II. The Leadership Role of the
Education Coordinator

LEADERSHIP IN THE EDUCATION COMPONENT

INTERACTION WITH OTHERS IN HEAD START
The Head Start Director
The Education Component Staff
The Policy Council/Committee
Other Component Coordinators

SETTNG THE STANDARD FOR QUALITY
The Curriculum
The Environment
The Staff
Parent Involvement
A Supportive Climate

SERVING AS A RESOURCE
A Commitment to Self-Improvement
Networking with Others
Staying in Touch with Staff

DEVELOPING MANAGEMENT SKILLS
Effective Decision Making
Effective Communication
Time Management
Stress Management

CHILD ADVOCACY
How the Education Coordinator Can Best Serve as an Advocate for Young Children
Strategies for Successful Advocacy

STRATEGIES FOR SUCCESSFUL LEADERSHIP

RESOURCES

THE LEADERSHIP RESPONSIBILITIES OF THE EDUCATION
COORDINATOR
 
 
 BEFORE READING THIS CHAPTER
SELF-ASSESSMENT: LEADERSHIP ROLE OF THE EDUCATION
COORDINATOR
 
Yes  Needs My Attention 
INTERACTION WITH OTHERS IN HEAD START 
1. Do I communicate regularly with my Director? 
2. Do I interaction a regular basis with education staff and parent and community volunteers? 
3. When invited, do I attend the Parent Policy Council! Committee meetings and provide information and support? 
4. Do I work regularly and cooperatively with all component coordinators? 
SETTING THE STANDARD FOR QUALITY
5: Do I understand and communicate the importance of meeting the requirements of the Head Start Performance Standards? 
6. Do I encourage staff to maintain an environment that is safe, healthy, and conducive to learning? 
7. Do I ensure that our program complies with state and local staffing requirements? 
8. Do I respect and support parents as the prime educators of their children? 
SERVING AS A RESOURCE
9. Do I regularly review professional publications and attend association meetings to keep abreast of developments in the field? 
10. Do I network with individuals and groups who perform similar tasks to share ideas, information, and experiences? 
11. Do I make regular on-site visits to offer feedback and support to staff and parents? 		  
 
DEVELOPING MANAGEMENT SKILLS 
12. Do I work with the Director, component coordinators, staff, and parents to make major program decisions? 
13. Do I make use of time management strategies? 
14. Do I take care of myself physically and emotionally to be prepared to handle the stress that sometimes arises? 
CHILD ADVOCACY 
15. Do I advocate for quality services for the children and families in the community? 
 
Review your responses, especially those marked "Needs My Attention," and circle those you want to work on List them below in order of their importance to you. 
LEADERSHIP IN THE EDUCATION COMPONENT

Leadership is the process of guiding or directing a person or group toward the accomplishment of a particular goal. In contributing to the overall goal of bringing about a greater degree of social competence in Head Start children, the Education Component promotes physical, social, emotional, and cognitive development, and supports other components in meeting the physical, social, health, and nutritional needs of children. In the multiple roles of planner, administrator., supervisor, trainer, and evaluator, the Education. Coordinator guides staff, parents, and volunteers and is therefore a leader of a large segment of the Head Start program.

Education Coordinators who effectively perform these various roles generally have several leadership qualities. First, they are collaborators. The comprehensive nature of Head Start and the integrated approach mandated by the Performance Standards require close cooperation and collaboration with the Director, other component coordinators and supervisors, and the Policy Council/Committee. An effective Education Coordinator understands the roles and responsibilities of the job and appreciates the necessity of interacting with other Head Start staff.

Second, they have both an extensive knowledge of and a commitment to providing a quality program. As resident expert on the Head Start Performance Standards, early childhood education, and the growth and development of preschool children, the Education Coordinator guides and directs the education staff and parents in creating an effective learning environment and providing appropriate learning experiences.

Third, Education Coordinators serve as a resource for the staff. They stay abreast of developments in the field, meet with other Education Coordinators and early child hood professionals, and stay in touch with staff by making on-site visits.

Effective Education Coordinators also need management skills, such as decision making, communication, and time and stress management.

Finally, in maintaining and enhancing the quality of services to children, Education Coordinators are continuous advocates for the health, education, and safety of children and families. They support efforts to enhance children's growth in the center, the home, and the community.

This chapter defines the Education Coordinator's leadership responsibilities as collaborator, standard-bearer, resource, manager, and advocate, and discusses how the Education Coordinator works with other Head Start staff in achieving program goals.

INTERACTION WITH OTHERS IN HEAD START

Education Coordinators work with a variety of people and manage a number of tasks. Key interactions are summarized below.
 
THE HEAD START DIRECTOR
 
The Head Start Director has full responsibility for planning, directing, and administering the program. The Director is responsible for program planning, development, and management; self evaluation; and ongoing community relations. He/she provides guidance and direction to all component coordinators and has ultimate responsibility for ensuring that program goals and objectives are achieved.

The Education Coordinator communicates regularly with the Director to receive guidance, report progress, plan new strategies, discuss problems, and receive information on program policies and procedures. The Education Coordinator submits information on staff performance, recommends training for staff and parents, and makes recommendations to the Director and Policy Council/Committee on prograrm options, Education Component goals and objectives, and the curriculum.

THE EDUCATION COMPONENT STAFF

The Education Coordinator supervises the teachers, assistant teachers, and parent and community volunteers who implement the education program. In some programs, the Education Coordinator supervises the Home-based. Coordinator and/or the home visitors. Through reviewing records, holding staff meetings and conferences, and making site visits, the Education Coordinator oversees the services that the staff provides and motivates the staff to meet and exceed the Performance Standards. The Education Coordinator provides ideas on how to make the program run smoothly and how to enhance children's development.

Where appropriate, the Education Coordinator also provides assistance in planning learning activities, arranging a stimulating environment, and completing records. The Education Coordinator helps the staff solve problems and develop strategies that benefit the children. The Education Coordinator also interacts with staff during performance appraisals and the development of training plans.

THE POLICY COUNCIL/COMMITTEE

The Policy Council/Committee (PC) is the formal structure by which parents participate as policymakers. At least 50 percent of the PC members must be parents of children presently enrolled. The remaining members are community representatives. Although the Education Coordinator is not a member of the PC, he or she often provides information and guidance by attending meetings when invited.
 
OTHER COMPONENT COORDINATORS

The Performance Standards require the Education Component to "integrate the educational aspects of Head Start components into the daily program activities." The Education Coordinator works cooperatively with the Parent Involvement, Health, and Social Services Coordinators and the Coordinator of Handicapped Services. Together they work with the Director to implement a comprehensive program for children and their families. Examples of how the Education Component collaborates with other components and with nutrition services are provided in the Resource Papers (II- 1-4).

SETTING THE STANDARD FOR QUALITY

Leadership in the Education Component means ensuring that staff understands and meets or exceeds the Performance Standards and other measures of quality, such as the Child Development Associate (CDA) competencies. These standards have been developed especially for Head Start, but they also apply to other quality early childhood programs.

The National Association for the Education of Young Children (NAEYC) has also established standards for its Center Accreditation Program. These are not Head Start requirements, but they are consistent with the Head Start Performance Standards. Both have five elements in common that are considered essential for a quality program: curriculum, the physical environment, staff, parent involvement, and a supportive climate.

THE CURRICULUM

A quality program has a curriculum that promotes the total development of the child. Such a curriculum includes goals and objectives and a variety of developmentally appropriate activities. It also reflects the ages, cultures, and backgrounds of the children enrolled, and presents an unbiased view of the roles of males and females, ethnic groups, and the handicapped in our society.

The curriculum meets the needs of the children, their families, and the community. Regular evaluations assess how effectively the curriculum is meeting program goals and objectives. Methods for observing and recording children's development are also included.

THE ENVIRONMENT

A quality program has an environment that is safe, healthy, and conducive to learning. Centers conform to all appropriate state and local licensing requirements and fire and health ordinances. They also reflect the different developmental stages of children and facilitate optimal growth and development.

Indoor and outdoor equipment is appropriate in size for preschool children and is free of small, detachable parts, sharp points, and edges. Where appropriate, it is firmly anchored. Equipment and materials allow for a balance of child-and teacher-initiated activities encourage social interaction, and foster social skills, such as sharing, responsibility, and self-reliance.
 
THE STAFF

The staff in a quality program consists of adults who have received appropriate training, understand child development and early childhood education, and are interested in and knowledgeable about helping children learn. They are in good physical and mental health, have no history of child abuse, and are familiar with first aid procedures.

Staff-child ratio is based on state and local licensing requirements. Most standards specify minimum, maximum, and desirable staffing patterns (e.g., at least one teacher and one assistant teacher for each group of 20 children age four to five, and one teacher and two assistants for every 15 three-year-olds). Adequate supervision, training, and support are provided.
 
PARENT INVOLVEMENT

In a quality program, parents are recognized as the most important influence on their child's growth and development. Parents are well informed about the program and are welcomed as observers and contributors in policy making, program planning, and program evaluation. Positive and productive relationships with families are established so that the program reflects their interests and values and acknowledges their concerns. Parents are kept informed about the program through newsletters, meetings, conferences, and printed announcements.

Parents are supported and respected in their role as their child's primary teacher. They are encouraged to be involved in program planning and implementation. Individual strengths are identified and used whenever possible. In. addition, the program provides parents with training and resources to enhance their abilities to perform as educators, decision makers, and planners. A quality program also provides adequate supervision, training, and support in carrying out these responsibilities.
 
A SUPPORTIVE CLIMATE

A quality program maintains an atmosphere of respect and appreciation for all those involved. Children are respected as individuals with feelings, interests, and concerns. Interaction between children and staff is characterized by warmth, personal respect, individuality, positive support, and responsiveness. Discipline is based on clearly stated rules, positive reinforcement of good behavior, and efforts to redirect disruptive behavior. No physical punishment is allowed.

A supportive climate is evident for staff as well. The program capitalizes on the strengths of each staff person and provides training to increase knowledge and augment skills.

SERVING AS A RESOURCE

Education Coordinators are familiar with the theories and principles of child development, early childhood education, and the Head Start Performance Standards. Be cause they guide and support the staff and parents in helping children grow and develop, it is important for them to keep up with the field and to participate in self- improvement activities.

A COMMITMENT TO
SELF-IMPROVEMENT

The Education Coordinator's commitment to self-improvement is demonstrated by keeping abreast of developments in the field of early childhood education and by becoming involved in networking activities.

To enhance professional growth and development, Education Coordinators may:
 

 NETWORKING WITH OTHERS

Networking can be an effective strategy for gaining new ideas and a powerful support in coping with the isolation and pressure of the job. It is important for Education Coordinators to allow themselves time to network-to spend time with people who perform similar tasks and to share ideas, information, and experiences.

Networking can be done individually or as part of a group. There are at least three possible: types of group networks for Education Coordinators: a network of Education Coordinators working in various Head Start programs; a network of child care professionals in the local community; and a coalition of area human-service providers. Such networks are already established in many parts of the country. Some meet informally, often during lunch, to share information; others have regularly scheduled meetings with speakers and a formal agenda.

New Education Coordinators who are unfamiliar with existing networks may want to explore the various options for joining a support group. The Director or regional office staff may be able to suggest existing networks for Head Start staff. A child care resource and referral service or a local chapter of NAEYC may also be able to identify local networks of child care and human service professionals.

If there are no networks established, consider taking the lead in starting one. Talk to other coordinators or other child care professionals about getting together for an informal support group. The group can begin informally and become more structured as time and energy allow.

Once they are acquainted with the various networks, Education Coordinators will want to assess their professional needs and the amount of time available for such activity. The goal is to find the right balance between networking, professional development, and daily program responsibilities.

STAYING IN TOUCH WITH STAFF

The Education Coordinator is one of the best resources for staff and parents on early childhood education and on program requirements for the Education Component. They need to have a detailed understanding of the structure, policies, and regulations of the Head Start program and be able to explain them to staff and parents.

Knowledge of early childhood education can be shared most effectively when Education Coordinators take time to visit the teachers and home visitors, to observe and provide feedback to staff, and to share resources. A leader who is in touch with the staff knows what is happening in the program and is therefore able to respond appropriately.

Table 1 gives examples of why Education Coordinators visit centers and homes and what they might communicate during these visits.
 
TABLE 1
SERVING AS A RESOURCE THROUGH ON-SITE VISITATION
REASON SAMPLE STATEMENT
At the teacher's request  "You asked me for some ideas on how you could rearrange your classroom. I'm available to work with you now.
To oversee the component's compliance with the Head Start Performance Standards  "I'll be coming by on Tuesday to review children's files."
To provide feedback to staff  "The children were very attentive during your story reading. You have an effective way of involving them."
To assess the need for training  "Several teachers have asked for a workshop on promoting self-confidence. I'll schedule an in-service training session next month."
To respond to a parent's comment  "I'm sorry to hear that you don't think that Maria is gaining from the program. I'll talk to the staff and arrange a time for us both to observe in the classroom."
To support staff development  "Lisa, you're making great progress, on your CDA. I've pulled together some materials that you might want to review.
To observe children  "I kept a running record of Cecilia's actions today. Let's discuss these observations."
To observe the way the teaching team works together  "Can you tell me how you plan for each day's activities?" 
To evaluate the impact of a training session  "Theresa, I liked the way you explained that positive disciplining approach that we discussed in the training session last week. Allison's mother seemed to respond well to the choices you offered her."
To assess the need for new equipment  "I can see that we do need more tricycles for the playground."
To let the staff know you care about them  "You look like you have more energy today, Edna. I'm glad you're finally over that cold."
To provide on-site training  "Your large muscle activity was good for the four-year-olds but seemed too difficult for the younger children. Why not try . . . ?"
To learn "I've never seen that technique before, but it was very effective. Perhaps you could share it at the next staff meeting."
TO serve as a mediator  "Mrs. Jones, I'm sorry if you were inconvenienced by the teacher's actions, but she is required to follow established program policy."
To help with a difficult child "We've talked several times about John's aggressive behavior. I'll observe him during the morning session and offer some suggestions."





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