Administration and Supervision Narrative SAMPLE

Why is this essential to quality education and care?

Intentionally not included.  You will need to complete this section before submitting a draft.

Interpretation: How does your classroom and program comply with the Program Standards in Areas 10 and 5: Administration and Supervision?

Sub-Area 10-1. Files and Postings        

At the program there are policies in place for the employees to follow that are discussed in the Employee Handbook (see evidence: chapters 5) as well as in the Employee Agreement (see evidence). These policies are gone over verbally between the director and prospective employee during the hiring process as well as reminded by the director to all current employees when necessary. Each employee receives a hard copy of the Employee Handbook during the hiring process and the director also keeps a hard copy in her office for both herself and the staff to refer to while in the program. These policies inform the employees about their job description and duties as well as what is expected from them while working at the program. The prospective employee also goes over the Employee Agreement with the director during the hiring process and signs off that they have read and understand the information inside.

In terms of the workplace, there are expectations the employees must follow.Their actions should be professional and their demeanor should be both friendly and supportive of families, children, and coworkers at the program. The staff in this classroom uphold to these standards, as they are thoughtful and intentional in their teaching and collaboration with families and coworkers, yet maintain appropriate boundaries between themselves and those they care for. Employees are also reminded to always respect “diverse family structures, cultural perspective, and the home languages of families” (Employee Handbook Chapter 5). The staff in this classroom adheres to this policy by welcoming all family differences as well as acknowledging similarities between them. The staff supports both the similarities and differences of the children and their families by modeling and encouraging social situations, introducing and using language of different cultures with children who speak these languages at home, and discussing family life with the children throughout the course of the day.

In terms of physical contact, the Employee Handbook covers what is deemed appropriate and acceptable between staff and children. Physical affection that includes a brief hug is acceptable in the workplace and has been observed on multiple occasions in this classroom. However, the staff has not been observed asking for the physical contact but instead, the children are the ones who have been seen initiating such contact which the staff who then follows through with providing the children with such contact. The teachers keep in mind the appropriateness of this contact by making these situations brief and also makes it a point to carry these actions out in view of the other staff. The staff sets clear and appropriate boundaries with the children such as personal space and often encourages independence by having the children sit beside them rather than on their laps.

It is a priority of the program to ensure that all children are safe and cared for. The staff here works as mandated reporters to prevent, detect, and intervene if child abuse or neglect is suspected. The program staff and director work with DCF if an issue regarding abuse or neglect is observed as they follow immediate reporting requirements and steps to protect the children in the program. If an allegation of abuse or neglect against a staff member arises, the program addresses the issue “fairly, quickly, and consistently, in a way that provides effective protection for the child and at the same time supports the person who is the subject of the allegation” (Employee handbook, 5-2). If it is found that an employee is responsible for an act of abuse or neglect they will be discharged from the program immediately.

In regards to Employees, the Learning Center is a program that supports equal opportunity. As discussed in the Employee Handbook, the program is committed to creating and sustaining a work environment that both accepts and supports diversity(Employee Handbook 2-1). The program serves a wide range of families who come from different social, economic, and cultural backgrounds. By having staff that also reflect these differences, The program becomes a place where families feel they are welcomed and accepted and are also able to relate to, learn from, and seek guidance from those working in the center.

In this program, there is a policy in place for equal opportunity (see evidence Employee Handbook 2-1). This policy makes it a point for employees to be hired based on their skills and what they have to offer the children and program without being discriminated against (see evidence: Employee Handbook 2-2). The “No Harassment Policy” is to be followed and kept in mind at all times for all employees as it applies to both “on- and off- site work-related settings and during or outside normal business hours.” (see evidence).

In regards to creating a diverse environment, The program also has an active “Affirmative Action Plan” (see evidence: Employee Handbook 2-3) and is also in compliance with the American’s with Disabilities Act (see evidence: Employee Handbook 2-4).

The program also has a purchasing policy and expense reimbursement plan (see Employee Handbook 5-6) in place for staff members who use their personal funds for work-related purchases. The program  covers a select amount of time off for the employees. Here, the staff has access to vacation time, paid and unpaid leave, sick time, personal leave, bereavement leave, family and medical leave, maternity/paternity leave, leave due to illness or injury, domestic violence leave, leave for family obligations, jury and witness duty, military leave and holiday pay. The program also offers its employees benefits and insurance that include medical and dental, health insurance; flexible spending accounts, short-term disability benefits, worker’s compensation, unemployment insurance, liability insurance, and retirement plans.  

 In regards to families, the program works to make sure that they are aware of the policies that pertain to them by giving each family a copy of the family handbook and health and safety manual upon their child’s enrollment. The Family Handbook informs the families of the programs history, goals, mission and philosophy. The programs principles and values to promote growth, support children and parents and respect the needs of each child and their family are highlighted here. The program is “committed to helping children, youth, and families realize their strengths and dreams.” With the Family Handbook, parents are also made aware of information that pertains to parent fees and what the parents are expected to provide. The enrollment policy is discussed in the Family Handbook and highlights the programs commitment to non-discrimination.

There is also a plan in place for positive child guidance and behavior management. The staff uses the Family Handbook (p. 20) along with the Health and Safety manual (4-1) to “help children assume personal responsibility and responsibility for others, to exercise self-control, to make safe choices, and to behave appropriately in their relationships with peers and adults.” By using child guidance, the program has a plan in place to encourage and praise appropriate behavior while teaching the children that negative and aggressive behavior is unacceptable. Methods of child guidance have been observed in the classroom as the teachers consistently make an effort to acknowledge children’s efforts to follow expectations. The teachers model positive behavior in the way they communicate with one another and the children and how they portray themselves in the classroom.

The director of the program has a confidential personnel record for each staff member employed. These records are in the director’s office and are kept secured in a filing cabinet (see evidence: photo), only to be retrieved by the director herself and reviewed with the employee of whose record it is (with director) if/when necessary. Each employees record includes their job application to the program, a resume, verification of references, documentation of their qualifications (in regards to their position), completed CORI, physicians statement, documentation of all in-service training, annual evaluations, current certifications in both CPR & first aid, and verification that the employee has received and understand the programs policies, amongst a list of other documents. There is a checklist (see evidence) in terms of the documents kept in the staff’s records and the director updates this checklist when necessary. The Employee Handbook goes into greater detail about personnel records (see evidence: 3-7) and explains confidentiality, the staffs right to inspect their records, as well as when and how to notify the program of changes to information.

The director of the program also has individual files for each child enrolled in the program. The files are kept in the director’s office in a file cabinet (see evidence: photo) as well as in the child’s classroom, also in a file cabinet (see evidence: photo). Each child’s file is kept confidential, as the information in these records is not released to anyone who is not directly working with the child.  The child’s family may have access to the child’s record. They have the right to add information, comments, or other materials to the file and can also request to have information removed. The Family Handbook goes into greater detail about a family’s access to their child’s file under “your child’s records” on page 13 (see evidence). There is a checklist (see evidence) similar to that used for staff records that the director uses to make sure all required documents are in the child’s record. Children’s files include his or her enrollment form, their date of admission, first aid/ emergency medical consent and release, transportation plan, medications, individual health care plan, referral, and progress report amongst other documents.

In the program, the director and staff have made a number of postings visible for all those who enter. The program’s current license (see evidence) is posted right at the entrance of the building (see evidence: photo). Emergency contact information (see evidence) is posted near the classroom telephone (see evidence: photo) and there are evacuation plans, a visual reference (see evidence) and written step-by-step procedure (see evidence) posted at each exit (see evidence: photo). Information that pertains to allergies and special care plans are posted in the classroom on a bulletin board (see evidence: photo), to make all who enter the room aware of this information. Also on this bulletin board is the diapering policy (see evidence) as it is located right within the diaper changing area. To the right of this board is a visual poster (see evidence) that also explains proper diapering procedures. On the Family Bulletin board, located above the children’s cubbies, is the health and safety manual (see evidence), behavior management policy (see evidence), schedule for the week (see evidence), and weekly menu (see evidence).  All of these postings are references for both the families and staff and ensure them that the children enrolled are being cared for in a safe educational facility.

An administrative plan is implemented at the program so that all of the business duties and responsibilities are taken care of.  The Department of Early Education and Care has a document (see evidence) in regards to the designation of administrative authority. This document is used in the program and kept on file in the director’s office explaining who takes on what responsibilities in the program. Ms. Director along with two other program supervisors are the three designated for the responsibility of the business management and record keeping roles in the center. When Ms. Director is not at the center, the head preschool teacher takes on her roles and follows the duties necessary to ensure the center runs smoothly. By having an administrative plan in place the center is able to operate and fulfill its responsibility to educate and care for the children enrolled.

Sub-Area 10-2. Oversight, Supervision, and Staff Development

Ms. Director is qualified and able to operate an early education facility, directs the program. She is at the program from the morning until close Monday – Friday ensuring the center is operating productivity and appropriately. When Ms. Director is not on site, the head preschool teacher L takes on the leadership role and performs tasks necessary to ensure the site runs smoothly. The other staff members are aware of this and know who to communicate with is questions or comments arise. L is a full time employee at the program who has had many years’ experience at the program . Ms. Director takes on teacher roles when necessary and if needed. At these times she is counted in the group size and ratio but if she is simply floating from room to room and supervising, she is not. Part of her responsibilities as the director include observing the classroom, providing feedback and support to her staff, creating ways to involve families in the center, implementing and overseeing that policies and procedures are followed, and conducting staff meetings and trainings. Ms. Director is responsible for ensuring that the people she has hired (or potentially hires) are qualified for their position. As the director, she creates opportunities for the staff to learn and grow in their roles as educators.

There is a hiring procedure in place that the program follows to ensure that each prospective employee is fit for the job. This procedure is discussed in greater detail in the Employee Handbook under Chapter 3 (see evidence). Before an employee is hired, the program conducts a background check. According to the Employee Handbook, The program “will conduct CORI and DCF background record checks of every employee and long term volunteer every two years” (Employee Handbook, 3-3). The program also is in full compliance with the new requirement of having all employees “undergo a state and national criminal history database record check” that includes fingerprinting. The director also reaches out to the references the prospective employee lists on the application to learn more about the person she is looking to hire. During the hiring process, employees are required to fulfill health and medical requirements. The health requirements of the employees are listed in the Health & Safety manual (see evidence: Health & Safety manual 6-5) and include having the prospective employee submit “evidence of a physical examination within 1 year prior to employment, test negative for Mantoux TB, evidence of immunity for measles, mumps, and rubella, and immunization against hepatitis B.”

In terms of employment, it is essential that each staff member understands their job description and which employment classification they fall under. A copy of each employee’s job description (see evidence) is given during their orientation, and covers information that includes “job functions and responsibilities of positions” (Employee Handbook, 3-2).  It is also important for staff to understand that the director ultimately has the ability to assign duties and responsibilities that may not be listed on the job description they receive when they were originally hired. In regards to knowing their employment classification, employees can look to the Employee Handbook (see evidence: 3-1) as a reference to understand if they are considered an exempt or non-exempt employee, regular employee or temporary employee. It is important for all people hired to understand and know their classification as it determines factors such as benefits and leave. If employees have any questions in regards to this or any information regarding their employment, they can seek guidance from the director.

Before beginning their position at the program, each staff member is given their work schedule, which they are required to understand and follow (Employee Handbook 3-4).  The director of the program works with the staff to inform them of changes by giving them notice in advance and discussing with them potential changes that need to me made. It is the job of each employee to complete weekly time sheets and submit them to the director. The director is required to maintain records of each employee’s work hours. Employees are paid in relation to the number of hours they work. As stated in the Employee Agreement, “employees are entitled to a 15 minute break in the morning, 10 minute break in the afternoon, and a 1 hour unpaid lunch break, as long as staff/child ratios are maintained.” In regards to pay levels, “The program is active in public policy advocacy to increase funding for the program. If additional funding becomes available the program (whenever possible) applies some or all of the funding to increase starting rates of pay, increase pay for current employees, make pay adjustments, and work to eliminate any pay discrepancies” (Employee Handbook 3-5).

If there comes a time when the director needs to layoff an employee due to limited funding, the program being overstaffed, or a shift in the programs direction, she will inform the employee(s) of the decision as far in advance as possible.  Generally, the program follows a method where the newest employees to the program are the first to be laid off. However, the director makes the ultimate decision of which job or employee will be affected as she keeps in mind “the nature of the program affected, and, where appropriate, the level and quality of contribution of employees, skills and abilities applicable to program, and length of service” (Employee Handbook 3-9). If an employee decides to leave their position at the program it is their job to give written notice as far in advance as possible. The program requires staff to give at least two weeks notice and complete all assignments and return all The program property (including manuals and handbooks, keys, records, and equipment) prior to their final day.

Before beginning in their position at the program, new employees go through an orientation period where they receive an overview of the programs history, information on the programs policies, and an explanation of their responsibilities and expectations while working in the program (Employee Handbook 4-1). According to the Employee Handbook, “the first 90 work days are considered an orientation for all new employees.” During this time the new employees can get a feel of their new role in the center, learn about the center, the children, and their co-workers, and so on. This time also helps the director see if this person is well suited for the job and can help both the director and new employee decide whether the position is a good fit for them. If a current employee is promoted or transferred, they are “also likely to undergo a 90-day orientation period to determine if they can successfully perform the responsibilities of the new job.” The director also works to positively encourage and give constructive criticism to the staff. Here, the director observes the staff and completes a written evaluation (see evidence) of the staff’s job performance (at least on an annual basis) and meets with the employee to discuss things they are doing well and areas where they can improve. The director also works with each employee to create an individual professional development plan (see evidence) that supports the employee based on their individual needs and strengths. These professional development plans may support the employee by making opportunities such as educational courses and training sessions available to them.

Teachers are encouraged to work towards expanding their knowledge in terms of the educational field (2-3). These trainings normally happen when the program is closed and take place at the program ’s afterschool location in the conference room. The trainings are held by professionals in the field and cover all of the information necessary for the staff to receive their certificate in that particular area. Once the staff receives their certificate (see evidence), they are required to update their PQ Registry, which contains all of their experience in the education field. The director then logs the staffs training on a training log (see evidence) kept for each staff member, which adds to their credibility. The staff is also required to take college courses, if they do not yet have their bachelors in education or in a related field. Each fiscal year the staff must take at least one course.  The program works to help make these courses available and accessible to staff by encouraging the employees to apply for a scholarship through the program, where they can receive up to $750.00 towards their education. (4-4).

Sub-Area 10-4. Referrals and Collaboration with Outside Agencies

In the Family Handbook, there is written information about referring children for additional services (see evidence: Family Handbook p. 22) which families can familiarize themselves with upon enrollment as well as when necessary if and when a child needs additional services. (see evidence: 6-3). The Family Handbook and the Health & Safety manual are both made accessible to families and staff as they are each posted in the child’s classroom (see evidence: photo).

During enrollment that program requires each family to complete a developmental history form (see evidence), also known as the initial screening. From the point of enrollment throughout the children’s time at the program, the staff completes child assessments periodically (every three months) using both Teaching Strategies Gold (see evidence) and Ages & Stages (see evidence). These assessments help the staff write progress reports (see evidence: ASQ-Information Summary), which are given to the parents each assessment period. The assessment results are also added to the child’s records (see evidence: child’s record checklist) upon completion.

If the child’s teacher has any concerns regarding their physical, mental, social, or health, a services referral form (see evidence) is to be completed and submitted to the director. The director will then take this form along with any and related information in the child’s record and consult with a professional who has training in the area of concern. The director will also contact the child’s parents and schedule a meeting with them to explain why she believes additional services would benefit the child. (Health & Safety, 6-3: Referral Process).

In this specific classroom there are a few children who do have specialists come in to the facility to support the children and their specific need. One child has a speech therapist that comes in and works with the child twice a week. Two other children have specialists who come in periodically throughout the week to work with them in regards to social development. These specialists have been observed working with the children both in the classroom setting as well as in other areas of the program. During their time with the children, the specialists have been seen taking notes and completing paperwork based on the child’s time with them, their progress, and areas of improvement. These notes are shared with the classroom staff at the end of each meeting and in turn help the staff understand what they can do to help each child, based on their individual need, as they collaborate with the specialists who come into the program.

Summative Reflections 

Overall, I believe the program has appropriate and effective policies in place for families, personnel, and the program itself. These policies and procedures are implemented by qualified individuals to ensure that the needs of families and children are met. Also with these policies, there are guidelines in place to ensure staff knows their roles while working in the program. The staff is also provided with opportunities to grow and develop in their position through direct supervision and development.

If I had unlimited resources, I would add to this program by giving the director an assistant to help her with all of her responsibilities. As the director of a childcare facility I’m sure she at times feels overwhelmed and stressed. By having an extra set of hands to complete small tasks, I think the program itself would benefit as Ms. Director can then spend more time in the classrooms evaluating and adding to the learning that is taking place. I would also have outside professionals come in to evaluate the program and make sure the staff is implementing what they learn in their trainings. Because the director works so hard to make sure the staff is progressing and learning, I think it would be great to have a professional in the field (or perhaps the person teaching the staff at the trainings) to come in to make sure these opportunities for development are being used and were not simply learned and forgotten. I think the program would benefit from this as the teachers would progressively grow and become better educators, which in turn will benefit the children and families of the center as well.