Critical Assignment Adult Supervison Portfolio

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California Baptist University *

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Feb 20, 2024

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1 Critical Assignment – Adult Supervision Portfolio B Kuhn ECH 460 Cal Baptist University

2 Part 1: Reflections on Professional Growth 1: As a supervisor, there are many tasks that fall under your responsibility. Some of the primary tasks may include things like overseeing the school’s or facility’s programs. For example, some of the leaders I interviewed had the responsibility of overseeing the lunch program to ensure that the child’s nutritional needs are met, along with the state guidelines. They must also make sure to keep any allergies or sensitivities noted and they manage the applications and reference checks for the children and their families. As a supervisor in a preschool setting, you must monitor the teachers and the classrooms to ensure that the children are being taught and supported with program goals. A supervisor would oversee and schedule staff meetings and take care of the overall school and program scheduling as well. Some of the supervisors I spoke to during my interviews spoke about their inventory responsibilities. They kept track of supply orders and inventory for the classrooms and facilities along with managing the budgets. They oversee the hiring and supervising of staff and above all, they ensured that their program is meeting and exceeding the children’s social, emotional, educational, and health needs. 2: A good supervisor brings a lot to their position. There are certain qualities that make for a supervisor that is well prepared and knows the ins and outs of their business. One of the qualities that ensure a supervisor is fit for their title include an attitude of caring. The textbook talks about how caring is an included responsibility of a supervisor, “We believe that supervision is a caring process. Supervisors as caregivers strive to develop in their programs a culture of caring, a place where staff members and children grow in their capacity to care. Supervisors are also advocates for policies based on attitudes of caring.” (Caruso & Fawcett, 2007). Additional qualities may include, self-knowledge, self-confidence, in-depth understanding of the problems and issues

3 associated with their work, and the skills necessary to do an effective job. These qualities are important to a supervisory position, because as the text states, “Seasoned supervisors know and evaluate themselves.” (Caruso & Fawcett, 2007). Supervisors who are strong in their profession recognize the strengths of the staff members, are willing to share their authority, and encourage the staff to share knowledge and skills with one another. The text talks about how seasoned supervisors are concerned with staff, groups, and relationships, “They are perceptive, sensitive, discreet, and tuned into staff members.” (Caruso & Fawcett, 2007). 3: Conducting the interviews over the past few weeks along with the reading and research of what constitutes a supervisor that is mature and qualified, I have begun to build an idea of what kind of supervisor I would like to be, and what kind of beliefs and values I would carry with me. As a supervisor I would want to be mature and stable in my role of leadership but also maintain my caring and sympathetic side without the two interfering with one another. “Supervisors, who spend a great deal of time encouraging staff, helping them to feel valued, and letting them know that their contributions are appreciated, also need to care for and nurture themselves” (Caruso & Fawcett, 2007). I would like to continually broaden my knowledge, always be willing to grow, and be adaptable in the most professional sense. “Early care and education programs as centers of knowing are places where these differences are valued and fostered.” (Caruso & Fawcett, 2007). I would also like to be consistently self-aware and willing to look inward to use experience and knowledge to effectively perform my job and self-evaluate when needed. “Maturing supervisors bring rich and disparate life experiences to their roles and can look back and understand how those experiences have made them who they are and how they contribute to present-day success. Seasoned supervisors know and evaluate themselves.” (Caruso & Fawcett,

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4 2007). There are many great qualities and philosophies that would make a great supervisor. People are continually developing, and we can all use a little humility when it comes to knowing where we can work on ourselves. The most important quality I would like to keep when becoming a supervisor, is my ability and appreciation of our continuing personal and professional growth. * How can principles of the Christian faith be incorporated in the work of a supervisor in an early childhood program? Being a supervisor requires a person to be a strong leader while also being compassionate. These are Christ like virtues that God is demonstrating while loving His people, and we would do well to carry these qualities within ourselves as well. 1 Peter 5:2-3 says, “shepherd the flock of God that is among you, exercise oversight, not under compulsion, but willingly, as God would have you; not for shameful gain, but eagerly; not domineering over those in your charge but being examples to the flock.” Being a good supervisor does not mean that you become a leader that is compulsive and prideful, demanding orders with a hard heart and iron fist. If you take note from this piece of scripture from 1 Peter, you can see that God understands that we will need leaders, there will be moments when we need a person in charge, however, this also means that we become examples of what is right and how things should be done: Lead by example. It is also important to remember that although you may be a supervisor or leader, you are also a team and one with your staff. 1 Corinthians 12:11 says. “All these are empowered by one and the same spirit; who apportions to each one individually as he wills.” This verse is speaking about the different gifts from the spirit. We are all given different gifts accordingly, however, just because they are different, does not mean they are not coming from the same God. We are

5 all one team, working together, under Christ’s rule and blessing. As a supervisor, it is important to remember that although necessary and often required, supervisory positions are not meant to make a person better than the rest, rather to allow that person guide the rest together. Each person is unique and a person in a leader position needs to be able to appreciate the unique individualisms of their team. Part 2: Plan for Personal Growth As someone who is studying to work in the field of early childhood education, it is important that I become comfortable and confident in my professional skills. As I continue to grow and move along in my career, it is likely that I will encounter certain areas where I can use more support and growth. However, there are a few areas now that I feel could use some more development in order to get me to a place of being a prepared and assured early childhood educator. Bellow, are some of the goals and resources that will help me to professionally grow: Child Development Permits. One area of growth that I feel would benefit me in my professional life would be obtaining child development permits as I professional progress. For each permit given through the Commission on Teacher Credentialing website, an applicant must meet multiple requirements to quality for that particular level. For example, starting out, I may begin at the Child Development Assistant Permit and work my way up through the Teacher Permits and eventually the Supervisory Permits. These permits will allow me to provide services of care and development of children in child development programs according to my level of professional growth and acquired credentials. This is a wonderful way to set and meet personal and professional goals for growth and development in early childhood education.

6 Positive Behavior Support. Another area that I feel would help me to professionally grow, also an area that I could use more confidence in, would be a better understanding and useful skills for positive behavior support. The Center on the Social and Emotional Foundations for Early Learning provides training kits for different development areas in early childhood education. One of these training kits that I feel would benefit my own professional growth in early childhood education, would be the Positive Behavior Support Kit. This is an individualized approach for addressing challenging behavior and provides valuable information accompanied by PowerPoint presentations that evaluate and grow your knowledge and skills. Understanding challenging behavior is the best way to productively and successfully deal with a child who presents with any kind of difficult actions. Having a better understanding in this area would allow me to grow professionally have the personal and professional confidence to respond effectively. Differentiated Instruction. Lastly, the area I feel I could use the most assistance with growth in, would be differentiated instruction. As a student who will eventually become an educator, I often fear I will not be able to accommodate for the different degrees of children’s learning abilities. For example, if I personally understand only one way in which one and one makes two, I am afraid I will not be able to provide the children with different learning styles and alternative ways of coming to that conclusion. The IRIS Center provides training modules that include Differentiated Instruction that maximizes the learning for all students. “ This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning” ( IRIS | IRIS Resource Locator , n.d.).

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7 The module also includes additional information, activities, and case studies to help with growth in this specific area. California Early Childhood Online (CECO) also offers modules for growth and understanding with dual language learners. This would be another resource that would help with differentiated learning. There are a lot of areas that I will still need to professionally develop and grow since I am still a student. However, these are just a few goals that I feel would provide me with more confidence in my abilities. Each area has the materials and resources needed to help me achieve my goals. As I continue to learn and grow, my professional goals will adapt and change to whatever professional path I am on, my number one focus is to ensure that I never lose the drive and desire I have to meet these goals. Part 3: Plan for Professional Growth for an Early Childhood Practitioner Toward the beginning of the course, I interviewed Ms. Linda, a director and preschool teacher at First School in Cathedral City, California. Ms. Linda provided me with responses to questions I asked her regarding daily tasks, supervisor engagement, and staff relationships. Ms. Linda enlightened me on what it takes to successfully direct and run a preschool. However, if I were to choose a few areas that I feel Ms. Linda could use for professionally grow for herself, her staff, and the children, I might suggest things like, building positive teacher-child relationships, assistive technology, and family engagement. Positive Teacher-Child Relationships. Although Ms. Linda and I did not discuss teacher- child relationships in detail, the preschool and staff work within a diverse community. The program offers dual language learning and inclusive classrooms; however, The Center on the

8 Social and Emotional Foundations for Early Leaning website offers a training kit that includes tools and materials to help promote interactions and develop relationships between teacher and child. There are activities and positivity training included in this training kit and it also provides problem solving situations. For a preschool and staff as large as the one Ms. Linda oversees, I feel her, and the staff can only positively benefit from engaging in resources like this. Assistive Technology . Since Ms. Linda’s director and supervisory roles require a lot of curriculum and program creativity, I feel using a resource to professionally grow with technology would help out a program of this size become more exposed to technology in ways that help the children develop and learn in new and creative ways. The IRIS Center offers an overview module for Assistive Technology that explores ways to expand student’s access to technology in the classroom. In today’s day and age, incorporating technology to a young child’s curriculum, can be extremely beneficial for their overall cognitive development. This module shows how to provide, assist, and maintain lessons and learning via technology services. Family Engagement. Again, because the program that Ms. Linda oversees is set within a diverse community, there are a lot of resources that can help with professional growth when it comes to engaging with families. CECO (California Early Childhood Online), offers several modules that help with family engagement. Modules that incorporate things like partnerships with family and culture. One module in particular, a family engagement tool kit, offers training on building relationships with families, family member’s roles, cultural respect, and engaging family. It is so important to have an open and productive relationship with the families of the children you work with. Positive family relationships supports children’s needs, feelings, interest, and independence.

9 There is always room for growth and development. We are always learning and expanding, and with the help of resources like the these, the staff, children, and families in early childhood education, can become a united force that offers everyone the opportunity to gain experience. Professional growth can ensure that we are building a staff and program that is reactive to the needs of children in way that is responsive and encouraging. I do not believe that anyone ever stops growing, and to keep growing professionally means that you remain aware of your environment, your staff, and yourself.

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10 References Caruso, J. J., Fawcett, M. T., Joseph J. Caruso, & Williams, L. R. (2007). Supervision in Early Childhood Education . Amsterdam University Press. CECO . (n.d.). https://www.caearlychildhoodonline.org/en_modulecatalog.aspx Child Development Permits . (n.d.). https://www.ctc.ca.gov/credentials/req-child-dev CSEFEL: Center on the Social and Emotional Foundations for Early Learning . (n.d.). http://csefel.vanderbilt.edu/resources/training_kits.html IRIS | IRIS Resource Locator . (n.d.). https://iris.peabody.vanderbilt.edu/resources/iris-resource- locator/

Critical Assignment Adult Supervison Portfolio

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