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
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