1.1 Administration and Operational Responsibilities

Administration and Operational Responsibilities

In this section, you will examine the administrative, operational and regulatory responsibilities of a child care centre in British Columbia, Canada. Also consider what this may look like when working in a First Nations Early Learning program: how are you including that Nation/Tribe, and how does the Nation want you to include their ways of doing and being respectfully? These include the role of a licensee, regulatory compliance, as well as an overview of the importance of policy and procedures. 

To consider and think about revising or creating your policies and procedures manuals, such as: do they include policies that support culture and language learning opportunities daily when creating or editing their policies and procedures? Does it reflect their teachings and ways of doing things? How are you connecting and meeting with the community Knowledge Keepers? Family and community members, leadership, and council? How can the policies be reflective of this Nation? And keeping within Licensing regulations? 

It will discuss operational responsibility distribution and shared leadership. While it is grounded in the British Columbia context, the points to consider can apply across a variety of early childhood care settings.

Every child care centre context is different, and administrative tasks and responsibilities differ. Therefore, it is challenging to pinpoint a specific way these should be distributed. It is essential that administrators have interactions with the children, families, community members and others that can support the work you are doing. When working within First Nation communities, it is best to find out who the contacts are for the local  Knowledge Keepers, Language support, H/R, Finance Dept, Health Department, Fisheries, Game and Wildlife and various community members that have gifts to share in your programs. 

All supports and visitors will still have to have Criminal Record Checks. 

This ensures that they are firmly grounded in the work being done. However, it can be challenging to take on both an administrative and an on-the-floor leadership role. It requires balance and intentionality. Child care administrators are often working alongside children, families, staff, licensing, community agencies, and government ministries. It also requires identifying what supports are available in the Nation/Community/Tribe. What supports are available to First Nations families and children? It is very different if the family is located on reserve or not living on reserve.  It is essential to understand the differences for the families and how best to support their needs.  

Administrative leaders in child care programs play a crucial role in ensuring the delivery of high-quality care that aligns with the centre's philosophy, regulatory standards, and evidence-based practices. This is why it is imperative that they themselves are Early Childhood Educators. Their responsibilities typically encompass supporting managers and educators in carrying out day-to-day operations while simultaneously overseeing broader organizational functions. Yes, it is best to have a fully qualified ECEC, and even better if they have experience in the field as well.  

In most contexts, administrative leaders also work directly on-the-floor, navigating the dual responsibilities of “on-the-floor” leadership and administrative management. For the purposes of this course, participants will focus on the leadership role that encompasses financial management, human resources, governance, and the overarching operations of the centre. Beyond these administrative tasks, leaders are also responsible for fostering professionalism, ethical conduct, and staff well-being. They play a pivotal role in supporting staff development, advocating for quality early childhood education and care, and maintaining a collaborative and inclusive organizational culture. 

Childcare managers ensure that all the work is being completed.  Knowing whom to reach out to for support or additional funding to meet your cultural needs.  How you invite and make this happen.  Sometimes you may be working with a large family, or maybe they all live in one home.  Who do the First Nations community reach out to for support for their children and families? Each community has their own supports, just as off-reserve; it is always best to know and have those contacts – Family support, Band designate, Social Assistance support, Child and Family Services, all on-reserve supports.  Where you live, it is best to find out what this may look like, so you are able to support the children, families or community.