Supervision on Team Performance in Early Childhood Education
There are two key aspects to be examined: (1) team performance and (2) supervision or mentoring on team performance.
According to Rodd (1998), the quality of early childhood programs or centres “is directly related to the quality of the personnel who operate the program/centre, from the designated leader to the staff who work with children, whether they are trained or untrained, experienced or inexperienced” (p.116). Most early childhood services operate under financial constraints and the likelihood of the continuation of these circumstances, the low salaries for childcare personnel and staff turnover and shortages, an early childhood leader often faces an ignominious situation.
Prospective and current leaders in early childhood must know and understand (1) the basic information about management and leadership and (2) the various approaches that help them recognize their own strengths and weaknesses and find ways to develop their abilities (Sciarra & Dorsey, 2002). The first component can be obtained in part by listening to speakers, reading and participating in discussions. The second component involves serious self-reflection, willingness to change, and sustained effort.
Sciarra and Dorsey (2002) believe firmly that successful early childhood leaders are likely to obtain results that parallel those of business leaders in other fields. These results include the following:
(1) Increased productivity: In early childhood education, this means that children have better quality interactions with teachers and that more of their time is spent in interesting, worthwhile learning. It means that teachers continue to develop professionally.
(2) More satisfied clients: This refers to families of children enrolled with the program or at the centre as well as to the children themselves. Centres with successful leaders are more likely to have clients who feel positive about the program and staff.
(3) Improved financial position: This position may occur as a result of better organization and management under a successful leader. More initiatives that produce grants or improved funding also may be a factor. However, in today’s society, it is challenging to find leaders who are capable of providing the kind of financial picture that allows them to do what should be done in terms of staff salaries in particular. This condition is affected by attitudes toward programs for young children. To date, these programs have not been seen as important as programs for older children in terms of funding.
The term “team performance” refers to collaborative engagement of teachers coming together as a team with the common goal of making their workplace a conducive environment for both teaching and learning (Turk, 1999). To become a team, members must participate in some sort of team-building opportunity. the group may be given opportunities to provide honest feedback to each participant that can help the individual modify her way of working with others (Sciarra & Dorsey, 2002). In other words, the relationship aspect of the team is based on mutual respect, trust and support. Team members recognize their interdependence as well as their independence. Individual differences and successes are valued. The climate is marked by concern for other team members, warmth and friendliness (Rodd, 1998). The team members help to make a unique but equal contribution to the task of delivering their services, and share responsibility for the efficient operation of a quality service with the leader whom they have mutual respect, trust and support.
The team works efficiently and members of the team enjoy doing their work. The leader is able to relax and enjoy the fruits of previous efforts. However, the leader needs to keep close contact with the various teams in the centre and ensure that any small quality control adjustments are made and shared. Opportunities for contact and relationships with outside groups are pursued and assistance from outside sources is welcomed by team members. The team is willing to extend its energies beyond the confines of the program/centre. The leader has an opportunity to facilitate the development of appropriate staff members through the mentoring process (Turk, 1999) thereby contributing to the development of another future leader in early childhood education.
Supervision is a professional responsibility of the early childhood leader in which the leader helps staff members to use their knowledge and skills effectively in the performance of their work and to deepen their understanding of professional philosophies and values (Rodd, 1998). However, for leaders of early childhood centres, the range of supervisory responsibilities is more complex than just working with staff. The supervisory techniques employed by eladrs can “… promote positive relationships … among the staff” which will result in “… confident, motivated caregivers who want to provide quality care and early education for young children” (Kolb, 1989, p.16).
Caruso and Fawcett (1999) point out that most supervisors assist teachers in incrasing the control, authority, and responsibility they have for their own teaching and professional development. Hence, the primary purpose of supervision is “to help and support teachers as they refine their practices and grow professionally and personally” (Sciarra & Dorsey, 2002, p.144), and this can be done through effective mentoring involving a team or based on team performance (Turk, 1999).
If a team is to provide effective memtoring for the purpose of supervision, it must be a working team. Dumaine (1994) defines working teams as those that accomplish daily work, have stable membership, and are self-led. Stable membership is essential for maintaining the important element of trust. However, trust, the glue of relationships, takes time to grow and must begin with self-trust (Marshall, 1995). Trust among team members is the foundation for building caring relationships, and a set of caring relationships is a common element of successful team performance (Powers, 1996).
Mentoring teams must also possess high performance standards and there are various levels of team performance: (1) pseudo, (2) potential, (3) real, or (4) high- perfomance (see Katzenbach & Smith, 1993). High performance teams have an established purpose and are committed to a common working approach. The members have complementary skills and are individually and mutually accountable. Each member is committed to the personal growth and success of the other members. In other words, every member can be a leader, mentor and/or supervisor to others.
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