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.