Module 2

2
Review Scenario for Symptoms 3.
Discuss Conflict Symptoms 4.
and Causes

Identify Strategies to 5,
Manage Conflict

Review Background for Conflict 6.
Strategies

Rewrite the Script 7

create positive change. learning. and growth. Tell participants that in
this activity they will identify the symptoms. causes, and strategies for
managing conflict situations.

Distribute Handout 9: The Demoralized Team to cach participant.
Have participants read Handout 9 to themselves.

Distribute Handout 10: Conflict Management—Symptoms and Causes.
Have participants form small groups. Ask the groups to use Handouts
9 and 10 to identify the symptoms and causes of conflict within the
scenario. They should also be prepared to report their answers to the
larger group.

Reconvene the entire group and debrief the symptoms and causes of
conflict in the scenario. Have each group take turns reporting the
symptoms and causes that they identified.

Lead a discussion and ask the following questions from Handout 9:

@ What seemed to be the primary cause(s) of the conflict?

B How would you des
What actions or behaviors can you give as examples?

ihe the degree of trust within this team?

Distribute Handout 11: Conflict Management Strategies. Have
participants form their smal] groups again. Ask them to review Part I
and complete Part II. Explain to participants that they need to consider
each individual's point of view as best they can when answering the
questions in Handout 11. Remind the groups that they will only
complete the first three steps of Handout 11 for the scenario. They
should again be prepared to report their answers.

Remind participants that not only do communication and trust

play vital roles in dealing with conflict. but the MOVER behaviors
(Mentor. Outreach, Vision, Empower, and Role Model) can be used
to influence and manage conflict in a constructive manner.

Ask participants to work in their small groups to rewrite the script for
the stalf members in the Demoralized Team scenario, keeping the
background the same. Refer cach group to Handout 11, the positive.
influencing leadership behaviors, and MOVER behaviors discussed in
this activity.

Influencing Organizational Culture

" su
d


Module |

Read and Discuss a Head
Start Leader Scenario

Reflect and Write
Individual Values

Distribute Handout I: Forest Knolls Head Start. Haye participants
read the scenario. Ask them to answer the following questions:

1) What leadership qualities do you recognize in the individuals
mentioned in the scenario? What leadership behaviors did
they practice?

What did the Head Start director and other leaders in the
program do to empower the individuals in the scenario to
assuane leadership responsibilities?

3) Which feadership qualities and behaviors shat you listed in
Questions | and 2 do you perform within your own program?

Tell participants to record in their Leadership Journals the leadership
behaviors and activities they identified in the scenario. Discuss these
qualities with the participants when they are finished. In addition.
suggest that they list one or two of these behaviors, skills, and
activities that they want to develop or improve.

Take a few minutes to discuss with participants what may be the
most basic values guiding their leadership behaviors. Explain that
our values can be translated into our own internal guiding principles.
These principles often determine our approach to leadership and di
our individual behavior and actions.

Apk participants to reflect on and record in their jouraals the values
that are most important to them. Emphasize that their values are their
internal power source. If participants have difficulty getting started.
Suggest that they think about their goals in life or what is most
important to them,

If participants need additional encouragement, ask them to think
about the various roles they play as Head Start leaders. Next. ask
what they value most in each role. These roles may include teacher,
supervisor, counselor, agency representative, friend, colleague. or
project manager.

This exercise helps participants recognize their deep-seated messages
about what they consider most important in their leadership roles and
in life.

Understanding Leadership



ED 419581.

|
|
|

i
{
i
\
|

Training Guides for the
Head Start Learning Community

Leading
Head Start
into the
Future

HEAD START,

iy



Resources

Magazines/Tournals Educational Leadership: Th dion for Supervision and
Curriculum Development Mc Alexandria, VA: Association
for Supervision and Curriculum Jevelopment.

Published eight times a year, September through May. this. nagazine
contains a variety of viewpoints on issues confronting the educational
community, Although this magazine is intended primarily for leaders in
elementary. middle. and secondary education. itis for anyone interested
in curriculuin, instruction, supervision, and lgadership. To obtain
subscription information, contact the editorial office: 703-549 9110.

Executive Excellence: The Magazine of Leadership Development,
Managerial Effectiveness, and Organizational Productivity, Prove, UT:
xecutive Excellence Publishing.

Edited by Stephen Covey and Kenneth Shelton. this monthly publication
offers background information about personal and organizational growth
and developnient. The magazine reviews current wends in and insights
into personal and organizational leadership. Article topies include culture
and diversity, leadership, service excellence. reinventing org
vision, and change.

nizations.

Journal of Teacher Education. Des Moines, 1A: Drake University.

Published live times a year. this journal publishes articles that contribute
to teacher education and development. Article topies include diversity.
leadership. and gender issues.

Internet/ Child Welfare League of America
World Wide Web Sites hip Jw diandsnecorg/owlas

The Child Welfare League of Ameri
public and pri

is an association of nearly 1.000
We nonprofit organizations that assist millions of children.
and families. The organization advoeates on Capitol Hill to promote
federal laws and policies that strengthen child welfare services, suppart
accreditation and success in meeting national standards, and improve
leadership in child welfare services through consultation, training sessions.
and conferences. It also provides professional publications. periodicals.

videos, and state-of-the-art training materials.

Resources 125



Module 2: Influencing Organizational Culture

Handout 7; MOVER Game Board

i M oO v E R
i Mentor Outreach Vision Empower Role Model
i

HT Develop career

development

iy contracts that
! Statf include one-on- if
one monthly 1}
meetings. Ht
i
Create i
opportunities {|
for all parents 4
Parents to take on ik

responsibilities
and show
commitment.

Management
"Team

Provide timely

information.
Policy Cultivate an
Council environment of

trust and
respect.

i Encourage
nenvorking

. and develop
Board of a process for

Directors maintaining
! an effective
group.

Influcncing Organizational Culture 69



Module 3

How do dynamic leaders effectively communicate Heir vision! Thes
articulate the vision into a philosophy that is easy to gi
stand—-a concept that has meaning lo every parent. sti
andy ember of the community

isp and under-
‘person,

To communicate ina way that moves others to share the vision, leaders
appeal to a common purpose, communicate expressively. and have a

sincere belief in what they are saying. In other words. they Know how to

connect with their audience and how to communicate their ideas clearly.

They do this by using language and cultural metaphors that individuals
can relate to; they relate to each individual's cares. concerns, and work
They make contact with parents, program staff, volunteers, and the loc
community, atempting to understand their concerns and the impact the
vision has on them.

This “high touch” approach distinguishes outstanding leaders. Being able
to relate to the personal concerns of individuals builds trust and pro-
Motes a desire to be part of the team, Developing trusting relationships

is extremely important so leaders cas effectively forge ¢  nmunity
partnerships and collaborative goals.

The Advisory Committee on Head Start Quality and Expansion had a
vision: An expanded and renewed Head Start that serves as a central
community institution for low-income children and their families in every
American community. This vision requires leaders to form alliances with
all sectors of the community and to communicate how these partnerships
are mutually beneficial to everyone. Head Start partnerships allow
organizations to make a positive investment in the future of the entire
community.

Comunittee. Head Start
will play a central role in emerging national initiatives such as h

Tn the leadership role envisioned by the Ads isor

alth care
reform. education reform, family preservation and sagport. and welfare

reform. This vision has alred
collaboration offices propel

dy started to fake shape. with many state
Head Star's concerns for children and
families into state and national priorities.

Logal programs must also forge partnerships that are constantly renewed
and recrafled to meet changes in families. communities. and state and
navonal policies. The Head Sturt Program Performance Standards require
grantees to participate in community planning. to encourage strong
communication and cooperation, and to share information among con
munity partners. This vision isa widely expanded leadership role for a
Head Start program,

Positioning Head Start for the Edun

fois)



Introduction

Module

(C) Activity 34: Inspiring
+ Others
: H i Start Vision

Handout 12: Guidelines for,
Connnunicating the Head

' Handowt 132 Planning an
§ laypirational Message
i Worksheet

Chart paper, markers

90, mines Handout 2; Professional
i
i
i

Development Plan

Module 3: Positioning i Ganon I: The Great
! Head Start for the Future : io rridex Initiative
© (continued) Copies of Section 1304.41
from the Head Start
Program Performance i
Standards. Seetion (a)
Partnerships

Chart paper. markers

ctivity 3-6: Refle
on How to Achieve
Community Partnerships. i £ Copies of Section 1304.41 |
© from the Head
{ Program Performance
Standards, Section (a)
Partnerships I

S minutes | Handout | IR
Partnerships Action Plan

Chart paper. markers.

C = Coaching Activ ities

W = Workshop Activities

Introduction 9


Module

2 Influencing Organizational Cuicice

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Influencing Orgamzational Culture


| Module |

Activity 1~6: Plan
for Development

So

G

Introduce Activity

Review Self-Develupment Entries

Purpose: Participants will review with the coach their individual
Professional Development Plans and Leadership Journals. They will
develop an action plan to improve the skills and behaviors they listed
in these documents.

Materials:
Ask participants to bring their Leadership Journals and Handout 2:
Professional Developinent Plan that they completed in earlier
activities.

i
il
Coach Preparation Notes: i
i
i, Discussing personal development comments written in the i
i} Leadership Journals is optional. They should be discussed only if” ii
‘the participants wish to share their personal notes regarding their Hf
i |
{development areas and challenges, t
| i!
Therefore. not all participants will he comfortable discussing the it
I questions in this activity. An optional approach is for participants W
i ; ° .
{| to respond to the questions privately in their Leadership Journals. \
i ~aa)
1. Begin this activity by diseu

sing with participants the importance of Cr”)
developing skills and enhancing leadership behaviors one step at a

time. This approach allows learning and self-discovery to occur in

bite-size pieces. The Leadership Journal and Handout 2: Professional
Development Plan are part of the learning and growth process for this

module.

Remind participants that they have been building their Leadership
Journals and their Professional Development Plans during previous
activities.

2. Working one-on-one with the coach, participants review the entries
they made in Handout 2: Professional Development Plan and.
if desired. in their Leadership Journals. Discuss the challenges
associated with the skills and behaviors they listed.

Use some of the following questions for discussion:
@ What makes these skills or behaviors challenging”

Be What fears, notions, er imvils may be getting in the way

ere) ;
Leading Head Start into the Fuiure



Module 3: Positioning Head Start for the Future

Handout 15: Community Partnerships Action Plan (Continued) :

Goal: Develop interagency agreements with local educational agencies.

Action Step:

Complete by

Action Step:

Complete by:

Action Step

Complete by:

po Action Step:

Complete by:

Achon Step

i Complete by:
i 2

Action Step:

Complete by

fas

Leading Head Start into the Futine



Module 1: Unde

nding Leadership

Handout 2: Professional Development Plan

1. Knowledge, Skill, or Behavior I Want to Obtain, Practice, or Improve:

@ Action Steps:

w@ Progress Made to Date:

2. Knowledge, Skill, or Behavior | Want to Obtain, Practice, or Improve:

m Action Steps:

@ Desired Results:

@ Progress Made to Date:

47



Module 2

Ask participants (0 close their eyes and think about a ime when
they were recently involved in a conflict. Read the following

questions slowly:

Who wes involved?
- What events led to the conflict?’
— What were your feelings?
— Whar happened?

— What feclings remain with you?

After thinking about these questions. ask participants lo create a
collage or representation of their feelings using the materials thes
have gathered. They may want to express their thoughts in verse or
prose. Have participants discuss their responses or artwork with you.

To encourage participation in ongoing professional development and
Jearnin

. suggest that various staff members offer workshops related
to the information in this module throughout the year. They can use
the Resources section at the back of this guide for workshop topics.
In same eases, the presenters may wari to present a topic that is
related to their area of expertise but sull relevant to running a program
With a strong. positive. learning culture. This activity will broaden the
skills of those giving the workshops and maintain the philosophy of
continuous learning, Some indiviauals may even want to team teach
or share these sessions with other centers.

o4

Leading Head Stari into the Future



Module |

Help participants obtain the | or books listed in the
Resources section of this guide. Participants can read the articles or
selected chapters in the books and use their Leadership Journals to list
the leadership behaviors, skills, and techniques that were described.
Participants should answer the following questions in their personal
Leadership Journals:

dership artivie

— Which behaviors or qualities of these leaders dob aditive most?

-- What seem to be their guiding principles?
— Which behaviors and skills would | like to practice?

Have participants use their journals for one or two weeks to peri-
odically reflect on how to use the MOVER (acting as a Mentor.
engaging in Outreach, committing to a shared Vision, Empowering
staff and parents. and being a Role Model) leadership behaviors.
Participants should reflect on how to act as role models in what they
do and say as Head Start leaders, Participants can schedule quarterly
or periodic leadership theme meetings or one-on-one sessions with
other staff members to talk about these leadership behaviors and
expectations to raise their awareness of how they can practice these
behaviors.

This activity supports the performance standards for establishir
a structured approach lo staff waining and development. ft builds

relationships among staff and assists then in acquiring or inereasing
the knowledge and skills they need to fulfill their job responsibilities:

Understanding Leadership

3u



Module 2: Influencing Organizational Culture

Handout 6: Las Casitas Head Start Program
(Continued)

Las Casitas Head Start naw serves five distinct ethnic groups. The classroom bulletin boards have colorful |
displays of many different cultural heritages. The parent committees have many plans for sharing traditions |
and customs. The ckair of the policy council, who is from Haiti. says Las Casitas Head Start could teach the |
United Nations a few things about building on the strengths of a diverse group! H

= What does this scenario (ell you about the organizational culture of Las Casitas? [ts accepted
behaviors? Its norms? The values of staff? Its philosophies?

@ What do you think the leaders of this program did to influence the organizational culture?

68 . Feading Head Start into the Pune



Continuing Professional Development

Head Start staff can use the following activities throughout the y car to
complement and build on the skills developed in this guide

Individual, Self-Guided a identify individuals who display the leadership skills and behaviors.

Activities

that you listed on your Professional Development Plan. Observe these
leaders, meet with them to discuss their strategies, and share ideas on
how tiey use the skills and behaviors you are developing.

cach week, schedule time to focus on your leadership development.
Use this time to reflect on patterns, trends, and opportunities for
achieving your leadership vision. Document and chart those trends
and opportunities in your Leadership Journal. Each week, add at least
one activity that will move you closer to achieving your Vision for the
program, the community, and yourself, Each month, evaluate the
amount of time you spent on leadership activities and what you have
accomplished.

gw Join a speakers” organization, such as Toastmasters Internatic
enhance your communication skills. Toastmasters International is a
nonprofit organization that provides its members with a variety of
communication and leadership experiences. There are more than
8.600 Toastmasters clubs internationally, with members coming from
various occupations and backgrounds. A typical club consists of 20
to 30 peaple who regularly attend ticetings. These meeting

as)

offer the

follow ing activities:

— Opportunities to give both impromptu and prepared speeches

— Anevaluation session that provides each speaker with
feedback regarding the strengths of the speech and areas to

improve

A short business session that enables members to practice
parliamentary procedure

For information about Toastmasters clubs in your community.
contac

Toastmasters International

P.O. Box 9052

Mission Viejo. CA 92690

Phone: 714-858-8255

Web site: http:/Aww wtoastmasters.org,

Continuing Professional Development 09



Module 2

Influencing Organizational Culture

Outcomes Asa result of completing tis module, participants will be able to:
@ Recognize the characteristics of organizational culture

B Determine how leaders can influence the culture of their Head Start
program

@ [dentify symptoms and causes of conflict and develop strategies to
manage conflict within a program

® Determine additional leadership behaviors or skills to include in their
Professional Development Plans

Key Concepts @ The critical characteristics of a Head Start culture include wecepted
behaviors, group norms, values, customs, and the basic assumptions
and beliefs shared by all program members. The culture of the
program is the framework that determines how people relate to each
other and do their work.

m@ Strong Head Start leaders play a key role in vhaping their programs’
@ culture. They use strategies to ensure that the culture of their pragram
supports good relationships that empower everyone to do his or her
work.

M Acting asa sfentor, engaging in Outreach, commiting to a shared
Vision, Empowering others, and being a Role Model are the behaviors
that leaders use to influence and support a positive program culture.

iffective Head Start leaders recognize that conflict is a natural part
of'any culture. They use their communication skills to identify the

symptoms and causes of conflict. They develop strategies that can

manage and overcome internal program conflicts.

@ Learning

js a continuous process. Head Start leaders should constantly
expand their interpersonal skills as they seek to influence and move
their programs into the twenty-first century.

! Influcncing Organizational Culture 48



Module 3

Purpose: 1o this activity. partivipants will practice ways to communicate
their progrant’s vist

Activity 3-4:
Inspiring
Others

nso they can inspire others to embrace it,

Materials:
Chart paper. markers
Handout 12: Guidelines Jor Communicating the Head Start Vision
Handout 13: Planning an Inspirational Message Worksheet

Coach Preparation Notes:

To prepare for this workshop, ask participants to do the following: a

B® Bring the vision statements they prepared in Activity 3-2

@ Bring something to the session that has greatly inspired them
1 and influenced their thinking
aspeech. (If participants heard ay

and behavior, such as a poem or

: spiring speech but do not
4 have a copy of it, they should be prepared to discuss its con- ‘|
lent and the person who delivered it.)

i Optional Presentation Schedule

hoo. . . :
@ {This activity can be presented in Wwo sessions, If a tWwo-session
© Schedule is selected. use Session 1 to draftan inspirational mes "

: ected as
} sage and use Session 2 to practice delivering that message.

J. Ask the participants to share the inspirational object they brought to

Introduce the Activity the workshop. Tell then: to explain why it is inspirational
Analyze Laspirational 2. Refer to the Background Information under aspiring Others.
Speakers Emphasize that leaders inspire others by communicating their visions

someny people can relate to them. They are able to convince others
that many people will benefit when the vision is achieved.

Ask participants to think of a speaker who inspired them. Ask, Wy
was this speaker se inspiring? Possible answers could include the
ftollowine

Me ff pained vivid picture.

Bw flee evanples were familiar. | could relate to them.

Positioning Head Start fat the Future of



Introduction

Outcomes

Audience

Trainer and Coach Selection

Performance Standards

“fer completing this training. participants will meet the following
outcomes:

w Identify their leadership skills, Anow ledge. and values

@ Examine the culture of their organization and determine the
leadership principles and strategies needed to effectively lead
others within the program

@ Identify the leadership practices and strategies needed to establish
partnerships with the private sector and forge linkages at the
community, state. und federal levels

This guide is written primarily for the grantee director, Head Sturt
director, and management team. The information and actisities may be
of interest to selected leadership groups: however. cach grantee should
determine the leadership groups that would benefit from the guide.

Participants in these training sessions nay play leadership roles in one
Head Start program or they may be leaders from several program
clusters. The trainer or coach who delivers this training may be an
outside consultant, human resources director, adult education instructor.

of training coordinator, Because the participants are leaders of Head
Start prog

‘ams. the coach or trainer should have experience facilitating
leadership training sessions and should be able to offer new insights mto
the leadership function

This guide supports the Hi ds.

id Start Program Performance Stand:

Leadership skills ai

re Necessary to meet those performance standards
that require programs to:

Ble olement human resources management policies that govern

nal structure, staff qualifications, standards of conduct.
staff performance appraisals, staff and volunteer health, staffing
patterns, and training and development

Bm Use staff performance appraisals to identify staff training and
professional development needs, modify staff performance
agreements, and assist each staff member in improving his or
her skills and professional competencies

B Take an active role in community planning. perform outreach,
and establish community , artnerships.

we

Leading Head Start inte the Future

me
ws



i This national training guide was developed by Aspen Systems Corporation, 2277 Research
‘ » MD 20850 under 105-94-1582 of the Head Start Bureau, Administration
for Children and Families. ULS. Department of Health and Human Services. 1997,

Photograph provided courtesy of Montgomery County Public Schools Head Start Program, Rockville, Mary land



Module 1: Understanding Leadership

Handout 4: A Head Start Leader Is a MOVER

Effective leaders are committed to creating healthy relationships, They continually seek to provide
conditions that help staff and parents have happy and productive lives. This means giving staff the time
and support to try new ideas and to expect and embrace the mistakes that will come from experimentation.
IL also means devoting substantial time to issues of attitude, morale, and motivation and constantly finding
new and meaningful ways to show respect. appreciation, and recognition to the people making it all happen.

i
| Mentor
|
|
i
|
|
Outreach }
Effective Head Start leaders understand that they must lead within the program and in the external
environment. They establish productive relationship» with the community's business and educational t

i
| -
| leaders. They also seek opportunities for personal and professional growth.

In this context. “vision” is defined as an ideal and unique image of the future. Vision is a critical element is
of leadership because leaders are expected to create a climate of positive change within the program. In the
strategic planning process, the first step is to create a shared vision. When a program has this ideal of how

it wants to shape the future, all goals, objectives, and strategies have meaning. Everyone in the program
understands why the changes are necessary: they have accepted the vision and understand their part

Empower
One of the keys to effective leadership is the ability to empower people. According to Warren Bennis !
Empowerment is the collective effect of leadership. In [programs] with effective leaders, empowerment

is most evident in four themes: people {cel significant: learning and competence matter: people are part

of a community: and work is exciting. |

Leaders are value driven. They base their decisions and actions on their internal ethical principles.

Respected leaders know who thes are and what they stand for, They inspire excellence in the program
by modeling certain values such as trust, respect, creativity and innovation, conflict resolution, and
collaboration.

i
|
1
{
i
|
| Role Model .
i
|

“Warren Bennis, An bivented Lites Reflec tems en Leadership and Change (Rewling. MV Addison-Wesley Publishing Co. 199),

40 Leading Head Start into the Vuiure

i
a



Module 2: Influencing Organizational Culture

Handout 10: Conflict Management—Sympioms and Causes

m Increased tension among

leadership teams, policy
| groups, management teams,
| staff, or parents i
1

| @ Increased disagreements and
complaints

 §=©Avoidance among program
i members
i

i m Increased blaming
|
|
I

CAUSES OF CONFLICT: i

a iH

| i Misunderstanding or '
communication failures i

@ Value and goal differences

mu Differences over methods/
approaches to work

a Conflicts in job roles/
responsibilities fi

|

|

1

|

1

|

|

|

|

| m Lack of team spirit/
| cooperation
|

|

\

!

|

|

|

w= Authority issues

m= =Noncompliance issues or
differences in interpretation of
policies or standards of work

Influencing Organizational Culture

75



Module 3

Introduce Activ 1
Brainstorm Vision 2.
Write Individual Vision 3.
Represent Vision of Groups 4.

Refer to the Background Information on vision, Emphasize the
following

B® Leaders are responsible for ensuring that their programy have
a unique vision of the future:

@ This vision provides the focus (and direction) for planning tie
services identified in the Community Assessment process—
the services your Head Start program must provide to meet
future challenges

@ The vision serves as the bridge to the future.

m When a prog
Work together toward a connor

Vs Vision isc

iL is easier for everyone to
val

Tell participants that thes will work together to begin describing the
Vision for their program. Brainstorm the answers to the following
questions. Chart the responses.

B What services would ©. © program previde if we could over-
come all of todar's challenges?

Be Whar aust we do to provide a better world for the children
and fainilies in our prowam?

Instruct individuals to review the answers listed on the chart puper
during the brainstorming activity. Ask them to write in their
Leadership Journals a vision statement that reflects their responses to
the questions on the chart paper. The vision statement may consist of
several sentences:

Distribute the peel-ofl labels and squares of fabric. Ask participants to
Write their vision statements on the labels and attach them to the Pbric
squares.

Separate participants into groups. Have them read to their groups the
vision statements that they atttched to the fabric squares. Have the
groups decide how to fusten their fabric pieces into quilts. Ark the
cips lo review the visions represented on their quilts and write al
ast one Vision siutement that encompasses the ideas on their quilts,
hey can dee. rate the quills and name them. Collect all the quilts and
display them around the room. Have a spokesperson fron each group
read the Vision statement to the entire group.

SO

Leadmy Head Start aite the bidure

6



DOCUMENT RESUME,

ED 419 581 PS 026 437

TITLE Leading Head Start Into the Future. Training Guides for the
Head Start Learning Community.

INSTITUTION Aspen Systems Corp., Rockville, MD.

SPONS AGENCY Administration for Children, Youth, and Families (DHHS),
Washington, DC. Head Start Bureau.

ISBN ISBN-0-16-042726-6

PUB DATE 1997-00-00

NOTE 128p.; For other Training Guides, see PS 026 418-420

CONTRACT 105-94-1582
AVAILABLE FROM U.S. Government Printing Office, Superintendent of
Documents, Mail Stop: SSOP, Washington, DC 20402-9328.

PUB TYPE Guides - Non-Classroom (055)
EDRS PRICE MFO1;PC06 Plus Postage.
DESCRIPTORS *Administration; Leaders; Leadership; Leadership Training;

Learning Activities; Learning Modules; Parent Workshops;

Personnel Management; Preschool Education; *Preschool

Teachers; *Professional Development; Teacher Workshops
IDENTIFIERS Learning Communities; *Project Head Start

ABSTRACT

A commitment to enhancing and developing leadership skills
contributes to positioning Head Start as a centirai community institution for
low-income children and their families. This guide, comprised of three
training modules, is intended to help Head Start leaders refine and expand
their skills and knowledge through a variety of training activities. Module
1, "Understanding Leadership," helps participants understand the meaning of
effective Head Start leadership, allows them to explore how personal and
organizational values are related to effective leadership, and introduces the
MOVER model of the leadership behaviors of mentoring, engaging in outreach,
committing to a shared vision, empowering others, and acting as a role model
Module 2, "Influencing Organizational Culture," focuses on techniques that
extend leadership behaviors throughout the organization and demonstrates the
impact of these behaviors on the organizational culture. Module 3,
"Positioning Head Start for the Future," encourages participants to recognize
the role that the program plays in the community, helps them to develop
skills and behaviors for building or strengthening partnerships, and allows
participants to enhance their abilities to envision the future and to
communicate their visions within the context of the MOVER behaviors. Each
module includes outcomes that are based on the guide outcomes, key concepts
and background information. The leadership journal and professional
development plan are intended to help participants reflect on their
experiences and develop leadership action plans. The final section of the
guide is an annotated list of 50 print, organizational, and electronic
resources. (Author/KB)

FEI II II III II III II HO III IE I II I II I II I I II II II II II I I II SI I ee

* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *
FOSS SII ISS SSIS IIS SESS ICIS ISI IOS III IIS IGE I ai aio



A ER OT

Resources

Bennis, Warren, and Burt Nanus, Leaders: The Strategies for Taking
Charge. New York, NY: Harper and Row, 1985.

Based on analyses of ninety top leaders from all welks of life, Leaders
shows that today’s best leaders have developed their skills and (aught
themselves the competencies of leadership. The authors reveal four major
strategies that leaders must learn to be effective: (1) attention through
vision, (2) meaning through communication. (3) trust through positioning.
and (4) deployment of self.

Block, Peter. Stewardship: Choosing Service over Self-Interest. §
Francisco, CA: Berrett-Koehler Publishers, Inc., 1993.

The concept of stewardship means that organizations undertake a [ar-
reaching redistribution of power, purpose, and wealth, The organizations
practicing stewardship replace the traditional management tools of control
and consistency with partnerships and choices at all levels.

Block, Peter. The Empowered Manager: Positive Political Skills at
Work. San Francisco, CA: Jossey-Bass, Inc., 1987.

The Empowered Manager has two audiences. First, it was written for
executives who run organizations and struggle with the dilemma of how
to create and leave behind an organization they personally believe in.
The book is also written for middle managers who need ideas and
practical ways to support the belief that people have some control over
their destinies,

Burke, Mary Ann, and Carl Liljenstolpe. Recruiting Volunteers, A
Guide for Non-profits. Menlo Park, CA: Crisp Publication, Inc., 1992.

This publication was developed for nonprofit organizations that depend

on volunteers and for community volunteer organizations (for example.
schools. civic groups. and so on). Recruiting Volunteers discusses the
importance of planning for volunteer recruitment and provides a model
for developing a successful volunteer program. Designed in a self-paced
format. the guide helps individuals define the value of volunteers, evaluate
their roles, and develop programs for effectively using them.

lt

Leading Head Start into the Future



HEAD START” i

Leading Head Start
into the Future

Training Guides for the Head
Start Learning Community

s M4 US. DEPARTMENT OF HEALTH AND HUMAN SERVICES
{ andl Families

2
£



Resources

Covey, Stephen R. Principle-Centered Leadership. New York. NY
Sununit Books, 1990, 1991.

This book describes four basic levels or principles effective leaders aved
to practice. These principles involve a potential leader's relationship with
himself, his relationship with others, the level of responsibility necessary
to get things done. and the need to organize others (that is, hiring. tr
building teams and systems. solving problems, etc.). Dr. Covey provides
models and examples for the reader as he describes eight general charac-
teristics of prinviple-centered leaders: a continuous learning process: 2
quality service orientation: a positive. high energy level: belief in the
strengths and contributions of others: balance between personal and work
lives: an adventurous outlook: high productivity and creativity: and at total.
holistic exercise program for self-renewal. The book uses the four prin:
ciples to provide strategies that help leaders answer such challenging
questions as: How do vou have a culture characterized by change.
Hexibiliny, and cominuous improvement and maiuain a sense of stability
and security?

ning.

Covey, Stephen R, The Seven Habits of Highly Effective Peaple. New
York, NY: Simon and Schuster, 1989.

6 The author presents a holistic. integrated. principle-centered approach for
soly ing personal and professional problems. Covey reveals a step-by-step
pathway for living with faimess. integrity, honests. and human dignity.

Creating a 21st Century Head Start: Final Report of the Advisory

i Committee on Head Start Quality and Expansion. Washington. DC:
U.S. Department of Health and Human Services, 1993.
The committee found that Head Start can be proud of many successes. yet
it still needs to address existing quality problems and refocus on meeting
the challenges of a new age. Recommendations encompass three broad
Resources

ensure that every program strives for excellence. expand the

number and scope of services. and forge partnerships with key community

and stale institutions,



Module |

m@ Leaders must be charismatic

Leadership exists only at the top of an organization

Bm Leaders control, direct, prod. and manipulate.

Lead Final Discussion 4.0 Close this activity by asking the following questions:

mM Way is itimportant to understand the misconceptions we have
cthout Head Start leadership?

RB Whur leadership myths have affected vour perceptions of
veurselfas a leader? How has this activity helped?

wm Why do vou think we have these notions of what a feader hus
to he?

Activity I-
MOVER Behaviors f 6 about Head Start leaders. Participants will recognize the MOVER

: BY} Purposes Participants will individually review aid aie! several myths

Dispel Leadership behasiors they use in their program.
Myths —
Handout 4: A Head Start Leader Iya MOVER
Handout 5: Leadership Myths
Leadership Journal
Introduce Activity 1. Eyplain to participants that our fears or notions often get in the way

of our goals. These notions, or myths, can sometimes affect our
perceptions of who we ure and what we would like to achieve for
ourselves and others. Refer to the Background Information for an
additional eyplanation of the studies conducted regarding leadership
traits, Remind participants that anyone can be a leader.

Discuss Head Start Myths

vw

Discuss with participants one or two fears they may have regarding
leadership or being a leader in a Head Start program. Suggest that thes
list these in their Leadership Journals. Have the participants record

each fear (or myth) and then ask them why they have this notion about
feadership. For example, Head Start leaders have all the answer,
They must be able to deal with all problems, Thex must have multiple
solutions for every problens.

3. Distribute and discuss Handout 5: Leadership Myths.

26 Leading Head Start into the Future

4
St



Module 3

Activity 3.
Forging
Community
Partnerships

Introduce Activity

Purpose; \n this activity, participants will use a scenario to identil’y
strategies they can use to promote community partnerships.

Chart paper, markers

Handout 2: Professional Development Plan

Handout 14: The Greai Strides fnitiative

Copies of Section 1304.41 of the Head Start Progeans Performance
Standards. Community Partnerships. Section (1) Partierstrips

Trainer Preparation Notes:

To prepare for this workshop. list the following phrases on chart
Paper:

mB Take an active role in community planning to encourage
strong communication, cooperation, and the sharing of
information

gm Lake affirmative steps to establish ongoing collaborative
relationships with community organizations

RB Perform outreach to encourage volunteers front the
community to participa

Develop interagency agreements with local education
agencies

1. On chart paper. display the following phrases from the Head Stut
Program Performance Standards:

@ Take anactive role in community planning to encourage
strong conmmunication, cooperation, wid the sharing of
information

@ Take affirmative steps to establish ongoing collaborative
relationships with community organizations

@ Perform outreach to encourage volunteers [rons the
community lo participate

8 Develop interagency agreements with local education
UKONCIOS

Positioning Head Start for the Future

oR



Module 3

Intraduce Activity

Reflect on Head Start Prog-am

Write a Vision Statement

Share Vision Statements

Refer to the Background Information on visioning.
following:

mphasize the

® Leaders are respansible for ensuring that their programs have
a unique Vision of the future.

@ This vision provides the focus and direction for identifying
the services a Head Start program must provide ta meet future
challenges

B The vision serves as the bridge to the future.

mw When a program's vision is clear, itis casy for everyone to
work together toward a common goal.

Ask participants io answer the jollow ing questions in their Leadership
Journals

@ Am / here for something todo.
@ Am There todo something?

Discuss their responses. Continue the discussion by asking
B@ Whatis the “something” that ou are here ta do?

B&B What challenees are the children and families in the Head

Start community facing

@ What services must your program provide to overcome these
challenges?

Revord their responses on chart paper,

Give participants Lime te review the answers listed on the chart paper
Ask them to write in their Leadership Journals a vision statement that
puts into words what they want for their progrant in the Juture. The
vision may consist of several sentences.

Discuss how they can range to discuss their visions with other
pr

am leaders. The discussion should also include the visions that

other feaders have for the program. In addition, discuss how the
leaders can communicate their visions to all parents, stall, and
volunteers.

Feuding Head Start into the [tire



Introduction

AtA Glance

Module Activity

(W) Activity P~1
Leadership at Forest Knolls

(C) Activity [-2: Guiding
Principles and Leadership
Behaviors

(Wy Activity E 3: Leaders

Module 1: Are MOVERS

|
| Understanding
| Leadership

Wo Activity | 4
: Leadership Myths

Dispelling

R

(C) Activity 1-5: MOVE
Behaviors Dispel Leadership
Myths

(Cy Acuvity E62 Plan for
Development

eo

onl
Materials H
Session |) Handout 1: Forest Knolls |
90 minutes | Head Start :
Handout 2: Professional
Development Plan

| Session 2. | Handout 3: Guiding
90 minutes! Principles Billboard :
1 ! Chart paper. markers. ‘
and tape H
60 minutes! Handout 1: Forest Knolls |
Head Start :

| Handout 2: Professional
Development Plan

Leadership Journal

Le
60 minutes |

Handout 2: Professional
Development Plan

Handout 4. A Head Start
: © Leader Is a MOVER

Chart paper, markers

Several packages of three-
by-five-inch self-stick notes

Handout 5: Leadership
| Myths

AS minutes

f | Chart paper. markers

“OO minutes, Mendout 4: A Head s
1 Leader Iya MOVER

| Handout 8: Leadership
| Myths '
Leadership Journal

“4S minutes) Handout 2: Professional
: | Development Plaa |

adership Journal

ara Leading Head Start inte the Future
46



Module 2

Lead Final Discussion

Srammart:

Ry

~ When Evita and Monique take the initiative and use their
OW Means. resources, oF creative ideas to obtain information
about families. they create a climate of trust and empower-
ment. To further develop the norms of trust. empowerment,
and communication, they invelve the director on their team.
They make recommendations for the others involved to de-
velop future strategies.

— The scenario shows a lotof energy as participants get in-
volved in whatever capacity they can, from the director and
area specialists or coordinators to other staff members and.
parents. A lean spirit is visible in this climate. internally and
externally. as participants complete their initiative.

Continually learning to keep up with technology and using
Helo search and ebtain information are accepted approaches
to work

The values demonstrated include diversity. collaboration and
partnering. and inclusion to mainstream children and families
from different ethnic and cultural groups.

What do seu think the leaders ef this program did to influence the

Possible answers include:

The director empowered Evita and Monigae. They. in turn.

empowered and trusted others.

» Livita and Monique reinforced the climate of learning and
sharing information with others.

The director was a strong role model because she led Evita
and Monique to assist the new famihes. Evita and Monique
served as role madels for the others on the staff when they
Shared information and brought others onto the project to
form a team

Conclude the activity by emphasizing the follow ing ports:

B Leaders shape ¢

sntzational culture by establishing and com
municating values and eliets

Leading Head Start inte the Future



Module 3: Positioning Head Start fur the Future

Handout 12: Guidelines for Communicating
the Head Start Vision

Organize Your Communication:

@  Ciain the attention of the audience at the beginning. Use icebreakers—-a story. an anecdote, a picture. or
a poem-—for an effective opening.

® Explain the purpose of your message
B® Present the main points clearly
@ Use examples that people can relate to when you emphasize the main points

@ Conclude by summarizing the main points and telling the audience what you would like to happen next.

Connect with the Audience:

@ Appeal to common beliefs

@ Talk about Waditional values

& Communicate expressive

@ Be positive and helpful.

mw Use We instead of J,
mM Speak with emotion and passion.
m Show personal conviction about your Message.
Positioning Head Start for the Future Iol
-

4103



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Jeading Head Start into the bunve

%

7


Module 1; Understanding Leadership

Handout 1: Forest Knolls Head Start
Part I

My naine is Tom Riley, the siaff development director, L remember when Jeanifer Meyer came on board as
our tew director three years ago, We were notin compliance, morale was low, and it seemed like program
area specialists and other staff member:
problems with some of our children, the program was lacking in strong family parmerships, and family
relationships were deteriorating.

escalating

could not work together, We were also experiencit

Zam Janet Boyd, a family partership specialist. Lam on iy way to visit a new family that we just
enrolled. Even though it is nota regular function of my job to visit families, | like wy do so every now t
and then. We are always looking for new ways to stay connected with the families we serve, We continually
try to work together as a team, collaborating to best serve our children and families, Ofien, our regular
weekly meetings include other staff, such as parents, the health assistant, and the cook, depending an

who the discussion might affect or who might have valuable insights. Tomorrow, L wil attend a two-day
seminar called Empowering Families with two parents in the program. I is reat that we have the
opportunity to attend workshops and cerlificate programs

Yes, things are really different around here, Lam Kevin Ortiz, volunteer coordinator, | have just come
ting community involvement
ideas for our Valentine's Day Banquet. We have never had this kind of community get-together before.

i] LE presented my plan to the Policy Council and later ta the Management Team. They appeared very
interested and then really wanted to help! When Lwas not sure of the next steps, 1 felt comfortable going
tothe policy chair, She is a good listener. | feel confident in creating the flyer for this because of the
ongoing coaching I receive and the writing course I conipleted last month

ou of a Policy Council meeting where | was asked to lead a discussion sugges

My name is Era Wade. As a family specialist for the program, | finally feel accepted as an important
part of the staff, Although 1 almost lost hope in this program three years ago, now it is truly reaching out
and empowering parents and families in the community, | have been given ihe opportunity, confidence,
and encouragement to finish my degree in social work, Lain inspired to share my wisight and offer some
af my own ideas or inigrant parent involvement, using both my knowledge and my background. [try to
remember to listen and give emotional support te families and sometines other staff, given the stresses
we face ona daily basis. | have been testing a new approach for building family partnerships. 1 ask i
whomever is considered part of that family unit to describe their perfect world and what they want for
themselves, their family as a whole, and the children. We break this down into tvo weeks, one month,
three months, and sometimes six months. We talk about the goals to be worked on for their perfect world
and then together we try to imagine the best picture for their future.

We love our celebration meetings when we get together to share information with each other, Now, when
we have staff development mectings, the executive director often stops in and shares his insights with us
Sometimes, these nectings nun into problem-solving sessions. During our last inservice, we talked about
the fature of the program and what it should look like. We developed individual plans and goals to achieve
collaboranvely as we continue to provide services to the Head Start community now and in the future,

Understanding Leadership aa


Module 2

Shaping Organizational Culture Leaders can influence organizational culure; they can shape and mold
the values, basic assumptions, and beliefs shared by the members af the
organization, They play key roles in ensuring that their programs’ culture

supports good relationships that empower everyone to do his or her work.

Effective Head Start leaders develop a variety of strategies to shape
culture and influence positive relationships within their programs. Leaders
who learn to affect culture through others do so by empowering people to
build good relationships. The following strategies ean help leaders build a

positive and effective organizational culture.

1. Being a MOVER Leaders use several techniques to mold a healthy Head Start culture and
to lap into the energy and creativity of staff and parents. These techniques
involve applying and integrating effective leadership behaviors throughout
the program, including:

® Acting asa Mentor-~ sharing knowledge and expertise gained from
experience

B® Facilitating Outreach within the program-——ensuring communication
among parents, staff, consultants, and every member of the
organization promotes quality outcomes fer children and families

@ Establishing a shared Vision-—-guiding and motivating staff, parents, @
and collaborators in visualizing and sharing the excitement of building
a better future for Head Start children and families.

Developing an Empowered organization—nurturing a sense of sel!
worth and commitment to Head Stat through active participation

® Being a Role Model-—-modeling ethical and value-based behaviors.

standards of conduct, and lifelong learning

2, Empowering Others One of the keys to discovering the gold mine of energy and er
others is empowerment

AUVILY In

Empowerment is the collective effect of leadership. In Head Start
programs with effective leadership, empowerment is most evident
when these four values are present: people feei significant: lear
and competence matter: people are part of a community
is eaciting.*

ing
and work

Warren Rennis, Why Peaders Can't Lead” Deming and Development denna, Vol 44, No 4 ¢\pril, L989) 38 e@

As Leading Head Start inty the Future



Resources

Bloom, Paula Jorde, et al. “Leadership Style Assessment Tool.” Child
Care Information Exchange. September—October, 1991.

The authors of this article maintain that a certer director's leadership style
is a powerful factor that influences organi7” onal effectiveness. The
article contains an assessment tool that directors can distribute to their
staffas a means to evaluate their leadership style and performance

Foster-Jorgensen, Karen A. “Your Quality Journey: The Next Five
Steps.” Early Childhood News. Vol. 7, May-June, 1995.

This article examines the role of effective leadership in implementing a
quality early childhood program. The author suggests that through the
jeader’s work, quality performance is supported and staff feet connected
to their co-workers and the quality of the improvement process. The article
includes several helpful strategies for empowering personnel, building a
risk-giving environment, and ethbracing continuous improvement,

Geher, Beverly. “From Manager into Coach.” Training. February.
1992.

Self-directed teams need ce
some of the challenges involved in turning hands-on managers into

ches. not managers. This article presents

hands-off advisers

Kagan, Sharon L. “Leadership: Rethinking It—Making It Happen.
Young Children. Vol. 49, No. 5, July, 1994,

This article reviews many definitions and theories of leadership and

ests that traditional leadership thinking may not be appropriate to
carly childhood. The author emphasizes that shared leadership is important
in carly childhood settings and suggests that early childhoad pedagogy

and practice can contribute to the critical discussion of leadership and
leadership development

Kurtz, Robert R. “Stabilizer, Catalyst, Troubleshooter, or
Visionary—Which Are You?” Child Care Information
January-February, 1991.

This article explains the conceptualization of leadership styles. The
author describes how this conceptuali zation allects administrative tasks
and functions and child care directors

Resources



Module 2

Activity 2-1:
Understanding an
Organization's
Culture

Introduce Activity

Discuss Scenario

their arganizations and focus on empowerment. Leaders play key roles
in ensuring that their programs’ culture supports good relationships
that empower everyone to do his or her work.

Purpose: Participants will identify the characteristics of organizational
culture.

Materials:

Chart paper, markers

Overhead 1: Head Start’s Organizational Culture Includes...
Handout 6; Las Casitas Head Start Program

One or two sheets of chart paper, prepared prior to the activity, listing
the characteristics of culture (accepted behaviors, norms, values,
philosophies, rules and customs, and climate) and their descriptions
from the Background Information section.

Using the examples from the Background Information and

Overhead 1; Head Start's Organizational Culture Includes... discuss
organizational culture. Explain that, for Head Start. organizational
cuiture is the framework used to determine what is important and
what is not.° Tell participants that, in this activity, they will identify
the characteristics of the culture of a Head Start program.

Have participants separate into small groups. Distribute a copy of
Handout 6: Las Casitas Head Start Program to each participant,
Have the groups read the scenario and respond to the questions.
invite members fram each group to share their responses with the
entire group.

The questions on Handout 6 are fisted below:

Whar docs this scenario tell you about the organizational culture of
Las Casitas? Its aecepted behaviors? [ts norms? The values of staff?
Its philosophies:

Some of the answers may include:

~~ Learning about others and creating learning tools such as a
vocabulary list to share information are examples of accepted
behaviors and norms.

Based on Paula Jorde Bloom, Blueprint for Achon: Achieviny Center Based Chasige Dheough Staff Devclopnient (Mount Rainer

Gryphon House, 1987)

Influencing Organizational Culure

S3

cr



Module 2

® People feel significant, Everyone makes 1 contribution to the
organization and knows that his or her contribution is important
and valued by the other members of the unit. A classroom has (v0.
co-teachers who plan and implement programs toge
who plans and an aide who implements.

er nota teacher

@ Learning and competence matter, Wn atearning organization, it is

safe to make a mistake: itis expected and viewed as a natural step
. A Head Start leader values learning and
mastery. He or she conveys that messave to everyone in the pro-
gram by using performance reviews Lo identify staf training and
professional development needs and by supporting education and
training in every way.

in the learning proces

& People are part of a community, One of the leaders most important
jobs is to unify, to create a team of people working toward a shared
vision. Head Start programs can do this through strong two-way

conduc!

basis, with respect for the cultural and ethnic back:
families and stat.

communication between staff and parents,

ed ona regular
sunds of all

HB Work is exciting. There is something special about working for [Head
Start that attracts people. The leader's challenge is to make sure that
the work is stimulating and exciting by using his or her vision to
motivate and energize the staff.

What does it mean to be empowered? Empowered people feel that they
can control their survival. This means that they take full responsibility for
their situations. They recognize and conduct themselves with feelings of
personal power and control, flexibility. and trust from those serving
leadership capacity.

nat

Empowerment is evident when people fron all levels of the organiza
tion are included in the decision-making process. They are empowered
to manage and answer to their own achievements, challenges, and
shortcomings. Empowering leaders influence others to agree on the

rights and responsibilities of participating in a program.

Empowered Head Start staff and parents have an undertying purpose, goal.
or Vision of something worthwhile. They know they are an integral part of

the program, and they commit themselves to achieving that purpose. They

do not wait for things to get better before they start living their dream,

Influencing Organizational Culture

iy



Moduie 3

Visioning

Inspiring Others

children and their families, leaders must be MOWERS who are reads and
able to move the program into a Mourishing future:

Module 3 focuses on the fundamental skills leaders need to position their
Lead Start programs for the future.

The a
This capacils is called visieaiig: ite may also be called envisioning
bout what the organization will look like
inthe future. What a vision does is remarkable: a clear vision that is

bility lo see future possibilities is a critical element of leadership.

imagining. even dreaming

communicated and shared by others creates a direction for the future
and provides a framework for today "s activities.

Dynamic leaders have a unique vision for the future of their programs
These leaders have a clear vision of how things should be. Their vision
provides the focus and direction for the services their programs provide

How do Head Start leaders begin to envision the future? [t can begin

with a vague desire to do something that would challenge them and others

The internal energy around this idea encourages more and more thinking.

enabling them to dream about and clarify what they really want to happen

Leaders begin to sense what the organization or project would look like,

feel like. and be like. The image of the future program takes shape in their

minds. The vague notion becomes erystallized into something concrete r
that they can write down, draw, or express in some way. This process
probably hay pened to all of uy many times.

Fach of us has the capacity to invent some aspect of the future. Ask |
yourself this question, Would [rather invent the fidure or just experience
the tune? Those grantees that have recently added new programs such
asa tiransition project. a family service center, ov an barly Head Start
program had someone who could take a dream, share it. and build the
Neeessary partnerships to create anew reality, (See Leading the Wav:
Disabilities Services and the Management Team from the Training
Guides for the Head Start Learning Community series for more
information on how program leaders create new realities.)

Effective leader. are able to create a vision and. just as important,
communicate the Vision in a way that inspires others to want to be a part
afin, Why is itimportant ta communicate the vision and enlist others to
sipport i? When Elead Start leaders can translate the vision int
for being for each stall? person and family member in the prog

reason
rum.
everyone has a partin the vision and can accept it. Leaders strive to

communicate what others can embrace and support as their own ideal.
This ownership gives potency and power to the vision. I produces positive
results Te helps the dieam become a reality.

Leading Head Statoite the bunae

OO


Module 3

Discuss Elements of Effective
Communication

Draft Inspirational Message

Optional Session 2:
Deliver Inspirational Message

He talked about traditional values

@ She appealed to everyone. -different parts of the county, all
ages, both sexes, major religions.

@ Aer emotion and passion were evident. She spoke with con-
viction hour her dream.

Refer io the Background Information under /ispiring Others, Acting
as Change Agents, and Taking Risks, Emphasize that leaders articulate
haw other members of the community benefit when the Head Start
vision is achieved. Leaders can be change agents and foster com-
munity partnerships when they talk about Head Start. Explain that
leaders can schedule one-on-one meetings with community leaders.

to deliver an inspirational message. In addition, leaders can give
presentations at meetings and fundraisers.

Using Handout 122 Guidelines for Communicating the Head Start
Vision, discuss ways to organize und deliver an inspirational message

Distribute Handout 13; Planning an Inspirational Message

Worksheet, Allow participants twenty minutes to plan a five-minute
talk that conumunicates an inspiring message to the conmmunity.
Explain that when people plan the message they want to communicate.
they can present their ideas more clearly. Refer participants to the
Vision statements they created in Activity 3-2 to help them plan their

Messages.

Have participants deliver their five-minute speeches. Using Handout
12: Guidelines for Conumunicating the Head Start Vision and Handout
78 Planning on baspirational Mesa
strengths of each speech. Ask participants for suggestions on ways to
improve their speeches

ge Workshecr discuss the

Summarize the activity by asking participants to explain the
importance of communicating the Head Start vision te the local
community. Discuss ways for participa > to communicate their
messages ta the community.

Leading Head Start into the Lute
Sy



Module 1: Understanding Leadership

Handout 5: Leadership Myths

Myth 1: Leaders
of ability in athleti i
great athletes train and talented performers rehearse, Leadership opportunities are plentiful and within the \
reach of most people. You can be a leader in one aspeet of your life while having a different role in another il
[
|
\

is'a rare skill. Everyone has leadership potential, just as everyone has some level
s. Mechanical tasks. and the arts, Great leaders simply develop their potential just as

part of your Jife. For instance. ¢ teacher's assistant may alse be an all-star coach: a driver/custodian miy
4 alsa be a Boy Scout or Girl Scout leader.

Myth 2; Leaders are born, not made, Several renowned leaders in the area of education and child F
advocacy had very modest beginnings. They attained leadership positions through hard work and f
j eXpericnee. The major competencies of leadership can be learned through practice and experience. i
This may not be easy. and there is no simple do-it-yourself guide to leadership. However. for those |
‘| Who have prepared themseives and are willing to put forth the effort, leadership can be learned.

Myth 3: Leaders must be charismatic. Charisma iy not a prerequisite for success as a leader. Leaders
come inall shapes, sizes, colors, and cultural backgrounds. There are no requirements for any certain type

of physical appearance, health. personality. or style.

Myth 4: Leadership exists only at the top of an organization. Have you noticed that the most successful
organizations have many people who are willing and able to assume leadership positions? Think about the
2) programs and organizations in your community. Perhaps one or Wo stand Gul as strong models of quality.
Many leaders may evist in those programs and organizations. not just the director or executive director. Do
these programs and organizations have several sualf members who are outstanding in their field? Strong
leadership breeds Jeaders. All levels of programs and organizations have plenty af room for leaders.

Myth 5: Leaders control, prod, and manipulate. | cadership should not be seen as an exercise of power, |
but rather as the empowerment of others, Good leaders do not need fo control and manipulate others
because they have aligned the energies of the staf

and commanity behind an inspiring vision. These
feaders have breathed motivation into others so that they can create their own goals to fulfill the common
vision. People should accept leadership. not be coerced into follow ing it Good leaders lead by pulling. not
by pushing
or controling them: by er

by inspiring. not by ordering: by enabling people to use their own initiative. not by constraining — ;

ating realistic goals. not by setting unreasonable expectations: and by rewarding

4) progress. not hy ignoring achievements.

Understanding Leadership 4
ba



Resources

Kouzes, James M., and Barry Z. Posner. Credibility:
Gain and Lose It, Why People Demand It, San France
Bass, Inc., 1993,

How Leaders
CA? Jo

The authors show how leaders can encourage greater initiative, risk taking
and productivity by demonstrating trust in employees and resolving
conflicts on the basis of principles, not positions. They identify s
effective leadership; (1) discovering yourself, (2) appreciating constituents
and their diversity. (3) affirming shared values. (4) developing capacity.
(5) ing a purpose. and (6) sustaining hope.

x keys to

st

Kouzes, James M., and Barry Z. Posner. The Leadership Challenge:
How to Get Extraordinary Things Doue in Organizations. Se
Francisco. CA: Jossey-Bass, Inc., 1987,

The authors show that leadership encompasses a set of practices that any-
one can master. They describe five basic practices that managers at all
Jevels can learn and use: challeng

ng the process. inspiring a shared vision,
enabling others to act, modeling the way, and encouraging the heart.

Mandel, Steve. Liffective Presentation Skills, A Practical Guide for
Better Speaking. Mento Park, CA: Crisp Publication, Inc, 1987.

Making effective presentations has alway
‘This book offers guidelines for preparing and delivering an effective
speech, [t presents a variety of strategies and tips that help the reader
mitke a clear, confident, lively, and convincing presentation, Topics

ys been at priarily for leaders

include assessing skills. dealing with anxiety, planning the presentation,

organizing the presentation, developing and using visual aids, preparing
for the presentation, and delivering the presentation:

Manning, Marilyn, Leadership Skilis for Women: Achieving Impact as
a Manager, Menlo Park, CA: Crisp Publication, inc., 1989,

This book shows women how to use their wuique talents and feminine
strengths to become the best leaders possible, both on the joh and in their
personal lives.

Resources

lo



Tea sate by the U8.
Super atetidont of Lax unients. Mail Stop: SSOP. Wa
ISBN 0-16-042726-6

thes
anton, DC

MODIS.

a |


Continuing Professional Development

Professional Organizations

Continuing Education

Many organizations offer leadership development programs that specialize
and experiential Jearning activities. The following organiza-
tions provide hands-on workshops, residential training programs, and
leadership publications and resources:

Greenleaf Center for Servant Leadership
921 East Eighty-Sixth Street

Suite 200

Indianapolis, IN 46240

Johnson & Johnson Head Start Fellows Program
The John E. Anderson Graduate School
of Management at UCLA
Suite 2381
405 Hilgard Avenue
Los Angeles, CA 90024-1464

Leadership Development Program
Center for Creative Leadership
P.O. Box 26300

Greensboro, NC 27438

National Head Start Association Academy
1651 Prince Street
Alexandria, VA 22314

Pecos River LEAD

Pecos River Learning Center
7600 Executive Drive

Eden Prairie. NM 55344

To learn more about leadership. marketing, organizational development.
and managing organizational change, contact the admissions offices of
four- or two-year community colleges. Many colleges offer these courses.
as part of a degree program or as part of their continuing education/adult
education divisions.

Continning Professional Development

Wd



Handout 6: Las Casitas Head

Start Program

Las Casitas Head Start pr
season, There are 1

able harvest
‘am: Nearly 70 percent of the children are under
the age of three. They are primarily Mexican families, but also include several Haitian, African American.
and Anglo-American families. Las Casitas Head Start staff members represent each culture served by

* the program,

am serves migrant farmworker families during the fruit and \

any infants and toddlers in the prog

During a staff meeti
the housin.

Sita mentioned that three new families with preschoal children had moved into
complex where some of the Haitian and Mexican families live. The new families were front
Guatemala. but they did not speak Spanish: they had their own Indian dialect and customs. Evita asked if
anyone on the staff could communicate with them because someone who understood their Jar
culture should iny ite them to enroll in the program. No sti
culture.

ge and
members Knew anything about this particular

The director asked for volunteers to research the Guatemalan culture and try to locate an interpreter in the
community, Evita volunteered and agreed to get back to the director by the end of the week with some ideas
or recommendations. Monique offered to help her.

Evita made calls to churches and social services agencies. She began to learn about where the families came
from and found out that they spoke an Indian dialect called Q°ueqehi CREF-chay ). Monique used her
technological skills to gather some information trom the Internet about traditional Quiché.
chay MAH-y an) culture and the Quegehi linguage. Phey found out thata community health purse in the
next town might be able to interpret for them becatise she had spent two years in Guatemala as a Peace

Corps Volunteer

Reporting back to the director Wo dass hater, Evita and Monique recommended forming a team that could

cereale a strategy to reach out and invite these new families to join the program. The director a

reed,
knowing that the program must offer some signs of familiarity to welcome them. The director joined the
team and asked staff from the child development. health, and family partnerships areas to join the teane

They met the next morning to plana strategy for creating a Welcome environment for the Guatemalan
families. They started with a vision statementabout how the diversity of Las Casitas Head Start is ity
realest strength, Next. they brainstormed ways to iavolve a variety of community or

nizations in pooling
resources and benefits. The director wanted to learn some words and phrases in Q'ueqehi: she had already
made a few labels using the vocabulary fist that Monique had circulated and posted ia the classrooms.

© The center’s staff was now ready to contact the new families. More Quiché-Mayan families be f moved into

the housing complex, and the Guatemalan community was growing. A dozen children were enrolled in

© Las Casitas center, Occasionally. a few mothers would come to the center and teach others how to make

‘tortillas. Staff began to learn about Central America. the Mayan Indians, and the native traditions of their
newly enrolled families.

Influencing Organisational Culuive



Module 2

6. Valuing Learning

> Peter Sen
(hall 1990): 24

Effective leaders also plan a step-by-step process to assess and manage
current conflicts. This strategy for managing conflict involves the
following steps:

Define the problem from all points of view

State (to yourself) what you want or what you need
Generate as many solutions as possible

Test each idea and select the best solutionts)

Write an action plan

Acton your plan

Leaders analyze conflicts among others and determine what prevents

a positive culture from being maintained within their programs. They
also assist members in identifying how these conflicts affect the overall
characteristics of the culture (norms, values, philosophies, rules. and
climate ).

In fulfilling their responsibilities. Head Start leaders often bring about
needed changes that can cause tension and conflict. Effective leaders mold
the shared beliefs and values that define the culture to facilitate how their
organizations adapt to change and conflict and attain goals. (See Effective
Transition Practices: Facilitating Continuity from the Training Guides
for the Head Start Learning Community series for more information
about how individuals deal with change.)

Empowerment and quality service cannot occur without a culture that
values learning. In a learning organization, the leader is committed to
creating conditions that enable people to have happy and productive
lives.* This means giving staff the time and support to iy new ideas and
to learn from the mistakes that will come from experimentation. It means
devoting substantial time to issues of attitude, morale. and motivation. It
also means constantly finding new and meaningful ways to show respe
appreciation, and recognition for the people who make it all happen.

Within a learning organization, staff and parent leaders serve as models
for excellence by engaging in leadership behaviors that encourage
continuous improvement. This process begins as leaders who guide

organizational culture foster effective leadership behaviors throughout

be Lealer's New Work. Building Learmog Organizations.” Sloan Manavement Keven, Vol. 32. No.1,

. Leading Head Start into the Fuiure
ob



Module 3: Positioning Head Start for the Future

iP soon : ot song beae = on. 7
i Handout 15: C. “munity Partnerships Action Plan (Continued) i}
i li
i
| Goal: Take affirmative steps to establish ongoing, collaborative relationships with community i
if organizations, HI
i i
I ;
i ; "
jl Action Step: il
i
i Complete by :
ij
Action Step: A
i Complete by: :
i bee -
Action Step:
i ii
ij 4
{Complete by: i
a
| Action Step: :
! :
ff |
1 Complete by: it
: woe oe 4
ii Action Step: :
: i
Hy
| Complete by: :
:
‘Action Step: H
|
i
Complete by: :
Ie a - ais = > congue.
106 Leading Head Start into the Future



Module |

Link Value: ° > Guiding
Principles

Review Leadership Journal

Summarize

Activity 1-3:

4. Ask

participants to write nt for each value they listed in their
journals, The statement st written as a guiding principle for the
value. Ht should be written ats aus affirmative statement in the first

person,

In your explanation, you might want to describe the following
example.

Fisted education er continuous learning ay one af my values. The
guiding principle for this can be written us: Continued education and
learning are guidiag principles for me. continuously seck every
opportunity to learn something new.

Assist participants during this step in identifying which guiding
principles or behaviors they want to add to Handout 2: Professional
Development Plan tor personal improvement.

Suggest that each day for one or Wo weeks. participants review the
list of values and guiding principles that they wrote in their Leadership
Journals, During this review, they may wish to expand their work by
Writing additional insights in their Leadership Journals. They may also
want to add to their Professional Development Plans any new
opportunities to improve leadership skills and behaviors.

6. Summarize this activity by reviewing how our values and guiding
principles can shape our leadership behaviors, aclivities. and
decisions. Examples of leadership decisions include:

Bm Making final decisions or plans re

urding outreach strategies.

B Identifying a systematic, ongoing process for program
planning

B Developing an orientation for new staff, consultants, and vol-
unteers. including goals and philosophy of the program

Purpose: Participants will determine the necessary skills and Head Start

Leaders Are activities to act as a Mentor, engage in Outreach. commit to a shared

MOVERs Vision. Empower staff and parents, and be a Role Model (MOVE R).
They will reflect on their comfort level with each behavior and discuss.
what they do to practice these leadership MOVER behaviors. Participants
Will continue to build their Professional Development Plans.

)

Leading Head Start into the Future



Module |

Session I: Leadership
Behavior and Skills-—
Introduce Aetivi

Discu.
Leader:

in Small Groups
hip Behaviors and SI

Identify How Participants
Demonstrate Leadership

Plan for Professional
Development

mn

Begin by saying that studies show that there is no magi¢ formula for
ite Chat anyone cun be a leader! However, Head S
leaders need to develop specific behaviors and skills lo successfully
move their programs into the future. Tell partvipants they will explore
these imporiant leadership behaviors and skills in the first session of
this activity.

being a Jeader ut

Distribute a copy of Feaidaur 1: Forest Kualls Head Seat to each
participant. Have participasis cead the nario to thempel ves and
answer Questions | and 2. using the worksheet on the back of the
scenario.

Ask participants to form small groups, Instruct each group to review
and discuss scenario Questions | and 2. Ask each group to report its
discussion to the lau

¢ group, The first two questions are:

1) What leadership qualities do vou recognize in the individuals
mentioned in the sccnaria? Wheat leadership behaviors did they
practice?

2) What did the Head Start director and ether teaders in the program

do to empower the individuals in the scenario to assume leader-

ship responsibilities?

Ask each group to take turns reporting on the leadership behaviors,
skills, and activities they identified in the scenario, Record the
responses on chart paper as cach group reports, placing a check mark
next to the skills or behaviors that are repeated. This will help show
Visually those skills or behaviors that the groups identified as most
critical. Briefly review responses, noting those that were repeated.

Ask participants to work on their own and complete Question ..

4) Which leadership qualities and behaviors that you listed in
Questions | and 2 do you perform within your awn progran?

After participants have answered Question 3 on their own, ask for
volunivers to share their responses to Question 3 with the large greup.

Tell participants that they will complete this portion of the activity
independently. Have then refer to the leadership qualities, behaviors.
and shiils they listed in Questions | and 2 of Handout [. Explain that
they will complete Question + and list those behaviors, qualities, or

a b Leading Head Start into the Future



Continuing Professional Development

Group Activities B® Perform the following activities to develop a comprehensive training
plan for staff and parents. Review the Head Start Program Performance
Standards. Using the performance standards as a reference, work with
prograin members to identify the leadership knowledge, skills, and
behaviors that they must master to effectively perform their assigned
functions. Next, ask program members to review their lists of knowl-
and behaviors and to suggest training activities that will
help them improve in these areas.

Use this information and any program data you have to answer the
following questions:

— How can staff and parents use these leadership skills. behaviors,
and knowledge in their di

to-day activities?

— How can I encourage program members to apply these skills and
behaviors?

— How can! motivate staff and parents to develop the Ieadership
skills needed to continuously improve our program?

@ Arrange leadership training seminars for parents in the community.
Collaborate with other service agencies to provide free information,
referral, and training for parents. These seminars can help parents. *)
develop advocacy skills: learn more about federal, state, and local
laws that affect their children; and form support groups based on their
needs. To obtain information about federal. state, and local parent
leadership organizations. contact:

The Nationa! Parent Information Network (NPIN)
ERIC Clearinghouse on Elementary and
I Childhood Education
University of Hlinois.
805 West Pennsylvania Avenue
Urbana, IL 618014897
“mail: rothenbe @uiuc.edu
Website: http:/ericps.ed.uiue.edu/npin

Ho Leading Head Stan into the Fi

aa



Module I

Next Steps:
Ideas to Extend
Practice

Working independently or with other staff. participants can build on the
skills developed in this guide by completing activities such as those
listed below. Some of the activities can contribute to the participants’
Professional Development Plans.

Mm Hlave participants plan a brown-bag lunch meeting and invite staff
nd parents to share their thoughts about their values and guiding
principles related to their Head Start leadership roles, They may
want to prepare a written summary of their values and guiding
principles to distribute to the group. Participants may describe to
staff and parents the arcas in which they ure striving to improve
their leadership abilities.

Some examples of improveinent include inspiring trust und canfi-
dence, bringi
challenges. and managing change. Sharing this information with staff

g out the best in others, encouraging staff to seek

reinforces a climate of Wust and provides a model for trust and respect.

Participants then ask staff to summarize their own values and guiding
principles to share with each others,

® Encourage participants to join an early childhood organization. For
example. The Children’s Foundation conducts research and provides
information and training on federal food programs, quality child care.
leadership development, health care. and the enforcement of court-
ordered child support. For further information, call or write to:

The Children’s Foundation
725 [5th Street. NW

Suite SOS

Washington. DC 20005
202-347-3300,

nization is the National Association of Child Cure
Resource and Referral Agencies (NACCRRA}. The goals of
NACCRRA are to develop a high-quality resource and referral
service and to exercise leadership to build a diverse. high-quality
child care s, stem. For further information. call or write to:

Another 0

MACCRRA

1319 F Street. NW

Suite 810.

Washington, DC 20004. 1106.
202-293-SS0 1

30

Leading Head Start into the Future



Resources

Robert, Mare. Managing Conflict from the Inside Out. San Diego, CA:
ociates, Inc., 1982.

The author of this book emphasizes that interpersonal conflict is best
managed by those who have a clear sense of themselves. their relation-
ships, and their levels of communication with others. Managing Conflict
Jrom the Inside Out presents the following belief structures: we must
become increasing!y familiar with how others perceive us and how we
usually deal with conser basic styles of managing conflict fit different
individuals at different times: some conflict can be productive: and
managing conflict effectively reyuires training and lots of practic

Shea, Gordon F, Mentoring, Helping Employees Reach Their Full
Potential. New York, NY: American Management Association
Membership Publications Division, 1994.

Gordon Shea presents Clear, practical information and guidelines for
effective mentoring. This book dis ts of Mentoring

for the employee and the organization. The author emphasizes a new.
information-age approach. He say's that effective mentor programs
incorporate the following themes: they are one-on-one and very personal:
they encourage listening. caring. and other forms of involvement between
mentors and trainees: and they help individuals manage the negative
forges at work or in society.

usses the advanta;

. Department of Health and Human Services, Administration on
Children, Youth, and Families, Head Start Bureau. Multicultural
Principles for Head Start Programs, 1992. Washington, DC, 1992.

This Head Start Bureau publication outlines and describes the ten
multicultural principles that are a result of two years of research by
the Head Start Multicultural Task Foree. These principles apply to all
Head Start service areas. to children with special needs. and to the
administration of the program.

Resources

—
io
tw


Module 2

Discuss Personal Examples

Review Selected Techniques

Clase Activ

Activity 2-4: High
Road to Managing

niflict

Introduce Activity

2

Ask participants to deseribe bow they have applied these statements
at work und how staff members and parents have reacted to each
activity

Have partivipants add other techniques to Handout § based on your
discussion, Note strengths and areas that need improvement. Discuss
additional ways that staff members. parents, the pelicy council, and
the managentent team can be empowered by increasing specific
leadership behaviors throughout (he program. Ask participants:

B Which techniques create an cnvivonment an shich people feel
sigiiticant.

Which techniques demonstrate that learning and competence
maiter in the organization?

seat bedatiginy in the

B Which techniques help people ject a
community?

B Which techniques cnsure thar work conitiiites to be exciting
aud rewarding

Conclude the coaching session by helping participants identify new
leadership techniques they would like to practice. List action steps for

implementing those techniques in the Professional Development F

Purpose: Participants will recognize that conflict is a nauiral process

within an arganization. They will identify the symptoms and cauises of

conflict and develop strategies to manage a conflict situation within a
Head Start program.

Materials:

Chart paper. markers

Handew 2° Professional Development Plan

Handout 9: The Demoralized Lean

Handout 1): Conflict Manavement=-Syaptoms and Causes
Handout Hs Conflict Manazement Strateeies

Begin the activity by explaining that strong leaders use effective
communication skills and trust to create a healthy program culture:
Peaphun that conflict is a natural process within all organizations,
Furthermore. differences can be expected in Head Start, where diverse
cultures. character (pes. and soil barks

rounds interact. Properts

wiped cont

Lean be of significant value tothe organizations ean

Feculiny Head Statins the brane



Resources

Kagan, Sharon L., and Barbara T. Bowman, Ed. Leadership t rly
Care and Education. Washington, DC: National Association for the
Education of Young Children, 1997,

This volume examines current understanding about leadership and
explores future possibilities for ily development. ft focuses on leadership
development within the field of early care and education (for example.
family child care, for-profit and nonprofit center-based care, Head Start.
and school-based early childhood education). The volume emphasizes
that real leadership is not necessarily synonymous with job title or job
function—that is. that many people. regardless of their tiles, exert
profound leadership in the field, A diverse group of leaders contributed
vo this volume.

Kanter, Rosabeth Moss. Whew Giants Learn to Dance: Mastering the
Challenges of Strategy, Management, and Careers in the 1990s, New
York, NY: Simon and Schuster, 1989.

This publication shows how companies can restructure to achieve
flexibility, focused planning. and the steady management needed for
long-term growth. The author demonstrates why the traditional
hierarchical organization can no longer keep pace with constant change:

Kanter. Rosabeth Moss. The Change Masters: lanoyation for
Productivity in the American Corporation. New York NY: Simon and
Schuster, 1983,

Dr. Kanter says that the key to an American corporate renaissance is the
development of participation managenent skills and environments that
promote the full use of new ideas tha “rt within the corporation itself,
By encouraging innovation and enterp. nanagers can empower people
to act on their ideas.

Kotter, John. A Force for Change: How Leadership Differs from
Management. New York, NY: The Free Press, 1990.

Many organizations today are overmanaged and underled because their
chief executive officers do not have a clear understanding of leadership
and what it can accomplish. Without such a vision. even the most capable
people have great difficulty leading effectively and creating cultures that
help others lead.

118

Leading Head Start into the Future





Module I

Lead Final Discussion

Summarize

Activity 1-4:

4. Summarize this activity by asking the following questions:

tof these MOVER behaviors do vou feel has had the

greatest impact for you as a leader? Why?

8 Which of these behaviors has had the greatest impact within
your program: How?

@ Which behavior do you think is the most challenging? Why?
Using the wall charts, take a fe minutes to help participants find
possible solutions to the challenges expressed in the last question
listed above.

§. Summarize this activity by stating the following
By practicing and applying these MOVER behaviors and skills

your program will be a role model of excellence in managing the
challenges and meeting the needs of children and families.

Purpose: Participants wiil identity and dispel their myths about Head

Dispelling San leaders, Participants will begin to recognize their potential and
4 abrlity to jead
Leadership °
Myths Material
Chart paper. markers
Handout 5: Leadership Myths
i
,, Trainer Preparation Notes:
4
i i
© 1. Label avo columns on chart paper as follows: Myths on the lett H
! and Realities on the right. #
|
2. Write the following questions on chart paper: iH
a
B What fears de some people associate with being a Head ij
Start leader? |
i
i
. ® What examples shaw that these fears are simply our awn :
: navtlty (raisconceptions) about being a Head Start Leader”
a4 Leading Head Start into the Future

rome



Module 3

Working with staff and parents, participants use the information
from these sessions to revise the vision statements developed in
Activity 3-1 and Activity 3-2.

As part of an effort to build community awareness about Head Start
und the children and families in the program, Head Start leaders can
plan special events to extend the Head Start message. Some of these
special events could be:

1. An open house with the mayor, governor, or a congressional rep-
resentative as the guest of honor. (Such an event could serve as an
opportunity for Head Start to publicize issues facing low-income
children and families in your community.)

2, A health fair co-sponsored with the health department, mental
health providers, hospitals, service providers for the disabled. and
professional associations of nurses, doctors, and pediatricians.

3. A speech to civic groups about program needs and ways they

can help Jow-income children and families. (Groups such as the
chamber of commerce, Optimist, Rotary, and Sertoma are inter-
ested in serving the community, as are church groups and the
Junior League. In most communities. these civic groups welcome
volunteer speakers at their luncheon or evening meetings.)

4. A Head Start exhibit at the local library or a government agency to.
describe the services your program provides.

Head Start leaders musi continuously share the Head Start message
with their community, Ask participants to work with the appropriate
individuals in their program to discuss a strategy for addressing
specific issues confronting the children and families in their
communit amples may include welfare reform, transition, child
care funding, and training. Once a strategy is confirmed. participants
can schedule appointments with community leaders to share their
Vision for the Head Start program. Participants can schedule one-on-
one meetings with community leaders or give presentations to groups.
Before making a presentation, participants can refer to the inspir-
ational messages they wrcte in Activity 3--3 or Activity 3-4 and to
Handout 12: Guidelines for Conmutaic cing the Head Start Vision,
Tell participants to use Handout 13° Planning an Inspirational
Message Worksheet to prepare « message that meets the needs of
the audience,

Leading Head Start into the Future

491



Introduction

& Develop and follow the program’s philosophy and its tony
short-range program goals and objectives

@ Participate in shared decision making and develop conflict resolution
procedures

Organization This Technical Guide, Leading Head Start into the 1 econsists off
three modules:

@ Module 1: Understanding Leadership

This module helps participants understand the meaning of effective
leadership in Head St
can explore how their personal and organizational values
are related to being an effective f Five important leadership
behaviors are introduced: acting as a Mentor, engaging in Outreach,
committing to a shared Vision.
Role Model. Participants reflect on their current skills and behaviors
and identify the MOVER skills and behaviors they want

to enhance.

1. Ieallows the) to practice self-reflection
so the

ader.

Empowering others. and acting as 2

@ Module 2: faflucncing Organizational Culture

@ This module focuses on various techniques that extend leadership
tion and demonstrates the impact
of these behaviors on the organizational culture. P:

behaviors throughout the organi

mine

ticipants ex
reani
cultures in any Head Start program into a program culture that
supports the MOVER behaviors.

tional culture from the perspective of blending the various

@ Module 3; Posinoning Head Start for the Fuiure

This moduie encourages participants to recognize the rete that the
program plays in the community and helps them to develop skills
and behaviors for building or streng
pants are invited to enhance their abilities to envision the future
and to communicate their visions within the contest of the
MOVER behaviors.

thening partnerships. Partici-

Lach module includes outcomes that are based on th
kev concepts. and background information. ‘The Outcomes for each
module identify the specific skills participants will tearn ay they work
through the module. The Key Concepts summarize the critical ideas.
that pariigipants must understand to achieve the guide oufeomes. The
Background Information discusses the Key Concepts and provides the

guide outcomes,

Jutroduction


Module 3

Positioning Head Start for the Future

Outcomes

Key Concepts

Background Information

Miter completing this module, participants will be able to:

B Cre
future

a Vision that affirms their program’s role and direction for the

@ Develop and articulate an inspirational messaz
benefits of Head Start to the community

2 that emphasizes the

& Apply innovative approaches to meeting program objectives

@ Recognize strategies that promote community partnerships

@ Identify additional skills. knowledge. and behaviors that they can
include in their Professional Development Plans

@ Dynamic leaders have a unique vision for the future of their programs.
This vision provides the focus and direction for the services programs
provide

B Leaders know how to communicate the vision for their programs to
Head Start staff and members of the community, They strive to ivpire
others to share in achieving it

@ Ensuring that children and families receive quality services requires.
leaders to ad\ cute for their programs. They continually seek to
develop parmerships by working with the community to build trust
and integrate strategies that benefit everyone.

aders ure change agents. They are risk-lakers Who seek tnnovauye
approaches to developing their programs and improving how they
relate to the community.

Leaders who can position their Head Start programs for the future embody,
several qualities. They serve as Mentors to their staff and community
Partners, encouraging communication and collaboration to create and
sustain trusting relationships. They promote Outreach, bringing com-
munily institutions together on behalf of low-income children and

families. They are clear about their programs” Vision and can express it sa
that others want to be a part of it. The shared vision Empowers others to.
experiment and take the risks needed for innovative projects, And they
always act as Role Models, showir mple how to forge partnerships
founded on the Head Start goal of promoting the social competence of

children. To sustain Head Start asa symbol of hope for a better life for

Postion Head Start for the Lune

x1



Module 3

Write Shared Vision Help the group write a shared vision statement. To guide them, ask:

® Ave there common themes represented in these quilts?

@ Whar vision iy represented in all ot these thenes
B Whar challenges will we need te evercome in the June?

B® How does this vision fit with the information we learn from

COMMUNTIY. ASSES SICH?

Record in Leadership Journals 6. Ask participants to think about what each of them can do to achieve
the vision. Tell them to answer the following in their journals:

@ Wharam Lalready doing to achieve the visiou?

@ WhatcanT begin te le te achieve the vision?

Activity 3-2: Ya) Purpose: In this activity. participants will write a vision statement for

What Am I Here Q their Head Start program. This statement will provide the focus and
to Do? BA

direction for identifving the services their program must provide to meet
———t—vsf future chillenges.

Mat’ “ial
C nart paper, markers

Leadership Journal

Coach Preparation Notes:

Prepare three pieces of chart paper. with one of the following
questions ati top of cach:

B Wher iy the “someting” that yeu are here te dos

Whar challenges ave the children and families in the Head
Start conmmeity lacing’

Bo What services must venr program provide to cverconie these
challenges

Positioning Head Stunt for the Punic s7



Preface

Over the past twenty years, Lhave had the . *
opportaiity ta work with hundreds of Mead Suit ‘

programs across four regions and ninetven *
states. Most of my work in consulting, raining.
and technical assistance has been inthe
management area with Head Start directors

There is one Head Start director [had the ¢
privilege to work with who represents for me §
the ideal leade*, She keeps people as her

manber one priority at all times-—in spite of 0,
the fact that her small prograni, one of ten or * ”

more delegate agencies ina large city, has

had tremendous growth and expansion; in

spite of the time she has had to devote to facili-
Hes planning and management ta accommodite te
new growth: and in spite of the many tasks her super-
visor, the executive director, has asked of her. Although
she has accomplished much, she considers her primary ¥
responsibility to be a mentor and role model, facilitating the

development of committed relationships among staff: parents, and
community. She models that conmitnnent in every decision ste makes

Tiaet this remarkable person ata Head Start conference for Creating and

Managing Effective Organizations. She way part of a teant that included the
management tean, the policy council chairperson, and aivself ax te consultant to the
group, Nothing about her is the stereotype of a dvuamic leader--she ts small in stanerc, or uncerstated, aud soli

spoken. Her work expericuce prior to becoming a Head Start director was centered on education. When first
meeting her, one thinks of her as move befitting a best friend than a director of a growiny program,

Ay the week progressed and 1 got to know her and her staffon aiore tutinate basis, it became clear to me that
she way dong all the things we listed that leaders shaded do and he, She way making her mark on the stelp ita

gentle, persistent. and empowcring way. She set and modeled the standards of relationship building that | could
sce reverberate throughout Me program.

When the team way asked to establish its vision of the funirc, she didn't say a word wail evervene ¢lse had
spoken. When she did speak. it was mostly to clarify and wnderstand someone else's point of view, When it was
time to meet with the executive director and discuss what the Head Start program needed front the executive
director, she turned the tables and ayked the vecutve ditector what we ould dete help her reach her vision!
Jnstead of asking Jor anxilung, she chose to listen and give.

Realizing a leader's responsibility for outreach, she agreed to manage a large collaborative project between Head:
Start and the city’s fine arts progrant (in addition to her regular duties). By practicing the leadership skills of acting as
amentor, engaging in outrcach, coniting toa shared vision, empowering staffand parents, and being a role model.
this exemplary leader is well set te lead her progeant inte a better fitture for the families it serves.

Remarks of a Head Start consultant and ‘raini

and technical assistance provider

Leading Head Start into the Future



Resources

Goffin and Lombardi guide readers so they can see themselves as
advocates. This resource suggests techniques to select issues, gain
in the proces

support, and join with others
“y

and cause of early
childhood advoca

Hart, Lois Borland. Learning from Conflict, A Handbook for Trainers
and Group Leaders. King of Prussia, PA: Organization Design and
Development, Inc., 1989.

This hook is a collection of experiential learning materials published by
Organization Design and Development. Ine.. which publishes and
distributes materials for human resource development professionals

and managers. This book presents two critical themes regarding conflict.
First. conflict is a normal. predictable social event in any organization.
Second, conflict must be dealt with ina useful. effective manner that
enables individuals to learn from others. Through brief lecture material
and experiential activitics, the book shows that conflict can be productive.

Heider, John. The Tao of Leadership: Leadership Strategies for a
New Age. New York, NY: Bantani Books, 1985.

The author adapted his work from Lao Tvu's Tao Te Ching, which
translates as the Book of How Things Work, This pocketsize book

contains eighty-one passages for leaders to contemplate, including
The Leader's Teachers, Being Oneself. and The Leader's Integrity.

Heim, Pat, and Elwood N. Chapman. Learning to Lead, An Action
Plan for Success, Menlo Park, CA: Crisp Publication, In 1990,

This book provides a brief review of management abilities and focuses.
on effective leadership characteristics and skills. The author recognizes
that before hecoming strong leaders, individuals must first have a solid
foundation of management skills. Through a combination of short, self:
paced reading segments and a variety of activities, this book helps.
individuals understand and analyze the following leadership topics:
determining leadership potential. developing leadership power sources,
developing a vision, making decisions, and taking more risks. The Tast
section in this book provides assessment tools, cheek lists, and a sample
development plan.

Resources

117



Module 3

Taking Risks

Activity 3-1: an@r, i
! é rT

Creating a Ty s

Shared Vision ae)

Building leadership in the program and the community requires exper-
imentation and risk, with the understanding that mistakes are lessons to
learn from, Taking risks invites some mistakes, some degree of error

or failure. Strong leaders have experienced failure, but they have leamed
from their mistakes and grown in the process. Innovative leaders allow
children, families. and staff to Jearn fram their own mistakes.

To implement the Head Start Program Performance Standards, Head
Start leaders clearly need to establish community partnerships. promote
access lo community services for children und families, and ensure that
the Head Start program responds to community needs. This module
offers techniques that leaders can use to enhance their skills in establish-
ing partnerships to promote the needs of children and families. (See
Community Parmerships: Working Together from the Training Guides
for the Head Start Learning Community series for more information
about using comprehensive. programwide processes to facilitate
community collaboration.)

Purpose: In this activity. participants will develop a shared vision
statement. This vision statement will provide the focus and direction
for identifying the services their program must provide to meet future
challenge:

Materials:
Chart paper, markers
Leadership Journal
Twelve peel-ofl name labels
Colored markers
Glue stick
Light-inch squares of muslin or lig

|
1
Trainer Preparation Notes: '
i

| 1. Write and post the Following questions on ehart paper:

What services would our program provide if we could
overcome all of today's challenges?

B@ What nust we do te provide a better world for tlie
children and families in our program?

2. Prepare cight-inch squares of mustin or a fight, solid-colored

cotton fabric. Have at least one square for cach participant |

Positioning Head Start for the Future



Resources

Books and Manuals

American National Red Cross. Volunteer Recruitment Strategies.
Washington, DC: American Red Cross, 1990.

This manual developed by the Volunteer Communications Campa
Committee in response to the Voliaieer 2000 Study, which was completed
by the National Office of Volunicers in 1989. The study reported on trends
that affect the availability, recruitment. and management of volunteers at
loval Red Cross units. The manual provides large anc imal Red Cross
units with clear, simple strategies for reaching target audiences. In the
manual, the Communications Campaign Committee discusses a plan and
suggests target groups for successful volunteer campaigns. For each target
group, strategies are fisted for assessing the environment. research results
ind useful volunteer information trom other sources is
provided. The final sections of the manual discuss culturally diverse

oups and the value and strength gained fram using a diverse population

are reviewed,

of volunteers.

Bellm, D., Whitebook, M., and Hnatiuk, P. The Early Childhood
Mentoring Curriculum: A Handbook for Mentors and Trainer's Guide.
Washington, DC: National Center for the Early Childhood Work
Force, 1997,

This two-volume set of handbooks contains comprehensive tools for
mentors and trainers in carly child care and family care programs. The

set consists of a trainer's guide and a handbook for mentors, and includes
activity sheets, handouts, and supplementary readings. The topics covered
ry the two volumes include the goals and principles of mentor

ng pro
ms. best methods for peer coaching and other mentoring skills, building
strong mentor/protégé relationships. respecting diversity in early childhood
settings, and the role ef mentors as leaders and advocates for quality carly

care and education.

. Warren, On Becoming a Leader. Reading, MA: Addison-
ley. 1989.

Bennis says that most people have the capacity for leadership if they

are willing to embark on an important journey of sclf-discovery and
understanding. The book examines the key factors for creating successful
leadership in the future and discusses how o
members become leaders.

nizations can help their

Resources



Module 3

Review Performance Standards

Discuss Examples of Current
Community Partnerships

Identify New Approaches for
Community Partnerships

Complete Action Plan

Summarize

6.

Distribute copies of Section 1304.41 from the Head Start Program
andards. Refer to the phrases on the chart paper. Ask
participants to locate the complete statements containing each phrase
in the Head Start Program Performance Standards [Section 1304.41
(1). (2), (3), and (4)). Lead a group discussion to answer the question:
What do theve standards mean to vows a Head Start Leader?

Performance

Ask participants for examples of how their program is currently
achieving each of the standards listed. Record their responses on
chart paper.

Ask participants to record each phrase from the performance standards
on a sheet of paper. For each standard. help them brainstorm answers
(o the follow ing questions:

B What iniovative strategies can | use to cnhaned our existing
community partnerships in Uris area?

BM What innovative strategies can Live to develap new conuniuniin
partnerships in this area?

BE Whar supports my leadership vole in the communiy

Ask participants to review the strategies they listed in Step 4 for each
performance standard. ‘Then ask them to select one strategy from each
list. for a total of four strategies. Using Handout 132 Community
Partnerships Action Plan, help participants identity the steps they will
nced to follow to complete their goals, Arrange a series of follow -up
Meetings Lo discuss their success.

Emphasize that developing community partnerships is essential for
improving the delivery of services to Licad Sturt children and families.
Assure participants that they are equipped for the task

96

Leading Head Start inte the buna



Module 2

Lead Final Dise

Activity 2-5:
Conflict
Management
Approaches

Oo

Introduce Activity

Discuss Conflict Management

u

Purpose: Participants will recognize that cor

Give participants fifteen minutes to rewrite the script using page two
of Handout 9: The Demoralized Team. When all groups have finished.
allow some of them to read their new seripts.

Lead the final discussion by asking the following questions:

@ What conflict management leadership stratexies aud behaviors
did vou recognize in the new scripts that were written?

How can the leaders in the revised scripts provide a positive,

more healthy influen ,

@ for their programs’ culture
Record these answers on chart paper.
Conclude the activity by emphasizing the following

@ Conflict in organizations is normal and ean teach valuable
lessons if managed properly.

@ Solutions to conflict situations should aiways be mutually
beneficial and mutually satisfying

w Trust and respect are essential for open communication and to
ensure conflicts are resolved

flict is a natura

part of

implementing program changes and shaping culture. They will identity
symptoms, causes, and strategies for managing conflict.

Materials:

Paper, pens
Handout 10: Conflict Management Symptoms and Causes
Handout 11: Conflict Management Strategies

Using the Background Information, discuss how feaders use effective
communication and trust to create a healthy program culture. Point out
that conflict management is an important task for leaders.

Ask participants ta list the symptoms and causes of the conflicts that
they experience most often. Haye them list and (hen discuss with you
how they typically manage a conflict situation. Discuss the results
they usually have with their approaches to conflict situations.

60.

Leading Head Start into the Future

bt



Module 2

Have participants take
various MOVER behaviors to shape the culture of their prog
and how these behaviors have empowered others in their program.
Separate the participants into small groups.

few minutes to reflect on how they use

am

4.0 Distribute a copy of Handout 7: MOVER Game Board and one
package of multicolored self-stick notes to each group. Tell
participants the game they are about to play is a variation of bingo.

Have the groups replicate Handout 7 on chart paper. They should
brainstorm examples of leadership strategies and ac
in the MOVER acronym (Mentor, Outreach, Vision, Empower, and
Role Model) that would strengthen the relationships between the Head
Start leader and staff, the policy council. the management team, the
board of directors, and parents.

Vilies represented

They should list each swategy on a self-stick note of a different color.
They should use one coler for cach behavior. (For example. they may
choose to list the strategies for mentor on yellow, outreach on pink,
vision on purple. and so on.) Next. have them place the self-stick notes
in the appropriate boxes on the board

in

Award Pi

ss During Game Whenever a group completes five boxes ia row. they should call out
“MOVER” to receive a prize. The game should continue until each @

team has fled all the cells on its board.

Discuss Strategies 6. Have each group select volunteers to share their strategies with the
larger group. As each volunteer makes his or her repar

s list the

Strategies on chart paper.

After the reports, lead a discussion with participants that responds to
the questions below, Give individuals Gime to reflect on each question
before beginning the discussion.

BH Which strategies create an environment in which peaple fect
significant?

B Which strategies demonstrate that learning aad competence
matter in the organization?

B@ Which sirategics encourage peaple to feel a sense of belong:
ing inthe couununity ?

50 Leading tead Starcinte the Future



Module |

Background Information

MOVER Qualities

In recent years, Head Start programs have increased in size. scope, and
complenity. To successfully address these changes, many Head Start
leaders have developed various strategies and approaches such as
estending half-day programs to full-day programs to meet the needs of
working parents. rea

ening their staffing structures to provide families
with better service, and collaborating with local school districts and public
and private organizations to set up job search preparation seminars for
parents seeking work. However. if programs are to deliver on Head Starts
sision of providing escellent service for children and families, all Head
Start directors. managers, and parent leaders must have the Know ledge.
skills, and commitment necded to guide Head Start pre

ams effectively
ina changing world. This process begins when directors, managers. and

parent leaders understand the complex tisk of leadership.

This module espiores answers to the following questions: Whar docs it
iake to lead Head Start into the future? What ave the essential leadership
skills and behaviors necessary to move your progrant ito the pwent-first
century? How can Head Start leaders cultivate their talents as they
prepare themselves and athers to be effective leaders?

When considering great leaders. you may believe that such people have
certain characteristics, traits, backgrounds. ar abilities not possessed by
the general population, Numerous studies have allempted to isokue the key
Factors that matke a

styles used by great leaders.

eat leader or the factors shared among leadership

However, these studies have clearly shown that no special formula,
no cerlain set of traits or characteristics, and no predetermined style
dless of bis or her
appearance. cultural background, educational level. or achievements.
can become a great leader.

guarantees successful leadership. Anyone, regi

Sometimes our notions or fe:

s affect our belief in ourselves. Notions.
such as leaders must be charivinatic or leaders exist only at the top of the
organization are myths. These myths are simply not true. What is true

is that great leaders develop thei potential by practici
behan iors.

2 leadership

What, then, are the qualities of effective leaders” One outstanding quality
is their dedication to learning: effective leaders ask more questions than

they answer and use this technique to instruct others. Rather than show ing
they ask the questions that lead the person
to discover the solution. The Head Start leader acts asa Mew +

aperson how to do something.

guiding

coaching, supporting. and providing a safe environment in which others
may grow.

ay Leading Head Start into the Future

t



Module 2

Impact of Culture

Faigan H. Schein. Or ear anenal Culture

Pauls Jone Bloom, Blucpeme tor Aetin
House, 1987)

groups, they all work together and form the organizational culture. This
organizational culture reflects several critical characteristics, including:’

age. rituals. and demeanor that
members of the organization fallow when they interact

B Accepted behaviors such as lang

B Vorms or standards that develop in working groups (acceptable
daily behavior)

@ Values such as quality. diversity, inclusion, and collaboration that
are supported by the organi/ation (collective beliefs about what
is important)

& Philosophies that guide policies and procedures

anization

B® Rides and custonrs for getting along in the or;

@ Aclinate thal reflects how staff perceive different organizational
ractices

These characteristics include the basic assumptions and beliefs shared by
all members of the organization and shape how the members perceive
themselves and their environment. The culture is the framework used to
resolve problems within the organization and the external environment

Culture is community based. Head Start demonstrates how culture is an
extension of the way people relate to one another internally and externally.
The intemal community of Head Start must take the lead and represent

a strong and effective culture, Head Start culture depends on social inter-
actions, communication, skared interests and responsibilities. collabora-
tion, and friendships. Head Start’s organizational culture ix the framework
used to determine what is important and what is not?

The challenge for Head Start leaders is to influence and energize others
within the culture to follow a shared vision. They must move their
programs by emulating and supporting the behaviors and actions that
create a strong. positive program culture that will thrive and forge uhead
into the future.

aed Loader yhigy Say Ltatncasee fossey Hass, FONT)

A ticving Comer Based Change Chrou ch Stall Devctopment iMoui, Rauner Gry phon

Influencing Organizational Culiure

47



©

Module 2

5, Managing Conflict

To manage their organizations’ culture so that it supports core Head Start
values and beliefs. leaders must understand and recognize the dynamics
oy conflicts within their programs. This also helps them understand and
diagnose issues related to organizational culture. Leaders realize that
conflicts cannot be ignored. They must be brought into the apen and
channeled into useful purposes with creative, productive solutions.

Conflict management is a key component of effective communication.
Conflict and differences are inherent in every organization, Wines Head
Start leaders understand that conflict is an extension of collaborating and
that collaborating is an extension of understanding. they can appreciate
the role that conflict and differences can play in creating a climate of
acceptance and creativity.

Therefore. effective leaders often see conflict as an opportunity for
change. They encourage contrary opinions as an important source of
vitality. Effective leaders are comfortable with the notion that conflict is
a natural part of being human. They make it work for the program first by
recognizing and accepting disagreement and then by modeling a variety
of strategies to analyze and manage the conflict.

How do Head Start leaders Know when conflict exists within the program’?
Symptoms of conflicts include increased tensions among staff or parents,
increased disagreements and complaints. avoidance among members. and
increased blaming. When analyzing these symptoms, leaders recognize
thal the causes of most conflicts are:

W Misunderstandings or communication failures

m Value and goal differences

Differences in methods or approaches to work
@ = Conflicting job roles and responsibilities

@ Lack of spirit or cooperation

@ Authority issues

@  Noncompliance issues or differences in the interpretation of rules.
policies. or standards

Influencing Organizational Culture

Ou



Module 3

Acting as Change Agents

How can Head Start leaders meet this mandate of establishing ongoing
collaborative relationships with conumunity organizations?

@ They can form or join local networks and coalitions that promote the
needs of children and families.

m They can seek to expand representation on the board of directors
and policy council to include representatives from community health
care providers, agencies that serve children with disabilities. family
preservation and support services, child protective services. local
elementary schools, libraries. museums, and other child care
providers.

m= They can participate on commissions, task forces, or advisory boards
at the local and state levels. or they can at least influence these bodies
on behall of Head Start children and families.

g They can build community awareness and support by planning special
events and speaking to civic
tor children and families.

‘oups about program needs and projects

When leaders reach out to the community, they create the strong part-
nerships that jocal programs need to fulfill another important lea'ership
role—the role of change agents. In Head Start, this means that leaders.
must challenge the status quo—business cunnol continue as usual, Head
Start leaders must seek challenging opportunities for themselves and their
programs to change, grow, innovate, and improve. Is any program so good
that it cannot become better? Innovative leaders never rest on their past
accomplishments: they are always looking for ways to improve services
and policies. They break free of the routine. They actively search for
something new. They take risks.

This can be done by constantly questioning routine procedures. Are they
working well? What changes can be made to make them better for
children, parents, or staff? Ask the staff children, and parents for their
suggestions because they feel the impact of the procedures or routines and
can be a source for ideas. By example, the innovative leader can help
others in the program break useless old habits and look for projets that
are fun. exciting. and challenging.

son Leading Head Start into the Future
Oy



Introduction

Module

Activity

f Time

a

Materials

|
i
i
|
|
| Module 2: Influencing
| Organizational Culture
|
i
|
i
i
|
}
i
i

(W) Activity
Understanding an
Organization’s Culture

90 minutes

wpe cee

Overhead 1: Head Sta
Organizational Culture
Inciudes

Handow 6: Las Casitas
Head Start Program

Chart paper, markers.

(W) Activity 2-2: Shaping
Organizational Culture

60 minutes

Handout 2: Professional
Development Plan |
Handout 7: MOVER |
Game Bourd i

er i
Three-by-five-inch !
multicolored self-stick notes
Cartoon stickers or toy
prizes

Chart paper, markers

(C) Activity 2-3: Guiding
Organizational Culture

90 minutes

Handout 2: Professional
Development Plan

Handout 8: Shaping
Organizational Culture by
Empowering Others

(W) Activity 2-4: High Road
to Managing Conflict

60 minutes

Handout 2: Professional
Development Plan
Handout 9: The
Demoralized Team H

Handout 10; Conflict
Management—Svimptons
and Causes

Handout 11; Conflict
Management Strategies

Chart paper. markers Hl

Introduction


Module 2

Activity 2-2:
Shaping
Organizational
Culture

Introduce Activity

Review Empowerment

® Leaders use a variety of activities and effective behaviors to
mold a healthy organizational culture

@ Leaders bring about needed change by modeling the values
that empower others to make the best decisions.

Purpose: Participants will identify strategies that leaders can use to shape
the culture of their Head Start programs. These strategies will focus on
how to strengthen relationships.

Materials:
Chart paper, markers
Handout 2: Professional Development Plan
Handout 7: MOVER Game Board
Three-by-five-inch multicolored self-stick notes
Cartoon stickers or toy prizes

Trainer Preparation Notes:

To prepare for the board game in this activity. obtain toy prizes or
t stickers, one for each participant. The prizes may be stress redue- ij
‘| tion toys from a dollar store or happy stickers.

i. Explain that a program's culture influences how people relate to one
another. Say that strong leaders cultivate a fianan connection to
people that enables them to gauge how others are interacting and wi
others need from them. The intuitive Head Start leader plays different
roles and uses different strategies to build healthy relationships with
members of the program. Leaders play key roles in ensuring that a
Program’s cullure supports good relationships that empower everyone.
Explain that in this workshop. participants will identify und apply
Strategies that empower individuals and groups.

UL

2. Usire the Background Information, review how leaders use the
MG_ ER behaviors (Mentor, Outreach. Vision, Empower, and Role
Model) to create an empowering organizational culture. Point out that

four values are always evident in empowered organizations:

& People feel significant

@ Learning and competence matt
@ People are part of a community.
Mm Work is cxettin:

Influencing Organizational Culture



Contents

Preface.

Introduction

Overview

Purpose
Outcomes .

Audience

Trainer and Coach Selection...

Performance Standards......
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Activity 1-2: Guiding Principles and

Leadership Behaviors

Activity 1-3: Leaders Are MOVERS .

I-4: Dispelling Leadership Myths .......cccccseeee 24

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Contents



Module 2: Influencing Organizational Culture

| Handout 9: The Demoralized Team
| (Continued)
|
|

ROLE PLAY SCRIPT:

Kathy

Darlene i

Billy

Influencing Organizational Culture mR



Module |

Introduce Activity

Discuss MOVER Behaviors

Continue Professional

Development Plan

Materials:

Chart paper, markers.

Handout 2: Professional Developnent Plan

Handout 4: A Head Siart Leader Is a MOVER

Several packages of three-by-five-inch self-stick note pads

Five prelabeled sheets of chart paper with one of the following words
written on each page: Mentor, Outreach, Visionary, Empowerment.
and Role Model

Prepared chart page containing the sentence: A Head Start MOVER
symbolizes... Mentor, Outreach. Visionary. Empowerment, and
Role Model

To begin this activity, use the Background Information to discuss

the general qualities of strong leaders. Continue by explaining the
leadership qualities that are required for Head Start to move into the
twenty-first century. Tell participants that this activity considers five
leadership behaviors or skills that are important for moving Head Start
into the future

Lead a group discussion. asking participants what the MOVER
behaviors mean to them as Head Start leaders. Distribute and discuss
Handout 4: A Head Start Leader Is a MOVER for further information.

Ask participants to form small groups. Distribute about eight three-by-
five-inch self-stick notes to each group. Have the groups label the self-
stick notes with the MOVER behaviors. one behavior per note.

Show participants the chart page listing the MOVER behaviors. Have
the groups define the MOVER behaviors. The groups then discuss
with each other what they do to perform and practice each Head Start
leadership behavior and skill. They record each of these leadership
activities on a labeled self-stick note.

When the groups finish, have them place the sell-stick notes on the
appropriately labeled wall charts. They then share their discussions
briefly with the large group so everyone can benefit from the
information and strategies.

Ask participants to think about the MOVER behaviors and activities
discussed. Have them list in their Professional Development Plans
one of the MOVER behaviors that they wish to develop or improve.
They should also list the strategies they will follow to develop these
behaviors.

Understanding Leaderstiip



|
!

Handout 9: The Demoralized ‘Team

Every year, the Head Start staf prepare for family recruitment and registration by offering a “one-stop
shopping” day. Parents are invited to spend a half hour or a half day learning about a range of services
available to them through the Head Start program, Parents can learn about clinigs and physicians who can
become their child's primary provider by providing physical exams. immunizations, screenings. and sich
child care. An cligibility worker would attend to help eligible families apply for Medicaid. WIC. and other
services. Parents can also learn about extended-day child care programs. find out about transportation
needs. and attend a dozen short workshops on topics such as literacy and job training programs. healthy
diet recipes, and support groups.

Two days before the event. the project planning team runs into trouble, Kathy is blaming Vanessa for not
sending out the notices in time to notily the participating community agencies. Darlene agreed to tine up
transportation for families that needed it. but she never followed through on her promise. The teachers do.
not have enough information to pass on to the parents who ask about the event. Billy rejects any idea that
is presented for fixing this disaster. s:

ing it is too late and nothing will wor

now,

When vou agree to be a part of a team, vou have to carry vour share of the work, Ka
Vanessa. [risn't fair to the restofus when ane person ahvays messes i?

said. looking at

You have no right to blame me. replied Vanessa. We coulda 't meet ay often as we uceded to because
everyone's schedule way fill of cther projects, And when we did mect, no one listened to my segeestions

Well, | think we should cancel the whole thing at this late date. Suggested Billy. We can’t pull it off with the
poor attitude we have on the team, Dartene’s idea for transportation dacsut have enough lead tine. The
teachers have a negative perspective of the event because they didn't get enough iiformation about it

Canceling is not an option, and you kuow it, Billy, retorted Kathy. You are supposed to be the team leader,
but you aren"t open to anything, We met with the teachers this morning and gave them flyers. If we need to
consider a different approach to transporting the families, then let's do it Lam tired of people not following
trough and making uy all look bad. And besides. Pknow vou were erie’. ing some of uy to the director

What seems to be the primary cause(s) of the conflict?

How would you describe the degree of trust within this team’? What actions or behaviers can Vou give as.
examples?

Influencing Organi. ational Culture

fo

a


Module 2

Next Steps:

Ideas to Extend

Practice
e
5
"
a

Participants working independently or with other staff can build on the
skills they developed through this guide by completing the activities listed
below

A supportive program that empowers everyone to implement the
Head Start Program Performance Standards begins with leaders
who understand how to motivate and build healthy relationships.
Have participants work with other staff members. parents, and the
Inanagement team to plan an event that celebrates some of the
prog

W's Tecenl successes.

Emphasize that the planned event should include as many members
of the program as possible and it should reinforce the concept of
empowering people through motivation, recognition, and participation
in innovative. quality endeas ors. In addition, suggest that participants
pay close attention to how they celebrate achievements and reward
performance in creative Ways

The Head Start Program Performance Standards require that grantee
and delegate agencies establish written procedures for resolving
internal disputes. Leaders play key roles in guiding this process and
modeling eflective communication techniques. For a week or more,
have participants record in their Leadership Journals how other statl
and parents resolve disputes and conflict. Emphasize thal those
involved in the process must listen actively so they can obtain the
information they need to efivetively resolve disputes and conflict
Each person must be open to hearing the facts and issues. us well

as exploring the feelings and perceptions of others.

To imprave communication within a program and perhaps avoid some
conflicts, participants can work with others to create a communication
booklet ited The Top Ten Hit List - Flow We Communicate and
Manage Difficult Situations Suggest that participants send out to stat
a list of ten to fifteen problems, topies. or issues that typically cause
conflict, Ask staff to recommend salutions to these problems within a
specified time period, Collect the best answers in a Looseleaf notebook
and place itin a central location. Compliment stuf on their creative
responses and encourage them to consult this notebook when conflicts
arise. Finally, participants can remind staff that new issues arise
regularly and that they can update the notebook with new solutions

Reflecting an how we feel during a conflict is often helpful. Yet. at
the time of the conflict itself, we think only about reacting. For this
activily, participants may want to have old magazines. colored paper,
scissors, glue. and markers. They may also only want pencil and
paper.

Influencing Organizational Culture



Module 1

2. Continuous Learning

3. Values and Guiding Principles
that Influence Decisions

A willingness to learn and grow i:

ntial for improving leadership
skills, Great leaders take time to reflect. They are continually learning. A
distinction of outstanding leaders is that they are never satisfied with what
they have achieved; instead they continue to look for ways to improve
themselves and their organizations, Head Start has always placed ab
value on training and technical assistance; leaders internalize Head Starts
attitude of quality improvement. They exhibit their willingness to expand
their own circles of quality improvement and influence by taking in new
information, new methods, and new ways to mect challenges. They
constantly ask the question: How can we do this better?

The Report of the Advisory Committee recommends that all staff
members should take the initiative and personal responsibility for their
own professional growth and should be offered ample opportunities to
giow. Great leaders show the way by taking the initiative for their own
professional growth and act as mentors and role models for the staff and
parents in the program

By setting the example of being lifelong learners, Head Start leade:
can effectively meet the challenge of continuous learning. They model
continuous learning by expanding their knowledge and skills through
advanced degree programs and intensive leadership development
programs, The Continuing Professional Development section of this
guide lists examples of development activities.

Conscientious Head Start leaders ace aware that they mast be informed
about new information, trends, and issues that affect their programs. This
means having information sources, connections, and networks: using the
Internet and other technology to st ind atlending learning
events and meetings. Te look to the future, effective Head Start leaders
must he comfortable with technological advances to offer the best sources
of information and services to families and staff.

Strong leaders make decisions based ou their personal values aud ethics
and ou their individual guiding principles, Elective leaders are aware

of what is important: they are constantly reviewing circumstances and
emerging issues in terms of their vision, mission, and organizational goals.

The performance standards articulate & vision of service delivery to
children and families. Head Start’s philosophy and core values are
captured within the performance standards. Along with Head Start's
philosophy and overall goal, the performance standards provide a
foundation for program lea

ders. This foundation serves as a cornerstone
for leaders to create their vision statements, cla

y their values, and guide
their decisions.

3 aleading Head Start ite the Future
oe


Es

Module 1: Understanding Leadership

ee a

Handout 1: Forest Knolls Head Start
Yart IL: Discussion and Self-Reflection

answers to Questions | and 2 in your group. After the large group discusses Questions 1 and 2.

if

|

| DIRECTIONS:
|

| complete Questions 3 and 4 on your own.
i

| Read the scenario to yourself and answer Questions 1 and 2 below, Be prepared to discuss the
|
|
I

| 1. What leadership qualities do you recognize in the individuals mentioned in the scenario? What
i leadership behaviors did they practice?

i i
| 2, What did the Head Start director and other leaders in the program do to empower the individuals |
in the scenario to assume leadership responsibilities? |

Leading Head Start into the Future



Module 2

Summnart

Activity 2-3: ~
Guiding ao
Organizational QA
Culture Saat

Introduce Activity

@ Which strategies inake sure that work continues to be exci ae
and rewarding?

B ffow do vou integrate these strategies mite your work iu Head
Start?

B Ava leader. how do you integrate successful leadership be-
haviors into the organizational culture aad influcace their
development

7. Toconclude the acuvity. emphasize the following statements.

m@ Overall. leaders use communication and trust to empower
people. They communicate clear expectations and seek ideas
from everyone.

Leaders foster a positive and empowering climate by respect-
ing. understanding. and valuing every member within their
anizations.

Finally. have participants add to Handout 2: Prafessional Development
Plan one or two new suategies that can improve their skills in valuing and

empowering others so they can continue their personal development from
Module 1

Purpose: Participants will assess the culture of their program. Thes will
consider how the culture supports the MOVER behaviors. Participants
will also analyze how the MOVER behaviors can be used to shape and
improve the overall culture of the program,

Materials:
Handout 2: Professional Development Plan
Handout 8: Shaping Organizational Culture by Empowering Others

1, Begin this coaching session by discussing the techniques participants
currently use to influence organizational culture. Note the techniques
that empower other members of the program. Have the participants
review Handout 8: Shaping Organizational Culture by Empowering
Others and select the statements or activities that empower stall
parents, the policy council. the board of directors. and the man-
agement team

Influencing Organizational Culture

ST



Meodule |

Session 2: Values and Guiding
Principles—Mateh Personal
Values and Guiding Principles

Illustrate a Guiding Principle

Discuss Guidiug Principles

skills that they would like to improve or have more opportunily to
practice. Distribute Handout 2: Professional Development Plan. They
should also list one of these behaviors or skills on Handout 2.

Begin this session by saying that the leadership behaviors we aspire
to achieve, admire in others. and practice ourselves are influenced by
our Values. State that our va/ees are our internal p wer source that
determines how we behave and make decisions. (ur values create
our personal guiding principles.

Explain with the following example: One of my values is continued
education and learning. The guiding principle may be: / continuously
look for opportunities to learn, Additional examples of values and
guiding principles are:

BJ value honest and open communication. Me guiding principle
is: J share what is on my ntind and actively listen to others as
they share their thoughts and Jeclings.

B® J value new and creative ideas. My guiding principle is:
I search for and listen to the ideas of others and try new
approaches to better serve others.

f.cad partivipants in listing their own values and guiding principles.
following your example. Ask the following questions to get them

Started:

B Ifyou liad to select the two most important personal leader-
ship gouls in your life at Heal Start, what would they be?

B Whot leadership behaviors, skills, or beliefs do vou value
most in vour current role in Head Start? In the ether rales
sou have had within Head Start?

Distribute Handout 3: Guiding Principles Billboard, Ask partici-
pants to use Handout 3 and rewrite one of their values into a guiding
principle. Say to them. [four own guiding principle for being a
Head Start leader was ona billboard along the highway, what
would it say?

Discuss the billboards. Summarize by asking the following question:
@ Whatcan we say about the overall values guiding our leadcr-

ship skills or behaviors as we strive to be strong, effective
Mead Start leaders?

Understanding Leadership

g ly



"

Module 3

Ask participants about the significance of these statemenis. Ask, Do
you know the source of these statements? What do these staicments
mean to you as a Head Start leader? How do the performance
standards support vour leadership role in the coumunity? Explain
that forming partnerships often requires leaders to use innovative
approaches to reach out to the community in new ways.

Read the Scenario 2.) Explain that Handout 14: The Great Strides Initiative describes whe
a Head Stan director and other program leaders achieved when they
worked with their community to improve the delivery of services.
After reading the achievements of these leaders, ask participants to
think about the activities that the leaders in this program must have
accomplished (o achieve these results. Have participants read the
scenario to themselves and. pretending to be the Head Start director
for the program in the scenario, answer the questions on Handout 14.

Instruct participants to form small groups and answer the questions at
the end of the scenario.

Discuss Scenario in Graups

Discuss Community Partnerships 4. Conclude the activity by distributing copies of Section 1304.41 from
the Head Start Program Performance Standards. Refer to the phrases
on the chart paper, Ask participants to locate the complete statements
containing each phrase in the Head Start Program Performance
Standards {Section 1304.41(1), (2), (3). and (4)]. Find at least one
statement in the performance standards that supports your role as a
leader in the community. Lead a group discussion to answer the
foliowing questions:

@ What innovative strategies can Luse to enhance our existing
community partuerstips in this area?

What innovative strategies can Lave to develop new
community partnerships in this area?

w Whar supparts nv leadership role in the community
Conclude 5, Ask participants to use Handout 2: Professional Development Plan to

identify at least one activity that can help them enhance or develop
community partnerships

v4 Leading Head Start into the Future



|

1 219 PY 1



Module 3

Purpose: In this activity. participants will practice ways to communicate
their progran’’s vision so they can inspire others to emb

Activity 3-3:
Five Minutes of
Inspiration

5 Materials:
Handout 12: Guidelines fur Communicating the Head Start Vision
Handle 13: Planning an Inspirational Message Worksheet

Trainer Preparation Notes:

To prepare lor this workshop. ask participants to do the follow ing

{i Mt Bring the shared vision statements they prepared in Activity 3-1

' Bring something to the session that has greatly inspired then
and influenced their thinking and beha jor. for example. a
poem or a speech. (If participants heard an inspiring speech
but do not have a copy of it. they should be prepared to dis-
cuss its content and the person who delivered it.)

Optional Presentation Schedule

This workshop can be presented in two sessions, If at two-session
iy schedule is selected. use Session | to plan an inspirational message

Optional Session 1; 1. Ask participants to share the inspirational object they brought to the
Introduce the Activity workshop. Tell them to explain why itis inspirational.
Analyze Inspirational Speakers 2. Ask participants to think of a speaker who inspired them. Ask. Why

was the speaker so inspiring? Possible answers could include the
fallowi

M He pointed a vivid picunre.
mer examples were familiar, Ceould relate to then
WH talked about traditional values.

B She appealed to cvervene ~difierant parts of the covaury, all
aves, both sexes, major religions,

B Her cmonon and passion were evident. She spoke with con
vietion about here ain.

Positioning Head Start lor the Future Bo

Ge


Module 2

Review Development Entries

Select Goals and Action Steps

Discuss Supportive Network

Select Training Contacts

Sammari:

Ask participants to reflect for a few minutes on the information
provided in this module and how they will use iin their work, Have
them review the skills, Knowledge. and strategies from this module
that they included on Handout 2: Professional Development Plan,
Discuss the challenges of these skills and strategies. Participants may
also want to review their journal entries and reflect on their meaning

Help participants prioritize and schedule short- and long-term goals
for practicing the skills and behaviors from this module. Include dates
pants select and fist in their

es lo complete. projects and
program events to lead, and resources to review

for achieving the goals. Have parti

Leadership Journals special acti

Explain that as adult learners, we are more likely to apply new
concepts, skills. and behaviors if we have a network of relationships
that provides support and encouragement. Ask participants to think
of other members in the training who could benefit from their support
and those who could assist them.

Have the participants identify four people—two who could benefit
from their support and (wo who could assist them, Ask participants
to record the names und phone numbers of these people in their
Leadership Journals. Suggest that they set a date (o contact each
person,

Conclude this exercise by noting that learning and development is
an ongoing process

62

Leading Head Start into the Furic

65



Module 3

Discuss Elements of Effective 3. Refer to the Background Information under faspiring Others. Acting

Communication as Change Agents, and Taking Risks. Emphasize that leaders inspire
others by communicating their visions so many people can relate to
them. They articulate how other members of the community benefit
when the Head Start vision is achieved. Leaders can be change agents

and foster community partnerships when they talk about Head Start

Explain that leaders can schedule one-on-one mee
munity leaders to deliver an inspirational mess
can give presentations at meetings and fundraisers.

ngs with com-

ge. In addition. leaders

Using Handout 12: Guidelines for Communicating the Head Start
Vision, discuss Ways Lo organize und deliver an inspirational message

Draft Inspirational Message 4. Distribute Handout 14: Planning an Inspirational Messave
Worksheet, Allow participants twenty minutes to plan a five-minute
talk that connunicates an inspiring message to the community.
Explain that when people plan the message they want to communiciate,
they can present their ideas more clearly. Refer participants to the
vision statements they created in Activity 3-1 to help them plan
their messages

oy

Optional Session 2: . Before the first speaker begins. review Handout 12. Guidelines for

Deliver Inspirational Messages Communicating the Head Start Vision and use it as a feedback form
for each speaker. Have participants deliver their five-minute speeches. 6
one by one.

The trainer and the participants should complete one feedback form
for each speaker, indicating with a check mark each guideline element
they observed in the speech. After each speech, collect the feedback
forms and give them to the speaker.

Summarize 6. Summarize the activity by asking participants to explain the
importance of communicating the Head Start vision to their
community. Discuss ways for participants to communicate their

messages to the community

a0 Leading Head Start into the Future



ISBN 0-16-042726-6

| | ii

9"780160! 42726 |
128



Module 1

Introduce MOVER Behaviors

Ask Closing Question
aud Sununarize

Explain to participants that this guide discusses five Head Start
leadership behaviors. These behaviors can move Head Start into the
future. These MOVER behaviors are to: act as a Mentor, engage in
Outreach. commit to a shared Vision, Empower staff and parents, and
be a Role Model. Refer to Background Information regarding how
these behaviors relate to Head Start.

Discuss what each behavior means to a Head Start leader and why
iis significant. Distribute Handout 42 A Head Start Leader Is a
MOVER for additional background information, Continue the
discussion by asking the following questions:

B Which MOVER behaviors do vou feel most comfortable with?
Why?

@ For those leadership behaviors, what activities or actions do
vou engage into effectively use the behaviors? For example.
how do you act as @ mentor to others?

@ Which behaviors do you feel the least comfortable with?
Why? (Have participants list at least one in their Leadership
Journals.)

Brainstorm with participants for actions they can take to practice the
MOVER behaviors. Discuss how they can overcome any personal

rs they have about being Head Start leaders. Again, participants
should use their journals to fist some ef the solutions identified during
this brainstorming session.

Ask the following closing question:

@ Now that vou have completed this activity, do you still have
concerns about accepting leadership responsibilities?

Sunminarize this activity by reviewing the positive impact the
MOVER behaviors can have on the roles participants play in their
programs. Stress the importance of looking for and recognizing
opportunities to practice these MOVER skills and behaviors so that
participants can become more comfortable with putting them into
everyday practice.

Understanding Leadership



Introduction

@

Overview

Purpose This technical guide gives participants the opportunity to practice the
techniques and skills that will increase their effectiveness as Head Start
leaders. It supports the premise that leaders play a sign!
creating a culture of continuous improvement within Head Stapt
programs. Moreover, this guide supports the belief that leaders must
invest in developing the skills, knowledge, and values needed to lead
programs effectively.

To encourage a culture of continuous improvement, Head Start leaders.
parent leaders, policy group leaders. and other leadership groups reinforce
the following behaviors:

m= Mentor children, staff, parents, and partners io develop their full
potential

m Engage in Outreach within the program and into the broader
community

@ Commit to a Vision that is created and shared by all partners und

@ communicated to the broader community

m Empower staff and parents to meet the Head $
Performance Standards

rt Program

® Actas Role Models

Leading Head Start into the Future reinforces the concept that active
learning and continuo improvement begin with individual leaders

who understand their svengths and skills. If they are grounded in the
meaning of leadership and personal leadership values, leaders can focus
on relationships that sustain program operations—relationships with staif,
parents, policy councils, governing bodies. and other leadership groups.
Furthermore, effective leaders can reach out beyond the program
boundaries into the broader community, establishing partnerships and
forging linkages. They can shape the institutions and policies that affect
the lives of the children and families Head Start serves.

Introduction \

Be
pe



Module 2

Background Information

Meaning of Organizational
Culture

The ability of Head Start directors, managers, and parent leaders to

identify the qualities of song leaders. recognize their own personal

Jeadership skills and values, and assess how they practice those behaviors
is crucial (o understanding the task of leadership. However, if programs.
are fo meet the challenges of the Wwenty-lirst century. leaders must ensure
that all staff members and parents are prepared. Not only must leaders
work through others to achieve program objectives and goals, but they
must also understand how they shape the overall culture of their Head
Start programs.

This module focuses on answering the following questions about the
culture of Head S!
and parents ta develop the knowledge, skills, and values nceded te oper-
ale a brenty-first-century Head Start program? What leadership dynamics
in the Head Start culture sets the tone so everyone can participate fully in
his or her job? What leadership behaviors and straicgies can help manage
conflicts within a Head Start program?

art programs: How do leaders influence staff members

Leading a program through continuous learning is also discussed ay a
strategy for developing strong, healthy programs Uiat meet Head Start
Program Performance Standards. Programs are required to provide
ongoing training tools and support for staff members. parents. and

consultants while serving the needs of children and families,

Organizational culture is only one of the ierrelated parts of a Head
Start social system, This social system concept defines a quality service
program as an organization or program with clearly defined parts that
operate and communicate effectively in a collaborative manner, (See
Participating in the Management Process: Modile 2 from the Training
Guides for the Head Start Learning Community series for more
information about the parts o!

a social system. }

When considering the culture of a program, ask questions such as What
values are represented in the program. and What values do parents and
staff have in conmmon? The link between program values and personal
Values is an important part of the program culture within the Head Start
Social system.

One unique clement of Head Start’s culture is that it has always been
a model of diversity. It represents a wonderful blending of races.

lange
Head Start programs contain various ethnic, linguistic. and social

ges, creeds, and social-economic-educational levels. Although

46

Leading Head Start inte the Fuimre



Preface

Leadership skills can be learned, and the capacity for leadership can
be cultivated!

Head Start leaders come from all walks of life. They come to Head Start
with various skills, knowledge, and experiences. Some come from a
planning or administrative background. Others come from health-related
fields. However. most Head Start leaders emerge from the ranks of the
child or family services arenas.

‘They bring to the job different levels of skills obtained from their many
experiences, Are they automatically leaders when they accept the

position of director’? Is the board chairperson or the policy council
chairperson fully prepared for the leadership role when he or she
assumes the position?

Probably not in all cases

However, their commitment to continuously enhancing and developing
their leadership skills provides the framework for their effectiveness.
as leaders. Leaders in Head Start embody the concept of the MOVER.
They take time to Mentor. engage in Outreach, communicate the Vision.
Empower others. and act as Role Models. They move people and systems
to Shape a better future for children and families. Leaders who exhibit

) MOVER qualities and behaviors are continually striving for excellence.
delivering on Head Star's vision for Early Childhood Development and
Health Services. They continually strive to improve management systems
and build a program design that is responsive to the changing needs of
children and families. And they lead the movement to forge lasting family
and conununity partnerships.

Focusing on continuous improvement enables leaders to position Head
Start as a central community institution for low-income children and their
families. Head Start is committed to creating a culture that supports all
staff and parents in developing the skills needed to successfully operate
that ventral community organization.

Leading Head Start into the Future is based on the Head Start beliefs
that leadership skills can be learned and the capacity lor leadership can
be cultivated. This guide helps Head Start leaders refine and expand thetr
skills and knowledge through a variety of training activities. The first
Technical Guide in the series of management (raining guides, if extends
the basic information provided in the Foundation Guide. Participating
in the Management Proce .s.

This guide continues te support the development of leadership skills and
) behaviors in all Head Start staff, parents. and policy groups.

Preface vii



Module i: Understanding Leadership

weet he hy

3. Knowledge, Skill, or Behavior I Want to Obtain, Practice, or Improve:

® Action Steps:

a Desired Results:

@ Progress Made to Date:

4. Knowledge, Skill, or Behavior I Want to Obtain, Practice, or Improve:

@ Action Steps:

@ Desired Results:

@ Progress Made to Dale:



Resources

rly Childhood Ecucator's and Family Web Corner
daipJivw w.nauticom.netr ww/cokids/index, lun

This Website contains resources about early childhood education and

provides links to related sites. Articles posted on the site focus on themes
that interest ea
and they cover the following topics: advocacy. health and nutrition,
parenting. safe

\ childhood educators and families with young children,

_ Special education. and professional development.

Early Childhood Leadership Bulletin Board
hup-Avawnbedi.ore/elbb haat

The Early Childhood Leadership Bulletin Board way developed to provide
African American early childhood education students and professionals
With information that can enhance their upward mobility in the field.
Resource information includes educational programs. scholarships and
fellow ships, networking opportunities. and professional development

National Child Care Information Center
hupAevicps.ed.uincedu/nccichecichome hint

The National Child Care Information Center (NCCIC) was established
to enhance and promote child gare linkages and to help support quality.
comprehensive services for children and families. The NCCIC Website
contains bimonthly newsletters, listings of child care organizations,
descriptions of projects related to child cure. publications, and links to

other resources

126

Leading Head Start into the Future



Module |

Learring about Ours
1, Self Reflection

Tres:

Hifective leaders engage in Quvreach beyond the narrow confines of the
unit or organization; great leaders build partnerships and collaborations,
They have a clear idea of what is important. how to achieve it, and how to
communicate enthusiasm to everyone about their Vision.

Visionary leaders reognize the importance of inspiring others to be
proactive, They want to teach others to anticipate future opportunities
and the challenges of change. Head Start leaders can help families
move from welfare fo work by providing support to the families while
advocating for them and influencing policy

Exemplary feaders promote the Head Start vision for families that
are transitioning in and out of public schools and other settings. The
performance standards ca
initiate meetings involving Head Start teachers, parents, and elementary
school teachers.

for agencies to promote communication and

Strong Head Start leaders Empower others to believe in the vision and
play vital roles in making it happen. They provide the tools and support
for others to make decisions and succeed.

m Performance

he Head Start Prog! tandards assist leaders as they
empower others toward individual learning, promote professional
development. and support ongoing opportunities to acquire Know ledge
and skills. A structured approach to saat raining
required. with aeademic credit whenever possible.

ind development 1s

Finally. 2 2y are Role Models. subtly
teaching others who look to them for guidance.

‘eat leaders lead by example. T

This module explores the five essentie actions that enable Head Sturt
leaders Co act as MOVERs and bring ead Start programs into
the twenty-first century ging in Outreach,
committing to a shared Vision, Empowerin, laff and parents, and
being a Role Model.

acting awaMe eng

This module focuses on learning about ourselves. What do effective Head
Start leaders need to understand about themselves? What other qualities or
behaviors and skills do effective Head Start leaders use?

Leaders need to recognize that dearming about themselves is an important
first step for developing personal leadership qualities. People need to
understand themsely es and know who they are before they can lead others,
To reach this understanding. they need to develop insight into themselves,
examine their values and guiding principles, and have a solid notion of
Whatis important to then and how to achieve their goals

Understanding Leadership



Introduction

Module

160 minutes

'
| Management—Symptoms
band Causes

Handout H1: Conflict

Development Plan

e2: onc ; i { |
Module 2: Influencing | Management Strategies |
Organizational Culture : 5 |
(continued) L ee | Paper. pens |
j : Feedback | Handout 2: Professional — |
| and Follow-up: Professional | | Develapment Plan
i i

: ; ; |
i Leadership Journai H

OW) Activity 3-1: Creating a 160 rinutes: Leadership Journal.
1 Shared Vision i i chart paper. colored
: markers, glue stic
i i twelve peel-off name labels
! : i

Hight-inch squares of
muslin or light, solid-
colored cotton fabric

Module 3: Positioning 1 (C) Activity 3— 160 minutes | Leadership Journal,
Head Start for the Future T Here to Do? i chart paper. markers

Handout 12: Guidelines for
Minutes of Inspiration Communicating the Head
' Start Vision

i
a |
i
|

| Handout 13: Planning an
Iuspirational Message

orkshect

& Leading Head Start into the Future



Contents

Handout 2: Professional Development Plan . : .
Handout 3: Guiding Principles Billboard ............ AY
Handout +: A Head Start Leader fs a MOVE
Handout 5: Leadership Myths.........

Module 2: Influencing

Organizational Culture oo ooccccuesmecsenneoe 48
OUICOINCS coesceeseeteeseerceee 5
Key CONCEPIS cescccsescvesssssssssssssseseeseseseseeeee 45
Background IfOrmattant oo ccccccccccccee vee eESESERESTENOSIRESTESTSTEEEETINES [0]
Activ teseeeeeeseae sete .53
Activity 2=1: Understanding an Organization’s Culture ....... 53
Activity 2-2: Shaping Organizational Culture... 55
Activity 2-3: Guiding Organizational Culture 57

Activity 2 High Road to Mana Conflict

Activity 2-5: Conflict Management Approaches .

Activity 2-6: Feedback and Follow-up:
Professional Development Plan

New Steps: ldeas to L:xtend Practive cove cee cceeesensnteeereeee 2 63
Overhead 1: Head Start's Organizational Culture Includes oo... 05
Handouts .....

Handout 6: Las steers GT
Handout 7; MOVER Game Board seteeeesecnenseeneees OD
Handout 8: Shaping O

Empowering Others 0)
Handout 9: The Demoralized Team 7
Handout 10: Conflict M

Symptoms and Causes 75
Handout 11: Conflict Man 77

Leading Head Start into the Future



Resources

DePree, Max. Leadership ls an Art. New York, NY: Dell Publishing,
1989,

The author says that he has written a book of ideas rather than practices.
It is about the
of them in the most effective and human w

art of Ieadership—liberating people to do what is required
ay possible. This book is at
very insightful collection of thoughts from the chief executive officer of
Herman Miller, Inc.. the furniture maker that was named one of Furnai
Magazine's ten best managed and most innovative conipanies.

Fenichel, Emily, Learning through Supervision and Mentorship to
Support the Development of Infants, Toddlers, and their Families
Source Book. Arlington, VA: Zero to Three, 1992.

Supervision and mentorship are importint elements in the taining of early
childhood education staff and family practitioners. This sourcebook is a
compilation of cighteen workgroup papers thal previously appeared in
Zero to Three the Bulletin of the National Center for Infant Clinical
Programs. The papers are presented under four headings: 1. Findings and
Recommendations of Zero to Three/National Center for Clinical Infant
Supervision and Mentorship to Support the Development of Infants.
Toddlers, and their Families: 1. Supervision and Mentorship of Students:
IL, Supervision and Mentorship of InfanUFamily Practitioners: and IV,
Issues for Supertisors and Program Directors.

Topies covered include essential features of supers ision und mentorship
in infan/family training and practice: overcoming obstacles to reflective
supervision and mentorship: passing on the process: scenes from super-
Vision: and supervision and management of programs serving infants,
toddlers, and their families. The book also includes an appendix of a
qualitative study of arly intervention in Maryland and a S0-item
bibliography

Goffin, Stacie G,, and Joan Lombardi. Speaking Out: Early Childhood
Advocacy. Washington, DC: National Association for the Education of
Young Children, 1988.

Advocaes in Head Startinvolves making changes to improve the lives
of children and their families. Howeve

not everyone feels he or she
can be an advocate or make a difference. Often, being an advocate is
something felt, lived. and learned from continually dealing with parents,
administrators, legislators, and so on. The objective of this hook is to
help individuals understand what advocacy for children is.

16

Leading Head Start into the Future



Module 2; Influencing Organizational Culture

Handout 8: Shaping Organizational Culture by Empowering Other:

Self-Development Techniques:

> Practice ongoing self-awareness through review of past experiences, personal strengths, and
It competencies

> Allow time for persona! growth and self-development
> Increase willingness to develop new behaviors
> Develop patience with self and others

One-on-One Techniques:

Share positive experiences of empowerment
Develop patience with seif and others
Cultivate openness to give. receive, and request feedback

vuus

Delegate key tasks. power to make decisions, and responsibility
» Group Interaction Techniques:

Nurture a climate of collaboration, acceptance, support, and enjoy ment i
Share group and individual suce

s programwide
Encourage others to be active participants

vuvy

Identify and clarify common goals

Leadership Techniques:

Plan for changing organizational culture
Model belief and trust in people

Clarify organizational values

vuvuy

Encourage individual and program growth and development

Programmatic Techniques:

2 Establish open communication channels

> Create workflow patterns that allow for quality. innovation, and creativity

> Promote information sharing throughcvt the program

) Provide opportunitics for staff and parents to take on professional responsibilities and

personal commitments

~ Adapted from Judith Vogt and Kenneth Murrell, Lazpowerment ut Organeations Haw te Spark Laception
sun 1 CA? University Associates. Ine. L890), pp. 100-108

ni) Leading Head Start into the Lunar:



Module I

Continue Professional Planning

Activity 1-2:

Guiding Principles 99
and Leadership A
Behaviors es

Introduce the Activity

Distribute Handour 2: Professional Developmen, Plan. Ask
participants to list one leadership quality, skill, or behavior
discussed in this activity that they would like to practice and
become more comfortable with

Explain that they will be able to build their development plans as they

continue through the training. Participants are only required to add one
developmental skill to their plans in this activity. This is meant to be a
one-step-at-a-lime, incremental learning process.

4. Conclude this activity by emphasizing that our values and guiding
affect our behaviors, skills, and actions as Head Start

We use and act out these behaviors and skills as we handle
Various leadership responsibilities and activities. Some examples of
these leadership activities include:

 Planning—dey cloping and implementi

going process

A systematic, on-

w@ Communicating with families, staff. and policy groups

@ Providing nizational structure that
Meels program objectives and supports staff in their efforts.

and maintaining an orga

responsibilities, and accomplishments

Purpose: Participants will analyze a scenario and individually recognize
and compare various leadership skills and behaviors. Participants will
reflect on their values and determine the guiding principles that shape
their leadership skills and behaviors. Participants will continue to build
their Professional Development Plans.

Materials:
Handout 1: Forest Knolls Head Start
Handout 2: Professional Development Plan
Leadership Journal

1. Discuss the Buckground Information and briefly tell participants that
there are no magic formulas for leadership. Explain that essential
elements or behaviors are needed for one to grow and develop as a

lead Start Jeader.

stro!

20

Leading Head Start into the Future

ci
cc


Introduction

framework for the training activities. The trainer or coach may choose to
present the Background Information section as a short lecture, present-
ing the information on handouts or overheads during the coaching or
workshop sessions.

To accommodate the individual needs of participants, this guide includes
two specialized approaches to help them reflect on their experiences and
develop leadership action plans. Throughout the
asked to keep a Leadership Journal to reflect on their practices. This
journal can be used lor various discussions, individualized assignments,
and coaching activities. Because keeping a journal is a private tool for
developing insight into oneself and one’s values. behaviors. and goals.
some participants may not want to share their reflections with others.
Before the training begins, participants should be asked lo objain a
notebook that they can use for their journal.

guide. participants are

As participants complete the activities in each module. they will also
use a Professional Development Plan to build and improve their
leadership knowledge, skills, and behaviors. Participants should add
to their development plans one behavior or improvement opportunity
ata time. When the training begins. pocket folders with several copies.
of Handout 2: Professional Development Plan can be distributed to
each participant.

The Resources section appears at the end of the guide. [t contains
additional material that can provide further information on the topics
in the modules.

* Leading Head Start into the Future


Module |

Introduce Activity

Discuss Leadership Myths

Add Other Myths

2

Explain to participants that sometimes the myths or notions we hold
about leadership are obstacles to achieving and growing as Head Start
leaders. Continue by saying that often we must change our ideas about
what a strong id Start leader should be.

Tell participants that they will work in small groups to discuss one or
uwo of their notions about what a Head Start leader should be. To
explain the activity, you may want to use the following example:

Asa Head Start leader, | an afraid that | am expected to have all the
answers. I feel that [must always be able to solve every problem our
program faces and offer solutions for personal problems that our staff
have. L fear that Lill not be a good role model or mentor.

To begin the discussion using this example. ask the following question:

@ What do you tink about the fears 1 have just stated?

Begin to fill in the columns on the prepared chart paper labeled
Myths and Realities during the discussion. You will use this chart
again during the large-group debriefing activity.

Tell participants they are now going to continue this discussion in
small groups by answering the following questions:

@ Whar fears do some people associate with being a Head Start
Teader?

@ Whar examples show that these fears are simply our own
auvths (ntisconceptions) about being a Head Start Leader?

They should discuss and dispel cach myth or fear with supporting
examples from their experiences, Tell them that they will report their
discussion to the large group. Continue this discussion in small
groups.

To debrief. list cach myth on the chart paper as each group reports
it. Complete the Realities column as the discussion continues. Allow
comments from others as each group finishes.

To continue this discussion, distribute Handout 5; Leadership Mythy
Asa large group, discuss the myths on the handout

 Lcadership is a rare skill
@ Lcaders are born. not made.

Understanding Leadership

So



Lal ey

Module 3: Positioning Mead Start for the Futare

aad SSS SS

Handout 14: The Great Strides Initiative

The Great Strides Ini

began two years ago as a collaborative venture between the Head Start
program; several local child development programs, both private for profit and nonprofit: the state health
department: and the chamber of commerce. The project grew from the vision of the Head Start director
who wanted the community to offer child and family development programs that would meet the highest
standards for quality and service. The components of the Great Strides Initiative include:

1. Full-day, full-year child development programs for all children in the community
twelve,

ages birth through

Affordable sick child care supervised by a pediatric nurse practitioner.

|
| 3. Anetwork of child care cent id family day care providers that receive continual training. support.
| and guidance so families have a range of affordable choices to meet their needs.

4. Aone

slop shopping” center where parents can obtain medical and dental services: transportation
services: child care arrangements that suit their needs: WIC services: employment and skills.
training: and information about a range of services such as mental health providers. nutritional
information, community programs, and support groups.

5. Achild and family development resource center that is staffed by community volunteers and lends free
books, videotapes. and learning tools designed for parents and child care providers.

| 6. Acommunitywide training and certification program for all early care providers. (Ong ag training on
various topics and support groups for providers already exist.)

The Great Strides Initiative is supported by a combination of federal and state tunds, including Head Sturt.
city, and county funding. and contributions from community business organizations. The local campus of
the state university also participates in the research and training aspects of the initiative. The agency that

|} Sponsors Head Start administers the project. and it is headquartered in the facility that houses the Early

uo Head

tart center,

The community is very proud of the project. and Head Start program leaders have bad numerous requests 10
address state and national conventions of business, government, and child care organizations to discuss how
the project was created and why it is so successful.

Local businesses are always eager to sponsor special events such as health fairs or provide free training
workshops and special educational materials

Other significant outcomes are effective mobilization of the child care community, resulting in cohe-
siveness and dedication to the highest level of service for all children und families. All the providers feel
united under the Great Strides Initiative,

Positioning Head Start for the Future

103



TT

Module 3

Activity 3-6:

Reflecting on a9
How to Achieve

Community —
Partnerships

Introduce Activity

Purpose: In this activity. participants will identify strategies that they can
use lo promote community partnerships.

Materials:
Chart paper, markers
Handout 15: Community Partnerships Action Plan
Copies of Section 1304.41 of the Head Start Program Performance
Standards, Community Partnerships. Section (a) Partmerships

Coach Preparation Notes:
To prepare for this coaching session, list the following phrases on :
chart paper: i

@ Take anactive role in community planning to encourage
i strong communication. cooperation, and the sharing of

' information
|

i @ Take affirmative steps to establish ongoing collaborative
relationships with community organizations

@ Perform outreach to encourage volunteers from the .
conmunity to participate i

agencies

i
7 Develop interagency agreements wah local education
i
i

1. On chart paper. display the folowing phrases from the performance
standards. Ask participants what they know about these phrases.

@ Take anactive role in community planning to encourage
strong conununication, cooperation, and the sharing ef
information

B fake affirmative steps to establish ongoing collaborative
relationships with community organizations

® Perform outreach to encotirage voliaiteers front the
comma fo participate

@ Develop incrazem y agreements with local education
agencies

Positioning Head Stari for the Future

S&



Introduction

Definition of Icons

Coaching (C) 00
tet
Workshop (W)

Next Steps: Ideas to
Extend Practice

Continuing Professional
NZ
Development LH

Sted

A training strategy that fosters the development of skills
through tailored instruction, demonstrations, practice.
and feedback. The activities we written fer a coach to
work closely with one to three participants.

A facilitated group training strategy that fosters the
development of skills through activities that build on
learning through group interaction. These activities are
writen for up to bwen
small or large groups with one or two trainers,

ive participants working in

These are additional activities assigned by the trainer
immediately following the completion of the module to
help participants review key information, practice skills,
and examine their progress toward expected outcomes
of the module

These are follow-up activities for the pre
continued staff development in the reg!
skills addressed in a particular training guide. The
activities include

‘am lo support
lar use of the

(1) Opportunities for the participant to continue building
‘on the skills learned in the traini

(2) Ways to identify new skills and know ledge needed
to expand and/or complement these skills through
opportunities in such areas as higher education,

ums

credentialing. or community educational prog:

Introduction

a



Module 3: Positioning Head Start for the Future

Handout 13: Planning an Inspirational Message Worksheet

Define Purpose
The purpose of this message is to...

Analyze the Audience !
The issues that interest the audience are... !

The issues/values/beliefs that [ have in common with the audience are...

Determine Points to Emphasize |
The main ideas Il want to communicate are... |

Give Examples
Examples Iwill use to support each main idea are...

Close with Impact
J will close my message by saving... |

Identify Visuals/Materials to Include
Iwill prepare/assembie the following visuals and handouts to support my purpose... !

102 Leading Head Start into the Future


Module 3: Positioning Head Start for the Future

Handout 15: Community Partnerships Action Plan (Continued) |
|

Goal: Perform outreach to encourage volunteers from the community to participate in Early Head
Start and Head Start Programs.

Action Step:

{| Complete by:

Action Step:

Complete by:

Action Step: |

|
i
t
|
|

1
be
|
!
|
|
|
'

Complete by:

Action Step:

Compiete by:

Action Step:

Complete by:

Action Step:

Complete by:

Positioning Head Start for the Future 107



Resources

Neugebauer, Roger, et al. “Guide to Successful Fundraising.” The
Best of Exchange, Reprint Collection 6. Redwood, WA: Exchange
Press, Inc., 1990.

This book highlights articles about fundratsing in early childhood
education which have appeared in Child Cure laformation Exchange.

Neugebauer, Roger, et al. “On-Target Marketing: Promotion
Strategies for Child Care Centers.” The Best of Exchange, Reprint
Collection 4. Redwood, W ange Press, Ine., 1990.

ex

This collection highlights articles about marketing in early childhood
education that have appeared in Child Care Information Exchange.

{talso contains an alphabetized index of these articles. topivally arranged.

indicating the month and year of publication.

Rosener, Judy B. “Ways Women Lead.” Harvard Business Review.
November—December, 1990.

Women managers who have broken the glass ceiling in nontraditional
organizations have proved that effective leaders do not come from one
mold. This article deseribes some leadership behaviors that women
leaders exhibit.

Senge, Peter M. “The Leader's New Work: Building Learning
Organizations." Sloan Management Review Reprint Series. Vol. 32,
No. 1, Fall, 1990.

The author examines how to build organizations that en ourage
continuous learning and the kind of person who can best lead the
learning organization. The author begins to chart new territory.
describing new roles, skills. and tools for leaders who want to
develop learning organizations

Woffard, Joan. “Know Thyseif-—-The Key to Improving Your
Leadership Style.” Child Care Information Exchange, Reprint 5.
Redmond, WA: Exchange Press, Inc., 1990.

How leaders behave with other people is partly determined by a set of
interpersonal reflexes that the leaders have learned along the course of
their lives and bring with them to the moment of interaction,

i4

Leading Head Start into the Future

Feces)



Module 2: Influencing Organizational Culture

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Influencing Organizational Culture


Module 2; Influencing Organizational Culture

Handout 9: The Demoralized Team
(Continued)

Identify leadership strategies, MOVER behaviors, and confli 1 wanagement strategies to positively
change this situation.

LEADERSHIP STRATEGIES AND MOVER BEHAVIORS

CONFLICT STRATEGIES/OUESTIONS USED:

Leadurs: Head Start oite the Eanure





Modute 3: Positioning Head Start for the Future

The center directors also note improved staff perforr
additional training and feel empowered in their work.

ce and job satisfaction because staff now have

The Great Strides Initiative is a vivid example of dreaming a dream, sharing that dream, und shaping it into
acollaborative project that continually assesses and responds to the needs of the community, carly care
professionals, and the children and their fantilies. It is an example of the power of partnerships, with Head
Start grounded at the center of more than a dozen partners.

Imagine that you are the director of the Head Start program in this case scenario. Four years ago, your
program was operating with minimal support from the community. You were so involved with managing
daily activities that you simply could not find the time to take on any additional responsibilities. At that
time, the only outreach activities you attended were occasional meetings and conferences sponsored by
the health department and an annual chamber of commerce event.

However, just about four years ago, you decided io take a more active role in communicating with the
community. Your goal was to make the vision for your Head Start program a reality—to establish
collaborative relationships with community organizations and, thereby, give families better access to the
services they need. Suddenly, you found yourself being a risk-taker, using many innovative strategies to
gain community support. Progress was slow at first. But the end result—the Great Strides Initiative—was
the reward.

Take some time to reflect on what you did to achieve these successful partnerships.

I, What did you do at the very beginning to become involved in community planning so you could
encourage cooperation and the sharing of information?

2. What steps did you take to establish ongoing, collaborative partnerships with community
organizations?

3. What did you do to encourage volunteers from the community to participate in the Great Strides
Initiative?

4. What advice would you give to leaders who feel uncomfortable about becoming more involved with
community organizations?

104 Loy Leading Head Start into the Future



Module |

Activity I-1:
Leadership at
Forest Knolls

Exemplary leaders internalize the organizational philosophy and goals,
and they carry then a step further. They know what guides their personal
values, and they are committed to them. They can make choices from this
strong foundation, They review their priorities regularly in light of
emerging issues and changing needs. whether these issues surface from
the community assessment. federal or state initiatives, or requests from
families. children, and staf.

In summary, strong Head Start leaders meet current and future challen
by becoming lifelong learners. This continuous approach to knowledge.
skill building, and self-development provides the tools required for
successful leadership in a changing world.

Purpose: Participants will identify various leadership skills and behaviors,
They will determine the values and guiding principles that shape their own
behaviors and leadership decisions. Participants will compare these skills
with their experiences and begin to build their individual Professional
Development Plans.

Material:
Chart paper, markers, and tape
Handout 1: Forest Knolls Head Start
Handout 2: Profexsional Development Plan
Handout 3: Guiding Principles Billboard

Trainer Preparation Notes:

This workshop can be conducted in two sessions on different days.
Session | focuses on identifying leadership skills and behaviors
and should be conducted before Session 2. In Session 2, partici
pants determine the values and guiding principles that shape their
behaviors. They may reflect on what they learned in Session |
during Session 2.

For additional information that can help answer the questions
in Session 1. Step 2. refer to the Background Information that
discusses Head Start leadership qualities, beha

Understanding Leadership


Module 2

3. Fostering Good
Communication

4. Building Trust

Janes Kouzes std Bary Pe

Ceo dbiins Mew

Communication is a critical element of organizational culture. The Head
Start Program Performance Standards specify that grantee and delegate
agencies Must promote regular communication among al! members of the
program to facilitate quality outcomes for children and families

Atthe programmatic level. leaders recognize the importance of regula

comprehensive communication bewween staff and parents, as well as the
flow of timely and accurate information among parents. policy groups,
sual and the general community. However, at the individual level. leaders
use communication as an effective tool for empowerment, Effective
communication allows everyone lo express his or her opinions. receive
constructive feedback, and resolve conflicts. (See Commnmicating with
Parents trom the Training Guides for the Head Start Learning
Community series for more information.)

When and how do we truly feel a sense of trust or comfort with a leader?
How can a leader build a culture that supports trusting connections with
groups of diverse people within the program? Building trust with staff.
parents, and partners is essential to being an effective Head Start leader.
Leaders practice the following skills to improve their trust-building
capacity and their ability to appreciate the diversity of people:?

B Being accesvthic. Inviting others to contact Sou shows Sour trust,
availability. and willingness to focus on their concerns.

@ Listening active! ai every opportaitts, People know they are valued
and respected when you listen to them.

@ Leurnmy sour continents” stories, When you pay attention to the
storyteller, you cun discover a great deal about his or her values,
humor, feelings. and even how he or she feels about the program

BM Keeping tt touch, You should meet and spend time sith parents und
all staff so you get to know them

When stall, parents. and other program members trust one another and
parueipate fully in program operations, leaders are able to promote a
sense of commitment to thal program,

thers Gat atid Love LSahh Prancisce doses y Bass, Ie

Leading Head Start inte the Future



|

Module 3

m@ Some leaders may be interested in marketing their programs to build
material. financial. or resource support in the community. If so, they
should develop a marketing plan and a marketing kit to answer any
questions that may be asked. The marketing plan could he developed
with the assistance of the S.C.O.R.E. (Service Corps of Retired
Executives) chapter in your community. An effective way to market
the progran
and governmental leaders and to review the items you want them
to support.

ional,

s to make appointments with business, educ

When creating a marketing kit. leaders should consider developing or
including the following documents that can be given lo prospective
collaborators:

— The vision and mission of the agency/Head Start pri

~ A brochure describing the Head Start program goals and services.

— A listing of partnerships the program has with community institu-
tions

and organizations.

— A statement of needs that profiles the current needs of the commu-
@ nity. (This information may be obtained from the most recent
community assessment.)

— A wish list outlining specific requests for materials. equipment.

services, or financial contributions.

Remember that most benefactors enjoy receiving recognition for their
contributions, Find ways to publicize financial supporters if they are
receptive to it

Positioning Head Start for the Futwe oy


Module |

Write Action Plan

Summarize

3.

@ How can vour guiding principles help vou prioritice the
various skills and behaviors vou want ta improve?

B What methods or strategies can you use to develop these
Head Start leadership skills and behaviors?

@ Whar questions can vou ask others in your program who seen
confident and comfortable with these skills and behaviors?

Work with individuals to prioritize and write an action plan to develop
the leadership skills and behaviors discussed in this module. With par-
ticipants, list special activities, projects, or program events for them to
lead: resources to re
writing activities to personally analyze their milestones. For each item
listed. tell participants to list a date far completing the event.

ew: observations to make: and ongoing journal

Examples of activities:

@ Volunteering to lead a program. community, or regional
project.

@ Spending several days shadowing a co-worker or indiy idual
within the program who exemplifies a strong leader, (Use
your Leadership Journal during this time to list strategies
and behaviors you want to remember. Also. list those you
recognize as ineffective.)

Remind participants that development iy a lifelong process. We are
always learning and improving.

Understanding Leadership

29


Module |

Understanding Leadership

Outcomes After completing this module, participants will be able to:
@ Identity strong leadership skills and behaviors
@ Determine the principles that direct their individual performances as
leaders in the program
@ Assess their leadership experiences und relate them to the skills and
behaviors of acting as a Mentor, engaging in Outreach, committing
toa shared Vision, Empowering staff and parents, and being a Role
Model
B® Design a Professional Development Plan based on their strengths.
P ey Concepts @ Leadership starts from within. True understanding comes from

reflecting on one’s experiences. Effective Head Start leaders
continuously assess and identify their leadership skills and behav iors.
Self-discovery is 4 necessary first step to understanding one’s

effectiveness as a leader,

Leaders are value driven. In Head Start. respected leaders base their
decisions and actions an their internal ethical principles. They are
grounded in who they are and what they stand for,

Leadership principles shape how individuals use their skilly and
talents to fead and inspire excellence in the program. Actions that
follow these principles include acting as a Mentor, engaging int
Outreach, committing to a shared Vision, Empowering stalf and
parents, and being a Role Model. The strong Head Start leader
isa MOVER.

Strong leaders develop insight and awareness of how personal and
anizational values are related to effective leadership

Developing and enhancing one’s leadership skills and behaviors is
an ongoing process. [involves seeking new ways lo grow.

Understanding Leadership



Module 2

Review Symptoms, Causes,
and Strategies of Conflict

Describe a Conflict

Discuss and Close Activity

Activity 2~6:

Feedback and 99
Follow-up: RA
Professional at
Development

Plan

3.

Distribute Handout 10: Couflict Management—-Symptoms and
Causes and Handout 11: Conflict Management Strategies, Part 1
to participants. Have them read both handouts. Briefly discuss
each handout,

Apk participants about their reactions to the information about
symptoms, causes, and strategies. Ask:

B Which causes and symptony are probably the most
challenging Jor vou? Why?

BH Why do you think the problem should be firsi defined by
considering the differences and/or perceptions among others?

@ Why should those involved in the couflict meet to discuss what
will occur if nothing is done te vesolve the current situation?

B Way must those involved in the conflict have the same wider:
standing of the source of the conflict?

B& Whar strategies from Handout 11 have vou used in the past”
How did it ga?

Ask participants to select one recent work-related conflict that
involved them. Have them write a brief description of the situation.
noting the issues, feelings. perceptions, and trust issues of those
involved. Have participants play the role of a neutral third party and
use Handouts 10 and 11 to identify symptoms, causes, and possible
strategies for the conflict

Have participants share their responses with you. Provide feedback
and discuss how the process facilitates open communication and trust.
Help participants select one technique that they can work on as part of
their Professional Development Plans.

Purpose: Participants will continue to Work on their Professional
Development Plans. They will establish additional goals for shaping

the culture of their organization and creatiag healthy relationships
within the program.

Mate:

ial
Belore the activity, ask participants to bring their Leadership Journals
and Handout 2: Professional Development Pian that they completed
in earlier activities.

Influencing Organizational Culture

tl



Resources

National Head Start Assoc nm. NHSA Ideas Booklet: Tell the Head
Start Story, Alexandria, VA: National Head Start Association, 1997.

This book was designed to provide ideas and strategies tor conducting a
comprehensive marketing and public relations program that will inere:
awareness, communication, and support for a Head Start program. Each
section is organized in a step-by-step format with specific tasks and
helpful tips. The reader is provided information on the following
marketing and public relations topics: planning a marketing campaign,
producing a media campaign, developing marketing materials to
accomplish the goals and objectives of a Head Start program, worki
with elected officials to influence Head Start legislation. raising
community awareness in Head Start, and promoting National Head Start
Awareness Month.

c

fvational Head Start Association. Head Start Success Stories
of Persanal Achievements, Alexandria, VA: National Head
Association, 1995,

Accanuts
art

The National Head Start Association. with the assistance of the Head Start
centers, has compiled a colleetion of success stories from programs across
the country. More than 400 stories are told by Head Start graduates,
parents, and staff members. This enlightening booklet also includes 126
personal Head Start testimonials.

National Immunization Office, Centers for Disease Control and
Prevention. National Infant Immunization Week: A National
Observance April 20-26, 1997. Atlanta, GA: Centers for Disease
Control and Prevention, 1996,

Developed by the National Immunization Office. this promotional
resource contains many uselit ideas for promoting National Infant
Immunization Week at the community level.

120

Leading Head Start into the Future



Resources

Articles

Vestal, Anita, and JoAn Knight Herren. Manager's Notebook. College
Park, MD: Head Start Resource and Training Center, University of
Maryland, University College, 1985.

‘This book is a compilation of three articles: “A Look at Leadership.”
“Motivation and Morale.” and “Managerial Negotiations.” The topics are
balanced with theoretical perspective and practical application examples.

Barth, Roland S. “The Leader as Learner.” Education Week. Vol. 16,
No. 23, March 5, 1997,

Phe author of this article maintains that the most important responsibility
of every educational leader is to promote human learning. This process
begins with leaders investing in their own education. The author also
reviews the barriers and roadblocks that stand between educational leaders
and “their own steep learning curves” and highlights the conditions that
enable leaders to overcome the many roadblocks to their own learning.

Education Week
P.O. Box 2083

Marion. OH 433
Website: hulp://www.edweek.org ry

Bloom, Paula Jorde, and Donna Rafanello, “The Professional
Development of Early Childhoed Center Directors: Key Elements
of Effective Training Models.” Paper presented at the National
Association of Early Childhood Teacher Educators Preconference
Session at the Annual Meeting of the NAEYC National Institute fur
Early Childhood Professional Development (Chicago, IL, June 2-5,
1994), (Eric Document #373914)

The authors of this conference paper maintain that training for cerly
childhood center directors should involve experiences that are coherent
and connect in a logical or cumulative fashion, They also suggest that
twelve key clements can serve asa fi
development training experiences for ceater directors. Training should
(1) address the management and leadership functions of the director's
role, (2) be based on participants” perceived needs, (3) be problem
centered and site specific, (4) focus on the director as an agent of change
(5) emphasize a systems perspective. (6) meet the needs of working
professionals. (7) promote the professional advancement of participants,
(8) promote participation that reflects the ethnic and cultural diversity

of the field. (9) include follow-up. (10) promote cross-training in the :
field. (11) promote active learning. and (12) promote collegiality and ‘

networking. @

mework for planning professional

122

Leading Head Start into the Future

b
a


Contents

for the Future ............

Module 3: Positioning Head Start

OUNCOINGS coecccseicneceieieniens crete siete SI
Rey CORCCDUS ccscceccectietciesrse neces tetris BI
Backgroutid IYOrnation coccccecceccesceseccssesceeesevesseeesceseesssceneeseeetts 81

Activities.
Acti
Acti

Activity ive Minutes of Inspiration
Activity 3—: Inspiring Others
Activity rging Community Partnerships.

Activity 3-6: Reflecting on How to Achieve
Community Partnerships

Next Steps: Ideas to Extend Practice cecccccccsessescse esses eeesscsntee o7

Handouts 0...

Handout $2: Guidelin:

the Head Start Vision

Handout 13: Planning an Inspirational

Mes Worksheet .. cttseeeeeees
Handout 14: The Great Strides Initiative ....

Handout 15: Community Partnerships Action Plan .......

Wal

we 102
. 103
- 10S

Continuing Professional
DevelOpMe Hl coccccscscseevenennes seocueueseneusunece LOY

I SCAN) 13

Contents



Module 3

Next Steps:
Ideas to Extend
Practice

Participants working independently or with other staff can build on the
skills developed through this guide by completing the following activities.
Participants can use their Leadership Journals for some of the activitics.

@ Local agencies continuously develop multiyear and shori-term
program goals. They also create financial objectives that address.
the cammunity assessment findings and the agency's vision for
quality programming.

For this activity, have participants work with staff and parents in

a visioning process. They should consider their program goals and the
findings from their community assessment. They should also think
about the level of program quality. This reflection often begins with
one’s dreams or visions of the perfect program.

Participants should inform staff and parents either during a meeting
or through written communication that they want to hear about cach
person's dream for the ideal program. The dreams or visions should
be short descriptions that respond to the following:

—- What would our Head Start program be like if we had all the
funding we necded, all the staff we needed, all the time we
needed to do wonderful things as we strive to exceed our
program's goals and meet all the needs of the children and
their families? What would our program look like if this could
become a reality? Examples of how programs will answer this
question include:

1. A setting in which all children and adults have all the
nurturing. nutrition. health care, shelter, education/training,
and support they need to fully meet their human potential.

The Head Start that our children and families get in our pro-
gram ensures that they can complete their educational goals,
contribute to the community at a high level. and know how
and where to access information and services that will enhance
every aspect of their lives.

3. Every family’s seif-sufticiency is enhanced through interaction
within the community: Head Start parents realize full employ-
ment with good pay rates, a high quality of life, and access to
their choice of health services and affordable, convenient, and
altractive housing.

Positioning Head Start for the Future

97


Module 1: Understanding Leadership

- Handout 1: Forest Knolls Head Start
Part II: Discussion and Self-Reflection (Continued)

DIRECTIONS:
Work independently to complete the following questions.

3. Which leadership qualities and behaviors that y« a listed in Questions I and 2 do you perform
within your own program?

handout. Next, look at your answer to Question 3 and note those that are not performed within
your pregram. Identify one leadership behavior, quality, or skill that you would like to practice
and improve. Then complete Handout 2: Professional Development Plan for the behavior or skill i
that you identified. !

|
i
i
4. Refer to your list of leadership qualities, behaviors, and skills in Questions 1 and 2 of this '
i
|

Understanding Leadership 35



11

Modvle 3: Positioning Head Start for the Future

Handout 15: Community Partnerships Action Plan

Goal: Take an active role in community planning to encourage communication, cooperation, and the
sharing of information.

t
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t
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i
i

Action Step:

Complete by:

Action Step:

i
f
| Complete by

Action Step: Hl

Complete by:

Action Step ;

Complete by

Action Step:

Complete by :

Action Step:

Complete by:

Positioning Head Start for the Future 105

at


Module 1: Understanding Leadership

Handout 3: Guiding Principles Billboard — 4

Understanding Leadership: 30

40