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From Survive to Thrive : a Director's Guide for Leading an Early Childhood Program.
Theory meets practical tips in this guide for leaders of early childhood programs.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
La Vergne :
National Association for the Education of Young Children,
2019.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | EBSCO_on1126212974 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
| 006 | m o d | ||
| 007 | cr |n|---||||| | ||
| 008 | 191214s2019 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d EBLCP |d OCLCQ |d N$T |d OCLCO |d OCLCF |d YDX |d Z45 |d OCLCO |d OCLCQ | ||
| 019 | |a 1125998656 | ||
| 020 | |a 1938113608 | ||
| 020 | |a 9781938113604 |q (electronic bk.) | ||
| 029 | 1 | |a AU@ |b 000074525781 | |
| 035 | |a (OCoLC)1126212974 |z (OCoLC)1125998656 | ||
| 050 | 4 | |a LB2822.7 | |
| 050 | 4 | |a LB2822.7 |b .L44 2019 | |
| 082 | 0 | 4 | |a 372.21 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a LeeKeenan, Debbie. | |
| 245 | 1 | 0 | |a From Survive to Thrive : |b a Director's Guide for Leading an Early Childhood Program. |
| 260 | |a La Vergne : |b National Association for the Education of Young Children, |c 2019. | ||
| 300 | |a 1 online resource (178 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | 0 | |g Chapter 1. |t What Does It Mean to Be a Director? -- |t The Director as Both Manager and Leader -- |t Know Yourself -- |t Recognizing Your Personal Attributes -- |t Identifying Your Leadership Traits -- |t Practice Facilitative Leadership -- |t Treat Teachers the Same Way You Expect Teachers to Treat Children -- |t Give Yourself the Permission to Lead -- |t Recognize What You Really Have Control Over -- |g Chapter 2. |t Program Context and Culture -- |t Reading and Understanding the Context of Your Program -- |t Gather Information -- |t Analyze the Information -- |t Set Program Goals and Develop an Action Plan |
| 505 | 8 | 0 | |t Creating and Cultivating the Culture of Your Program -- |t Strong Relationships -- |t Meaningful and Effective Communication -- |t A Welcoming Environment -- |t Risk Taking, Reflection, and Growth -- |g Chapter 3. |t Achieving and Maintaining Program Quality -- |t Developing Policies and Procedures -- |t Vision and Mission Statements -- |t Organizational Chart -- |t Safety Procedures -- |t Identifying and Reporting Suspected Child Neglect and Abuse -- |t Guidance and Discipline -- |t Licensing Basics -- |t Physical Space -- |t Staff Education and Training Requirements -- |t Health -- |t The Licensing Process -- |t Accreditation -- |t Quality Rating Improvement Systems |
| 505 | 8 | 0 | |t The Flow of the Year: A Director's Big-Picture To-Do List -- |g Chapter 4. |t Budget and Finances -- |t Basic Budgeting Concepts -- |t Identifying Revenue and Expenses -- |t Developing Financial Policies and Procedures -- |t Selecting a Financial Management System -- |t Tips and Strategies for Preparing an Effective Budget -- |t Be Transparent and Assume Accountability -- |t Allow for Autonomy -- |t Be Strategic -- |t Be Flexible -- |t Help! What Do I Do When My Budget Isn't Working? -- |t Step 1: Find Out What's Wrong -- |t Step 2: Reduce Your Expenses -- |t Step 3: Speed the Inflow of Revenue -- |t Step 4: Explore New Income Sources -- |t Keys to Successful Fundraising |
| 505 | 8 | 0 | |g Chapter 5. |t Program Curriculum -- |t How Do You Decide the Best Curriculum Approach or Model for Your Program? -- |t Curriculum Approaches -- |t Packaged Curricula -- |t Play-Based Learning -- |t Emergent Curriculum -- |t Project-Based Learning -- |t Integrating Best Practices and Early Learning Standards -- |t Supporting Your Teachers in Implementing Curriculum -- |t When the Curriculum in Your Program Is Not Working -- |t How Do Teachers Document Their Implementation of the Curriculum? -- |t Ongoing Maintenance of a High-Quality Curriculum -- |g Chapter 6. |t Observation, Assessment, and Documentation -- |t Observation and Assessment -- |t Program Assessment |
| 505 | 8 | 0 | |t How Am I Doing? Evaluating the Director -- |t Assessing What Children Are Learning -- |t What Is Documentation? -- |t Moving Toward a Culture of Documentation -- |t Practical Tips for Facilitating Documentation -- |g Chapter 7. |t Staffing -- |t Staffing Models and Scheduling -- |t Hiring Great Teachers -- |t Consider the Qualifications and Qualities You Need and Want -- |t Advertising for Applicants -- |t Interviewing Candidates -- |t Retaining Great Teachers -- |t Communicating with Staff -- |t Teacher Observation and Evaluation -- |t Supervising Teachers -- |t Staff Meetings -- |t Supporting Your Staff's Professional Development -- |t Goal Setting to Empower Teachers |
| 500 | |a Ideas for Effective Professional Development | ||
| 520 | |a Theory meets practical tips in this guide for leaders of early childhood programs. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Early childhood education |x Management. | |
| 650 | 0 | |a Educational leadership. | |
| 650 | 6 | |a Éducation de la première enfance |x Gestion. | |
| 650 | 6 | |a Leadership en éducation. | |
| 650 | 7 | |a Educational leadership. |2 fast |0 (OCoLC)fst00903527 | |
| 700 | 1 | |a Ponte, Iris Chin. | |
| 776 | 0 | 8 | |i Print version: |a LeeKeenan, Debbie. |t From Survive to Thrive : A Director's Guide for Leading an Early Childhood Program. |d La Vergne : National Association for the Education of Young Children, ©2019 |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2344712 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5968082 | ||
| 938 | |a EBSCOhost |b EBSC |n 2344712 | ||
| 938 | |a YBP Library Services |b YANK |n 16519105 | ||
| 994 | |a 92 |b IZTAP | ||