*Any or all of these workshops are available to download and use at no cost.
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.
By participating in Session One, directors will know... • How to think about their own leadership style. • And understand the role, responsibility, and importance of a leader. By participating in Session One, directors will be able to... • Analyze and assess their own individual leadership skills. • Define leadership and leadership styles while making connections between the strength of a leader and high-quality care education.
By participating in Session Two, directors will know... • The differences between leading and managing organizations. • What leadership style works best for them (or they might want to change.)By participating in Session Two, directors will be able to... • Distinguish between managing daily operations and leading organization beyond the status quo. • Understand that culture, diversity, values, vision, communication, social skills, and interpersonal skills influence how they lead.
By participating in Session Three, directors will know... • How to develop/refine a vision and mission statement for their centers. • How to lead from the organizational mission and vision by working with teachers and staff to develop specific quality-focused objectives and communicating the vision and mission to parents and the community.By participating in Session Three, directors will be able to... • Review, keep, revise, and write mission and vision statements to reflect focus on student learning. • Lead from their vision and mission statements.
By participating in Session Four, directors will know... • Attributes that define conflict. • How individual values, perceptions, and past experiences influence problem-solving and conflict management styles. • Their preferred style of dealing with conflict.By participating in Session Four, directors will be able to... • Identify varying styles of conflict management in simulations. • Use two strategies demonstrated to be effective in managing supervisor/employee conflict in the workplace.
By participating in Session Five, directors will know... • National research findings on program quality as detailed in the State of Preschool Yearbook. • The relationship between program quality and child outcomes. • The roles and responsibilities of an effective director including: instructional leadership, management, advocacy, professional growth, and interactions. • Key research findings derived from the publications of Espinosa, Pianta, Landry, and other early childhood education experts. • Leadership practices that can be used to improve and promote positive preschool environments.By participating in Session Five, directors will be able to... • Identify national, state, and local criteria used to measure quality of learning environments. • Use key research findings as foundational knowledge about improving classroom climate. • Identify elements of quality that are critical for success in an early childhood learning environment. • Assess classroom and center environment using checklists and surveys based on quality features (other than ITERS and ECERS).
By participating in Session Six, directors will know... • The relationship between program quality and child outcomes. • The roles and responsibilities of an effective director including: instructional leadership, management, advocacy, professional growth, and interactions. • Leadership practices that can be used to improve and promote positive preschool environments. • How to use practical tools, such as checklists and surveys to distribute to teachers, families, and staff, to assess the classroom/center climate.By participating in Session Six, directors will be able to... • Assess classroom and center environment using checklists and surveys based on quality features (other than ITERS and ECERS). • Differentiate between structural and process elements of quality. • Develop and implement strategies for increasing the level of process quality in their center. • Apply knowledge derived from data collected via surveys and checklists in developing practical, cost-efficient strategies for improving climate.
By participating in Session Seven, directors will know... • Rituals and routines that contribute to a well-managed, productive classroom. • Appropriate behavioral expectations for various age levels. • Effective practices that result in positive achievement outcomes for young children.By participating in Session Seven, directors will be able to... • Support teachers in providing a variety of learning materials to match learning activities. • Support teachers in developing and consistently enforcing clear behavioral expectations that align with the center’s vision and mission. • Model rituals, routines, and transition activities that foster maximum use of instructional time.
By participating in Session Eight, directors will know... • How to support teachers’ use of curriculum and standards to plan, prepare, and implement instruction. • How to conduct classroom observations, identify strengths and needs, and develop a plan for conducting a conference with teachers.By participating in Session Eight, directors will be able to... • Identify characteristics of a comprehensive curriculum. • Align VPK standards with lessons in the curriculum used in their centers. • Use a teacher observation checklist to monitor classroom instruction (planning, implementation of purposeful activities, and classroom management). • Use pre-conference, conference, and post-conference strategies with teachers to improve communication and relay expectations clearly.
By participating in Session Nine, directors will know... • The role and responsibilities of a leader in promoting the learning environment of a center. • The effect of instructional conversations and interactions on a student’s learning.By participating in Session Nine, directors will be able to... • Identify lessons that demonstrate intentional planning, positive interactions, and purposeful activities. • Increase positive instructional conversations and interactions of teachers through observation and use of strategies in everyday conversations and read alouds.
By participating in Session Ten, directors will know... • Icebreaker activities can be used to develop collaboration and team building among staff members. • Professional learning plans can be developed with individual teachers to meet their needs for growth and improvement.By participating in Session Ten, directors will be able to... • Relate professional learning opportunities available to teachers directly to children’s performance standards, child outcomes, and teachers’ needs. • Implement professional learning during staff meetings including icebreakers, shared decision making, and how to plan teaching/learning experiences for adults. • Schedule professional learning time for teachers. • Develop professional learning plans and schedule time for teachers to complete them.
By participating in Session Eleven, directors will know... • The characteristics of assessment (i.e., ongoing, can take many forms, is a measure of progress, is aligned with standards.) • The importance of using assessment to inform and guide instruction. • The need for organizing assessment results to enable teachers to change instruction to meet the needs revealed through the assessment.By participating in Session Eleven, directors will be able to... • Describe the characteristics, purposes, and methods of assessment. • Train teachers to create and use a class profile to make the connection between assessment results and instruction.
By participating in Session Twelve, directors will know... • The components of FLKRS (Florida Kindergarten Readiness Screening), particularly the ECHOS domains that comprise the observational portion of FLKRS. • The importance of using assessment to inform and guide instruction. • The connection between the ECHOS domains, VPK standards, and instruction in the classroom.By participating in Session Twelve, directors will be able to... • Identify the seven domains of the Early Childhood Observation System (ECHOS). • Train teachers to implement a hands-on print concepts intervention to address the learning needs of a specific ECHOS domain.
By participating in Session Thirteen, directors will know... • Dimensions that compose diversity. • That one’s own dimensions of diversity influence how they understand the world, and that other people’s dimensions of diversity influence how they understand the world, and that those understandings may differ. • Young children need to begin to understand the contributions diversified people make and begin to develop the skills they need to effectively interact with people from diverse backgrounds.By participating in Session Thirteen, directors will be able to... • Give examples of the dimensions of diversity. • Describe how diversity is addressed at their centers and why it is important. • Identify strategies to implement with children so they learn about the dimensions of diversity and gain an understanding of the differences among people.
By participating in Support Session, directors will know... • Strategies for encouraging increased family involvement including developing a lending library or a community board, planning and hosting parent conferences, and writing a newsletter. • How to plan and implement meaningful family involvement workshops in their centers.By participating in Support Session, directors will be able to... • Increase family participation in their children’s learning by integrating family involvement into classroom and center activities (e.g., family contracts, conferences, participation in family workshops.) • Plan and implement “Family Get Together” workshops monthly at their centers.
Dr. Madelaine Cosgrove
Associate Director for School Readiness, FIEE-mail: firstname.lastname@example.org
Telephone: (904) 620-2496
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