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.
Hi Yhardsom,
ReplyDeleteYou mention "high quality" when describing an early childhood program. Who defines high quality? Does the director define high quality? the families? the community? the children? What if there are differing definitions of high quality? How might a director bring people together at a site to create a collaborative definition of high quality?
How might Becky and Yolanda define high quality? How might considering the view of high quality by Becky and Yolanda help to define your own definition of high quality as a director?
Jeanne
Hi Som,
ReplyDeleteIt is very easy to say that the better approach in being a director is Yolanda, but how do we know that Yolanda is following her school's mission and philosophy? If you are a great mentor/coach does that mean that you are also balancing the mission of the school? I find myself at times when I am more of a mentor, I stray from the mission of my school. As a director, I get feedback from my board of directors and they can be harsh when it comes to the staff following directions and that's when I move back to the management side of the triangle.
I think that directors would always want to be a "Yolanda", but who praises the directors? Does the board of directors know that they also should be looking at this framework?
Hey Som,
ReplyDeleteYou point out some interesting aspects of both scenarios of the directors. Becky did not interact with teachers, and observe in the classrooms, but had expectations and specific guidelines to follow. How can observation from an outside perspective be useful to teachers in improving their practices and strategies? Your reflections of the reading make me think about the importance of a director being directly involved with the children. I think that it is crucial for a director to be personable and have intimate relationships with families as well. The director I work with is extra busy, teaching college courses too, but she always makes time to check in with families and staff daily, even to make improvements on the environment. Another thing you touch upon is the way Becky implemented using lesson plans and specific forms or guidelines. Is it important for teachers to submit lesson plans? How can directors gauge the competency of the staff? How effective or appropriate is it for schools to all use the same theme?
Hi Yhardsom,
ReplyDeleteIf you were in Juanita's shoes, what would you do to speak up about the concerns that you had in your classroom? What could Becky do to have more of an open relationship with her employees? In a director shoes, how would you handle one of your employees telling you that the themes are not interesting to the children at this time. Would you be more of a director as a leader or a director as a manager? You made some good and interesting points.