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Where you lead, I will Follow: The Impact of Director Leadership on Overall Center Quality NYSAEYC 2005 Annual Conference Rochester, NY Saturday, April.

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Presentation on theme: "Where you lead, I will Follow: The Impact of Director Leadership on Overall Center Quality NYSAEYC 2005 Annual Conference Rochester, NY Saturday, April."— Presentation transcript:

1 Where you lead, I will Follow: The Impact of Director Leadership on Overall Center Quality NYSAEYC 2005 Annual Conference Rochester, NY Saturday, April 13, 2005

2 For these slides, go to:

3 Agenda Leadership components 2003/2004 Quality Study Study of early care centers, teachers and directors Director characteristics linked to quality Implications for programs and directors of early care facilities and regulation

4 Program Leadership Directors are either beacons or icebergs Directors mentor and nurture or restrict and confine Directors provide vision and consistency or contribute to chaos Directors make a difference

5 So, what are the components of leadership? Communicate a vision Mentorship Knowledge base Teamwork Organization Passion Advocacy Decision-making Shared responsibility Communicate with all constituents

6 The Research Study 587 early care and education settings in Delaware ALL types (Head Start, part-day, family child care, center-based, school-age) Purpose: To determine the baseline quality in the state prior to regulation changes Measured: characteristics, demographics, fees, job perception, quality, child-teacher interactions For the executive summary, go to:

7 Director Study 2004 104 programs composed of 451 groups (classrooms) in Delaware 23 Head Start programs 21 part-day programs (preschools) 60 full-day child care centers All programs had four or more groups (classrooms) Over 876 staff members (i.e., teachers and teacher assistants)

8 A little bit about Delaware We’re rural, no, we’re urban, no we’re suburban In reality, the state is much like New York— all of the above Ethnicity: 20% African American 67% white 6% Hispanic 4% Asian American 2% Native American 11% of the families are living in poverty 18% of children are living in poverty

9 Dela—where?

10 What we know about Directors Wanted to discover: What was their background? What was their training and education? How did they see their programs? What was important to them? What type of programs did they operate?

11 Directors’ Educational Backgrounds (n=101) Education LevelPercentageNumber Master’s Degree12.9%13 Bachelor’s Degree49.4%50 Associate’s Degree19.8%20 DE First Core Training5.0%5 Child Development Associate (CDA) 3.0%3 High School Degree9.9%10

12 Focus of Post-secondary Degrees (n=73) Area of StudyPercentageNumber Early Childhood Education or Child Development 57.5%42 Related Field (e.g., nursing, elementary education) 24.6%18 Unrelated Field (e.g., English, Secondary Education) 17.9%13

13 Directors’ Program Management Experience (n=102) Management Area of TrainingPercentageNumber Staff Supervision76.5%78 Financial Management45.1%46 Working with Children with Disabilities/Risks 35.3%36

14 Directors’ Experience with Training (n=99) Training AreaPercentageNumber Child Development96.0%95 Curriculum Planning96.0%95 Working with Families83.1%79 Promoting Language80.0%76 Promoting Literacy71.6%68 Working w/ Infants & Toddlers45.3%43 Working w/ school-agers51.6%49

15 Directors’ Experience with Training (n=99) (continued) Training AreaPercentageNumber Children’s Health and Nutrition85.3%81 Safety and First Aid95.8%91 Behavior Management90.5%86 Teamwork75.8%72 Physical Plant Operations56.8%54

16 Directors’ Age (n=88) Program TypeAverageRangeSDN Child Care4526-596.7750 Head Start4832-665.8319 Part-Day4740-665.4419 Total4626-666.1288

17 Directors’ Annual Salaries (n=83) Program TypeAverageRangeSDN Child Care$30,699$11,000 to $60,000 $10,11048 Head Start$28,518$12,400 to $47,000 $10,22618 Part-Day$29,878$3,600 to $86,000 $24,18417 Total$30,058$3,600 to $86,000 $13,97983

18 Directors’ Salaries (n=83)

19 Directors’ Use of Technical Assistance Program TypeYesNoTotal Child Care46 (78.0%) 13 (22.0%) 59 Head Start19 (90.5%) 2 (9.5%) 21 Part-day16 (88.9%) 2 (11.1%) 18 Total81 (82.7%) 17 (17.3%) 98

20 Program Funding Sources (n=97) Funding SourcesPercentageNumber Fee for service100%97 Child Care Subsidy Funds57.7%56 Grants50.5%48 Private donations36.1%35 Foundations13.4%13

21 Handbooks (n=101) TypePercentageNumber Parent Handbook 98.1%99 Staff Handbook93.1%94 Program Policies53.5%54

22 Program Purpose (n=103) Percentage Provide a warm and loving environment99.4% Provide for care so parents can work67.3% Prepare children for school82.0% Provide compensatory help for children at-risk 40.0% Teach children appreciation of cultures75.1% Promote children’s overall development99.4% Provide religious instruction23.3%

23 Overall quality When we look at overall program quality, what does it look like? Safety and health Furnishings and space arrangement Teacher-child Interactions Curriculum (literacy, social, aesthetics, physical) Program operations Family-program relations Staff relations

24 Quality Profile of Center-Based Programs Serving Infants and Toddlers 21.3% N=24 53.1% N=60 25.7% N=29 8.8% N=10 20.4% N=23 70.8% N=80 33.6% N=38 32.7% N=37 33.6% N=38 8.0% N=9 46.0% N=52 46.0% N=52 47.8% N=54 38.1% N=43 14.2% N=16 23.9% N=27 50.4% N=57 25.7% N=29 29.6% N=29 50.0% N=49 20.4% N=20 Figure Legend = rating of “poor”= rating of “mediocre”= rating of “good”

25 Quality Profile of Center-Based Programs Serving 3 to 5-year-olds 38.6% N=64 48.2% N=80 13.3% N=22 26.5% N=44 42.8% N=71 30.7% N=51 37.6% N=62 42.4% N=70 20.0% N=33 9.7% N=16 47.9% N=79 42.4% N=70 59.4% N=98 20.0% N=33 20.6% N=34 43.9% N=72 34.8% N=57 21.3% N=35 45.5% N=60 42.4% N=56 12.1% N=16 Figure Legend = rating of “poor”= rating of “mediocre”= rating of “good”

26 What is the impact of Directors? Separate the 104 programs (451 groups) into those with consistent quality and those with inconsistent quality Consistent Quality: Those programs whose groups were within one level of each other (e.g., three “good” and one “mediocre”) Inconsistent Quality: Those programs whose groups had a quality difference of more than one level (e.g., two “good,” one “mediocre,” and one “poor”)

27 Types of Programs DefinitionNumber Consistent—good Majority “good;” others “mediocre” 17 Consistent--mediocre Majority “mediocre;” Others either “good” or “poor” 49 Inconsistent—good Majority “good;” at least one other “poor” 27 Inconsistent--poor Majority “poor;” at least one other “good” 11

28 What makes programs consistent? What makes programs consistently “good” or “poor?” What are the factors that make program quality inconsistent?

29 Three major components contribute to program quality consistency Resources (money) Contributed to the quality of space, materials, curriculum and program operations Teacher education Contributed to interactions, curriculum, and program operations Directors

30 Directors’ Contribution to Program Consistency Materials Curriculum Program Operations Health and Safety Child-teacher interactions Family-program interactions Staff interactions

31 As a group, strong directors could override the impact of… Staff with less education in child development and early childhood education Lower paid staff Moderate financial resources Since sources of funding And were able to keep quality consistent from classroom to classroom.

32 As a group, weak directors… had inconsistent quality from group to group had centers that were financially in trouble had higher rates of turn- over in staff had vacancies and opening in their programs

33 Director Characteristics Linked with Leadership Education level Overall education level Specific education Early childhood curriculum Child development core knowledge Management and fiscal knowledge Experience Age Ability to secure funding from other sources

34 Characteristics of Strong Directors They have a bachelors degree or higher in early childhood education or child development They have training in financial management They are able to secure outside sources of funding They are 40-60 years of age They have at least 10 years experience in the field of early care They are able to communicate to boards, parents, and staff well They seem themselves as mentors They take leadership responsibilities in the field

35 So, what are the implications?

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