Chapter 5 Slides

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

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

5-3
Three Criteria that determine
program quality & job satisfaction:
• Staff must meet minimal qualifications
• All 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

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

5-6
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!

5-7
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

5-8
Directors as Personnel Managers
They are responsible for hiring and managing
• Primary Personnel
○ Teachers
○ Assistant Teachers (or Teacher Aides)
• Support Personnel
○ Dieticians, food service, office staff, volunteers

5-9
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-
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-
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-
Collaboration
The following levels of decision-making foster
collaborative work environment:
1. Unilateral: The director makes 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-
Effective Communication
• To communicate effectively employees must have:
– Reflective Listening Skills:
○ Understanding content
○ Interpreting body language and tone of voice
– Response Skills
○ Setting decision-making parameters
○ Stating one’s reflections of another’s comments
○ Sensitive to others’ values
○ Being self-assertive when necessary

5-
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

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

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

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

Chapter 5 Slides

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Chapter 5 Slides

Similar to Chapter 5 Slides (20)

Recently uploaded

Recently uploaded (20)

Chapter 5 Slides