write a 1 page reflection paper on what you knew and what you learned from reading this article.

Pam Harper is the administrator of an inclusive early education and care center that offers both traditional early education and care services and Prescribed Pediatric Extended Care services for children with medical needs who require skilled nursing care. Pam opened the program in 2000, and it has since been thriving. Pam employs 10 early childhood staff: 80 percent of the staff have been employed at the center for over three years, including three staff members who have been at the center for more than 10 years.

Pam's record of staff retention is quite uncommon for early care and education programs. High turnover has plagued the profession since its beginnings. In 2012, the mean annual staff departure rate for early education and care centers was 13 percent, a decrease from 25 percent in 1990 (Whitebook, Phillips, & Howes 2014). (New data are now being collected; to learn about the 2019 National Survey of Early Care and Education, visit www.norc.org/Research/Projects/Pages/national-survey-of-early-care-and-education.aspx.) While staff retention is improving, the need to address it is still urgent. The consequences in the wake of high turnover are staggering, with the loss of staff affecting children, families, and the general morale and stress levels of staff remaining in the program (Marotz & Lawson 2007).

There are a number of factors that may contribute to staff turnover. While minimal pay and lack of benefits are often cited as causes (Whitebook, Phillips, & Howes 2014), there are other contributing factors (Cassidy et al. 2011). Elements of the work environmentsuch as administrative support, satisfaction with coworkers, and the perceived value of staff members' workare factors in why staff choose to leave or stay (Russell, Williams, & Gleason-Gomez 2010; Cassidy et al. 2011). Creating the type of work environment that addresses these factors may seem daunting, but leaders like Pam have found low-cost ways to increase staff retention.

Unlocking her secrets to successful staff retention was our goal when we sat down to talk with Pam. We anticipated coming away with a list of "must do" practices, which we did; but we also came away with a much deeper understanding of what it takes to operate a program in which staff want to stay.

As we talked with Pam, a consistent theme emerged: the staff are valued and respected, and the work each person does is appreciated. This may seem simplistic, but truly being able to embed this notion in program culture requires intentionality and effort. This article summarizes Pam's key strategies and practices; we have organized her powerful messages according to the elements of the work environment noted earlier, namely administrative support, satisfaction with coworkers, and perceived value of staff work.

Administrative support

Administrative support may be the single most critical influence in the success of staff retention, given its encompassing nature. Administrative support manifests itself in many ways, and defining it as a concept opens it to individual interpretation (Russell, Williams, & Gleason-Gomez 2010). One essential component is facilitating a sense of community among caregivers, which reduces feelings of anxiety and hostility, thereby aiding in staff retention (Hale-Jinks, Knopf, & Kemple 2006). For Pam, building community starts with communication and flexibility. Communication is key in expressing support, and it cannot be overemphasized. Pam believes it should be fluid, abundant, and purposeful. When information is shared with staff, it conveys that staff are important. Different ways of sharing information should be in place, ensuring not only communication to staff, but from and among staff as well.

Pam also prioritizes flexibility because she understands that staff members have lives outside of work. As the administrator, Pam plays a role in helping staff with their work-family balance. She is as flexible as possible with staff schedules, particularly lunchtimes and days off, to allow for personal needs, attending children's activities, and taking higher education courses. Flexibility is important inside the classroom too. Lesson planning, activities, room arrangement, and overall classroom management are all areas that benefit from the creativity and freedom that flexibility provides.

While there are many ways in which administrative support can be conveyed, what matters most is that staff feel supported. A teacher in Pam's center wrote, "I've been in the center for almost three years. I love being here because my boss is great. She is a good, hardworking person. She appreciates my work and always shows that. I learned a lot from her. I've been in several centers, but she is the only boss that really understands how hard it is working in this field." Evoking this type of response should be every administrator's goal, and with intentional planning and conscious effort, it can be attained.

Satisfaction with coworkers

Years ago, a center director shared with us, "People don't leave jobs; people leave people." While this is a broad statement, research does support the concept that a person's relationships with coworkers are a factor in deciding whether to seek another job (Cassidy et al. 2011). An administrator can't make staff like each other, but there are strategies that can be put into place to cultivate good relationships and a strong team. Building on individual strengths can be a productive first step in the process.

A team's power is in its diversity of strengths, personalities, experiences, and knowledge.

Starting a conversation about team building by talking about individual strengths may seem like a contradiction, but a team starts with individuals. While identifying a person's strengths takes time and watchful patience, once strengths have been determined, opportunities can be created for that staff member to showcase those strengths and be successful. For example, Pam asks teachers who are detail-oriented to be in charge of fundraisers, and she asks teachers who are approachable and skilled at explaining things to help orient new staff.

A team's power is in its diversity of strengths, personalities, experiences, and knowledge. The challenge is helping staff understand and value that diversity. Setting the expectation that everyone needs to work together is another essential step to take early in the team-building process. Pam tells her staff, "You don't have to like each other, you don't have to be best friends, you don't have to socialize outside of here, but you have to respect each other and work together when you are at work."

Pam's commitment to facilitating coworker relationships is reflected in the way she handles staff conflict. Pam understands that even the smallest issues can fester into larger disputes, so she sits down with staff to talk through issues when they arise, getting into the tiniest details to help staff come to an agreement of what works for each person.

For example, at her center, a change in staff schedules resulted in problems with the laundry schedule, which led to contention between two staff members about who could use the washing machine and when. Pam sat down with the two, listened, and talked them through how the issue came about and possible solutions to it. The two individuals were tasked with creating a new laundry schedule that would allow everyone access when they needed it.

A work environment in which staff feel valued, respected, and appreciated is key.

Confidentiality is also important: Pam has a written center policy that prohibits staff from talking inappropriately about children, families, and each other, which includes posts on staff members' personal social media accounts. This halts gossip and makes clear that it is unacceptable.

Pam also creates opportunities for staff to get to know each other in a more personal way, allowing staff to appreciate each other as individuals with lives and interests outside of work. Hosting events like picnics for staff and their families fosters relationships both at work and outside of it. Pam's staff frequently gathers socially outside of work, and the gatherings often include staff who have previously worked at the programa demonstration of lasting friendships.

Perceived value of staff work

A common misconception in the US about early childhood educators is that they are just watching children while families are at work. Of course, those of us in the profession (and many outside of it too) know that the role of early care and education providers is much bigger, harder, and more important than that unfortunate stereotype conveys. Early educators are setting the stageintellectually, socially, and emotionallyfor the rest of children's lives. That is easy to forget amidst the daily activities and chores of a classroom, so reminding staff of the big picture and of their vital contributions is crucial.

In addition to directly conveying her own appreciation to her staff, Pam helps them feel connected to the community and to the larger early childhood profession by being involved in numerous organizations, initiatives, and committees and passing information on to her staff. Pam frequently uses email to share relevant articles, newsletters, and announcements with her staff. She takes the time to send these resources "to make them understand it's a bigger world than just their eight hours a day here." Helping staff see the value of their work as it is situated in the broader field of education is crucial in fostering a sense of professionalism and purpose.

It is also important for staff to feel that the program administrators value teachers' work. Teachers who feel valued and respected are more likely to stay in their jobs, while those who feel unappreciated are more likely to leave (Marotz & Lawson 2007). Demonstrating appreciation can be achieved with minimal or no cost, as long as it is genuine. Acts of appreciation can occur weekly, periodically, or on special occasions. Some suggestions, based on our conversation with Pam and on our own experiences, are provided in the table, "Expressions of Appreciation for Staff," on the previous page.

When we commented on the many things she does for her staff, Pam replied, "For me, hiring is such a pain. . . . It's traumatic for the kids, it's traumatic for the parents, and it's a lot of work to hire somebody, train somebody, and hope that it all works out. . . . It's so much more beneficial to keep and build the staff you have. Doing those little things helps to do that."

Conclusion

Staff turnover is an ongoing challenge in the early childhood education profession. A work environment in which staff feel valued, respected, and appreciated is key, and it is something administrators have the power to create.

An administrator who is able to integrate challenge, opportunity, and recognition into everyday work activities is more likely to hold on to employees who are committed to their jobs (Marotz & Lawson 2007). One teacher from Pam's program expressed what all administrators would like to hear more frequently: "I really enjoy working here. I've been here since 2005. I plan on staying here until I retire."