8085 Discussion 2

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Leadership Problems at Valley Hill

Valley Hill is a private, for-profit childcare program with many young children, ages 2–5, in

attendance. Over a year ago, the director became disgruntled and quit his position.

Shortly afterward, the overseeing corporation declared a hiring freeze and appointed an

acting director from within the larger for-profit organization. Though this individual met the

specified “education” requirements, she did not have a strong background in early

childhood development and had no prior experience running a program of this kind. Due

to other existing responsibilities, she encountered many difficulties in giving adequate

focus to the center’s day-to-day operations or to her own professional development.

Consequently, the mid-level administrators in the program resigned.

Lack of administrative leadership also resulted in day-to-day management issues falling to

the responsibility of individual teachers. This took focus from their vital roles in observing

and interacting with children, reflecting on healthy development and learning growth, and

communicating with family members. In addition, as teachers became accustomed to

doing things their own way, the program quality and children’s routines became

inconsistent. Though it was painstakingly clear that the center was suffering without a

leader, a handful of teachers felt they were doing a fairly good job considering their

circumstances. In fact, there was talk among them that they would be better off without a

new director. They were convinced that if they were able to hire additional teachers and

handle purchase orders themselves, the center would be back on track. It became evident

that many teachers, no matter their feelings about a new director, had become very

protective of their new sense of power.

Tensions grew. Though the staff members were trying their best, it was clear that less and

less time was being devoted to the provision of quality care, the creation of engaging

learning experiences, the encouragement of family involvement, and professional

development. In light of this, a group of concerned teachers began to voice the need for

hiring a new director with a strong background in early childhood development. Another

group then emerged, calling for serious consideration to break away from the for-profit

© 2016 Laureate Education, Inc. Page 2 of 3

organization; they identified ways to buy out the center and continue on as an

independent program. This approach left many staff members feeling nervous, unsettled,

and unable to concentrate on their work with the children. After that, conflict among staff

members was unavoidable. Opinions about the type of leadership needed, as well as

philosophical differences about quality experiences in early childhood settings, swarmed

the center.

Before long, families with children in the center started to express their concerns about

changes, not only in the way the program was being run, but also in the “feeling” of the

program. Some voiced their disappointment and discomfort in the way staff were

interacting with one another. Others cited their children’s demeanor, explaining that many

did not want to come to school because it did not feel “fun” or ‘safe” anymore. Without a

director in place to hear their concerns, families began to mobilize, creating an advocacy

group which lobbied the larger corporation to stop the hiring freeze at once and hire a

qualified director. These families made it clear that they would have no other choice than

to leave the program if the organization failed to meet their requests.

After several meetings that included the families, select staff members, and

representatives from the for-profit corporation, the hiring freeze came to a close. The

process of actively seeking a qualified administrator began with the formation of a hiring

committee composed of two members from each stakeholder group. The committee took

on the charge of writing the job description and summarizing the skills, knowledge, and

dispositions required of the new director.

Now that you have read the scenario, imagine that you are an early childhood leader who

came upon the advertisement for this administrative position. You interviewed for the

position and got the job!

As you prepare to begin your job, you know about the troubles recently experienced at the

center. You are also aware that much is expected of you to turn this center back into an

engaging, warm, and safe learning space for young children. Reflect on how to approach

the current state of Valley Hill. Consider which leadership styles you need to apply to

accomplish the feat of transforming the center.

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With these thoughts in mind, return back to this module’s Discussion and, following the

posting prompt in the online classroom, discuss which leadership styles you would apply

(and why) if you were the new administrator at Valley Hill.