A GUIDE FOR EDUCATION COORDINATORS IN HEAD START U. S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Head Start Bureau Education Services Branch TABLE OF CONTENTS I. AN OVERVIEW OF HEAD START AND THE EDUCATION COMPONENT
Overview
What Makes Head Start Unique
Major Program Improvement Efforts
Responsibilities of the Education Coordinator
ResourcesII. THE LEADERSHIP ROLE OF THE EDUCATION COORDINATOR
Leadership in the Education Component
interaction with a-Others in Head Start
Setting the Standard for Quality
Serving as a Resource
Developing Management Skills
Child Advocacy
Strategies for Successful Leadership
ResourcesIII. PLANNING THE EDUCATION COMPONENT
The Education Component Plan
Step One: Organize a Planning Group of Staff, Parents, and Community Representatives
Step Two: Review the Community Needs Assessment.
Step Three: Review the Performance Standards and Develop Format for the Plan
Step Four: Define the Program. Philosophy
Step Five: Agree on Goals and Objectives
Step Six: Establish the Curriculum
Step Seven: Identify Responsibilities, Time Lines, Documentation
Step Eight: Final Review Process
Budgeting for the Education Component
Staffing the Education Component
Strategies for Successful Planning
ResourcesIV. IMPLEMENTING THE EDUCATION COMPONENT PLAN
Overseeing and Supporting the Daily Program
Individualizing the Program
The Physical Environment
Materials and Equipment
Classroom Management and Relationships
Planning: Pulling It All Together
Establishing Linkages with Elementary Schools
Involving Parents in the Educational Program
Strategies for Successful Implementation of the Education Plan
ResourcesV. ADMINISTERING THE EDUCATION COMPONENT
Head Start Program Policies and Procedures
Record Keeping
Tracking the Activities of the Education Component
Overseeing Facilities
Strategies for Successful Administration
ResourcesVI. SUPERVISING THE EDUCATION COMPONENT STAFF
Effective Supervision Is Based on Job Standards
Motivating Staff
An Individualized Approach to Supervision
Evaluating Staff Performance
Dealing with Performance Problems
Helping Teachers Supervise
Strategies for Successful Supervision
ResourcesVII. STAFF AND PARENT TRAINING
Head Start's Commitment to Training
Developing the Education Component Training Plan
Implementing Staff Training
Implementing Training for Parents and Volunteers
Strategies for Successful Training
ResourcesVIII. EVALUATING THE EDUCATION COMPONENT
The Annual Self-Assessment
Local Program Evaluation Efforts
Strategies for Successful Evaluation
Resources
ACKNOWLEDGEMENTS
The development of A Guide for Education Coordinators in Head Start involved several groups of individuals who participated at various stages of the project. We are deeply appreciative of the time and assistance they so generously gave to the project.The ACYF National and Regional Staff, especially Dr. Soledad Arenas, the Project Officer, provided support and direction throughout the project; Clennie Murphy, Dr. Pamela Coughlin, Richard Johnson, Douglas Klafehn, Dollie Wolverton, Dr. Mary Lewis, and Martella Pollard, all commented on drafts of the Guide.
The Panel of Experts met twice in Washington, D.C., extensively critiqued two drafts of the Guide, and provided guidance and direction.
Barabara T. Bowman
Yvonne F. Bushyhead
Helen Fisher-Ferguson
Yolanda Garcia
Dr. Jenni W. Klein
Dorothy Kroehler
Sr. Geraldine O'Brien
Jeanne W. Quill
Judith Rothschild-Stolberg
Dr. Masako N. TanakaA Design Team met with Creative Associates' staff on several occasions to react to content outlines and to brainstorm ideas. Several members assisted in drafting and reviewing sections of the Guide.
Dr. Ann Gardner
Marilyn Goldhammer
Nancy Goldsmith
Mattie Jackson
Barbara Kamara
Roxanne Kaufman
Dr. Joan Lombardi
Nancy Mallory
Joanna Phinney
Peter Pizzolongo
Helen Taylor
Ruth UhlmannThe Validators, seventeen Education Coordinators in Region III, donated their time to attend a two-day orientation, used the Guide and Resource Papers in their work for two months, and provided us with feedback and comments.
Mary Aangeenbrug
Tillie Bayless
Patricia Clark
Faith Coddington
Joann Elliott Cooper
Mattie Jackson
Mary Ann Johnson
Brenda Jones
Beth Molesworth
Suzanne Retzer
Yolanda Roberts
James Rossi
Nancy Parker Smith
Lavern Stewart
Jill WitherellEducation Coordinators across the country attended workshops on the Guide at NAEYC and the National Head Start Conference, responded to our phone calls, and validated the content and need for A Guide for Education Coordinators in Head Start.
INTRODUCTION The Education Component is the largest and most complex of all components in the Head Start Program. The ongoing, daily contact that the education staff has with children and parents puts the Education Component at the hub of program activities that address not only the child's cognitive development but also physical, emotional, and social development. What takes place every day in the centers and in the child's home affects every component and the services it provides. Through daily interactions, the education staff can develop and nurture in parents a sense of trust and shared responsibility for achieving program goals.
As the Performance Standards state, the overall goal of the Head Start Program is to bring about a greater degree of social competence in the children of low-income families. Under the supervision of the Head Start Director, the Education Coordinator has the primary responsibility for ensuring that the following Performance Standards objectives are achieved:(a) Provide children with a learning environment and the varied experiences which will help them develop socially, intellectually, physically,.and emotionally in a manner appropriate to their age and stage of development toward the ultimate goal of social competence.
(b) Integrate the educational aspects of the various Head Start components in the daily program of activities.
(c) Involve parents in educational activities of the program to enhance their role as the principal influence on the child's education and development.
(d) Assist parents to increase knowledge, understanding, skills, and experience in child growth and development.
(e) Identify and reinforce experiences which occur in the home that parents can utilize as educational activities for their children.
PURPOSE OF THIS GUIDE
The purpose of this guide is to provide a resource for new and experienced Education Coordinators as they work to achieve the objectives of the Education Component. It addresses the roles and responsibilities of Education Coordinators who supervise education staff in planning, implementing, and evaluating educational services in Head Start programs. It can also serve as a training document for Education Coordinators in large grantees who supervise other Education Coordinators. The Guide explains how to comply with the Performance Standards and provides good practices and procedures for implementing the education program. The Guide draws from both a research and field-based assessment of the responsibilities of Education Coordinators, emphasizes the interrelationship of the Education Component with other program components, and offers strategies for carrying out responsibilities efficiently and effectively.
FEATURES OF THE GUIDE
The Guide has several features that contribute to its usefulness. First, it is comprehensive. Because it is intended for both new and experienced Education Coordinators, the Guide includes strategies not only for building new leadership capabilities but also for enhancing existing ones. It emphasizes resource development and directs the reader to mateialials where further information on particular topics can be found. It can be read cover to cover or used selectively as a resource.
Second, the Guide is practical. Because the content of the Guide is based on research, expert opinion, and interviews with a large and varied sample of Head Start Education Coordinators, it provides realistic strategies for performing key tasks and relates theories and concepts to everyday operations.
Finally, the Guide is adaptable. Readers are encouraged to select those parts that are relevant to their needs, their interests, and their program. Narrative discussions in the text are supported by a second volume of resources in loose-leaf format to enable Education Coordinators to add materials from their own program and other resources they have found useful.UNDERLYING THEMES
There are several themes that generate the Head Start Program; these are integrated throughout the Guide. The first important theme is that the Performance Standards are the requirements of the program. They set the standards for the services to be provided and should be used as a continuous reference by Education Coordinators in planning, implementing, and evaluating the component.
Collaboration is the key to a successful Head Start program. Head Start is comprehensive by design and requires input from a variety of people. Education Coordinators must work with the Head Start Director, parents, staff, component coordinators, and community members to achieve the goal of developing the whole child.
The third underlying theme is Head Start's requirement to individualize the program. This means tailoring the program to build on the unique strengths and interests of each person and to meet individual needs. It applies to the children, the staff, and the parents.
Closely related to both a collaborative spirit and the need for individualization is Head Start's commitment to participatory management. During every stage, programs are required to involve parents, staff, and the community in major program decisions. This participation is required to ensure that the program always reflects not only the ideas of the administrators and staff but also the needs, concens, and ideas of the parents and the community.
The last recurring theme is the partnership with parents. Head Start is based on the premise that parents are a child's most important teachers, particularly during the preschool years. Parents should therefore receive support and guidance in helping their children develop at home and should also have input into the program that is being provided. With parent involvement, the program not only is more relevant to the children and their families but also builds parent skills and self-confidence and instills in them a belief that they can have an effect on their lives and their environment.HOW TO USE THIS GUIDE
This Guide is meant to be used in conjunction with the Head Start Performance Standards, policy manuals, and other documents published by the Administration for Children, Youth and Families (ACYF) and each local program. Education Coordinators should make sure they have copies of all program requirements and familiarize themselves with these documents. In particular, Education Coordinators who supervise the home-based option might wish to read A Guide to Operating a Home-Based Child Development Program. Although many topics discussed in A Guide for Education Coordinators in Head Start are relevant to the home-based option, it primarily addresses the tasks and responsibilities involved in overseeing the center-based option. However, Education Coordinators are responsible for quality control of Education Component services regardless of the program option used to deliver Head Start services.
The eight chapters of the Guide discuss the key roles of the Education Coordinator: leading the Education Component; planning, implementing, administering, and monitoring the educational services; supervising staff; training staff and parents; and evaluating the educational program.
With the exception of the first chapter, each chapter begins with an overview of the responsibilities of the Education Coordinator in that role, a list of activities to perform and documents to review before reading the chapter, and a self-assessment. These documents include Head Start requirements and local program manuals. Narrative discussions of concepts and strategies related to performing relevant responsibilities follow. Each chapter concludes with a topical bibliography of annotated resources. In addition, Education Coordinators are encouraged to contact their regional offices for a list of available resources.
The Guide is accompanied by a set of Resource Papers. These papers include checklists, sample forms, short articles, and other materials that can be adapted to meet the needs of the local program.
THE HEAD START DICTIONARY
ACYF-Administration for Children, Youth and Families. The branch of the Department of Health and Human Services that administers Head Start and other programs concerned with children and families (formerly known as Office of Child Development).Board of Directors. The group of people that has the legal responsibility of setting the purpose and policies of an organization. Refers to either grantee or delegate agencies.
CAA-Community Action Agency. An organization, either public or private-nonprofit, which is funded to administer and coordinate on a community-wide basis, a variety of antipoverty programs (formerly funded by OEO or CSA).
CDA-Child Development Associate Program. An individualized, competency-based assessment and credentialing program for early childhood staff. Credentials are granted to candidates who demonstrate competencies in six competency goals and thirteen related functional areas. Training is also provided to improve staff performance in these areas and to help staff attain the CDA credential.
Center Committee. A committee composed of all parents who have children enrolled in a particular Head Start center.
CNA-Community Needs Assessment. A survey in which data are gathered on the specific needs of the low-income families in the community and the resources available to meet them.
Community Representative. Any member of a Policy Council or Committee who is not a parent of a currently enrolled child, e.g., past parents, agency representatives, etc.
Delegate Agency. An agency to which responsibility is delegated by the grantee for the operation of a total Head Start program or a significant portion.
DHHS-Department of Health and Human Services. The federal agency responsible for all federal programs dealing with health and welfare.
Education Advisory Committee. A group of parents, staff, and community representatives who review the activities of the Education Component and provide suggestions and support.
Grantee. A public or private agency that receives funds directly from ACYF to operate a Head Start program.
Home-Based. A Head Start program option that focuses on parents as educators and includes regular home visits by an assigned home visitor who works with families and supports parents in meeting the needs of their young children.
Home Visitor. The primary contact with families in the home-based program option. The home visitor works with parents to enhance their capabilities as educators of their children. He/she assists parents in identifying their children's strengths and needs, shares information, discusses parent concerns, and plans and carries out small and large group activities for children and parents.
IEP-Individual Education Plan. An individualized plan of providing services to Head Start children with special needs. Each plan is based on a needs assessment and developed by the Coordinator of Handicapped Services in cooperation with the child's parents, health professionals, and Head Start staff.
OHDS-Office of Human Development Services. The office in the Department of Health and Human Services responsible for the Administration for Children, Youth and Families.
PC-Policy Council. A council set up at the grantee level. At least 50 percent of the members must be parents of Head Start children currently enrolled in the grantee Head Start program. It may also include representatives of the community. Where the grantee delegates the Head Start Program to various agencies (delegate agencies), each delegate agency has a Policy Committee and representatives from each Policy Committee help to make up the Policy Council.
Performance Standards. The Head Start program functions, activities, and facilities required to meet the objectives and goals of the Head Start program.
PIR-Program Information Report. The form that provides quantitative information on key characteristics of each Head Start program, and is completed once a year.
PL 94-142. The Education of All Handicapped Children Act, which provides for a free, appropriate public education for children with handicaps from age 3 through 21. It sets procedures for serving the children and for involving the parents in planning their child's special education services. (Reauthorized under P.L. 98-199.)
Policy Committee. A committee set up at the delegate agency level when the program is administered in whole or in part by such an agency. At least 50 percent of the membership of the committee must be parents of children enrolled in that delegate agency program. It may also include representatives from the community.
PYE-Program Year End Date. The date that a grantee's current Head Start grant expires.
RAP-Resource Access Project. A training and technical assistance network that provides Head Start programs with training and resources for working with handicapped children.
SAVI-Self-Assessment/Validation Instrument. The instrument used by many grantees and delegates to conduct the annual self-assessment.
Self-Assessment. The process whereby the staff, parents, and community of a local Head Start program assess their total program's compliance with the Performance Standards.
70.2. The parent involvement policy that became an integral part of the Head Start Performance Standards in 1975.
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