As a director, what takes priority?

I have seemed to gain a deeper appreciation for my director at the preschool. It's not everyday that I take the time  to reflect on others, and the responsibilities and stresses they face daily. I have always known that the role of a director was important; filled with meetings, travel, phone calls, and much more. This chapter touched quite a bit on finding balance as a director.  This chapter pretty much defined balance as having mental and psychological stability, and remaining calm and harmonious when faced with opposition or other influences. I would consider this the definition of the director of our program. Every time I see my director, she is calm, cool, and collected. She always has her planner on hand (filled with writing), she gleams with positivity, and appears and communicates in a way which comes across so nonchalant!

The expectation of having a year without a hitch, let alone a day, as an early childhood educational director is unrealistic. I have personally had to make multiple phone calls in one day to my director concerning a pressing issue at the site which needed authoritative direction and decision making. Not only was I depending on my director at that time, but she was also at a meeting in Oahu which was also requiring her attention. Being a director is taking on the role of balancing things as a whole. It is important to address specific issues in a timely manner, as well as train, meet with and update the teaching staff on concerns or upcoming events or issues, etc. The site needs to be looked at as a whole, or a machine; in which all the parts must be in good condition and maintained, so that it may work properly and run smoothly. Sometimes there will be minor leaks (which can be spot fixed) or maybe major breakdowns (which can sometimes be prevented by regular maintenance). But at the end of the day, once on thing is not working properly in the machine, it puts the rest of the machine in jeopardy. This is an example of what I view a program directors' mentality to look like. But when it comes to what to fix first, or put first in the day's to do list, what takes priority? Issues concerning teachers, children, the programs site, meetings, etc.? Should one be viewed as more important than another?

Specific Blog Assignment #1 and #2

Assignment #1
This section of reading got me a bit upset; because it is very true. In the article, it stated that, "If we spoke the bigger truth and acknowledged that most of our programs are mediocre at best, we'd feel like failures... most of us early childhood professionals prefer to confine our sights to what seems possible..."I personally have found this to be true in the little years that I have been studying the field of early childhood education, as well as volunteering, visiting, and/or working in multiple programs. I have visited a few programs where I could immediately tell that they did not have sufficient funds. In other programs, insufficient funding lied beneath the surface. Teachers are forced to look toward and hustle and search within their community in order to make an effort to meet the needs of their program. I have heard teachers have to strategize what they would spend money on, and have to go without things they could really use, and would benefit the children. They also end up having to spend money, out of their own pockets, on things for the classroom and the children. This is not right, and should not be happening, especially with government aided programs. But because politicians are not early childhood educators, the field is overlooked, underestimated, and unappreciated; and in turn, the weight of such a significant part of children's lives are being held up by the shoulders of every hard working teacher in the field of early childhood education. How can we as teachers provide children with the environment and opportunities that we feel is best for them, if we do not have the funds to do so? How much should we compromise and let go before we find ourselves losing hope in our programs success?

Assignment #2

Thankfully, I am currently working in a private program that has a sufficient amount of funds; but like everything in life, nothing is perfect. There are always ways to improve, because an effective early childhood education program involves a lot of aspects. Some of these include teacher professionalism, classroom design and materials, curriculum planning and execution, outdoor equipment, classroom daily schedule, staff scheduling, training, quality interactions, etc. 

After assessing myself from the reading, I decided that my best match from the selections provided is the following: "When I feel something really needs changing, I'm willing to stick my neck out." In my life, I often refer to myself as being "gung-ho." When I'm presented with an idea that I really like, I tend to have the desire to want to jump right in and go for it. Luckily, my self-control usually helps me really consider how my decision will affect me in the future. Every decision has a consequence, whether it be positive or negative. But when I hear about something at the preschool, that I would say, "really hits my buttons," I find that I get worked up inside from trying to resist the urge to say what I feel. But when I do manage to gather my thoughts and develop a comment in my mind, that will efficiently get my feelings across, you better believe I will speak up for what I feel is right. 

When it comes to working in a program, I feel that battles should be chosen wisely. Some things one feel needs change, another may feel otherwise. This is the outcome of teachers differences in personalities, experience, and philosophies of teaching/or education. Because working at a program and running a successful and effective classroom involves partnership, sometimes compromises or conversation are necessary. Conversing with your teaching partner will allow both people the opportunity to hear one another's perspective, and reasoning for why they feel something should be a certain way. Sometimes this is all it takes to make a change. But on the contrary, sometimes things are not work the effort or scuffle. For example, a blue felt board, rather than red because it will look nicer in the classroom... Bottom line, the things that I am willing to stick my neck out for involved issues that will make a difference in the future.  

In our world’s endless reservoir of opinions of what early childhood educator’s primary purpose of work should be, which is the crème de la crème?

What is specifically best for a child is often unknown at a moments glance. As an individual, I  came into the field of early childhood education with one thing on my mind and in my heart- my love for children. It is not until one studies the development and experiences working hands on with children, that they can really hone in on what they "feel" should be the primary purpose of early childhood educator's in relation to the best interest of the children attending preschool, and their futures. 

Now that we are on the subject of children's futures, this is where things become even more complex. In order for a child to grow, they must be given the opportunities to flourish in an environment that supports them. Some Kumu (teachers), view their purpose of being an early childhood educator as the "prep for kindergarden." They may value teaching the "ABC's" more than teaching children social skills. Another Kumu may say, "They have the rest of their lives to learn that stuff," and therefore focus more on social skills, and emotional awareness. 

These are two completely different perspectives, among an array of many others. But which is best? What focus will make the keiki thrive in their future endeavors? 

Because no keiki are the same, and each has their own individual needs, I feel that there is no right answer. Children are guided by not only their kumu, but by their ohana, and community as well. I feel that as early childhood educators, we must stick to our heart's desires, because we cannot be at our full potential as educators, if we are practicing something we do not agree with. So my opinion is that although there is no "right" answer to this question, we as kumu should be true to ourselves, and put our best foot foward to find, or create the program which best fits our feelings of what the focus of early childhood educators should be, so we can work with and support our keiki at our fullest potential.

Course Text

• Carter, M. & Curtis, D. (2010). The Visionary Director. (2nd Edition). St. Paul, MN: Red Leaf Press.