ADMIN 1: ETHICAL RESPONSIBILITIES TO PERSONNEL
Ethical responsibilities to personnel are an essential part of professional ECE practice. These responsibilities ensure a respectful, supportive, and fair working environment that promotes the well-being of both educators and children.
We shall:
Code Admin 1.1- Provide staff members with safe and supportive working conditions, environments, and facilities that respect human dignity and diversity, honor confidences, value well-being, encourage professional growth, and facilitate ethical decision-making.
Professional growth for ECE professionals is a powerful tool to facilitate positive change in the learning environment. Administration should provide regular opportunities for education through workshops, classes, reading material, podcasts, webinars, access to college courses, etc. This contributes to the quality of performance by presenting more challenges and responsibilities, which produces a sense of achievement and satisfaction (Sciarra et al., 2016; Child Care Information Exchange, 2003).
In addition, providing employee confidentiality is the law. Correction or critical feedback must be done confidentially. It is best do this with sensitivity and in an enclosed office space.
Code Admin 1.2- Make every effort to seek out and provide resources that ensure that all children, including those with special needs, can benefit from the program.
It is imperative that administration provide adequate resources for children with different abilities, disabilities, and/or special needs. A big part of being child advocates is providingappropriate resources and when those resources are not met, we must know who to communicate with to get the child’s needs met. It is a good idea to ask administration for written policies and to know the chain of command in advance. When addressing concerns with administration, directly state the issue, be careful not to blame anyone, identify several potential solutions in advance, keep the tone positive, and seek to actively resolve the issue. What is routinely called a problem, may actually reflect an unmet need.
Code Admin 1.3- Support and encourage personnel in their efforts to implement strengths-based programming that enhances children’s positive and joyful learning and development.
Try to help educators find their “niche.” Make space for faculty, staff, and students to enjoy what they are doing, because, as previously stated, when people are allowed to practice their strengths, they are more likely to enjoy what they are doing and excel at their work.
Bunny Trail Footnote 2: Increasingly the term “special needs” is being removed from the language of Early Childhood Education. Originally, ECE theorists discussed that all young children have special needs and so this term applies to every child. More precise language can describe the child rather than emphasize the disability. Moreover, the term “disability” implies that an individual is unable to do something, “dis-abled”, and might be offensive. The term “differently abled” is a possible replacement term and is in keeping with the spirit of the ECE practice of People First Language. People First Language puts the person before the disability, and describes what a person has, not who a person is. People First Language uses phrases such as “person with a disability,” “individuals with disabilities,” and “children with disabilities,” as opposed to phrases that mention the disability before the person. Instead of saying, “Autistic child,” use terms such as “child with Autism” or “child who has been diagnosed with Autism” (Snow, 2016).
Code Admin 1.4- Work to achieve shared understandings between families and staff members. In the case of disagreements, we shall help all parties express their particular needs and perspectives.
Dealing with Differences
Resolving disagreements requires openness on the part of the educator. Be flexible and accommodating whenever possible so that families will see that you take their wishes seriously. Get to know the families well and become aware of the lifestyle preferences that represent their core values. Discuss with families why they want you to do certain things and gather information to help you decide the best way to meet each family’s needs, as well as your own (California Department of Education and WestEd, 2010). Sometimes, the most difficult people for educators to accept are those who greatly struggle in caring for their families. At times you may feel puzzled or uncomfortable with a family’s way of doing things. Although it is usually easier to relate to a person whose lifestyle is similar to one’s own, teachers need to develop and maintain cordial relationships with all the families in their programs. When you view diverse values and behaviors as sources of interest and variety rather than as problems, you can create opportunities to enhance your relationships with families whose lifestyles differ from yours (California Department of Education, and WestEd).
When educators have feelings and protective urges, disagreements can occur. A “protective urge" refers to the strong emotional and instinctive feelings educators and caregivers have to protect young children emotionally and physically. These deep, often instinctive feelings, urges, and responses arise because young children are vulnerable and adults naturally feel a responsibility to keep them safe, protected, secure, and nurtured.
To enhance your relationship with parents whose opinions or attitudes differ from yours:
1. Ask the families to tell you more about their way of doing things.
2. Share positive experiences that you have had with their child.
3. Seek subjects of common interest to talk about.
To give more comfortable feedback about their child’s challenging behavior:
1. Take time to explore your own feelings. Remember that just because you do not agree about something, does not make the other person wrong. Your judgement is influenced by your past experiences, values, and beliefs, just as the family’s is.
2. Discuss your feelings and concerns with the appropriate co-worker or a trusted confidant.
3. Create an opportunity to sit down and talk with the parents when you will not be interrupted and where you can set a relaxed tone to the conversation.
4. Ask the family for their perspectives on the child’s behavior.
5. If your concerns have to do with development rather than a simple preference on your part, be ready to explain how the child is affected. There is an opportunity to build an alliance with the parents or family in the interest of the child.
6. Be tactful but direct when discussing a family’s way of doing things that is different from your own.
7. Be aware of your tone of voice as well as your choice of words. Carefully chosen words expressed in a disapproving tone could offend the parents or family and not produce beneficial outcomes.
8. State your perception of the parent’s goal as well as your own concerns in simple, non-accusatory language. Ask the parents to brainstorm alternatives for achieving the goals. Try to negotiate a potential solution (WestEd: Program for Infant Toddler Caregiving [PITC], n.d., Handout #14).
Figure 5.1
Bombeck Family Learning Center of the University of Dayton (Sciarra, Lynch, Adams, & Dorsey, 2016, p. 160).
A Sample Conflict Resolution Policy
We provide a safe, secure environment where children learn to respectfully resolve conflicts that naturally occur in a child care setting:
• Adults help children develop vocabulary that expresses not only their wants and needs but also other’s feelings as well as their own.
• Adults model respectful interactions with others, using their own words and actions to develop an understanding of how to deal with conflict.
• Adults affirm everyone’s right to be safe emotionally as well as physically by setting standards for behavior and implementing caring, consistent consequences aligned with developmentally appropriate expectations according to the children’s ages.
• Adults facilitate resolution between children by asking guided questions, but resist solving the children’s problems for them, thus providing children the opportunity to make decisions and practice self-regulation of socially responsible behavior.
Conflict between Adults 
While every effort is made to meet the needs of children, parents, and staff, we realize that from time to time a conflict may occur between parents, staff, and administrators. The following process is followed should a conflict occur:
• Step One: A respectful discussion is held between the people directly involved at a time and place that assures privacy and sufficient time for a thorough resolution to take place.
• Step Two: If resolution is not found at the first meeting, a second meeting is held with the director for the purpose of creating a plan for resolution and a timeline for expected success.
• Step Three: If the conflict is not resolved according to the timeline, adjustments may be made to the plan, and an additional timeline maybe established, or:
• Step Four: If at any time the directors determine that resolution is not possible they will consider one of the following for immediate action:
o Removal of the adult’s child from the program or classroom
o Withdrawal of services from the center
o Suspension of the staff member until disciplinary steps can be taken
o Involvement of the Assistant Dean of the School of Education and Allied Professions
Grounds for determining that a resolution is not possible include but are not exclusive of the following:
1. Any person involved displays inappropriate behavior such as shouting, accusing, name-calling, swearing, or physical assault
2. Any person involved refuses to follow the prescribed process
3. Any person involved jeopardizes the process by spreading information concerning the conflict to those outside the immediate conflict or those in- volved in the resolution of the process.
Disagreements can be difficult, but research indicates that parents feel reassured when educators exhibit three critical qualities: understanding, competence, and honesty (Mangione, Lally, & Signer, 1996).
1. Understanding: An understanding educator takes the time to respond to every concern, no matter how small it may seem. Families want to be heard and understood and know that educators appreciate what they are going through. An understanding educator lets families know that they are seen, heard, and felt.
2. Competence: A competent educator provides for the well-being, safety, health, and developmental needs of the children (California Department of Education and WestEd, 2010). Families feel more comfortable having their child in care if they believe the educator is competent. The best way to deal with family members’ worries or concerns is to help them see your competence. This can be done in a variety of ways, such as displaying certificates and degrees, having written material on child development, such as books and articles for families, answering curriculum questions, giving a tour of the facility, having families observe the classroom, being able to articulate the program philosophy, etc. Be sure to:
• Provide family members the written statements of your philosophy of care, and give them specific information about your program.
• Highlight your health and safety practices.
• Reassure them that you have thoughtfully and effectively addressed their concerns.
• Communicate your desire to learn from them about their child.
3. Honesty: There is a high priority placed on having honest and trustworthy educators. Honesty is needed to build healthy relationship. Honesty means letting family members know about events, accidents, exposures, and incidents that happen during the day, even if they are hard to talk about. “Straightforward communication helps family members form an accurate picture of you and other staff members in action” (California Department of Education and WestEd, 2010, Appendix E). Educators care can facilitate this by openly sharing information, welcoming families into the program, and by being careful to “let your yes mean yes; and your no mean no.” People will trust you more if they count on your words to match your actions. Actions speak louder than words.
Dealing with a conflict can feel like a confrontation and make us nervous. Using door openers can help when it is time to talk about conflict. Statements such as,
• “I would like to know how you feel about this….”
• “Have you noticed recently that _____ is happening ?”
• “I have recently noticed that…”
• “Would you like to talk about….?”
• “Where would you like to begin?”
• “Interesting. Tell me more.”
• “What would you like me to know?”
• “What do you think about…?”
• “It sounds like you have really thought this through.”
• “Can you tell me how you are feeling about….?”
• “What is this like for you?”
• “What do you want to do next?”
Code Admin 1.5- Seek out, value, and draw upon different kinds of education, training, professional experience, lived experience, and expertise held by personnel, when making decisions concerning children and programs.
When faced with making difficult decisions, it is wise to seek out feedback, advice, and wise counsel from appropriate, educated, qualified, well-respected educators with years of professional experiences. A good piece of timely advice can be better than gold or silver, but be sure to follow protocols, confidentiality policies, and the chain of command.
An old proverb states, “In the multitude of counsel there is safety” (Thompson Chain-Reference Bible, 1988, Proverbs 11:14). And in the words of the late ECE theorist, bev bos, “Together we are better” (1990).
Code Admin 1.6- Provide access to continuing professional development and advancement, and work to ensure that it reflects current research and is relevant to staff members’ responsibilities.
We are never finished studying child development and must make a strong effort to read current literature and be aware new empirical data and research trends. As reflective educators, our classroom practices must reflect developmentally appropriate practice.
Code Admin 1.7- Provide training for and hold program staff accountable for knowing and following all relevant standards and regulations.
Educators are responsible for understanding licensing, certification, and other regulations pertaining to providing services for young children. Each type of regulation is developed by a governmental body and has specific purposes. Educators must understand which regulations apply to their programs and ensure that all requirements are fulfilled in a timely manner (Sciarra, Lynch, Adams, & Dorsey, 2016, p. 35). As stated in Code Admin 1.1, the information that educators are held accountable for must be made available through professional development opportunities. Also, be sure to post all relevant standards and regulations in the office or staff space.
Code Admin 1.8- Develop and maintain written policies for the protection of confidentiality and the disclosure of children’s records, which shall be made available to all program personnel and families.
a. Disclosure of children’s records beyond parents or legal guardians, program personnel, and consultants having an obligation of confidentiality shall require familial consent (except in cases of suspected abuse or neglect).
The US Government Title 20- Family Education Rights and Privacy Act (FERPA) outlines the Federal law on rights and requirements related to accessing, sharing, and amending student records. https://uscode.house.gov/view.xhtml?req=granuleid:USC-2010-title20-section1232g&num=0&edition=2010/links to an external source
The California Department of Education’s website has information and many resources on privacy laws, policies, best practices. https://www.cde.ca.gov/ds/ed/dataprivacy.asp#PRE/links to an external source
Code Admin 1.9- Develop and maintain comprehensive and clearly stated, written personnel policies that define program standards and expectations, are given to all new staff members, and are easily accessible and available for review by all staff members.
Jobs are easier if we know what is expected from us up front. All employees should have a copy of any written personnel policies. Clear expectations with a detailed written summary of job duties, clarifies what obligations need to be performed. Daily schedules with the anticipated time of day are also helpful in understanding the pace and timing of the expectations. Also, setting clear expectations can also build relationship through interactions over clearly shared meaning (Kostelnik, Soderman, Whiren, Rupiper, & Gregory, 2015).
An example of a detailed job description for a cook at a center might look like this.
Sample: Cook Job Description 
Schedule: Monday through Friday—7:30 a.m. to 3:30 p.m.
Reports to the Head Start director.
Responsible for the following:
1. Safely preparing all food (breakfast, lunch, and snacks)
2. Requisitioning appropriate amounts of foodstuffs based on designated menus
3. Checking food deliveries against orders
4. Storing foods appropriately, before preparation, in refrigerator, freezer, bins, cupboards, and the like preparing all foods using methods that maintain food value and freshness
5. Preparing all foods using methods that maintain food value and freshness
6. Following menus, recipes, or other directives furnished by Head Start nutrition consultant
7. Recording amounts of food used daily and maintaining an inventory of staples on hand
8. Washing and sterilizing dishes and all utensils according to sanitarian’s directions
9. Cleaning appliances and storage areas according to a designated schedule
10. Supervising assistant cook (Sciarra, Lynch, Adams, & Dorsey, 2016, p. 191).
Code Admin 1.10- Apply all policies regarding work with personnel consistently, fairly, and without bias.
Anti-discrimination policies ensure that all employees are consistently treated fairly, and without bias regardless of their background or characteristics. These policies must be thoughtfully written, because they can stop discrimination and help to facilitate an inclusive and equitable work environment.
Code Admin 1.11- Appropriately address incidents that are not consistent with our policies.
Consistency is key. When we make policies, we do so thoughtfully, knowing that it is our responsibility to follow through and address all incidents that are contrary to the policies. Sensitive follow through and consistency in acting on policies brings an element of safety.
Code Admin 1.12- Be familiar with and observe laws and regulations that pertain to employment discrimination, and make hiring, retention, termination, and promotion decisions based solely on a person’s competence, professional preparation, record of accomplishment, and ability to carry out the responsibilities of the position.
The California Department of Education’s (CDE) website has great information and many resources on Equal Opportunity and Access: It discloses the practices of the CDE to ensure equal, fair, and meaningful access to its employment and program services. The California Department of Education, Office of Equal Opportunity (OEO) is charged with ensuring compliance with State and Federal civil rights laws, and regulations in CDE employment.
https://www.cde.ca.gov/RE/di/eo/links to an external source
Code Admin 1.13- Be familiar with and abide by the rules and regulations developed by unions or other groups representing the interests or rights of personnel.
If the agency has a union or other group representing the interests and rights of employees, for a cohesive understanding of work-related policies, it is wise to become familiar with the group leaders and abide by the rules and/or regulations.
Code Admin 1.14- Evaluate the performance of all staff.
a. Inform staff whose performance does not meet program expectations about areas of concern and, when possible, assist them in improving their performance by providing additional supports and coaching.
b. Inform staff about grievance procedures if they do not agree with their performance evaluation.
Staff Evaluation and Grievance Procedures
Employees are entitled to know the evaluation procedures as well as any evaluation criteria. Therefore, performance evaluations for all staff positions should be part of employment policies and/or the orientation materials and discussed during employee orientation. Performance evaluations should be scheduled on a regular basis. Evaluation and grievance procedures must be included in the employment policies or employee handbook (Talan & Bloom, 2004). These procedures should be made available to all center personnel and ideally, they will include details about the following:
• Who evaluates whom
• When the evaluation will take place
• What techniques or instruments will be used in the evaluation
• Who makes the decision on whether or not the criteria are met
• What the consequences are of not meeting the stated criteria (Sciarra, Lynch, Adams, & Dorsey, 2016).
Evaluation and Grievance Procedures Example (Sciarra et al., 2016)
1. Frequency of Evaluation:
Performance evaluations will take place twice during the 6-month probationary period for every new employee- at the midpoint and at the end of the probationary period- and then annually thereafter. It is the responsibility of the Personnel Committee to evaluate the work of the director and the responsibility of the director to evaluate all members of the staff. All evaluations will be shared with the employee and then become part of the employee’s file.
2. Purpose of Evaluation:
The primary purpose of the annual evaluation is to create a mutual understanding between the evaluator and the one being evaluated of what is being excepted and how they both view the best way to move toward fulfilling those expectations. Annual evaluations will be used as a basis for continued employment, horizontal or vertical movement on the career lattice, salary increments in cases where the job description allows for merit raises, and demotion or dismissal.
3. Basis of the Evaluation:
Staff member will be evaluated on knowledge of the job as described in the job description, quality of skill demonstrated in fulfilling the job, interest and initiative, dependability, personal and professional growth, attendance and punctuality, and ability to work effectively in cooperation with other staff members. Evaluation forms should be included in personnel policies.
4. Evaluation Procedure:
Each employee will be notified as to when his/her evaluation will take place. The evaluation will be discussed with the employee, at which time they will be given the opportunity to express his/her agreement or disagreement with the evaluation. The outcome of this discussion will become part of the staff member’s personnel record.
5. Review of Grievances:
The employee who wishes to present a grievance must present it first to the director. If a failure to reach settlement with the director occurs, the employee may submit the grievance to the chairperson of the Personnel Committee, in a written statement, describing the situation, and requesting that the grievance be reviewed by the Personnel Committee. The Personnel Committee will review the grievance and report with recommendations to the Board of directors for action (Sciarra et al., 2026).
Performance evaluations are usually based on job descriptions. Moreover, knowledge of evaluation criteria helps build a sense of trust and partnership between the staff to be evaluated and the evaluator. An organizational chart is sometimes part of the employment policies and can clarify lines of communication and responsibility for everyone in the center. Complete job descriptions, performance evaluation procedures and forms, and open staff communication, leaves little doubt about expectations, areas of responsibility, and who will be the evaluator for each position (Sciarra et al., 2016, pp. 167-168).
Code Admin 1.15- Conduct personnel dismissals, when necessary, in accordance with all applicable laws and regulations. a. Inform staff who are dismissed of the reasons for termination. b. When dismissal is for cause, ensure there is evidence of inadequate or inappropriate behavior that is current, accurately documented, and available for review.
When an employee needs to be terminated, we must follow laws and regulations and clearly explain to the employee why, and supply documentation for dismissal. For example, in the Employee Handbook it clearly states that any form of corporal punishment is cause for immediate dismissal. So, if any educator is observed practicing corporal punishment, we show them the written policy in the Employee Handbook, terminate them and hand them their final paycheck.
Code Admin 1.16- Be accurate and truthful in making personnel evaluations, judgements, and references.
We must be honest and accurate when making evaluations, judgements, or references. These actions must be taken seriously because they can make a big difference in a person’s career. A comprehensive evaluation should be based on the job description. For example, an evaluation might assess their ability to create engaging lesson plans, manage classroom behavior, and foster social-emotional development, as outlined in their job description. The employer should make it clear to all employees, from the beginning, that they will be evaluated. In addition, support must be provided to assist new staff members as they become acclimated to a new role and grow professionally (Sciarra & Dorsey, 2002).
Code Admin 1.17- Not make hiring, retention, termination, and promotion decisions based on an individual’s identities.
When selecting new employees, use material such as the employment policies and the job description, combined with all the information from the interview and observations, to reach a final decision. Data from the interview process should be weighed and balanced until the best match among job description, current staff composition, and candidate qualifications is obtained. Also, it is important to review the nondiscrimination prohibitions in this decision-making process, especially there is an applicant who is disabled.
An employer is not required to give preference to a qualified applicant with a disability over other applicants; however, the employer may not consider the candidate with disabilities unqualified if that person can perform the essential functions of the job. It may be helpful to have a second interview with selected candidates from the pool who seem best qualified for the position to further narrow down the choice. The procedure for making a decision should be clear to all interviewers (Sciarra et al., 2016, p. 182).
When hiring, terminating, or promoting employees, all decisions must be made without bias and should be based on the employee’s job qualifications and skill sets.
Code Admin 1.18- Not allow staff to implement activities or practices that put any child in a situation that creates physical or emotional harm.
Recall that Code 1.1 states, “We shall do no harm.” If we believe a child is being harmed, it is a mandated reporter’s duty to report the harm to the proper authorities. We can do this anonymously and be protected by law.
