1 Introduction Most directors of early childhood programs find themselves working in a climate of ever-increasing regulations and standards, brought to life by mounds of required paperwork. Many come to their positions with little administrative experience to prepare them for the awe- some task of trying to run a quality program with less than adequate resources. They may have a handful of promising seeds, but before long they are stretched too thin, frantically patching the holes that continue to appear in their watering can. We wrote a new edition of this book because we believe early childhood program directors more than ever need to systematically develop their leadership and orga- nizational systems in relationship to a clear vision and set of values. Otherwise they will easily lose their moorings and their hearts for this challenging work. If directors are to be successful and satisfied with their work, they need not only skills and expertise but a way to get a handle on their jobs and a replenishing source of nourishment for themselves. Their professional development must not only include the skills of administration, business and finance, supervision, and human relations, but also the arts of dreaming, designing, organizing, and improvising. since the publication of the first edition of this book in 1998, the early childhood field has seen a number of exciting efforts aimed at enhancing the skills and leadership potential of program direc- tors. We welcome these efforts and list but a few examples in the last chapter of this book. These examples address what we have intuitively understood and what research now confirms: the director’s leadership