As a program leader you are in the position of fostering staff members' understanding of professionalism. In the field of early care and education, professionalism encompasses many specific behaviors and skills that address how one presents herself or himself to other adults. According to early-childhood professional development expert, Gigi Schweikert, the following traits contribute to professionalism in the field of early care and education:

• How you present yourself to others through your appearance and communication
• 知识早期护理和教育领域
• The quality of your work
• 与他人的关系
• 你的职业道德
• Your determination and dedication
• Most important, your attitude

包括专业行为作为staf的一部分f members' evaluation and goal setting, T & Cs and program managers can actively support staff members in their professional growth. By including a focus on professional behaviors (appearance, communication, attitude, interpersonal relationships, etc.) as part of each staff member's evaluation, you will enhance the quality of the program for children and families.

Mentoring Staff Members' Professional Practices

作为领导者，您将为员工提供有关专业行为的信息和资源，因此他们对您对专业行为的期望有明确的想法。当他们不确定期望时，您可以模拟专业行为和其他人。关于员工对专业行为的谈话，并且您对他们的期望必须在初始招聘时，而且在持续的专业发展活动和与员工会议期间也会发生。

Individuals may not have a clear understanding of how important dress, communication, attitude and other behaviors affect the quality of experiences for children and families at your program. Your professional behavior and that of other staff can assist new staff members who are learning to be professionals. T & Cs may observe classroom interactions that are not in the best interests of the children or program. Finding opportunities to address professionalism when coaching a staff member allows that staff member to ask questions and to practice professional skills with a trusted mentor.

一些计划为新的工作人员分配了一名经验丰富的专业人士（这通常在与发起教师的公立学校完成），所以新的工作人员有人有人去寻求建议并回答问题。程序经理需要确保导师也有如何支持新的工作人员培训。一些经验丰富的员工可以制造出色的导师，但其他人可能会觉得他们有一个培养新老师的时间或技能。如果需要，导师需要在那种角色中有其他人来寻求帮助。

Self-Assessment

向工作人员提出职业主义评估自己可能有助于，然后有另一个人（教练或计划经理）对工作人员和比较回答的同等评估。成年人喜欢控制他们的学习，所以这是一个关于一个或两个专业行为的共同协议的一种狗万app怎么下载方式，即工作人员可以专注于。

The Apply Section includes a self- assessment, "Are You a True Early Childhood Professional?" (designed by Gigi Schweiker), that program leaders and staff may find helpful to use as a starting point for self-reflection about professionalism in early care and youth program settings.

共同的领导和决策

It is true that if one treats staff members as adults and provides opportunities for shared leadership and decision-making they will know that the leaders value their ideas and suggestions. The staff members need to have opportunities to provide input into decisions that affect them. Like all adults, they want to have autonomy. Program leaders can encourage input and help staff feel comfortable asking questions by:

• Actively listening to staff members and following through
• Asking staff what they think and implementing their ideas when possible
• Sharing leadership with others (e.g., allowing a staff member to volunteer to represent the program at a community forum)
• Encouraging and acknowledging staff members who provide suggestions that contribute to the program's quality (delegate tasks to those staff who have the skills to accomplish them)
• Recognizing staff members who show leadership abilities and take initiative

Adults want to feel safe and appreciated in the workplace. Adults need to feel like they can make mistakes, learn from them, and still be a valued member of the work team. Program leaders can foster relationships with each staff member to create an open environment where everyone's input is important and taken seriously. Leaders can create an environment where staff feel that it is acceptable to admit to mistakes. When you admit your own mistakes, you show your staff that everyone makes errors and can learn from them. Providing opportunities for staff to safely problem solve important issues is critical. You will want to know what your staff members are thinking about. To learn what staff are thinking, you need to create an open environment that facilitates direct, honest communication.

Program managers must recognize which decisions should include staff input and group consensus and which decisions should be made by the manager. Giving adults autonomy and trusting them to make good decisions encourages staff to feel ownership about the quality of the program. Some decisions can only be made by the manager, but many can be made by the staff. Standard operating procedures or policies should be described in the staff handbook.

专业人士作为共同目标和愿景的团队工作。为员工分享的机会，以有意义的决策分享表明，方案领导人认为员工作为合作团队成员，以实现彼此的优质和人才，以实现该计划的儿童和家庭的最高质量服务。

建设和维护专业增长机会

One of the ways to facilitate growth and professional development among staff is to build and maintain job embedded opportunities to grow as professionals.

In early care and education or youth programs, the staff may want to focus on becoming more knowledgeable about a professional topic. They may want to spend time reading a professional book or watch a webinar on a particular topic. Sharing in this way, builds community among the staff while also focusing on growing as a professional team of colleagues.

Engaging staff members as leaders during this activity is another way to foster shared decision-making and leadership among staff members. Job embedded book groups or an intentional discussion about a professional topic creates a sense of professional collaboration, builds team trust, provides a structure for improving program quality, and enhances the development of children and youth in their care.

Program leaders provide time and space for staff to reflect, meet, plan, and evaluate their work with children and youth. Program leaders that foster a group learning climate encourage staff to support children's outcomes, to grow professionally, and to participate in continuous program improvement.

发展专业性