ExchangeEveryDay Past Issues

Exchange Magazine's November 2015 issue features Master Leaders in the field of early care and education: 49 Exceptional Master Leaders and 38 Master Leaders are pictured and their stories told in the cover feature of that issue.  These leaders were selected from among many applicants by a review panel consisting of 42 highly respected and experienced leaders in our field.  You can read the stories of those selected and view a gallery of all the reviewers at www.ChildCareExchange.com/leadership.

The criteria used to evaluate candidates for Master Leaders were:

Leadership: Experienced professionals who have proven themselves able leaders in their organization, and who are taking leadership in building the profession and advocating for children and families.

Roles: Organization managers, advocates, trainers, writers, researchers, counselors, public officials, policy makers — anyone who has an impactful career trajectory serving young children, families, and early childhood professionals.

Knowledge Base: Professionals who show a deep understanding of early childhood research, principles, and practices, including addressing diversity and equity.

Spirit: Professionals demonstrating the ability to work collaboratively, to build networks around key issues, and to demonstrate perseverance in pursuing difficult objectives.

What You Need to Lead an Early Childhood Program

What You Need to Lead an Early Childhood Program: Emotional Intelligence in Practice is the first and only early childhood leadership book anchored in what matters most: the art and science of building relationships. Emotional intelligence is the ability to read people as well as you read books and to know how to use that information wisely. Each chapter begins with a case study that features richly complex, everyday challenges facing early childhood program directors. Alongside case studies are theory and principles, pointers and problem-solving steps to help you practice and hone your leadership skills.

• Part I — Forming: Setting Up the Program and Yourself for Success
• Part II — Storming: Identifying, Preventing, and Addressing Resistance to Change
• Part III — Norming: Establishing Management Systems
• Part IV — Performing: Putting Principles into Practice
• Part V — Re-Forming: Renewing, Refreshing, Dreaming of What Might Be

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