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PROGRAM PLANNING AND DEVELOPMENT * 2 HOURS * LEVEL 2


Student-Led Learning
Administrative Support
Course Menu

Page 13


Center directors and administrators can support the model of student-led learning by trusting their teachers and staff members to design and implement developmentally appropriate student-led learning. Staff members should be respected and trusted to use their knowledge and training to design and implement the best instructional strategies for their students.

Another support method for administrators to consider is to work collaboratively with staff members when brainstorming ideas, lessons and potential changes to the classroom or program. When a director makes sudden changes and decisions it can create a source of conflict even though that is rarely the intention. This extends past the idea of ordinary staff meetings and evaluations. Consider cooperative meetings, team building exercises and group training. When the director and teachers work closely together, it builds a community where all members can work together to achieve a common goal and feel safe in sharing concerns and ideas. This will benefit the children in the program as positive improvements and support will continue.

Picture

For the administrator that is not familiar with student-led learning, the following resources may be helpful:

  • What Do Teachers Need Most From Their Directors? by Margie Carter for Child Care Exchange 

  • Child Care Directors and Administrators Tips and Advice by Child Care Lounge

  • Implementing a Curriculum in Child Care Programs by Child Care Resources Inc.

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use