What goals, approaches and strategies that leaders should have?

After finished reading 2 different styles of director approach from Becky and Yolanda, I can see the difference in approach each director chose to run their program. As I compare the approaches of the two directors, many questions have come to mind, what kind of directing style works best in running the program? Would managing help the program to reach high quality? Should director be more mindful about coaching and mentoring approach? How can director keep up and balance the components of triangle framework: coaching, mentoring and managing in order to run the program?

In the reading, director Becky seems to be using the managing aspect. I totally understand that the quality of the program needs to be maintained and meet most of the requirements, which Becky tried to keep up with her teachers and that is a good thing. However, the fact that she is not spending much time to observe the teachers and the children in the classroom puzzles me because she did not have much opportunity to understand and see much about the classroom environment, the teacher and the children. I surely do not think that by meeting with the teacher and go over the plan written on a piece of paper is good enough to help to support her as the leader. Although I think it was very nice that Becky shared feedback and praised Juanita, she did not give much opportunity for Juanita to share some ideas and concerns that she had. And that was why she seemed to be struggling with the themes and curriculums. Personally, I think Becky should give teachers time to observe children’s interest before creating classroom themes and plans, or she could have just give teachers the opportunity to adjust or change the themes and curriculums that meet the children’s interest.

In contrast, Yolanda was showing a form of coaching and mentoring. She came in and spent time to observe children interests by documenting and doing assessment, which was very unusual to me because I haven’t seen many director doing that part before. However, I think it was a very good idea because the director will have more opportunity to create classroom environments that suit the children she observed. I think Yolanda had set the foundation of collaborative planning as she offered to find resources and listened to what her staff may have to say and she offered suggestions and expressed her concerns. Personally, I think Yolanda seems to have the understanding and the components that she will best provide for program. She takes an active role of leading, such as offering to search for resources. At the same time, she also allows the teachers to take the lead to adjust some curriculum plans.

In the comparison chart of goals, approaches and strategies, I found myself in both Yolanda and Becky's shoes. I see myself more as part of a team who work together with other teachers and the director just like Yolanda. I find that sharing and consulting gives me a better understanding of children and families. At the same time I also tend to follow the example that was set in the program just like Becky.

As a director, what will be the best fit for mentoring and coaching the teachers in the program?

As the beginning of this chapter said, the director should encourage the staff to do something new without telling them what to do. So I am thinking: What kind of mentoring and coaching strategies that we can use to encourage those staff?

As I look back at the 2 different directors I have been working with recently I feel like my first director never socialized much with the staff. She would always play a very firm role to the staff members, which led me, as a new staff during that time, to feel some distance as I was trying to establish a close relationship with her. On the other hand, something positive came out of it. When she asked staff to do things, such as submitting a document or returning a paper work to her or even when we knew she would come in and observe the environment we would always try our best to complete everything on time or even before due date. Personally, if I did something differently, I was scared to explain why I wasn’t following her request or listening to her which was why I always made sure that I completed everything the way that she wanted. That was my motivating factor. On the down side, I have never talked or shared much with her because I could feel a barrier between our relationship.

My second and recent director presented herself totally opposite of the first one. She is so kind and warm to all of the staff members. When she came in the room she would always said hi, smiled and asked us about our day or even asked if we needed anything or any suggestions that could help to improve our teaching or classroom. She even brought us snacks and baked some cake for us to eat during break time. Furthermore, she would give us cake for our special occasion such as graduation, birthday or even becoming a naturalized citizen as in my case. On the up side I could feel that she have built a strong relationship with the staff. All the staff were happy to see her, talk to her and even share their thoughts and ideas and requests to her because we always knew that she was always there listening to us and making our requests come true if it was possible. We would always have less stress and always came up with new ideas, new request to improve our teaching and classroom. On the down side, I think sometimes because of her kindness and open relationship with the staff members, it may have led to lack of responsibility for some staff. When she requested that the staff submit documents or paperwork not all of the staff submitted them on time and she usually did not ask for it.

Personally, I am still struggle to conclude which of these two styles of mentoring is the best mentoring for our staff as a director. I am thinking that warm, kind and open relationship would be the best fit for mentoring and coaching the teachers but on the other hand I think that sometime we need to play a firm role as well.

What is the most important skill that a leader should have?

As I try to think and consider myself as architect, sculptor, a mediator or a horticulturist and asking myself what kind of skills that I need to learn. Honestly, I have to say, “everything.” It seems very odd but personally, I think by being the architect, sculptor, mediator and horticulturist even though as the director we should not miss any skills that will contribute our program. Even though we already learn and know what should be done but the most important thing is we should be aware of what we might miss and forget. Personally, I think by maintaining high standards and stay on top of every important aspects of the program are crucial and might be the most important goal that every leader in every single career should have. Concentrating on a particular skill is not the key to success. The key to success of the leader is to be rounded how they balance the work equally.

How can we create smooth transition between home and school for children and their families?

Transition and routines during the drop off time are the most important aspect that every teacher should pay most attention t. In the classroom that I work in, there are many types of children and families. By arriving to the classroom in the morning, I can see so many interesting scenes everyday, some are predictable and some are unexpected. For examples, some children just come in and say goodbye to their parents. Some children cry and does not want their parents to leave and some just random depending on their mood for the morning. For the parents, some of them come in and spend time with their children until their children settle down and leave. Some parents are just drop off their children and leave right away because of their busy schedule. Some parents are just want to hang out as much as they can and end up being the one who does not want to leave the classroom. How can we deal with the different types of personality of children and parents? How can we help them get through this morning transition? What kind of strategies or activities that will help with different types of separation anxiety that may happen in many children, and sometimes in parents?

What are the benefits of showing respect to children and their families’ culture and belief?

Making parents and children feel comfortable and welcomed to the classroom environment is the key of developing the sense of belonging to the classroom environment. As we work in Early Childhood Education file, we are there to create a welcoming environment that each child as well as his/her family can become accustom to. At the same time, we need to be mindful about their culture, belief and background. In the story, there was a good reminder for me that respecting children and families culture and beliefs is one of the important aspects in improvement and growth of the children. As we all know that parents and immediate families are the first teachers and the first group of important people in the children’s life. It is very important to do things that benefit and honor the children and their families. Listening and understanding their parents would lead to open discussion and establish relation between teachers and families. At the same time teachers will have more opportunity to find the values out off each family's culture, background and belief which will help us to be able to adapt some of that culture beliefs or any suggestions to the classroom environment or activities because this is another way trust is established between teachers and parents.

How can we as the directors create a sense of warmth and welcome to children and their family in the program?

          As I looked back to the programs that I have been working, visiting or volunteering I found that most of them stood out and are well known for their philosophy and mission. As a least experienced assistance teacher, I would always wonder how the contributors or directors of the childcare program or preschool create their philosophy and mission. Did they create it based on what topical childcare program should have? Did they just create it based on their personal experience? Did they just create it by the beliefs and understanding of majority of people in their society? Did they just create it by what they have experienced and learned from the Early Childhood Education classes.

          As we all see in the examples in this chapter there are so many ways to create a program that incooperate family as the other important aspect of children’s development. By including family as part of the day, making them feel warm and welcome just as we would with their children will create a huge different atmosphere for children and families because families will feel more sense of belonging in the classroom. This will establish their comfort zones and a sense of trust to families when they leave their children in our hands and able to share deeper thoughts and problems between teacher and families.

         What is the best quality to implement in our program vision? Which vision will promote our program?