Standard 10: NAEYC Accreditation Criteria for Leadership and Management Standard

The following chart presents the accreditation criteria for this topic area. Each criterion provides specific details to guide program plans, policies and practices. The criteria are numbered (01, 02, 03, etc.) within their topic area. Each criterion within each program standard is identified by its relevant age group (or groups). Many criteria are identified as "universal" (U), meaning that all classrooms and programs pursuing NAEYC Accreditation must address these criteria. These aspects of quality should be seen in any programs or classrooms serving birth through kindergarten, though they may look somewhat different in practice depending on the children's age.

Age Groups:
U = universal
I = infant
T = toddlers/twos
P = preschool
K = kindergarten

10.A.
Leadership

10.A.01
U   I   T   P   K
The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes.

10.A.02
U   I   T   P   K
The program administrator has the educational qualifications and personal commitment required to serve as the program's operational and pedagogical leader. The administrator

• has at least a baccalaureate degree (degrees and college coursework from regionally accredited institutions of higher education that may have been earned through online course work, distance learning, degree completion programs or some combination that offer credit as part of a formal assessment of prior learning.)
• has at least 9 credit-bearing hours of specialized college-level course work in administration, leadership, and management (which can be in school administration, business management, communication, technology, early childhood management or administration, or some combination of these areas.)
• has at least 24 credit-bearing hours of specialized college-level course work in early childhood education, child development, elementary education, or early childhood special education that encompasses child development and children's learning from birth through kindergarten; family and community relationships; the practices of observing, documenting, and assessing young children; teaching and learning processes; and professional practices and development

OR

• documents that a plan is in place to meet the above qualifications within five years.

OR

• having achieved a combination of relevant formal education and experience as specified in Table 2, Alternative Pathways to Achieve Educational Qualifications of a Program Administrator.

(This is a required criterion.)
10.A.03
U   I   T   P   K
The program administrator demonstrates commitment to a high level of continuing professional competence and an ability to promote teamwork.

10.A.04
U   I   T   P   K
The program, regardless of its size or funding auspices, has a designated program administrator with the educational qualifications detailed in Criterion 10.A.02.

When a program has a total enrollment of fewer than 60 full-time equivalent (FTE) children, employs fewer than eight FTE staff, or both,

• a program may have a part-time administrator or an administrator who fulfills a dual role (e.g., teacher-administrator), and
• In multi-site programs, the sites may share an off-site administrator.

When a program has a total enrollment of 60 or more FTE children, employs eight or more FTE staff, or both,

• a program has a full-time administrator, or
• at multi-site programs, individual facilities have on-site a full-time administrator or full-time manager under the direct supervision of an individual who meets the qualifications outlined for the program administrator.

Note: When two or more people share administrative responsibilities, at least one person must meet the qualifications detailed in criterion 10.A.02. This person is considered the designated administrator, and her or his contributions will be included in the assessment of criteria within the Leadership topic area.

10.A.05
U   I   T   P   K
The program administrator provides leadership to staff to implement the program mission.

10.A.06
U   I   T   P   K
The program administrator responds proactively to changing conditions to enhance program quality.

10.A.07
U   I   T   P   K
The program administrator and other program leaders systematically support an organizational climate that fosters trust, collaboration, and inclusion.