I think the currency of leadership is transparency. You've got to be truthful. I don't think you should be vulnerable every day, but there are moments where you've got to share your soul and conscience with people and show them who you are, and not be afraid of it.
-Howard Schultz-
Leadership in the early years of education comes with unique challenges, particularly when building cohesive teams. Educators enter their roles with a variety of qualifications, backgrounds, and cultural identities, challenging harmonious collaboration. One of the critical responsibilities of a leader is to create a climate of transparency where expectations are clear and overt. When left unspoken or assumed, expectations can lead to confusion, frustration, and inefficiency.
No Leader is Perfect
It's important to remember that no leader is perfect. As a centre director, I set up the piazza—a central space where families gathered—by arranging 72 stools around 12 tables to prepare the day's activities or meals. A welcoming, warm, inclusive space was part of our agreed vision, where families felt a sense of belonging as soon as they entered. However, on days when I arrived late, I noticed that the stools remained stacked on the tables, even though the educators had already started their day. This made me realise the team didn't see this as a community responsibility—but as solely my task. I had a covert expectation that they would fill in on the days I wasn't there. This was a learning moment for me.
Addressing misunderstandings head-on can lead to positive outcomes. In our case, it led to a better understanding and inspired a new level of cooperation among the team. This instance serves as a reminder that open communication and addressing issues can lead to positive changes in team dynamics.
Another instance arose when we were preparing for a tenth-anniversary exhibition of children’s projects at the centre. The event was a significant logistical challenge that involved everyone. At one point, a key team member approached me and said, “Lili-Ann, we are confused. Can you please create a list of everything that needs to be done and pin it up in the staffroom so we can tick it off?” This request to make internal expectations explicit transformed the planning process, leading to a more organised and collaborative effort. It was a clear reminder that teams can work more effectively when transparent expectations are shared, leading to increased engagement and a sense of empowerment and collective responsibility.
Covert expectations may breed judgment, misunderstanding, and disunity within a team. When leaders fail to create an environment for dialogue where the organisation's values, norms, and protocols can be collectively agreed upon, team members are left to interpret these expectations independently, leading to inconsistent practices and friction among colleagues.
This lack of clarity can result in team members feeling judged or unfairly assessed based on assumptions rather than agreed-upon standards. Moreover, when leaders avoid addressing these expectations directly, they miss the opportunity to build team competence and cohesion. By openly communicating and reinforcing organisational values, norms, and protocols through dialogue, leaders can ensure that all team members work together towards common goals, enhancing unity and collective competence.
Dr Helen Schiele on Funds of Knowledge
Educators come into early years settings with various backgrounds, experiences, and cultural narratives. In a recent podcast, Dr Helen Schiele and I discussed how recognising these funds of knowledge is critical in creating cohesion within teams, particularly in the early years of education. Helen emphasised that authentic collaboration requires honouring not just the funds of knowledge of the child but also those of educators. She underscored the importance of recognising the narratives that educators bring to the workforce and their learning and finding ways to articulate these in meaningful and productive ways.
Recognising and valuing these ‘funds of knowledge’ is essential for creating a cohesive and inclusive team.
The concept of ‘funds of knowledge’ refers to the valuable, culturally developed knowledge and skills that individuals and households accumulate over time, which are essential for their well-being. These funds encompass the social, economic, and productive activities within local communities, including the social history of households, labour history, and the development of social networks that support survival and thriving.
By acknowledging and valuing educators' unique experiences, leaders can harness these rich narratives for more inclusive and effective teaching. This approach strengthens the team and ensures that its member's collective wisdom enriches the educational environment.
Creating a Mission Statement and Shared Language
Once the team's diverse experiences are recognised, the next step is to unite these perspectives under a shared vision. Establishing a clear and compelling mission statement is crucial. Drawing inspiration from Nelson Mandela, who would listen to every voice before speaking last, leaders can gather collective wisdom from their teams. Mandela's leadership style reminds us that the best visions are developed collaboratively, where every voice is valued and heard.
As an early learning director, I worked with the team to create a mission statement using the process outlined in Steven Covey's The Seven Habits of Highly Effective Families. We engaged in dialogues to ensure that every voice was heard and valued. This collaborative effort resulted in a mission that reflected our collective goals and aspirations. The mission statement became a living document that guided our daily work and represented a culture of mutual respect and appreciation.
To ensure that this vision permeated every aspect of our organisation, we worked on creating a shared language around our educational goals and practices. Streamlining and updating documentation helped align the team's efforts with the mission. This shared language became the foundation for coherent communication, ensuring everyone in the organisation was working towards the same goals.
Creating Dialogue: The Pedagogy of Listening
Leaders can create space for open and continuous dialogue so that an organisation's mission can truly come alive. Inspired by Carla Rinaldi's concept of a pedagogy of listening, they might facilitate genuine communication among staff. Rinaldi argues that listening removes the individual from anonymity, legitimising and giving visibility to their contributions. It enriches those who hear and speak, building trust and collaboration.
By developing norms and protocols for dialogue, teams can build a strong foundation of trust. This approach ensures that organisational vision isn't just a top-down directive but a shared understanding continuously reinforced through daily interactions. A leader who facilitates genuine dialogue monitors well-being, listens intelligently, and supports staff inspires goal-oriented action and practice.
Sarah Louise Gandolfo on the Difference Between Nice and Kind Leadership
A key aspect of leadership that supports this collaborative culture is understanding the difference between "nice" and "kind" leadership, as articulated by Sarah Louise Gandolfo. In a podcast conversation, Sarah Louis shared her perspective on "kind leadership," emphasising that it starts with asking questions and deeply understanding team members rather than simply offering answers or directives.
Sarah distinguishes between 'kind' and 'nice' leadership, noting that while 'nice' leadership might involve yielding to individual needs without considering the broader impact, "kind" leadership ensures that everyone is aligned and moving toward a shared goal. Kind leadership requires empathy, listening, and making decisions that benefit the whole team—this approach is for a motivated, committed team with high morale and dedication.
Leading with Transparency and Compassion
Effective leadership in early years education requires more than a clear vision; it requires that vision to be lived out in every aspect of the organisation. By making expectations overt, honouring the diverse knowledge within the team, and implementing a culture of continuous dialogue, leaders can create a cohesive and motivated team that works together for the benefit of children and families.
Through minor, constant improvements and by maintaining open lines of communication, leaders can create an environment where every team member feels valued and aligned with the organisation's goals. No situation is perfect, but by unifying the mission and embracing a pedagogy of listening, leaders can inspire their teams to work together towards shared success.
Wishing you success as you navigate your work in the early years.
Lili-Ann Kriegler (B. A Hons, H. Dip. Ed, M.Ed.) is a Melbourne-based education consultant and author of Edu-Chameleon. Lili-Ann’s specialisations are in early childhood education (birth to nine years), leadership and optimising human thinking and cognition. She is a child, parent and family advocate who believes education is a transformative force for humanity. She runs her consultancy, Kriegler-Education.
Find out more at https://www.kriegler-education.com
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