Tuesday, Jan. 24, 2017 3–4 p.m. EST
Join the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) for the Education Coordinator Webinar Series. In this episode, review the basics of Practice-Based Coaching (PBC) and discuss implementation considerations for education coordinators. Review strategies for both implementation and for supporting coaches.
Topics for the webinar include:
- What education coordinators need to know about PBC
- What to take into account before and during PBC implementation
- Resources to support education coordinators and coaches during PBC implementation
- What coaches will learn during the PBC Institute
Who Should Participate?
This webinar will benefit Head Start, Early Head Start, and child care education coordinators who are: considering implementing PBC and need more information on PBC and supports for coaches; implementing PBC and would benefit from a review of PBC and implementation considerations; and working with program leadership who are identifying staff to attend their Region’s PBC Institute.
Viewing the Webinar
Select the link to register: https://zerotothree.adobeconnect.com/e11ypnbo59p/event/registration.html
Save the Date
Mark your calendars for the next Education Coordinators webinar on Tuesday, March 28, 2017 at 3 p.m. EST.
If you have questions, contact NCECDTL at firstname.lastname@example.org or call (toll-free) at 1-844-261-3752.
In programs, all managers, staff, and families embrace the belief that children have the right to be safe by creating a culture of safety. They provide “an environment that encourages people to speak up about safety concerns, makes it safe to talk about mistakes and errors, and encourages learning from these events.” Children are safer when managers, staff, and families work together to improve the strategies they use in homes, centers, and the community so children don’t get hurt. Explore the resources below to learn more about creating a culture of safety.
Source: National Center on Health and Early Childhood Learning and Knowledge Center
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/safety-injury-prevention/culture-of-safety.html
The Office of Management and Budget (OMB) has issued new uniform administrative requirements, cost principles, and audit requirements effective Dec. 26, 2014, which are applicable to all Head Start and Early Head Start agencies and sub-recipients, including delegate agencies. The Office of Head Start (OHS) is providing general guidance to assist grantees in planning for implementation of the new requirements.
Source: Office of Head Start Policy
The Office of Head Start National Centers have produced this series of papers to support programs in developing and implementing planning systems.
The Head Start planning system is an essential part of program operations. Thoughtful planning is critical as programs shift from an indefinite grant period to a five year project period. Federal Oversight of Five Year Head Start Grants (ACF-IM-HS-14-02) and the five year grant application require programs to describe:
- Long-term goals they will accomplish during the five-year period
- Short-term objectives
- Expected outcomes that are aligned with the goals and objectives
- Tools and methods for tracking progress
Grantees also must report on their progress in their yearly continuation applications.
Using the Planning Papers
Head Start leaders can use the planning papers to:
- Ensure a shared understanding of program planning
- Review and discuss training plans with management teams, T/TA providers, and governing body, Tribal Council, and Policy Council members
- Set goals, write objectives and outcomes, and develop action plans
- Evaluate current goals, objectives, and action plans
Accessing the Papers
Get started by reading the Introduction and downloading the papers. The strategies and templates in the papers can help program develop plans for tracking progress.
- Introduction: Program Planning in Head Start offers an overview of the series and includes a useful glossary of terms.
- Topic 1: Understanding Goals, Objectives, Outcomes, Progress, and Action Plans defines key terms within a Head Start context and provides tips for developing each.
- Topic 2: Plans in Head Start is a primer on the types of plans that Head Start and Early Head Start programs most commonly create and implement.
- Topic 3: Program Goals and School Readiness Goals—Understanding the Relationship addresses the importance of keeping goals alive. It includes frequently asked questions about the relationship between program goals and school readiness goals.
- Topic 4: Goals, Objectives, Outcomes, Progress, and Action Plans—Program Examples provides two examples of what a program’s goals, objectives, expected outcomes, and action plans may look like.
- Topic 5: Program Planning and Parent, Family, and Community Engagement clarifies the process for setting goals and objectives related to family outcomes.
You also can download the entire Foundations for Excellence: Planning in Head Start booklet.
To learn more, contact the National Center on Program Management and Fiscal Operations at PMFOinfo@edc.org or (toll-free) 1-855-763-6647.
via Office of Head Start Resource.
As the federal role expands to support increased state investments in school-based prekindergarten programs, NAESP has released an updated, principal competency guide: Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice. Developed by a panel of leading practitioners, this standards document defines new competencies, and outlines a practical approach to high-quality early childhood education that is critical to laying a strong foundation for learning for young children from age three to grade three, or Pre-K-3.
Leading Pre-K-3 Learning Communities encompasses what principals believe:
- Learning starts early
- Supporting children to be prepared when they start school is essential to helping them get on the right track
- Developing appropriate skills, knowledge and dispositions is fundamental to children’s future success
- Getting children on grade level by the time they leave third grade, particularly in reading and math, is essential to ensuring they graduate from high school ready for college, careers and life
This groundbreaking work sets forth a strategy to help principals develop and expand their instructional leadership with a child-centered focus and acquire the practical skills necessary to address the academic, social, emotional and physical development needs of all young children. View the executive summary.
Source: National Association of Elementary School Principals.
Available at: http://www.naesp.org/llc
Monday, September 8, 2014 1:30 PM – 2:30 PM EDT
Westat and Child Trends are hosting webinars on the Family and Provider/Teacher Relationship Quality FPTRQ Measurement Development project, which has developed measures of provider/teacher practices that facilitate a positive family and provider or teacher relationships. This webinar is for state and local administrators and policymakers.
Webinar attendees will learn about:
- The FPTRQ project;
- FPTRQ’s conceptual model of family and provider/teacher relationships;
- The development of the FPTRQ surveys;
- A review of the psychometric properties of the FPTRQ constructs and subscales; and
- How to administer, score, and use the surveys.
Source: Westat and Child Trends
Available at: https://www1.gotomeeting.com/register/596330144
The News You Can Use e-newsletter examines topics important to staff who work directly with infants, toddlers, and families, including expectant families (e.g., home visitors, teachers, family child care providers). Each edition focuses on one particular topic, provides information about the topic and, through use of vignettes, shows how the information can be used in daily practice.
Source: Early Childhood Learning and Knowledge Center/Early Head Start National Resource Center
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/nycu/NewsYouCanUse.htm
Technical Assistance (TA) Papers highlight best practices in providing services to Early Head Start and Migrant and Seasonal Head Start children and families. Developed primarily for management staff (e.g., directors, supervisors, coordinators), TA papers provide clarification and in-depth information on a particular topic as well as guidance and strategies for putting the information into practice.
Source: Early Childhood Learning and Knowledge Center
Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/ta-papers/EarlyHeadStart.htm
Training completed by Head Start director Allison Dybing-Driessen will ultimately benefit children and their families from Early Explorers Head Start & early Head Start in Devils Lake, ND. Allison Dybing-Driessen is one of 40 graduates of the UCLA/Johnson & Johnson Head Start Management Fellows Program, an intensive two-week program, conducted at the UCLA Anderson School of Management in Los Angeles. The program was developed in 1991 to strengthen the management skills of Head Start administrators.
“As a former participant, I can personally acknowledge the insight and education this program offers to Head Start leaders,” said Ron Herndon, Chairman of the National Head Start Association. “Participants learn about financial management and data analysis, while developing a keen understanding of the broader environment in which Head Start operates.”
Throughout the program, fellows are equipped with the tools they will need to effectively lead and deliver developmental services in changing environments, secure funding, efficiently implement programs and network with other Head Start managers across the nation. Fellowships are awarded annually to Head Start administrators who have been selected by a specially assembled Program Advisory Board.
Source: Devils Lake Journal
Available at: http://www.devilslakejournal.com/news/education/x782942600/Local-administrator-graduates-from-Head-Start-Management-program
The work of nurturing babies and supporting families always revolves around relationships: the relationships of the teacher or home visitor with the infant, toddler, and family, and the relation- ships within the family or within the staff. Baker and Manfred-Petitt (2004) wrote, “Relationship-based pro- grams support the view that every interaction counts” (p. 10). They further described a “family model” of quality child care like the “loving web of relationships that surrounds a child in a well-functioning extended family … a community of people who care about the child and about one another” (p. 13).
Source: Early Head Start National Resource Center
Available at: http://www.ehsnrc.org/PDFfiles/TA13.pdf