Table of Contents

1. The Effective Director.
2. Assessing Community Need and Establishing Program Funding.
3. Licensing, Credentialing, and Accreditation.
4. Organizing Center Structure and Working with a Board.
5. Handling Financial Matters.
6. Developing a Center Facility.
7. Equipping the Center.
8. Staffing the Center.
9. Recruiting Children.
10. Supporting Quality Curriculum.
11. Managing the Food and the Health and Safety Programs.
12. Leading in Times of Change and Crisis.
13. Working with Families, Volunteers, and the Community.
14. Providing for Personal and Professional Staff Development.
15. Evaluating Center Components.
16. Marketing the Program.
Appendix A. NAEYC Code of Ethical Conduct and Statement of Commitment.
Appendix B. NAEYC Professional Competencies for Early Childhood Educator.
Appendix C. NAEYC Standards and Competencies by ECE Designation.
Appendix D. NAEYC Early Learning Program Standards.
Appendix E. NAEYC Statement on Advancing Equity: Recommendations for Administrators.
Appendix F. Sources of Early Childhood Materials, Equipment, and Supplies.
Appendix G. Early Childhood Professional Organizations and Information Sources.
Appendix H. Director's Library.

About the Author

Ellen M. Lynch is associate professor of early childhood education at the University of Cincinnati. Her doctorate is in special education with a focus on early childhood special education. She has been active in local and state early childhood organizations, including the Ohio Association for the Education of Young Children (OAEYC), for which she served as chair of the Children with Special Needs Committee; the state Board of Directors; and the Division for Early Childhood of the Council for Exceptional Children. Additionally, she served as president of the Ohio Coalition of Associate Degree Early Childhood Programs. Dr. Lynch's current scholarly interests include engaging in the scholarship of teaching and learning (SoTL) and exploring the use of technology to support learning among preservice teachers. She is both an editor and reviewer for several problem-based learning journals. She has presented widely at local, state, national, and international levels on a variety of aspects of teaching young children, teacher education, and best practices for teaching in higher education. Amy S. Kronberg (M.S.Ed.) is a doctoral candidate and adjunct professor at the University of Dayton. She serves as an early learning consultant working with local nonprofit organizations. Ms. Kronberg has assisted in the design of successful programs and related coursework specializing in infant and toddler care and education. She has taught courses focusing on infant/toddler development, early childhood programming and curriculum development. Throughout her variety of roles, she emphasizes the need for teachers to find their professional voices and she consistently advocates for children, families and best practices within programs. She is passionate about training that focuses on the social-emotional and mental health needs of both children and adults. Prior to her current roles, Ms. Kronberg worked at the demonstration school for the University of Michigan-Dearborn, where she implemented transdisciplinary practice, the Reggio Emilia approach to education and critical skills related to working as part of an early childhood team. Through her variety of roles and experiences, she hopes to encourage anyone working in the field to lead and learn with empathy and find the voice to advocate for one another. Michelle L. Donley (M.S.Ed.) directs the University of Dayton�s demonstration school within the Bombeck Family Learning Center. After teaching infants, toddlers and preschoolers both at the Bombeck Center and Head Start for 20 more than years, Ms. Donley earned her masters of science in education in early childhood leadership and advocacy from UD. She has directed the Bombeck Center for four years and has guided the program through NAEYC accreditation twice, during which time she has maintained the highest rating in the state's quality improvement and rating system. Ms. Donley believes in advocating for change in the profession for increased investments, and she understands the need to improve the early childhood education system for children, families and practitioners. She is a member of the National Association for the Education of Young Children and the National Coalition for Campus Children�s Centers. As a director, she continually strives to evolve her leadership and management skills. Her passion for the field is grounded in research, reflection and ensuring sustained continuous improvement by empowering each program team member to find their true potential. Shauna M. Adams (Ed.D., Early Childhood and Special Education, University of Cincinnati) is a professor of early childhood at the University of Dayton (UD), where she also serves as the executive director of the Center for Early Learning. Dr. Adams has taught graduate and undergraduate students in such courses as child development, preschool methods and primary methods. She also teaches early childhood advocacy, research and leadership. In her role as executive director, Dr. Adams promotes opportunities for the Bombeck Family Learning Center to serve pre-service and in-service early childhood professionals as a demonstration school and forum for professional development. She also advocates for children and families by serving on local and state committees that support quality early care and education, and she serves UD's mission by supporting Catholic early childhood programming. Dr. Adams became immersed in early care and education through her work with the Bombeck Family Learning Center and has established partnerships with Head Start, public school preschool and other early childhood education programs. She also partners with a variety of agencies that support young children and families. She has worked with community partners to develop UD's online Early Childhood Leadership and Advocacy programs. She is also the lead author of the ACCESS Curriculum series and has produced articles, conducted presentations, developed websites and pursued other outlets to share this curriculum with the field of early childhood education.