Greetings! One of my New Year’s resolutions is to blog more than last year. While I’m not the most prolific, when I do post, please know it comes from the heart. And, there’s nothing I’m more passionate about than Head Start and its mission to support young children and families through a program of comprehensive services that can move mountains for our most vulnerable young children.
When I was a National Head Start Fellow, I got to know the then staff serving at the Head Start Bureau (now the Office of Head Start, or OHS) in DC. I found out OHS was filled with dedicated child advocates who shared my lifelong passion to ensure all young children have the opportunities to thrive and succeed in this wonderful yet challenging world. It's a world that is undeniably more challenging for some more than others, especially young children starting life in poverty. While the staff may have changed a bit, the commitment from OHS to give young children the best “head start” in life continues.
We applaud OHS for its recent request for information, proposing changes and asking for feedback and fresh ideas on how to redesign and strengthen the Designation Renewal System (DRS) to improve transparency, efficiency, and effectiveness. I’m pleased to share our comments (attached) submitted to OHS on the proposed changes to the use of CLASS in Head Start monitoring and in the DRS.
Some key recommendations in our comments:
Please review our comments and share your thoughts/questions with me. I look forward to hearing from you.
Is this your program’s first year conducting CLASS observations? Do you have new teachers who have never been observed? Implementing any kind of change in an organization can be challenging, so it’s important to provide many opportunities to discuss the factors behind the change and allow your staff to engage in open-ended discussions.
Here are some conversation points to help your team feel at ease before CLASS observations begin.
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
For our first post in this series, we’re looking at exclusionary disciplinary practices with new eyes as states are submitting their ESSA plans. The Every Student Succeeds Act requires states to discuss how they will help local education agencies reduce their overuse of exclusionary discipline practices. These are actions like suspensions or expulsions that send students out of classrooms. Not only do exclusionary discipline practices negatively affect school climate (something we care a lot about here at Teachstone!), evidence shows that students of color, particularly Black students, are disproportionately on the receiving end.
This post was originally published by the McCormick Center for Early Childhood Leadership.
I often think about my time working as a director in a child care program and wonder how different things would have been if I had known then, what I know now. As time passes and I gain new experiences and insights on leadership in early childhood education, I frequently ask myself what I would do differently if I could relive that period of time. In my reflection, I have realized that my conclusions are from my point of view. Recognizing that the experience I had as a program administrator affected so many, I thought it would be interesting to learn what my team would like for me to have known.
In this day and age, the likelihood of finding an opinion or theory that everyone agrees on seems impossible. The world of early education is no different. Though most educators and parents agree that Pre-K serves as the foundation for increasing the likelihood of a child’s success later in life, there is still dissent surrounding how Pre-K programs should be managed to maximize this success.