The Top 13 Most Successful Careers For High School Staff & Leagues

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1 Reference Performance Standard Implementation Person(s) Responsible Timeline for Completion (a) Organizational Structure. (1) Grantee and delegate agencies must establish and maintain an organizational structure that supports the accomplishment of program objectives. This structure must address the major functions and responsibilities assigned to each staff position and must provide evidence of adequate mechanisms for staff supervision and support. (2) At a minimum, grantee and delegate agencies must ensure that the following program management functions are formally assigned to and adopted by staff within the program: (i) Program management (the early Head Start or Head Start director); (ii) Management of early childhood development and health services, including child development and education; child medical, dental, and mental health; child nutrition; and, services for children with disabilities; The ESC-20 organizational structure has been designed in a manner that provides the staff effective access to a Facilitator, Specialist or so that each service area is managed. This structure ensures clear lines of communication and guidance. The organizational structure is up-dated as the program grows and changes. The partnership school staff is provided with direct means to reach all management staff as soon as they are needed. The program ensures that staff is placed in areas of their expertise. Mentoring and leadership is provided to each of the positions within the organizational structure. Program management is founded on communication and collaboration of efforts. Day to day program management and operations is the essential focus of the management positions in order to support the service area positions in their efforts to implement the program. The Head Start is responsible to carry out the goals of the. She/he must have good communication and interaction with the, of Head Start Services, service area personnel, governing bodies, and families. This position is responsible to plan the overall function of the, serve as a mentor for staff, oversee the financial issues of the program, and evaluate staff and program operations. The following positions exist within the organizational structure: School Readiness Specialist (education, mental health, disabilities) School Readiness Specialist, Supervisor Associate Director of Administrative & Instructional Services ESC-20 Executive Director of Head Start Services Associate Director of Administrative & August - June Revised December 2014/CM Documentation Organizational Charts Job Descriptions Organizational Charts Job Descriptions Organizational Charts Job Descriptions Organizational Charts Monitoring Updating of organizational chart Filling vacancies as soon as possible Monitoring staff through CPR evaluations/goal setting & accomplishments Monthly reports for Board & Policy Council Annual revision of monthly Roles & responsibilities documents for management 1

2 (iii) Management of family and community partnerships, including parent activities. (b) Staff qualifications general. (1) Grantee and delegate agencies must ensure that staff and consultants have the knowledge, skills, and experience them need to perform their assigned functions responsibly. Family Support, Health Facilitator (nutrition, health, dental) Safety & Transportation Facilitator (Tri-County) Safety & Community Facilitator (Bexar County) Class Monitors Operations Assistant (human resources) These positions are directly responsible for all services and leadership in the areas of child development and education, child medical, dental, and mental health, child nutrition, and children with disabilities, safety & transportation services and human resources. These areas coordinate with each other, community agencies, and partnership school staff and work with families. All positions coordinate efforts to plan and carry out staff development in each of the service areas. The following positions exist within the organizational structure: Family Services Associates These positions are directly responsible for all services and leadership in the areas of family and community partnerships and parent activities. These positions strive to develop agreements with community resource agencies and provide social services in order to meet family needs. The Head Start has the responsibility to set the standard and measure for staff qualifications and make sure these are met before hiring staff. Each staff who contracts with a consultant for technical assistance or staff development is responsible for researching the qualifications of that individual. Additionally, ESC-20 practice requires that a rationale accompany contracts to justify selection of a contractor. 2 Instructional Services team, FSA, teachers & assistants Monthly reports monitored by supervisors Job Descriptions Monitoring of program activities, Parent Committee documentation, Interagency Agreements, child files/database systems Initial application screening Direct observations of work Interviews References Input from interview teams using AIS Division interview process & selection matrix Contractor rationale

3 (2) In addition, grantee and delegate agencies must ensure that only candidates with the qualifications specified in this part and in 45 CFR are hired. (3) Current and former Early Head Start and Head Start parents must receive preference for employment vacancies for which they are qualified. Each staff position has a job description that clearly outlines the qualifications and background experiences that are necessary in order to be considered for the job. The following process is followed for filling all positions at ESC-20: 1. Vacancies are posted 2. Applications are reviewed & ranked on a selection matrix. 3. Interviews are conducted with those candidates that rank highest on the selection matrix criteria. These interviews are conducted with the Head Start, the of Head Start Services, the Associate Director of Administrative & Instructional Services, and then the ESC-20 Executive Director, depending on the position. 4. Partnership school systems have their own process in filling teacher and assistant positions, but it is similar to the one described above. When there are vacancies for classroom assistants, Class Monitors, or Family Services Associates, current and former Head Start parents are always considered first to fill those positions. They receive additional points on the selection matrix for possible interview. ESC-20 Executive Director Associate Director of Administrative & Instructional Services ESC-20 Human Resources ISD Human Resources School Readiness Specialist, Supervisor Interview documentation maintained with ESC-20 HR department Selection matrix points awarded to current or former Head Start parents ESC-20 human resources policies & procedures AIS Division interview protocol Review of hiring documentation at ESC-20 HR department (4) Staff and program consultants must be familiar with the ethnic background and heritage of families in the program and must be able to serve and effectively communicate, to the extent feasible, with children and families with no or limited English proficiency. Best attempts are made to recruit Family Services Associates from the communities in which they will work so as to ensure that they will be familiar with the ethnic backgrounds of the families served as well as the available resource agencies. Class Monitors are also recruited from the communities, in particular from Head 3 Interview selection documentation (ie: Rationale/Rubric, selection matrix, interview questions) Review of hiring documentation at ESC-20 HR department

4 (c) Early Head Start or Head Start director qualifications. The Early Head Start or Head Start director must have demonstrated skills and abilities in a management capacity relevant to human services program management. (d) Qualification of content area experts. Grantee and delegate agencies must hire staff or consultants who meet the qualifications listed below to provide content area expertise and oversight on an ongoing or regularly scheduled basis. Agencies must determine the appropriate staff pattern necessary to provide these functions. Start parents. The ESC-20 makes all attempts to have Spanish speaking personnel at each site Parent Center, where feasible, in order to better communicate with the families being served. The school districts usually hire teachers and assistants from within the community. Between the teacher, assistant, class monitor, campus staff and Family Services Associate that represent each classroom, there is typically at least one person who can speak Spanish. The Head Start and Program must have a background in the public school classroom, early childhood studies and experience, as well as Head Start program knowledge. She/he must also have studied and demonstrated supervisory theory and skills. Educational background, leadership, communication skills, and decision-making abilities are critical to this position. Management Team staff has the necessary experience and knowledge to ensure quality services for children and families. The Head Start oversees that the consultants contracted by the Specialists and Facilitators are qualified for the tasks. Regularly contracted service providers have copies of their credentials in their files at ESC-20. Staffing patterns are organized in a way that is most effective for the program and staff to operate and provide services. It is the function of each staff member to monitor and assess the quality of services provided. They must work together as a team and communicate effectively to others. Associate Director of AIS Division Management Team Resume of work history Job Description Resume of work history & Credentials Job Description Review of hiring documentation at ESC-20 HR department Review of hiring documentation at ESC-20 HR department 4

5 (1) Education and child development services must be supported by staff or consultants with training and experience in areas that include; the theories and principles of child growth and development early childhood education, and family support. In addition, staff or consultants must meet the qualifications for classroom teachers, as specified in section 648A of the Head Start Act and any subsequent amendments regarding the qualifications of teachers. (2) Health services must be supported by staff or consultants with training and experience in public health, nursing, health education, maternal and child health, or health administration. In addition, when a health procedure must be performed only by a licensed/certified health professional, the agency must assure that the requirement is followed. The School Readiness Specialist is qualified for and responsible to do the following: Coordinate T/TA for teachers and assistants in the areas of child growth and development and Head Start service area functions within the classroom. On-going monitoring by collecting data three times year analyzing the data to meet the objectives set out in the School Readiness Plan. Assist classroom teachers in preparing action plans to target areas of opportunities in the classroom as demonstrated in the School Readiness Plan. Work with management staff and partnership school staff to implement transition activities for children and families in the. Provide technical assistance to partnership school staff in order to implement the education area of the. Monitor the implementation and results of Child Outcomes/Progress Monitoring. Use data to improve education services, plan professional development plans and professional development opportunities. The Family Support, Health Facilitator is qualified for and responsible to do the following: Collaborate with the school nurses to provide health care for the children (ex: take care of minor injuries, keep up with the immunization record, and administer medications). Work with local doctors and dentists to provide physical & dental exams and follow-up services for the children enrolled in the program. Train and mentor staff to teach the children about proper hand washing and tooth brushing techniques and health issues. 5 School Readiness Specialist School Readiness Specialist, Supervisor Family Support, Health Facilitator Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments

6 (3) Nutrition services must be supported by staff or consultants who are registered dieticians or nutritionists. (4) Mental health services must be supported by staff or consultants who are licensed or certified mental health professionals with experience and expertise in serving young children and their families. Work with Family Services Associates to link families to local health providers and establish a medical / dental home. Provide technical assistance to partnership school staff. The Family Support, Health Facilitator is qualified for and responsible to do the following: Collaborate with partnership school child nutrition personnel to provide meals and snacks for the children in conjunction with regulations and special dietary needs. Work with child nutrition directors to ensure that all proper guidelines and needs are being met. Monitor classroom-cooking experiences to teach the children about nutritious foods. Provide technical assistance to partnership school staff in order to implement the nutrition area of the. Provides meetings for food service staff and classroom teachers to plan nutrition related activities. The School Readiness Specialist is qualified for and responsible to the following: Collaborate with partnership school counselors to work with children who have been referred for counseling. Train and mentor staff to guide the children in appropriate behaviors and self-esteem. To collaborate with a mental health professional, as needed, when behavioral concerns arise with identified children. Work with families in the area of mental health and educate them about child abuse prevention and family violence prevention. Provide technical assistance to partnership school 6 Family Support, Health Facilitator School Readiness Specialist Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments

7 (5) Family and community partnership services must be supported by staff or consultants with training and experience in field(s) related to social, human, or family services. (6) Parent involvement services must be supported by staff or consultants with training, experience, and skills in assisting the parents of young children in advocating and decisionmaking for their families. staff in order to implement the mental health area of the. The is qualified for and responsible to do the following: Mentor Family Services Associates (FSA) to provide assistance and resources for families. Monitor the enrollment (ERSEA) documentation for accuracy as per Head Start eligibility guidelines. Coordinate with FSA and partnership school staff to recruit eligible children for the program. Assist in monitoring the FSA to ensure quality services are provided for children and families. Provide technical assistance to partnership school staff in order to implement the family and community partnership area the Head Start Program. The is qualified for and responsible to do the following: Work with FSA staff to provide volunteer training to parents and family members who wish to volunteer. Tracks and reports program-wide In-Kind. Support efforts to maintain parent training, parent education, and fatherhood activities. Support parent engagement activities in the governance of the program (Parent Committees and Policy Council). Provide technical assistance to partnership school staff in order to implement the parent engagement area of the. Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments 7

8 (7) Disabilities services must be supported by staff or consultants with training and experience in securing and individualizing needed services for children with disabilities. The School Readiness Specialist is qualified for and responsible to do the following: Work with the partnership school staff to facilitate the referrals of children who need further assessment. Attend ARD meetings to assist families in advocating for the rights of their children and setting an IEP for the child. Provide technical assistance to partnership school staff in order to implement the disabilities area of the. Collaborate with ECI agencies to assist transition into the. Tri-County Head Start - The Safety & Transportation Facilitator is qualified for and responsible to do the following: Provide staff development training for bus drivers and bus monitors. Work with partnership transportation staff to ensure safe transportation of children to and from school. Work with partnership facility staff to ensure safe maintenance of play structures, play areas and classrooms. Conduct the Safe Environment Checklist in each classroom and follow-up with correctives. Bexar County Head Start - The Safety Facilitator is qualified for and responsible to do the following: Work with partnership facility staff to ensure safe maintenance of play structures, play areas and classrooms. Conduct the Safe Environment Checklist in each classroom and follow-up with correctives. School Readiness Specialist School Readiness Specialist, Supervisor Safety & Transportation Facilitator Safety & Community Facilitator Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments Job Description Review of program duties through monitoring reports and CPR evaluation of goals & accomplishments 8

9 (8) Grantee and delegate agencies must secure the regularly scheduled or ongoing services of a qualified fiscal officer. (e) Home visitor qualifications. Home visitors must have knowledge and experience in child development and early childhood education; the principles of child health safety, and nutrition; adult learning principles; and family dynamics. They must be skilled in communicating with and motivating people. In addition, they must have knowledge of community resources and the skills to link families with appropriate agencies and services. (f) Infant and toddler staff qualifications. Early Head Start and Head Start staff working as teachers with infants and toddlers must obtain a Child Development Associate (CDA) credential for Infant and Toddler Caregivers or an equivalent credential that addresses comparable competencies within one year of the effective date of the final rule or, thereafter, within one year of hire as a teacher of infants and toddler teachers. In addition, infants and toddler teachers must have the training and experience necessary to develop consistent, stable, and supportive relationships with very young children. The training must develop knowledge of infant and toddler development, safety issues in infant and toddler care (e.g., reducing the risk of Sudden Infant Death Syndrome), and methods for communicating effectively with infants and toddlers, their parents, and other staff members. As a grantee, at the Education Service Center, Region 20, has the fiscal support services of the accounting department, the purchasing procedures and records, the auditing process, and all financial reports. Director of Head Start Services ESC-20 Business Human Resource Services, Associate Director Job Description Monitoring of expenditures and budget status N/A Home-based Program NA NA NA NA N/A Early Head Start NA NA NA NA 9

10 (g) Classroom staffing and home visitors. (1) Grantee and delegate agencies must meet the requirements of 45 CFR regarding classroom staffing. (2) When a majority of children speak the same language, at least one classroom staff member or home visitor interacting regularly with the children must speak their language. (3) For center-based programs, the class size requirements specified in 45 CFR must be maintained through the provision of substitutes when regular classroom staff is absent. Each classroom is staffed with a state certified degreed teacher in early childhood and an assistant who meets Head Start requirements. (Assistants either have a CDA, AA degree, are currently being trained for the CDA credential or attending college.) In cases where the teacher is not a state certified degreed teacher in early childhood the school district has the appropriate waiver from the state until which time the teacher meets requirements. Tri-County Head Start - Five partnership schools have designated ESL classrooms (Lytle, Natalia, Devine, Hondo, & Bandera ISD). One partnership school has Bilingual certified staff designated to provide services to children whose Home Language Survey & Language Assessment indicates the need for instruction in Spanish (Medina Valley) Bexar County Head Start - Five partnership schools have Bilingual certified staff designated to provide services to children whose Home Language Survey & Language Assessment indicates the need for instruction in Spanish (Alamo Heights, East Central, Southside, Somerset, & Southwest) To add quality to the program, efforts have been made to hire bilingual Family Services Associates who can support the communication not only with the children, but also with the families. The class size for the four-year-olds is no more than twenty children and two adults, plus volunteers who join the class. The three-year-olds are no more than fifteen or seventeen children and two adults, plus volunteers who join the class. If a teacher or assistant is absent from the classroom, the partnership school administrator ensures that a substitute will be hired. If this is impossible, then a volunteer will be recruited to fill the 10 Head Start Operations Assistant Operations Assistant Operations Assistant August - June August - June August - June Personnel Files SBEC reports Personnel Files SBEC reports Campus sign-in sheet at front office Monitoring of staff qualifications Monitoring of staff qualifications Monitoring of campus sign-in sheet at front office

11 (4) Grantee and delegate agencies must ensure that each teacher working exclusively with infants and toddlers has responsibility for no more than four infants and toddlers and that no more than eight infants and toddlers are placed in any one group. However, if State, Tribal or local regulations specify staff child ratios and group sizes more stringent than this requirement, the State, Tribal or local regulations must apply. (5) Staff must supervise the outdoor and indoor play areas in such a way that children s safety can be easily monitored and ensured. vacancy as per state Minimum Standards for Child Care as well as Head Start regulations. Class Monitors have been hired to replace the teachers when they leave the classroom for their daily State mandated 30 minute duty free period. Some school districts provide a substitute to cover the classroom if the assistant takes a break (Lytle, Natalia, Devine, Medina Valley, and Hondo). The program provides a Class Monitor to replace the assistant during a break time in some school districts (Bandera, Alamo Heights, East Central, Somerset, Southside, and Southwest). N/A Early Head Start NA NA NA NA Outdoor safety in an absolute priority. There are always two adults per class outside with the children. In most cases at least one school district staff member is on the playground if the second adult is a volunteer. Each adult has a First Aid string backpack in order to deal with minor injuries right on the spot. The adults spread out, interact with the children, and situate themselves in critical positions that would be susceptible to injury. Staff takes turns checking the play area for dangerous materials as well as monitoring gates that may be open or unlocked. Staff reports any broken or dangerous play equipment to maintenance for repair. Indoor safety is taken into consideration when furnishings are placed in position. Safe Environment & Safety Facilitator Safety & Transportation Facilitator School Readiness Specialist Head Start Teachers Head Start Assistants August - June Safe Environment Checklist Monitoring observations / site visits Daily playground checklist Review of monitoring reports & on-site observations 11

12 Classroom Checklists are used to monitor indoor and outdoor safety. Anything that is too tall to be seen over is set against a wall. The dramatic play furniture and storage shelves are low enough to be seen over. Staff reports any broken furniture to maintenance for repair or to program for replacement. (h) Family child care providers 1-6 NA (i) Standards of conduct. ESC-20 management staff, Family Services Associates, (1) Grantee and delegate agencies must ensure and Class Monitors understand conduct expectations as that all staff, consultants, and volunteers abide they are clearly stated in the job description. A signed by the program s standards of conduct. These Standards of Conduct statement is in staff personnel standards must specify that: files. Partnership school staff is made aware of conduct expectations by the campus administrator and receive a copy of the school district Policies and Procedures Handbook. Teachers, assistants, bus monitors & drivers sign a Roles & Responsibilities document which includes the Standards of Conduct. Volunteers are made aware of appropriate conduct during the volunteer training and it is also stated in the Volunteer Handbook, which they receive. Regular volunteers & contractors sign a Standards of Conduct (i) They will respect and promote the unique identity of each child and family and refrain from stereotyping on the basis of gender, race, ethnicity, culture, religion, or disability; (ii) They will follow program confidentiality policies concerning information about children, families, and other staff members; statement. All persons who interact with the children and families are careful to respect them through verbal interaction as well as through positive behavior. It is the responsibility of ESC-20 management staff and partnership school administrators to deal with any issues or concerns regarding disrespect or poor attitude towards Head Start children and families. All staff is informed of the program policy regarding confidentiality of family, child, and staff information. Records are kept locked in the file cabinets. Only 12 Partnership Administrator Head Start Teachers Head Start Assistants Head Start Volunteers Management Team Independent Contractors Operations Assistant Head Start Teachers Head Start Assistants Management Team Personnel Files Standards of Conduct Statement Roles & Responsibilities documents teachers, assistants, (Tri- County) bus drivers and bus monitors Volunteer & Contractors Standards of Conduct Statement (file) Site visits & observations Child File - Confidentiality Statement Review of ESC- 20 personnel files Review of volunteer Standards of Conduct at Parent Center Review of Roles & Responsibilities documents CPR evaluation goals of concern Child file reviews & monitoring site visits

13 (iii) No child will be left alone or unsupervised while under their care: and (iv) They will use positive methods of child guidance and will not engage in corporal punishment, emotional or physical abuse, or humiliation. In addition, they will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs. essential staff has access to the key. Records must be signed into and viewed in privacy. Information that is kept in the classroom is discretely placed so that only the teacher and assistant know where to find it (ex: emergency information about the children, each other, or regular volunteers). It is the program standard that children are always supervised by two adults and never left alone for any reason. Partnership school staff works cooperatively to meet this expectation both indoors and outdoors. The school districts provide a substitute when a teacher or assistant is absent. Class monitors have been hired to replace the teachers when they leave the classroom for their daily state mandated 30 minute duty free period. School districts provide a staff member to replace classroom assistants when they go on break. Volunteers are recruited to support classrooms when no substitute is available. Administrators have been informed Each classroom teacher employs his/her own guidance methods and management system; however, guidelines have been outlined for all staff to work within. A Child Guidance Plan is used throughout the program as a structure for developmentally appropriate discipline strategies. Policy Council and Administrators have endorsed it. Time away is used very little and only if a behavior has been repeated many times or is dangerous to self or others. At times, a behavior is extreme and parents need to be notified, so that the family can reinforce school behavior expectations. Each classroom has a set of behavioral rules that each teacher has posted in the classroom. The rules are stated in positive terms. Positive verbal praise, hugs, smiles, stickers, awards, and personal recognition are all standard ways for accentuating positive behavior as a way to deter negative behavior. 13 Family Services Associates Head Start Teachers Management Team Staff Head Start Teachers Head Start Assistants Bus Drivers Bus Monitors Class Monitors School Readiness Specialist Head Start Teachers Head Start Assistants August - June August - June Monitoring Observations / Site Visits Monitoring Observations / Site Visits Substitute & volunteer sign-in records Child Guidance Plan Monitoring Observations / Site Visits Monitoring of volunteer and substitute sign-in records Monitoring Observations / Site Visits

14 (2) Grantee and delegate agencies must ensure that all employees engaged in the award and administration of contracts or other financial awards sign statements that they will not solicit or accept personal gratuities, favors, or anything of significant monetary value from contractors or potential contractors. (3) Personnel policies and procedures must include provision for appropriate penalties for violating the standards of conduct. (j) Staff performance appraisals. Grantee and delegate agencies must at a minimum perform annual performance reviews of each Early Head Start and Head Start staff member and use the results of these reviews to identify staff training and professional development needs, modify staff performance agreements, as necessary, and assist each staff member in improving his or her skills and professional competencies. These positive methods encourage self-esteem; help children develop self-control and a sense of behavioral direction. It is an ESC-20 policy that purchasing is done through a bid system so as to avoid conflict of interests. Each employee is aware that is against Policy to accept anything of significant monetary value from vendors or contracted services as per ESC-20 Board Policy. If someone were to violate the standard of conduct, ESC- 20 and school districts have Policies and Procedures that outlines the measures that would be taken for such behavior. The Standards of Conduct include the following statement: I acknowledge that I have read the Standards of Conduct and agree to abide by them. I understand that consequences to violating the Standards of Conduct could result in disciplinary action, up to and including dismissal from employment. ESC-20 management staff, Family Services Associates, and Class Monitors undergo a CPR (Continuous Performance Review) process to appraise job performance. Each person sets goals for themselves at the onset of the evaluation. At the end of the review period, staff submits evidence that they have met their goals. If these goals were not met, then a growth plan would be developed that might include staff development or additional activity participation that would help the person grow professionally. The campus administrator, using a state developed instrument (PDAS), appraises classroom teachers. Growth plans are developed if they should fall short on the appraisal. ESC-20 management staff informally assesses teaching staff on methods of implementing the 14 ESC-20 Business Human Resource Services s ESC-20 Human Resource Department ISD Human Resource Department AIS Associate Director All Facilitators & Specialists ESC-20 Policy Review of Policy August - June ESC-20 Policy ISD Policy Standards of Conduct Statements Personnel Files Performance Appraisal tools Review of personnel records and other informal personnel related files Monitoring of staff performance through various

15 (k) Staff and volunteer health. (1) Grantee and delegate agencies must assure that each staff member has an initial health examination that includes screening for tuberculosis and a periodic re-examination (as recommended by their health care provider or as mandated by State, Tribal, or local laws) so as to assure that they do not, because of communicable diseases, pose a significant risk to the health or safety of others in the Early Head Start or Head Start program that cannot be eliminated or reduced by reasonable accommodation. This requirement must be implemented consistent with the requirements of the Americans with Disabilities Act and section 504 of the Rehabilitation Act. Head Start Performance Standards. CLASS observation data and anecdotal notes are discussed among the management team and with campus administrators. Technical assistance is then given on a one-on-one basis to help the staff improve their methods of following the Head Start philosophy. If the problem is found to be common among many of the teaching staff, then that topic is added to the staff development agenda. Each district uses a different instrument to appraise classroom assistants. Some are district designed while others use a TASB designed tool. The Staff Appraisal Systems Plan includes examples of the various tools and how they are used. There is some variation in systems, but all include input from the teacher. Usually, the administrator delivers the evaluation information to the assistant. ESC-20 management staff, Family Services Associates, teachers, assistants, Class Monitors and (Tri-County) bus monitors has a physical exam every five years as is required. Bus drivers have annual or bi-annual health exams. All staff (management team, teachers, assistants, FSA, class monitors, bus drivers, & bus monitors) is required to receive TB tests every five years. Documentation of staff physicals and TB results are maintained in personnel files. Personnel files for management team, class monitors and FSA staff are kept at ESC-20 in the HR department. Personnel files for teachers, assistants, bus drivers & monitors are kept in their respective school district HR departments. The Head Start Operations Assistant works collaboratively with district HR staff to review personnel files to verify appropriate documentation is maintained. As new staff is hired, the Operations Assistant is informed and followsup with district personnel contacts to gather needed personnel documentation. All personnel documentation 15 Operations Assistant Partnership Administrators & HR staff Personnel Files Physical & TB documentation Monitoring of physical and TB screen documents

16 (2) Regular volunteers must be screened for tuberculosis in accordance with State, Tribal or local laws. In the absence of State. Tribal or local law the Health Services Advisory Committee must be consulted regarding the need for such screenings (see 45 CFR (20) for the definition of volunteer). (3) Grantee and delegate agencies must make mental health and wellness information available to staff with concerns that may affect their job performance (l) Training and development. (1) Grantee and delegate agencies must provide an orientation to all new staff. Consultants, and volunteers that includes, at a minimum, the goals and underlying philosophy of Early Head Start and/or Head Start and the ways in which they are implemented by the program. (2) Grantee and delegate agencies must establish and implement a structured approach to staff training and development, attaching academic credit whenever possible. This on ESC-20 staff, teachers, assistants, bus drivers & monitors is kept current and up-date as verified by the Operations Assistant. Regular volunteers are defined as those who put in multiple hours in a month. Regular volunteers are required to complete the TB screen questionnaire prior to beginning volunteer service. A volunteer file is maintained with FSA staff on regular volunteers to include the following information/documentation: Volunteer training TB screen results Signed Code of Conduct Statement of CHI release from ISD Emergency contact information / health conditions Efforts are made to promote an emotionally safe work environment. ESC-20 and ISD partners have procedures to address staff with mental health needs to include insurance supported services. ESC-20 periodically provides wellness sessions for staff. New staff attends orientation training to the Head Start program. Each service area is reviewed and the general philosophy explained. They also continue to receive information regarding Head Start and how it all comes together to complete the services. Volunteers to the program go through training and receive a handbook, which clearly outlines the Head Start program goals and Parent, Family, & Community Engagement Outcomes. Staff development is offered in several formats. A Professional Development Plan is followed each year for teachers, assistants, and management team staff. During the orientation training for new staff, they Health Facilitator Family Services Associates ESC-20 HR Services ISD HR Services Management Team August - June TB Questionnaires at Parent Centers on site ESC-20 website Insurance Benefits Sign- sheets, handouts/ Training materials/ agendas Professional Development Plans CPR documents Review of TB Questionnaires at Parent Centers on site Review of wellness services Monitoring of staff training documentation Review of professional development plans & CPR 16

17 system should be designed to help build relationships among staff and to assist staff in acquiring or increasing the knowledge and skills needed to fulfill their job responsibilities, in accordance with the requirements of 45 CFR (3) At a minimum, this system must include ongoing opportunities for staff to acquire the knowledge and skills necessary to implement the content of the Performance Standards. This program must receive a general overview of the program service areas. FSA staff attends training to achieve a Family Management Team Services Credential. Classroom staff is required to have their First Aid/CPR certificate renewed every two years. Additional online training: transporting preschoolers, handwashing / hygiene, chronic childhood illness, fire & playground safety, Blood Borne Pathogens, & child abuse prevention. Throughout the school calendar year, workshops are available at ESC-20 as well as other outside sources. If staff request special training opportunities, they are honored as long as they are within reason and related to their job tasks. Training opportunities are also available to staff who require it in special areas due to their appraisal or observed weaknesses. Each partnership school system also has their staff development days throughout the school year that are mandatory for teachers and assistants to attend. Professional development days for teachers and assistants are scheduled throughout the school year. Staff is excused from class and a substitute is obtained for the day. During monthly program team meetings, minitraining modules are also taught on various topics of need. Staff receives information on implementing the Head Start program on a daily basis through technical assistance and site visits from management team staff. This kind of support is ongoing. On site meetings (monthly meetings, Session C) with staff for include August - June Personnel File certificates of training Documentation of monthly meetings and Session C meetings documents Review of training and meeting documentation 17

18 also include: (i) Methods for identifying and reporting child abuse and neglect that comply with applicable State and local laws using, so far as possible, a helpful rather than punitive attitude toward abusing or neglecting parents and other caretakers; and (ii) Methods for planning for successful child and family transitions to and from the Early Head Start or Head Start program. training topics for clarification, expansion of knowledge Management Team and initiation of new compliance strategies. All staff is trained each year through an online training module on how to recognize child abuse and neglect. Each ISD also has child abuse training requirements for the classroom staff. Operations Assistant The ESC-20 has a Transition Plan to follow that detail the program philosophy and activities to assist children and families in transitioning. We are fortunate to be a partnership program so that our children and families already participate in most school functions and are a working part of the school system. Therefore, transition is very smooth for all concerned. School Readiness Specialist Head Start Teachers Family Services Associates September November TA logs Training certificates Monitoring of online training module for completion August - June Transition Plan Annual review of Transition Plan (4) Grantee and delegate agencies must provide training orientation to Early Head Start and Head Start governing body members. Agencies must also provide orientation and ongoing training to Early Head Start and Head Start Policy Council and Policy Committee members to enable them to carry out their program governance responsibilities effectively. (5) (i)(ii)(iii)(iv)(v)(vi)9vii)(viii) Family child care providers As officers are elected to Parent Committees or Policy Council, they are trained in Robert s Rules of Order (Parliamentary Procedures) so they understand the procedure to follow in conducting a meeting. Policy Council receives more information and training at their regular meetings. It is put on the agenda and they are informed of Head Start Performance Standards, philosophy, services, organizational structure, finances, day-to-day operations, and their roles as parents and advocates for their children. Policy Council receives specific training upon entry to the committee regarding Program Governance Roles and Responsibilities. ESC-20 Board receives and annual review of their specific Program Governance Roles and Responsibilities., Head Start Services September May October October Training documentation (sign-in sheet, agenda, handouts) Calendar of projected activities for Board & Policy Council NA NA NA NA NA Annual review of governance training 18

19 Head Start Act Sec. 648A Staff Qualific a-tions & Develop -ment (a) Classroom Teachers Ensure that each Head Start classroom in a center-based program is assigned 1 teacher who has demonstrated competency to perform required functions and has met appropriate degree requirements. (i) a baccalaureate or advanced degree in early childhood education; or (ii) a baccalaureate or advanced degree and coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children. Each Head Start classroom has one teacher and one assistant assigned to be the staff of record. Head Start teachers have BA or MA degrees in education/early child education and meet the State certification requirements to be assigned to Pre-K/Head Start classrooms. Operations Assistant All teachers have experience teaching early childhood. If a school district hires a teacher newly graduated from college, he/she may not have experience teaching early childhood, but will have full-filled college requirements that could include student teaching, field observations and other field work assignments. Personnel files teaching record Monitoring of HR personnel files Mentor Teachers An individual responsible for observing and assessing the classroom activities of a Head Start program and providing on-the-job guidance and training to the Head Start program staff and volunteers, in order to improve the qualifications and training of classroom staff, to maintain high quality education services, and to promote career development, in Head Start programs. (c) Family Service workers To improve the quality and effectiveness of staff providing in-home and other services (including needs assessment, development of service plans, family advocacy, and coordination of service delivery) to families of children participating in Head Start programs case size, credential, promote parent training & family literacy (f) Professional Development Plans Each Head Start agency and program shall create, in consultation with an employee, a The program has School Readiness Specialists assigned to each classroom. Part of the duties of the specialists is to perform observations of teachers and provide feedback that helps teachers improve and grow. They also provide individual technical assistance during their site visits. The specialists work with teachers to develop and complete their Professional Development Plans. School districts assign newly hired teachers to a mentor or lead teacher to assist with teachers assimilating to the school and system. Case size The typical case size for part-time FSA staff is families. Credential Staff are trained to receive their Family Service Credential. Parent Training & Family Literacy FSA are trained with techniques in leading groups through identified parent education topics. Sessions are offered throughout the school year. Teachers and assistants have a new Professional Development Plan each school year. Goals are created by the classroom staff and School Readiness Specialists School Readiness August June TA logs Professional development plans Personnel files Budget Training sign-in sheets, agendas, handout materials Professional Development Plans Monitoring of professional development plans Monitoring of Professional Development 19

20 professional development plan for all full-time Head Start employees who provide direct services to children and shall ensure that such plans are regularly evaluated for their impact on teacher and staff effectiveness. The agency and the employee shall implement the plan to the extent feasible and practicable. (g) Staff Recruitment & Selection Procedures (1) conduct an interview of such individual; (2) verify the personal and employment references provided by such individual; and Head Start Act, as amended107 (3) obtain-- (A) a State, tribal, or Federal criminal record check covering all jurisdictions where the grantee provides Head Start services to children; (B) a State, tribal, or Federal criminal record check as required by the law of the jurisdiction where the grantee provides Head Start services; or (C) a criminal record check as otherwise required by Federal law. working together to analyze child outcome data, CLASS Specialist observations results and program goals. Routinely throughout the school year, the School Operations Assistant Readiness Specialist meet with teachers and assistants to update their Professional Development Plan. At the end of the year the plans are collected to be filed in an informal personnel file at ESC-20. The following process is followed for filling all positions at ESC-20 HR Department ESC-20: 1. Vacancies are posted ISD HR Department 2. Applications are reviewed & ranked on a selection matrix. 3. Interviews are conducted with those candidates that rank highest on the selection matrix criteria. 4. Interviews are conducted with the Head Start, the of Head Start Services, the Associate Director of Administrative & Instructional Services, and then the ESC-20 Executive Director, depending on the position. 5. A CHI is run and references are checked after the first level of interviews on candidates that are intended to move forward to the next level of interviews. 6. Once candidates are hired, ESC-20 runs employee fingerprints through the FBI database. Partnership school systems have their own process in filling teacher and assistant positions, but it is similar to the one described above. Interview documentation maintained with ESC-20 HR department Plans ESC-20 human resources policies & procedures AIS Division interview protocol 20