This kind of thinking based on a lack of knowledge about the process of working with

adults and about the needs of young children Supervisors in early childhood programs has more than one role They are responsible for working with all types of people Quality supervision of staff members has positive effects on children

Caregivers are unique and have different needs and different learning styles Therefore requires various supervisory strategies to work with supervisee Some supervisees need direct guidance and others initiate to do what needs to be done

without directions It may have to do with cognitive style, cultural background, personality, or other factors Supervisors need flexibility when working with caregivers

Puts pressure on supervisors Supervisors are humans. They have strengths and limitations Supervisors develop solutions to the problems with supervisees instead of giving direct answers This approach encourages supervisees become independent

Confronting with supervisees indirectly – sometimes supervisees do not hear the message or do hear the message but choose to ignore it Direct approach: stating a problem openly allows the issue to be acknowledged and deal with; supervisees

want to know what they are doing right or wrong. This approach prevents problems

from deepening

Some supervisors control staff members to feel more powerful. They make major

decisions without considering their staff to voice their opinions, feelings or ideas

about an issue Praise might be considered manipulative in

some situations, but such techniques help staff to build self-confidence

May diminish team spirit among staff members Excellent staff may feel neglected Effective teachers require supervision. They need to be acknowledged about their work Effective teachers value constructive feedback

Supervisors are always expected to be calm and cool This myth can create a sense of fear to lose power

Available year round for 8 or more hours a day while parents are working or in school

Centers that serve low-income families are state/federal funded Small, individually owned centers are usually for-profit Infant and Toddler Care – ages 6 weeks to

3years School age child care – ages 5 to 11years.

The program provides before and after school day for children of working parents

Child care in provider’s home 12 hours a day and 5 or more days a week Group size up to 12 children ages from infancy to school age

Federally funded program Provides services for low-income families At least 10% must be children with disabilities who receive individualized special services Emphasis on education, physical and mental health, nutrition, parental involvement Staff receives ongoing trainings

Morning and afternoon program Ages 3 to 5

Associated with a high school, vocational school, college, or

university Place for students to observe and practice working with children

Can be part of day care programs, private programs, or elementary schools

Universal preschool – program for low income, at risk, migrant and bilingual children

New term – transitional kindergarten

Can be part of day care programs, private programs, or elementary schools

Can be half-day or full-day program

Curriculum Development Center director works with qualified

staff to develop an appropriate curriculum and ensure that it complies with state and federal requirements.

Facilities Management Directors make sure that the physical

center facilities comply with local, state and federal laws, and are a safe and appropriate environment for children.

Director evaluates and purchases equipment and supplies for the center

Staffing Management Developing job descriptions,

interviewing candidates, maintaining staff development and education and, if necessary, managing disciplinary processes.

The director ensures that all staff meets the requirements for their jobs

Director is also responsible for maintaining his/her own qualifications

Parental Communication and Involvement

The director is managing communication with parents and the community.

The director develops policies for the school and communicates the policies to parents.

Meets with parents to determine whether the school is a good fit for the family.

Financial Responsibilities Director develops budget Director develops the marketing plan

for the center, developing public relations

Might supervise several classrooms Works directly with children Meets the emotional, social, physical

and cognitive needs of each child Encourages assistants to contribute to

curriculum planning Completes bi-annual assessment of

children's development

Reports progress of children to parents in bi-annual reports and through parent-teacher conferences

Maintains daily open communication with parents

Reports any suspect abuse to supervisor

Maintains a safe and healthy environment

Attends in-service and staff meetings Supervises assistants, aides and

volunteers in the classroom. Meets all applicable licensing

regulations

Provides input for bi-annual assessment of children's development

Maintains daily open communication with parents

Maintains anecdotal records Reports any suspect abuse to supervisor Arranges a classroom environment in

accordance to program goals and philosophy

Maintains a safe and healthy environment

Inspects and replaces damaged or lost materials

Attends in-service and staff meetings

Mentor Role:Guiding, Facilitating

Supervisor Role:Evaluating, Hiring, Firing

Both Roles:Modeling ethical and effective practice

Definitions of Relationship-based professional development terms

A respected, experienced person who supports and nurtures the growth of someone who is less experienced

A person with specific expertise or skill who helps identify and develop skill in another (literacy skills, handling behavior)

A person who facilitates the resolution of specific work-related issues involving people or programs (health and safety, staff relationships)