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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
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
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
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Curriculum Development
 Center director works with qualified staff
to develop an appropriate curriculum
and ensure that it complies with state
and federal requirements.
Facilities Management
 Directors make sure that the physical
center facilities comply with local, state
and federal laws, and are a safe and
appropriate environment for children.
 Director evaluates and purchases
equipment and supplies for the center
Staffing Management
 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
 The director is managing communication
with parents and the community.
 The director develops policies for the
school and communicates the policies
to parents.
 Meets with parents to determine whether
the school is a good fit for the family.
Financial Responsibilities
 Director develops budget
 Director develops the marketing plan for
the center, developing public relations
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
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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)