Effective leaders of infant-family programs create relationships characterized by trust, support, and growth among professional colleagues, parents, and children. These relationships profoundly effect the quality of services provided by infant-family programs. Reflective leadership is characterized by self-awareness, careful and continuous observation, and respectful, flexible responses that result in reflective and relationship-based programs.
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Three Building Blocks of Reflective Supervision - Describes the central elements of reflective supervision.
Leadership Self-assessment Tool - Brief series of statements and reflective questions that offer insight into one’s leadership style.
Leadership as a Way of Thinking - Addresses the question of what it means to be a leader and three perspectives through which to view leadership.
What is Reflective Leadership? - Describes key characteristics of reflective leaders.
Active Implementation Frameworks for Program Success - Over the past decade the science related to developing and identifying evidence-based programs and practices for children and families has improved significantly. However, the science related to implementing these programs in early childhood settings has lagged far behind. This article outlines how the science of implementation and the use of evidence-based Active Implementation Frameworks (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) can close the research-to-practice gap in early childhood and ensure sustainable program success. Four implementation frameworks include: Implementation Stages; Implementation Drivers; Policy– Practice Feedback Loops; and Organized, Expert Implementation Support. The authors provide examples and discuss implications for early childhood settings.
