ECE312 week5 discussion Evaluation (Due in 2 hours, but it is a short assignment)
OKCountryGirl1982
week_4_leadership_and_management-victoria.pptxLeadership and Management at The Children’s Learning Station
Victoria Amidon
ECE312: Administration of Early Childhood Ed. Programs
Dr. Nicole Rich
September 10, 2016
A Commitment to Excellence
Effective Communication
A Comfortable and Supportive Workplace
Career Development Opportunities
Hiring and Retention
Creative Commons(2016)
At The Children’s Learning Station, we are committed to creating a high-quality learning environment for children, families, and our staff. We will discuss each of these key points and the integral role they play in providing the highest quality care and education to young children. According to the National Association for the Education of Young Children (NAEYC), 2008, the effective leadership and management of early childhood program staff produces high-quality programs for young children.
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Effective Communication
Respect and Honesty
Confidentiality
Weekly and monthly brainstorming meetings
Bi-annual reviews
Communication with staff is always respectful and honest. Meetings are always kept confidential and problems and issues are solved through collaborative efforts. Each week I meet with staff as a whole group to discuss lesson ideas, curriculum goals, voice concerns, share professional development opportunities, and highlight what is going well. I hold a monthly meeting with each individual staff member to discuss progress towards goals which have been set, discuss concerns, and share thoughts on the progress of the students. Our Bi-annual reviews foster growth and development and offer an opportunity to set goals and create an on-going plan for professional progress. To make a truly great center we need to work together as we grow and learn. “Effective leadership in early childhood programs is synonymous with effective communication because the success of the program relies heavily on the open, honest exchange of information, ideas, and feelings by staff. It is important to communicate in ways that show the director values the skills and contributions of staff” (Muñoz et al., 2015, p. 28). Our meetings and all communication are focused on working in collaboration with one another to establish high-quality, meaningful interactions.
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A Comfortable and Supportive Workplace
Adequate financial compensation
Paid time off
Health benefits and Simple IRA
Breaks and planning time
Teacher lounge
Opportunities to reflect and discuss progress
Empowerment to implement changes reflective of new skills and strategies
Working in early childhood education is joyful, rewarding and honorable. Too often there is inadequate compensation for early childhood education workers. I aim to provide the staff with competitive wages, reflective of education and experience. I provide all full-time employees with paid time off, health benefits, and employer-matched Simple IRA contributions. Our teacher lounge is designed to provide a comfortable space for teachers to relax on their breaks, eat lunch, and work on their lesson plans and paperwork. I was a classroom teacher for sixteen years and I understand the importance of having time to plan, and time to relax and refresh yourself throughout the day. Teachers are encouraged to reflect on their practices and have open-discussions about improvement (Whitebook et al., 2012). I want all of the teachers to feel empowered to make changes based on the acquisition of new skills and new strategies, as suggested for best practices by Whitebook et al. (2012). Ensuring the comfort and support of the staff members simultaneously creates a positive environment for the children and increases their chances of success.
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When our needs are adequately met we can give our attention to the needs of others.
Cweiher.wikispaces.com creative commons
Professional Development Opportunities
Bi-annual staff development days
Paid conferences
On-going goal planning
Mentoring
Weekend workshops
The professional development of early childhood educators is integral to creating a high-quality program. It is mandatory for all employees, working in an early childhood setting, to obtain thirty hours of training for every two years. I require all staff members to attend the two staff development days each calendar year where the center is closed and a qualified educator provides training on specific, pertinent topics. Every staff member is offered the opportunity to attend, at no cost to them, one conference per year and an additional conference at half-price. I understand the importance of well-trained and knowledgeable staff and I work diligently to provide necessary training to foster growth and success. Your success means success for the center and each child who attends. All staff members meet with me to create professional development goals which are continually monitored and encouraged. I want to see each of you reach your full potential just as you do with each child in your care; I am here to help guide and assist you in your professional growth. There are five weekend workshops held at the center each year and I encourage the staff to take advantage of the opportunity to gain knowledge on the variety of topics which are covered.
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Together we can Succeed!
Hiring A multi-step process to find the most competent and qualified staff.
All applicants must submit a resume with a cover letter and an application.
Resumes and applications are screened for qualifications, experience, academic credentials, and professionalism.
Applicants who meet requirements receive an interview.
Qualified applicants will complete a planned interaction.
Reference and background checks are conducted.
The applicant most qualified will receive a phone call verifying the job offer.
To find the early childhood educators and support staff that best fit with our philosophy, vision, and mission we screen all of the application materials for qualifications, professionalism, academic credentials, and experience. As noted by Gadzikowski (2013), candidates who do not meet minimum requirements should be eliminated first. We do not discriminate, this process is the same for all applicants. After determining which of the applicants are most qualified for the position, interviews will be conducted to ascertain if the applicant is right for the position. During the interview behavioral interview questions are asked to gain an understanding of how the applicant will handle certain aspects of the position. Behavioral interview questions are “designed to elicit descriptions of the applicant's current skills and abilities in specific kinds of real-life situations (Gadzikowski, 2013, Ch. 7 section 4 Recruiting and Hiring Quality Staff).
The applicants who move past the interview phase will be asked to prepare a lesson and return to present to the children on a specified day. This will provide an opportunity to see the applicant in action and further evaluate their fit with the position and the center’s philosophy.
Reference check provide insight into the applicants past work and personal character and will help to determine if the applicant aligns with the centers philosophy, vision, and mission. The background check is mandatory in New York state for all people working in early childhood centers. Applicants will be given the information on where to go to have their fingerprints taken then the card will be mailed to the NY state Central Registry, where the background check is performed.
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Retaining Employees
Providing competitive wages.
Opportunities for growth.
A positive work environment.
Retaining high-quality staff in early childhood centers is important to the success of the children and to the center. Children depend on and bond with their caregivers and teachers which is essential in developing healthy, trusting relationships. I will ensure that each employee is compensated according to their academic, experience, and performance based qualifications. The employees are an integral part of the center and hard work pays off here. There are opportunities for growth within the center and within the community programs we take part in.
The administrators work to ensure that any conflicts are handled discreetly and quickly to help to create a positive work environment where respect and collaboration are key. Our employees work hard and we provide breaks and a lunch time as well as planning time to assist in developing an organized and relaxed environment.
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References
Muñoz, M., Boulton, P., Johnson, T., & Unal, C. (2015). Leadership development for
a changing early childhood landscape. YC: Young Children, 70(2), 26. Retrieved
from
http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=102555930&
Gadzikowski, A. (2013). Administration of early childhood education programs. San Diego, CA: Bridgepoint Education, Inc.
Clip Art and Images: Creative Commons, 2016
Whitebook, M., Kipnis, F., Sakai, L., & Austin, L. J. E. (2012). Early care and education
leadership and management roles: Beyond homes and centers. Early Childhood
Research & Practice, 14(1) Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ975638&site=
References
National Association for the Education of Young Children. (2008). Overview of the NAEYC early
childhood program standards. Retrieved from
http://www.naeyc.org/files/academy/file/OverviewStandards.pdf
