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.  

Understanding Governance on Reserve

Taking time to understand how governance works in the Nations, such as elections, hereditary Chiefs, and Chief and Council Leadership roles, responsibilities and timelines. Exploring various ways in which Nations may carry out their role and understanding of responsibilities. Learning about the various ways of governance modules, financial management, and human resources. Participants will also learn that, while or when working on reserve in the province of BC, you will learn about the various governance structures on reserve, such as the roles and responsibilities of an elected Chief (President) and the Council (the Board of Directors). Band Manager/Band Administrator, and how they work with the Leadership and the staff that work for the Nation/Band/Community.  How long is their term? And what portfolios do they carry?

Request for Decision (RED) 

Sent to Leadership for their review and approval at their Chief and Council meeting. 

Band Council Resolution (BCR) 

Having Leadership sign off on a BCR means they support this request. Needs date, signature, and the amount of money being requested. This application process to be completed – learning what it means to have a BCR signed off on – it means that Leadership

Understanding within each Band/Tribe/Nation can share the role of Leadership; the council members and Band Managers and what those positions may include with duties and responsibilities.  These positions provide an opportunity for both to be able to share ideas and thoughts for their children and what “Leadership” is supporting and wanting to see for their children in their community.  Leadership may assign community members to come into the programs and share cultural teachings, songs, dance, various cultural ways of being on the land, in the forest, on the water, or the Nation may have an “Elders” group that may be assigned to work and support the Early Years programs within the Nation. This may be a direction from “Leadership”.  Creating opportunities to listen and learn what is needed and wanted in that Nation/Community/Band.    

All Childcare/Early Learning programs on or off reserve must comply with licensing requirements for all types of childcare programs such as group care, family childcare, preschool, and afterschool care.  The licensing requirements are all the same for off- and on-reserve programs. 

Activity 1.1

Roles and Responsibilities

The first activity of this module will help you consider some of the required tasks and responsibilities of managers and administrators in child care centres.

Take a moment and write a list of administrative and managerial responsibilities. After you have made your list, compare it to the list provided below and take a moment to reflect on the following:

• What similarities exist between your list and the one below?
• What responsibilities surprised you on the list below?
• What responsibilities are ones you feel comfortable with?

Administrative responsibilities may include but are not limited to:

• Oversee programming and curriculum to ensure alignment with the centre's philosophy and collaboratively develop programming.
• Facilitate collaborative dialogue about programming.
• Ensure the rights of staff, children, and families are upheld.
• Build partnerships with families and community members.
• Manage human resources and oversee managers and staff.
• Organize and support professional development opportunities for staff.
• Oversee centre financial management, including accounts, payroll and funding streams.
• Obtain and maintain facility licenses.
• Ensure the centre has appropriate insurance coverage and business licenses
• Ensure compliance with legislation and regulatory requirements.
• Collaboratively develop and review policies and procedures.
• Monitor day-to-day operations, including managing enrolment and staff files.
• Purchase and repair supplies, materials, equipment, and facilities
• Ensure health and safety standards are upheld within the facility.
• Maintain a safe and compliant workplace.
• Develop and implement security measures and emergency response plans.
• Promote diversity, equity, and inclusion within the centre.
• Facilitate problem-solving and conflict resolution
• Address concerns and complaints in a timely and effective manner.
• Communicate effectively within the centre community.
• Prepare reports and facilitate meetings as required.

For an in-depth overview of administrative roles and responsibilities, visit The Child Care Human Resource Sector’s Occupational Standards for Child care Administrators(Child Care Human Resource Sector).

Reference

Child Care Human Resource Sector Council. (2013). Occupational Standards for Child Care Administrators. https://www.ccsc-cssge.ca/sites/default/files/uploads/Projects-Pubs-Docs/EN%20Pub%20Chart/OS_Admin_Web%28final%29.pdf

Activity 1.1 Continued

Now that you have explored some of the roles and responsibilities that come with your position take time to reflect and document your thoughts meaningfully.

How do you create balance in your role, to ensure that you are able to build relationships with families, children and staff?

Consider creating a journal entry where you list both the explicit tasks and responsibilities unique to your context and the less formal but equally important aspects of your role.

For example, your list might include duties such as leading staff meetings, completing administrative paperwork, or ensuring compliance with policies. It might also include acts of care like listening to parents, mentoring staff, helping children, shovelling snow from the path in the morning, or even unclogging toilets.

If writing isn’t your preferred method, consider using other forms of reflection, such as:

• Creating a mind map or visual diagram.
• Recording an audio or video journal.
• Drawing or sketching your thoughts.
• Building a collage or mood board that represents your daily experiences.

Choose a format that resonates with you and allows you to reflect on both the formal and informal aspects of your leadership role.