118 ProgramManagement (PM) Rationale The quality of early childhood care and education is dramatically affected by the competence and leadership of a program administrator who plans, assesses, and modifies the program on a continuing basis. Professionals who have been entrusted with this role must be proficient in and knowledgeable of accepted business practices as they design and implement policies, procedures and systems that comply with regulatoryrequirements, financial management, marketing, and record keeping. Articulating a clear vision, philosophy, and mission for the program they administer is essential. Because children’s emotional well-being and development is dependent on stable and nurturing relationships with caring adults, effective program managers foster an organizational climate that supports staff needs so that highly qualified personnel are recruited and retained. Since the physical facility in which a program is housed has a major impact on all aspects of the program, the program manager is responsible for its design and maintenance, ensuring it is safe, comfortable, supportive, and welcoming to children, families, and staff. Strong and effective leaders listen well, make decisions, accept, and delegate responsibility, build meaningful and respectful partnerships as they advocate for children, families, and staff—inspiring all members of the community to be the best they can be. Core Knowledge Components Building on knowledge of sound business practices, effective educational programming, and human resources management, effective program managers and leaders must understand:  Arizona Department of Health, Child Care Licensing Standards – They implement systems that ensure compliance with governmental regulations and with professionalstandards.  Physical Facility – They design and maintain safe, comfortable and supportive physical environments for children, staff, and families.  Fiscal Management – They execute sound financial planning and management practices.  Risk Management - They ensure the safety of children, staff and families taking pro-active steps to reduce risk and prepare for emergencies.  Technology – They embrace technology to support program administration, communication, and advance information resourcing.  Human Resource Management – They create an organizational climate and maintain effective personnel policies and procedures that promote the recruitment, support, development, and retention of highly qualified staff members.  Program Planning and Evaluation – They oversee planning, implementation, evaluation, and continuous improvement of the program’s mission, goals, and philosophy. Core Knowledge Competencies The competencies and indicators on the following pages specify how the specific knowledge, behaviors and practices are demonstrated by early childhood professionals across five levels of proficiency that follow a progression of knowledge, skills and abilities. The levels build on one another, with the belief that a person working on competencies at Level III has already achieved most or all of the competencies at Level I and II.