code of Ethical Conduct and Statement of Commitment, a position statement of the NAEYC, includes several ideals and principles that describe a commitment to advocacy.

I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

I-4.3—To work through education, research, and advocacy toward an environ- mentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

I-4.4—To work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.

P-4.11—When policies are enacted for purposes that do not benefit children, we have a collective responsibility to work to change these policies. (NAEYC, 2011)

The responsibilities listed in the NAEYC code provide a structure for examining some of the pri- mary functions of advocacy work. The code refers to advocacy as a means for ensuring access to high-quality services and for ensuring children’s safety and wellbeing. The code also refers to our “collective responsibility to work to change” the policies that do not benefit children. Program administrators serve an essential role in this “collective responsibility,” because they are in the unique position to not only lead and organize the staff and families at their own programs but to also facilitate communication and connections between programs to create a stronger advocacy voice.

Advocating for Children and Families Public policy advocacy primarily involves working to create or change legislation. Advocating for legislation that benefits children and families can be challenging because there are very few orga- nized advocacy groups prepared to lobby in support of causes related to early childhood education.

The best source of power in advocacy is information. Effective advocates for children create, col- lect, and organize information about the issues and use that information to support their posi- tions when communicating with leaders and policy makers. Early childhood administrators are in a unique position to serve as advocates because they have contact with children every day and can see directly how policies and legislation affect families. As leaders, early childhood administrators also have access to information about trends in the field, research on best practice, and the priori- ties of professional organizations like the NAEYC.

CHAPTER 10Section 10.3 Leader as Advocate

Many early childhood administrators are able to speak passionately about the realities in the lives of children, families, teachers, and caregivers and yet are also able to articulate the specific actions necessary to support best practice, meet the developmental needs of children, and sup- port working parents.

Advocacy Tools The NAEYC and the National Association of Child Care Resource and Referral Agencies (NACCRA) have public policy arms devoted to advocacy work. These organizations provide information and resources such as position statements and action alerts.

Position statements are documents that describe the official position or stand of a group or orga- nization. The statements usually cite evidence, such as research, statistics, or academic sources that support the position.

Action alerts are notifications that an issue needs immediate action from supporters. Due to the urgency of the issue, alerts may be distributed by email, fax, text, or posted on websites. Action alerts are often related to specific steps in the legislative process and include information about how to call or email legislators to ask them to vote in support of children and families. Other important advocacy tools include lists of “talking points” or key facts on specific issues.

Advocacy for Parents and With Parents Early childhood administrators often function as advisors to parents and family members, help- ing them make decisions about their children’s care, education, and, as a result, their children’s future. Through informal methods, such as conver- sations and bulletins boards, as well as more formal methods, such as parent meetings and newsletters, administrators help parents recognize the impor- tance of quality care and education.

When families are informed about what quality care and education looks like and how their children benefit from quality services, they have the tools to become advocates themselves and can speak up for the needs of their children in a variety of ways. Parents can vote, and because they have a vested interest in policies that affect young children, their needs and opinions can carry a great deal of weight and influence in advocacy efforts.

Advocates have multiple opportunities to organize support and express their position to legislators, at both the state and federal level, through phone calls, letters, emails, meetings, marches, or rallies. At the local level, they can work with groups such as city councils, school boards, parks districts, and county health boards to advocate for issues that affect families, such as access to screening and evaluation services.

Dynamic Graphics/Thinkstock

Mobilizing parents is an especially effective advocacy strategy because parents may be most affected by child care policies.

CHAPTER 10Section 10.3 Leader as Advocate

Working Directly With Policy Makers One of the best ways to demonstrate the value of early care and education to policy makers and legislators is to invite them to visit an early childhood program, spend time in a classroom, and meet the children who benefit from quality services. Savvy early childhood administrators make it a point to routinely invite legislators from all levels of government, from local aldermen to U.S. senators, to program events, such as a fall family pot luck or the grand opening celebration of a renovated playground.

Other effective advocacy strategies include organizing families and staff to write letters to legisla- tors, including with the letters some artwork created by children (Figure 10.1). A related strategy is sending a press release to local media outlets, inviting reporters to visit the early childhood program and see the impact of policy decisions on the lives of children, families, and staff.

Figure 10.1: Sample Advocacy Letter

Dear <name of legislator>

I am writing to urge you to support legislation that provides funding to increase access to high-quality, affordable early care and education programs for families in my community. As you know, children who participate in high- quality early care and education programs typically perform better in school, are more likely to graduate from high school and college, and are more self-sufficient adults.

With all the research on how significant the first five years are to children’s brain development, it’s so important that we invest early to start our children off in life with tools they need to succeed.

We already have a number of good programs in our community. We need to invest resources in these proven programs to make sure we are helping all our children bloom. I urge you to support investments in the youngest members of our community.

Sincerely,

This sample letter was distributed by advocates to parents in Minnesota to encourage them to write to the governor and ask for more state funding for early childhood care and education. Based on information from Voices for Children Minnesota www.voicesforchildrenn.org

CHAPTER 10Section 10.3 Leader as Advocate

Figure 10.2: Child Care and Early Childhood Education Legislation Timeline

1942: WPA child care funding shifted to

Lanham Act Funds, which covered child care services so all mothers

could be employed in wartime industry. 1965: The Economic Opportunity Act created Head Start to provide pre- kindergarten educational experiences for children in poverty.

1 9 1 2

2 0 0 9

1912: The U.S. Department of Health,

Education and Welfare established the Children’s Bureau, the agency

that established licensing for institutions that care for children.

1982: Nine federal Block Grants established, restructuring federal funding of health and human services.

1976: The federal government established

the Child and Dependent Care Tax Credit, allowing working families to

claim a credit against taxes for child care expenses.

1933: Approximately 75,000 children enrolled in nursery schools established by the Works Progress Administration (WPA).

1990: Congress created the Child Care

and Development Block Grant (CCDBG), the primary source

of federal funding for child care subsidies for low-income working

families and funds to improve child care quality.

2007: Head Start reauthorized

with provisions to strengthen quality and accountability such

as alignment with state early learning goals and higher staff

qualifications.

2009: The federal American Recovery and Reinvestment Act is passed, including Race to the Top, an initiative of the U.S. Department of Education created to spur innovation and reforms in state and local education systems.

2001: No Child Left Behind Act supports standards based education reform.

Advocates have influenced public policy that affects children for at least the last hundred years. In this timeline are some of the most landmark actions and pieces of legislation that have occurred at the federal level. Source: Illinois Facilities Fund, 2000.

CHAPTER 10Section 10.3 Leader as Advocate

Focus On: Avoiding Burnout Working as the lead administrator of an early childhood program can be very stressful. The hours are long, the pace is quick, and many of the challenges of the work, such as mediating a conflict between teachers, can stir many emotions. For administrators committed to staying in the field for a long time, there is the risk of becoming burned out in a state of exhaustion and frustration.

To avoid burnout, early childhood administrators must take care of themselves physically and emotion- ally. Some of the topics described in this chapter, such as participating in professional development activities, practicing reflection, or getting involved in advocacy efforts, are also antidotes to burnout. Any activity that brings meaning and direction to the work can boost morale and offer a fresh perspective.

Beyond Early Childhood Administration In the field of early childhood education, the director position is sometimes perceived as the top of a career ladder. What other professional opportunities are available to someone who has achieved success as a program administrator and is ready to seek new challenges?

There are, in fact, a number of career paths available to someone with credentials and experience in early childhood administration. As mentioned in this chapter, advocacy is certainly an important and satisfying role. Working as a staff member for a child advocacy agency and devoting full-time attention to shaping public policy requires many of the same admin- istrative and communication skills required of early childhood pro- gram administrators.

Another satisfying path can be working with adults as a teacher trainer or consultant.

Some administrators create their own independent consulting services while others take posi- tions as trainers or consultants with organizations such as government agencies or publishing companies. Those with more academic abilities and interests may become college instructors, researchers, or authors. Administrators with talents in marketing or sales may develop a career path developing products for families or schools. For example, a program administrator may become a sales representative for a commercial playground developer and may visit early child- hood programs, assisting the directors in selecting and purchasing equipment for their facilities.

One of the benefits of working as an early childhood administrator is that there are many opportunities to develop a wide repertoire of skills. Early childhood education is a dynamic and continually evolving field. There will always be a demand for professionals who are committed to meeting the needs of children and families.

Jupiterimages/Comstock/Getty Images/Thinkstock

Many early childhood administrators find training and mentoring teachers is one of the most satisfying parts of their job.

(continued)

CHAPTER 10Post-Test

Focus On: Avoiding Burnout (continued) Many of the same pressures that may cause administrators to feel discouraged or burned out are also present for teachers and caregivers. The low professional status of early childhood workers, along with the physical and emotional intensity of the work can contribute to the stress that may cause skilled and talented staff members to leave the field (Lambert, 1994).

There are no quick fixes for the factors that contribute to burnout. Advocating for systemic and long-term solutions in the program and in the field, such as increasing staff salaries and access to health insurance, is one way to make lasting changes that will reduce burnout for early childhood professionals.

Questions to Think About 1. Which legislators represent you at the state and federal level? If you don’t know, find out

by visiting http://votesmart.org/ 2. Imagine that you are an administrator speaking to a group of parents at a parent meeting,

urging them to write letters advocating for increased funding for early childhood education. What might you say to them?

Chapter Summary • While the concept of professionalism in early childhood education is still evolving, some

of the characteristics of professionalism most often discussed in the field are specialized knowledge, adherence to standards of ethical conduct, and ongoing opportunities for learning and growth.

• Administrators develop their careers over time. The process of learning and growing can be understood as progress across a continuum or through several stages, from survival to maturity.

• Self-evaluation, reflection, and participation in conferences and professional organizations are essential components for an early childhood administrator’s continual professional development and growth.

• Managing change is one of the most challenging responsibilities of an early childhood administrator. Some changes are initiated externally, and the administrator must develop and lead a response to the change. Sometimes administrators initiate change in their efforts toward program improvement.

• Advocacy is one way early childhood administrators can extend their work on behalf of children and families beyond the walls of their own programs. Advocating for changes in public policy can include teaching parents about the characteristics of quality care and education.

Post-Test

1. Administrators are likely to gain deeper satisfaction from their work when they a. work in programs serving large numbers of children. b. continue to learn and develop new skills. c. frequently take time off for vacations. d. develop an understanding of psychology.

CHAPTER 10Post-Test

2. Which of the following is not usually considered a characteristics of professionalism? a. specialized knowledge b. adherence to standards of ethical conduct c. travel to international conferences d. ongoing opportunities for learning

3. The professional growth of an early childhood administrator over the course of her or his career can be described as a. a single path that many follow. b. a ramp at a 90-degree angle. c. progress through stages of development. d. following a map with highways and roads.

4. Successful management of change involves collaboration between administrators and a. infants and toddlers. b. curriculum publishers. c. staff and families. d. licensing inspectors.

5. The Program Administration Scale measures the a. quality of leadership and management practices. b. frequency of change within an organization. c. safety of the furniture and playground equipment. d. teacher-child ratios in each classroom.

6. Consultants are not a. employees. b. trained. c. reliable. d. paid.

7. Advocacy efforts are directed toward influencing a. hiring decisions. b. curriculum selections. c. enrollment data. d. public policy.

8. Early childhood administrators are in a unique position to serve as advocates because they a. tend to vote in favor of liberal spending policies. b. have time in their schedules to write to legislators. c. can see directly how policies and legislation affect families. d. often live and work close to state capitol buildings.

9. Which of the following are NOT effective advocacy tools? a. position statements b. lesson plans c. action alerts d. talking points

CHAPTER 10Additional Resources

10. Parents can be powerful advocates because they a. have a vested interest in policies that affect young children. b. can bring their children to advocacy meetings and rallies. c. tend to get very emotional when talking about their children. d. often don’t have enough money to pay for child care services.

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

Discussion Questions

1. The topic of ethics has come up in several chapters in this textbook. Why is it important for administrators to know and follow a code of ethics?

2. Some administrators feel that they don’t have time for advocacy efforts. What are some reasons why they should make advocacy work a priority?

3. If you were an experienced administrator thinking about moving on to another career opportunity, what might you choose and why?

Answers and Rejoinders to Pre-Test

1. True. Administrators enter their administrative roles as novices and progress through fairly predictable stages of growth and learning as they develop confidence and skills over time.

2. False. Self-evaluation is recommended for all administrators as a tool for professional growth, even if they are not currently struggling in their positions.

3. True. Professional development activities for administrators may include attending con- ferences and workshops on topics outside the field of early childhood education, such as fiscal management or human resources.

4. False. Managing change is almost always challenging, regardless of who initiates the change.

5. False. According to the NAEYC Code of Ethical Conduct, all administrators should serve as advocates for young children and their families.

Additional Resources

Web sites Child Care Aware Public Policy Agenda http://www.naccrra.org/public-policy/public-policy-agenda Child Care Aware (formerly known as the National Association of Child Care Resource and Refer- ral Agencies) is a leading voice for grassroots-inspired and research-based child care advocacy. Online resources include public policy agenda documents and an action center outlining current legislative priorities.

Children’s Defense Fund http://www.childrensdefense.org/ CDF is a nonprofit child advocacy organization that champions policies and programs that focus on lifting children out of poverty, protecting them from abuse and neglect, and ensuring their access to health care, quality education, and a moral and spiritual foundation.

http://www.naccrra.org/public-policy/public-policy-agenda

http://www.childrensdefense.org/

CHAPTER 10References

McCormick Center for Early Childhood Leadership http://cecl.nl.edu/ The McCormick Center for Early Childhood Leadership, based at National Louis University in the Chicago metropolitan area, is dedicated to building the leadership capacity of the early childhood workforce. The activities of the McCormick Center encompass four areas: professional develop- ment, evaluation, research, and public awareness.

NAEYC Public Policy Web Pages http://www.naeyc.org/policy This section of the NAEYC website offers online resources for public policy advocacy including the “Children’s Champions Action Center” with action alerts and a media guide.

Key Terms

action alerts Notifications that an issue needs immediate action from supporters usually distributed by email, fax, text, or posted on websites.

advocacy The act of supporting a cause or position.

consultant A professional hired temporarily to function as an advisor, facilitator, or coach to help an early childhood program solve a problem or improve its services.

position statements Documents that describe the official position or stand of a group or organization; the statements usually cite evidence, such as research, statistics, or academic sources that support the position.

Program Administration Scale (PAS) An assessment tool that measures the quality of leadership and management practices of early care and education programs.

public policy The policies that underlie legis- lation and public funding.

public policy advocacy Working to create or change legislation.

reflection Reviewing our own work and think- ing about ways we might change or improve in the future.

self-evaluation Informal and formal strate- gies for examining and understanding our own strengths and weaknesses.

References

Bloom, P. J. (2005). Blueprint for action: Achieving center-based change through staff develop- ment. Boston, MA: Gryphon House.

Bloom, P. J. (2007, Winter). Becoming a self-mentor. Child Care Information Exchange, 173, 54–57. Redmond, WA: Exchange Press.

Bredekamp, S., & Willer, B. (1993). Professionalizing the field of early childhood education: Pros and cons. Young Children, 48(3), 82–84. Washington, DC: National Association for the Education of Young Children.

Carter, M. (1998). Director evaluation by staff. Child Care Information Exchange, 121, 97–98. Redmond, WA: Exchange Press.

http://cecl.nl.edu/

http://www.naeyc.org/policy

CHAPTER 10References

Carter, M., & Curtis, D. (2009). The visionary director: A handbook for dreaming, organizing, and improvising in your center. St. Paul, MN: Redleaf Press.

Doggett, L., & Epstein, D. (2006, November/December). Turning advocacy into action for chil- dren. Child Care Information Exchange, 172, 66–67. Redmond: WA: Exchange Press.

Illinois Facilities Fund. (2000). A century of caring for children: A history of federal and state child care legislation and programs for low income children in Illinois. Chicago, IL: Illinois Facility Fund.

Katz, L. G. (1987). The nature of professions: Where is early childhood education? In L. G. Katz & K. Steiner (Eds.), Current topics in early childhood education (pp. 1–16). Norwood, NJ: Ablex Publishing Corporation.

Katz, L. G. (1995b). Talks with teachers of young children: A collection. Stamford, CT: Ablex Publishing Corporation.

Lambert, B. (1994). Beating burnout: A multi-dimensional perspective. Australian Early Childhood Association, Education Resources Information Center (ERIC Record ED380235).

Miller, L., & Cable, C. (2011). Professionalism, leadership and management in the early years. Thousand Oaks, CA: Sage Publications.

National Association for the Education of Young Children (NAEYC). (2011). Code of ethical conduct and statement of commitment: A position statement of the National Associa- tion for the Education of Young Children. Washington, DC: National Association for the Education of Young Children. Retrieved July 28, 2012, from http://www.naeyc.org/ positionstatements/ethical_conduct

Palsha, S. A., & Wesley, P. W. (1998, Winter). Improving quality in early childhood environments through on-site consultation. Topics in Early Childhood Special Education, 18, 243–253.

Reinhardt, P. (2011, November/December). Partnerships for change: Maximizing consultative services. Child Care Information Exchange, 202, 30–32. Redmond, WA: Exchange Press.

Sheridan, S., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education & Devel- opment, 20(3), 377–401. Retrieved February 19, 2013, from http://dx.doi .org/10.1080/10409280802582795

Talan, T., & Bloom, J. T. (2004). The program administration scale: Measuring early childhood leadership and management. New York, NY: Teachers College Press.

http://www.naeyc.org/positionstatements/ethical_conduct

http://dx.doi.org/10.1080/10409280802582795