| There are many Special Interest Groups that | | | | regarding legal issues, a tax accountant can advise |
| operate within the early childhood program. All | | | | on tax issues, and an educator can advise |
| these Special Interest Groups, and their needs, | | | | regarding curriculum. Board members often come |
| eventually end up at the center director's office. | | | | with "deep pockets" or money they willingly |
| The director you see, acts like a traffic cop, and | | | | contribute to the program to make it a success. |
| guides a program toward realizing its Mission | | | | A well-balanced board will have complementary |
| Statement. It's imperative that the director | | | | members so that their decision making process |
| understands who serves in each special interest | | | | can draw on many disciplines. |
| group and how these interest groups function and | | | | This broad base of experience is important for it |
| how they interact with other interest groups at | | | | is usually the board that is legally responsible of |
| the center. | | | | ensuring that the center operates within the law |
| The experienced director has learned to identify | | | | and remains financially solvent. |
| these various groups, learned how to interface | | | | While some board members may receive |
| with all of them, and learned how to interact with | | | | payment for service, most do not. Members |
| all of them. Hopefully the director has developed | | | | serve on a board as an expression of their civic |
| this skill early in her career because it is usually | | | | interest. At child care facilities, most board |
| the Board of Directors who hires, and terminates | | | | members have made it in their career. They no |
| the director. Developing a strong and positive line | | | | longer need child care but they remember when |
| of communication with the Board of Directors as | | | | they did need child care. Now they want to |
| well as all other interest groups will help the | | | | improve child care for others. In return for |
| program runs smoothly. | | | | serving on a board, members receive public |
| The Board of Directors is made up of people who | | | | recognition for their work while having an |
| generally have been invited to serve on the board | | | | opportunity to shape a program. |
| for various reasons. The invitation may have | | | | Board members usually have little day-to-day |
| come from the daycare center owner, another | | | | contact with the child care facility, its staff, or its |
| board member, or the director. Board members | | | | children. Their interests in the program and |
| bring unique expertise from their professional field | | | | influence over the program can be long reaching |
| and apply it to the child care situation. They come | | | | and must be respected. A great and dedicated |
| with valued experience and connections. For | | | | board can make a strong child care center |
| example, a pediatrician can advise on health care | | | | program. |
| issues at a center, an attorney can advise | | | | |