Cd 38 chapter 5 pp.ppt revised sept 2016

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Text of Cd 38 chapter 5 pp.ppt revised sept 2016

  • Chapter 5: Leading and Managing PersonnelPlanning and Administering Early Childhood ProgramsTenth EditionNancy FreemanCelia A. DeckerJohn R. Decker

    Prepared by:Nancy K. FreemanTere HolmesKris Curtis

    Adapted By Katy Kelley

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*The staff is the biggest influence on program qualityThe best programs have:Highly qualified employeesLow turnover

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*criteria that helps determine program quality & job satisfaction:

    Staff must meet minimal qualifications

    Staff understand and agree with the programs vision and mission

    Staff accept personal ownership and responsibility for the program

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Challenges to recruiting & retaining quality staffLow compensation similarly qualified personnel in other fields often earn more High job stress long hours, noisy & busy classrooms, physically demanding workInadequate training teachers often bring little specialized trainingLack of administrative support directors often have little specialized training

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

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

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Reflection ExerciseWhen I think about going on an interview, I feel..The thought of interviewing someone else, makes me feel

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Activity-Interview Exercise If you could only ask 5 interview questions (for a lead teacher position) what would they be? Please write down the 5 questions. The questions should be brief, clear and provide you the most essential information that you like obtain from your applicant.Next, find a partner and take turns being the Director and the applicant.Give each other feedback regarding the experience. Were the questions & answers clear, specific, etc.?

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*The Directors RoleLeadership working with people:

    i.e., planning, mentoring, guiding, advisingManagement organizational duties: i.e., implementing regulations, abiding by contracts, personnel services

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*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!

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Personal Qualities of Effective DirectorsDedicated, focused, organizedPhysical & mental staminaOpen to new ideasEffective communicator Flexible, cheerful, & warmUnderstands own skills & needs Committed to success, honestLearns from mistakes

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Directors as Personnel ManagersThey are responsible for hiring and managing Primary Personnel TeachersAssistant Teachers Support PersonnelDieticians, food service, office staff, volunteers

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Primary PersonnelRole: Work directly with children to support learning and development.Responsibilities:Assume leadership in the programImplement programs vision, mission and philosophyInteract kindly & respectfully with childrenCommunicating effectively & consistently with familiesObserve strict confidentialityRespond effectively to childrens behavior

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Support PersonnelRole: 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

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Building a positive work climateEngage in authentic collaborationEffectively communicate with all members of the organizationProvide consistent and ongoing feedback regarding individual strengths and areas of needed improvement

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*CollaborationThe following levels of decision-making fostercollaborative work environment:Unilateral: The director makes the decisionsConsultative: The director seeks input before making decisions.Collaborative: The director and others analyze the problem, generate and evaluate possible solutions, and then decide on action.Delegative: The director provides information, and others make the decision.

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Effective CommunicationTo communicate effectively employees must have:Reflective Listening Skills:Understanding contentInterpreting body language and tone of voiceResponse Skills:Setting decision-making parametersStating ones reflections of anothers comments Sensitive to others valuesBeing self-assertive when necessary

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Effective Communication (continued) 5-*

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Active Listening Exercises

    Exercise 1: Face to face repeatYour partner says one short paragraph, you repeat it word for word. If you cant repeat it word for word, try doing the exercise with a shorter sentence until you can repeat it word for word. Take turns with the other person at doing the "repeat" exercise.Consider this drill a warm up, to prepare you for the next exercises.

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Active Listening Exercises (continued)

    Exercise 2: Face to face paraphraseSit face to face with someone else. Your partner says a short sentence, you listen to it, and repeat it back using similar words and sentence structure. Ask the speaker if the message is still the same. Take turns with your partner, practice this paraphrasing exercise until you both feel you are good at paraphrasing a message back.

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Active Listening Exercises (continued)

    Exercise 3: Face to face reflectThis exercise requires your full concentration and attention. Sit face to face with a partner. First observe the facial expression, the mood, the gaze of the other person. Then ask your partner to give you a sentence for you to reflect back to him. Your partner tells you a sentence. You listen, understand, think about it and reflect it back to your partner using your own words.Ask your partner if you reflected the message correctly. Ask him if you were in tune with his feelings and mood. If you successfully completed this exercise, your (reflective) listening will make your partner feel listened to and understood by you.

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    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Professional DevelopmentShould continue throughout employees careersShould be based on both formal and informal assessment of performanceStaff job performance assessmentsNeeds assessment surveysProgram evaluation measures (i.e., ECERS, DRDP Assessments, etc.)

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    Video Clip-Professional Development for Early Childhood Educators5-*

    Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved

    5-*Effectiv