Common use of Child Care Information Exchange Clause in Contracts

Child Care Information Exchange. 23 Cover Directors are low. We have very high quality staff, but they are paid less than most Montessori teachers. We are working on compensation. “Yet our staff do stay here — for other reasons. They see the unfolding of children who leave here confident, happy, and ready for public schools. Most of our children perform above grade level. The lure of free public school kindergarten is strong, but we encourage parents to keep their kids here for kindergarten — that’s when it all comes together. Children come back. We get to see what kind of people our children have become. We get to hear their stories about their time here at Nia House. “We run into alumni every day. There’s no need to advertise any more. We have a long waiting list.” PHOTOGRAPHS BY XXXXXX XXXXXXXXXX Xxx spends a great deal of time out in the community as director of the Starlings Volleyball Club in Oakland. He started the program when his daughter was interested in playing volleyball and they began looking for affordable programs. He sees the club as a hand up for girls with determination and skill. Volleyball is a great opportu- nity for girls to win college scholarships — his daughter Xxxx earned a volleyball scholarship to Cal Poly San Xxxx Obispo. A frequent visitor to the public schools, Xxx likes to drop in and see how the Nia House children are doing. His wife is a vice principal, so that might be another reason. “I like being the director as long as I have time with the kids. Right now I spend one and a half hours a day with children. I need that. “It’s like a family reunion here, with related staff, staff children and grand- children in the program, former children bringing their own children.” Along with the high level of purpose, there is a great feeling of comfort here. Looking back over the struggles to bring Nia House to its current stability, Xxx remarks: “Our struggles deepened our determination to succeed and strength- ened our purpose and goal to serve the needs of children. As we prepare to celebrate the 30th anniversary of Nia House, our history goes on; we continue to improve and to enrich everyone involved.”

Child Care Information Exchange. 23 Cover Directors are low. We have very high quality staff, but they are paid less than most Montessori teachers. We are working on compensation. “Yet our staff do stay here — for other reasons. They see the unfolding May/June 2004 Mentor Writing Project ■ Foundation and government grants ■ Invitations to fundraising events ■ Direct mail campaigns ■ Annual reports ✓ Marketing and Public Relations Efforts designed to increase awareness of children who leave here confident, happy, and ready for public schools. Most of our children perform above grade level. The lure of free public school kindergarten is strong, but we encourage parents to keep their kids here for kindergarten — that’s when it all comes together. Children come back. We get to see what kind of people our children have become. We get to hear their stories about their time here at Nia House. “We run into alumni every day. There’s no need to advertise any more. We have a long waiting list.” PHOTOGRAPHS BY XXXXXX XXXXXXXXXX Xxx spends a great deal of time out in the community as director of the Starlings Volleyball Club in Oakland. He started the your program when his daughter was interested in playing volleyball and they began looking for affordable programs. He sees the club as a hand up for girls with determination and skill. Volleyball is a great opportu- nity for girls to win college scholarships — his daughter Xxxx earned a volleyball scholarship to Cal Poly San Xxxx Obispo. A frequent visitor to the public schools, Xxx likes to drop in and see how the Nia House children are doing. His wife is a vice principal, so that might be another reason. “I like being the director as long as I have time with the kids. Right now I spend one and a half hours a day with children. I need that. “It’s like a family reunion herespecific goal of increasing enrollment, with related staffattendance at pro- gram-sponsored events, staff children and grand- children in the programor public aware- ness of your work, former children bringing their own children.” Along with the high level or developing community awareness of purpose, there is a great feeling of comfort here. Looking back over the struggles to bring Nia House to its current stability, Xxx remarks: “Our struggles deepened our determination to succeed and strength- ened our purpose and goal to serve the needs of young children and their families and the services that you offer. Activities may include: ■ Program brochures ■ Newsletters ■ Program flyers/announcements of upcoming events ■ Manuscript submissions ■ Presentations ■ Press releases ✓ Advocacy Efforts designed to express your professional opinion/expertise on a topic related to the care and education of young children. As ■ Letters to the editor ■ Correspondence with elected officials ■ Political action What this list makes clear is that the director’s job requires strong written communication skills. To be effective in our roles as administrators, we prepare must be able to celebrate communicate our ideas in writing in ways that can be understood by others. This is no easy task. Given the 30th anniversary importance of Nia Housewriting to our effec- tiveness as directors, it is surprising then to learn that few of us have received any formal instruction in writ- ing. Rather, as with many director tasks, we have learned on the job. This can leave us feeling insecure or ineffective in performing our history goes on; communication tasks and contribute to poor job satisfaction. With the launch of the Mentor Writing Project this year, we continue hope to improve do three things: — Raise your awareness of the many ways in which the job of director requires strong writing skills. CALLING ALL ASPIRING WRITERS Child Care Information Exchange has launched an exciting initiative to recruit new writers for the magazine and to enrich everyone involved.”cultivate writers in the field. Coordinated by Xxxxx Xxxxxxxxx, frequent contributor to Exchange and published author, the Mentor Writing Project will offer an online writing group (LISTSERV), one-on-one mentoring, and periodic how-to articles on the writing tasks of directors. The Mentor Writing Project represents an exciting way to bring new, diverse voices and perspectives to Exchange and to nurture the writing talents of directors in the field. • Do you have unique insight into the challenges facing directors of early childhood programs? • Have you enjoyed successes in your role that have something to teach other directors? • Have you toyed with the idea of writing for publication but don’t know where to start? • Have you begun organizing an outline for an article but need help pulling it together? • Do you need assistance with the mechanics of writing? Consider taking the next step in your professional development by contacting the Mentor Writing Project with your ideas and articles-in-progress. In turn, you will receive individualized support from a writing coach who will guide you through the process of organizing, writing, and submitting your articles for consideration by Exchange's editorial staff. Look for more information and updates on the Mentor Writing Project on the Exchange web site xxx.XxxxxXxxxXxxxxxxx.xxx and in future issues of the magazine. To inquire about the Mentor Writing Project, contact xxxxxxxxxxxxx@XxxxxXxxxXxxxxxxx.xxx. — Help you to identify those areas in which you could benefit from a writing coach. — Provide the resources and encourage- ment you need to publish your writing. For those of you ready to take the next step in your professional development, the Mentor Writing Project encourages you to submit your article ideas and manuscripts-in-progress and to partner with a writing coach to help you realize your dream of publishing your writing. We encourage you to avail yourself of the resources and talents of the Mentor Writing Project. Your input in the early stages of the Project will shape the direction that it takes: responding to your requests for help with your writing is the express purpose of the Mentor Writing Project. We look forward to the opportunity to work with you on the writing tasks that you face everyday as the director of an early childhood program. Talent is long patience. — Xxxxxxx Xxxxxxxx

Child Care Information Exchange. 23 Cover Directors So in order to help directors regain con- trol of how they spend their time (and to avoid losing subscribers), I pulled together the following list of 50 practical time management techniques. These were selected to deal with the most common time problems of child care directors–too much paperwork, too many tasks, too many crises, too many interruptions, and too little time to relax. Cut Down on Paperwork Paperwork has become a major source of frustration for child care directors. In fact government researchers estimate that every year four centers are lowtotally buried in a blitz of paperwork and red tape and 3500 directors are afflicted by chronic paper cuts. We While scientists have very high quality staffnot yet discovered a cure for the com- mon paperwork, there are some tech- niques for treating its symptoms: • Engage in Creative Waste Basketry. Be guided by the maxim, "When in doubt, throw it out." Don't kid your- self. If you don't need that brochure on “101 Classroom Uses for Used Egg Cartons" today, you probably won't need it two years from now either. Throw it out. Don't be constrained by a small wastebasket which fills up fast and discourages your urge to purge. Buy a large wastebasket and use it freely. • Don't Become a Paperwork Junkie. Don't become part of the problem by creating unnecessary paperwork. When you are about to write a memo, draft a report, or develop a new form, ask yourself, "What is the worst that could happen if this activity went unrecorded?" If the answer is not too serious, save the paper. Also, when- ever possible, communicate messages to persons outside the center by phone rather than by mail. Most mes- sages can be relayed more quickly and more accurately that way (Xxxxxx- xxx). When answering letters where a short reply will suffice, jot your answer on the original letter and send it back. • Don't Be a Copycat. Resist the urge to make 25 photocopies of everything that crosses your desk. While many others may have a "right" to know or even a "need" to know about every- thing you do, let's face it, they proba- xxx don't have a "want" to know about most of it. • Master the Art of Dictating. Letters can be transcribed about five times faster than they can be written out in long-hand. Additionally, this can be done while waiting for appointments, traveling to and from work, or relax- ing in an easy chair at home. • Handle Mail Once. Reserve a specific time in the day to devote about 15 minutes to handling the day's mail. As much as possible, try to take appropriate action on each letter at once. If a letter requires a short response, don't put it down until you have responded. If the letter requires more involved investigation, strive to at least take one step to move it closer to completion (Lakein). Throw out as much as possible, and label every- thing else for appropriate filing. • File in Batches. On the upper right- hand corner of any material that needs to be retained, write the name of the file in which it should go, and place it in a "to be filed" basket. Once every week or so set aside 10-15 min- utes to file everything in the basket. • Streamline Filing. The purpose of a fil- ing system is to provide ready access to information you need. Two guidelines apply. First, keep files you use on a reg- ular basis within easy reach of your desk. Keep all other files organized, but they are paid less than most Montessori teachersout of the way. We are working on compensationSecond, keep the system as simple as possible. “Yet our staff do stay here — for other reasonsTry to divide your files into as few functional cate- gories as possible. If you set up large numbers of specific categories, when trying to find a particular file you'll not only have to remember the name of the file but also the name of the category. Within each category organize all files in alphabetical order. • Purge Files Periodically. Many people just keep accumulating records year after year. They can tell you how much pencils cost them back in 1937, but their offices are so crowded with files that they can't find the pencils they bought last week (Xxxxx). At least once a year you should review your files to see how much can be discarded. Experts in records retention report that 90% of all files are never referred to after their first year. Strive to retain only the unfolding of children who leave here confidentcorre- spondence, happygeneral reference, and ready his- torical files that there is an obvious important reason for public schoolsretaining. Most Check with your lawyer or accountant to determine how long legal and financial records must be retained. Once again, exercise the guideline, "When in doubt, throw it out.” Work Smarter, Not Harder The key to effective time use is to identify those tasks which are most vital to the success of our children perform above grade levelyourself or your organization and to focus your efforts on completing them. What is important is not how much work gets done, but what work it is that gets done. By concentrating energies on a limited number of high impact tasks, a director can accomplish more in 35 hours than a director who toils for 60 hours over less important tasks. • Compile a "To Do" List. On a single (long) sheet of paper list everything you have to do. Include on this list all tasks from the most mundane (clean desk) to the most critical (hire a new teacher). Don't limit the list to those things that happen to be on your desk at the time. Be sure to include your short and long range goals for your- self (increase reading speed) and for your organization (initiate school age day care component). • Set Priorities. Once you have com- pleted your undoubtedly lengthy "to do" list, it is time to rank the tasks on this list in order of importance. If your list doesn't have more than three or four major projects, it may be easiest for you to identify the task that is most important and number it “1” and then number all other tasks in descending order of importance. If your list is more complex, it may be helpful first to subdivide your original list into three new lists: List A–Quality Tasks List B–Survival Tasks List C–Routine Tasks Put on List A all the tasks which will be beneficial in upgrading the quality or range of services your organization provides, or in improving your pro- fessional skills. Examples of A tasks are: “Organizing a series of curricu- xxx workshops for teachers” or “Opening a new infant care compo- nent”. On List B include all the tasks which must be completed on a timely basis to assure the survival or stable opera- tion of the organization. B tasks might include: “Filing quarterly tax pay- ment,” or “Enrolling ten new fami- lies”. Place all remaining tasks on List C. Finally, within each list number all tasks in order of importance. For instance, the task on List A which will provide the most beneficial impact should be labeled number #1. Then, all other tasks on List A should be numbered in order of descending importance. • Start at the Top. The lure key to effective time management is to work on your most important tasks first. Having prioritized your A, B, and C Lists, you should, therefore, focus your energies in the coming week to accomplishing the tasks at the top of free public school kindergarten is strong, but we encourage parents your A and B Lists. You should strive to keep their kids here for kindergarten — that’s when it all comes together. Children come back. We get to see what kind of people our children have become. We get to hear their stories about their time here at Nia House. “We run into alumni every day. There’s no need to advertise any more. We have strike a long waiting list.” PHOTOGRAPHS BY XXXXXX XXXXXXXXXX Xxx spends a great deal reason- able balance in the amount of time out you devote to A (quality) and B (sur- vival) tasks. Unfortunately, what too often happens is that nearly all of a director's time is devoted to survival tasks. If your center is operating on the brink of financial disaster, you may barely have time to breathe between crises, let alone work on quality tasks. Even under stable conditions it is easy to defer a quality task since it doesn't convey the same sense of urgency as a survival task. Nonetheless, if you fail to exert leadership in upgrading your center's services, these services may degenerate to the community point where the center no longer deserves to survive. • Avoid the Activity Trap. It is also easy to fall into the trap of wasting time on non-productive tasks. It is often tempting to avoid difficult high priority tasks by being very busy with routine tasks. Such tasks as director filing let- ters, answering phone calls, and reor- ganizing the desk, do require hard work and can yield a sense of accom- plishment since many items will be checked off your "to do" list by the end of the Starlings Volleyball Club in Oaklandweek (Odiorne). He started However, this sense of accomplishment will be illusory if the program when his daughter was interested in playing volleyball activities fail to con- tribute significantly toward the sur- vival and they began looking for affordable programsupgrading of your center. He sees the club as a hand up for girls with determination and skill. Volleyball is a great opportu- nity for girls As time management consultant Xxxx Xxxxxx recommends, you should strive to win college scholarships — his daughter Xxxx earned a volleyball scholarship to Cal Poly San Xxxx Obispo. A frequent visitor to the public schoolswork smarter, Xxx likes to drop in and see how the Nia House children are doing. His wife is a vice principalconcentrating your efforts on high priority tasks, so that might be another reason. “I like being the director as long as I have not harder, occupying your time with the kids. Right now I spend one and a half hours a day with children. I need that. “It’s like a family reunion here, with related staff, staff children and grand- children in the program, former children bringing their own childrenlow priority tasks.” Along with the high level of purpose, there is a great feeling of comfort here. Looking back over the struggles to bring Nia House to its current stability, Xxx remarks: “Our struggles deepened our determination to succeed and strength- ened our purpose and goal to serve the needs of children. As we prepare to celebrate the 30th anniversary of Nia House, our history goes on; we continue to improve and to enrich everyone involved.”

Child Care Information Exchange. 23 Cover Directors 5/03 — 12 In 1977, a neighbor startled Xxxxxx and Xxxxx with the obvious when he asked, “Why don’t you sell subscriptions to Exchange?” To see if the early childhood world was ready for Exchange, they developed the now famous “What Has 14 Hands?” flyer. They mailed 3,000 of these flyers to centers in seven states and placed 2,000 of them on the seats in administrative workshops at the NAEYC Conference in Chicago. Then they calmly analyzed the response they received through the mail. And so Child Care Information Exchange was reborn as a magazine. Questionnaires were fired off to Panel of 100 members; writers were recruited; gurus were interviewed; How to Start a Magazine books were devoured; postal regulations were researched; a record keeping system was invented; and a printer was found. And, finally, in April 1978, issue #1 was put to bed in Exchanges’ luxuriously appointed corporate headquarters. Child Care Information Exchange 5/03 — 13 Xxxxxx and Xxxxx were committed to keeping their fingers on the pulse of the early childhood world. They continued to rely heavily on Panel of 100 members for ideas on key issuessuch as fundraising, staff motivation, and director burnout. They set up focus groups at early childhood conferences. And they participated in formal tours of child care centers. From the start, Exchangegrew rapidly. Directors, long in need of management support, subscribed in droves. Early childhood product suppliers discovered Exchangeto be an excellent vehicle for getting the message out to directors. Through the adroit financial management of Xxxxxx and Xxxxx,Exchangeprospered. In 1981, Xxxxxx, Xxxxx, and their three (soon to be four) children decided it was time for a change of pace. They loaded all their files, fonts, computers, clothes, Legos®, light tables, books, and bedding onto a rental truck and headed across country to Seattle. Planned with the same precision as all other aspects of the business, the trip went off without a hitch. Child Care Information Exchange 5/03 — 14 In 1982, Xxxxxx and Xxxxx took the big leap and hired their first employee. This worked out so well that they soon surrounded themselves with a full team of specialists. For years this caring crew has worked together in quiet and harmonious efficiency to produceExchange. Is my son ready? The first Exchangecover director was featured on the November 1983 issue. Taken in the serene quietude of the center, these cover photos reflect the ordered and tranquil work lives of directors. In 1988, with the publication of CaringSpaces, Learning Places by Xxx Xxxxxxxx, Exchange vaults into the book publishing business, pumping out up to two books a year. Only in the last year has CaringSpaces been replaced by The Art of Leadership as Exchanges’ best selling guidebook. Child Care Information Exchange 5/03 — 15 Having solved all the problems of early childhood directors in North America, Exchangegoes international! In 1994 agreements are lowsigned with partners in Australia, Malaysia, and Singapore to sell subscriptions in those nations. We Exchangeannounces a small international gathering and the world shows up. In 1999, Exchangenervously announces its first World Forum on Early Care and Education in Honolulu and, amazingly, 500 early childhood leaders from 35 nations attend. Not to be out-dot-commed, Exchangeenters cyberspace; xxx.XxxxxXxxxXxxxxxxx.xxx goes live in mid-2000. In the fall, Exchangelaunches its electronic newsbrief,ExchangeEveryDay. Later, its electronic advice column for parents, Parenting Exchange,joins the cyber parade. Child Care Information Exchange 5/03 — 16 Exchange by the Numbers 1 editor in Exchanges’ first 25 years. Exchangestaff. states where Xxxxxx and Xxxxx have very high quality staffgiven presentations. 87 nations with subscribers to ExchangeEveryDay. 105 nations where World Forum is represented by an official representative. 131 directors who have been featured on the cover of Exchange. 427 early childhood specialists who have authored articles in Exchange. 612 different companies that have placed ads in Exchange. The 25 years have brought the usual assortment of bumps and joys, but they are paid less than most Montessori teachers. We are working on compensation. “Yet our staff do stay here — for other reasons. They see the unfolding of children who leave here confidentwhat has kept Xxxxxx, happyXxxxx, and ready the Exchangeteam going is all the wonderful people around the world who have helped us along the journey and continue to sustain us with their support and friendship. Thank you! Xxxx Xxxxxx is founder of Techy-Tech Enterprises and Skate Board Repair Shop in Laguna Beach, California, and author of numerous articles for public schools. Most Child Care Information Exchange, including “Play, Dreams, and Imitation in Administration,” “How to Attract Yuppies to Your Center,” and “Piagets’ Theory of our children perform above grade level. The lure of free public school kindergarten is strong, but we encourage parents to keep their kids here for kindergarten — that’s when it all comes together. Children come back. We get to see what kind of people our children have become. We get to hear their stories about their time here at Nia House. “We run into alumni every day. There’s no need to advertise any more. We have a long waiting listDirector Development.” PHOTOGRAPHS BY XXXXXX XXXXXXXXXX Xxx spends a great deal of time out 1,250 early childhood leaders who have attended at least one World Forum. 1,980 subscribers for issue #1 ofExchange. 3,120 centers whose ideas have been featured in the community as director of the Starlings Volleyball Club in OaklandExchange. He started the program when his daughter was interested in playing volleyball and they began looking 27,230 subscribers for affordable programsissue #150 ofExchange. He sees the club as a hand up for girls with determination and skill. Volleyball is a great opportu- nity for girls to win college scholarships — his daughter Xxxx earned a volleyball scholarship to Cal Poly San Xxxx Obispo. A frequent visitor 725,000 dollars Exchangehas contributed to the public schools, Xxx likes to drop USPostal Service for delivering magazines. 1,875,000 xxxxx Xxxxxx and Xxxxx have flown since 1978. 3,265,000 Exchangemagazines that have been printed in and see how the Nia House children are doing. His wife is a vice principal, so that might be another reason. “I like being the director as long as I have time with the kids. Right now I spend one and a half hours a day with children. I need that. “It’s like a family reunion here, with related staff, staff children and grand- children in the program, former children bringing their own childrenour first 25 years.” Along with the high level of purpose, there is a great feeling of comfort here. Looking back over the struggles to bring Nia House to its current stability, Xxx remarks: “Our struggles deepened our determination to succeed and strength- ened our purpose and goal to serve the needs of children. As we prepare to celebrate the 30th anniversary of Nia House, our history goes on; we continue to improve and to enrich everyone involved.”