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1. Create a Padlet account using your Cochise College email address. If you do not do this, your response will show as anonymous and you will not receive a grade.

2. Click in the lower right-hand corner to create a new post.

3. In your post, share your interview. Explain who you met and their role. Who did you interview? How did you complete the interview? (Zoom, in-person, via phone) When did you do the interview? (day and time) Where does the person work? How do you know this person? Share three questions you asked.

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1. Click in the lower right-hand corner to create a new post.

2. In your post, share what you learned from your interview. What did you learn about the program/school? What were you most surprised about? What did you already know that was confirmed by the interview? Describe the director/manager's leadership style. What were the director/manager’s biggest challenges? How were you inspired by the director/manager?

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1. Click in the lower right-hand corner to create a new post.

2. In your post, compare/contrast what you learned from the text and what you learned completing your interview. What was the same? What was different? When referring to the text, please give the chapter number and pages where you are finding your information.

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I interviewed Sara Martinez, the director of Pinedale Preschool in Sierra Vista, AZ. The interview was conducted in person at the center on March 11, 2025, at 10:00 AM. I know Sarah through a mutual connection at Cochise College who previously interned at the center and recommended her as a knowledgeable professional in early childhood education. Three questions I asked were:

What are the biggest challenges you face as a director of a child care center, and how do you address them?

How do you ensure a high-quality learning environment for young children while meeting state regulations?

What qualities do you look for when hiring teachers and staff for your center?

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During the interview with Sara Martinez, I learned that Pinedale Preschool prioritizes a play-based, child-centered curriculum while ensuring compliance with Arizona’s early childhood education regulations. The program focuses on fostering social, emotional, and cognitive development through structured activities and hands-on learning experiences. I also learned that the center works closely with parents and the local community to provide a well-rounded early learning environment.

What surprised me the most was the complexity of managing state regulations and licensing requirements. I hadn’t realized how much paperwork, inspections, and ongoing staff training were involved in keeping the center compliant. Sarah explained that while teaching and caring for children is at the heart of the job, a significant portion of her role involves administrative duties, budgeting, and staff management.

One thing that was confirmed for me was the importance of hiring qualified and passionate teachers. I already knew that early childhood educators play a crucial role in a child's development, and Sarah emphasized that she looks for teachers who are not only well-trained but also patient, creative, and adaptable. She shared that experience is important, but a teacher’s attitude and commitment to children’s growth matter just as much.

Sara’s leadership style is hands-on and supportive. She believes in leading by example, often stepping into classrooms when needed and maintaining an open-door policy for staff and parents. She fosters a collaborative environment, encouraging teamwork and professional development among her staff. She also balances high expectations with a compassionate and understanding approach, knowing that childcare can be both rewarding and challenging.

Her biggest challenges include staff retention and balancing affordability for families while maintaining high-quality care. She explained that early childhood education is often underfunded, making it difficult to offer competitive wages. Additionally, she faces challenges with staffing shortages, as finding and keeping dedicated educators can be tough in the field.

I was inspired by Sara’s passion for early childhood education and her dedication to making a difference in children's lives. Despite the challenges, she remains optimistic and focused on creating a nurturing and enriching environment for both children and educators. Her commitment to advocating for better resources and policies in early childhood education made me appreciate the dedication it takes to lead a childcare center successfully.

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In both the interview with Sara Martinez and the textbook, I learned that running a high-quality childcare center requires balancing leadership, regulations, finances, staffing, and curriculum development. One of the biggest similarities was the role of the director in ensuring a supportive and well-organized program. Sara emphasized the importance of leading by example and maintaining a collaborative environment, which aligns with Chapter 1—The Effective Director (pgs.10-12) where it discusses the need for strong leadership, communication, and problem-solving skills to create a successful center.

However, one major difference was how financial challenges were discussed. The textbook covers handling finances in Chapter 5 (pgs. 79-83) and Chapter 6 (pgs. 106-107)—Funding the Program, focusing on budget planning, securing grants, and setting tuition rates. While the text explains the technical aspects of financial management, Sara provided a real-world perspective, highlighting the daily struggles of balancing affordability for families while maintaining a sustainable budget. She mentioned that limited funding impacts teacher salaries, classroom resources, and overall program quality, an issue that was not explored in as much depth in the textbook.

When discussing curriculum development, Sara’s philosophy aligned closely with Chapter 11 (pgs. 221-223)—Supporting Quality Curriculum, which emphasizes play-based learning, hands-on experiences, and fostering social-emotional development. She explained that while structured learning is important, young children thrive when they can explore and interact with their environment, reinforcing what I read in the textbook.

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I interviewed my site supervisor at Carmichael Headstart Kathleen Hobel. Kathleen has been my site supersior for 9 years. We completed our interview face to face at the center. Three questions I asked her include

1. What procedures do you have in place to ensure health, safety, and well being among the children?

2. How do you handle staff concerns or conflicts?

3. How do you encourage family involvement in the center's activities and events?

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I interviewed the Cactus Wren Cooperative Preschool director, Jacque Raftery, on April 24, 2025. The interview was conducted at the preschool at 10 AM. I did not know her prior to the interview: I found her center when searching for someone I would like to interview. Here are three questions I asked her:

How do you balance guiding parents as active participants while ensuring smooth daily operations?

What skills or experiences are most valuable for success in this unique educational model?

What strategies do you use to support children with special needs or developmental delays?

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Not too much really surprised me while doing this interview due to the fact that I have worked for child parents head start for 9 years. However it really put into perspective how much head start supports not just children's education but also the whole family and their well-being. I did learn that our site supervisor even though she has been there for 20 plus years has to Attend multiple trainings throughout the year while we are in class. Which I feel is very important because even if we are in a leadership position we're still in a position to learn more. I also learned about resources Head start has to offer families when they are in need.

I learned that Kathy likes to have her center run like a well-oiled machine. With that being said I learned that her management style is really cut to the chase when it comes to staff concerns or conflicts. Her approach is the same for everybody, she finds a procedure and has a conversation about the issue. I also learned that she documents every conversation that she has and has the person sign it and if she sees it is a pattern behavior, she then will take it a step further and potentially create a goal for them with their annual evaluation.

When I ask Kathy about what procedures we have in place to ensure the health and safety of our children, she told me the adults use hand sanitizer when they get into the center, the children wash their hands immediately. Then they wash their hands before and after meals and anytime they use a tissue. She shared staff has a bloodborne pathogen training every year. She even included that we eat healthy foods and offer water throughout the day.

I was surprised to learn that our monthly parent meetings are based upon subjects that focus on the needs and the wants of the parents in addition to a few topics that head start requires. We also use a reachable app that shares information with the families whether it's a menu or resource they might need or use.

As a leader Kathy really is an inspiration. She is full of knowledge and never hesitates to help anybody when they need help. She ensures that our center is running to its fullest capabilities, and the staff is knowledgeable and trained well trained. I can see how great leadership ties into the success of a center

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I interviewed Kathy Hoble, the center manager for the Carmichael Head Start center in Sierra Vista, AZ. This interview was done in person at the center on Wednesday, April 2nd, at 4:00 PM. Kathy is my center manager. I have worked with her for the past five years, and during this time, she has shown me her professionalism and excellent knowledge of operating a thriving early childhood center. The three questions that I asked her were:

- 1) How do you ensure the center complies with Head Start regulations and standards?

-2) How do you create a positive and inclusive environment for both staff and children?

-3) What are some of the biggest challenges you face as a center manager, and how do you address them?

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After taking this class and then conducting an interview with a site supervisor at Head Start, I was able to clearly see how many of the textbook’s concepts are applied in real-life situations, along with where the two differ.

One major connection between the book and the interview was the importance of leadership style. The textbook highlights how effective administrators support their staff through shared decision-making, trust-building, and clear communication. The site supervisor I spoke with emphasized the exact same values. She described how she sees her role as not just overseeing daily operations but truly supporting her team. She makes time for regular check-ins and encourages staff to bring new ideas to the table. This aligns well with the book’s emphasis on collaborative leadership and creating a positive work environment where staff feel empowered and appreciated.

Another key area where the two aligned was in program planning and goal setting. The book stresses the need for directors and site supervisors to have a clear mission and vision and to set goals that align with the needs of the children, families, and community. The Head Start supervisor talked about how they use data from family surveys, child assessments, and staff input to guide program decisions. She even mentioned how their goals are tailored each year based on community needs assessments, which is something the textbook describes as best practice in early childhood program administration.

However, my interview also revealed a few important differences between textbook theory and everyday practice. For instance, the book often presents an ideal view of what program administration should look like, while the site supervisor was very honest about the challenges that come with balancing expectations from multiple levels whether it be federal, state, or local. While still trying to meet the individual needs of children and families. She explained how much of her time is spent problem-solving due to staff turnover, or scheduling conflicts. These day-to-day realities weren’t covered as deeply in the book, but they’re a big part of the job.

Another challenge the supervisor mentioned was maintaining compliance while still supporting staff morale. The book talks about supervision as a growth opportunity, focusing on mentoring and evaluation. In real life, though, she shared that sometimes evaluations feel more like paperwork than meaningful feedback, especially when she's stretched thin. To help with this, she tries to focus on relationship-building with her team and being as present as possible, even if she can’t always follow the textbook model perfectly.

Overall, this experience helped me understand that while the textbook provides valuable guidance and a framework for running a high-quality child care program, the reality is often more complex and requires flexibility, strong interpersonal skills, and creative thinking. The Head Start site supervisor clearly uses many of the principles from the book, but she also adapts them to meet the unique needs of her program and community. This comparison helped me see that strong administrators need to be both knowledgeable and adaptable to be effective in the real world.

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I interviewed Angelica Cardenas, the site supervisor at Pueblo Del Sol Head start in Sierra Vista, AZ. The interview was conducted through phone call on April 10th at 12:30 pm. I know Angelica through my sister who is a teacher at the head start. Three questions I asked were:

How do you ensure your staff is well-trained and qualified to work with young children?

How do you engage parents in their child's education and development?

What are some of the major challenges you encounter in running a head start program?

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During the interview with Angelica Cardenas, I learned that Pueblo Del Sol Head start's curriculum philosophy aligns with the principles of Reggio Emilia, which emphasizes respect for children's intelligence, potential, and learning styles. They utilize their agency-developed Language of Learning Curriculum Framework to ensure compliance with Head Start performance standards, and integrate the office of Head Start Early Learning Outcomes Framework, all while applying Reggio Emilia Approach.

What surprised me, were the challenges they encounter. Although they are a free program they struggle to maintain a high enrollment but some families do not take full advantage of their offerings. In order to tackle this challenge, the staff there actively engages in recruitment by distributing flyers and door hangers within the community, targeting areas where families may access them.

One thing that was confirmed for me, was that the head start program is a free program that has a learning approach rooted in the perspectives, cultures, motivations, and interests of the learners. Their curriculum is suitable and captivating following the children's lead, it is flexible, allowing them to enhance learning for every child, regardless of their developmental stage. To ensure their staff is well-trained and qualified, they participate in monthly curriculum planning days where they receive in depth information and hands on practice to support children's learning.

The biggest challenge was trying to maintain high enrollment and because it is a federally funded program, there is always a risk of losing funding and potentially having to discontinue the program.

I was inspired by Angelica's passion for early childhood education, making sure her staff is well trained and qualified for the position, she creates a welcoming and safe environment for the center, supports children with or without disabilities and has the dedication it takes to lead the center successfully despite the idea of the possibility of the center getting closed down.

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In both my interview and in the textbook, I learned that in order to be an effective leader and run a high quality childcare center, you need to serve as a curriculum leader, lead people with program management skills, perform numerous responsibilities and maintain a high quality curriculum and ensure teachers are able to appropriately implement them, and work well together to ensure a supportive and well organized program. Which was all listed in Chapter 1- The Effective Leader (pages 10-16)

I do think the contrast would be that my interview and things mentioned in the book couldn't be compared very much because of the difference of running a specific program to running a head start. Running a head start is free, and is based off of basically getting the word out there to get families to join the program. As for the program's mentioned in the book were focused on how to get funded through different grants, etc. In my interview, it was mentioned that various resources can be accessed within the agency for mental health, inclusion, and education. Additionally, they seek out community resources that offer free assistance to families, ranging from housing support to parenting classes.

When it comes to discussing the involvement parents have in their child's education, the head start hosts monthly parent meetings designed to provide valuable information for their growth and learning. Each meeting focuses on a specific topic, often featuring a presenter. They encourage families ti enhance their skills by attending meeting, volunteering in classrooms, reading to their child nightly, and serving as role models. The communication is maintained through daily interactions during arrival and pick-up, an app, phone calls, and emails. Their support is tailored to the specific needs of families and collaboration with the community to provide additional resources beyond what their agency has to offer. Which is all somewhat mentioned through out chapter 13- Working with families, volunteers, and the community (pages 271-286)

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I interviewed Ana, who is the director of Nogales Head Start in Nogales, Arizona. I know Ana because she is the director of the Head Start my daughter goes to. The interview was in person and was done on April 14, at am.

Three Questions i asked :

1. What advice would you give to someone interested in pursuing a leadership role in early childhood education?What is any advice you can give me before going into the field?

2. How do you involve parents in their child’s education and the Head Start program?

3. What strategies do you use to support diverse learners, including those with disabilities, dual language learners, and children from various cultural backgrounds?

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After the interview with Kathy Hobel, I learned a lot about the real responsibilities and challenges that come with running an early childhood program. It’s clear that the manager needs to take care of many different things. Such as supporting staff, handling family communication, staying on top of compliance, and managing day-to-day operations. One thing that stood out to me was how honest she was about struggling with time management, even after so many years in the field. That really surprised me because I assumed someone with that much experience would have a system down. But it just shows how demanding and unpredictable this role can be.

The Head Start program itself is very organized and focuses on both child development and family involvement. At Carmichael Head Start, health and safety are taken very seriously, and tools like the ReachWell app are used to keep families informed, which I think is a smart and modern approach. It also confirmed something I already believed in. That relationships and a positive attitude are key in early childhood education. Kathy Hobel really models that by doing small, thoughtful things for the staff to show appreciation and boost morale.

Her leadership style is very supportive and relationship-based. She doesn’t ignore problems but handles them through conversation, understanding, and follow-up. Her biggest challenges include not having enough time to do everything she wants to do. But what really inspires me is her dedication and how much she still cares after 30+ years in the field. She stated in the interview that she is not perfect, but she leads with heart, and that’s something I admire about her.

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With both the interview and the textbook information, I was able to better understand leadership and how it plays an important role in being a successful Director. One of the strongest similarities between the textbook and the interview was the emphasis on positive leadership and team support. Kathy Hobel discussed how her attitude sets the tone for the staff and how she makes small gestures like treats or notes of appreciation to show her team they are valued. This aligns with the textbook’s recommendation to foster a positive, collaborative environment where staff feel respected and motivated (Chapter 14, page 305). Both the textbook and the manager also stressed the importance of health and safety procedures and family involvement (Chapters 12 & 13), which confirms my understanding of how important these elements are in a high-quality early childhood program.

I also noticed some differences. While the textbook outlines clear strategies for time management and structured supervision, Kathy Hobel admitted that time management is one of her biggest struggles. She tries to prioritize urgent tasks first, but there isn’t always time for everything, especially things like staff evaluations. This shows a challenge between best practices and daily demands.

Another difference I noticed was in compliance and regulation oversight. The textbook recommends thorough procedures and proactive review of policies (Chapter 3, pages 35- 36), while Kathy relies more on her experience and habitual practices. Her agency offers support and updated regulation binders, but that seems less formal than what the textbook outlines.

This interview also confirmed something I’ve learned both from the text and my experience. That we need strong relationships and positive attitudes. That relationships matter the most. Whether it’s with staff, families, or children, building trust and communication is key to a successful childcare program.

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I had interviewed Brendan Considine, the director and principal of the Montessori School of the Mahoning Valley in Youngstown, Ohio. I found him while looking at programs in the Youngstown area. I asked several people I know in the area about which programs they think highly of, and they recommended his program first. We interviewed over the phone on April 16th, at 1:30pm EST. We had originally set the interview for April 10th but had to reschedule for the 16th.

Three questions I asked are:

1. What does an average day or a recent day look like for you?

2. What qualities do you look for in a new teacher?

3. How do you evaluate your teachers and how often?

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The school is a Montessori school that has preschool through adolescent classrooms. They have roughly a 10-1 student-to-teacher ratio, with 1 main teacher and 1 assistant in the lower classes and 2 main in the upper classes. The classes are mixed aged groups.

I thought it was really cool to learn about Brendan Considine and his history in education. He has taught for many years, and continues to teach when he has free time. He has been a director at other schools/programs before coming to the Montessori school. He loves and is really good at music, and uses it to help teach. He also loves working with children with disabilities. He said his favorite task he gets to do as a director and principal is creating IEPs.

I learned from our class that directors have a lot of responsibilities and jobs that they have to do each day. The interview helped portray that idea. One of the questions I asked was what does an average day or a recent day look like? Brendan Considine told me he does not have an average day. He has a checklist of tasks he needs to get done each month and is lucky if he can get them all done. The day before, he had actually written a minute by minute play of what he was doing to get an idea of how he was spending his time. He had read off a small portion of what he did the day before, and it sounded very overwhelming. Starting the minute he got to the school, he was constantly going. He has certain tasks he needed to do, and a few surprises, like a dead animal that was hit by a car in front of the school. He had to take care of that before any of the children started showing up, so everything else needed to be on pause.

He called himself a servant-leader and an empowerer. He likes to lead by example. He will jump in to help when needed and is not afraid to take charge. He does a lot behind the scenes that teachers and parents are not aware of. He also will take ideas and suggestions from teachers and parents and will try to incorporate them into the school and classroom if they are doable and appropriate. He sounds like a leader, both taking charge as the director, mentor, and role model, and having the staff take initiative.

Two of his biggest challenges are being critical of the administration and yourself, finances, and delegation. He said, “...really put your money where your mouth is.” If he thinks he can raise money, student enrollment, get teachers better training, etc. that he needs to make sure he can follow through. The most challenging aspect of his job is finances. He is responsible for keeping the school open, payroll, employee benefits, and enrollment. He also had to learn and develop skills in delegating tasks to others, including teachers and parents who want to help. He has so much to do and not enough time or office staff.

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During my interview with Ana, I learned that they are a Reggio Emilia inspired Head Start program, and i really love this because this is my daughters head start. They provide high quality, comprehensive early childhood education services in center-based classrooms. The program director stated that they focus on helping children develop their cognitive skills and social emotional development. I learned that they really try hard to involve the parents because they think that learning not only starts at school but continues at home.

What surprised me the most is the amount of work and dedication that is needed to be on top of everything and keep everything running smoothly. There is an amount of work that is given to comply with regulations.

I had already noticed that the Head Start staff regularly send home flyers and communicate through our WhatsApp group, sharing community programs, resources, and fun activities for parents and children. During my interview, Director Ana confirmed what I had observed—they genuinely care not only for the children but also for the well-being of the parents. She explained that the program offers monthly parent meetings focused on important topics such as managing stress, dealing with depression, and understanding how these issues can impact children at home. This reinforced my belief that Head Start takes a holistic approach, supporting the entire family, not just the child.

The directors style is a very caring type of leadership. She is hands on and supportive. She is very driven into doing anything and everything she can to support children's development and families as well as being strict when she has to, to provide the best most prepared staff that is needed.

The biggest challenges the director faces are financial. As this is a free federal funded program she has to organize yourself with the funding she has and sometimes this is not enough as she would want it. This is where she struggles.

The director Ana inspired me in many ways. She is a very kind person that really cares and takes into consideration every single detail in this child care center. She is always on top of things. She has done her very best to give the best quality child care she can and I can say that every single person/staff that works there whether they are educators or kitchen or cleaning staff they are always there to greet you and offer you a smile in the morning. This is all because she has chosen the very best people for her center. She is an inspiration.

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After interviewing Director Ana, I was able to connect what she shared with what I’ve learned in the textbook. There were many similarities, but also some differences between the real world and what the book teaches. One big similarity was how much the program involves parents. Director Ana said they use flyers, WhatsApp messages, Phone app( Reach well) and hold monthly meetings to help parents with topics like stress and parenting. The textbook says that parent involvement is very important in early childhood programs (p. 345), and it talks about how good communication and parent education help children succeed. Ana’s program follows this well.

Another thing that matched the book was her leadership style. Ana is supportive and kind, but also firm when needed. This is like what the book says about being a strong leader who builds a good team and supports teachers (p. 83, p. 191). However, there were some differences. Ana said the biggest challenge is funding. Since Head Start is federally funded, there isn’t always enough money to do everything she wants. The book talks about budgeting and planning (p. 215), but in real life, Ana doesn’t always have much flexibility. That showed me how hard it is to make everything work with limited resources. Talking to Director Ana helped me see how what I learned in the book connects to real life. The book gives helpful ideas and tools, but Ana’s experience showed me that being a director takes a lot of heart, flexibility, and problem-solving, especially when resources are tight.

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Cactus Wren is a cooperative preschool, so families help provide snacks and materials. They send out monthly newsletters with any upcoming events or changes. Family events like egg hunts, picnics, concerts, and more are hosted regularly. Parents are also encouraged to volunteer in the classrooms. They can be tier 1 volunteers, which is an extra hand in the class, or coming to read. Tier 2 are trained and can sub for teachers. There is an online portal families and staff use to communicate. If there is a conflict between parents, teachers, and the director, a main priority is written communication so there can be accountability. If it is a behavioral issue, they invite parents to spend a day in class to observe and maybe give feedback. If it is a personal issue, there will be a meeting with all involved parties and the director to come up with a solution. They also tour and explain the schedule and curriculum before enrollment so parents can make an informed decision. The curriculum is mostly “planning playtime,” but it is flexible if teachers want to try something new or students are ahead or behind the planned curriculum. The curriculum is play-based, and children’s spaces are fun and engaging. Scheduled days with lots of time for activities. They use low-prep, hands-on curriculums and lesson plans. Children are met where they are. Some students have autism spectrum disorder, and some have behavioral issues, but they work with Positive ABA, who are an excellent resource. One student has a behavioral therapist who attends class with them provided by Positive ABA. Program assessments are done by Quality First at least once annually. Also, staff and the director look at evaluations from the beginning and end of the year to see if there is an improvement. Recently, the biggest challenge has been enrollment. Many families can’t afford to send their children to preschool due to the current economy and potential upcoming changes. Even with scholarships, it is sometimes not worth it. Nationally, programs are being closed because of lack of funding. The director says the most valuable skills in this field are compassion, patience, and a deep understanding of children’s development at whatever age they are working with.

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The practices at Cactus Wren Preschool align closely with our textbook's foundational knowledge while demonstrating real-world adaptations. The school emphasizes strong family engagement, encouraging parents to participate in classroom activities, provide materials, and attend regular events—reflecting textbook principles of building family partnerships. Though more specific than typically outlined in textbooks, their tiered volunteer system illustrates a structured and effective way to include families. Communication is prioritized through monthly newsletters, an online portal, and written documentation during conflicts, aligning with best practices in transparency and accountability. The curriculum is play-based, hands-on, and flexible, which matches textbook recommendations for developmentally appropriate practice. Cactus Wren also demonstrates a commitment to inclusion by welcoming children with autism and behavioral needs and collaborating with external support professionals like Positive ABA. Their assessment practices, which include both external evaluations by Quality First and internal year-end reviews, show a strong focus on continuous program improvement. However, they face modern challenges like declining enrollment due to financial strain—issues not always emphasized in textbooks but increasingly common in the field. Overall, the director’s emphasis on compassion, patience, and child development knowledge reflects the core values emphasized in the early childhood education leadership curriculum.

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From this interview, I was able to see a lot of similarities between our textbook and what was being used out in the field. One similarity was that observations are ongoing. Brendan Considine said that his observations are always ongoing. Our textbook says, “Ongoing evaluation of staff members begins when they accept a position,” (chapter 15, page 316). In other words, staff evaluation is ongoing, starting the moment they are hired. One difference is that he doesn’t do formal observations where he writes everything down and they meet later to discuss. He uses his observations about how the class behaves and what he sees and hears as a way to guide his teachers' training.

Another similarity I noticed from the interview is the leadership style. Brendan Considine is what our book refers to as a leader. He “looks to the staff for ideas, initiative, and implementations,” (chapter 1, page 5). He will try to implement ideas that staff and parents suggest, if appropriate. He also relies on their help to get tasks done. He also does a lot behind the scenes that parents and teachers may not be aware of to help keep the school running. He uses his staff, but doesn’t let them take complete control over everything. He makes them feel valuable, heard, wanted, and in a safe environment with room to practice and grow into better educators. Our textbook mentions job enrichment, (chapter 9, page 161). He is able to receive help from his staff while enriching their jobs by giving them tasks outside of their normal teaching jobs.

Another similarity Brendan Considine told me is to always get experience and better my education as a teacher. He said to go out and get observations and tutoring, “do whatever you can to learn more about how children are”. Our textbook says, “directors need to continue learning and developing,” (chapter 1, page 8). We also learn in all of our ECE classes to continue our education on childhood education. We can always learn something new and the field is continuously developing.

Our book also mentioned how the director has a lot of roles and jobs that they do, besides just a director (chapter 1, pages 5-7). Brendan Considine is a director and principal. He helps the teachers when he has the time, teaches P.E. and music, HR, payroll, and enlister for new and current students. He handles any business with families, staff, and finances.

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I interviewed Miss A, who has previously worked at her own program in Texas. I held the interview on March,19,2025, at 12:00. I know her from my previous job where she was the Lead of the learning center. She oversaw many staff members who worked with her and the children in the classroom. The three questions I asked here were:

How do you handle conflict between staff?

How do you give each student the best education?

How do you handle difficult parents?

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From my interview with Miss A, I got valuable insight on how to manage a successful program. I was mostly interested in how someone could appropriately and professionally manage conflict with staff and parents. But I was also very interested in how she gave each student the best education they deserved. She had let me know that open and honest communication is key when it comes to staff conflict. She told me that she loved when her staff would come directly t her witch any issues of conflicts they might have with other staff. She said she also encouraged staff to talk to each other respectfully about issues and wanted them to try to handle the conflict between each other first. I was surprised by how involved she was with her program. She never let conflict escalate and made sure to have regular check-ins after the conflict was brought to her attention. She wanted to avoid misunderstandings between staff members, and if she had to step in, she always wanted to hear both sides of the conflict. She mentioned that conflicts with parents were one of the most difficult challenges she had to face. She mentioned that the most important part of dealing with a conflict between the program and the parents was to stay calm and respectful, but also listen to them. She made sure that she communicated clearly with the families and made sure the families understood the policies and the progress that came with the concerns. She mentioned that the conversations can be hard, and it is important to build trust with all the families from the beginning of their education journey. One thing she mentioned and I liked a lot was that these conversations will always happen and are almost unavoidable, and don't always reflect the work that you have provided. The last question I focused on was how to give the students the best education. She mentioned that regular observation can help the staff and her figure out what each student might lack and what they thrive in. By doing this, they can carefully plan each student's focus areas and help the student succeed in their education. The staff was encouraged to take the assessments and adapt their lessons based on the individual's needs. I appreciated how deeply she personalized the children's education. I believe this gets lost once the students transition to higher grades., Her approach of leadership style was amazing in my eyes. She was supportive of her staff and mentioned that she is a mentor first and a manager second. She was clear on what her values were, and she especially focused on mutual respect. The program is now closed, but she mentioned that it was two teachers per classroom and not more than 10 students. She had 2-4 year 4-year-olds in her program and offered summer activities for the students. It was a Texas Rising Star Accredited provider. The program's philosophy was to provide a safe, nurturing, and developmentally appropriate environment for the students and to learn through active play.

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After the interview with Miss A and what I have learned throughout these couple of weeks, I was able to see connections between real-world experiences and the textbook. What I noticed was that the approach of leadership with staff and their support was very similar. She mentioned open-ended communication and the support of her staff. She used child assessments that were also covered by the textbook, and she reflected on the needs of the children. Her use of observation in her program also aligned with what was in the textbook. Challenging parent interactions, as mentioned in chapter 10, supporting policies and structure. I have also noticed that the ongoing relationship that is being built with the families is also supported by the textbook. Overall, I noticed that what was being mentioned in the textbook is indeed used in the real world. I have always believed that some classes, the material will not be used in the real world, which has now changed my mind. I'm glad I was part of this lesson, and it has opened my eyes a lot on how to run a program.

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I interviewed Shahayla Evans, she is a third grade teacher at Trinity Luthern in Oregon. I know Shahayla since she is a family friend and i have known her for 15 years. The interview was in person and done on April 16 @ 4:00.

Three questions i asked:

Is there a curriculum that you go off of to teach your students?

What is your teaching style?

How do you handle parent teacher communication?

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Something that really shocked me was when i asked if they have a curriculum they teach off of, but she said they don't. Which i found shocking, i remember when i was in elementary school the teachers always had a giant book that they would teach out of. At her school they are just kind of thrown in and they have to come up with their own lesson plans since it is a private school. The school prides themselves in hiring the best of the best teachers, she is a first year teacher so she struggled with that a little. When she was in school she got to learn about lesson planning but didn't realize the extent of this school. However she states that her schooling has prepared her for this. Shahayla is a hands on type of teacher and she would prefer to teach by showing the kids physically how to do things versus just reading out of books and them not soaking it all in.

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One thing that Shahayla stated was there a was a lack in the staff meetings and checking in with the teachers, this was talking about in the chapter 14 on page 297. Chapter 14 spoke about how facilities should have meetings and an opportunity for staff to speak about any concerns they may be having. I feel this is a very important thing to do so the employer can have open communication and it isn't a hostile environment.

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On Friday the 4th of April 2025 at One o’clock in the afternoon I interviewed Courtney White Assistant Director of New Life Discovery Preschool & Daycare in Clovis California. We met via phone call; we were able to video call for most of the interview but due to connection issues we finished the interview via voice phone call only. I have known Courtney for over twenty-five years when we met and became friends in high school.

1.       As an assistant director how did you communicate with parents about their child’s progress and concerns? How did this interaction differ from when you were an infant and preschool teacher?

2.       What steps did you take to create a welcoming environment for families as an assistant director?

3.       How did you handle difficult conversations with parents about behavior or developmental concerns as an assistant director? How did this conversation differ from when you were an infant and preschool teacher?

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I interviewed my site supervisor, Dulce Iglesias at Santa Clara Headstart that I am volunteering at. This center is in Tucson AZ and the interview took place in person on April 16th at 10am.

Three questions that I asked her were:

1. What are some of the biggest challenges that you have faced as a director and how did you overcome them?

2. What would you say the most rewarding part of your job is?

3. How do you manage your preschools budget and ensure that it is allocated effectively to Headstart standards?

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Courtney earned her Associates of Applied Science in Early Childhood Education in 2004, two years after graduating high school. From 2004 through 2012 she was an early childhood educator when in 2012 she became the Assistant Director of New Life Discovery Preschool & Daycare in Clovis California. Courtney said she found being an educator fun and rewarding, she loved interacting with students and never knew what funny thing they would tell her about day to day. She was grateful that she could continue working after having children and was able to bring her children to the center at a discounted rate. Being able to do this eased her worries as she knew all the staff and full confidence that her children were well cared for and educated. In late 2013 Courtney had to make the tuff decision to leave the Center she loved to homeschool her children as her oldest was diagnosed with a learning disability and after struggling a few years in elementary school decided it was best for him to learn with one-on-one teaching. She stated that her degree and experience have greatly aided her ability to teach and manger her sons’ learning disability. She also stated that had she not known of all the resources available to her and agencies that could help she would be lost in getting her son the help he needed and correct diagnosis. Courtney said her mother, who has passed away since high school, inspired her to be a teacher. Her mother worked on the campus club throughout Courtney’s childhood. Courtney said how much fun her mom seemed to have in her daily job with campus club and wanted that same love and passion for her own profession as an adult.

Courtney mentored her teachers at the center and would advise them to use their time effectively by prepping lessons during the students’ nap times. Courtney said she found being an assistant director very rewarding as she could impact real change within the center, give teachers a break by taking over classes, as well as rocking a crying baby when needed. She enjoyed the flexibility of helping in whatever class needed her while also training and mentoring new teachers as well as interacting with families. A time Courtney remembers having to have a difficult conversation with parents was not only when a child bit another child but also with the parents of the child that was bit. She had to manage the parents’ reaction while assuring them their child was fine and in a safe environment as well as communicate how they would prevent this in the future. Courtney found that parents appreciate the notes she would leave for them when picking up their child about any positives they had that day or anything their child did that was helpful. She always went out of her way to make families feel welcome, heard, and appreciated.  Another difficult experience and conversation Courtney had with a family was when their child pulled a fire alarm. The center had to follow protocols and evacuate the school until it was cleared by fire fighters. She then had to counsel both the student and parents on safety and repercussions if this was to happen again. Another time a safety concern happened was when the center had to lock down because a suspect was in the area and police were searching for the individual. She had to ensure the center and children were safe while reassuring parents that all their children were safe and well cared for as policy wouldn’t let anyone in or out of the area.

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Something that I learned from this interview is that how Headstart centers are behind the scenes . I learned that this specific school values community involvement a lot and partners with the sonoran desert museum and local officials and health care workers to ove kids a hands on experience. I also was shocked as to how much paper work goes into being a director. I never realized how much time Dulce spends on compliance, and training of the staff. Part of this is because Headstart is so by the books but rightfully so. This all just gave me confirmation into what already learned in this class that there is a balance that is needed to succeed. You can't just focus on running a business you have to think about the kids. Dulce had a very supportive leadership style and that reflect everyday that I work with her. She empowers her staff through ongoing professional development and encourages open communication. One of her biggest challenges is speaking in front of groups and she truly inspires me. I think that what inspired me the most was how resilient she is and the commitment she makes to making every child feel seen. She is present during pickup and drop off everyday talking to every parent even with the piles of paperwork she has on her desk. She is what inspired me to think about leadership roles in childhood education.

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As stated in Chapter 3 page 38, Courtney had many of the required staff qualification like a high school diploma as well as a earned an Associates of Applied Science in Early Childhood Education in 2004, two years after graduating high school. Additional her experience as an Early Childhood Educator and Assistant Director, Courtney was well versed in referral agencies available to families as stated in Chapter 13 page 286 which greatly aided her in late 2013 when Courtney had to make the tuff decision to leave the Center she loved to homeschool her children as her oldest was diagnosed with a learning disability and after struggling a few years in elementary school decided it was best for him to learn with one-on-one teaching. She stated that her degree and experience have greatly aided her ability to teach and manger her sons’ learning disability. She also stated that had she not known of all the resources available to her and agencies that could help she would be lost in getting her son the help he needed and correct diagnosis. Courtney mentored her teachers at the center and would advise them to use their time effectively by prepping lessons during the students’ nap times. Courtney said she found being an assistant director very rewarding as she could impact real change within the center, give teachers a break by taking over classes, as well as rocking a crying baby when needed. She enjoyed the flexibility of helping in whatever class needed her while also training and mentoring new teachers as well as interacting with families as discussed in Chapter 14 page 301. As discussed in Chapter 7 page 117, Courtney was well versed in Safety like the time she had difficult experience and conversation Courtney had with a family was when their child pulled a fire alarm. The center had to follow protocols and evacuate the school until it was cleared by fire fighters. She then had to counsel both the student and parents on safety and repercussions if this was to happen again. Another time a safety concern happened was when the center had to lock down because a suspect was in the area and police were searching for the individual. She had to ensure the center and children were safe while reassuring parents that all their children were safe and well cared for as policy wouldn’t let anyone in or out of the area.

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I interviewed Angelica Frisby which is the center director of La Escuelita Head Start in Douglas AZ. I completed in person at the center. I did the interview in April 14 in her office. I know her a long time ago, but we never had a crucial conversation, she is very professional and a very kind person. She has been working 37 with Head Start and 22 years as a supervisor. She started as an in-house sub, then a co-teacher, then she became a center director. I did a list of question to asked her but three of them were.

1. What challenges have you face lately? she responded:

"All year long, we have been short of staff, and I guess aspects of fundings. Congress has temporary fundings for August 2026. We closed two classes in Tucson and laid off 30 employees. We hope for future classes.

2. How do you handle staff disagreements?

How I supervise, I encourage staff to take iniciative, I value their contribution, I believe personal approachable is important. Genuine interaction.

3. Future advice for center director? To never stop learning and making sure to understand that we dont have the answers for everything, but we try to give the right one.

4.What is your style dealing with parents?

I considered myself very flexible, having staff and parents to feel comfortable, that things does not have to be precise, one way but different creation and imaginaton.

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I interviewed Angelica Frisby. She is the center director of our center La Escuelita Head Start in Douglas AZ. She has been working for Head Start 37 years and 22 as site supervisor. She is a very respectful person and kind. I did the interview a couple of weeks ago in April at the center in her office, after a meeting we have. I made a list of couple of questions to ask her but 3 of the most important ones were:

1. What is your style dealing with parents? she responded:

"Parents are very important to the program, so they need to feel value and appreciated. we value their unput and concerns and questions. I dont have the answers for everything, but I try to give them the correct one.

2. How is your style dealing with staff?

How I supervise, I encourage staff to take iniciative, I value their contribution, I believe in personal approaches, is important to have genuine interaction. I care for their personal lives, and I have empathy for them.

3. what challenges have you face lately?

All year long we have bee short of staff. And I guess aspects of fundings. Congress has a temporary cut of fundings for August 2026. and we hope for future classes.

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I interviewed Angelica Frisby. She is the center director of our center La Escuelita Head Start in Douglas AZ. She has been working for Head Start 37 years and 22 as site supervisor. She is a very respectful person and kind. I did the interview a couple of weeks ago in April at the center in her office, after a meeting we have. I made a list of couple of questions to ask her but 3 of the most important ones were:

1. What is your style dealing with parents? she responded:

"Parents are very important to the program, so they need to feel value and appreciated. we value their unput and concerns and questions. I dont have the answers for everything, but I try to give them the correct one.

2. How is your style dealing with staff?

How I supervise, I encourage staff to take iniciative, I value their contribution, I believe in personal approaches, is important to have genuine interaction. I care for their personal lives, and I have empathy for them.

3. what challenges have you face lately?

All year long we have bee short of staff. And I guess aspects of fundings. Congress has a temporary cut of fundings for August 2026. and we hope for future classes.

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I learn from the program that Child and Parent are very important. Parents are allowed to come and volunteer to the classroom, to read a book, to do work from home to help the teachers. Their opinion is very value to the center. Challenges for me where that I never have a conversation that long with the center director, i was a little bit nervous at the beginning. Her style is that she is very sweet, caring, she respects every single person in the center. I ask her what is your leadership style and she responded: "I am very flexible, I create a comfortable environment, I dont ask the things to be precise one way, but different creation and imagination.

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From what I read in the text in page 157

"Creating a positive climate is the responsibility of the center director, by demonstrating caring behavior, climate, and good communication." Angelica creates a soflty, warm and safe center for families and staff. Her way of finding a solution to the problems is to encourage the staff to talk to the correct person, documentation of the problem, and strategies of the teachers of what they are going to different the next time. Completing my interview, I notice how hard the center directors work, in such as choosing a center to open, the curriculum, the staff. plus talking to parents, creating an acceptance centers, food services issues and requirements. they have many things to do in their hands.

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Interviewing Dulce gave me a deeper understanding of what it really takes to run a successful early childhood program like Headstart. A lot of what she shared with me aligned with our textbook. For example, in chapter 12 on pg. 251 the text highlights the importance of family engagement and she went into detail about how she makes sure to talk to every family at least once a day and how their team is building those strong relationships with the community and that families feel like they have a big role in the program.

One thing that surprised me was how much time she spends on budgeting and paperwork. Chapter 11 talks about financial management (pg.230), but hearing Dulce explain how she has to stretch grant money, keep track of expenses, and still find ways to give teachers what they need made it feel like a lot. She even shared how some months and during the scare of Headstart getting cut with government funding that money can be really stressful. She also shared that one of the big things she does when times are uncertain is that she makes sure both staff and families are supported with mental health resources.

What inspired me most was how deeply she cares about the center and how she can just tell me everything about every family. For the siblings of the children in the classroom to cling to her leg over anyone she must be special. These kids are more important than anything to her and it shows. None of her answers reflected towards the business side of running a center, she talked about building a support system for families who need it the most. This gave me a real life example on how to put the things I learned this semester into play and be a great leader!