5.12: The Administrator’s Role in Ongoing Development
- Page ID
- 62263
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)The program administrator plays a central role in guiding professional development. This includes identifying training needs, providing opportunities, and ensuring that learning is meaningful and applicable to practice.
One of the primary ways administrators identify training needs is through staff evaluations. Performance evaluations provide insight into areas where staff are excelling as well as areas where additional support may be needed. For example, if an evaluation reveals challenges in classroom management or curriculum planning, targeted training can be provided to address those needs.
Administrators must also stay informed about current trends and research in early childhood education. As new information emerges, staff may need training to update their practices. This ensures that the program remains aligned with best practices and continues to provide high-quality care and education.
In some cases, training may be required in response to specific situations, such as changes in licensing regulations, implementation of new curriculum approaches, or addressing safety concerns. Being proactive in these situations helps prevent issues and supports staff confidence.
Creating a Culture of Continuous Learning
Beyond formal training, strong programs create environments where professional learning is embedded in daily practice. This involves fostering a culture where staff feel encouraged to reflect, ask questions, and grow.
One way to support this is by providing access to professional resources. Programs may offer:
- Books on child development and teaching practices
- Subscriptions to professional journals
- Articles or research summaries
Making these resources available in staff areas, such as break rooms, encourages ongoing learning in a more informal and accessible way. When staff have the opportunity to engage with current research and ideas, they are more likely to incorporate new strategies into their work.
Collaboration among staff is another important component of continuous learning. Opportunities for discussion, shared problem-solving, and peer support help build a sense of community and collective growth.
Administrators can further support this culture by modeling a commitment to learning. When leaders actively engage in professional development and share their learning with staff, it reinforces the importance of growth at all levels of the program.
Balancing Requirements with Meaningful Practice
One of the challenges in professional development is balancing required training with meaningful, relevant learning experiences. Staff may sometimes view training as a task to complete rather than an opportunity for growth. Administrators must work to ensure that professional development is engaging, applicable, and connected to daily practice.
This may involve:
- Selecting high-quality training opportunities
- Connecting training topics to classroom experiences
- Providing time for reflection and implementation
- Following up on training to support application
When professional development is meaningful, it leads to:
- Improved teaching practices
- Increased staff confidence
- Stronger program quality