2.  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.  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 with out directions  It may have to do with cognitive style, cultural background, personality, or other factors  Supervisors need flexibility when working with caregivers

4.  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.  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.  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.  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.  Supervisors are always expected to be calm and cool  This myth can create a sense of fear to lose power

10.  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 3 years  School age child care – ages 5 to 11years. The program provides before and after school day for children of working parents

11.  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

12.  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

13.  Morning and afternoon program  Ages 3 to 5

14.  Associated with a high school, vocational school, college, or university  Place for students to observe and practice working with children

15.  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

16.  Can be part of day care programs, private programs, or elementary schools  Can be half-day or full-day program

18. Curriculum Development  Center director works with qualified staff to develop an appropriate curriculum and ensure that it complies with state and federal requirements.

19. 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

20. 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

21.  Director is also responsible for maintaining his/her own qualifications

22. 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.

23. Financial Responsibilities  Director develops budget  Director develops the marketing plan for the center, developing public relations

24.  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

25.  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

26.  Attends in-service and staff meetings  Supervises assistants, aides and volunteers in the classroom.  Meets all applicable licensing regulations

27.  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

28.  Maintains a safe and healthy environment  Inspects and replaces damaged or lost materials  Attends in-service and staff meetings

30. Mentor Role: Guiding, Facilitating Supervisor Role: Evaluating, Hiring, Firing Both Roles: Modeling ethical and effective practice

31. Definitions of Relationship-based professional development terms

32.  A respected, experienced person who supports and nurtures the growth of someone who is less experienced

33.  A person with specific expertise or skill who helps identify and develop skill in another (literacy skills, handling behavior)

34.  A person who facilitates the resolution of specific work-related issues involving people or programs (health and safety, staff relationships)