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Leadership? Where does it Start?
• 92% of girls believe they can learn the skills to lead
• 21 % believe they already possess them
Girls Scout Research Institute (2008)
The Director’s Multifaceted
Role
Instructional leader Organizational leader Role model Talent developer Data manager Motivator Systems engineer Idea igniter Cheerleader Change agent Chief Example to Others (CEO)
The Director’s Multifaceted
RoleIn the Real
Setting
Counselor Dish washer Bus driver Janitor Teacher Family Service guide Librarian Plumber Know-it-all
What Have We Learned
from Research?
Few directors enter the field with the goal of being a program administrator.
Directors are unprepared for the demands and intensity of the role.
Directors’ formal education is a strong predictor of overall program quality.
Directors with more training are more active as advocates for the early childhood workforce.
The quality of administrative practices impacts the quality of the children’s learning environment.
Teacher Training
• Child Development • Developmentally Appropriate Curriculum
(DAP) • Math, science, literacy, • How to set up a classroom• Parent-teacher conferences• Social emotional
Great teachers are not enough. They need to be led and developed by greatPrincipals directors.
Adapted from Will Miller, Wallace Foundation President
Same Universe, Different Realities
Oversee curriculum and assessment
Supervise and evaluate teachers
Manage human resources allocation
Oversee family engagement
Community outreach Manage fiscal matters
Principals
Directors
Oversee curriculum and assessment
Supervise and evaluate teachers
Manage human resources allocation
Oversee family engagement
Community outreach Manage fiscal matters
Most states require teaching certification, experience, master’s degree, and ongoing professional development
Many states require special ed coursework and supervisory endorsements
ISLLC, NAESP standards
Principals
Directors
Only 4 states require a degree at any level
Only 5 states require any administration coursework
NAEYC guidelines Less than 66% have a
bachelor’s degree 24 states have a voluntary
director credential Aim4Excellence national
director credential
Qualifications and Standards
Early Childhood
Administrator
Organizational Culture
Teaching Practices
Family Engagement
Direct
Child Outcomes
Indirect
The Early Childhood Administrator’s Influence
Instructional Leadership
“Schools that improve student achievement are more likely to have principals who are strong organizational managers than schools who spend time observing classrooms or directly coaching teachers.”
Kappan Magazine, November 2010
Lead Educators
• Principals• Center and program directors• Family child care providers • Others who work in early childhood settings
Recommendation 8
• Ensure that policies and standards that shape the professional learning of care and education leaders (elementary principals and directors in early care and education settings) encompass the foundational knowledge and competencies needed to support high-quality practices for child development and learning in their organizations.
Knowledge and Competencies
• Practices to help children learn• Assessment of children• Fostering a professional workplace• Assessment of educators • Developing and fostering partnerships• Organizational Development and
Management
Before you are a leader, success is all about growing
yourself. When you become a leader, success is all about
growing others.
“”
- Jack Welch
Professional Development
• Taking Charge of Change• Course work • Coaching
– Change – Adult learning – Motivation – Delegate
For additional
informationThank you
847-947-5233
McCormickCenter.nl.edu(Leadership Matters)