Boundaries, Battles, and Breakthroughs: Lessons in Parenting and Leadership

Recently, a good friend faced a situation with her preteen and teenage daughters that tested boundaries—and her patience. What began as a disagreement over social media apps quickly turned into a saga of defiance and consequences, highlighting the delicate art of teaching accountability.

It all started with those tiny icons that somehow hold an entire universe of teenage drama. Despite having clear family rules about which apps were allowed, both daughters decided to push the limits.

Her preteen was the first to get caught, but thankfully, she was the easier one to handle. She grudgingly accepted her consequence: deleting the unapproved apps and losing her phone privileges for the rest of the month. Was she happy about it? Absolutely not. But she owned her actions, took the consequence, and moved on.

The teenager, however, was a completely different story. To her, the rules were absurd. "All teens have social media," she argued. "None of my friends’ parents check their phones!" She rolled her eyes, stomped her feet, and fought her parents at every turn. It became clear that a typical punishment wasn’t going to make an impact this time.

So, my friend and her husband got creative. Her consequence? Two 5,000-word essays: one on the impact of social media on teens and another on why lying to your parents is never a good idea. To top it off, she was barred from extracurricular activities until the essays were completed—a particularly tough blow with a big sports tournament less than 48 hours away.

If you think this brought about immediate compliance, think again. The essays led to a long, drawn-out battle—full of frustration, stubbornness, and moments that tested everyone’s patience. But they stood firm, knowing this wasn’t just about social media. It was about trust, responsibility, and respecting boundaries.

Reflecting on the experience, I realized how much this mirrors what leaders face in early childhood programs. Holding staff accountable—just like parenting—requires setting clear expectations, monitoring compliance, and following through when those expectations aren’t met.

Monitoring and Accountability: The Leadership Version

Just like parenting, leading a team of early childhood educators means setting expectations, monitoring compliance, and implementing fair consequences. And yes, it can be just as unpopular as grounding a teenager.

There’s always the staff member who resists new policies or the one who bends the rules because “it doesn’t make sense” to them. (That used to be me—I thought half the rules were unnecessary!) Maybe it’s the teacher who skips the daily cleaning checklist or the one who refuses to follow the lesson plan format everyone else is using. These behaviors might seem minor, but left unchecked, they send a message: accountability isn’t required here.

Here’s the thing: if you let these behaviors slide, they spread. One staff member disregarding policies inspires others to do the same. But by addressing issues with consistent consequences, you reinforce the culture of accountability that protects your program’s integrity.

Reflective Supervision: Balancing Support and Accountability

With my friend’s family, the essays weren’t just about punishment—they were about reflection. They wanted their teenager to pause, think about her actions, and understand the bigger picture. As leaders, reflective supervision offers a similar opportunity.

Reflective supervision isn’t about catching mistakes or assigning blame. It’s about creating a space where staff can evaluate their performance, understand the impact of their actions, and make meaningful changes. When a teacher struggles to follow a policy, consider asking them:

• Why do you think this policy is in place?

• What challenges are you facing in implementing it?

• How can we work together to overcome those challenges?

By fostering this kind of dialogue, leaders build trust, encourage growth, and still hold staff accountable—without the need for 5,000-word essays (or the inevitable eye-rolls).

Implementing Consequences: The Key to Growth

Consequences aren’t fun to dish out, whether you’re grounding a teenager or addressing a staff member’s poor performance. But they’re necessary. Without them, rules lose their weight, boundaries blur, and your program’s integrity begins to erode.

For early childhood leaders, consequences shouldn’t only be about correcting behavior—they should be an opportunity for growth. When handled thoughtfully, they can reinforce accountability while helping staff develop new skills. Here’s what you should keep in mind about consequences:

1. Make Them Fair
Consequences should fit the “offense” and be proportional to the behavior. Fair consequences are not about punishing staff but about reinforcing the importance of program policies and professional standards.

For instance:

• If a teacher skips documenting observations, a fair consequence might involve redoing the paperwork during their personal time or outside of regular planning hours.

• If a teacher repeatedly misses lesson plan deadlines, they could be asked to present their plans to the director for approval before implementation, adding an extra layer of accountability.

Fair consequences ensure respect for the process and motivate staff to correct their behavior without fostering resentment.

2. Keep Them Relevant
Consequences should align with the program’s goals and reflect the behavior you want to address.

For example:

• If a teacher is consistently late, have them brainstorm time management strategies during a reflective supervision meeting.

• If a staff member forgets to sanitize toys at the end of the day, assign them to lead the next health and safety training.

Relevant consequences connect the dots between actions and outcomes, making them more impactful.

3. Focus on Growth
Consequences should provide an opportunity for learning and development.

For instance:

• Pair a teacher struggling with curriculum execution with a mentor who can model lesson planning and classroom strategies.

• If a teacher struggles with behavior management, have them observe a peer who excels in that area and follow up with a coaching session to reflect on what they learned and plan next steps for improvement.

Framing consequences as a pathway to improvement fosters a supportive culture where staff feel encouraged to grow rather than fearful of making mistakes.

4. Be Consistent
Inconsistent enforcement of consequences undermines your leadership and confuses staff. Ensure all team members are held to the same standards, regardless of tenure or relationships.

One strategy is to document patterns of behavior and the corresponding consequences to maintain fairness and clarity across your team. Consistency builds trust and reinforces that accountability is a shared value.

5. Follow Through with Support
Consequences should never be the end of the conversation. After addressing the behavior, you should provide tools and support to prevent recurrence.

For example:

• Offer one-on-one coaching to help staff struggling with time management create a plan.

• Provide training in organizational strategies for staff feeling overwhelmed by deadlines.

Following through shows your commitment to growth and reinforces that consequences are part of a larger effort to build a stronger team.

Why Consequences Matter

Fair, relevant, and growth-focused consequences maintain accountability and foster professional development. Just like my friend had to stand firm with her daughters, leaders must stand firm when addressing staff behavior.

Whether you’re dealing with late lesson plans, skipped cleaning checklists, or a teenager testing boundaries, accountability is the foundation for meaningful change. And that’s a standard worth standing firm on.

The Bigger Picture

At the end of the day, whether you’re parenting teenagers or leading a team of educators, the goal isn’t to be liked—it’s to guide people toward growth and success. That means standing firm on your rules, even when it’s unpopular. It means balancing support with accountability and being willing to have the hard conversations.

That teenager may not love those essays, and your staff may not always love reflection or consequences. But in both cases, the effort is worth it. Because when you invest in accountability, you’re not just enforcing rules—you’re creating a culture of trust, responsibility, and growth.

And who knows? Maybe one day, your “rebellious teenager” (or staff member) will thank you for it. Until then, stand firm, stay consistent, and keep nurturing the growth of your team—just like my friend is nurturing her daughters’ growth.

If this resonates with you and you’re ready to dive deeper into creating a culture of accountability and growth in your program, join us for our next free webinar, 5 Reasons Your Teaching Team Sucks, Your Turnover is High and Employee Morale is Low (and a few strategies to fix it)!. Together, we’ll unpack the common pitfalls in team dynamics and explore practical strategies to build a stronger, more cohesive staff. Don’t miss this opportunity to elevate your leadership and empower your team to thrive—because the success of your program starts with you. Register now!

Cooking Up Leadership: 3 Ingredients from Thanksgiving Reflections

Cooking Up Leadership: 3 Ingredients from Thanksgiving Reflections

Last week for Thanksgiving, the kitchen wasn’t just a place for cooking—it was a place for connection, learning, and passing down traditions. For the first time in years, I genuinely enjoyed preparing the meal, and not because it was easier (Thanksgiving is never easy). It was because the work was shared across three generations: my grandmother, my daughters, and me. That’s what made this year so special for me.

As a little girl, I loved being in the kitchen with my grandma. Now that I think about it, many of my favorite memories include being in the kitchen with her and her mother, my late great-grandmother, “Mommy.” As early as five or six years old, she’d let me chop veggies and mix things, all the little tasks that a child could handle independently. Looking back, I realize I wasn’t just there to help—I was there to pay attention. Her indirect lessons shaped me in ways I couldn’t have fully understood at the time. I noticed the ingredients she used versus what I found in her cookbooks or what I now see when I look to Pinterest for a recipe. I watched what she measured versus what she eyeballed. It reminds me of the scene from the 1997 movie Soul Food where Nia Long’s character “Bird” was measuring seasoning salt and Big Mama told her it was too much- that’s how our kitchen worked. And I took note of how she prepped ahead of time. Thanksgiving was always a multi-day production. Monday through Wednesday was for getting ready- making the desserts, baking cornbread for dressing, chopping veggies, gathering serving dishes, and pulling out the decor. “Mama” as I affectionately call my grandmother, never sat me down and said, “this is how you prepare a Thanksgiving meal.” These lessons weren’t explicitly taught, but absorbed through observation and experience. Thirty years later, they’re second nature to me.

Now the roles are reversing. I’m the one carrying the weight of preparing the family feast while my grandma has stepped back into a supporting role. She’s become my trusted advisor, no longer spending the entire day in the kitchen but always nearby, ready to answer questions or remind me of an old family recipe. My husband and I were just talking about how my cooking has gotten much better over the years, and we attributed it to the last few years where my grandmother has been in the house to help me. And my daughters? They’re in the kitchen now too, doing what I once did—picking greens, chopping veggies, and hopefully observing everything. I love that they aren’t just carrying out the tasks I assign them, but they’re asking questions and are genuinely interested in why we cook the way we do.  My eldest even took on the task of making the sweet potato pies this year, proudly presenting her creation as a contribution to the meal. 

Watching this process unfold, I couldn’t help but think about how it mirrors early childhood education and leadership development. I didn’t just wake up knowing how to prepare a feast, I spent years in the kitchen working beside one of the best cooks I know. Over the years, I took on more responsibility. And as I began to do more, my grandma was able to do less, but the job still gets done. This experience in the kitchen taught me that learning isn’t always about formal instruction—it’s also about observation, trust, and taking on responsibility at the right pace. The same is true for leadership development: it’s a gradual process where each person learns through doing and grows into their role over time. Just as the kitchen transitions between generations, leaders in education play a vital role in ensuring skills, trust, and responsibility are intentionally passed down to the next generation of educators.

The Transition from Seasoned to New

In early childhood education, many seasoned teachers are transitioning out of the field for various reasons: it's time to retire, changing workforce dynamics, burnout and insufficient support, limited opportunities for growth, or simply a new interest they'd like to pursue. No matter the cause, we need to ask ourselves: Are we handling this shift with intentionality as younger generations step in? Too often, it feels like we’re passing the torch without giving new teachers the benefit of working alongside seasoned pros. Just like in the kitchen, this transition is a process that requires observation, mentorship, and trust.

Our seasoned educators, much like my grandmother, are invaluable. They've spent years honing their craft, learning what works and what doesn't, and developing a "recipe" for success in the classroom. Their wisdom can't be replaced, but it can—and must—be shared. They are the keepers of invaluable knowledge and traditions that enrich our educational practices. They may no longer be in the classroom full-time, but their guidance and mentorship can serve as the backbone for the next generation of educators.

However, these transitions are not without challenges. Seasoned teachers aren't just stepping back—they're stepping out, and their influence is fading. Meanwhile, younger educators are feeling overwhelmed by the responsibility of taking on more without the guidance of those who have taught multiple generations. A few years ago, I ran into one of my grammar school teachers, and she shared that she was now teaching the children of my classmates. This generational overlap, once so natural, now feels increasingly rare as seasoned teachers step out without fully passing down their knowledge. While this current dynamic may feel less natural, thoughtful leadership can make the transition smoother and more effective.

The Role of Leadership

As leaders, our role is to create a kitchen-like environment where this transition can happen smoothly. We need to ensure that seasoned teachers feel valued and supported in sharing their knowledge while empowering newer educators to take on responsibilities and learn through experience. It’s about striking a balance—giving new teachers the opportunity to take ownership of tasks (like making the sweet potato pies) while ensuring they have a trusted advisor nearby when they need help.

I’ve seen this dynamic in some of the programs I’ve worked with. One of my clients refers to experienced educators as ‘room Grandmas.’ They spend time in classrooms offering guidance and support without the full-time responsibilities of caregiving and teaching. Their presence provides mentorship for newer teachers and stability for children. 

Leadership in this context means building intentional pathways for growth and collaboration, ensuring that both seasoned and new teachers feel supported in their roles. Just as my grandma didn’t hover over me but was always ready to guide when needed, seasoned teachers should be encouraged to step back from daily classroom responsibilities while maintaining an active role as mentors, sharing their expertise and supporting the next generation of educators.

By fostering this environment, leaders can create space for creativity, avoid micromanagement, and build trust within their teams. Instead, they cultivate a culture where questions are welcomed, mistakes are treated as learning opportunities, and shared experiences build trust and confidence. This collaborative approach not only builds trust and confidence among educators but also ensures that the children’s learning and developmental needs remain at the center of everything we do.

A Recipe for Success

How do we create an environment where seasoned educators can gracefully pass the torch and new educators can confidently take it up? Like any great recipe, it requires the right ingredients, carefully combined.

Here are three key “ingredients” for success:

1. Encourage Observation

Just like I watched my grandmother cook, new teachers need opportunities to observe seasoned educators in action. This doesn’t just mean watching what they do but understanding why they do it. Observing how a veteran teacher handles challenging behaviors, facilitates group activities, or transitions between lessons provides invaluable insights that can’t be learned from a textbook or workshop.

Observation is more than just shadowing—it’s active learning with a purpose. Leaders should create structured opportunities for new teachers to observe specific skills or strategies in action. For instance, pairing a newer teacher with a seasoned educator for morning circle time or parent communication offers a front-row seat to learn best practices. Follow-up reflection sessions can help new teachers connect what they observed to their own classroom practices.

By encouraging this level of observation, you will help bridge the gap between theory and practice, allowing your new teachers to gain confidence as they learn.

2. Provide Incremental Responsibilities

Just as my daughters started with age-appropriate kitchen tasks, new educators should take on responsibilities that align with their current skills while stretching them just enough to grow. Gradually increasing responsibilities—like leading small group activities before transitioning to whole-class instruction—builds confidence and competence over time.

Many early childhood programs already have a multi-tiered structure with lead teachers, teacher assistants, and aides. This natural hierarchy allows leaders to scaffold responsibilities, ensuring that newer educators develop the skills they need at a manageable pace.

One level that programs should embed more intentionally is the mentor teacher role. A mentor teacher differs from a master teacher, who often serves in a supervisory or evaluative capacity. Instead, the mentor teacher is a peer guide, offering hands-on support, modeling strategies, and helping newer educators navigate the complexities of their role. By formalizing this role, programs create a supportive bridge for new educators, ensuring they’re not just surviving but thriving. It also gives seasoned teachers a sense of purpose and legacy within the profession.

3. Value the Role of Mentorship

Seasoned educators have so much to offer, even if they’re no longer in the classroom full-time. Their years of experience and nuanced understanding of teaching are invaluable assets that shouldn’t be lost when they transition out of direct classroom work. Creating formal mentorship opportunities keeps their expertise alive within the program while fostering meaningful relationships between generations of educators.

Mentorship is about more than guidance—it’s about fostering connection and collaboration. For seasoned educators, mentoring gives them the opportunity to leave a legacy, knowing they’ve contributed to the growth of the profession. For new teachers, mentorship provides a safety net—a source of wisdom, encouragement, and real-time feedback as they navigate the challenges of teaching.

You can formalize mentorship by pairing seasoned teachers with new hires, setting aside time for one-on-one coaching, or creating group mentorship sessions focused on common challenges like classroom management or lesson planning. Recognizing and celebrating the role of mentors ensures that their contributions are valued and that mentorship remains a cornerstone of professional growth.

When we encourage observation, provide incremental responsibilities, and value mentorship, we create a program that’s not just functional—it’s thriving. These ingredients allow seasoned educators to share their wisdom while empowering new teachers to step confidently into their roles.

Much like a well-loved family recipe, this process requires time, care, and intentionality. But when done right, it creates something truly lasting—a culture of collaboration and growth that benefits educators and children alike.

Nurturing a Culture of Collaboration

The Thanksgiving kitchen wasn’t just about the food; it was a collaboration where each person’s contribution, big or small, added to the feast’s success. Early childhood programs thrive the same way - when every member of the team is encouraged to participate, learn, and grow.

As a leader, you play a pivotal role in creating this environment. They must set the tone for collaboration, ensuring that seasoned educators feel appreciated and new teachers feel supported. You must also recognize that transitions take time and require patience. A successful program is like a well-prepared Thanksgiving meal—it takes teamwork, planning, and trust in everyone’s contributions.

Passing the Torch

This Thanksgiving reminded me of the beauty and necessity of transitions. The wisdom of one generation doesn’t fade—it’s carried forward by the next. In early childhood education, this means ensuring that the lessons, strategies, and heart of seasoned teachers live on in the practices of younger educators.

As leaders, it’s our responsibility to facilitate this process—creating environments where knowledge flows seamlessly, confidence grows, and every generation contributes to the feast of education. When we value observation, incremental growth, and mentorship, we cultivate a workforce that is not only skilled but also deeply connected to the legacy of those who came before.

And who knows? Maybe one day, my daughters will lead the Thanksgiving kitchen, with their kids chopping veggies and me binge-watching Law and Order nearby. That’s the beauty of passing the torch—it’s a gift that keeps giving.

Because whether it’s a Thanksgiving meal or a classroom full of children, the best outcomes come when everyone works together, learning from each other and building on the strengths of every generation.

Mentorship is one of the most impactful forms of professional development. If you’re ready to strengthen your team, start by listening to my free audio training: Avoid the Top 10 Professional Development Mistakes Made in Early Childhood Education.

Don’t Let Your Systems Completely Fall Apart

Early childhood is an environment of systems at many different levels. You have administrative systems, classroom systems, teaching systems, parent engagement systems, etc.... you get the point. With so many things going on at once, how can you know when one or more are becoming ineffective before they fall completely apart? When you have a system (pun intended) in place to trigger you when a breakdown occurs, it's much easier to address them.

Think about your home for a second. For your own safety, it is recommended that smoke detectors are placed on each floor and outside of all bedrooms. In case of a fire, that alarm is supposed to sound. Many of us install those alarms and rarely think about them until the battery beeps. Even then, that beep may happen for days or weeks before we take action. Why is that? It's dangerous to assume that the device will continue to function properly without proper maintenance, yet we take our chances despite the possible danger.

Beyond changing the batteries, most alarms now have a test button. We can check it at anytime and take necessary action before it ever has to, or fails to, alert us that it needs attention. The systems in our programs are not much different. We can implement tests at any time, yet we wait for the occasional beeps that eventually become an ongoing alarm signaling a breakdown that either leads to panic or destruction.

Something we should consider when developing systems is: what it will look like when the system stops working. How do you know when policies and procedures have been abandoned, when they no longer work, and when they need to be updated and/ or replaced? How will you be proactive and test them to ensure they're implemented appropriately?

Here are three things you can do to ensure your systems remain in tact:

1. Respond to broken policies and procedures immediately.
2. Schedule time to review them at regular intervals.
3. Have clear protocols in place to help get back on track if you fall off.

They've Read the Handbooks...Now What?

Most of the policies, procedures, and protocols for the early learning program can be found in the parent and staff handbooks. As a director, you take the time to make sure that new teachers have a copy of each and even have them sign the new hire form in the packet acknowledging that they’ve received it. But how do you make sure they’ve actually read it? Could they say they did? Absolutely! Would they sign their name with full knowledge that they’ve never even turned a page? Of course! Or, what if they have read it? How do you hold the staff accountable for information?

It’s simpler than you think: make the policy review process interactive. No…I don’t mean sit across from them at a table or desk and take turns reading to each other. Though it’s tempting, it won’t be very effective. Instead, here are three things you can do to make reading the handbooks more engaging:

1.       Whenever possible, make them put it into practice…AND let them know ahead of time what they’ll be expected to demonstrate. For example, “Be sure to review the sanitizing policy and procedures. I’ll be in to observe you during breakfast tomorrow.”

2.       Create a short quiz that asks them to recall specific details they need to know.
True/False: You can be out of ratio for up to 30 minutes during nap time as long as all of the toddlers are sleeping.

3.       Have them express policies or procedures that may potentially be challenging or that need clarification. “What part of this policy do you think may be challenging for you?”

The trick is to help staff make connections between the written policies and procedures and their application to the work. Think about the content they’re responsible for and categorize them as: need to know and need to do. Be sure to include this in your new hire orientation or implement it whenever things change or are updated. Then, plan to see that it gets done.

Do you have other ideas? Please share them in the comments.

Why Workshops (Alone) Won't Work!

On a recent Saturday morning, I woke up at my usual 6 a.m. and couldn’t fall back asleep. Rather than lay in bed, I decided to get a jump start on the day and get some work done before my girls woke up. A half an hour into writing my training plan, coffee still warm, and with Youtube videos playing in the background, I heard these little feet pitter-patter through the hall headed to what had to be my bedroom. To her surprise, Kailey didn’t find me there but she wasted no time tracking me down in my favorite spot on the couch. The predictable, “Good morning. What are you doing, Mommy?” belted out of her high-pitched mouth and it became clear that her going back to sleep was not going to become a reality any time soon.

I thought it would be a good idea to distract her or at least try to keep her busy for me to wrap up what I was working on, and to keep her from waking her sister. I grabbed one of the new puzzles from the shelf and started to hand it to her. She was excited and interested, but instead of giving it to her to explore, I did what any person well-trained in early childhood education new better than to do: I started lecturing my first grader on how to put together a puzzle with many small pieces. Step by step, I told her how to look at the pictures and match the same colors; put all of the straight edges together; fill in the middle; so on and so forth. My ultimate goal was to be very clear about all of the instructions so that she would follow the directions and let me get back to my work…because at six, she should be able to handle a 75-piece puzzle on her own, right?

Just imagine for a moment how this scenario went. You guessed it, she did the exact opposite of what I thought I had thoroughly explained. She looked at the puzzle, dumped the pieces on the floor, and looked at me with a straight face and said, “um, I need help, please.” Take a deep breath, she’s got this. She doesn’t really need help. She’s put together many puzzles and this one is no more difficult than any she’s done before. It’ll be easy, match the pink corners, straight edges, connect the middle. Exhale. After about five minutes of trying to reassure her she could do it (by herself), she finally decided to give it a try. I returned to my work for ten minutes only to look up and discover that although she had connected quite a few pieces, the picture wasn’t right. I had just spent minutes explaining what she needed to do only to have to come back and demonstrate it and coach her through it. What a waste of time! She still needed me to show her as she worked on the puzzle.

That’s when it hit me! I was writing a workshop plan for teachers who would leave their classroom, attend the training to “receive information,” and then go back to their schools to figure out how to put the pieces together. We were doing it all wrong! In this moment, I realized why workshops alone don’t work. Here are a few takeaways and suggestions for how to make it work:

1.       Out of context, the information doesn’t make as much sense. Imagine if I had given the exact same instructions while she had the puzzle in front of her. She could have started to apply them, and once she got the hang of it, wouldn’t have needed me anymore. Here’s what to do instead: provide in the moment coaching and training and allow teachers to do as they learn. The connections happen much faster and scaffolding becomes much more meaningful.

2.       You can’t guarantee the material will be applicable to the work setting. The instructions I gave were based on my own experiences in completing puzzles and my approach to the process, but I didn’t factor in things that didn’t apply. I insisted that she use the image on the picture and copy it, but it wasn’t until the end that I realized that she was never going to be able to do that. The two pictures just didn’t match! Ask questions about the tasks that are suggested and find out if they’re even feasible. Have an alternative method just in case.

3.       Hands-on training may save more time thank you think. If I had only let her put together the puzzle as I explained it to her, the process would have been much smoother. There is great value in modeling your expectations and working together. What’s the saying? “Tell me and I forget; teach me and I remember, involve me and I learn.” Yep, the concept totally applies here.

I know what you’re thinking, this won’t always work and you have to send teachers to workshops. When you do, just have a plan to support them in implementing what they learn. Hopefully it won’t be as painful as the puzzle situation I had with my daughter, but I’m sure there’s a way you can make it work.

Need help with your plan? Click here to schedule a discovery call.

Before You Make a Change, Consider this!

I’ve been growing a plant in the office at work for a few months and it began to outgrow its original pot. Not that I’m a green thumb or anything, but I watched my grandmother care for plants my whole life so, if nothing else, I knew it was time for a new pot. After weeks of procrastinating, I finally bought a pot big enough. However, it wasn’t as simple as changing the environment if I wanted to keep that plant alive-- I soon discovered new issues.

My new dilemma was that the pot was now big enough, but the amount of soil was no longer sufficient to supply my plant with the nutrients it needed. Its new environment lacked necessary resources to sustain the growth that was in progress, so you can imagine what I had to do next—get more dirt! Going through this process with a plant made me wonder how this shows up in our classrooms and early childhood programs on a regular basis.

As leaders, we will change our expectations for teachers (e.g., curriculum, assessment, planning time, engaging with families, etc.), but we don’t always provide them will all of the tools and support they need to accomplish the new goal. We think that simply providing new materials or relating the expectation is enough, but it’s not. When you change one part of a system, you have to consider how it impacts others. The truth is…sometimes, we don’t adjust our expectations to factor in reality. To help alleviate frustration for both you and the teachers, here are some things you should consider before making changes in your program:

1.       Does the teacher already have the knowledge, skills, and experience needed to successfully carry out this new task?

2.       Will the necessary tools and resources be available when they need them (e.g., training, technical support, materials)?

3.       How will this change impact their current routine, and what adjustments will they have to make?

4.       What will I need to do to help facilitate the implementation of the new change?

I think it’s safe to say that if you can answer each of these questions, then your new change may be ready to go. If not, it may be a great idea to slow down and spend a little more time planning, or even solicit the teachers’ input to help navigate it. Change is inevitable, and all changes won’t be easy, but we can do our part to show that it’s a shared effort and we’re all in it together.

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Spring Cleaning in Your ECE Program

If you’re like me, I’m sure you grew up doing some form of spring cleaning at home (I'm actually in the process of tidying up now). As we’re preparing to shift seasons, cleaning and organizing doesn’t just apply to the home, but also to your early childhood program.
 
Spring is a great time to pause and reflect on some areas that may need to be "cleaned" up. Although systems may be in place to keep these tasks on track on a regular basis, the reality is that life happens so check-ins are necessary. Have you even thought about it yet, or are you wondering where to start? Well here are four areas you should be sure to look into sometime soon:
 
1. Children's files: touch base with parents to ensure that medical and emergency contact information is up to date. Allergy season will be here soon and regular outdoor play may start bringing in more incident reports (fingers crossed this won’t happen, but just in case). Make sure you can reach parents when you need to.
 
2. Personnel files: now's a great time to check-in on professional development goals and certifications/credentials pending expiration as your school/fiscal year may soon be ending. There's still time to make arrangements for training and/or renewals to avoid the year-end panic for meeting deadlines.
 
3. Facility/classroom records: double check that files are updated, organized, and stored properly. I had a bad habit of placing drill logs and student observations in the back of a binder until I needed them and the process always ended in a mess! Go ahead and file them properly to ensure nothing has been missed or misplaced.
 
4. Inventory: find out what classroom and program materials have been depleted or are no longer in working condition. Make a plan to discard and replace them to keep your classrooms running smoothly.

What happens when spring is over? Double-check that you have systems in place to track these tasks regularly and schedule checkpoints with to-do lists that will ensure things stay on track.

I’d love to know what’s on your spring cleaning to-do list; share with us in the comments below.  

Four Ways to Be a Better B.O.S.S.

My first experience as a leader was really all about wanting to be a “boss.” I simply wanted authority and the opportunity to tell others what to do. Needless to say, that didn’t go well nor did it last long. Over time, I learned to focus on building relationships and gaining influence with those I was responsible for, and that led to them welcoming my thoughts and allowing me to serve them. After taking a break from my supervisory roles, four years later, I find myself back “in charge” of others. Here are four things I’m pursuing this time around that may also work for you in your childcare program:

1.       Be Present- when engaging with teachers, give them your undivided attention. Dedicate time to spend in the classrooms, meet with them individually and in small teams. Hear their thoughts and ideas, and make an effort to see their perspective. Try not to dwell on the past or obsess over plans for the future; instead, focus on the here and now and what you can do in the moment to make progress for your program.

2.       Offer Optimism- You have to set the tone for positive energy. Be mindful of your thoughts and conversations when speaking with and about teachers. Reframe negative comments and provide positive remarks instead. As much as possible, think about what you can say “yes” to. Some of my leadership training has taught me all about learning to say “no,” but find ways to encourage and empower your team with small gestures that encourage and affirm their ideas.

3.       Provide Support- encourage your teachers when times get rough, and cheer them on when things go well. Solicit their ideas to challenging tasks and work with them to develop solutions. Consider mistakes teachable moments and use them as opportunities to provide training and guidance for improvement. Be a resource for your team; that doesn’t mean you have to be the “go-to” for everything, but that you can point them on the right path to seeking their own solutions.

4.       Implement a Strategy- develop systems that will set your team up for success. Revisit your mission and develop clear goals for working toward it this year. Train and orient your new staff and help them find their place in your program. Approach professional development with a wide-eye view for all staff and individually for each teacher. Complete self-assessments to identify your strengths and weaknesses and develop a plan for improvement that supports the success of the whole program.

I’m sure you’d agree that this is easier said or done. No worries, we can take some of the guess-work out of the implementation. Download this BOSS BINGO sheet for some ideas on how to take your leadership to the next level.

Top 5 Things I Wish I had known as an Early Childhood Program Director

Author Flora Q. Gomez

I often think about my time working as a director in an early childhood program and wonder how different things would have been if I had known then, what I know now. As time passes and I gain new experiences and insights on leadership in early childhood education, I frequently ask myself what I would do differently if I could relive that period of time. In my reflection, I have realized that my conclusions are usually from my own point of view. Recognizing that the experience I had as a program administrator affected so many, I thought it would be more interesting to learn what my team would like for me to have known.

In a series of conversations with teachers I have worked with in the past, here are five common themes I discovered that the teachers wanted me and other directors to know:

1.       Relationships matter!

As the old saying goes, “people don’t care how much you know, until they know how much you care.” Directors come with education, experience, and skill sets needed to get the job done. What tends to get in the way is the neglect to build relationships with the people in the program; primarily teachers, parents, and children. As a leader, it is important to build strong individual relationships with those in your program and just as important to foster relationships between them. 

2.       Don’t assume that teachers know how to meet YOUR expectations.

Teachers also come to the table with a wealth of knowledge and experience and it can easily be assumed that they know how to fulfill the expectations of your program. Not necessarily! Each program has its own culture and way of operating that may be unlike what teachers have done in the past. Some concepts and ideas in the field are universal, but the way they are carried out can be very different. Take the time to train teachers in the way you want things done.

3.       Building a community of collaboration means everyone wins.

The early childhood program often involves very specific tasks to be done by specific people; however, there is still an opportunity to establish collaboration as opposed to working as separate entities. Create an environment where communication is frequent and information is shared between teams. Some roles and responsibilities may overlap, and even if they don’t, staff should be aware of how they can support others while still fulfilling the obligation of their own jobs.

4.       Involve those involved.

When possible, involve those impacted by change in the decision-making process. While it is not feasible to seek suggestions and input for every program decision that needs to be made, allow staff, parents, and children an opportunity to be included as much as possible. Solicit their suggestions and feedback and incorporate their ideas. This validates their place in the program and relieves you, the director, from carrying too much weight on your own.

5.       Don’t take the job too seriously.

Sometimes, it is perfectly acceptable to leave the pile of papers on the desk to go and enjoy the scented play dough and bubbles in the toddler classroom or even a prank, or two, with the teachers! Directors can become so overwhelmed with the business of running a center that little time is taken to have fun on the job. Find opportunities to participate in early childhood activities you love with the children and teachers in your program, and all of your hard work will be that much more rewarding.

Original post published by the McCormick Center for Early Childhood Leadership July 5, 2017.