Supervision in Early Childhood Education: A Developmental Perspective, Third Edition (Early Childhood Education Series)

289 Pages·2006·1.15 MB·English

by  Joseph J. Caruso

EARLY CHILDHOOD EDUCATION SERIES
Leslie R. Williams, Editor
ADVISORYBOARD: Barbara T. Bowman, Harriet K. Cuffaro, Stephanie Feeney,
Doris Pronin Fromberg, Celia Genishi, Stacie G. Goffin, Dominic F. Gullo,
Alice Sterling Honig, Elizabeth Jones, Gwen Morgan
Supervision in Early Childhood Education: Young Children Continue to Reinvent
A Developmental Perspective, 3rd Ed. Arithmetic—2nd Grade, 2nd Ed.
JOSEPH J. CARUSOWITH M. TEMPLE FAWCETT CONSTANCE KAMII
Guiding Children's Behavior: Major Trends and Issues in Early Childhood
Developmental Discipline in the Classroom Education: Challenges, Controversies, and
EILEEN S. FLICKER & JANET ANDRON HOFFMAN Insights, 2nd Ed.
What If All the Kids Are White? JOAN PACKER ISENBERG &
Anti-Bias Multicultural Education with Young MARY RENCK JALONGO, EDS.
Children and Families The Power of Projects: Meeting Contemporary
LOUISE DERMAN-SPARKS & PATRICIA G. RAMSEY Challenges in Early Childhood Classrooms—
The War Play Dilemma: What Every Parent and Strategies and Solutions
Teacher Needs to Know, 2nd Ed. JUDY HARRIS HELM & SALLEE BENEKE, EDS.
DIANE E. LEVIN & NANCY CARLSSON-PAIGE Bringing Learning to Life: The Reggio Approach
Possible Schools: to Early Childhood Education
The Reggio Approach to Urban Education LOUISE BOYD CADWELL
ANN LEWIN-BENHAM The Colors of Learning: Integrating the
Everyday Goodbyes: Starting School and Early Visual Arts into the Early Childhood
Care—A Guide to the Separation Process Curriculum
NANCY BALABAN ROSEMARY ALTHOUSE, MARGARET H. JOHNSON,
Playing to Get Smart & SHARON T. MITCHELL
ELIZABETH JONES & RENATTA M. COOPER A Matter of Trust: Connecting Teachers and
Learners in the Early Childhood Classroom
How to Work with Standards in the Early
Childhood Classroom CAROLLEE HOWES & SHARON RITCHIE
CAROL SEEFELDT Widening the Circle: Including Children with
Disabilities in Preschool Programs
In the Spirit of the Studio:
Learning from the Atelier of Reggio Emilia SAMUEL L. ODOM, ED.
LELLA GANDINI, LYNN T. HILL, LOUISE BOYD Children with Special Needs:
CADWELL, & CHARLES SCHWALL, EDS. Lessons for Early Childhood Professionals
Understanding Assessment and Evaluation in MARJORIE J. KOSTELNIK, ESTHER ETSUKO ONAGA,
Early Childhood Education, 2nd Ed. BARBARA ROHDE, & ALICE PHIPPS WHIREN
DOMINIC F. GULLO Developing Constructivist Early Childhood
Negotiating Standards in the Primary Classroom: Curriculum: Practical Principles and Activities
The Teacher’s Dilemma RHETA DEVRIES, BETTY ZAN, CAROLYN
CAROL ANNE WIEN HILDEBRANDT, REBECCA EDMIASTON, &
Teaching and Learning in a Diverse World: CHRISTINA SALES
Multicultural Education for Young Children, 3rd Ed. Outdoor Play: Teaching Strategies with Young
PATRICIA G. RAMSEY Children
The Emotional Development of Young Children: JANE PERRY
Building an Emotion-Centered Curriculum, 2nd Ed. Embracing Identities in Early Childhood
MARILOU HYSON Education: Diversity and Possibilities
Effective Partnering for School Change: Improving SUSAN GRIESHABER & GAILE S. CANNELLA, EDS.
Early Childhood Education in Urban Classrooms Bambini: The Italian Approach to Infant/Toddler
JIE-QI CHEN & PATRICIA HORSCH Care
WITH KAREN DEMOSS & SUZANNE L. WAGNER LELLA GANDINI & CAROLYN POPE EDWARDS, EDS.
Let’s Be Friends: Peer Competence and Social Educating and Caring for Very Young Children:
Inclusion in Early Childhood Programs The Infant/Toddler Curriculum
KRISTEN MARY KEMPLE DORIS BERGEN, REBECCA REID, & LOUIS TORELLI
(continued)
Early Childhood Education Series titles, continued
Young Investigators: Using the Supportive Play Model: Individualized
The Project Approach in the Early Years Intervention in Early Childhood Practice
JUDY HARRIS HELM & LILIAN G. KATZ MARGARET K. SHERIDAN, GILBERT M. FOLEY,
Serious Players in the Primary Classroom: & SARA H. RADLINSKI
Empowering Children Through Active Learning The Full-Day Kindergarten:
Experiences, 2nd Ed. A Dynamic Themes Curriculum, 2nd Ed.
SELMA WASSERMANN DORIS PRONIN FROMBERG
Telling a Different Story: Assessment Methods for Infants and Toddlers:
Teaching and Literacy in an Urban Preschool Transdisciplinary Team Approaches
CATHERINE WILSON DORIS BERGEN
Young Children Reinvent Arithmetic: Young Children Continue to Reinvent Arithmetic—
Implications of Piaget’s Theory, 2nd Ed. 3rd Grade: Implications of Piaget’s Theory
CONSTANCE KAMII CONSTANCE KAMIIWITH SALLY JONES
Managing Quality in Young Children’s Programs: LIVINGSTON
The Leader’s Role Moral Classrooms, Moral Children: Creating a
MARY L. CULKIN, ED. Constructivist Atmosphere in Early Education
The Early Childhood Curriculum: RHETA DEVRIES & BETTY ZAN
A Review of Current Research, 3rd Ed. Diversity and Developmentally Appropriate Practices
CAROL SEEFELDT, ED. BRUCE L. MALLORY & REBECCA S. NEW, EDS.
Leadership in Early Childhood: Changing Teaching, Changing Schools:
The Pathway to Professionalism, 2nd Ed. Bringing Early Childhood Practice into Public
JILLIAN RODD Education–Case Studies from the Kindergarten
Inside a Head Start Center: FRANCES O’CONNELL RUST
Developing Policies from Practice Physical Knowledge in Preschool Education:
DEBORAH CEGLOWSKI Implications of Piaget’s Theory
Windows on Learning: Documenting Young CONSTANCE KAMII & RHETA DEVRIES
Children’s Work Ways of Assessing Children and Curriculum
JUDY HARRIS HELM, SALLEE BENEKE, CELIA GENISHI, ED.
& KATHY STEINHEIMER The Play’s the Thing
Bringing Reggio Emilia Home: An Innovative ELIZABETH JONES & GRETCHEN REYNOLDS
Approach to Early Childhood Education Scenes from Day Care
LOUISE BOYD CADWELL ELIZABETH BALLIETT PLATT
Master Players: Learning from Children at Play Making Friends in School
GRETCHEN REYNOLDS & ELIZABETH JONES PATRICIA G. RAMSEY
Understanding Young Children’s Behavior: The Whole Language Kindergarten
A Guide for Early Childhood Professionals SHIRLEY RAINES & ROBERT CANADY
JILLIAN RODD Multiple Worlds of Child Writers
Understanding Quantitative and Qualitative ANNE HAAS DYSON
Research in Early Childhood Education
The Good Preschool Teacher
WILLIAM L. GOODWIN & LAURA D. GOODWIN
WILLIAM AYERS
Diversity in the Classroom: New Approaches to
The Piaget Handbook for Teachers and Parents
the Education of Young Children, 2nd Ed.
FRANCES E. KENDALL ROSEMARY PETERSON & VICTORIA FELTON-COLLINS
Visions of Childhood
Developmentally Appropriate Practice in “Real Life”
CAROL ANNE WIEN JOHN CLEVERLEY & D. C. PHILLIPS
Starting School
Experimenting with the World:
John Dewey and the Early Childhood Classroom NANCY BALABAN
HARRIET K. CUFFARO Ideas Influencing Early Childhood Education
Quality in Family Child Care and Relative Care EVELYN WEBER
SUSAN KONTOS, CAROLLEE HOWES, The Joy of Movement in Early Childhood
MARYBETH SHINN, & ELLEN GALINSKY SANDRA R. CURTIS
S
UPERVISION IN
E C
ARLY HILDHOOD
E
DUCATION
A D P
EVELOPMENTAL ERSPECTIVE
THIRD EDITION
Joseph J. Caruso
with M. Temple Fawcett
Teachers College, Columbia University
New York and London
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright © 2007 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopy, or any information storage and
retrieval system, without permission from the publisher.
The Ten NAEYC Early Childhood Program Standards, the listing of core competencies for
program administrators (minus full descriptions) as adapted by NAEYC from the Illinois
Director Credentials, topic areas listings from within the accreditation criteria, and example
criteria from NAEYC Early Childhood Program Standards are reprinted from NAEYC Early
Childhood Program Standards and Accreditation Criteria: The Mark of Quality in Early
Childhood Education, by National Association for the Education of Young Children (NAEYC),
2005, Washington, DC: Author. Copyright 2005 by National Association for the Education of
Young Children. Reprinted with permission from the National Association for the Education of
Young Children.
Library of Congress Cataloging-in-Publication Data
Caruso, Joseph J., 1943–
Supervision in early childhood education : a developmental perspective / Joseph J.
Caruso with M. Temple Fawcett. — 3rd ed.
p. cm. — (Early childhood education series)
Includes bibliographical references and index.
ISBN-13: 978-0-8077-4731-5 (pbk : alk. paper)
ISBN-l0: 0-8077-4731-9 (pbk : alk. paper)
1. School supervision—United States. 2. Early childhood education—United
States. 3. Child development—United States. 4. Educational surveys—United
States. I. Fawcett, M. Temple, 1928- II. Title. III. Series: Early childhood
education series (Teachers College Press)
LB2822.7.C37 2006
372.12'03—dc22
2006017816
ISBN-13: 978-0-8077-4731-5 (paper) ISBN-10: 0-8077-4731-9 (paper)
Printed on acid-free paper
Manufactured in the United States of America
14 13 12 11 10 09 08 07 8 7 6 5 4 3 2 1
C
ONTENTS
Preface xi
PART I: The Supervisory Context
1. Myths About Supervision 3
Almost Anyone Can Be an Early Childhood Supervisor 3
There Is One Best Supervisory Approach
to Use with Everyone 4
Supervisors Have All the Answers 5
Direct Confrontation with Staff Is Nonsupportive 5
Skilled Supervisors Never Engage in Manipulation 6
Good Teachers Do Not Need Supervision 7
Supervision Is an Objective Process 8
Supervisors Are Always Calm 9
Exercises 9
2. Early Childhood Programs: Implications for Supervision 10
Full-Day Programs 10
Head Start 18
Part-Day Programs 21
School-Based Kindergartens and Prekindergartens 23
Conclusion 27
Program Accreditation 27
Exercises 28
3. Supervisors and Staff: Roles and Responsibilities 30
Supervisors 30
Staff 37
v
vi Contents
Conclusion 44
Exercises 44
PART II: A Developmental Perspective
4. Caring, Knowing, and Imagining 47
Caring 47
Knowing 50
Imagining 52
Conclusion 54
Exercises 55
5. The Developmental Dynamic 56
Supervisors and Supervisees 58
Developmental Domains 61
The Context 69
Reflective Practice 76
Conclusion 76
Exercises 77
6. Supervisor Development 78
Phase 1: Beginning 78
Phase 2: Extending 82
Phase 3: Maturing 85
Reflecting on Practice 88
Conclusion 89
Program Accreditation 89
Exercises 90
7. Supervisee Development 92
Learning to Communicate Effectively 92
Becoming a Self-Confident Teacher 93
Understanding Children 94
Understanding Oneself 95
Respecting Others 96
Deriving Satisfaction and Stimulation
from Professional Growth 97
Formulating a Philosophy of Learning 97
Valuing Good Supervision 98
Contents vii
Seeing the Big Picture 100
Conclusion 100
Program Accreditation 100
Exercises 101
8. The Developmental Dynamic at Work:
A Case Study in Supervision 102
Background 102
Assessing the Supervisee 103
Assessing the Supervisor 104
The Supervisory Plan 104
Conclusion 105
Exercises 106
PART III: A Framework for Supervision
9. Clinical Supervision 109
The Five Stages of Clinical Supervision 110
Group Clinical Supervision 111
Conclusion 112
10. The Supervisory Conference 113
The Context 114
Structuring the Conference 122
Three-Way Conferences 128
Group Conferences 129
Conclusion 132
Exercises 132
11. Observation and Analysis 135
Observation Within the Clinical Supervision Cycle 136
Approaches to Observation 137
Methods of Observation 139
Special Concerns for Supervisors as Observers 146
General Guidelines for Observing 148
Putting Observation to Work: A Case Study 148
Conclusion 154
Exercises 154
viii Contents
12. Special Issues Affecting Early Childhood Supervision 156
Staff Morale 156
Staff Turnover 161
Staff and Child Diversity 166
Conclusion 170
Program Accreditation 171
Exercises 172
PART IV: Staff Recruitment, Development, and Evaluation:
A Continuum
13. The Career Ladder/Lattice: A Framework for
Staff Recruitment, Development, and Evaluation 175
State Initiatives 176
Career Ladder/Lattice at the Program Level 177
Conclusion 181
Program Accreditation 181
Exercises 181
14. Staff Recruitment, Selection, and Orientation 183
Planning and Recruiting 183
Staff Selection 186
Staff Orientation 187
Conclusion 189
Program Accreditation 190
Exercises 191
15. Staff Development and Learning 192
Approaches to Adult Learning 192
Teacher-Directed Professional Development 198
Structured Strategies for Professional Development 202
Career Development 206
Resources for Professional Learning 208
Making the Workplace Enjoyable 210
Conclusion 211
Program Accreditation 212
Exercises 213
Contents ix
16. Staff Evaluation and Learning 214
Evaluation Terminology 215
Some Guidelines for Staff Evaluation 216
Who Evaluates? 216
Sources of Evaluation Criteria 219
Approaches to Evaluation and the Career Ladder 220
Some Cultural Considerations 231
A Special Concern: The Marginal Performer 233
Conclusion 235
Program Accreditation 235
Exercises 236
Appendix: Organizational Resources 237
References 239
Index 253
About the Authors 273