Collaborative Leadership Reflection

(1) Collaborative Leadership Reflection [WLO: 1] [CLOs: 1, 2, 3, 5]

Prior to beginning work on this discussion, read Chapters 9 and 10 of the textbook, and the web page The 10 NAEYC Program Standards (Links to an external site.). A large part of growing as a leader is reflecting on one’s knowledge and skills and developing in areas of opportunity.

For this first part of this discussion forum, post, as an attachment, your PowerPoint or Prezi presentation from the Week 4 Leadership and Management Presentation assignment. Enter the topic or title of your PowerPoint presentation into the subject line and body of your post.

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For the second part of this discussion, review the BA-ECEA Conceptual Framework, and complete the following requirements for your discussion post:

  • Explain how your Leadership and Management Presentation is aligned with the BA-ECEA Conceptual Framework.
  • Analyze what areas of the Conceptual Framework are demonstrated in your Leadership and Management Presentation.
  • Discuss how the BA-ECEA Conceptual Framework is important to understand as both a student in the BA-ECEA program, as well as an Early Childhood Education Leader.

(2) High-Quality Program Assessment Scenario [WLO: 2] [CLOs: 2, 3, 4, 5]

Prior to beginning work on this discussion, review Chapter 9 of the textbook.

Creating and maintaining high-quality programs is the main goal of early childhood education leaders. Three important characteristics of effective program assessment practices include defining quality as a continuum rather than a finish line; creating a program assessment process that looks at the entire program (including administrative functions); and including the input of all stakeholders in the program assessment process.

In this discussion forum, you will focus on the first characteristic of defining quality as a continuum rather than a finish line, or as process not a product. This means, as the leader, you should constantly be assessing your program, reflecting on your program, and continually be involved in improving your program. Based on your completed philosophy and vision statements from Week 1, Discussion 1, describe what this assessment characteristic will mean to you and your center. Be sure to specify the age group you will focus on (infants, toddlers, or preschoolers).

Include the following:

  • State the philosophy and vision of your center (including a short description so the reader can understand the age group, type of environment, and brief program description).
  • Describe the top five key features of the program that you envision would be necessary to make your program considered high-quality.
  • Explain how you will assess these five key features in the short term.
  • Develop a continual assessment and improvement plan of how you will advance these five key features for the long term. Use the following example as a guide:

Quality Component – Environment

How this will be assessed – Will use a Quality Rating System to assess the indoor and outdoor environments at least 2 times a year.

Plan to improve this component based on assessment – Based on the results of the assessment, targeted professional development will be planned to support areas that score below standards, and environment funds will be placed towards the area of opportunity.

(3) Variations in Approaches to Care

Choose a specific culture or ethnicity of an immigrant or refugee population.

  • Analyze their cultural and social norms.
  • Discuss how they experience the healthcare system in America.
  • Include an evaluation of how both the community and market-oriented approaches to health care, as highlighted in Chapter 10 of your text, can assist your chosen culture in getting the care they need.  Provide an analysis of a multidisciplinary approach that can be used to deliver the best care to your population.
  • Discuss a program in your community, or the nearest large community, that serves immigrants and refugees.  Are the services truly accessible to a wide population of immigrants and refugees?  Identify one approach which could improve accessibility, cost, or the quality of care for the population.

Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by your course text and at least one other scholarly source. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.

(4) Making a Difference

Imagine you are a policymaker for your city or town. Based on what you know and what you have learned in this course, what would you modify or improve to make a positive change in the life of a vulnerable group we have not covered in class? Justify whether or not you would consult the vulnerable group when developing programs or policies?  Propose a policy you would create to improve health care services accessibility, cost, and quality related to your selected group?

Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by your course text and at least one other scholarly source. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.

THE LEADERSHIP AND MANAGEMENT PRESENTATION

 

NAME:

COURSE NO:

INSTRUCTORS NAME:

DATE SUBMITTED:

 

EFFECTIVE COMMUNICATION

Leadership and management involves the setting up of effective systems of communication that result in high quality experiences for all of children, families and the staff themselves.

As the director/part of board of directors of the childcare centre, I would ensure that communication between the staff and management is at a very high level thus avoiding any errors of miscommunication.

This would be done through the implementation of weekly staff and management meetings where any instructions would be issued. This would be the platform by which management would be addressed.

As the director, I would ensure effective communication between management and staff through weekly meetings whereby the staff are welcome to air their grievances and management provide directions. Alternatively information would be passed to the program heads in charge of various programs who would then pass it to the relevant staff.

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LEADERSHIP AND MANAGEMENT CONT’D

My role regarding family communication will be on a need-only basis only in the case of any complaints, issues or concerns by the families regarding staff or any other matters.

The staff meanwhile are encouraged to communicate as much as possible either daily or weekly with the families ,depending on the age of the children, thus enabling them to gain a better understanding of the children themselves while also learning about the families goals and concerns for the child.

 

Families and parents could approach me as the director on any matters they see fit to as of concern while the staff should communicate as much as possible with the families thus enabling them to gauge the parents requirements of the training program to teach their child.

3

COMFORTABLE AND SUPPORTIVE WORKPLACE

High quality practices cannot happen without clear, consistent policies and procedures put in place (Gadzikowski, 2013). A comfortable and supportive workspace will be ensured by a combination of the following practices put together:

Effective policies which include staff involvement during formulation. These may include touching on matters such as salary scale and conditions, basic rights such as racial & sexual discrimination, maternity leave with pay among others.

A good and clean physical environment with well-maintained and appropriate learning facilities with safety equipment present in case of hazards.

 

 

 

 

A comfortable and supportive workspace will be ensured by effective policies, a good and safe working environment working minus any sexual, racial etc bias amongst staff. This would be achieved through implementation of strict policies regarding the above that should be adhered to and well communicated to the staff. Additionally, basic rights such as maternity leave, annual leave, proper sanitation among others would be appropriately provided to result in ultimately a harmonious stay.

 

4

COMFORTABLE AND SUPPORTIVE WORKPLACE CONT’D

Benefits and incentives that are offered to staff such as opportunities for career advancement such as professional development opportunities, workplace bonuses, health insurance, annual leaves, retirement benefits among many others.

 

 

5

CAREER DEVELOPMENT OPPORTUNITIES FOR STAFF

Career development is very essential as it results in highly skilled and more qualified staff leading to better and improved children programs and ultimately better results.

This would be achieved through a rigorous program evaluation process whereby data would be collected on the effectiveness of the program with reference to the program goals.

The potential areas for improval will then be identified and used to plan professional development opportunities for the staff such as skill-based trainings, workshops etc that would result in their development.

A program evaluation process judging the effectiveness of a program would be undertaken and the least effective programs would therefore be eligible for professional development for the staff.

6

CAREER DEVELOPMENT OPPORTUNITIES FOR STAFF CONT’D

Professional development efforts take various forms including formal education, credentialing, specialized on the job training, coaching and consultative interactions and college study groups. (Zaslow & Martinez-Beck, 2006).

Therefore, a combination of formal education opportunities, workshops, conferences, in-service presentations and on-the job training programs by experts will be used all with the aim of improving technical skills, social skills, aptitudes and individuals special abilities and attitudes of the staff.

There would also be the implementation of a monthly reward system thus encouraging continuous improvement.

 

 

 

A combination of formal education opportunities, workshops, conferences in-service presentations and on-the job training programs by experts will be used all with the aim of improving technical skills, social skills, aptitudes and individuals special abilities and attitudes.

 

7

CAREER DEVELOPMENT OPPORTUNITIES FOR STAFF CONT’D

A calendar for the professional development activities is as shown below.

 

 

 

 

Yellow Workshops
Purple Conferences
Turquoise blue On the job training
Dark blue In service presentations

Workshops will be held on the 1st Saturday of every month, with conferences held on the 3rd Saturday of the month in February and May. On the job training will be held on the whole of the 3rd week in January, April, July and October while In service presentations will be held on the 3rd Saturday of the month in March, June and September.

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HIRING AND RETENTION

Hiring of staff will be done competitively on an equal opportunity basis with the candidate that impresses a panel containing senior staff (program heads) selected for the opportunity. There will be several interview rounds in addition to a 1 month probationary period after which if successful the staff will be hired.

Staff retention will be a key priority with all our efforts being made to ensure this. This will be achieved through ensuring offering of a competitive salaries and remunerations package and a conducive working environment among other perks and benefits.

Staff will be hired through a rigorous process in a panel containing several program heads in a process containing multiple interview rounds including practical examinations. Upon approval, they will then undergo an orientation and probation period of 1 month after which they will be hired.

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HIRING AND RETENTION Cont’d

New staff meanwhile will undergo an orientation period under suitably experienced staff until they are satisfied they have learnt the practices that we undertake as a program and only then will they be allowed to carry out a teaching program by themselves.

Veteran staff along with staff that need additional support will be granted advantages and aids such as flexible work hours, user-friendly equipment, pension once they decide to leave, reserved parking lots, ramps, friendly time-allocations among many others.

 

 

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REFERENCES

Gadzikowski, A. (2013). Administration of early childhood education programs. YC Young Children, 68(2), 8.

Martinez-Beck, I., & Zaslow, M. (2006). Introduction: The Context for Critical Issues in Early Childhood Professional Development. Paul H Brookes Publishing.

 

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