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Leadership

Developing early educators, who work in a variety of roles, as leaders in the field is a strategy states across the nation are using to support the development of high quality early care and education services.

Highlights from What We Know About Program Administrators

  • Directors’ ability to attract and retain effective teachers in their programs and oversee other facets of program operations is directly related to their own level of formal education, experience, and specialized training in early childhood and program administration.
  • Most early childhood administrators were promoted to their current position because others saw their leadership ability and encouraged them to pursue the role. Few have had specialized training in program leadership and management prior to assuming their administrative duties.
  • The scope of responsibilities for center directors is similar to elementary school principals. Both administrators oversee curriculum implementation, supervision and evaluation of teachers, child assessment, human resource allocation, parent engagement, community relations, and fiscal matters relating to their programs. Yet director qualifications contrast sharply with the qualifi- cations for principals.
  • Training makes a difference. Directors who receive specialized leadership and management training are able to perform their responsibilities more effectively.
Leadership Research, Theory & Tools
Early Childhood Leadership Resources

Coaching

Coaching in early childhood may be conceptualized as a particular type of help-giving practice within a capacity building model to support people in using existing abilities and developing new skills. Coaching also builds the capacity of family members to promote the child’s learning and development. Coaching may be used to improve existing practices, develop new skills, and promote continuous self-assessment and learning.

The five components of the coaching process include: (1) initiation, (2) observation, (3) action, (4) reflection, and (5) evaluation.

Effective coaching conversations result in the following actions by the person being coached: (1) active participation as a result of joint planning, (2) self-reflection that leads to refinement of knowledge and skills, and (3) use of current as well as new knowledge and skills as part of everyday interactions with the child.

Source: National Child Care Information Center

Terms

Research

Tools

Mentoring

Mentoring programs offer new teachers and providers a practical and supportive way to learn and grow on the job. For experienced teachers and providers mentoring programs create an opportunity to remain in the field and advance in their profession.

Models

Research
© 2010 NC Institute for Child Development Professionals, PO Box 959, Chapel Hill, NC 27514 dtorrence@ncicdp.org