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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

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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 with out directions
It may have to do with cognitive style, cultural background, personality, or other factors
Supervisors need flexibility when working with caregivers

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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

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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

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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

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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

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

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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 3 years
School age child care – ages 5 to 11years.
The program provides before and after school day for children of working parents

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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

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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

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Morning and afternoon program
Ages 3 to 5

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Associated with a high school, vocational school, college, or university
Place for students to observe and practice working with children

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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

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Can be part of day care programs, private programs, or elementary schools
Can be half-day or full-day program

Curriculum Development
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Center director works with qualified staff to develop an appropriate curriculum and ensure that it complies with state and federal requirements.

Facilities Management
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Directors make sure that the physical center facilities comply with local, state and federal laws, and are a safe and appropriate environment for children.
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Director evaluates and purchases equipment and supplies for the center

Staffing Management
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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

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Director is also responsible for maintaining his/her own qualifications

Parental Communication and Involvement
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The director is managing communication with parents and the community.
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The director develops policies for the school and communicates the policies to parents.
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Meets with parents to determine whether the school is a good fit for the family.

Financial Responsibilities
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Director develops budget
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Director develops the marketing plan for the center, developing public relations

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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

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Reports progress of children to parents in bi-annual reports and through parentteacher conferences
Maintains daily open communication with parents
Reports any suspect abuse to supervisor
Maintains a safe and healthy environment

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Attends in-service and staff meetings
Supervises assistants, aides and volunteers in the classroom.
Meets all applicable licensing regulations

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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

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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

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

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

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