Cd 38 chapter 5 pp.ppt revised sept 2016

Chapter 5:
Leading and Managing Personnel
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis
Adapted By Katy Kelley

Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-2
The staff is the biggest influence on
program quality
•The best programs have:
○Highly qualified employees
○Low turnover

5-3
criteria that helps determine
program quality & job satisfaction:
•Staff must meet minimal qualifications
•Staff understand and agree with the
program’s vision and mission
•Staff accept personal ownership and
responsibility for the program

5-4
Challenges to recruiting &
retaining quality staff
•Low compensation – similarly qualified
personnel in other fields often earn more
•High job stress – long hours, noisy & busy
classrooms, physically demanding work
•Inadequate training – teachers often
bring little specialized training
•Lack of administrative support –
directors often have little specialized
training

Effective Interviewing
One critical factor in having high quality staff is being able to
effectively screen applicants during the interview process.
5-5

Reflection
• When I think about going on an interview,
I feel…………..
• The thought of interviewing someone else,
makes me feel……………………
5-6

5-7
The Director’s Role
•Leadership – working with people:
i.e., planning, mentoring, guiding, advising
•Management – organizational duties: i.e.,
implementing regulations, abiding by
contracts, personnel services

5-8
Are most directors prepared?
•Fewer than 20% of directors planned a career
in administration
•90% of directors come from the ranks of
teachers
They learn on the job!

5-9
Personal Qualities of
Effective Directors
• Dedicated, focused, organized
• Physical & mental stamina
• Open to new ideas
• Effective communicator
• Flexible, cheerful, & warm
• Understands own skills & needs
• Committed to success, honest
• Learns from mistakes

5-10
Directors as Personnel Managers
They are responsible for hiring and managing
• Primary Personnel
○ Teachers
○ Assistant Teachers
• Support Personnel
○ Dieticians, food service, office staff, volunteers

5-11
Primary Personnel
• Role: Work directly with children to support learning
and development.
• Responsibilities:
○ Assume leadership in the program
○ Implement program’s vision, mission and philosophy
○ Interact kindly & respectfully with children
○ Communicating effectively & consistently with families
○ Observe strict confidentiality
○ Respond effectively to children’s behavior

5-12
Support Personnel
• Role: Provide services that support or facilitate the
program.
• Responsibilities:
○ Vary depending on the specific job description of the
individual
○ Must meet specific qualifications
○ Have age-appropriate expectations
○ Can communicate with children & work with adults

5-13
Building a positive work climate
• Engage in authentic collaboration
• Effectively communicate with all members of the
organization
• Provide consistent and ongoing feedback regarding
individual strengths and areas of needed
improvement

5-14
Collaboration
The following levels of decision-making foster
collaborative work environment:
1. Unilateral: The director makes the decisions
2. Consultative: The director seeks input before
making decisions.
3. Collaborative: The director and others analyze the
problem, generate and evaluate possible solutions,
and then decide on action.
4. Delegative: The director provides information, and
others make the decision.

5-15
Professional Development
• Should continue throughout employees’ careers
• Should be based on both formal and informal
assessment of performance
○ Staff job performance assessments
○ Needs assessment surveys
○ Program evaluation measures (i.e., ECERS, DRDP
Assessments, etc.)

Video Clip-Professional Development for Early
Childhood Educators
5-16

5-17
Effective Professional Development
All staff development activities should
include:
• Active learning – i.e., collaborating on a project,
debating an issue
• Reflective practice – i.e., think about experiences
& adjust behavior based on new insights
• Individualized activities – i.e., responds to
participants’ needs & interests

5-18
Opportunities to apply new
knowledge & skills
• The most important aspect of professional
development is on-the-job support.
• Without onsite support teachers are less likely to
implement changes based on typical workshop
style training.

5-19
Mentoring - coaching of a protégé
(novice staff member) by a mentor
(experienced staff member).
Effective mentoring requires:
• The best mentors possible
• Match the needs of the protégé with the skills of
the mentor
• Provide time to collaborate and reflect on practice
• Provide stipends or raises for mentors and protégés
when possible

5-20
Job Descriptions should include
• Job title
• Minimum qualifications
• Primary duties & responsibilities
• Working conditions
• Additional duties
• Reporting relationships and limits of authority
• Physical requirements
• Range of benefits & compensation

5-21
Personnel Records include:
• Personal information – i.e., name, address, phone
numbers, citizenship status
• Health records
• Reports from criminal background checks
• Emergency information
• Records of education, training, qualifications

5-22
Personnel Records (Continued)
• Records of past employment
• Professional & personal references
• Records about current employment
• Retirement & insurance records (if applicable)
• Job performance assessment records
Safeguard employees’ personal
information

Follow-up
• Review the entire module and then complete
the weekly discussion/exercise (under
discussions).
• Please let me know if you have questions!
5-23

Cd 38 chapter 5 pp.ppt revised sept 2016

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Cd 38 chapter 5 pp.ppt revised sept 2016