Over the past few months, the McCormick Center has been discussing the concept of whole leadership. While I encourage you to read through the whole series, one article in the series stuck out to me in particular, Administrative Leadership: What Is It? Why Is It Important? by Teri Talan.
This article was really interesting to me—especially when I dusted off my old center director hat and thought about how much CLASS would have benefited me when I managed a large hospital-based center, or multiple sites for a private, for-profit center. I started thinking about how CLASS could relate to administrative leadership, and the parallels formed in my mind.
Many of us find ourselves in a leadership position with little preparation or experience that can build and sustain a program. I was a teacher and found myself promoted to the director position, and when I got there I had a lot to learn! How could CLASS have helped me all those years ago? The tool would have given me a way to provide real feedback to my staff-feedback that was relevant, realistic, and measurable. It reminds me of the importance of an emotionally supportive relationship, organized structure, and thoughtful and intentional conversations with my staff—to truly build their practice.
Additionally, I could have used the data from observations to see where my staff was the strongest during the day and planned my staffing patterns—and other supports—around this information. Would things go smoother if I had an extra staff person help with meals and routines so the teachers had less stress and more opportunity to interact positively? Would providing some resources around open-ended play build my staff’s regard for the children’s perspective?
I could have used CLASS data to show my funders that using the power of CLASS actually can change the outcomes for children, while helping teachers find ways to enhance their interactions and find the joy in teaching again. That investment in high quality care can benefit us all!
Both types of leadership, operational and strategic, really do fit together, and they also speak to the CLASS construct and the data-driven opportunities for growth
I’d be really interested in hearing your thoughts on Teri’s insightful post below!
by Teri Talan
APRIL 4, 2016
Reading over the series of blog posts and comments on Whole Leadership, I am struck by the level of engagement the discussion has evoked. Clearly, deconstructing program leadership and exploring leadership essentials are topics that resonate. However, I am taking the discussion in a new direction—a consideration of administrative leadership. My hope is that this aspect or domain of Whole Leadership can be equally thought-provoking.
My colleague, Mike Abel offered this description of administrative leadership in an earlier post:
Administrative leadership is about orchestrating tasks (and often includes mobilizing people) to develop and sustain an early childhood organization. Successful administrative leaders are able to establish systems that protect and sustain essential operational functions to meet the needs of children and families. There are at least two important aspects of administrative leadership—operational leadership and strategic leadership. Operational leadership is accomplished through activities like hiring and supporting staff, overseeing budgets, and maintaining a positive workplace climate. Strategic leadership involves guiding the direction of an early childhood organization with the future in mind. Strategic leaders clarify purpose, inspire individuals to pursue a shared vision, and ensure that goals and outcomes are attained.
I really like this description for a couple of reasons. First, it makes it clear that orchestrating the work of teaching and learning, mobilizing staff to achieve child and program outcomes, and establishing systems to effectively run a healthy, thriving organization are indeed leadership functions. In our field of early care and education, these responsibilities are typically characterized as management functions and are less valued than leadership functions. Instead of thinking of this important work as management (and therefore less important than leadership), let’s claim it for what it really is—administrative leadership.
Second, the above description of administrative leadership includes both operational and strategic leadership dimensions. One of the responders to an earlier post asked about advocacy and where it fits in the Whole Leadership framework. I believe that advocacy is a part of strategic leadership. In my experience, effective administrative leaders engage in advocacy because they are future oriented; they want to have influence on external conditions that impact their programs, not just react to them.
Finally, I believe that pedagogical and administrative leadership are like the double strands that form the DNA helix. They are in a constant relationship to each other, separate but connected. The most qualified teachers cannot be effective in their work with children and families if their work environments (including supervisor support, opportunities for professional growth, decision making, collegiality, rewards and recognition, role clarity, task orientation, innovativeness, and physical environment) do not adequately support them. Administrative leadership is important because without it, pedagogical leadership cannot be sustained and children and families will be poorly-served.
Let us know your thoughts on administrative leadership. Do you agree that this is the right term? Is there a critical connection that needs further exploration between administrative leadership and instructional or pedagogical leadership? I am hoping you are provoked!
Dr. Teri Talan is the Michael W. Louis Chair and Interim Executive Director of the McCormick Center at National Louis University. She promotes action by state and national policymakers on early childhood workforce, leadership development, and program administration issues.
Whether you are writing your transition plan, preparing to return, or have already returned to in-person learning, you, like many other educational leaders, are likely facing many challenges and unknowns.
As you continue to craft and refine your plans, reflecting on the considerations below can help you more effectively build a blueprint for a successful reopening.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
I recognize and admit to having a chip on my shoulder about the field of early childhood education - and, at times, disbelief that others may not see that period of time as the power-packed years in our developmental timeline which can lay the groundwork and set the course for much of the rest of our lives.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.