staff member time to review the objective, recorded observations. Then open the discussion by asking for reactions. This will give the person an opportunity to initiate the discussion and may ease any anxiety. Ask if the teacher or home visitor would like help with a specific activity, child, or parent. If the activities have been objectively recorded, this discussion should proceed as if viewing a videotape of the activities observed. This objectivity will be useful in making judgments during the conference based on specific evidence of behavior. See the Resource Papers for suggested techniques for giving feedback (VI-7).

It is important to ask questions about the knowledge, skills, and attitudes involved in any given activity, such as the following.

Additional questions can focus on follow-up activities. Begin by commenting on what went well and why. Make some specific recommendations that include concrete suggestions for developing skills and knowledge further. The recommendations should be areas that the staff member can control and should be as specific as possible. It is helpful to give concrete examples and references and/or to brainstorm new activities, materials, techniques, and routines.

When the strengths, progress, and suggestions for development have been reviewed, a summary of these comments should be written and signed, with each person retaining a copy. This summary can act as a written agreement for training, future planning, and performance evaluation.

PERFORMANCE APPRAISALS

The term "performance appraisal" refers to the formal process used to measure how well a staff member has handled assigned duties and responsibilities during a given period. Because performance appraisals are often tied to rewards or disciplinary actions, staff members may find them threatening and may be apprehensive about them. This is unfortunate because one of the major benefits of performance appraisals is a strengthening of the relationship between supervisor and staff.

One author suggests that performance appraisals be renamed performance analyses. He sees the process as including these criteria:

He goes on to define the supervisor's role as that of a coach, encouraging the staff member to set higher goals and take the necessary steps to achieve them. Given Head Start's emphasis on participatory management and staff development, this is a useful analogy. Two performance analysis systems used by Head Start programs are out lined briefly below.

STAFF EVALUATION PROCEDURES

One Head Start program follows an established schedule for conducting performance appraisals.

By October 31st. Supervisor and employee meet and establish employee work goals for the program year. Two goals are set, plus one specific training goal. Supervisor is responsible for input into employee goals- can assign specific goals if appropriate.

By February 15th. Supervisor writes mid-year evaluation that addresses major areas defined. Employee input/comments are included at the bottom of the form to respond to evaluation or to add further remarks. (This session is the main focus for growth-related evaluation because half a program year still remains for incorporating behavior changes.) Employee goals are updated. Progress is noted. New goals are set if the original goals have been met.

By June 3rd. Employee writes a summary of yearly self-evaluation. Supervisor writes summary of yearly evaluation of employee. Employee goals are updated for last time. Progress is noted. Reasons given for not accomplishing goals are recorded.

The education advisory committee of another Head Start program spent two years developing a performance appraisal system based on the CDA Competencies. The Education Coordinator uses the form twice a year after reviewing lesson plans and making a series of classroom observations. A copy of this form appears in the Resource Papers (VI-8- 16).

KEY ELEMENTS

Whichever performance appraisal system is used, it should include these six key elements.

Including these six elements in a performance appraisal system promotes positive attitudes about performance appraisal.
DEALING WITH PERFORMANCE PROBLEMS

In Head Start, the commitment to staff development also includes a commitment to helping staff overcome performance problems. Rather than assuming that a staff member cannot or will not improve, Education Coordinators work with the individual to analyze and define the problem, set goals, determine strategies for reaching the goals, and agree on methods to be used to monitor progress and determine success. This is not a never-ending process, however, so the consequences of continued poor performance should be clearly communicated. At times, recommending termination of a staff member will be best for everyone involved. A. later section of this chapter provides a more detailed discussion of when to recommend termination.

ANALYZING THE CAUSES OF PERFORMANCE PROBLEMS

The following excerpt was written for managers in private industry; it can also apply to Head Start supervisory experiences.

In a survey I conducted with 4,000 managers who participated in my training programs over the last two years, I asked: "Why don't subordinates do what they are supposed to do?" The responses were as follows.

1. They don't know what they are supposed to do.
2. They don't know how to do it.
3. They don't know why they should.
4. There are obstacles beyond their control.
5. They don't think it will work.
6. They think their way is better.
7. Not motivated-poor attitude.
8. Personally incapable of doing it (personal limits).
9. Not enough time for them to do it.
10. They are working on wrong priority items.
11. They think they are doing it (no feedback).
12. Poor management.
13. Personal problems.

These are listed in the order they are given by managers. The first item on the list is given as an answer, first or second, 99 percent of the time. What is surprising about this is that when managers try to solve individual performance problems they rarely select this first answer as the place to start solving the problem.

This example reinforces the need to analyze the problem before deciding what to do about it. This is an important first step because without it, the supervisor may concentrate on the symptoms rather than dealing with the causes. Education Coordinators cannot simply assume they know what is causing the problem, but will need to gather more information by observing the staff member's job performance and by having a one-on-one discussion with the individual. During this discussion, try to find answers to the following questions.

SETTING GOALS AND DEVELOPING
STRATEGIES

Once the problem has been analyzed and defined, the Education Coordinator and the staff member can work together to set goals and develop strategies for improving job performance. These will be developed jointly based on the answers to the questions listed above, as the following examples illustrate.

MONITORING PROGRESS

The steps an Education Coordinator takes to help the individual improve performance must also include discussion and agreement on how progress will be monitored and what constitutes success. Monitoring can include periodic classroom observations, face-to-face conferences, a review of records, or whatever other method seems appropriate. Definitions of success should include a time frame for a final evaluation of whether or not the performance problem has been corrected. The Education Coordinator will continue to provide ongoing feedback for any performance improvements, even if the performance does not yet meet the standards for the component. Also, supervisory style will be adjusted as progress is made by the individual.

Education Coordinators may find themselves in situations where the performance problems are caused by poor management or inadequate supervision. Of the 19 reasons given for poor performance in the survey cited earlier, many were directly related to the failings of the supervisor. Frequent self-evaluations will help the supervisor maintain effective attitudes and behaviors. Encouraging component staff to evaluate supervisory performance will also provide information on the effectiveness of the supervision. When the staff is asked to evaluate the Education Coordinator's performance, the latter can
discuss the results with the staff and define the personal goals and the strategies to be used to reach those goals.

TERMINATION OF COMPONENT
STAFF

Recommending the termination of a staff member is a difficult decision. However, there are a number of specific instances when recommending termination of a staff member is appropriate and necessary. Whenever the needs of the individual staff member come into serious conflict with those of the children, families, and the component as a whole, the staff member should be asked to leave the job. Recommending termination is not the first response to a difficult situation; however, there will be times when poor performance does not improve, despite supervisory support and intervention.

WHEN TERMINATION IS APPROPRIATE

There are four general categories of continued poor performance that may lead to recommending termination. The first is poor work habits, such as chronic lateness or absenteeism, shirking job responsibilities, or sloppy or careless work. When a staff member cannot be counted on to arrive at the center on time, the other staff are affected because they must cover for the tardy employee and the children do not receive the attention they need.

Continued job performance that does not meet the program's standards is a second cause for recommending termination. Staff members who cannot perform responsibilities required by the job and are unable to develop the skills needed to implement the educational program may need to be replaced. Although staff development is an essential part of Head Start, from time to time there may be individuals who are not able to learn to do their job. Perhaps working with children is an occupation that is just not suitable for them, or possibly this is a job they don't really want to do. They may need to be counseled out of the field.

A third reason for recommending termination is when a staff member's behavior is unacceptable because it is detrimental to the children, other staff members, or the parents. For example, a staff member who strikes or verbally abuses a child is exhibiting unacceptable behavior. The program may have specific policies about such incidents, including provisions for official warnings or other disciplinary measures. In most programs, policies governing unacceptable behavior do not allow for second chances.

Violations of program policies is a fourth category of behavior that may be cause for recommending termination. Examples include stealing or embezzling program funds or property, inappropriate sharing of confidential information, or showing up for work intoxicated Again, each program has specific policies for dealing with these situations.

STAFF TERMINATION POLICIES

Every program should include guidelines for terminating employees in its personnel policies. These can be developed by a group composed of staff, parents, the Head Start Director, and the appropriate grantee/delegate representative. It's extremely important that all staff members know what behaviors are grounds for termination. Written policies should include grievance procedures, documentation requirements, and clear statements about which behaviors are grounds for immediate termination rather than a written warning or a suspension.

When a staff member's performance is unacceptable and not improving, the first step toward correcting the situation is to schedule a private conference with the employee. During this meeting, the Education Coordinator will:

Written records are necessary to document examples of unacceptable performance and discussions and agreements with the employee. These records aid the memory, ensure that the message was conveyed to the employee,
and serve as back-up if a decision to recommend termination is made at a later date. Written records also keep the Director informed of the situation so that he/ she can provide needed support.

When a staff member's performance does not improve, the decision to recommend termination must be based on objective information and observations. Termination decisions shouldn't be made in anger, during a crisis, or under stress. Once the decision is made, the program's policies must be followed.

HELPING TEACHERS SUPERVISE

Just as the Education Coordinator supervises all of the activities of the component, teachers supervise all of the activities of the classroom. Therefore, teachers need opportunities to develop their own supervisory skills. The Education Coordinator helps each teacher assess the skills of assistants and volunteers, use these skills, and develop new skills.

TECHNIQUES TO PROMOTE
SUPERVISORY SKILLS

There are a variety of techniques that can be used to help teachers develop supervisory skills. First, Education Coordinators model supervisory behaviors that are seen by all of the staff. Teachers can expand on their own supervisory skills, by watching what the Education Coordinator does. This can be followed by discussions with the Education Coordinator.

Supervisors develop their own style based on personality, values, and experience. This style is flexible, however, adapting to the individual needs of those being supervised. This individualization may not be immediately apparent to the teachers, which is why open discussion of supervisory techniques is essential. Explain why a particular approach is used, the purpose, and the long-term goal it addresses. Encourage individuals to use supervisory behaviors that they find most effective:

Education Coordinators can assist teachers in developing their supervisory skills by giving them the power they need to be effective. Empowerment results when teachers are given the authority to make as many decisions as they can about their jobs. This could include decisions related to:

Empowering teachers acknowledges that they hold a leadership position in the classroom. This helps them earn the respect of the assistants and volunteers, which in turn helps the teachers build open and supportive class room environments.

Formal or informal training is also a useful technique for developing teachers supervisory skills. Any of the supervisory training topics relevant to the Education Coordinator's own development will probably be useful for teachers. Informal training opportunities arise out of on going interactions with teachers and from classroom observations. Observations may include a specific emphasis on how the teacher works with the other adults in the classroom. This can take the form of a running record that the observer and the teacher can then discuss. It may also be helpful to schedule regular meetings with all teachers so that they can discuss any supervisory problems they are having in a supportive setting.

Finally, the job standards set for the program assist the teachers in their supervision. These job standards provide teachers with a basis for establishing expectations for the job performance of assistants and volunteers. They can be expanded to deal with the specific activities of the classroom. Also, job descriptions and other standards describe how the members of the teaching team can divide the responsibilities of the classroom.

SUPERVISION OF VOLUNTEERS

Many Head Start parents provide volunteer services to the program, often going on to become staff and CDA candidates. Parent volunteers are a valuable Head Start resource and they should be treated with the same respect due paid employees.This includes a clear definition of their job duties and expectations for their job performance.

As with other Head Start staff positions, the program should have job descriptions for volunteers, a volunteer orientation process, and ongoing training for volunteers. An example of a job description for a classroom volunteer is included in the Resource Papers (VI- 17). Volunteer training should include input from the other classroom staff so that they fully understand what volunteers are expected to do and how they can help volunteers learn to do their job better. Training volunteers is discussed in the next chapter.

Teachers need to learn about the skills and strengths of their volunteers to make the best use of them. This can be done initially through an interview or by having the volunteer complete an interest inventory. An example of an inventory also appears in the Resource Papers (VI-18).

Like the staff, volunteers develop new skills from working in the classroom. Teachers should conduct periodic assessments of a volunteer's performance to identify new skills; the volunteer's role can then be expanded to make use of these skills.

Teachers need to provide volunteers with clear instructions about what they would like them to do when they are in the classroom. Telling volunteers to "just see who needs help" does not use the volunteer's skills, nor does it show respect for the volunteer as an individual. The same motivational factors that apply to staff also apply to volunteers. Even good pay may be a motivation, because many volunteers hope to gain enough experience so that they can move into a paid staff position.

Teachers also need to remember that expectations often govern events. If the program doesn't expect volunteers to show up on time and regularly, then they probably won't. Much better results occur if it is made very clear to volunteers that they are essential members of the teaching team, and expected to be committed to working in the classroom at the agreed-on time. Some programs use a contract or letter of commitment to let volunteers know that their attendance is valued and expected by the program. An example of a commitment memo appears in the Resource Papers (VI- 19).

Finally, volunteers need to be acknowledged regularly by the people they work with and by other Head Start staff. In addition to ongoing acknowledgements, such as public praise, some programs honor their volunteers at an end-of-the-year event. Although this type of public acknowledgement is much appreciated, the contributions of the volunteers need to be acknowledged every time they come to the classroom, not just once a year.

STRATEGIES FOR SUCCESSFUL SUPERVISION
RESOURCES

Administration: A Bedside Guide. Edited by Susan Stine. Pacific Oaks College and Children's School, 5 Westmoreland Place, Pasadena, CA 91103. 1983.

This is a collection of articles written by administrators who work in a variety of preschool settings. Authors share their personal experiences, describing their own approaches to supervision, leadership, and management. The examples and suggestions provided are practical solutions to common problems.

Hersey, Paul. The Situational Leader. Wamer Books, Inc.. 666 Fifth Avenue, New York, NY 10103. 1985. $13.50. Consult local book stores for availability.

This is Dr. Hersey's latest book on situational leadership incorporating the most recent changes in his model for supervision. The book explains the model and how to apply it in various situations. Although written with a business perspective, it is equally applicable to Head Start.

Keirsey, David, and Bates, Marilyn. Please Understand Me: Character and Temperament Types. Prometheus Nemesis, P.O. Box 2082, Del Mar, CA 92014. 1978. $8.95.

This book is based on the Myers-Briggs Type Indicator. The premise is that people are different from each other, that their differences are difficult if not impossible to change, and that these differences are not flaws or weaknesses but rather strengths. The book presents a quick procedure for determining personality types, information regarding people's behavior and attitudes, and suggestions on how to work cooperatively with people of different personality types.



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