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Myth About Supervision

Myth About Supervision. Almost Anyone Can Be An Early Childhood Supervisor. This kind of thinking based on a lack of knowledge about the process of working with adults and about the needs of young children Supervisors in early childhood programs has more than one role

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Myth About Supervision

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  1. Myth About Supervision

  2. Almost Anyone Can Be An Early Childhood Supervisor • This kind of thinking based on a lack of knowledge about the process of working with adults and about the needs of young children • Supervisors in early childhood programs has more than one role • They are responsible for working with all types of people • Quality supervision of staff members has positive effects on children

  3. There is One Best Supervisory Approach to Use With Everyone: • Caregivers are unique and have different needs and different learning styles • Therefore requires various supervisory strategies to work with supervisee • Some supervisees need direct guidance and others initiate to do what needs to be done without directions • It may have to do with cognitive style, cultural background, personality, or other factors • Supervisors need flexibility when working with caregivers

  4. Supervisors Have All the Answers • Puts pressure on supervisors • Supervisors are humans. They have strengths and limitations • Supervisors develop solutions to the problems with supervisees instead of giving direct answers • This approach encourages supervisees become independent

  5. Direct Confrontation With Staff is Nonsupportive • Confronting with supervisees indirectly – sometimes supervisees do not hear the message or do hear the message but choose to ignore it • Direct approach: stating a problem openly allows the issue to be acknowledged and deal with; supervisees want to know what they are doing right or wrong. This approach prevents problems from deepening

  6. Skilled Supervisors Never Engage in Manipulation • Some supervisors control staff members to feel more powerful. They make major decisions without considering their staff to voice their opinions, feelings or ideas about an issue • Praise might be considered manipulative in some situations, but such techniques help staff to build self-confidence

  7. Good Teachers Do Not Need Supervision • May diminish team spirit among staff members • Excellent staff may feel neglected • Effective teachers require supervision. They need to be acknowledged about their work • Effective teachers value constructive feedback

  8. Supervision is an Objective Process • Supervisors have their own goals, philosophy, and values, which they would like to see reflected in their programs • Not all staff members think the way their supervisor thinks • Evaluating staff is judgmental/subjective process • Supervisors are qualified to judge because of their expertise

  9. Supervisors Are Always Calm • Supervisors are always expected to be calm and cool • This myth can create a sense of fear to lose power

  10. Early Childhood Programs

  11. Center-Based child Care • Available year round for 8 or more hours a day while parents are working or in school • Centers that serve low-income families are state/federal funded • Small, individually owned centers are usually for-profit • Infant and Toddler Care – ages 6 weeks to 3years • School age child care – ages 5 to 11years. The program provides before and after school day for children of working parents

  12. Family Child Care • Child care in provider’s home • 12 hours a day and 5 or more days a week • Group size up to 12 children ages from infancy to school age

  13. Head Start Program • Federally funded program • Provides services for low-income families • At least 10% must be children with disabilities who receive individualized special services • Emphasis on education, physical and mental health, nutrition, parental involvement • Staff receives ongoing trainings

  14. Half-Day Program • Morning and afternoon program • Ages 3 to 5

  15. Laboratory Schools • Associated with a high school, vocational school, college, or university • Place for students to observe and practice working with children

  16. Prekindergarten • Can be part of day care programs, private programs, or elementary schools • Universal preschool – program for low income, at risk, migrant and bilingual children • New term – transitional kindergarten

  17. Kindergarten • Can be part of day care programs, private programs, or elementary schools • Can be half-day or full-day program

  18. Supervisors and Staff:Roles and Responsibilities

  19. Program Director Curriculum Development • Center director works with qualified staff to develop an appropriate curriculum and ensure that it complies with state and federal requirements.

  20. Program Director (Cont.) Facilities Management • Directors make sure that the physical center facilities comply with local, state and federal laws, and are a safe and appropriate environment for children. • Director evaluates and purchases equipment and supplies for the center

  21. Program Director (Cont.) Staffing Management • Developing job descriptions, interviewing candidates, maintaining staff development and education and, if necessary, managing disciplinary processes. • The director ensures that all staff meets the requirements for their jobs

  22. Program Director (Cont.) • Director is also responsible for maintaining his/her own qualifications

  23. Program Director (Cont.) Parental Communication and Involvement • The director is managing communication with parents and the community. • The director develops policies for the school and communicates the policies to parents. • Meets with parents to determine whether the school is a good fit for the family.

  24. Program Director (Cont.) Financial Responsibilities • Director develops budget • Director develops the marketing plan for the center, developing public relations

  25. Head Teacher • Might supervise several classrooms • Works directly with children • Meets the emotional, social, physical and cognitive needs of each child • Encourages assistants to contribute to curriculum planning • Completes bi-annual assessment of children's development

  26. Head Teacher (cont.) • Reports progress of children to parents in bi-annual reports and through parent-teacher conferences • Maintains daily open communication with parents • Reports any suspect abuse to supervisor • Maintains a safe and healthy environment

  27. Head Teacher (cont.) • Attends in-service and staff meetings • Supervises assistants, aides and volunteers in the classroom. • Meets all applicable licensing regulations

  28. Teacher Assistant • Provides input for bi-annual assessment of children's development • Maintains daily open communication with parents • Maintains anecdotal records • Reports any suspect abuse to supervisor • Arranges a classroom environment in accordance to program goals and philosophy

  29. Teacher Assistant (cont.) • Maintains a safe and healthy environment • Inspects and replaces damaged or lost materials • Attends in-service and staff meetings

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