Whoever said being an Early Childhood Center Director was just sitting at a desk giving out orders was wrong.

When I became the director of an early childhood program, I had just transitioned from being an intermediate through middle school teacher and had worked with a before-and after-school program part time. I was working with children, but they were older.

Little did I know that becoming an early childhood center director would be a completely different feel on the first day of school. I went from working with pre-teens to toddlers. What does that look like, you ask? Let me fill you in: Children crying for their parents while attempting to run out of the door after them, attempting to have Circle Time while you wait on your curriculum to arrive (because it was not shipped on time), and holding down multiple roles at once. I was not only the pre-K teacher, I was the Assistant Director as well – because who doesn’t love a challenge?

Being a director meant I should have it all together and know how or who I would connect with to help me create a calm environment for my students, my parents and myself – but I found most of my days exhausting and filled with chaos.

The answer to my problems was right across the hall with the kindergarten teacher and director who had been in my shoes and was in her 20th year of being a director. She looked at me, gave a thumbs-up and said, “It’s going to get better C.” I learned very quickly that I would need peer support and collaborative relationships to make sure I was successful in becoming an effective director.

Being an intentional and purposeful director is all about quality. It’s about realizing that change is needed even if we think we have all the answers. Dr. Paula Jorde Bloom has done extensive research on how a director can be a gatekeeper to quality by using research-based practices that will help you reach a standard that sets the bar for quality and support you as a director. What should this look like and how can we, directors, make this happen without driving ourselves crazy in the process?

  1. Remember, that directors should value meaningful professional development.
  2. Have accountability partners (other directors and organizations that promote quality and community involvement).
  3. Keep up with the changes in the field of early childhood development and education.
  4. Have tools in your toolbox that are effective in supporting your quality goals.
  5. Be willing to change.

It took me several years to realize that I needed to know my past and recognize what did not work  to understand where I wanted to go and what would work for teachers, families and the community. Learning from such great pioneers of early childhood practice and mentors has given me such drive to share knowledge and researched based information to those who are “rookies,” “old- school”, or just plain burned out. Find authentic professional development to attend and become involved with Professional Learning Communities (PLCs).

These are quotes I live by now along with connections I have made from being in the trenches as an Early Childhood Center Director:

  • “Baby girl, just because someone invites you to a party does not mean you have to attend.” (Mary Ann Finley- Head Start Director, 30+ years)
  • “Don’t BE AFRAID TO HIT THE BALL” (Billie Jean King)
  • “Boldness, AND AGAIN BOLDNESS, AND ALWAYS BOLDNESS” (Georges Danton)

What I know for sure is…I am a leader and I am a connector and I have confidence that I am making a difference.

Chanell Hunter-Gordon a child development specialist at Camp Fire First Texas. Prior to joining the Camp Fire Staff, Chanell taught middle school science for 10 years. She then served as a Parent Educator, a Pre-Kindergarten teacher and an early childhood education director. Chanell holds a Bachelor of Science from Jarvis Christian College and a Master of Science in education with a concentration in advanced literacy from Concordia University of Texas. She is a Master Trainer with the Texas Early Childhood Professional Development System and is pursuing an Infant/Toddler Family Specialist II endorsement.