Because Education Coordinators are responsible for so many different tasks, they need general management strategies. These include decision making, effective communication, time management, and stress management.
This section explains the importance of each strategy. Tips for each are provided in the Resource Papers. In addition, the resource list at the end of this chapter includes a few of the numerous references that provide more information on these topics.
EFFECTIVE DECISION MAKING
Education Coordinators face countless decisions concerning program plans and procedures. Because of the inter-component relationship of Head Start, the vast majority of these decisions are made in. cooperation with the Director, other component coordinators, staff, and/or parents.In making decisions, Education Coordinators often contend with personal, emotional, organizational, and political pressures. To keep a program running smoothly, decisions-from the most routine to the most complex- have to be made in a timely and effective manner. Due to limited time, many decisions may be made without the desired input from others. Although this may solve the issue or problem in the short term, it may result in duplication of effort or in the omission of something important. In addition, making decisions without soliciting input may discourage future participation and leave people feeling that they have little control over the decisions. This can result in a segmented program or one that does not meet the needs of the children and families involved.
One of the most effective methods for making group decisions is decision by consensus. This process, which corresponds with the Head Start philosophy of participatory management, ensures that everyone involved has an opportunity to express his/her position fully. Consensus results when there is a clear alternative that most members subscribe to and when those involved have had a chance to be heard and to explore all options.
Unfortunately; while consensus building is effective, it also is time-consuming and can lengthen the decision- making process. Nevertheless, it is vital to the very nature of the Head Start program. When all opinions are considered carefully, group members will feel that the decision was fair and they may be more willing to implement it.
The following suggestions will help Education Coordinators receive input as quickly and effectively as possible and still incorporate the principles of participatory management and consensus building:
- Use the telephone. While a meeting of all component coordinators might be hard to schedule, a quick call to each may achieve the same result. In each conversation the Education Coordinator can summarize feedback received from others. Conference calls are also an option.
- Put requests in writing. A memo can be used to announce an upcoming decision and solicit comments. Recipients can be asked to write comments on the memo or complete a short feedback, form and return it by a certain date.
- Use regularly planned meetings. A period in a regular staff meeting can be reserved to obtain comments on an impending decision or a persistent problem.
- Keep a suggestion box. This permits staff, component coordinators, and parents to comment on policies, procedures, and operations anonymously and spontaneously. Suggestions can be considered and discussed with other group members who might be affected by the decision.
EFFECTIVE COMMUNICATIONThe Education Coordinator communicates with the Head Start Director, other component coordinators, and education staff as well as with parents, advisory committee members, public school officials, and other early childhood education advocates.
Good, clear communication contributes to effective leadership. The nature of the communication influences behavior and opinions. Poorly communicated messages often cause frustration and confusion. Good communication can increase productivity, improve interpersonal relations, and facilitate cooperative problem solving between individuals and among groups.
Effective communication involves giving or exchanging messages that are clear and exact. Messages are transmitted verbally as well as nonverbally through body movements, facial expressions, tone, and pitch. In addition, other factors, such as the emotional, climate and the time and place where the interaction occurs, influence how a message is received. Effective communication requires continuous feedback to ensure that the messages being received are the ones that are intended.
The Resource Papers include tips for communicating effectively with Head Start staff (11-5-6). In addition, Education Coordinators can improve communication by observing the following guidelines:
TIME MANAGEMENT
- Adhere to established policies that support communication. Head Start Performance Standards require input from parents and other component coordinators at many junctures. That interaction should be encouraged. Schedule meetings when members can attend. Select locations that are accessible. Allow sufficient time so that all concerns can be voiced. Whenever possible, direct people with complaints to the people who can actually do something about them. Spend time on solutions.
- Keep communication channels open. Encourage an atmosphere of trust and respect. Let staff know that their opinions, needs, and concerns are respected and will be considered carefully in the decisions that are made. Clarify misunderstandings when they arise. Explain any controversial decisions.
- Hold meetings that encourage communication. Begin each meeting by explaining its purpose and reviewing the topics to be discussed. Summarize and record conclusions after lengthy discussions. Close each meeting by restating any major decisions or actions to be taken. Agree on who is responsible, what is to be done, and when the tasks should be completed.
Leaders who work efficiently and help others complete assignments in a timely manner command respect and confidence. Effective use of time enhances a leader's effectiveness.
Although most people complain that they don't have enough time, "each of us already has all the time there is." The solution to the need for more time is not acquiring more of it but rather using what exists efficiently and effectively.
Failure to organize and plan are major time wasters. Because many Education Coordinators are former class room teachers, they realize the need for planning daily activities and are familiar with planning strategies. However, they may have difficulty in adhering to the plan once it has been made. Most people experience an occasional emergency that upsets the daily plan; for effective managers, such an emergency is temporary and things return quickly to normal. Some Education Coordinators,
however, have a pattern of responding to one crisis after another, with many of the day's tasks being pushed ahead to an already crowded following day. This leads to frustration, delays, and reduced self-confidence.To overcome this, Education Coordinators might consider the following:
Other time management strategies are included in the Resource Papers (11-7).
- Be proactive rather than reactive. Plan ahead rather than responding when things go wrong. Emergencies will be easier to handle and may even occur less frequently.
- Delegate. Delegating can save time and money and help staff and parents grow. Whenever possible, Education Coordinators can use staff, parents, and volunteers to share some of the tasks.
- Act. Too often when faced with difficult decisions, managers spend time worrying and trying to anticipate what the outcomes or responses might be. Time could be better spent on other tasks. Worry often makes the problem seem worse than it is and inhibits finding a resolution. By taking action, the Education Coordinator is more in control of the situation.
- Know when to stop. Accuracy and quality are important, but there is a point when the additional effort will not significantly improve the situation. The time allocated, will vary with the importance of the issue being addressed.
STRESS MANAGEMENTThe role of the Education Coordinator is complex and sometimes involves stressful situations and challenges. Although experts acknowledge that work stress is not necessarily negative, it can become a problem at times.
The solution to stress is not to eliminate it altogether but to keep it at a level where it is still a positive, motivating force. Stress management prepares the Education Coordinator to handle stress and to thrive as an educator and leader.
Stress management involves taking care of oneself. It includes improving overall body condition and developing the ability to truly relax, managing time effectively, developing formal and informal feedback and support systems, and promoting professional growth and stimulation.
The Resource Papers (11-8) include tips for managing stress effectively; In addition, the resource list at the end of this chapter includes several references that offer practical suggestions on stress management.
CHILD ADVOCACY As employees of a federally funded program, Education Coordinators must be mindful of laws governing when they can engage in advocacy activities that might be considered political. This is not permitted during working hours.
However, Education Coordinators are still in a good position to serve as advocates for quality programs for children both within the program and in the community. While the term "child advocate" often brings to mind writing letters to public officials and testifying at hearings, the advocacy role can involve other activities. As a child advocate, the Education Coordinator can be an active advocate for children by supporting developmental and comprehensive programs and services, providing in formation on how to promote optional development of young children, and promoting public policies that support children and their families.
HOW THE EDUCATION
COORDINATOR CAN BEST SERVE AS
AN ADVOCATE FOR YOUNG
CHILDRENWithin the program, it is the Education Coordinator's job to ensure that the education staff has the ability to promote the development of young children. As discussed throughout these pages, the appropriate training and supervision of staff is essential to establishing such an environment. A well-trained and well-supervised staff can not interact effectively with children if working conditions are poor. In overseeing staff training and supervision and supporting improved working conditions for the staff, the Education Coordinator is indirectly acting as an advocate for children.
Advocacy for children also includes active involvement with families. Head Start has long supported the concept of child development as a partnership between the program and the home. Along with the Parent Involvement and Social Services Coordinators, the Education Coordinator is an advocate for adequate physical, social, and emotional resources for families. The Social Services Coordinator provides training for education staff on how to spot family problems and the appropriate procedures to follow. In addition, staffing's on individual children and their families, which include teachers, home visitors, and social service/parent involvement staff, are valuable. The Education Coordinator ensures that meetings are held on a regular basis, that all parties understand their responsibilities, and that follow-up activities occur.
Finally, advocacy for children extends, into the community. Public policy regarding child care is affected when the general public and government officials begin to understand the needs of young children and their families. Education Coordinators can help by sharing the "Head Start Story" with the media and public officials. They can also join with others through networks, coalitions, or professional associations to lend their voices, letters, and, support to issues that benefit child care in their community.
Advocacy in the community also involves working with the elementary schools to promote the development of linkages, ensure a smooth transition from Head Start to kindergarten, and to gain their support. (Additional information on working with the elementary schools appears in Chapter IV.)
STRATEGIES FOR SUCCESSFUL
ADVOCACYSome strategies for successful advocacy are provided below:
- Talk with the Head Start Director about policies and regulations regarding advocacy.
- Become familiar with local public officials including representatives to the state legislature and Congress. The League of Women Voters in local communities can provide this information.
- Let public officials know about the program through letters, newsletters, and greetings from the children.
- Share program expertise on child care-related issues with local officials.
- Invite policymakers to visit the program during an open house or a special ceremony.
- Share stories about program activities with the media.
- Give special recognition to public officials who support children's programs.
- Keep staff and parents informed about emerging issues affecting children.
- Become active in professional associations that are involved in child advocacy activities.
- Lend support to local networks or coalitions working on children's issues.
- Encourage the education staff to become advocates as well.
STRATEGIES FOR SUCCESSFUL LEADERSHIP
- Keep the children and families as the primary focus for all activities.
- Develop weekly and monthly plans that include commitments, meetings, and due dates.
- Include time for visits to the classrooms or homes, regular interaction with staff, professional development, and discussions with the Head Start Director and other coordinators.
- Delegate assignments to others; keep in touch and provide regular feedback.
- Use the consensus approach to decision making when appropriate.
- Review and maintain copies of all documents that explain Head Start policy, procedures, and standards.
- Communicate with the coordinators 'of the other Head Start components on a regular basis.
- Clarify any uncertainties about roles and responsibilities.
- Make a commitment to plan for professional development.
RESOURCES LEADERSHIP Katz, Lillian, ed. Current Topics in Early Childhood Education. Ablex Publishing Co., 355 Chestnut Street, Norwood, NJ 07648. 1977- . $29.50 (cloth). $18.95 (paperback).
This annual series provides integrated reviews and analyses of research and development in the field of early childhood education for an interdisciplinary audience. The volumes are of interest to teachers and researchers involved in preschool, primary, day care, and related aspects of child rearing and education of the young child.
Neugebauer, Roger. "How Not to Be A Boss." Child Care Information Exchange, November/ December 1982, pp. 18-19. Write P.O. Box 2890, Redmond, WA 98052 or check local university libraries.
This article describes five management types that are guaranteed, not to work-The Benevolent
Boss, The Disappearing Boss, The Workaholic Wonder, The R2D2 Boss, and The Tyrannica
Boss.Neugebauer, Roger. "How to Be A People-Oriented Boss." Child Care Information Exchange, November/December 1982, 20-24. Write P.O. Box 2890, Redmond, WA 98052 or check local university libraries.
This follow -up article defines an effective boss and gives ten characteristics that effective people-oriented bosses have in common.
Wilson, Marlene, Survival Skills for Managers. Volunteer Management Associates, 279 South Cedar Brook Road, Boulder, CO 80302. 1981. $10.95 plus $2.00 postage.
This unusual approach to helping managers emphasizes ways that managers can enable others to do their best. It contains excellent discussions on creative problem solving, power, negotiations, conflict, and stress.
INTEGRATION WITH OTHERS IN HEAD START
Pinkstaff, Di, and Cansler, D. The Integration of Head Start Components: A Materials Manual. Chapel Hill Training Outreach Project, Lincoln Center, Merritt Mill Road, Chapel Hill, NC 27514. 1978.
This manual is designed primarily to be used by local Head Start programs to facilitate and improve the integration of components in delivering services to children with handicapping conditions and to their families. Because these children are mainstreamed into the regular program activities in Head Start, this manual includes detailed descriptions of the roles and responsibilities of all the components and strategies for coordinating services.
SETTING THE STANDARD FOR QUALITY
Caldwell, Bettye M., and Hilliard, Asa G. What !s Quality Child Care? National Association for the Education. of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009. 1985. $2.50.
This NAEYC publication includes papers, presented by the two authors in response to this basic question. Dr. Caldwell divides her responses into two smaller questions: "What is Child Care?" and "What is Quality?" Dr. Hilliard states that quality child care requires the respect of children as human beings, a conducive environment, and high-quality staff.
CDA COMPETENCY STANDARDS SERIES (See Resources for Chapter I)
National Academy of Early Childhood Programs. Accreditation Criteria and Procedures. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009. 1984. $6.00:
This publication explains NAEYC's system for accrediting early childhood programs. Policies and procedures for accreditation and criteria for receiving the credential are included.
DEVELOPING MANAGEMENT SKILLS
Jorde, Paula. Avoiding Burnout: Strategies for Managing Time, Space, and People in Early Childhood. Acropolis Books, 2400 17th Street, NW, Washington, DC 20009. 1982. $14.95 plus $2.00 postage.
This easy-to-read book is full of ideas on managing yourself and others. It is especially relevant because it is tailored specifically, to day-care providers.
Neugebauer, Roger. "Making Decisions." Child Care Information Exchange, January/February 1982, pp. 17-26. Write P.O. Box 2890, Redmond, WA 98052 .or check local university libraries.
This article discusses the results of a study on directors' and teachers' perceptions of how program decisions are made in their centers. Suggestions on how to make decisions from renowned management expert Peter Drucker also are provided.
Schein, Edgar H. "Accord Without Discord-Making Decisions in Groups." Child Care Information Exchange, February, 1980, pp. 2 1-24. Write P.O.. Box 2890, Redmond, WA 98052 or check local university libraries.
Dr. Schein defines five different methods of group decision making that are often used in child-care settings. Examples of how each is used are provided.
ADVOCACY
The Children's Defense Fund. CDF Reports. Children's Defense Fund, 122 C Street, NW, Washington, DC 20001. (800) 424-9602. $29.95 for 12 issues.
This monthly newsletter provides updates on the latest developments affecting children and families.
Public Relations Committee of the National Head Start Association. Tell the Head Start Story:
Our Future Depends on It. Betty Minor, College of Education, Drake University, 25th and University, Des Moines, IA 50311. 1984. $3 plus $3 postage.This resource describes ways to get the Head Start message. across to the general public and to parents. It includes media activities, such as how to write a news release and how to develop spots for radio and television.
JOURNALS AND ORGANIZATIONS
The Black Child Advocate
National Black Child Development Institute
1463 Rhode Island Avenue, NW
Washington, DC 20005
(202) 387-1281
Subscriptions: $20/year membership fee (4 issues)Child Care Information Exchange
Box C-44
Redmond, WA 98052
(206) 882-1066
Subscriptions: $20/year (6 issues)Child Care Information Service
c/o NAEYC
1834 Connecticut Avenue, NW
Washington, DC 20009
(202) 232-8777 or (800) 424-2460
A national, centralized source of information about child care.Childhood Education
Association for Childhood Education International
11141 Georgia Avenue, Suite 200
Wheaton, MD 20902
(301) 942-2443
Subscriptions: $32 membership fee. (5 issues)Children Today
U.S. Department of Health and Human Services
200 Independence Avenue, SW, Room 356-G
Washington, DC 20201
Subscriptions: $16/year (6 issues); send subscription request to Superintendent of
Documents, U.S. Government Printing Office, Washington, DC 20402.Competency News for the CDA Community
Council for Early Childhood Professional Recognition
(Child Development Associate
National Credentialing Program)
1341 Ci Street, N.W., Suite 802
Washington, DC 20005
(202) 638-6656
Subscriptions: Free to candidates on mailing listDimensions Quarterly
Southern Association for Children Under Six
P.O. 5403 Brady Station
Little Rock, AR 72215
(501) 227-6404ERIC Clearinghouse on Elementary and Early Childhood Educatiod
University of Illinois
College of Education
805 West Pennsylvania Avenue
Urbana,IL 61801Journal of Research in Childhood, Education
Association for Childhood Education International
11141 Georgia Avenue, Suite 200
Wheaton, MD 20902
(301) 942-2443
Subscriptions: $20-members; $30-nonmembers (2 issues)Young Children
National Association for the Education of Young Children
1834 Connecticut Avenue, NW
Washington, DC 20009
(202) 232-8777 or (800) 424-2460
Subscriptions: $20/year-nonrnembers; (6 issues)National Head Start Association
Executive Director, National Office
1021 31st Street, NW
Washington, D.C. 20007
(202) 337-6650
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