Latest Resources - PAS/BAS

Learning a new language and adapting to mainstream customs can be intimidating. Culture shock is a real and powerful experience affecting one’s mental health and overall well-being in ways that are often overlooked. Low-income Latino families often experience greater challenges in engaging with their child’s learning and development compared to other ethnicities due to “educational, cultural, and linguistic barriers” (Miller & Greenfader, 2021, p.1). Many individuals come to the U.S. in pursuit of the American Dream—a goal that requires hard work, sacrifice, and overcoming these educational, cultural, and linguistic barriers. In homes and center-based programs, early childhood administrators establish protocols and set the tone for welcoming children and families into their programs. Administrators are also responsible for supporting classroom staff who deal with the behaviors sometimes seen when children and families enter new settings. The story below offers some lessons learned and some things to think about as administrators make intentional plans to welcome families, especially those who may also be new to the country, into programs. Building Trust Through Shared Experience Imagine being a five-year-old preschooler, crying every morning at drop-off and clinging to your mother as if it were the last time you would see one another. This was the situation I encountered as a preschool assistant teacher, struggling to understand why a child had such a difficult transition every day during arrival. The child’s distress was a mystery until one day, during a parent-teacher conference, the child’s mother finally shared their story, revealing the deep trauma they both had faced. As a first-generation Mexican-American, I could relate to the challenges of adapting to a new language and culture. I shared my experience as a bilingual student during a parent-teacher conference. This personal connection fostered a breakthrough, helping the mother and I form a trusting relationship. After that, the mother shared some of the trauma her family had experienced when immigrating to America. Circumstances in their country of origin forced her to send her child to America ahead of her to live with relatives who were strangers for a few weeks. This left both the mother and the child with deep trauma and anxiety around separation. Additionally, the mother shared that she feared that her child’s behavior would be misconstrued by school authorities and worried about being seen as a bad mother. This likely added to both her and her child’s stress and anxiety during drop-off. Supporting the Child’s Needs in the Classroom Armed with this new information, the teaching team tailored our approach to meet the child’s emotional needs. We comforted the child if they cried, explained that mom would always return, and provided a calming item and a family photo for comfort. We also created an individualized visual schedule, pairing it with the classroom schedule to reduce anxiety. After some time, the child stopped crying routinely, and the mother expressed her deep gratitude for our support. Reflecting on the experience, I remember the helplessness I initially felt when the child cried every morning. Now, I deeply appreciate the opportunity to build authentic, trusting relationships with families, children, and educators. REFLECTING ON BEST PRACTICES The mother’s willingness to share her story and partner with me to better support her child was transformative. It marked the beginning of the development of an effective transition plan for her child and the development of strong communication between the mother and teaching staff. I listened actively, ensuring she felt safe and comfortable, and then shared my own experience. Speaking the same primary language didn’t give me an automatic advantage; trust had to be earned, and it was through consistent actions that we demonstrated care and support for the child. Trust and respect were the keys to success. Looking back, expanding the enrollment form to inquire more about the child’s family and community would have been beneficial. During enrollment, many early childhood programs focus on learning basic child-related information like medical information, food preferences, and/or individuals authorized to pick up the child. However, capitalizing on the enrollment period as an opportunity to learn more about the child and family allows us to better meet their needs. The Business Administration Scale for Family Child Care (BAS-2) and the Program Administration Scale (PAS-3) both highlight the importance of soliciting information about each child’s developmental history, families’ beliefs, culture, and childrearing practices during the intake process (Talan & Bloom, 2018; Talan et al., 2022). If I had understood this particular family’s previous experiences right from the start, it could have eased the child’s transition. We could have provided better support for the child. Even if the mother only disclosed a small amount of information at enrollment, it would have helped jumpstart our trust and partnership. Reflective Questions Below are some topics and questions you may want to consider adding to your enrollment and intake processes and procedures. Add questions that make the most sense in your setting. What would be helpful to know about a new child’s developmental history? Questions asking when the child met certain development milestones (crawl, walk, etc.) Questions about the child’s preferred interests when playing (puzzles, books, paint, etc.) Others: What would be helpful to know about a new family’s beliefs and culture? Questions asking about days or celebrations that are important to the family Questions asking about the family’s hopes and dreams for their child Names for important items or people (e.g., what does your child call their favorite toy or stuffed animal, relatives, etc.) What would be helpful to know about a new family’s childrearing practices? Schedule times for napping, eating, enrichment activities, etc. Potty training preferences, meal practices, limited screen time, etc. Others: Want to learn more about the PAS, BAS, or any of our family engagement professional development opportunities? Contact us at pas.bas@nl.edu REFERENCES Miller, E., Greenfader, C. (2021, September 27). Latino family engagement in Head Start and elementary school: Associations with outcomes in two datasets. Society for Research on Educational Effectiveness (SREE). https://eric.ed.gov/?q=Social+AND+behaviors+AND+parents&ff1=lawHead+Start&id=ED656947 Talan, T., Bella, J. M., Bloom, P. J. (2022). Program administration scale: Measuring whole leadership in early childhood centers, third edition. Teachers College Press. Talan, T., Bloom, P. J. (2018). Business administration scale for family child care, second edition. Teachers College Press.

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Discover how The PAS-3 supports Whole Leadership by strengthening administrative, pedagogical, and leadership capacities in early childhood programs for continuous quality improvement.

Learn about the Program Administration Scale, 3rd Edition (PAS-3), a reliable tool for assessing and strengthening early childhood program leadership.

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Institute for Early Childhood.

Have you ever been frustrated over and over again by the same problem? Have you ever established procedures for a task, explained them repeatedly to everyone involved, and then discovered the task was not accomplished correctly? Is there an important deadline that gets missed more often than you care to admit? Have you ever had an employee resign, and then realized you do not know how to locate important files, items, and passwords that are needed? If you said yes to any of these, it might be an indication that systems in your center could benefit from some improvement. According to the Oxford English Dictionary, a system is “a set of principles or procedures according to which something is done; an organized framework or method.” The Program Administration Scale (PAS) highlights how important systems are for establishing and sustaining quality. If you are familiar with the PAS, you know that throughout the tool there are indicator statements of quality that include the word “system.” And, in the PAS “system” is defined very specifically. To receive credit for having a system there must be three components in place: tangible, concrete evidence; involvement of multiple individuals; and a defined process of accountability. Having these three components of a system in place is not a guarantee that something will happen as planned; however, having the three components of a system in place makes it more likely to happen as planned. For instance, by having tangible, concrete evidence there is a physical reminder, something we can see and touch that reminds us to complete the practice. By having more than one person involved in the practice, it is more likely to occur because it is dependent on more than one person remembering to follow through. And, by having a defined process of accountability, the practice is more likely to happen as planned because there is a trigger, or prompt, in place to remind people to do it. The third component of a system, a defined process of accountability, is often the most difficult to understand. Think of it as a reminder, or a check, to help ensure practices happen as planned. The word “defined” is key; it means that the practice is intentional. Someone thought it through and determined a step, or the steps, needed to help ensure that it would happen. In other words, a defined process of accountability is premeditated. As a result, the defined process of accountability can be clearly articulated. In some cases, a defined process of accountability is an embedded routine, so it becomes second nature, increasing the likelihood that it will occur. To explore each component of a system further, let’s consider an example from the PAS. Item 16, Family Communications, indicator 7.4 states, “A system exists to support daily communication between teaching staff and families.” Note that this indicator is not about one-way communication. Teachers and families should be communicating back and forth. When interviewing an administrator about this indicator she said the following: When each child enrolls at the center, we create a “This and That Notebook” for them. The notebook is placed in their cubby and at some point during the afternoon, the lead teacher writes a note to the family about something that happened during the day with their child. It could be routine information like how much their child ate or how long their child slept, or it could be something funny their child said. They might include a picture to accompany an anecdote. They can write in the notebook multiple times if they want, but they must write in the notebook at least once during the day to give families a sense of how the day went for the child. That notebook goes home with the child, and the family is expected to write in it before placing it back in the child’s cubby the next day. The family handbook gives some detail about the purpose of the notebook and ideas for what to write about that might be helpful for the teachers. Likewise, the employee handbook provides teachers with the purpose of the notebook and examples of what to write about that might be helpful for the families. The education coordinator reviews the notebooks on a quarterly basis and provides feedback to lead teachers on their own writing as well as on how to get families more involved. Now let’s identify the three components of a system in the example above. The tangible, concrete evidence of a system of daily communication between teaching staff and families is the “This and That Notebook.” There are multiple individuals involved in the system as well—the lead teacher, the family, and the education coordinator. The defined process of accountability is the back-and-forth routine between the lead teachers and the families of writing in, handing off, and reading the notebook followed up with the quarterly checks by the education coordinator. In the PAS there are specific indicators that use the term system; however, systems can be developed for just about anything and are used to create efficiencies and become more effective. The following resource, Understanding Systems and the PAS: Developing a System can serve as a guide for how to develop or improve upon a system. Do you coach directors and want to know more about the PAS or the topic of family engagement? Attend the Transformative TA Institute, February – March, 2021. This six-session virtual professional development experience focuses on strategies and tools for supporting program leaders. References “System: Definition of System by Oxford Dictionary on Lexico.com Also Meaning of System.” Lexico Dictionaries | English, Lexico Dictionaries, www.lexico.com/en/definition/system . Talan, T. & Bloom, P. J. (2011). Program Administration Scale: Measuring early childhood leadership and management (2nd ed.). New York, NY: Teachers College Press.

In my role as Report and Certification Manager for the McCormick Center for Early Childhood Leadership, I reviewed hundreds of assessments for our state’s Quality Rating and Improvement System (QRIS). When reviewing reports for a program, I was impressed when I found all of the classrooms reflected a consistently high level of quality. As a former administrator, I know this level of consistency does not just happen. The key to this level of quality is an intentional focus on ensuring that new teachers receive a thorough orientation, all teachers receive ongoing feedback and support, and there are many opportunities for professional development. Behind the scenes, there is a leader who has systems in place to ensure that all teachers are supported in their work and given a clear vision of quality. When I was an administrator, I remember times when I felt as though everything was going well, only to learn that one of our teachers had decided to take a new teaching position in another early care and education program. I then began the process of recruiting and selecting a new teacher to take their place. I must confess that most times, once I had found a new teacher, I provided a brief orientation and sent them on their way into their new classroom with little follow up. Remembering those times, the following quote from Margie Carter makes me cringe: “We often lose potentially great members of our staff, not only because of inadequate wages, but because we throw them into a deep, Olympic-size pool without giving them carefully fitted goggles and a clear life-support system. How can they become long-distance swimmers if our orientation and staff development is focused only on treading water?” According to Gallup’s Perspective on Creating an Exceptional Onboarding Journey for New Employees, only 12% of employees strongly agree their organization does a great job of onboarding new employees. The result is that many employers are losing their best people before they barely get started. How do we provide this kind of orientation or onboarding experience for new employees in early care and education? The first three items of the Program Administration Scale (PAS) outline concrete steps administrators can take to help ensure new employees are off to a good start and receive ongoing feedback and support. The first item of the PAS, Staff Orientation, assesses whether the program provides an orientation for new staff. Are there written orientation procedures? How often have these procedures been reviewed to ensure they are complete and up-to-date? Is there a system to ensure staff orientation is consistently implemented? For many organizations, the introductory or probationary period is 90 days, yet the actual orientation is often done in a week or less. According to the Gallup research, new employees typically take around 12 months to reach their full performance potential within a role. With this in mind, it is helpful to think of the end of the probationary period as the beginning of the new employee’s continuing professional development. The second item of the PAS, Supervision and Performance Appraisal, measures whether there are regular opportunities for supervision and systemic performance appraisal for staff. Does the program have clear, objective, performance appraisal criteria that are shared with teachers as part of the orientation? Do they receive annual performance appraisals? How often are teaching staff formally observed and provided with written or verbal feedback based on these observations? This ongoing feedback and support are critical in teachers’ growth and development. However, according to the Gallup research, “Unfortunately, most employees receive far too little feedback from their manager—nearly half of employees receive feedback from their manager a few times a year or less.” The third PAS item addresses ongoing staff development. Is job-specific staff development provided for all teaching, support, and administrative staff? Is staff development individualized, taking into consideration each employee’s strengths and areas of potential growth? Is there a system to support the career development of teaching and administrative staff? This ongoing professional development is critical to the success of all staff and to the overall success of the program. Through professional development experiences, staff gain new ideas and insights, they are challenged by new approaches, and learn to practice continuous improvement. As I think back to my former self so many years ago, I am heartened by these words of wisdom from Maya Angelou: “When you know better, you do better.” I am hopeful that if I had more training and support, I would have done better to help our new staff become long-distance swimmers in their careers as early childhood teachers. References Create an Exceptional Onboarding Journey for Your New Employees. (2020, April 8). Retrieved September 19, 2020, from https://www.gallup.com/workplace/247076/onboarding-new-employees-perspective-paper.aspx . Talan, T.N. & Bloom, P.J. (2011). Program administration scale: Measuring early childhood leadership and management (2nd ed.). New York, NY: Teachers College Press. Additional Resource Albrecht, K.M. (2015). The right fit: Recruiting, selecting, and orienting staff (2nd ed.). Lake Forest, IL: New Horizons. Would you like to learn more about the Program Administration Scale (PAS) or other topics related to the administration of early care and education programs? If so, please look at our website for resources or contact us for information on training opportunities. Linda Butkovich, M.S.Ed., is Report and Certification Manager for the McCormick Center for Early Childhood Leadership. In this role Linda oversees the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS) certification system. Linda is also a national reliability anchor for the PAS and BAS. She holds a master’s degree in early childhood special education. Prior to joining the McCormick Center, Linda worked as a developmental therapist with children birth to three years of age and their families. She has also been director of an NAEYC-accredited program, teacher, and family child care provider. Linda also provides training, consultation, and mentoring for early childhood program administrators.

Every election is determined by the people who show up. -Larry J. Sabato Our rights as citizens are inherently tied to our responsibility to vote. Moreover, as engaged members of the early childhood community we have a duty to vote in the best interest of young children all across our great country. This means we need to be mindful of and prepared for national, state, and local elections. The first step requires being registered to vote, the second is determining when and how to vote, and the third, and oftentimes the most daunting, is researching the candidates so you know how you will cast your ballot. Our work is not done once we know who we plan to vote for, we must also think about educating and empowering staff and families to vote as well. We at the McCormick Center for Early Childhood Leadership recognize that many factors may make this election cycle more difficult to navigate, but no less important. If you are a family child care provider, the following document, Planning for the Polls: Voting Resource for Family Child Care Providers, may be helpful as you prepare for this election season. If you are interested in learning more about virtual and in-person professional development opportunities for family child care providers contact the McCormick Center. Robyn Kelton, M.A., is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Robyn conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. In addition, Robyn reviews BAS and PAS assessments for the assessor certification system. Robyn holds a Bachelor of Arts degree in psychology from the University of Kansas and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral student in the brain, behavior, and quantitative science psychology program at the University of Kansas. Prior to joining the McCormick Center, Robyn spent three years as a lead teacher in a kindergarten classroom for an after-school program. Robyn’s research interests include leadership in early care and education, family child care, child development, and autobiographical memory.

“If you want to lead, you must make sure you never leave behind an empty chair. You must constantly develop other leaders to take your place.” – John C. Maxwell In a February 2020 blog, leadership author John C. Maxwell recalled how his company’s CEO asked his team, “Who will fill your chair if you weren’t here?” He followed up in the blog to remind us: “If you want to lead, you must make sure you never leave behind an empty chair. You must constantly develop other leaders to take your place.” When I began my career as an early childhood educator at the young age of eighteen, I was selling Mary Kay Cosmetics as a “side hustle” while also attending school full-time. It was in this network marketing company where I learned early on that in order to advance the company, and advance within the company, you must learn to “duplicate yourself.” However, as I entered the early childhood workforce, the importance of developing other leaders was not as heavily promoted. My questions for current early childhood leaders are: why are there so many “vacant chairs” in early childhood leadership leaving us to wonder “where are the leaders?” and Are we fulfilling our responsibility of mentoring and developing new leaders? In the past, it seemed reasonable to begin thinking about succession when planning for retirement or pursuing a different role. But what about the unplanned vacancies? We know all too well the struggle of hiring, training, and retaining teachers, and the process has not been proven easier when it comes to our roles in leadership. So, where do we begin to avoid leaving an empty chair? 1. “Inspire others to participate in and expand the vision.”- Margie Carter and Deb Curtis. In The Visionary Director (2010), Margie Carter and Deb Curtis explain how to go beyond managing a program to actually leading a program. They state, “working with a vision requires developing oneself into a leader who inspires others to participate in and expand the vision (Carter & Curtis, 2010).” Think about what your program would look like when the vision that has been created is actually fulfilled. Chances are, if you can fulfill the vision without passing the torch, you’re aiming too low. Therefore, think about who on your team has the ability or potential to continue to build on the vision when your chair becomes empty– and start seeking and developing them now. 2. Be clear about what it means to be a leader in your role. At some point or another, we all attempt to write down all of the tasks we do on a daily, weekly, monthly, yearly basis, etc. We think that a detailed description of our day-to-day activities along with step-by-step procedures will be sufficient for those who will pick up where we leave off. While it may help with management, that won’t be enough. Think about the dispositions you bring and how you influence the culture of your program. What makes the team thrive under your leadership, and what are your personal attributes that have hindered your program’s progress? How will you share the vision, responsibilities, and possibilities of the position? Don’t take those intangible attributes for granted. Your successor will not simply inherit them through the gift of your writing. It will come from spending time with them and teaching them while you work. 3. Don’t think you have time, because you don’t! The question becomes, when is the appropriate time to start planning for succession? In my network marketing career, I was taught “your first day on the job!” Our growing industry is offering us more non-traditional opportunities and career paths, so the days of being “just” a teacher or director in early childhood education are becoming a thing of the past. People are pivoting quicker than ever before– including program leaders. You should always be scouting for talent to develop within your staff or mentoring someone who is interested in a similar career path. As a leader, you invest a great deal of time and energy getting your team to buy into the vision, why not groom the people you work with to continue it when you enter the next phase of your career? I always love the analogy of “who will do your work if you won the lottery and decided to not come back tomorrow?” If you don’t have at least two to three names that come to mind, that means that you may be overlooking untapped potential on your team, and you’re likely going to leave an empty chair, one way or another. Remember, “a leader’s job is not just to get the best out of their people- a leader’s job is to make more leaders (Simon Sinek).” Flora Q. Gomez, M.Ed. is currently a Quality Assessment Coordinator at the McCormick Center for Early Childhood Leadership in the City of Chicago. She is an experienced preschool teacher and trainer, coach, and consultant for early childhood educators.