Introduction 5 This can’t be a one-shot run-through of regulations with the direc- tor, but a process over time with the director or a designated mentor helping new teachers fully integrate and learn how to think through the daily complexities of caring for and educating young children in group care. In today’s climate, an organizational system must be in place to mentor teachers to see how standards and outcomes that reflect the director’s vision of an expanded definition of quality can be met in the course of daily routines and planning. Directors must work with their budgets to create an organizational structure that provides teachers time to meet together in teams to discuss what is unfolding, build meaningful relationships with the children’s families, and pursue professional development goals for themselves. We once heard Carol brunson Day speak of strengthening the power of children to develop through their culture. This not only influenced our thinking about the role of ethnic culture in shaping development, but also inspired us to imagine the kind of early child- hood program culture that would support the power of the staff and families to develop. There are no quick fixes with this approach. It is steady, patient, improvisational work. You have to invent it as you go, shaping your program around the events and lives that come through your door each day. The Visionary Director offers a framework for thinking about and organizing your work. In these pages we suggest principles and strategies to cultivate the kind of thinking and activi- ties that support a vision of early childhood programs as learning