What are Values andBeliefs?

A value is a deeply held view of what webelieve to be important and worthwhile. Abelief is slightly different from a value. It isour personal conviction that certain thingsare true and that certain statements arefacts. Our personal values shape ourbeliefs about what is important to pursue,how we treat others, and how we choose tospend our time.

Our core values and beliefs cut across allaspects of our lives. They serve as a pointof reference, a kind of moral compass formaking daily decisions. They give rise toour fundamental commitments, the thingsin life that we consider worthy for theirown sake. While our values and beliefscertainly reflect our family upbringing andcultural backgrounds, they are also shapedby personal experiences, education, andsocietal influences.

Values and Beliefs inPractice

The values and beliefs teachers embraceimpact their view of children and theimportance of the early years, theirperception of the appropriate role of the teacher in the classroom, their

expectations for families, and theirunderstanding about how learning canbest be supported. Take a slice of a typicalday in any center in any town and you'llsee how teachers' differing values andbeliefs play out in practice. Morning arrivalis a good example.

One teacher will formally greet parentswith a handshake and polite conversationabout the previous evening's activitiesbefore turning her attention to welcomingthe child into the classroom. Anotherteacher will kneel and embrace the childfirst, focusing attention exclusively on herstudent before greeting the parent. Forstill another teacher, the morning ritualmight emphasize procedural expectationslike 'signing in' and ensuring that personalbelongings are put in the right cubbie withlittle outward demonstration of affectionto the child or parents.

Morning transitions in some classroomsare purposefully short and sweet—a quickembrace as the parent heads out the dooror a goodbye kiss blown through theclassroom window. The emphasis in theseclassrooms is helping children achieveself-reliance and navigate independentlyinto the learning environment. In otherclassrooms, parents are encouraged tolinger around and read a story or make aplay-dough creation with their childrenbefore saying goodbye. The emphasis inthese classrooms may be on cultivatingparent-teacher partnerships. The morningtransition dance, to be sure, is a richexpression of teachers' values and beliefsabout their role and how to best supportchildren's development.

Giving Voice to Values andBeliefs

In Bill Ayers' book The Good PreschoolTeacher, much of the focus is on thebeliefs of the six teachers who are profiled.Anna thinks of herself as a substitute

Published by the McCormick Center for Early Childhood Leadership at National-Louis University Fall 2009

Continued on page 2

TheDirector’s LinkHelping TeachersIdentify andArticulate TheirValues and BeliefsPaula Jorde Bloom and Lisa Ellis

DD irectors often lament howdifficult it is to getteachers to implementteaching practices that are child-centeredand developmentally appropriate. Thereason for the difficulty is that professionaldevelopment efforts typically focus onincreasing teachers' knowledge base. Clearlyknowledge is important; the workshops andcollege classes that teachers attend and thebooks and articles they read are essential for expanding their understanding of child development and early childhoodcurriculum. But knowledge is only part of theequation when it comes to helping teachersgrow in professional competence. Directorsmust also help teachers become reflectivepractitioners. And reflection begins with anexamination of how one's values and beliefsshape behavior every day in the classroom.

mother and struggles to achieve anintensity and investment in each child thatwill support, nurture, and challenge. Chanathinks of herself as a person whounderstands what makes separationssuccessful experiences from which to growand build. Joanne's strongest belief is thatchildren need to be empowered—that theyneed to be able to make decisions forthemselves. For Darlene, patience is thekey attribute of a good teacher. Micheleemphasizes the importance of order andorganization and productive work forchildren. And finally, Maya infuses herteaching with a strong belief in theimportance of warmth and respect.

The rich, descriptive profiles drawn byAyers underscore the importance oflooking at the values and beliefs of teachersin order to understand the meaning theygive to their work. It is a central task ofdirectors to listen closely to teachers andgive voice to the values and beliefs thatsupport their teaching practices. Throughattentive listening, directors can assistteachers in identifying, clarifying, andarticulating the values and beliefs that theybring to their present role.

But giving voice to teachers' differentvalues and beliefs is only the first step increating a true learning community builton reflective practice. Directors must alsocreate the climate for open dialogue wheredifferent perspectives can be negotiated.Staff meetings are the perfect time todevote to this kind of exploration.

One way to stimulate the discussion is toinvite staff's perspectives in response tosome provocative statements. Here are afew to get you started:

• Too much praise can make childrenself-centered.

• It is disrespectful for children to callteachers by their first names.

• Boys are naturally better at maththan girls.

• Children should be put in time-outwhen they misbehave.

• Responding too quickly to a cryinginfant will spoil him/her.

• It is important for children to eateverything served on their plates.

It is crucial in such discussions thatdirectors avoid judgment. If teachers feelthreatened with criticism and moralizing,they will become defensive and shut down.The goal in these discussions is to give voiceto teachers' values and to also help themidentify the source of their beliefs.

Another way to stimulate discussion is toshare a vignette that can prompt differentresponses. The following scenario canserve as an example.

The co-teachers in a three-year-oldclassroom were helping a new group ofchildren acclimate to their program.Their goal for the first month of the newschool year was to familiarize thechildren with the daily routines of theclassroom and help them separate fromtheir parents without too many tears. Onechild, Sofia, was having a particularlyhard time. When her mother left, Sofiaretreated to a corner, curled up with herfavorite doll, and sucked her thumb.Sofia's family only spoke Spanish whilethe two teachers only spoke English.

In a meeting with their director, the co-teachers expressed their concern aboutSofia's behavior and discussed differentstrategies for handling the situation. Oneteacher felt strongly that Sofia just neededtime to assimilate into the newenvironment. She was confident that ifthey were patient, Sofia would come out ofher shell and begin interacting with theother children. Her co-teacher felt equallystrong that the center should hire aSpanish-speaking aide to work with Sofia.She believed that Sofia's lack ofparticipation was proof positive that shewas linguistically isolated. The firstteacher replied that this would be counter-productive since Sofia ultimately neededto learn to speak English at the center andmaking a special accommodation for herwould only slow down that process.

After you've shared the vignette, ask yourteachers how they would recommend thatthe situation be handled.

Finding Common GroundFinding opportunities for teachers toarticulate their deeply rooted values andidentify the experiences they've had thathave shaped their current belief systemcan be a powerful way to help themunderstand there are often multiple "rightways" to approach the important workthey do as early childhood educators.Achieving consensus on a center'scollective values and beliefs is an ongoingprocess; it is not something that can beachieved in one staff meeting or even onefocused retreat. The goal is that over timethe group will not only expand theirtolerance and understanding of differentvalues and beliefs, but that they will findcommon ground on center-wide, agreed-upon priorities and practices.

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The Director’s Link Fall 2009

The Director’s Link is made possible by fundingfrom the Illinois Department of Human Services(IDHS) and the McCormick Foundation, and isdistributed free of charge to early childhooddirectors in Illinois.

Address corrections should be directed to:

6310 Capitol Drive • Wheeling, Illinois 60090

Phone (800) 443-5522, ext. 5056

Fax (847) 465-5910

E-mail cecl@nl.edu

Web Site http://cecl.nl.edu

Michael W. Louis Endowed ChairPaula Jorde Bloompaula.bloom@nl.edu

Faculty and Staff

Director’s LinkEditor Donna Jonas

donna.jonas@nl.eduLayout Burkat Design

Advisory Board

Our Mission

The McCormick Center for Early ChildhoodLeadership is dedicated to enhancing themanagement skills, professional orientation,and leadership capacity of early childhoodadministrators. The activities of the Centerencompass four areas: training andtechnical assistance, program evaluation,research, and public awareness.

McCormick Center for

http://cecl.nl.edu

Carmen AdamczykGiovanni ArroyoJill BellaLinda ButkovichMelissa CasteelEileen EisenbergLisa EllisLila GoldstonAnn HentschelDonna Jonas Tarah KandellRobyn Kelton

Heather KnappKara Lehnhardt Leslie NormanMartha OwensLiliam Perez Kathleen RadiceKathleen RousseauPaula SteffenTeri TalanDebra Trude-SuterBarbara VolpeMigdalia Young

Kay Albrecht Vince AlloccoBlakely BundyBee Jay CiszekLeonette CoatesJerry CuttsJoan FrankelStacie GoffinEd Greene

Luis HernandezHolly KnickerTom LaymanKaren Ponder Luz Maria SolisWilliam StraderMargie Wallen Lana WeinerCass Wolfe

Paula Jorde Bloom is the Michael W. LouisEndowed Chair of the McCormick Centerfor Early Childhood Leadership. Lisa Ellisis a training and technical assistancespecialist at the Center and has worked asboth a teacher and program director.

3The Director’s Link Fall 2009

TheDirector’sToolbox

This assessment can be used in a variety of ways. In theinterviewing and hiring process, it can help your search committeeunderstand the value and belief system of prospective teachers.This information will help ensure that the values and beliefs ofnewly hired staff are consistent with the shared beliefs and statedphilosophy of the center. The assessment can also be used as aspringboard for discussion at a staff meeting. Distribute it toteachers a few days before the meeting so team members have anopportunity to reflect on the different items. Whether it is used asa screening tool in the staff selection process or as a springboardfor discussion at a team meeting, it is important to tell teachersthat there are no right or wrong answers.

Assessing Values and Beliefs

PART I. Complete the following sentences.

1. I think children are generally __________________________________________________________________________________

2. When children are unhappy, it's usually because __________________________________________________________________

3. I get angry when children ____________________________________________________________________________________

4. The most important thing a teacher can do is ____________________________________________________________________

5. Children should not __________________________________________________________________________________________

6. All children are ______________________________________________________________________________________________

7. I wish parents would __________________________________________________________________________________________

8. When parents ______________________ I feel __________________________________________________________________

PART II. Circle the five traits you would like children to be or have as a result of their preschoolexperience with you.

adventurous appreciate nature determined

affectionate inquisitive energetic

polite respectful friendly

altruistic self-starter obedient

caring sense of humor spontaneous

honest industrious persistent

assertive creative proud

confident independent thinker risk taker

cheerful desire to excel open-minded

From Bloom, P. J. (2005). Blueprint for action: Achieving center-based change through staff development (pp.252-253).Lake Forest, IL: New Horizons. Reprinted with permission (www.newhorizonsbooks.net).

Professional Development Opportunities

4 The Director’s Link Fall 2009

Technology Training for Early Childhood Administrators

The Center regularly offers full-day, interactive technology workshops for early childhood administrators. Eachworkshop provides six hours of hands-on training and follow-up technical assistance online. Funding is provided by theIllinois Department of Human Services (IDHS). The participant's portion of the training cost is only $45. Enrollment islimited and priority will be given to administrators whose programs serve IDHS-funded children. Participants receive acertificate of attendance documenting 6 clock hours of training for use towards the renewal of the Illinois DirectorCredential (IDC).

Snazzy Snapshots: Digital Documentation in Your Program

Bring documentation and parent communication to life with a number of easy-to-useonline tools. Learn how you can use your digital camera and sites like Shutterfly to createcolorful, engaging portfolios, photo books, and free media-rich Web sites, sure to impress.Discover creative ways to incorporate your digital creations into your program as tools tohelp you communicate information with parents and staff and market your program. Nodesktop publishing, advanced computer skills, or Web design experience required.

Date: Friday, December 4, 2009, 9:30 am – 4:30 pmLocation: National-Louis University, 122 S. Michigan Ave., Chicago, IL

Date: Thursday, February 18, 2010, 9:00 am – 4:00 pmLocation: Blackhawk College Outreach Center, 301 Avenue of the Cities, East Moline, IL

For more information and to register online go to http://cecl.nl.edu/training/technology.htm.

Program Administration Scale—Assessor Reliability TrainingJanuary 12-15, 2010The Program Administration Scale (PAS) measures leadership and managementpractices of center-based early care and education programs. Assessor ReliabilityTraining includes an overview of the instrument, how to rate indicators and scoreitems, the protocol for interviewing and collecting data, and procedures forverifying documentation. Individuals who successfully complete the training areeligible to become certified PAS assessors.

This four-day training is designed for technical assistance specialists, qualitymonitors, management consultants, researchers, and other professionals interestedin using the PAS to reliably assess early childhood leadership and managementpractices.

Location: McCormick Center for Early Childhood Leadership National-Louis University, Wheeling Campus Annex

Fee: $1,025 includes all texts, materials, and meals

Hotel accommodations are available at the Candlewood Suites, adjacent to the Center. To make a reservation, call (847)520-1684. Participants may receive two semester hours of graduate credit (ECE582C, Early Childhood ProgramEvaluation) by paying an additional fee.

Become a fan of the McCormick Center for EarlyChildhood Leadership on Facebook!

5The Director’s Link Fall 2009

Planning AheadProfessional Development Opportunities

Family Child Care Institute—Best Business PracticesFebruary 27 and May 15, 2010

Managing a high-quality family child care program and sustaining a viable business can be challenging. This familychild care institute, presented in collaboration with the First Step Fund and funded by the Illinois Department ofHuman Services (IDHS), will provide you with the tools and techniques you need to improve your family child carebusiness practices and get on the path toward accreditation.

Designed for current family child care providers as well as those who offer technical assistance and support toproviders, the institute stresses the importance of professionally designed contracts, parent handbooks, andpromotional materials that help family child care providers successfully market their programs, demonstrate bestpractices, and enhance business stability.

Institute presenter will be Dorothy Browning, National Curricula Manager for the First Step Fund.

Location: McCormick Center for Early Childhood Leadership National-Louis University, Wheeling Campus Annex

Fee: $199 includes texts, materials, and meals

Hotel accommodations are available at the Candlewood Suites adjacent to the Center. Call (847) 520-1684.

Participants may receive 3 q.h. of undergraduate credit (ECE335, Best Business Practices in Family Child Care) bypaying an additional fee, completing a project, and engaging in an online discussion.

For more information about these professional development opportunities, please contactDebra Trude-Suter at (800) 443-5522, ext. 5056 or debra.trudesuter@nl.edu.

You can also register online at http://cecl.nl.edu.

Center Launches New Initiative to Support Family Child Care Thanks to a generous grant from the Grand Victoria Foundation, the McCormickCenter for Early Childhood Leadership is launching a new initiative to supportfamily child care providers in Illinois. This project, Supporting Excellence in FamilyChild Care, will provide training for early childhood consultants and technicalassistance specialists on how to use the Business Administration Scale forFamily Child Care (BAS) to help providers improve the business practices oftheir family child programs and successfully participate in Quality Counts, theIllinois quality rating system.

Developed by faculty at the McCormick Center for Early Childhood Leadership, the BAS was designed to serveas a reliable and easy-to-administer tool for measuring and improving the overall quality of business practices infamily child care settings. The BAS assesses quality in ten areas: qualifications and professional development,income and benefits, work environment, fiscal management, recordkeeping, risk management, provider-parentcommunication, community resources, marketing and public relations, and the provider as employer.

Grand Victoria Foundation provides strategic funding to Illinois organizations working for lasting economic,educational and environmental change. Through grantmaking and leadership initiatives, the Foundation supportsfive elements of great communities: good jobs, a healthy environment, great places for kids, capable organizationsand homegrown philanthropy. In 2009 the Foundation received the Critical Impact Award from the Council onFoundations, a national philanthropic association.

For more information about this initiative, contact Debra Trude-Suter at (800) 443-5522, ext. 5056. For moreinformation about the Grand Victoria Foundation, please visit www.grandvictoriafdn.org or call (312) 609-0200.

6 The Director’s Link Fall 2009

Join us in 2010 to celebrate the 10th Anniversary of LeadershipConnections and the 25th Anniversary of the McCormick Center forEarly Childhood Leadership!

For more information about registration or sponsorshipopportunities, contact Donna Jonas at (800) 443-5522, ext. 5058 ordonna.jonas@nl.edu

SAVE THE DATES !MAY 13–15, 2010

(800) 443-5522 x5155