IDEAL LEADERSHIP IN HEAD START PROGRAMS: UNDERSTANDING LEADERSHIP FROM THE PERSPECTIVES OF TEACHERS AND DIRECTORS IN AN ERA OF CHANGING EXPECTATIONS AND INCREASED ACCOUNTABILITY 

Abstract
The purpose of this study was to examine how directors and teachers define ideal leadership practices of Head Start programs.  Data were collected by means of interviews and completion of a demographic questionnaire and an adapted version of the Leadership Practices Inventory (LPI) from six programs in Southern California.  The findings revealed ideal leadership practices in alignment with the practices of transformational leadership.  Directors described ideal leadership practices to include a clear vision, collaboration, and staff motivation.  Teachers described ideal leadership practices to include visibility of the director at the classroom level, leading by example, encouragement, and professional development opportunities.  The results of this study are critically important with the shifts in policy to increase quality of and expand access to early childhood education programs for all children.  Ideal leadership practices are vital to meeting the needs of the changing expectations of Head Start programs.

 
The field of Early Childhood Education (ECE) has risen to the top of the national educational agenda as a way to overcome the achievement gap and assure that all children learn.  President Obama has enacted a series of new investments to establish high-quality preschool to every child in America. This is because of the overwhelming research that demonstrates the short and long term benefits associated with participation in ECE programs. ECE programs have also been found to be instrumental in preparing children to be school ready and in closing the achievement gap (Business Roundtable, 2012; Hughs,2010; Lambert, 2003; Martin; 2010). However, with increased recognition comes greater accountability.  The field of ECE is under greater scrutiny to produce measureable results, particularly Head Start programs. Leadership is crucial to assure both commitment to the holistic goals of ECE and the requirements of accountability. As leaders seek to determine the factors that lead to the overall quality of early childhood programs it is necessary to focus on effective leadership strategies to successfully compete in a time of increased accountability. The first step is to determine the views of those who know best, those who are working closely with children. The purpose of this article is to report research on how current Head Start directors and teachers define effective leadership practices and strategies. These practices will help leaders and aspiring leaders in ECE settings to be able to motivate teachers and gain the necessary tools to lead in a time of measureable results.
Over the past few decades, public school researchers have consistently reported that school leadership is vital in developing and sustaining school level conditions believed essential for instructional improvement (Rosenholtz, 1989; Hallinger & Heck, 1996). The need for ECE leadership is just as great as the need in later grades of public school, but the form of leadership will likely be different for ECE programs. In ECE there is a close connection to families as partners in the education of children, there is a developmental approach in a more personal atmosphere that attends to the whole child, and in the case of Head Start programs, there are heavy demands upon administrators to ensure that programs are following rules and regulations.  Given these unique conditions of ECE, this article will explore how current directors and teachers define effective leadership practices and strategies that directors, site supervisors, and administrators can implement to increase program quality and teacher motivation.  
Research was conducted at six Head Start programs in Southern California. Data were collected by means of interviews and completion of a demographic questionnaire and an adapted version of the Leadership Practices Inventory (LPI). The findings revealed ideal leadership practices in alignment with the practices of transformational leadership.   Directors identified staff motivation, having a vision, and collaboration as ideal leadership practices, and teachers identified encouragement, leader visibility, leading by example and professional development as the ideal practices for effective leadership. The results of this study are critically important with the shifts in policy to increase quality of and expand access to early childhood education programs for all children.  Ideal leadership practices are vital to meeting the needs of the changing expectations of Head Start programs.

RESULTS
IDEAL LEADERSHIP PRACTICES DEFINED BY DIRECTORS
Motivation. All of the directors described motivation as the most important practice of leadership. An ideal Head Start director is a “cheerleader” who motivates staff to strive for the vision of the program. They use praise and feedback to motivate staff intrinsically.  For example, one director advised, “People forget how far verbal or written praise goes”. Directors also mentioned effective strategies of making time to meet with staff and giving individual recognition.
Vision.  Directors identified vision as the second practice of ideal leadership in Head Start. One director described vision as vital for guiding and providing direction to the overall program. She said, “I think that leadership …(is) a critical catalyst to successful programming because there has to be a vision. There has to be direction. There has to be a leader.”  Leaders need not only to have a vision, but also to be able to have staff buy-in and be the driving force behind decisions made for the program. 
Collaboration. Directors identified collaboration as the third practice for ideal leadership. Collaboration is the way to develop vision. Working effectively as a team is instrumental in the delivery of services. For example, one of the directors stated “I would say, it [leadership] has to be relationship based, you spend so much time that you have to like the people that you are with, but you have to be willing to build the relationship…in order to get the work done”.  Developing working relationships is key to the process of collaboration. 
IDEAL LEADERSHIP PRACTICES DEFINED BY TEACHERS
Encouragement. The teachers in this study described the practice of encouragement as a critical practice of effective program leaders. They wanted to receive praise and feedback on their performance, along with a “thank you.” These actions increase staff motivation and impact their performance. The increase of staff motivation was shared to have a “trickle down” effect to how they would approach their work at the classroom level. 
Visibility. Teachers emphasized the importance of having directors visit the classrooms. Teachers indicated this as an area needing improvement in most programs. For example, one teacher stated that directors as leaders of the Head Start program need to be more visible in the classroom, “I think that as a leader, [the director] should be able to go into the classroom to observe…Be involved.  Come out of the office.  Turn the computer off.  Get in the classroom and deal with the children.  Remember where we came from.  If it wasn’t for the children we wouldn’t have a job.…stay connected”. Director visibility and involvement at the classroom level increases teacher satisfaction. The teachers in this study recognized the multitude of duties that directors have but stated that it is essential for directors to visit the classrooms in order to be aware of what occurs at the classroom level, see children and families who are served by the program and be able to make decisions based on their observations. 
Leading by Example. Teachers shared the importance of directors behaving in a manner that demonstrates that they believe in the vision and act consistently with it. For example, one teacher shared, “I think that it’s important that Head Start leaders are able to walk the talk . . . [if you don’t,] people that you work for will not respect you for a very long time.”  This teacher made reference to the importance of directors following through on verbal commitments to staff. Ideal leaders are able to transfer their motivation to staff and gain their respect by leading by example.  
Professional Development. Several teachers indicated that having opportunities to participate in professional development was vital to maximizing their potential. Teachers requested professional development that is tailored to meet their individual needs as key to helping them enhance their skills. Professional development was vital for ideal leadership because it allows staff to learn best practices and remain abreast of trends in the field. 
RECOMMENDATIONS FOR PRACTITIONERS

            The views of directors and teachers in this research study have several implications for current and aspiring leaders in ECE. Their definitions of ideal practices were in alignment with transformational leadership and confirm the importance of developing relationships as an aspect of effective leadership. Kouzes and Posner’s (2003, 2007) model of transformational leadership captures their views because it emphasizes the leader’s ability to establish a relationship with staff by means of communication, providing feedback, listening, and sharing information. Further, the leader has the ability to guide and influence the vision of the program by means of the relationship that he or she establishes with the staff.
            There are several recommendations that follow from this study.
           1.  Model the Way. Directors should lead by example and follow through on all promises to address concerns and earn and sustain credibility. Teachers observe the actions of directors and judge whether they engage in authentic and reliable behavior. Directors can engage in acts that are not solely administrative but also more hands-on.  An example of such behavior includes providing coaching for teachers on desired interactions with children.  This can be accomplished during classroom visits, an area that was identified as a needed practice by teachers in this study.  
	2.  Inspire a Shared Vision. Teachers and directors both referred to the importance of having a vision as a needed practice for ideal leadership.  An effective leader understands the importance of establishing a clear vision (Stronge, Richard & Catone, 2008).  In accordance with this practice, directors should be sure to have a vision and be able to motivate staff to be a part of that vision. Head Start directors can connect their current practices to a larger vision for the program and a sense of where things are headed. Teachers need to hear the vision and feel that they have a role to play. 
	3.  Enable other to Act. Collaboration was an identified practice for ideal leadership. Directors can encourage collaboration, build teams, and empower staff. Collaboration is especially challenging for Head Start programs because of their unique set-up. Programs are located throughout the community rather than on one campus. There are also a variety of comprehensive services that are provided to children that require collaboration among the various service area disciplines.  Most importantly, directors need to establish collaborative practices with the local school districts in order to ensure children are school ready. 
	4.  Encourage the Heart. Directors and teachers both know the importance of praise and appreciation. Teachers made reference to the value and impact that giving praise and showing appreciation has on morale.  They also mentioned the importance of directors being visible at the classroom level in order to stay connected to the program and make decisions based on direct observations.  Directors can integrate classroom visits as a part of their normal routine.  An effective leader monitors performance expectations, builds commitment, enthusiasm and excitement. Directors should spend time visiting the classrooms, interacting with children and families, and observing instruction.  Directors build trust through the supporting and nurturing of teachers and allowing relationships to grow and develop.  
	5.  Challenge the Process. Professional development challenges teachers to keep abreast of changes in the field by enhancing their knowledge and skills. Professional development assists them in becoming effective in their role, remaining up-to-date on trends, and learning best practices.  Developing skills in these areas will enrich the quality of the program and increase the quality of experiences for children.
These recommendations provide a critical road map for leaders to guide successful Head Start programs. Lead by example, establish a clear vision, collaborate, motivate, and develop the capacity of teachers. This kind of leadership is important for schools at all levels of education, but it is perhaps most crucial at the very beginning of a child’s educational journey.

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