8085 Discussion 2
Unique1961
© 2016 Laureate Education, Inc. Page 1 of 3
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.
© 2016 Laureate Education, Inc. Page 3 of 3
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.