VII. STAFF AND PARENT TRAINING





HEAD START'S COMMITMENT TO TRAINING
Training in the Education Component
Responsibilities of the Education Coordinator for Training

DEVELOPING THE EDUCATION COMPONENT TRAINING PLAN
Step One: Review Program Training Requirements
Step Two: Assess Program Training Needs
Step Three Assess Individual Training Needs
Step Four: Analyze Needs Assessment Results
Step Five: Select Training Resources
Step Six: Write the Training Plan
Step Seven: Develop the Training Budget
Step Eight: Complete Final Review of the Training Plan

IMPLEMENTING STAFF TRAINING
Coordinating Training Activities
Conducting Training
Providing Resources
Ongoing Training Opportunities
Promoting Professionalism and Recognizing Achievement

IMPLEMENTING TRAINING FOR PARENTS AND VOLUNTEERS
Training for Parents
Training for Volunteers

STRATEGIES FOR SUCCESSFUL TRAINING

RESOURCES

THE RESPONSIBILITIES OF THE EDUCATION COORDINATOR
FOR PARENT AND STAFF TRAINING
BEFORE READING THIS CHAPTER
SELF-ASSESSMENT: STAFF AND PARENT TRAINING

HEAD START'S COMMITMENT TO TRAINING

1. Do I share responsibility for training with trainees?
2. Do I encourage staff to seek the CDA credential?
3. Do I advance my own professional growth?
4. Do I use the CDA competencies as a framework for in-service training?

TRAINING PLAN

5 Do I know the training requirements mandated by the Performance Standards?
6. Do I understand the steps involved in developing a training plan for staff, parents, and volunteers?
7. Do I work collaboratively with other coordinators to develop a training plan?
8. Am I able to identify and select appropriate training resources?

IMPLEMENTING STAFF TRAINING

9. Do I prepare both the trainer and trainees for training opportunities?
10. Do I incorporate a variety of techniques into my training activities?
11. Do I carefully plan logistics before each training event?
12. Do I have a systematic plan for evaluating the training program?
13. Do I incorporate training activities into regular activities such as supervision and staff meetings?

IMPLEMENTING TRAINING FOR PARENTS AND
VOLUNTEERS

14. Do I provide training opportunities for parents that enhance
their knowledge and understanding of educational and developmental needs of their children?
15. Do I provide orientation and in-service training for classroom volunteers?

Review your responses especially those you marked "Needs My Attention," and circle those topics you want to work on. List them below in order of their importance to you.

HEAD START'S COMMITMENT TO TRAINING

Head Start's commitment to provide a quality program for children and families is reflected in the emphasis placed on promoting the growth and development of staff, parents, and children. This commitment to quality care and to professional development is demonstrated by the emphasis placed on training and technical assistance throughout the history of the program.

TRAINING IN THE EDUCATION
COMPONENT

Training for staff and parents in the Education Component is planned, coordinated, and sometimes provided by the Education Coordinator. Four types of training are offered each program year:

Orientation for new staff, volunteers, and parents occurs at the beginning of the program year and any time a new employee is hired, a new child is enrolled in the program, or a new volunteer comes to work. Orientation is designed to promote understanding of, and enthusiasm for, the Head Start program. At the beginning of a program year, orientation is conducted for a group, preferably staff and parents together, to promote the concept of learning together. Group orientation may be led by the Head Start Director and often involves other component coordinators, members of the Policy Council/ Committee, and former Head Start parents. The orientation period may last several weeks, during which the Education Coordinator provides extra support to new staff members.

During the program year, orientation of new education staff is generally provided by the Education Coordinator. New parents usually receive orientation at enrollment from the Social Services or Parent Involvement Coordinator.

Pre-service training is offered at the beginning of a program year for all Head Start staff as a group; the staff of each component often meets separately afterward to discuss topics relevant to its component. Generally the Director and all component coordinators take responsibility for pre-service training, the primary goals of which are to welcome the staff back to work, share any policy changes and/or new directions for Head Start, and update everyone on new program information. Pre-service training should be upbeat and designed to motivate staff to prepare for a successful new year.

In-service training and technical assistance are offered throughout the year on both a scheduled and an as needed basis. Training is based on an assessment of individual needs, program needs, and the training requirements in the Performance Standards. It can include general training sessions for all staff, such as a workshop on health procedures or child-abuse reporting requirements; training for a specific group, such as a session for head teachers on supervising teaching assistants and volunteers; training for all education staff and parents on a topic of common concern, such as how to handle children's fears; or a session at a given center for the staff on how to work together more effectively. In-service training also includes courses offered at local colleges, conferences, seminars and professional meetings, newsletters, the establishment of a resource center, and staff meetings.

Education Coordinators provide technical assistance during a center or home visit when they note problems as well as strengths, respond to requests for assistance, and provide feedback and support to the staff. It might include sharing a relevant article or training package on how to handle transitions, helping the staff assess and rearrange the classroom environment to alleviate some troublesome behavior, leading a problem-solving session on how to handle an epidemic of inappropriate language, or analyzing a case study on a child whose behavior concerns the staff.

Parent training also is offered each program year. Although the Parent Involvement Coordinator has the primary responsibility for planning and coordinating parent training, the Education Coordinator must also be involved. The Performance Standards require that specific training be offered to parents on activities they can use at home to promote learning and development of their child, and on how to deal with special developmental needs. The Education Coordinator and education staff are often asked to provide this training and to participate in other meetings and training sessions for parents.

Parents who volunteer in the classroom also receive training on the curriculum, the daily program, and how to support children's growth. Because teachers have the most contact with the parent volunteers, they can provide much of the training by modeling appropriate strategies and techniques and by discussing them during free periods. Teachers can also note areas where volunteers need training. Education Coordinators can assist in this by providing group workshops, locating handouts, and providing feedback to volunteers when they visit the classrooms.

RESPONSIBILITIES OF THE
EDUCATION COORDINATOR FOR
TRAINING

Education Coordinators are responsible for ensuring that training takes place in the Education Component. However, it is important to note that they share this responsibility both with other component coordinators and with those who receive training.

As in all aspects of Head Start, coordination with other components is essential. Training often takes place across component areas or is offered for all staff and parents. Therefore, Head Start requires each program to develop one comprehensive training plan that reflects input from all components, who then share responsibility for implementing and evaluating the training plan.

Responsibility for training also is shared with the trainees. A training program is effective only if those for whom it was designed gain new skills, knowledge, and or attitudes that they apply in their work with children and families. Effectiveness is based on how well the trainer prepares and presents the training and whether the trainee is willing to learn. Every employee's job description needs to clearly state that participation in training and a commitment to professional development are required.

Education Coordinators can enhance the effectiveness of training in the following ways:

The level of involvement of Education Coordinators in planning and implementing training for staff and parents varies depending on how comfortable the Education Coordinator is about conducting training, the size of the program, how the Director assigns responsibilities for training and coordination of component areas, and other program variables. Whether or not an Education Coordinator has been given explicit responsibility for planning and implementing training, every Education Coordinator engages in training and technical assistance activities; it is inherent in the role.

As supervisors, Education Coordinators set standards, observe the staff, and provide feedback on what they do well and where improvement is needed. Constructive feedback is an important part of training. Most super visory tasks are opportunities to identify training needs and/or directly offer guidance and training. In evaluating the Education Component, Education Coordinators determine the program's needs, where training or technical assistance can help, what training opportunities can be provided, and how to locate the best training resources. The process of preparing and updating the Education Component Plan often reveals new strategies or goals that will require training to be accomplished. Education Coordinators also stay on top of current trends and innovations in the field of early childhood education so that they can share new ideas and resources with the staff and continually work to enhance the quality of the program. Every visit to a center or home-based session offers an opportunity to provide training and support to the staff and often to parents as well.

The Education Coordinator also plays an active role in the Child Development Associate (CDA) process by encouraging staff participation, arranging for CDA training, and often serving as a trainer. The CDA competencies are compatible with the Performance Standards and therefore provide a useful guide for planning and assessing training. Many programs use the CDA competencies to prepare job descriptions, assess training needs, and identify staff performance standards. Thus, all Education Coordinators should be knowledgeable about and committed to the CDA program.

Head Start's commitment to training is a commitment for Education Coordinators as well. Education Coordinators demonstrate an interest in advancing their own professional growth by joining professional organizations, attending conferences, taking courses, staying on top of issues, and seeking ways to improve their job skills.

As Head Start programs assume greater responsibility for their own training and technical assistance, it becomes increasingly important for local programs to have a system in place for planning and implementing training. This system, symbolized by the program training plan, has several important advantages.

Education Coordinators participate actively in the process of planning and implementing this comprehensive training plan.
DEVELOPING THE EDUCATION COMPONENT TRAINING PLAN

Each year, with staff and parent input, the Education Coordinator develops the Education Component section of the training plan. Some programs develop training plans that cover more than one year, as they don't believe they can cover all the requirements in one year. The plan matches the assessed needs of the program and individuals with the most appropriate training and technical assistance resources available. Training is based on needs assessments, the Performance Standards' requirements, and self-assessment results. Coordination with other components prevents duplication of efforts and ensures that all training needs are addressed. The steps used by most programs to develop the training plan include:

This section discusses how to complete each step in this suggested planning process. This process is used primarily to plan training for Education Component staff and volunteers. The Education Coordinator also will plan training for parents; however, this planning is done in collaboration with the Parent Involvement Coordinator.

STEP ONE: REVIEW PROGRAM TRAINING REQUIREMENTS

The Education Coordinator needs to assess program training needs related to the Performance Standards, the educational program, self-assessment results, and coordination with other components. Certain program- or component-wide training topics are addressed every year, while others arise when implementing new initiatives or making program changes or improvements.

PERFORMANCE STANDARDS AND OTHER HEAD START TRAINING REQUIREMENTS

The Performance Standards list staff and parent training requirements in every component. The requirements for staff training include the following.

Performance Standard 1304.2-2 (e). The plan shall provide methods for enhancing the knowledge and understanding of both staff and parents of the educational and developmental needs and activities of children in the program. These shall include:

The training requirements for other components need to be coordinated with the Education Component when ever the education staff are the primary recipients of training. These requirements include the following.

Mental Health. Performance Standard 1304.3-8 (a). The mental health part of the plan shall provide that a mental health professional shall be available, at least on a consultation basis, to the Head Start program and to the children. The mental health professional shall: . . (2) Train Head Start staff.

Nutrition. Performance Standard 1304.3 -10 (d). The nutrition plan shall set forth an organized nutrition education program for staff, parents and children. This program shall assure that. . (4) All staff, including administrative, receive education in principles of nutrition and their application to child development and family health, and ways to create a good physical, social and emational environment which supports and promotes development ofsound food habits and their role in helping the child and family to achieve qdequate nutrition.

Program Options. Performance Standards, Appendix A. Program Option for Project Head Start-N-30-364 1-20

1. There must be a specific training plan for staff and volunteers for any option chosen. It should address itself to the requirements and goals of the specific program variations being implemented.

2. Variations in Center Attendance
Staff utilization should contribute noticeably to program quality by maximizing staff talent, potential and expertise. Staff training goals must be identified and a training plan designed which will facilitate the implementation of the option. Such training should enable the staff to incorporate curriculum modifications necessary to accommodate the shorter week and to allow for the developmental differences between three-year olds and five-year-olds.

3. Home-Based Models
Staff Development. Programs must submit a staff and volunteer recruitment plan and a training plan, including content of proposed pre- and in- service training programs, teaching method, descriptions of training staff or consultants, and provisions for continued in-service training. The career development plan must be designed to develop or increase staff members knowledge about:

Handicapped. Training and Technical Assistance OCD Notice N-30-333-1 (10). Training and technical assistance in support of the handicapped effort will be closely integrated with overall OCD program operations. Each Head Start program has the responsibility, in coordination with the ACYF Regional Office, to identify or arrange the necessary support to carry out a program consistent with the policies set forth in this issuance supplementing those activities through work shops, on-site training and development of materials.

Other Head Start training requirements related to the Education Component are:

Child Abuse And Neglect. OCD Notice 1/18/77, N-30-356-1 Training. Head Start agencies and delegate agencies shall provide orientation and training for staff on the identification and reporting of child abuse and neglect. They should provide protection for abused and neglected children. Such orientation ought to foster a helpful rather than a punitive attitude toward abusing or neglecting parents and other caretakers.

STEP TWO: ASSESS PROGRAM TRAINING NEEDS

In addition to individual staff training needs and those required by Head Start, each program will have specific needs related to the Education Component Plan. As discussed in Chapter III, the Education Component Plan is a blueprint for implementing the component s activities, and includes any changes to the educational program based on cominunity needs, self-assessment results, or other recommendations. Analysis of the Education Component Plan may identify a variety of training needs. For example, training may be needed to:

Training could be required as the result of a new national thrust for Head Start, developments in the early childhood education field, or other societal trends af fecting children and families. (e.g., new requirements related to child abuse and neglect).

STEP THREE: ASSESS INDIVIDUAL
TRAINING NEEDS

It is important to give each staff member the opportunity to complete an individual training needs assessment. Training is most effective when the recipients have determined for themselves that they need to learn more about a given topic or to develop a specific skill. The results of these assessments are used to develop the training plan. The following describes a training assessment system used by many Head Start Programs. A sample form is included in the Resource Papers (VII-l -4).

Each staff member completes an individual needs assessment form, listing educational history, CDA status, and previous training experiences. This personal information allows the Education Coordinator to determine what training would be appropriate for this staff member. The rest of the needs assessment is structured according to either the staff member's job description or the CDA competencies. Next to each area of responsibility or competency, the staff member indicates specific training needs he/she believes will improve job performance.

In the next column, the staff member indicates suggested resources for meeting each identified training need. Resources could include a book or film, or a workshop presented by a community college or professional association, a training consultant, or a Head Start colleague who has already developed the needed expertise or skill. Not all staff will be able to suggest resources, but many will make useful suggestions. The notations in this column provide the Education Coordinator with general in formation about available resources, and specific information about this individual's preferred style of learning.

The Education Coordinator meets with each individual to discuss the needs listed and the resources proposed. The Education Coordinator may add other training needs based on ongoing assessments of the staff member's performance, such as classroom observations, staff meetings, a review of lesson plans, or feedback from parents. These additional training needs should be discussed with the staff person and agreed on before being included in the training plan.

The Education Coordinator also completes an assessment of his/her own training needs and discusses them with the Director. The needs assesment format used can be the same as for staff; however, it will be based on the Education Coordinator's job description rather than the CDA competencies.

STEP FOUR: ANALYZE NEEDS ASSESSMENT RESULTS

The next step in developing the training plan is to analyze the results of the needs assessments, prioritize the needs to be addressed, and determine what training methods and resources will be used. The list of training needs will include those for the whole component as well as those for individuals.

Begin by addressing component training topics that are required by Head Start. Because they must be included in every training plan, they are a first priority. Determine how and when these training requirements will be met, and include this information in the plan.

Next, group the training needs by related topics or skills. Determine how many staff have requested training in each area and note which individuals have needs that coincide with program training needs.

In the latter instances, and when a large number of individuals identify a specific topic or skill area, a group training format is appropriate. However, there are many other training techniques or formats that can be used to address a training need. These may have been identified on the individual needs assessment forms, in which case they are also the preferred learning style of that individual. Possible ways to meet a training need include:

It is also important to prioritize the needs identified. Head Start training funds are limited, as is the time available to provide pre-service or in-service training for education staff. As stated earlier, required training should be addressed first. Other priorities will be based on program needs, the number of staff identifying a topic, how the training will enhance the services provided, and other locally determined criteria. Training also may be offered because it builds on skills learned at earlier training sessions.

STEP FIVE: SELECT TRAINING
RESOURCES

In addition to the resources identified on the assessment forms, Education Coordinators need to identify other organizations or materials to meet training needs. Head Start programs may find it useful to maintain a resource directory listing training resources within the program, in the community, in other Head Start or early childhood programs, and recommended consultants. The directory can also include program resources, such as training modules, books, professional journals, and audiovisual aids.
 
CONSULTANTS

When using a consultant to provide training for the Education Component, look for someone who:

RESOURCES FOR CDA TRAINING

Education Coordinators should encourage teaching staff to seek training and appropriate early childhood credentials, such as the CDA, by holding an orientation session on CDA, and/or seeking a CDA credential themselves. Once a group of teachers indicates an interest in CDA, the Education Coordinator can act as the advisor/trainer for the CDA candidates. In some programs, the Education Coordinator identifies CDA-eligible trainees and a local college assumes full responsibility for planning, staffing, and administering the CDA academic and field work. Another option is for the Education Coordinator to select the trainees and then administer the program by hiring an independent consultant to do field supervision and enroll its candidates in pre-existing courses at local colleges. Currently there are several hundred colleges providing CDA training (Check with the regional office for local colleges or universities).

Selecting resources also includes considering the costs involved. In all cases the Education Coordinator and the Director should try to match a quality and cost-effective resource with the identified training need. Budgeting for training is discussed in a later section.

STEP SIX: WRITE THE TRAINING
PLAN

After identifying the training topics to be covered during the year and possible formats and resources, the training plan is developed. The training plan includes three main categories of training for staff and parents: orientation, pre-service, and in-service.

TRAINING CATEGORIES

Orientation is provided in group or individual sessions to present information about Head Start, the Education Component, and specific job responsibilities. Orientation will include:

The Resource Papers (VII-5-7) include an orientation checklist used by one Head Start program, and suggested "Orientation Techniques for New Staff" (VII-8). Chapter I of this guide may also be a useful resource for providing an orientation to Head Start.

Pre-service training occurs each year before the program opens. Usually pre-service sessions cover topics such as program administration, new legislation or other requirements, and the goals and objectives for the year. The training provided will relate both to the whole program and to individual components. Pre-service sessions might also include activities that set the tone for the year; e.g., team building, presentation of a theme for the year, or a guest speaker. Pre-service training sessions may include both staff and parents.

Although some assessed training needs might be addressed during the pre-service training, it is more likely that this time will be used to provide information to the participants and to review program policies and procedures. The Education Coordinator may be asked to address staff members from all components, providing an overview of the education program and philosophy and the plans for the year.

The pre-service sessions specifically for education staff and volunteers ensure that expectations are clear and that a cooperative and open tone is established. It also is a time to begin assessing strengths and needs as a guide for planning future supervision and training.

The topics to cover in more depth include:

In-service training is most closely related to the needs identified by staff. Most of the scheduled training will take place once the program is underway, when staff are able to take advantage of group and individual training activities.

The schedule for training takes into account when the skills developed in the training will be put to use; e.g., training on screening children should come early in the year. The schedule also depends on when a consultant is available, when a college course is offered, or when a conference will take place.

PLAN FORMAT

A suggested format for the training plan appears in the Resource Papers (VH-9). This format includes the following categories:

If the Education Component has a large staff, it is advisable to prepare two plans-one for group training sessions and one for individual training. The plan should also identify staff training related to CDA academic and field work and the associated costs of this training. In addition, the plan can be organized in chronological order, beginning with the plans for orientation and pre- service training.

STEP SEVEN: DEVELOP THE
TRAINING BUDGET

As the training plan is developed, costs for each training resource are also estimated and an explicit judgment is made that the investment in training will improve the services, provided to children and their families. Some costs are specific, such as a college course or journal subscription; others are less clear, such as the cost of implementing a cluster workshop with another program.

Costs related to training may include:

This budget can be kept down by using in-house staff for training, by clustering workshops, and by encouraging area professionals to donate their training time. It usually works well to ask different people each time. Although few professionals outside of the program will continually offer their services at no charge, most are willing to do so occasionally. Their services should never be taken for granted. Nurturing consultants and offering them recognition is critical.

Community agencies may also have staff available who can provide training at no cost; e.g., the children's librarian, fire marshals, extension program nutritionists, etc.

The training plan is not complete until all costs have been considered and appropriate estimates prepared. At this point, changes to the plan may be made if a training event is too costly vis-a-vis the staff and program needs that will be met. It is difficult to provide the quality and level of training needed within budget.

STEP EIGHT: COMPLETE FINAL
REVIEW OF THE TRAINING PLAN

Once the training plan is completed, a final review will ensure that training needs have been addressed appropriately. Consider questions such as the following.

A complete checklist for reviewing the plan appears in the Resource Papers (VII-lO).
IMPLEMENTING STAFF TRAINING

Implementation of training for education staff involves coordination of training activities as defined in the program training plan; sometimes conducting training sessions for staff and parents; providing resources through such vehicles as a resource center or newsletter; and using ongoing opportunities for training, such as staff meetings and problem solving sessions. Other chapters in this guide, specifically Chapter IV and Chapter VI, also discuss how