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IT'S THE BALANCE THAT COUNTS
Balance Means Harmony!
by Dr. Barbara Hamlin,Ed.D.
Retired Director of the Children's House
New Milford, CT

It is not easy for directors and teachers to share the power and responsibility for providing quality programs for children. Often, directors and teachers feel vulnerable, are defensive and even suspicious of each other. Teachers learn about teaching in much the same way that children do. They must experiment, problem solve, confer with peers, question, make mistakes and take risks. The director must motivate teachers to grow; not just be trained. Teachers and directors must listen, observe and hear what others have to say. This is effective communication. Unhealthy communication can destroy a program. Collaboration is a powerful way to promote and sustain excellence in a child care program.

OUT OF BALANCE

THE DICTATOR(the controller)	THE WIMP
makes administrative decisions alone is an evaluator notices teacher weaknesses likes to remedy deficiencies sticks to rigid job description supports hierarchial structure is serious, dedicated, not playful focuses on staff, not children does not encourage mutual support system has tunnel vision does not encourage new ideas not a risk taker offers limited staff resources and education opportunities is judgmental limited feedback, thus blocking staff development	supports hierarchial structure cannot make decisions has no leadership ability, but nice! is a poor communicator has minimal early education experience has superficial knowledge of children supports custodial care little interaction with staff remains aloof from active participation in program has a make-do philosophy lets staff control program is not playful does not encourage staff development not a risk taker isolates self in administrative paperwork confused in missions and goals of school-age child care. Director not well grounded!! procrastinates does not encourage mutual support system no vision

IN BALANCE

THE FACILITATOR, MOTIVATOR
shares many administrative decisions facilitates rather than evaluates emphasizes teachers' strengths minimized hierarchial structures encourages playfulness focuses on children rather than staff focuses on what teachers do best, not job description encourages mutual support system encourages new ideas, rick taking provides time and structure for group problem solving and handling share common vision, goals and work ethic encourages staff education provides professional resources develops a partnership with staff understands feedback as essential to staff development has mutual evaluation process since all influence each other generous with feedback very aware of staffs' need for self esteem encourages partnership in staff development

Staff motivation is the director's responsibility. She must develop a learning climate of respectful collaboration, and free expression. She should help teachers evaluate experiences through discussion, role playing and creative problem solving. Flexibility will help teachers clarify aspirations, diagnose strengths and weaknesses and achieve goals. A partnership in staff development helps teachers grow, not just be trained. The director must set high ethical standards and recognize that the power of leadership rests with empowering others. Good directors inspire teachers to view education as a life long process, requiring critical thinking, reflection and self direction. Leadership at every level is recognized. The director knows that the pace and energy of work is enhanced when people feel significant. Capitalizing on strengths and minimizing weaknesses allows the diverse talents of staff and children to flourish. This provides an environment for children, staff, director and parents to grow together-in partnership-IN BALANCE!