Leadership Matters

1. Leadership Matters Julie Brower

2. What we know – Education matters • Directors’ level of formal education is a strong predictor of overall program quality. 1 • There is a positive relationship between the quality of administrative practices and quality of children’s learning environment in center-based programs. 2 • Directors with higher levels of education and specialized training in program administration are more likely to support the professional development of their teaching staff, secure and maintain program funding, and achieve center accreditation 3 1. Bloom, 1990, 1996; Cost, Quality, and Child Outcomes Study Team, 1995; Kagan & Bowman, 1997; Lower & Cassidy. 2007; Phillips, et al., 2001; Rohacek, Adams, & Kisker, 2010; Vandell & Wolfe, 2000; Vu, Jeon, & Howes, 2008; Washington, 2008 2. Dennis, 2010; Lower & Cassidy, 2007; MCECL, 2010; National Center for Children and Families, 2008. 3. Boom, 1996; Bredekamp & Willer, 1996; Fowler, Bloom, Talan, Beneke, & Kelton, 2008; Iutcovich, Fiene, Johnson, Koppel, & Langan, 1997;MCECL, 2008; Rous, Grove, Cox, Townley, & Croumpoton, 2008

3. What we know- Most directors were once teachers • Approximately 90% of directors have been teachers, but only one-fifth report that they actively pursued an administrative position. 1 • Only 27% of directors state they were well-prepared for their administrative role. Over one-half of directors describe the transition into their new role as overwhelming. 2 1. Rafanello & Bloom, 1997 2. MCECL, 2003

4. What we Know- the scope of the directors responsibility is similar to an elementary principal • Most states require that school principals hold a master’s degree and an administrative certificate 1 • The NAEYC identifies that best practice for program accreditation is that an administrator have a minimum of a bachelors degree with 24 semester hours of specialized education in early childhood and 9 semester hours in administration. 2 • Administrator qualifications are decreasing. In 2001, 72% of the directors reported having a bachelor degree or higher, in 2008, only 66% of directors reported having a bachelor’s degree or higher 3 1. (hhtp://nccic.acf.hhs.gov/pubs/cclicensingreq/cclr-directors.html). 2. NAEYC (www.naeyc.org). 3. Fowler, Bloom Talan. Beneke, & Kelton, 2008; Herzenberg, Price, & Bradley, 2005

5. What we know-Training makes a difference • Directors with greater levels of administrative training report significant gains in their level of competence. Staff at their programs perceive the work climate to be more positive and productive. Bloom, 2010: Bella & Bloom, 2003; Bloom & Bella, 2005; Bloom & Sheerer, 1992; Mietilcki, 2010.

6. What we know-Director credentials are linked to more effective administrative • There are 24 states that define and recognize the administrative competency of center directors by issuing a director or administrator credential. In Most states the credential is voluntary. 1 • NAEYC recognizes 28 administrator credentials in its alternative pathway for meeting director qualifications for center accreditation. 2 • Directors holding a credential score significantly higher on measures of administrative quality and are more likely to have centers that are accredited by NAEYC. • The credential level of the director is a predictor of classroom quality. 3 1. National Child Care Information Center Center (http://nccic.acf.hhs.gov/poptopics/pd-credentials.html). 2. NAEYC (www.neayc.org0. 3. Lower & Cassidy, 2007; Fowler, Bloom, Talan, Beneke, & Kelton, 2008 4. Vu, Jeon, & Howes, 2008

7. Circle of Influence training Train the Trainers

8. Identifying My Group Office for Young Children: • This agency promotes and improves the availability, affordability, and accessibility of quality early education and child care in a four county region.

9. Directors group OYC supports a monthly meeting for area childcare directors • I attended one of the meetings the end of September to tell the directors about myself. I told them about Taking Charge of Change/Train the Trainer and my project.

10. Workshop Evaluation The most important thing I learned in this workshop about shared decision making and participative management is… • It was an eye opening experience and the entire content helped me to realize not to stay in a rut and to open up more to collaboration with staff members and parents • I reflected on my style and I probably don’t include others in my decisions-but I see that it is important and will try to change and do better- Already have!! • Being thoughtful about the stakeholders. Giving teachers “by in” on decision making • The importance of including staff when making decisions that are going to effect the daily operation

11. I would like to learn more about… • How to motivate people and build staff morale • How to handle or approach “behind the scenes” staff complaining and griping • Staff getting along or gossip elimination • How to better support and encourage teamwork; building stronger relationships among my staff

12. One new idea I hope to try out when I return to my job is… • Asking more open-ended questions and using the finger voting system if it’s needed • At the next staff meeting I am going to encourage staff to help set the agenda to make it more meaningful to them • Meeting with the summer staff and plan together • Survey staff and get their input on current procedure and what they would like to change

13. The following suggestions might help strengthen this workshop in the future: • More open discussion and participation • A quick summary list to help remind us of key points in good leadership • Get ideas from directors before hand regarding things that they struggle to get staff involved in and use these as examples during the training • Comments on time the training was held and the room the training was held in.