 When working with children, staff learns to communicate with a variety of people for different purposes:  Building relationships with colleagues  Plan curriculum with the staff members to support children’s learning  Participate in the supervisory process with head teachers or directors  Communicating with parents about child development  Interact with professionals (doctors, social workers, psychologists) Learning to Communicate Effectively

 Beginner teachers need time to become more confident in the work setting:  Communicating with parents  Leading group time  Less depended on the supervisor  Experience, staff development, and training can have an exciting effect on the self-confidence of caregivers Becoming a Self- Confident Teacher

 Working with children overtime, deepens caregivers understanding of child development:  Milestones of development  Address important problems that children face (delays in language or child abuse) Understanding Children

 While working with children and interacting with parents and other professionals, supervisees reflect about their own growth and development:  Some change their own attitudes toward learning and disciplining children  Attend workshops and complete college courses  Having support from a supervisor, stimulates the staff to think what they need to do to improve Understanding Oneself

  Respect and appreciate other cultures  Value other human being in their daily work  Attend trainings to learn appreciate the cultural and ethnic differences and better communicate with parents Respecting Others

  Increase staff competence  Broaden their roles and responsibilities based on their personal interests (playground or classroom design or child advocacy work)  Staff who work in the nurturing and stimulated environments, remain in their jobs despite the low pay Gaining Satisfaction and Stimulation from Professional Growth

 With experience, teachers tend to develop strong points of view about how children learn best:  How children should be handled  How a play area should be designed  How children learn best Building a Philosophy of Learning

  Part-time volunteers do not expect to be trained, observed, or evaluated  Full-time staff have high expectations for supervisors and can be critical when acceptable supervision is not provided  Staff value a supervisor who is willing to spend time with them, to listen to their thoughts, feelings, and concerns Valuing Good Supervision

  Staff appreciate constructive criticism  Staff appreciate supervisors who engage them in group problem-solving activities, seek their input in decision making

 When a problem arise with the supervisee, consider his/her developmental level to determine the most appropriate supervisory strategy. In case of a 66-year- old who is great with children, except in areas of discipline. The Developmental Dynamic at Work

  Meet with the supervisee  Make her feel special person and recognize the good work she has been doing  Going over routines and clarifying her role working with children  Immediately address the issue  Take time to observe the supervisee in the classroom The Supervisory Plan

  Hold individual conferences with the person on a regular basis to get to know him/her  Provide feedback to him/her from observations to begin to reflect on her behavior in disciplining children  Provide monthly training sessions with others to deal with child care techniques and provide them with opportunities to share their thoughts  Invite this person to staff meetings so she/he feel part of the program and learn from the staff

 Clinical supervision is an ongoing professional development of staff members Stage 1: Pre-observation Conference  Opportunity to begin to establish positive working relationships with each other  Discuss concerns  Review activity plans for children  Make plans for observations and establish a time for the post-observation conference The Five Stages of Clinical Supervision

 Stage 2: Observation  Supervisor or peer may observe teachers at work during formal/informal lessons with children  To link between the plans made during stage 1 and actual practice

 Stage 3: Analysis and Strategy  Give immediate feedback  Observed events are analyzed in terms of concerns and strategies are formulated

 Stage 4: Supervision Conference  Discuss strategies for improvement  Offer specific help  Plan for the next observation

 Stage 5: Post conference Analysis  Self-improvement for supervisors and staff members  Assess the nature of communication during the conference  The role that each individual played  Progress was made on the issues discussed

  Small- and Large-group meetings  Hallway conversations  In-house newsletter  Internal memos   Staff bulletin board  Voic  Text Messaging  Website, Twitter, or Facebook  Daily message log Modes of Communication

  Observe Understand assessment choices  Reflect Make meaning of documentation  Develop Curriculum plan  Apply To teaching strategies  Evaluate Celebrate a project Coaching to Connect Curriculum, Assessment, and Teaching