This brings me to the system theory. A system has interconnected parts that depend on each other to develop the mutual goal, which is a successful center. The interconnected parts are the environment, the processes, and the outcomes. Each component needs the support of the other to keep the common goal. According to Bloom the system theory is, “A set of interrelated parts that is characterized by the interdependence of its parts and it differentiation from its environment, a complex network of social relationships, and its own unique culture. ” (Bloom, 2005, p. ) The environment is a place where input is implemented. When I think of a childcare center environment I think of children and how they develop. I think of the atmosphere, the setting, and the conditions that can spark the chil d’s analytical thinking abilities. But that is just the internal environment. The external environments consist of the parents, sponsoring agencies, local communities, legislative bodies, and the professional communities / teachers. “The external environment places constraints and demands on the center. ” (Bloom, 2005) The external environment is the input and processing stage.
This is a collaboration of people and agencies that come up with strategies to support the development of the center. The centers that have sponsors have money and agencies that develop supportive programs such as art, literacy, and technology. Columbia College sponsors the center that I work for. The center used the money Columbia gave them to developed a program for the teachers to learn the importance of art and how a person can utilize art throughout the day. Parents, sponsoring agencies, local communities, legislative bodies, and the professional communities / teachers are big factors on the input and processing stage.
Parents may demand that the students have more free play and outdoor play. The sponsoring agencies might require more outcome data. The local communities may ask the center to stop the students from writing on the ground with chalk. The Legislative bodies may require the students to take shorter naps for more gross motor activities. The professional communities may ask for better wages for their degrees. (Bloom, 2005, p. 6) After the inputs of complaints or suggestions the director needs to structure and process how to develop a plan of action.
Getting feedback from the sources that asked for the changes is essential. After developing a plan of action the director can stand back and observe if the changes are working or not. This system allows the director to process the changes, implement the changes, and revise the changes if needed to prefect the change. The outcome process is very important because it could either sink or sail a center. If the changes in the program are not supported by staff, and parents this may become a problem that causes low enrollment, and staff turnovers. I am experiencing these problematic issues at the center I work for.
Four years ago the center hired a new director. During the four years she has made lots of changes. She changed classroom teacher teams. She closed classrooms that were bringing in the students. She put teachers in infant classrooms when they did not want to work with babies. Recently she enforced closed campus lunch. No one can go out for lunch. You have to order your lunch or bring your lunch from home. She stated that it was mandated by the state. She gave all the teachers the head-start licensing standards that stated the teacher child ratio.
It said nothing about our lunch hour. We also have low enrollment. Parents are complaining about teachers’ morale and the director’s attitude. How you implement change can affect the outcome and cause staff and parents to be disgruntle. As Bloom stated, “Problems can arise when directors and boards lack adequate data and bas decisions about outcomes on inference. ” (Bloom, 2005, p. 16) My director did not collaborate with her environment. She is an autocratic leader. She is a dictator. She does not give anyone an opportunity to be involved with the decision making process.
As it stated in the article Leadership Styles, autocratic leaders are extremely controlling and paternalistic, where leaders have complete power over their staff. Staff and team members have little opportunities to make suggestions, even if these would be in the team’s or the organization’s best interest. (Tools) If my director managed the center in a People oriented/relation oriented approach I believe the center would not be I such a crisis. People oriented/relation oriented approach leaders are totally focused on organizing, supporting, and developing the people on their teams.
They treat everyone on the team equally. They’re friendly and approachable. They pay attention to the welfare of everyone in the group, and they make themselves available whenever team members need help or advice. (Tools) Directors need to be mindful of how they lead. A director needs s to know how to coach, mentor and manage the staff. Dictating is not he way to lead. If my director collaborated with the staff, parents, and the community I believe the outcome would be different. Coaching and mentoring is not telling a person what to do.