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The Program Administration Scale (PAS) is designed to reliably measure and improve the leadership and management practices of center-based programs--the only instrument of its kind to focus exclusively on organization-wide administrative issues. In the third edition, the authors share updated information supporting the reliability and validity of the instrument and make key revisions based on the recognition of whole leadership as the guiding framework for the effective administration of early childhood centers. In addition, the PAS indicator language was reviewed from a racial equity and social justice perspective. This edition reflects feedback provided by practitioners from across the country who have used the PAS for program self-improvement, research, training, college instruction, accreditation facilitation, quality monitoring, mentoring, coaching, organizational consulting, and policymaking. Using a 7-point rating scale (inadequate to excellent), this easy-to-use instrument assesses 25 items grouped into 9 categories: human resources, personnel cost and allocation, operations, screening and assessment, fiscal management, organizational growth and development, family and community partnerships, relational leadership, and staff qualifications. Book Features: Measures whole leadership, recognizing the interdependent nature of administrative leadership, pedagogical leadership, and leadership essentials. Places a greater emphasis on administrative practices that support inclusion, equity, and cultural and linguistic diversity. Emphasizes leadership routines that provide opportunities for shared decision-making and distributed leadership among staff. Demonstrates a positive relationship between the quality of administrative practices and the quality of early childhood classroom environments. Responds to the workforce crisis with supports that promote teacher leadership, enhance career development, and protect time for reflection, planning, and peer learning.
Ready or Not made its mark in 2007 by boldly calling for a field-wide response to the question: “What defines and bounds early care and education as a field of practice?” A dozen years later, this question remains pivotal to the field’s understanding of its present and its aspirations for the future. In this updated and expanded edition, Goffin and Washington reunite to examine the major issues that must still be addressed if children are to be given more and better opportunities. This second edition will help everyone whose work impacts the ECE workforce, including those working directly with children, to deepen their commitment to adaptive and systems work and to develop the leadership capacity needed to become change agents. Ready or not, early childhood education needs to tackle its adaptive challenges. Nothing less will enable it to shift the field’s developmental trajectory, fulfill its potential, and satisfy its obligations to children, families, and society. “The second edition of Ready or Not is a reflective self-examination of the field of early care and education. It is a must-read book.” —Marquita Furness Davis, Bill & Melinda Gates Foundation “Goffin and Washington boldly identify the barriers and opportunities we face.” —Anne Douglass, University of Massachusetts Boston “A must-read for those that are invested in early care and education.” —Tracy Ehlert, State Representative for Iowa House District 70, Cedar Rapids, IA “A must-read for everyone who is committed to the field’s success.” —Ariel Ford, Office of Early Learning, City of Chattanooga
Guides directors through the steps to build respectful, welcoming relationships with families and staff.
Create a larger vision in your child care program and perform your job as a center director with motivation and creativity. Early childhood leaders Deb Curtis, Margie Carter, and Luz Casio provide inspiration and support in this newly updated edition of The Visionary Director. The third edition reflects new requirements and initiatives in early childhood programs adds QR Code access links with short video stories and print resources that further illuminate the ideas under consideration has a stronger focus on creating an organizational culture that is shaped by more diverse perspectives with an anti-racist, anti-bias, equity lens updates content to address current early childhood education trends and leadership for an expanded definition of quality Find a concrete framework for approaching and organizing your work, as well as principles, strategies, and self-directed activities to support your vision for building a strong learning community for your staff and the young children in their care.
What are the components of high-quality care for school-age children? How can we tell the quality of care that is being provided on a daily basis? These are the challenges facing caregivers and parents as increasing numbers of school-age children are enrolled in before- and after-school programs. SACERS provides an easy to use resource for defining high-quality care and assessing levels of quality in child care programs offered by schools and other organizations. It consists of 49 items, organized under seven categories: Space and Furnishings; Health and Safety; Activities; Interactions; Program Structure; Staff Development: and Supplementary Items (for children with special needs). Full instructions for using the scale, a training guide, and notes clarifying selected items are included. In addition, one blank score sheet is provided in the center of each book. Packages of 30 score sheets may be ordered separately.
The field of early childhood, after school and youth programming is increasingly dynamic and requires managers and leaders who can continually assess and grow their own knowledge, skills and dispositions to stay responsive to ever-changing needs and expectations in their position. The goal of this book is to describe the many facets of the role of the administrator and the knowledge, skills and dispositions needed to be successful managers and leaders. We recognize that wherever an administrator may begin to look at this role, there are multiple layers to every aspect, leading to a role that can be overwhelming. These 4 core areas with 14 competencies and 126 indicators provide a framework that makes the role of an administrator accessible. Therefore, we've designed a self-assessment tool managers and leaders can use to assess their own skill level from beginner to expert for the indicators listed under each of the fourteen competencies. The book includes a template for administrators to create an action plan with specific next steps outlined to increase his/her skill level. Program quality improvement begins with the administrator making a plan for self-improvement through intentional professional development opportunities.
This second edition of Parent-Friendly Early Learning brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent-provider relationships into partnerships? Learn how to improve parent-teacher communication, deal with family issues and special complications, and how to work with the modern family. Julie Powers has worked with children, families, educators, and communities for over forty years. She started preschool programs at the Dodge Nature Center in St. Paul, Minnesota, an inclusion-based program for Catalina Foothills School District in Tucson, Arizona, and was a consultant for the Air Force Child Development Centers. She has taught at colleges across the country and is currently an associate professor of early childhood education at University of Hawaii Maui College.
For today’s early childhood educator, change is a non-negotiable reality. While the size, force, and direction of change can often seem overwhelming, this book shows the way toward overcoming these gigantic odds or “Goliaths.” The New Early Childhood Professional recounts some of the heroic stories and strategic approaches used by early childhood educators who participated in the CAYL Institute Fellowship programs. The authors share a specific framework with concrete steps to help educators become positive change makers in the field of early care and education. Complete with resources, tools, and questions for reflection, this handbook takes readers through four progressive paths toward becoming an architect of change: Analysis—When confronting seemingly insurmountable situations, instead of being overwhelmed, think and reflect about the situation and discover hidden insights. Advance—Better understand the nature of problems while also strengthening your vision and identity through planning and preparation. Act—Begin with everyday challenges and use what you know from every situation, in every interaction with a child, parent, peer, or administrator. Accelerate—Focus on what you want to change, gather allies, document, and communicate. “A talented leader is required to pull all the building blocks of quality together into a harmonious community. For this reason, The New Early Childhood Professional is a vital resource for both new and experienced early childhood leaders. . . . Readers, be prepared to be jolted out of your comfort zone. This book will challenge, inform, provoke, and inspire you.” —From the Foreword by Roger and Bonnie Neugebauer, publishers of Exchange Magazine “In this book, Washington, Gadson, and Amel lay out a proven, intentional, strategic, and clear approach to effect change collectively and individually. A definite must-read.” —Marta T. Rosa, Senior Executive Director, Department of Government and External Affairs, and Community Impact/Chief Diversity Officer “At a pivotal moment in early childhood education, the authors give us the tools to become agents of change on behalf of young children. This highly readable discussion leaves us with no more excuses.” —Jacqueline Jones, executive director of the Foundation for Child Development in New York
The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure
This comprehensive text presents up-to-date research and “how to’s” for those enrolled in an early childhood student teaching practicum course. It clearly explains your professional duties and responsibilities as a student teacher, the mechanics of hands-on teaching under the guidance of a cooperating teacher, and your interactions with your college course supervisor(s). Chapters are designed to encourage contemplative and reflective thought as you develop an understanding of professionally accepted practice, ethics, classroom management, and individualized and group program planning and instruction. Communication skills that typify effective team teaching and reduce common classroom problems during student teaching are described and detailed. Current practices related to special-needs children and infant-toddler classroom placement are addressed, as is the development of school-home partnerships that enhance children’s life-long learning and educational success. Throughout, case studies and examples illustrate real-life situations and children that other student teachers have encountered.