Staff Relations

Toddlers

What We Saw: One teacher stuffs valentines into envelopes as the other teacher changes children's diapers. The first teacher watches the children try to wash at the sink, and asks a boy to turn the water on for another child. He doesn't know how either, so she assists them both. She then helps the children in getting dressed for a walk to the mailbox. She sits a boy in her lap to put on his snowpants, and asks another boy to "Please bring me his boots". He does. When the other teacher comes over to help in dressing the children, she leaves briefly for her own bathroom break.

What It Means: The teachers in this classroom have built a good working relationship. They "back each other up", knowing what assistance to provide without needing to be asked. They smoothly divide up responsibility for handling preparation, diapering and dressing routines, alternating duties so one teacher maintains a focus on the children while the other handles a routine. They foster this spirit of assistance and team work in the children, while modeling it in their own relationship. Watching them is like watching dance partners or a championship sports team.

Children With Special Needs

What We Saw: A physical therapist and an occupational therapist met to discuss concerns the teacher had with a significantly delayed child. The teacher wanted to discuss ways to safely position the child. The therapists showed her different ways and the teacher asked questions in return. They practiced with the child so that the teacher and child felt comfortable with it. They also discussed the child's progress and the teacher told them that she wants to work on his physical development goals and be actively involved in his treatment plan.

What It Means: By requesting a meeting, the teacher was telling the therapists that she wanted to contribute to the therapeutic efforts. The therapists were thrilled to work on a professional partnership with the classroom teacher. They understand that if the all work in consistent, mutually reinforcing ways with the child it will multiply the effectiveness of treatment, and the teacher has many more "contact hours" with the child each week than anyone else. Children benefit greatly when all partners in their early childhood experience communicate and work together.

Back

More Staff Relations Promising Practices