Head Start Head Start Bulletin Bulletin a a

®

HeadStart

ENHANCING HEAD START COMMUNICATION ENHANCING HEAD START COMMUNICATION Bulletin

2007 2007

U.S. Department of Health and Human Services 

■ Administration for Children and Families 

■ Office of Head Start

www.acf.hhs.gov www.acf.hhs.gov

ISSUE 79 HeadStart

Bulletin

Professional Development Professional Development

Pullout in English 

& Spanish: 

Pullout in English 

& Spanish: 

Auto Evaluación para Educación a

Distancia

Self-Assessment for Distance

Learning

Self-Assessment for Distance

Learning

Auto Evaluación para Educación a

Distancia
The Head Start Bulletin is published by the Office of Head Start, Administration for

Children and Families, U.S. Department of Health and Human Services.

DEPARTMENT OF HEALTH AND HUMAN SERVICES

Mike Leavitt, Secretary

ADMINISTRATION FOR CHILDREN AND FAMILIES

Daniel Schneider, Principal Deputy Assistant Secretary

OFFICE OF HEAD START

Channell Wilkins, Director

OFFICE OF PUBLIC AFFAIRS

Tara Wall, Director

Pamela Carter, Deputy Director

The BULLETIN is a service of the Office of Head Start. Its purpose is to enhance 

communication among the Office of Head Start, Head Start programs, and 

interested national, regional, and state organizations and agencies.

OFFICE OF HEAD START 

Ann Linehan, Director, Quality Assurance Division

JoAn Knight Herren, Chief, T/TA Branch and Managing Editor

HEAD START BULLETIN

The Head Start Bulletin is prepared by the National Head Start Training and

Technical Assistance Resource Center under Contract No. 233-02-0002.

Judy David, Senior Editor

Trish Warner, Editor

Catherine Hardman, Resource Specialist

Aisha Mahy, Publications Coordinator

Head Start Bulletin

Professional Development

Issue No. 79

For more copies of the Head Start Bulletin or to be put on the mailing list, contact 

Head Start Knowledge and Information Management Services, Toll free: 1-866-763-

6481; www.eclkc.ohs.acf.hhs.gov.

Cover photo by R. Wilson. National Head Start Fatherhood Institute.

All photos by S. Crecelius were taken at the 2nd National Head Start Hispanic Institute in Denver, Colorado.
page 3: Bulletin

Welcome—Office of Head

Start Director

page 21: Research and

Professional Development

page 30: Directors’

Institute Continued

Learning

page 39: Eleanor Sam,

graduate of the University

of Alaska Fairbanks

Page 2: 

Full map of the T/TA Network

Head Start Bulletin 1

INTRODUCTION

3 Message from the Director of OHS

4 Creating a Community of Learners

SYSTEMS/PARTNERSHIPS

5 Project Advance in San Antonio

6 University of Cincinnati Online Bilingual 

Associate's Degree

7 Higher Education Grantees Strategies To Support 

Head Start Staff

9 Using Professional Development as the Cornerstone

for Continuous Improvement

10 State Registries Support Professional Development

11 Higher Education Grantees List

12 Professional Development Systems

14 How Wisconsin Promotes Early Childhood Networking 

15 The Role of Head Start State Collaboration Offices in 

Building State Professional Development Systems

16 Ohio Early Learning Seminars

17 Mentor-Coaching

18 The Steps to Success Initiative 

19 A Mentoring Success Story in Head Start

20 Mentoring—Protégé Resources

21 Head Start Research and Professional Development

22 National Head Start Family Literacy Center (NHSFLC)

23 Head Start and Child Care Partnerships 

Benefit Teachers!

AUDIENCES/METHODS

24 The CDA Credential

26 Communities of Practice on Electronic Work Zones 

27 Financial Aid Web Resources

28 Building the Competency of Head Start Family Workers

30 Directors' Institute Continued Learning

32 Focused Professional Development for Teachers

of Mathematics

33 My Personal Journey

34 How Elders Shape Their Legacy

35 Make Training Plans Successful

36 The National Head Start Fellowship Program

DISTANCE EDUCATION

39 Distance Education Contributes to Professional 

Development Success in Alaska

41 Student Views of Distance Learning

43 An eTeacher's Perspective on Online Learning

46 What is E-Rate and How Does it Reduce

Head Start Costs?

46 Facts about Online Enrollment

47 Offering Head Start Students Effective Support 

49 Degrees for Sale

50 Online Information about Distance Learning and 

Early Childhood Education

50 Going the Distance for COR Training

RESOURCES

37 PULL OUT: Self-Assessment for Distance Learning

38 Documento desprendible: Auto Evaluación para 

Educación a Distancia

51 Professional Development Glossary

52 Harvard’s Evaluation Exchange

53 Do You Know Your Computer Lingo?

55 Webliography

: Symbol of continous learning

2007 Issue No. 79

HeadStart

Bulletin

T/TA Network National Map

®
This T/TA Network Map displays the

Regional Office locations where Content

Specialists are located and shows that Local

TA Specialists are in all states. The chart

below the map indicates the number of

Local Specialists in each region.

AL, AR, AZ, CA, CO, DE, FL, GA, ID, IL, IN, MN, ND, WY,KS,

KY, MI MO, WI, TX, OH, NM, LA, MD, MA, NC, NJ, NY, PA,

VA, SC, TN, OR, WA, NE, UT

VI 20 NM, TX, OK, AR, LA XII 7

AZ, CA, CO, FL, ID, KS, ME, MI, MN, MT, MS, Navajo, NC,

NE, ND, NM, NY, OK, OR, OST, SC, SD, TX, UT, WA, WI, WY

V 22 MN, WI, IL, IN, OH, MI XI 13

IV 23 KY, TN, MS, AL, GA, FL, SC, NC X 6 WA, OR, ID, AK

III 15 PA, WV, VA, DE, MD, DC IX 10 NV, CA, AZ

II 13 PR, NY, NJ, VI VIII 9 MT, ND, WY, SD, UT, CO

I 10 MA, ME, CT, RI, MH VT VII 8 NE, KS, IA, MO

Region

Local

Specialists S n tates Covered Regio

Local

Specialists States Covered

Current as of August 7, 2007

T/TA Network National Map ®
Welcome to the Professional

Development Bulletin

Channell Wilkins

Photo by J. Brough Schamp.

Head Start Bulletin 3

GREETINGS FROM THE OFFICE OF

HEAD START! It is a pleasure to

send you this issue of the Head

Start Bulletin focused on professional development. Head Start has been a

leader in early childhood and family services

professional development since its inception. 

As the Director of the Office of Head

Start, I am happy to have this opportunity

to share the present and future strategies

and innovations on the topic of professional development.

Head Start has achieved a milestone.

More than half of Head Start teachers are

reported to hold a CDA, BA or beyond. We

are committed to improving that number each

and every year. 

Innovation is a prime ingredient in the

OHS support of professional development

and this year is no different. This Bulletin

identifies numerous innovations in professional development with a computer mouse

icon. I encourage you to become familiar

with these exciting concepts. 

Currently, we are embarking on two

approaches that will once again move Head

Start quality services forward. These two

major initiatives are the National Head Start

Training and Technical Assistance Network

and the new Early Childhood Learning and

Knowledge Center.

The National Head Start Training and

Technical Assistance Network is entering its

fourth year. The promise of the new network has been realized—every Head Start

program has a T/TA plan that is approved

by the regional office to guide the programs

through the comprehensive planning process

required by the Head Start Program

Performance Standards. And a Local TA

Specialist is assigned to every grantee. In the

near future, the T/TA plans will be archived

in OHS in the new electronic Enterprise

System designed to collect data and other

relevant information about grantees and to

track grantee achievements.

The Early Childhood Learning and

Knowledge Center (ECLKC) is an exciting new

venture. It opened in the fall of 2006 and

serves as an electronic platform for the burgeoning materials developed by Head Start

and other early childhood partners. It puts current information and expertise at your fingertips! Designed for staff, parents and community partners, this interactive, dynamic center

houses the following—

 content information

 training modules

 directories of programs and consultants

 streaming videos of recent conferences

 distance learning information.

Our future is bright! We have before us

everything we need to achieve quality services

in every program—people close to the programs, the latest technology, and new ways of

sharing information and communicating 24/7. 

My vision is that by 2012 we will have an

enormous galaxy of highly qualified and skilled

performers in Head Start who are able to offer

quality services to every child and family.

Please join us on this journey to the future! ■

Channell Wilkins is the Director of the Office

of Head Start.

online...For more information on Head Start, visit our site at www.acf.hhs.gov/programs/hsb/
4 2007

This Bulletin is a tribute to the myriad ways that professionals working in this field can build their expertise, improve

their understanding of their profession and explore the outer

dimensions of their learning. Could you imagine 40 years ago

when Head Start was born that the field of early childhood

development and family services professional development

would expand and flourish as it has? 

We’ve designed this Bulletin with three major concepts 

in mind:

Doorway—This Bulletin is a doorway to many other

worlds. All the writers have agreed to take you on a journey sharing some small part of their story and inviting you

to follow an electronic address to expand your knowledge,

reaching greater depth and breadth of understanding.

Branding with the Mobius strip Logo—The Mobius

strip was named for an 18th century astronomer—

August Ferdinand Mobius. It is a continual band with

only one side and one edge. The strip can expand,

retract, shift and change. In our context, the Mobius

strip signifies continuous learning. You will see this

image incorporated with a tree behind this article and

throughout the Bulletin to remind you that all life is

learning—and all learning is life.

Sustainability—This Bulletin does not stand alone.

Following this hard copy issue, periodic two-page electronic newsletters will follow. Information about this

new resource will be shared through the Early

Childhood Learning and Knowledge Center.

How Did This Bulletin Evolve?

A community of learners created this product and we

hope that you find it helpful and informative. 

To address important topics, we’ve divided the Bulletin

into four parts. One segment focuses on systems and partnerships and includes stories from local grantees and college faculty. You will be surprised and delighted to find rich opportunities as you read this section.

The second section includes messages from a variety of

audiences and the methods they use to support the professional development of staff members. Each story demonstrates

Head Start’s creativity and caring with details about the way

students are supported in their efforts to grow and learn.

The next section on Distance Learning has references to

the new Professional Development Cottage on the Early

Childhood Learning and Knowledge Center (ECLKC). The

articles describe exciting online learning possibilities. Statistics

described in the article on page 46 indicate that online learning is the fastest growing form of education in the United

States. Once again, Head Start is at the forefront in thinking

about how to do this successfully.

And, of course, you will find a resources section with a

Webliography so that you can explore on your own! 

Explore Learning

You are living in a time of great abundance. There is a

bountiful harvest of research and critical knowledge to help

define, create and maintain quality services. Highly trained

and competent staff members are a significant part of the formula for success. This Bulletin salutes their accomplishments

and work.

There is a proven method to help you access what you

want to know about professional development. It does not

require you to leave your home or your office, or to drive and

park. You can download copies of the Bulletin at your desk

or share it with a friend or class. Access to most of the experts

who wrote articles is at your fingertips.

Open the door to the world available to you online and

to continuous online learning—simply turn on a computer

and enjoy the journey! ■

JoAn Knight Herren is Chief of the Training and Technical

Assistance Branch for the Office of Head Start. 

T: 202-205-8566; E: joan.herren@acf.hhs.gov

CREATING A COMMUNITY OF LEARNERS

Learn about the concepts that drive this Bulletin, the

mobius symbol for continuous learning, a new electronic

professional development newsletter and the keys to

Bulletin organization by JoAn Knight Herren

Introduction
Head Start Bulletin 5

Established in 1898 by an Episcopalian bishop, the son

of a former slave owner, St. Philip’s College began as a vocational school for the daughters of former slaves. In 1902,

Artemisia Bowden, the daughter of a former slave, became

the school’s chief administrator and primary teacher and for

the next 52 years, devoted herself to strengthening the institutions. Today, St. Philip’s is an inner-city, public community

college with a student population of 11,000 students per

semester; approximately 70% are minorities. Its unique role

continues. It is the only postsecondary educational institution in the nation designated by the U.S. Department of

Education as both a Historically Black College (1987) and a

Hispanic-Serving Institution (1992), and continues its tradition of serving the historically underserved.

Two-plus-Two Articulation Agreement

In the fall of 2005, St. Philip’s College Early

Childhood Education Program received a five-year U.S.

Department of Health and Human Services Head Start

grant to collaborate with Parent/Child Incorporated and

the University of Texas at San Antonio to increase the

number of Head Start teachers with bachelor’s degrees.

Parent/Child Incorporated is the City of San Antonio’s

largest Head Start delegate, employing 436 teachers and

serving approximately 7,000 children. Since only 22% of

Parent/Child Incorporated teachers had a bachelor’s

degree—and the 2003 School Readiness Act requires 50%

of Head Start teachers to have bachelors degrees by

2008—Parent/Child Incorporated and St. Philip’s College

agreed to cooperate. Now Parent/Child Incorporated teachers have the opportunity to obtain their bachelor’s degree.

The University of Texas at San Antonio agreed to join this

effort and provide Parent/Child Incorporated Associate

degree graduates from St. Philip’s College the upper division courses needed for graduation through a “Two-plustwo Articulation Agreement.”

St. Philip’s College has implemented Project Advance to

increase the number of Head Start/Early Head Start teachers

with bachelor’s degrees in reading and early childhood education. Through Project Advance, Parent/Child Incorporated

Head Start/Early Head Start teachers are recruited and

retained to complete their coursework for an Associate of

Applied Science degree in Early Childhood Studies at St.

Philip’s College. After taking 48 hours of coursework, they

are guided to transfer to and graduate from the University of

Texas at San Antonio, where they take 62 hours of coursework and earn the Bachelor of Applied Arts and Science in

Language and Literacy with an emphasis in Reading and

Early Childhood Education.

During the first year of Project Advance, 17 (89.5% of

the targeted 19) Parent/Child Incorporated teachers participated in the project: 15 teachers enrolled at St. Philip’s

College and two enrolled at the University of Texas at San

Antonio. Currently eight teachers enrolled at St. Philip’s

College are expected to graduate in 2007 with an AA degree,

and will transfer to the University of Texas at San Antonio.

This will bring the number of teachers working on bachelor’s

degrees to 10 by the fall of 2007. Efforts to recruit and retain

teachers in the project will continue in an effort to exceed the

expectations originally established for Project Advance.

Innovative Features of the Project

The following numerous features of the Project

Advance model are innovative and foster its effectiveness

and cost-efficiency:

 First, teachers applying to participate in the project must

already have 18 college credits, which demonstrates ability and commitment to pursue a bachelor’s degree. 

 Second, courses at St. Philip’s College are offered in the

evenings, during the summer, and some are offered

online, providing teachers the flexibility to work

around their busy work schedules. 

 Third, the transfer offices and faculty at both St.

Philip’s College and the University of Texas at San

Antonio work closely to ensure that teachers receive

PROJECT ADVANCE IN SAN ANTONIO

A Head Start Higher Education grantee effectively supports

Head Start teacher education by Martha L. Trevino

Systems/Partnerships
6 2007

the guidance they need to ensure a smooth transfer

from the community college to the university, and that

only the required courses are taken. 

Finally, cost-efficiency is maximized through the community college/university partnership; because community

college tuition is generally 40 percent less expensive than

tuition at a university, grant dollars are better utilized and

more teachers are served. 

St. Philip’s College is committed to serving the underserved by providing students a quality educational environment which stimulates leadership, personal growth and a

lifelong appreciation for learning. By creating an effective

and efficient educational pipeline for Head Start teachers,

St. Philip’s College continues its 108-year tradition of serving the underserved by supporting Head Start in its mission

to help low-income children start school academically and

socially prepared. ■

REFERENCES

U.S. Department of Education. 2006. Accredited

Postsecondary Minority Institutions. Washington, D.C.:

Available at www.ed.gov/about/offices/list/ocr/edliteminorityinst.html.

Boehner, J. 2003. News from the Committee on Education

and the Workforce. Available at

www.house.gov/ed_workforce/press/press108/06jun/

headstartfcmu061903.htm

Farrell, E. 2005. Public colleges tame costs of tuition.

Chronicle of Higher Education. 

Martha L. Trevino, Ph.D., is the Coordinator of Resource Development

and Research for St. Philip’s College, San Antonio, TX. 

T: 210-531-3200.

PROJECT ADVANCE IN SAN ANTONIO

Systems/Partnerships

UNIVERSITY OF CINCINNATI ONLINE BILINGUAL ASSOCIATE’S DEGREE

by Lisa Holstrom

The University of Cincinnati began offering an early childhood education Associate’s degree program in its entirety

online in 2000. Referred to as the Early Childhood Learning Community (ECLC), the online program targets early childhood teachers and Head Start and Early Head Start staff interested in completing an early childhood degree program but

unable to access a campus-based program. ECLC also has added an online bachelor’s degree and an online certificate for

Infant and Toddler Specialists to meet the diverse needs of the teachers they serve.

In 2005, ECLC began using Head Start Innovative and Improvement grant funds (IIP) to build upon their success and

experience with the English language online early childhood Associate’s degree program. During the planning phase of this

IIP grant, the ECLC developed a new bilingual/Spanish distance learning degree program that specifically targets

Migrant/Head Start teachers whose first language is Spanish. 

The new degree program has been implemented and, to date, 48 Spanish-speaking early childhood teachers from

across the U.S. have taken online courses and are making progress towards their Associate’s degree. All student support,

including academic advising, program orientation, and technology orientation, is provided in Spanish. 

For more information, visit http://www.eclc.uc.edu. This Web site is available in Spanish and English. ■

Lisa Holstrom is the Director of the Early Childhood Learning Community, College of Education, Criminal Justice and

Human Services, at the University of Cincinnati. T: 513-556-3627; E: lisa.holstrom@us.edu
Head Start Bulletin 7

A recent OHS study described how Higher Education

Grantee Partnerships (HEG) support Head Start teachers as

they pursue postsecondary early childhood education

degrees. Through interviews with HEG and Head Start staff,

researchers learned the strategies used to address the special

challenges of Head Start staff members and how best to

meet their learning needs.

To learn this information, Mathematica Policy Research,

Inc. and Xtria, LLC, conducted an in-depth study of 15 of

the 54 grantees (five from each of the three HEG consortia).

Selection of the 15 grantees was based on key variables and

random selection within each consortium of one experienced

grantee, one first-time grantee, one grantee offering distance

learning, one grantee with small enrollment, and one grantee

with large enrollment. 

The study found that Head Start staff members face

unique challenges while pursuing their degrees. Many are

balancing the demands of career, family, and education and

require more time to complete their degrees. They feel overwhelmed and seek additional supports to help them succeed. 

The report indicates that the HEGs in the sample and

partnering Head Start managers have learned to offer the

type of support that can overcome these challenges.

Support by HEGs and HS Grantees

The HEGs in the study offered the following types of

assistance for staff:

 Tuition assistance

 Academic advising, which includes guidance with

education plans, help with registration, access to

financial aid, and help with course selection and

course scheduling. 

 Workshops to help staff improve their math, writing

and computer skills

 Assistance transferring credits

 Child care 

 Cohort groups to encourage peer networks 

 Translators/interpreters to provide written translation

and simultaneous interpretation and to help with

writing tasks 

 Textbooks 

Supports offered by Head Start grantees in partnership

with the HEGs were intended to complement those offered

by the HEGs. Head Start grantees provided: 

 Flextime for participating staff to allow them to attend

courses, complete course work, or study for exams—

flextime usually was arranged by hiring a substitute.

 Motivational support—mentoring and acknowledging

staff successes.

 Cohorts of staff members as a peer support network—

most cohorts began their course work together.

 Financial and professional development opportunities

upon degree completion, such as an increase in salary

and/or a promotion.

Distance Learning Options

Some HEGs that offer distance learning provide online

courses with assistance for distance learning students. One

HEG strategy for success is to provide special computer

workshops and computer support on campus and at the

Head Start center. The staff enrolled in online distance learnSystems/Partnerships

HIGHER EDUCATION GRANTEES’ STRATEGIES TO 

SUPPORT HEAD START STAFF

Graduation ceremony at

University of Cincinnati.

Photo by M.P. Harlow.
8 2007

ing courses also occasionally met in a local classroom and

had small discussion groups to increase interaction and

enhance learning.

Modifying Course Work 

Another HEG support strategy was to modify the content of standard early childhood education classes by placing a focus on Head Start issues. For example, one instructor discussed Head Start practices and approaches to educating young children during her lectures, and required

readings related to Head Start families and issues. Other

instructors pointed out course content that was particularly

relevant to the Head Start Program Performance Standards

and encouraged staff to draw from their Head Start experiences when participating in class discussions, projects, and

other assignments.

Most Head Start staff felt the courses were relevant to

their work with children, and they were able to give examples of how the course work helped them in their jobs. Head

Start staff typically found the general education requirement

courses such as math, English, biology and history difficult

and less relevant to their Head Start work. To overcome that

problem, HEGs helped Head Start staff select from a menu

of courses the ones that could be most useful to their work.

For example, some selected a nutrition course to fulfill a

biology requirement and others chose a children’s literature

course to fulfill an English requirement.

Generally, Head Start staff members were satisfied

with their experiences with the Higher Education

Grantees. By advancing their education, they gained selfconfidence and experienced a sense of accomplishment.

Staff felt it was worth the effort. They reported that their

enhanced skills helped them provide better-quality care to

Head Start children and families and enabled them to act

as role models for their own children and for others in

their communities. ■

REFERENCE

Pai-Samant, S. N. Meise, S. Caverly, K. Boller, K. Marton &

L. Rosenberg. Implementation of the Head Start Higher

Education Grantee Partnerships for Improving Head

Start Teacher Education. 2006. Washington, D.C.: U.S.

Department of Health and Human Services.

GRANTEE STRATEGIES TO SUPPORT HEAD START STAFF

Systems/Partnerships

Leaders build a circular system that distributes leadership

to the outmost edges of the circle to unleash the power of

shared responsibility.

—Frances Hesselbein

Note: The 2005 PIR data cites 55,839 Head Start teachers. There are 18,355

teachers with an AA, 17,538 with a BA, and 2,641 with a graduate degree.
Head Start Bulletin 9

At Family Educational Network of Weld County, a rural

Head Start and migrant and seasonal Head Start grantee in

Colorado, staff members participate in planning their own

professional development and supervisors celebrate their

staffs’ educational achievements. 

This grantee has offered staff support by collaborating

with community colleges, tapping funds for tuition and

books through a federal grant, advocating for staff with

partners, ensuring all staff have opportunities to learn, and

encouraging distance education for staff in rural locations.

Head Start Director Janet Flaugher placed an emphasis

on professional development when she joined the program

three years ago. “I find that staff members who understand

the importance of self-improvement impart this important

message to families and others in their circle.” Ms. Flaugher

notes. “It is clear that an emphasis on continuous advancement helps the entire program by improving staff skills and

raising staff morale.”

Ms. Flaugher described the annual survey of staff training

needs. This survey supports the cornerstone of the program’s

professional development system—an employee evaluation conducted every 6 months that includes a personal professional

development plan. Furthermore, professional development is

embedded in all systems—annual planning, continuous monitoring, self-assessment, work planning, and TTA planning. 

Collaboration is another key element of the success of

Family Educational Network’s professional development.

AIMS Community College in Greeley is an important and

proactive partner, according to Ms. Flaugher. Through a federally funded Hispanic Partnership Grant, AIMS (see page 11

where AIMS is listed as a Higher Education Grantee) is able

to offer the following assistance to Head Start teachers:

 Tuition support for courses taken at AIMS

 Funds for books 

 Study groups 

 Financial assistance for staff taking distance learning

courses at other institutions in rural locations

 Support for the new mentor teacher and mentor

coach programs

 Modified course schedules including classes offered

late in the day at Head Start centers. (This is particularly important for staff that work year-round due to

work in regional programs that end before summer

and migrant and seasonal programs that operate from

June to September.)

 Courses tailored to bilingual staff.

The AIMS grant is dedicated to Head Start teachers.

There also is support for general staff training through a

tuition assistance program in Weld County dedicated to

improving the skills of all staff. Managers, directors, office

technicians, family liaisons, recruiters and others may tap

these funds. Furthermore, tuition support available for staff

through the TTA plan has been accessed by 6-10 people per

year, according to Ms. Flaugher.

To stay well informed about state education initiatives,

Ms. Flaugher collaborates on the state systems task force

that works to achieve statewide outcomes for early childhood education, is engaged in the Weld County Promises for

Children education initiative, and works cooperatively with

the Colorado Head Start Collaboration Office director. 

The success of the grantee’s emphasis on education and

improving staff skills is evident—students are graduating 

Continued on page 57

Systems/Partnerships

USING PROFESSIONAL DEVELOPMENT AS THE 

CORNERSTONE FOR CONTINUOUS IMPROVEMENT

Grantee Family Educational Network of 

Weld County—Head Start

155 N. 17th Avenue

P.O. Box 1805

Greeley, CO 80632

Contact Janet Flaugher, Director

T: 970-353-3800 x3340

F: 970 304-6453

Email: jflaugher@co.weld.co.us

Enrollment 694

Total staff 100

Type Rural Head Start with Migrant 

and Seasonal Head Start programs

Centers 16

HS classes Head Start—22 

Migrant and Seasonal Head Start—26
What Are Registries?

Registries are a professional development tool of the early childhood

and school-age/after-school profession

and serve many purposes, as follows: 

 Provide Head Start programs

and providers of early care and

education with a tracking mechanism for determining the steps

to obtaining qualifications,

degrees, and/or credentials for

providers. 

 Allow employers to quickly scan

the skill sets of their staff and to

offer or adjust training, and to

provide recognition and support. 

 Offer a tool for career counseling, an assessment of current

training, and facilitated individual professional development.

 Offer individuals working in the

child care or teaching field a

formal document outlining their

training and knowledge that

they may provide to potential

employers.

 Aggregate data statewide to

illustrate training provided and

levels of professional development, the need for training in

specific content areas, and

turnover rates.

When Did Registry Systems Begin

and What States Have Registries?

States began recognizing the need

for registry systems in the early 1990s

as they identified key components of

state career development systems. Some

state registries developed as the result of

strategic planning, others from grass

roots efforts, and some were started by

state departments of human services.

According to the National Child

Care Information Center (September

2006), at least 23 States have implemented some type of early childhood

practitioner or training registry.

These states are: Alaska, Arizona,

Arkansas, Delaware, Hawaii, Idaho,

Louisiana, Maine, Missouri,

Montana, Nevada, New Jersey, North

Carolina, Oklahoma, Oregon,

Pennsylvania, South Carolina,

Tennessee, Utah, Washington, West

Virginia, Wisconsin, and Wyoming.

Additionally, Texas has implemented

a Regional registry and Florida is in

the process of doing that. Alaska,

Iowa, Kansas, and Nebraska are in

the process of planning or implementing a statewide registry. Detailed

information on registries in each state

can be found at http://nccic.org/

poptopics/practitioner-registry.html. 

See the top of page 11 including

information on the Arizona state registry as one example of a state registry system. Note that registries are

listed as one component in state professional development systems in the

NCCIC resource, State Professional

Development Systems and Initiatives

for the Early Childhood Workforce,

described on page 12 in this Bulletin.

Information on registries also can be

found at Head Start’s Early

Childhood Learning and Knowledge

Center at

http://eclkc.ohs.acf.hhs.gov/hslc.

What is The National Registry

Alliance?

Recognizing a need for an interactive forum for registry staff to network

and exchange information and strategies, the Wisconsin Registry formed

the National Registry Alliance in

2003. By utilizing and maximizing the

data and strengths of each participating state’s registry system, the National

Registry Alliance provides a unified

voice for professional development

recognition processes and impacts state

and national policy. For more information, visit www.registryalliance.org. An

interactive map of state registries is

available at

http://www.registryalliance.org/regmap

.html. 

Rhonda Tsoi-A-Fatt is the Senior Policy

Analyst, Youth Policy, at the Center for

Law and Social Policy. T: 202-906-8000;

10 2007

STATE REGISTRIES SUPPORT THE PROFESSIONAL DEVELOPMENT

OF EARLY CHILDHOOD PRACTITIONERS

B Y R HONDA T SOI -A-FATT

Systems/Partnerships

Photo by S. Crecelius. 
Head Start Bulletin 11

Systems/Partnerships

Arizona's career registry is titled S CCEEDS (Statewide Child Care and Early Education Development System). The career development registry includes child care and early education professionals and exists to track their education and training statewide.

S CCEEDS goals are to improve the status of practitioners working in the child care and early education profession; to encourage

professional and educational growth in the child care and early education profession; and to improve the overall quality of care and

education for Arizona's children.

To participate, those interested complete an application which is offered online, include copies of training and education documentation and submit all information to the S CCEEDS office. Once the information is reviewed, applicants receive:

1. A certificate that lists the career level achieved, the total number of clock hours and credit hours of training and education, and the 

years of self-reported experience in the child care and early education profession.

2. A Summary of Education and Training

3. A monetary incentive

Practitioners move at their own pace to complete additional training and education. On a yearly basis, S CCEEDS reviews all additional training and education completed and sends updated certificates and summaries of education and training. 

HIGHER EDUCATION GRANTEES

Head Start Higher Education Partnership grants are designed to improve the quality and long-term effectiveness of Head Start

and Early Head Start grantees by developing academic and other training models to increase the number of Head Start teachers with

degrees in early childhood education.

Launched in 1997, the program initially provided grants to Historically Black Colleges and Universities (HBCUs). Over the

years, the program has expanded to include Tribally Controlled Land Grant Colleges and Universities (TCUs) and Hispanic Latino

Service Institutions (HSIs). Further information may be found at: http://eclkc.ohs.acf.hhs.gov/hslc.

List of grantees:

Historically Black Colleges &

Universities

Alabama State University

Central State University

Coppin State College

Delaware State University

Florida A and M University

H. Council Trenholm State Technical College

Howard University

Jackson State University

Kentucky State University

Langston University

North Carolina Agricultural and Technical 

State University

Shaw University

Southern University and A and M College

Spelman College

St. Philip’s College

Tennessee State University

University of Arkansas at Pine Bluff

University of Maryland Eastern Shore

University of the District of Columbia

Hispanic-Serving Institutions

Aims Community College

Arizona State University

Board of Regents, NSHE, on Behalf of Univ. 

of Nevada

California State University—Bakersfield

California State University—Northridge

Central Community College

Colorado State University

Community College of Denver

Florida International University

Fort Hays State University

Holyoke Community College

Houston Community College System

Laredo Community College

Michigan State University

National University

Portland Community College

Rancho Santiago Community College District

Regents of New Mexico State University

Regional Community Technical College

San Francisco State University

Skagit Valley College

St. Augustine College

St. Louis Community College

Texas A & M University

University of Texas—Pan American

University of Texas at San Antonio

University of Washington

Urban College of Boston—A Two-Year 

College Inc.

Tribally Controlled Colleges &

Universities 

Bay Mills Community College

Blackfeet Community College

Chief Dull Knife College

College of Menominee Nation

Fort Belknap College

Fort Peck Community College

Little Big Horn College

Northwest Indian College

Oglala Lakota College

SIPI Board of Regents

Sitting Bull College

Stone Child College

STATE REGISTRIES EXAMPLE: THE ARIZONA STATE REGISTRY
Are you confused by the various

systems for professional development? Do you have a distinct and

clear career path or lattice? You may

want to scaffold your knowledge by

linking your own professional development pieces to one another. Taking

this step will help you understand

how best to advance in your field

and what systems are available to

support your progress. 

The National Child Care

Information Center (NCCIC), a service of the Child Care Bureau, has

developed a resource that allows you

to plan your own professional development. Referred to as the State

Professional Development Systems

and Initiatives for the Early

Childhood Workforce, this resource

chronicles professional development

information from each state. It is

available at

http://nccic.org/pubs/goodstart/stateece.html. (For the pdf version, refer to

http://nccic.org/pubs/goodstart/

state-ece.pdf)

The NCCIC tool includes information such as the names of state

professional development systems or

initiatives, contact information, links

to and highlights of other information, such as professional associations, and funding sources. State registries (see the article on page 10) also

are listed. Take a glance at this document and make it work for you. An

example from the state of Florida is

included in the box on page 13. In

addition, the NCCIC framework for

professional development is included

as another resource and is illustrated

by the tree graphic in the box above.

You may want to work with an

advisor in your city, county or state

who can answer your questions and

guide you through the process of

defining your personal path. Many

professionals will be pleased to advise

or mentor you; networking and mentoring can provide an invaluable

boost to success. 

The rewards of earning a degree

or degrees are boundless. The State

Professional Development Systems

and Initiatives for the Early

Childhood Workforce are available to

provide information that can help you

achieve your dream!

12 2007

PROFESSIONAL DEVELOPMENT SYSTEMS

FROM THE STATES’ POINT OF VIEW

B Y JULIE ALLI PALMER -BLACKWELL

Systems/Partnerships

Comprehensive professional development systems for early care and education personnel define paths tied to licenses, lead to qualifications and

credentials, address the needs of individual adult learners, and support

life-long learning. The tree graphic illustrates the interconnected components within professional development systems under five broad elements:

1) Funding; 2) Core Knowledge; 3) Qualifications and Credentials; 

4) Quality Assurances; and 5) Access and Outreach. (NCCIC)

A one-page document that outlines and defines this framework is 

available on the Web at 

http://nccic.acf.hhs.gov/pubs/goodstart/pdsystem.html 

or in PDF at http://nccic.acf.hhs.gov/pubs/goodstart/pdsystem.pdf

The framework for Comprehensive Professional Development Systems for Early Care and Educational

Personnel from the National Child Care Information Center
Florida Professional Development

System

Many states have long histories of

professional development systems, having responded to the various changes in

laws, regulations and training requirements that have evolved over the years.

In Florida, for instance, laws, regulations and training requirements came

about because of serious allegations of

sexual abuse in a child care setting. In

the mid-1980s, Florida lawmakers provided guidelines to a heretofore unregulated industry.

Today, the director must possess a

renewable Director Credential and the

training hours for providers have been

increased to 45. 

Below is the information on

Florida that appears on the NCCIC

Web site as part of the State

Professional Development Systems and

Initiatives for the Early Childhood

Workforce resource. ■

Julie Alli Palmer-Blackwell is a Senior

Program Advisor for the Bounce

Learning Network, a division of the

Ounce of Prevention Fund in

Chicago, IL. 

T: 312-922-3863 x. 3555; 

E: jpalmer@ounceofprevention.org

Head Start Bulletin 13

Systems/Partnerships

State System Contact Information Web Site Funding Qualifications Access and Outreach

FL Miscellaneous Initiatives/entities involved

include:

Florida Children’s Forum

2807 Remington Green Circle

Tallahassee, FL 32308

T: 850-681-7002 or

888-FL-CHILD

F: 850-681-9816

Child Care Services Program

Office

Department of Children 

& Families

1317 Winewood Boulevard,

Building 6, Room 389A

Tallahassee, FL 32399

T: 850-488-4900

F: 850-488-9584

The Florida Partnership for

Schools Readiness Quality

Initiative (FPSR-QI)

Holland Building, Room 251

600 South Calhoun Street

Tallahassee, FL 32399

T: 850-922-4200/866-357-3239

F: 850-922-4205

Florida

Children’s

Forum

-T.E.A.C.H.

Early

Childhood ®

FLORIDA

-Child Care

WAGE$®

FLORIDA

-Higher Education

Directory

-Family Child Care

M.E.N.T.O.R. Project

-Training Calendar

-Resource Library

-Technical Assistance (TA)

Florida

Department

of Children

and

Families:

Child Care

-Tiered System -Orientation

Training

-Ongoing Training

-Licensing

Regulations

-School-Age

Certification

-Director

Credentials

-Training Registry

-Training Coordinating

Agencies
14 2007

In the fall of 2005, I returned to Wisconsin after a hiatus

of almost 25 years to continue my work in early childhood

education. I was pleased to discover a Wisconsin Early

Childhood Education (ECE) network of professionals that is

active, strong, supportive, and informative. 

A colleague in River Falls forwarded information

about the statewide ECE listservs that brought me up-todate on ECE issues in my state and gave me a sense of

inclusion. First, I joined two discussion lists: The

Wisconsin Early Childhood Collaborating Partners’

Listserv (WECCP) and the Wisconsin Forces for FourYear-Olds Listserv (Forces44). This group also has an

ECE special education (WI-ECSE) list. If interested, you

can become a member by going to

http://www.collaboratingpartners.com/Listserv.htm.

Through postings, I learned about the Wisconsin Council

on Children and Families (http://www.wccf.org/). I

reviewed their site, became a member and then subscribed

to several of their helpful action alerts and newsletters

that contain information about policy issues, upcoming

conferences, and statewide video conferences. I learned

that Jill Haglund, Wisconsin Department of Public

Instruction (DPI) (jill.haglund@dpi.state.wi.us ), updates

these listservs with information about DPI training for

licensed ECE teachers. 

Collaborations

Through the ECE network, I learned that there are

many successful Wisconsin ECE collaborations involving

public schools, child care centers, family child care homes,

preschools, and/or Head Start programs. Wisconsin ECE

professionals promote networking to share ideas among

ECE collaborating partners and those interested in future

collaborations. Partners are blending funding streams

(http://www.dpi.state.wi.us/ec/ecflowpg.html) and providing quality learning and care for young children. 

One organization that supports collaborations is the

Wisconsin Early Childhood Collaborating Partners (WECCP).

They represent over 44 public and private agencies working

with children and families and have developed and implemented a plan to permit every child and family in the state

access to a blended, comprehensive delivery system for high

quality early childhood care and education. Their Web site,

http://www.collaboratingpartners.com/, lists upcoming events. 

ECE Conferences

Another positive aspect to working in Wisconsin has

been the multitude of conferences that promote networking. I live in Hudson, Wisconsin, just over the border from

the Twin Cities of Minnesota, and I was able to participate

in many face-to-face professional development opportunities within reasonable driving distance during the 2005-

2006 academic year. I understand that there are events

with locations within reach for everyone in the state to

facilitate connecting with other professionals.

Wisconsin Web-based resources on early childhood:

 Wisconsin Model Early Learning Standards,

http://www.collaboratingpartners.com/EarlyLS.htm

 Early Childhood Belief Statements,

http://www.dpi.state.wi.us/ec/ecbelfpg.html

 Early Childhood Guiding Practices,

http://www.dpi.state.wi.us/ec/ecqualhm.html

 Early Childhood Goals,

http://www.dpi.state.wi.us/ec/ecgoals.html

 Wisconsin Early Care and Education Career Guide,

http://www.collaboratingpartners.com/wececg.html

 Early Childhood Collaborating Partners: Goals,

Philosophy, and Principles,

http://www.dpi.state.wi.us/ec/ecgpnppg.html

 Strongest Links: Economic Development and Early

Childhood Conference (January 2006),

http://www.collaboratingpartners.com/stronglinks.htm

HOW WISCONSIN PROMOTES 

EARLY CHILDHOOD NETWORKING

Wisconsin listservs, collaborations, and conferences provide a

network for early childhood professionals by Linda Jagielo

Systems/Partnerships
Given the importance of increasing staff qualifications of Head Start

teachers, there has been renewed interest by the Office of Head Start (OHS)

in partnering with states to improve

the effectiveness, diversity, and capacity of states’ professional development

systems. The Head Start-State

Collaboration Offices (HSSCOs) are

critical to Head Start-state partnerships that foster states’ professional

development systems. 

A common task for the HSSCOs

has been improving the articulation

and linkages among higher education

institutions. This effort enabled students to successfully transfer credits

between institutions. Head Start staff

who entered higher education from

multiple entry points and pathways

obtained college degrees without losing credits.

Lessons the HSSCOs have learned

about building professional development systems include:

 Collaborative partnerships bring

together needed resources,

expertise and ownership among

the key stakeholders

 Early childhood professionals

who work directly with young

children and families represent

a key viewpoint that can provide essential feedback for the

planning and continuous

improvement of the professional development system. 

 Understanding the unique

strengths and challenges of a

state are critical to building the

professional development system.

 Passion, vision and long-term

commitment by a core leadership group are key to building

momentum for a professional

development system. 

 Celebrating accomplishments

helps recognize and reward

those who strengthen professional development systems. 

For more information on State

Collaboration Offices, refer to

www.hsnrc.org. ■

Note: The author acknowledges

the contribution of Head Start Fellow,

Teresa Lock. The information in this

article was extracted from a draft

report of a study conducted during her

Fellowship year entitled, “The Role of

Head Start State Collaboration Offices

in the Development of States’ Early

Childhood Professional Development

Systems.”

Carmen Bovell is a Senior Advisor for

the Office of Head Start. 

T: 202-205-8085; 

E: carmen.bovellchester@acf.hhs.gov

Head Start Bulletin 15

Systems/Partnerships

 Better Badger Baby Brain Bus Project,

http://www.wccf.org/projects/bus.html

 The Registry, http://www.the-registry.org/

Conference resources of general interest:

 Embracing Diversity for Children and Families in Early

Childhood Care and Education Conference, Milwaukee,

http://www.jsonline.com/story/index.aspx?id=357532 or

http://www.ltgov.state.wi.us/journal_media_detail.asp?lo

cid=86&prid=1405&linkid=642 

 Learning About Learning: Influencing the Developing

Mind through Knowledge of the Science of Brain

Development, Wisconsin Rapids,

http://www.wccf.org/projects/beginnings.html ■

Linda M. Jagielo, Ph.D., is the Early Childhood Services

Administrator for the Children and Family Services Division,

North Dakota Department of Human Services. T: 800-245-

3736 (Toll Free); E: ljagielo@nd.gov

THE ROLE OF HEAD START STATE COLLABORATION OFFICES IN

BUILDING STATE PROFESSIONAL DEVELOPMENT SYSTEMS

Lessons learned about building

professional development systems 

by Carmen Bovell
16 2007

Systems/Partnerships

Many states have faced the challenge of ensuring that all early childhood practitioners use teaching strategies guided by their new early learning

content standards. Ohio has addressed

this task by forming a partnership to

offer a series of professional development seminars in the four content areas

of the state’s standards: English

Language Arts, Mathematics, Science,

and Social Studies. The partners are: 

 The faculty and staff of the Ohio

State University’s Early Childhood

Quality Network (Q-net), 

 The Ohio Department of

Education’s Office of Early

Learning and School Readiness,

and 

 The Ohio Department of Job

and Family Services’ Child Care

Bureau. 

Led by Drs. Rebecca Kantor and

Dennis Sykes, the project has worked

with 25 faculty members from OSU and

six other Institutions of Higher

Education to design, develop, and

deliver the seminars. 

Seminar Content and Type

The seminars are offered throughout

the state using both face-to-face instruction and a distance education format utilizing Ohio’s statewide videoconference

network. The distance education option

serves up to 200 participants using 2-way

interactive audio and video between the

presenter’s site and 15-20 remote sites.

Professionals facilitate the seminars at

each remote site and provide support for

small group activities on the content standards. Both formats offer 12 hours of

instruction and meet Ohio’s continuing

education requirements. Participants can

elect to receive college credit.

To date, there have been 2,500 participants in this project, which was initiated in 2002, and they have represented

the entire spectrum of the early childhood community—Head Start, Even

Start, center-based child care, homebased child care, public school prekindergarten, and preschool special education. There are a variety of local hosting organizations including Special

Education Regional Resource Centers,

Child Care Resource and Referral

Agencies, and Education Service Centers. 

The program has addressed the

needs of its diverse audience by focusing

current practice through the lens of the

content standards, by honoring that

practice and participants’ expertise, and

by examining how current practice

should be modified to encompass the

standards effectively. 

The educational effort is in its fifth

year. Partners anticipate the addition of

2,000 more participants by September

30, 2007. A new professional development module on the topic of integrating

curriculum will be introduced in the

spring of 2007. 

Distance Education Improvements

Partners have planned enhancements to the distance learning option:

 Based on feedback from participants and partners’ observations,

video production will be

improved. 

 Two instructors and a moderator

will guide communications with

participants at remote sites. 

 Interactions between instructors

and moderators will be better

scripted to ensure clear communication of content. 

 Instructors will model planned

activities and the moderators will

facilitate questions. 

Many participants have reported a

positive experience with the videoconferences and mentioned that it is convenient to attend at a location close to

home. The distance format sometimes

presents challenges so each seminar is

webcast simultaneously to provide a

backup in case the link to the videoconference is interrupted. Individuals who

miss a session or wish to review the

content are able to view the archived

webcast at their own convenience. 

Further information about this

program can be acquired via the Qnet Web site www.ecqnet.org or by

contacting Dr. Dennis Sykes, Q-net

Director at sykes.3@osu.edu or project director, Sharon Sullivan at sullivan.239@osu.edu. For information

about the distance format, contact

Chuck Lynd at lynd.7@osu.edu or

Cheryl Johnson at

Johnson.872@osu.edu.

OHIO EARLY LEARNING SEMINARS

FACE-TO-FACE AND DISTANCE FORMATS
Head Start Bulletin 17

Systems/Partnerships

The development of children is directly linked to the

development of the adults who work with them. Mentorcoaching is a proven strategy for building strong and effective relationships among early childhood colleagues. 

The Office of Head Start funded Steps to Success,

which includes the development of training materials and

other resources that draw upon current research and effective practices related to staff development and early literacy. Steps to Success mentor-coaching materials blend

coaching and mentoring in a single, comprehensive system. 

ACF Regional Offices can provide information about

which programs received training or are implementing Steps

to Success.

To learn more about the tools and features included in

the Steps to Success mentor-coaching instructional design,

refer to the following materials online: 

Steps to Success: Decision Maker Guide

Designed for Head Start leaders, managers, and Policy

Councils, the guide explains how to create strong, effective

early literacy mentor-coaching systems. Topics include:

Selecting a Model; Finding Financial Resources; Selecting

and Matching Mentor-Coaches; Orienting and Training

Mentor-Coaches; and Linking Mentor-Coaching to

Management Systems. 

Decision Maker Guide (English)

http://eclkc.hsb.acf.hhs.gov/hslc/ecdh/eecd/Management

%20and%20Staff%20Support/Mentor%20Coaching/edudev

_hgm_00301_042106.html

Decision Maker Guide (Spanish)

http://eclkc.hsb.acf.hhs.gov/hslc/ecdh/eecd/Management

%20and%20Staff%20Support/Mentor%20Coaching/edudev

_hgm_00301e_042106.html

Steps to Success: Facilitator Guide and Mentor

Coach Manual

Enables each mentor-coach to build skills. Units

addressed are: Building Relationships to Promote Child

Literacy Outcomes; Observation of Staff and Analysis;

Reflective Practice; and Using Child Assessment

Information to Guide Instruction. http://www.headstart

info.org/publications/stepstosuccess/mentorcoach.htm 

Steps to Success: Professional Development Plan

Explains how to strengthen and refine mentor-coaching

skills and chart professional growth. The plan identifies

mentor-coaches’ skills and includes a form to guide mentor

coaches toward improvement. 

Professional Development Plan (English)

http://eclkc.hsb.acf.hhs.gov/hslc/ecdh/eecd/Management%20

and%20Staff%20Support/Mentor%20Coaching/edudev_caf_00

500_061606.html

Professional Development Plan (Spanish)

http://eclkc.hsb.acf.hhs.gov/hslc/ecdh/eecd/Management%20

and%20Staff%20Support/Mentor%20Coaching/edudev_caf_00

500e_061606.html 

Steps to Success: Protégé Journal

Offers guidance to prepare for and reflect on work of a

protégé classroom staff or home visitors with a mentorcoach. The three sections describe the roles of the mentorcoach and the protégé and associated skills and strategies;

processes and activities that are the foundation of the relationship; and resources to promote positive language and literacy outcomes for children.

Protégé Journal (English)

http://eclkc.hsb.acf.hhs.gov/hslc/ecdh/eecd/Management

%20and%20Staff%20Support/Mentor%20Coaching/edudev

_hgm_00302_042106.html

Protégé Journal (Spanish)

http://eclkc.hsb.acf.hhs.gov/hslc/ecdh/eecd/Management

%20and%20Staff%20Support/Mentor%20Coaching/edudev

_hgm_00302e_042106.html

Materials may be ordered through the online catalog at

http://eclkc.ohs.acf.hhs.gov/hslc/resources/bookstore/index.html

or by calling toll free: 1-866-763-6481. ■

MENTOR-COACHING
18 2007

Systems/Partnerships

Steps to Success is an early literacy

and language development initiative

that builds capacity within local programs through support for mentorcoaching. Steps to Success mentorcoaches help Head Start protégé teachers and home visitors by using reflective

inquiry, engaging them in dialogue and

problem-solving, and by challenging

protégés to stretch.

The initiative supports curriculum

planning, observation and assessment of

children, and individualization. It is

designed to ensure that teachers develop

the skills needed to implement effective

strategies that encourage children’s early

literacy and language development. 

This initiative provides materials

for planners, mentor-coaches and protégés (see the resource list) and an infrastructure to support the Office of Head

Start’s overarching goals—early literacy,

child outcomes, and higher levels of

staff competency. It was rolled out in

the regions starting in 2005 and can be

tailored to meet the individual needs of

programs. It also can support the diversity that thrives within the fabric of

Head Start. 

The official roll-out of Steps to

Success materials in Region XI for

American Indians and Alaska Natives is

in full swing. Informal mentoring, a

cornerstone of Head Start, holds great

interest for Indian people because they

value and teach the importance of

respecting and trusting others. We

found that an explanation that informal

mentoring exists within the more formal framework of the Steps to Success

program helped our grantees understand the goals and importance of the

new initiative. 

The first wave of our roll-out

occurred at the Southwest Indian

Consortium in March 2006. This

phase of training emphasized establishing and building trusting relationships as an integral foundation for

successful mentoring. 

The second wave of training took

place at the National Indian Head Start

Directors’ Association meeting in June

2006. This training reemphasized the

importance of mutual trust and respect

for the mentor-coach relationship and

covered the critical importance of

change. “Change is one step at a time,

not overnight,” noted one participant

from Isleta Pueblo Head Start. 

The third wave of training at the

Northwest Indian Head Start Coalition

dealt with using self-assessments to

identify the skills needed to support further growth and development. 

Comments by participants in one

training are cited below and demonstrate that the program and its goals

were enthusiastically embraced. As we

continue to build the momentum of

Steps to Success throughout the Head

Start community, let us honor and support the work of all grantees that

develop mentor-coaching skills.

Participants in Steps to Success

Trainings from the Yakama Nation

Head Start Program in Yakama,

Washington, commented about what

they found valuable:

 “I enjoyed the positive mentoring techniques and relationship

building.” 

 “Information was clear, 

especially about Mentor/

Protégé skills.”

 “Mentor/Protégés formed a

team and worked together for

the success of all the children

and teachers.”

 “There was a wonderful 

atmosphere of openness and cultural awareness.”

 “The self- assessments were

valuable.”

 “There was excellent guidance as

a result of staff observations.” 

 “Implementing Steps to Success

in my Head Start program will

build better relationships in the

workplace.” ■

Delicia Stewart is an Early Literacy

Specialist for the American Indian

Technical Assistance Network. 

T: 202-884-8421; E: dstewart@aed.org

THE STEPS TO SUCCESS INITIATIVE

BUILDS TRUST AND RELATIONSHIPS

B Y DELICIA STEWART

The best way to predict the future is to create it.

—Peter Drucker
Head Start Bulletin 19

Systems/Partnerships

This story demonstrates that Head Start mentors can play

a key role in the professional development of staff working

their way towards a degree.

“Kathie,” a teacher at a Head Start program, was taking

her first college course. She had been out of high school for

15 years, and had been teaching for the last eight. Because

Kathie and her fellow Head Start teachers had been out of

school for so long, the college and Head Start administrators

decided to start them with a course in child development, a

subject that they agreed the teachers already know something

about. Starting from a familiar base would be reassuring. 

Kathie's assignment was to read a chapter in her Child

Development textbook and then write an essay on the social

development of young children. She read the chapter, and

found that much of the information reinforced what she

already knew from eight years of teaching. But, she didn't

know how to begin to write an essay.

Luckily, she remembered that her mentor, Dorothy, a

teacher on the Head Start staff, had encouraged her to give

her a call if she felt lost. So she did. 

Dorothy and Kathie met the following afternoon at the

Head Start center. Dorothy asked Kathie to tell her whether

any part of the chapter had special significance for her. Kathie

said that she really liked the descriptions of the different kinds

of social play. She had observed children in her classroom

involved in individual, parallel and cooperative play. 

Dorothy asked Kathie to gather some information to

prepare to meet again later that week. Kathie was to look

for examples of individual, parallel and cooperative play as

the children in her class went about their daily activities.

Kathie didn't think that would be hard to do. Dorothy suggested that Kathie write three paragraphs: one each focused

on a child involved in individual play, parallel play and

cooperative play. 

Kathie came to the next meeting with the three paragraphs. Dorothy looked them over. After she read the first

one, she asked Kathie to talk about what she'd seen. When

Kathie did this, Dorothy pointed out that she had used many

more descriptive words in her verbal description than she had

in her written one. Those descriptive words were helpful in

showing that she understood the material. Dorothy then

asked Kathie to update the paragraph on individual play,

which Kathie did. Dorothy read it and exclaimed, “You've got

it!” Kathie beamed!

Dorothy suggested that Kathie elaborate on the next two

paragraphs by describing what she saw the way she would tell

someone what she saw. 

Kathie started writing and, when she was finished, she

gave them to Dorothy. Kathie could see that Dorothy was

pleased and, even better, Dorothy could see that Kathie was

pleased with herself. 

“Okay” said Dorothy, “We've got your essay started.

You've done the hard part. Now, you just need to write an

introduction.... Why are you writing this essay, what do you

want to tell in it?” Kathie thought for a few minutes and said,

“Children learn to play by playing. They play differently at

different times in their lives. Very young children like to play

by themselves. They don't share very well. As they get older,

they learn to play with other children and really like playing

with them.” 

Dorothy said, “If you write down what you just said,

you've got your introductory paragraph.”

This type of mentoring assistance showed Kathie 

 she could succeed,

 taught her the skills she needed to tackle this and other

similar projects, and 

 increased her confidence. 

Kathie's Head Start mentor took the perfect approach by

engaging her interest and by giving her the support she needed

to turn her classroom knowledge into college-level work.

Dorothy's mentoring approach worked! ■

Willa Siegel is an Education Specialist for the Education and

Partnerships Division of the Office of Head Start. 

T: 202-205-4011; E: willa.siegel@acf.hhs.gov

A MENTORING SUCCESS STORY IN HEAD START

Mentors can offer valuable assistance to Head Start

teachers taking college courses by Willa Siegel
20 2007

RUNNING HED

Systems/Partnerships

BOOKS AND ARTICLES

Bloom, B. S. ed. 1956. Taxonomy of educational objectives.

Handbook 1: Cognitive domain. New York: Longsman,

Green.

Dewey, J. 1991. The school and the society: The child and

the curriculum (reissue). Chicago, IL: University of

Chicago Press.

Gardner, H. 1999. Intelligence reframes: Multiple intelligences for the 21st century. New York: Basic Books.

Hamond, S.A. 1996. The thin book of appreciative inquiry.

Plano, TX: Thin Book Publishing Company.

Herren, J. Meet the experts: A profile of JoAn Knight

Herren, Chief, Training and Technical Assistance Branch,

Office of Head Start. STEP-Notes 4. Washington, D.C.:

U.S. Department of Health and Human Services.

Norman-Murch, T. ed. 1999. Reflective practice in relationship-based organizations. ZERO TO THREE, 20 (1).

Parlakian, R. 2001. Look, listen, and learn: Reflective supervision and relationship-based work. Washington, D.C.:

ZERO TO THREE.

Plutro, M. Meet the experts: A profile of Michele Plutro,

Education Specialist, Office of Head Start. STEP-Notes

5. Washington, D.C.: U.S. Department of Health and

Human Services.

Rosenblatt, L. 1994. The reader, the text, the poem: The

transactional theory of the literary work. Carbondale,

IL: Southern Illinois University Press.

U.S. Department of Health and Human Services,

Administration on Children, Youth and Families. 2003.

The Head Start leaders guide to positive child outcomes.

Washington, D.C.

U.S. Department of Health and Human Services,

Administration for Children and Families. 2001. Putting

the PRO in protégé: A guide to mentoring in Head Start

and Early Head Start. Washington, D.C.

Whitmore, J. 2002. Coaching for performance: Growing

people, performance, and purpose. 3rd. London:

Nicholas Brealey Publishing, Ltd.

WEB SITES 

Early Head Start National Resource Center @ ZERO TO

THREE. 2003. Consumer's guide to professional development resources. Available at

www.ehsnrc.org/publications/consumersguide.htm.

Fenechel, E. 1992. Learning through supervision and mentorship to support the development of infants, toddlers, and

their families: A sourcebook. Available at

www.ehsnrc.org/InformationResources/ResourceArticles/

ftsprvis.htm.

Head Start Knowledge and Information Management Services:

Appreciative Inquiry Resource Guide. Available at

www.headstartinfo.org/pdf/appreciative_inquiry.pdf.

Head Start Knowledge and Information Management

Services: Distance Learning Resource Guide. Available at

www.headstartinfo.org/pdf/distance_learning.pdf.

Pflieger, J. 2002. Reflective supervision. Head Start Bulletin,

73. Available at www.headstartinfo.org/publications/

hsbulletin73/hsb73_32.htm.

STEP-Net Web Site (resources, online discussions, and

ask/answer questions). Available at www.step-netportal.org

ZERO TO THREE. 2002. The Ounce of Prevention Fund: A

case study in implementing reflective supervision.

Available at www.zerotothree.org/cpe/ouncecase.pdf.

MENTORING—PROTÉGÉ RESOURCES
Head Start Bulletin 21

Subject tk

The Head Start Quality Research

Center (QRC) Consortium was funded

by the Office of Head Start and the

Office of Planning, Research and

Evaluation (OPRE) to promote the

school readiness of Head Start preschool

children. Starting in 2001, five-year

grants funded partnerships between academic researchers and Head Start programs. Two Quality Research Centers

focus on professional development. One

intervention is literacy-based; the other

focuses on teacher training. 

Program-Delivered Literacy Inservice Training 

This professional development

model was supported by Head Start

partners, Communities United, Inc.

(CUI), Waltham, Massachusetts, and

Action for Boston Community

Development, Inc. (ABCD), Boston,

Massachusetts. The grantees delivered

early literacy professional development

through training, materials, and technical assistance. 

Modules used for program delivery included reading books, extending

conversations, phonological awareness, children’s writing, print awareness, and literacy-integrated curricula.

Using a range of qualitative and quantitative research methods, Education

Development Center, Inc. (EDC) examined the impact of the literacy program

on teachers’ literacy-related practices

and children’s literacy development.

Results showed consistent and sustained improvement in teachers’ literacy-related practices across several

cohorts of teachers as well as

improved child outcomes in vocabulary and early writing. 

For more information, contact

Nancy Clark-Chiarelli, hclark@edc.org. 

Individualized Learning

Intervention: A Structured

Mentoring Program for Head

Start Teachers 

Three Head Start grantees implemented a mentoring system involving

adult self-directed learning experiences

and collaborative support -– Ninth

District Opportunity Head Start in

Gainesville, Georgia; Coastal Area

Georgia Head Start in Brunswick,

Georgia; and Jefferson County committee for Economic Opportunity in

Birmingham, Alabama. Mentor training focused on developing trusting

relationships between sixteen mentor

teachers and sixteen protégé teachers.

Communication and leadership skills

were provided during coursework. 

Mentors supported the protégés’

ability to individualize children’s learning experiences based on developmental assessments. Mentor teachers met

with protégé teachers throughout the

Head Start year. Initial results were

positive for the quality of the protégé

teacher’s classroom learning environment and enhanced child outcomes

based on comparisons made between

treatment and control groups in the

fall and spring.

For more information, contact

Martha Abbott-Shim, masqcounts@bellsouth.net, or Rich

Lambert, rglamber@email.uncc.edu.

Information about the Head Start

Quality Research Centers Consortium

is available at

www.acf.hhs.gov/programs/opre/hs/qrc

_two/index.html ■

HEAD START RESEARCH AND

PROFESSIONAL DEVELOPMENT

Participant taking notes at the 2nd National Head Start Hispanic Institute.

Photo by S. Crecelius.

Systems/Partnerships
22 2007

Systems/Partnerships

Features of the National Head Start Family 

Literacy Center 

Uses research-based training models to support Head

Start programs in their efforts to: 

 Address interactive literacy activities between parents

and their children

 Train parents on how to be the primary teacher for

their children and full partners in the education of

their children

 Offer parents literacy training leading to economic

self-sufficiency

 Prepare children for success in school and life using

age-appropriate education approaches

Provides a menu of services to EHS/HS programs

including:

 Training at national, regional, state, and cluster levels

 A series of intensive training for 98 selected teams (8

per region) who will then train their peers 

 Information about literacy-focused organizations

who want to partner with EHS/HS programs

 Showcases of high-quality family literacy practices in

EHS/HS programs

 Research-based training modules suitable for use by

grantees are under development

 Videos suitable for training key aspects in Family

Literacy are under development

Exciting Developments

The National Head Start Family Literacy Center at

Sonoma State University is creating two 200-300 level college courses on literacy development which will be made

available free of charge to any community college or university serving large numbers of Head Start staff pursuing AA

and BA degrees. The courses will be suitable for teaching

online and/or in-person or as a combination course. The

goal of the effort is to provide colleges and universities highquality coursework that they can incorporate into their own

courses of study and to assure that Head Start staff can get

academic credits from their own degree granting institutions.

The first course, Literacy Development for Children

from 3 to 5, has been completed and is being field-tested at

Winston-Salem University. After the field-test is completed,

modifications will be made and the course will become

available to other institutions of higher education serving

Head Start staff. The second course, Language and Literacy

Development for Children from Birth to 3, will be developed for field-testing in fall 2007. Both courses combine a

variety of learning methods and focus on recent high-quality research-based practices. Students learn about research

and how best to apply it in early childhood settings. ■

Joanne Knapp-Philo is the Project Director for the National

Head Start Family Literacy Center at the California

Institute on Human Services at Sonoma State University. 

T: 800-849-7810; E: Joanne.Knapp-Philo@csuci.edu.

NATIONAL HEAD START FAMILY LITERACY CENTER

CALIFORNIA INSTITUTE ON HUMAN SERVICES

B Y J OANNE K NAPP -P HILO

Parents are the

primary teachers for

their children.

Photo courtesy of Mountain States EHS.
Head Start Bulletin 23

A recent study of Head Start and

child care partnerships shows that they

are making a difference to child care

teachers’ professional development

(Chauncey & Schilder 2006).

The Child Care/Head Start

Partnership Study (Chauncey et al.,

2005) was designed to collect quantitative data from two groups of randomly selected licensed child care

centers providers in Ohio. Seventyeight centers had formal partnership

agreements with Head Start and 63

comparison child care centers did not. 

Five survey instruments were

administered to the partnership center directors, teachers, and parents

and to the comparison centers. They

were administered once per year in

2002, 2003, and 2004. The surveys

included questions about structural

indicators of quality and parental

perceptions of quality; services provided by the centers; and teachers’

professional development, education,

and benefits. The study was conducted by the Center for Children &

Families (CC&F), based at Education

Development Center, Inc., and funded

by the Child Care Bureau

(Department of Health and Human

Services) and the Ohio Department of

Job and Family Services. 

The report notes that child care

teachers at partnering centers:

 Participated in enhanced training opportunities, 

 Had better compensation

 Used structured curricula more

broadly with standardized

assessments

 Participated in more total

hours of professional development than teachers at non-partnering centers, and 

 Were offered more off-site

workshops. 

Child care centers that were in

partnership longer and received greater

Head Start funds were more likely to

offer teachers on-site workshops.

The longitudinal study comparing

partnership centers and comparison

centers will continue for the purpose

of addressing whether reported

improvements in teacher practices,

along with the additional services,

lead to improvements in children’s

school readiness. 

This information is excerpted

from the research study available at

www.ccf.edc.org/projects/partnershipr

esearch/. ■

REFERENCES

Chauncey, B. & D. Schilder. Child

care/Head Start partnerships:

Teachers at partnering centers

report benefits of partnership.

2006. Newton, MA: Education

Development Center (EDC).

Schilder, D., B. Chauncey, M.

Broadstone, C. Miller, A. Smith,

S. Skiffington & K. Elliott. Child

care/Head Start partnership

study: Final report executive summary. 2005. Newton, MA:

Education Development Center

(EDC). Available at

www.ccf.edc.org/pdf/ExecSumm122105.pdf.

Photo by D. Mentzer. Rosemount Center HS/EHS.

Systems/Partnerships 

HEAD START AND CHILD CARE PARTNERSHIPS

BENEFIT TEACHERS
24 2007

Since its inception, the Child Development Associate

(CDA) National Credentialing Program established professional standards to enhance the quality of early childhood

education. The Council for Professional Recognition has

administered the CDA Program since 1985. With the increasing interest in universal pre-kindergarten and school readiness

programs, CDAs help to fill the growing demand for a

diverse, well-qualified workforce for early childhood programs, including Head Start. 

This program grew out of a commitment in the early

1970s to improve the quality of the early childhood workforce by focusing on the competence of early childhood staff.

Head Start played a key leadership role in establishing the

CDA Program as a workforce development strategy. This

nationally supported professional recognition effort:

 Identifies basic competencies needed by staff to provide

competent care; 

 Provides training for early childhood teachers in these

competencies; and 

 Evaluates the work of early childhood teachers on the

basis of these national standards and recognizes them

with a national credential. 

Center-based, family child care, and home visitor CDAs

demonstrate their ability to nurture children’s physical, social,

emotional, and intellectual growth in a child development

framework. The CDA Competency Standards support quality

programs for young children by providing standards for training, evaluation, and recognition of early childhood teachers

and caregivers based on their ability to meet the unique needs

of young children and their families. 

Federal and state initiatives, including the proposed legislation for the Head Start reauthorization, mandate advanced

staff qualifications. These initiatives provide an opportunity

for higher education to become more responsive to the professional development needs of practitioners in the field. 

Currently, 49 states and D.C. recognize the credential in

child care licensing regulations. Some states require a CDA to

obtain additional education and/or training. While the profession welcomes higher staff qualifications, it is challenging to

plan, implement, and fund programs to achieve a better qualified and higher compensated workforce. The CDA Credential

is one alternative in the credentialing requirements for Head

Start teacher qualifications. 

The Office of Head Start and The Council for

Professional Recognition have a Cooperative Agreement

which extends through November 2010. This agreement supports the acquisition of Child Development Associates (CDAs)

nationwide. For more information about the CDA National

Credentialing Program, visit the Council’s Web site,

www.cdacouncil.org. or call 1-800-424-4310. 

The box on page 25 includes state awarded credentials

that meet or exceed the CDA and are approved by the Office

of Head Start. ■

Deborah Jordan is the Deputy Director of the Council for

Professional Recognition. T: (800) 424-4310; 

E: deborahj@cdacouncil.org.

STILL A VALUED PROFESSIONAL DEVELOPMENT OPTION

THE CDA CREDENTIAL

The Child Development Associate (CDA) Credential

Supports teacher qualifications by Deborah Jordan

Audiences/Methods

Never mistake knowledge for wisdom. One helps you

make a living; the other helps you make a life.

—Sandra Carey
Head Start Bulletin 25

This list reflects credentials which meet or exceed the Child Development Associate (CDA) as approved by the Office of Head Start. A Head Start teacher who

holds any one of the certificates or credentials below meets the teacher qualifications for CDAs specified in the Head Start Reauthorization Act of 1998. This

chart is organized by region, then state, and is updated as new entries are evaluated. 

THE CDA CREDENTIAL

Audiences/Methods

STATE-AWARDED CERTIFICATES EQUIVALENT TO OR EXCEEDING THE CDA

REGION STATE TYPE OF CERTIFICATE/ 

CREDENTIAL/DEGREE

ISSUED BY

I VT Child Development Certificate State of Vermont Head Start

II NY Early Childhood Development Certificate Jamestown Community College

II NY Associate Preprimary Credential Center for Montessori Teacher Education &

American Montessori Society

III MD Early Childhood Studies Delaware Technical Community College

III WV West Virginia Apprenticeship for Child 

Development Specialist

US Department of Labor

IV AL Child Development Certificate State of Alabama

IV FL Florida Child Care Apprenticeship Program Florida Department of Labor

IV FL State of Florida Certified Child Development 

Associate Training Program

Florida Department of Education

IV GA Degree in Child Development, Related Care 

Diploma

GA State Department of Technology & Adult

Education

IV GA Child Care Diploma State of Georgia State Board of Post Secondary

Vocational Education

IV GA AAS In Early Childhood Education Georgia Military College

IV SC 1. Infant/Toddler Development Certificate

2. Early Childhood Development Diploma

Trident Technical Community College

IV SC Early Childhood Development Certificate SC State Board for Technology & 

Comprehensive Education

VII NE Appropriate Associate of Arts Degree & BA in 

Education w/ Minor in Early Education

Nebraska College

VIII CO Director Qualification Teacher Credential Department of Social Service (State Agency)

VIII CO Group Leader Certificate Arapahoe Community College

VIII MT Montana Apprenticeship Credential Montana Department of Labor & Industry

(Workforce Service Division)

VIII UT Baby Watch Early Intervention Credential Utah Department of Health

VIII UT Utah Skills Child Care Certification Utah Department of Education

IX CA Child Development Permit California Commission on Teacher Credentialing

IX NV Child Care Development Specialist Certificate Nevada Department of Labor

X WA Associate’s Degree in Early Childhood Education Yakima Valley Community College
26 2007

The Office of Head Start introduced online

Collaborative Work Zones as a new tool in January 2004.

This tool is used for the following purposes:

 Professional development

 Collaborating on projects

 Forming a nationally recognized network of experts

 Accessing expertise

 Connecting the Training and Technical Assistance

Network

After an initial pilot test involving 200-250 people who

joined one or more work zones, the project continued to

grow. As a result, OHS and ACF Regional Office Federal

staff, regional TA contractors, and designated national contractors have expanded the use of the work zones.

Participants continue to identify, develop, and share

resources and knowledge to improve Head Start services. 

Work Zones

At this point, all zones are by invitation only. There

are a variety of work zones to meet the needs of the TTA

network. One zone is dedicated to each of the six major

content areas covered by the TA System (Administration/

Fiscal, Disabilities, Early Learning and Literacy, Family

and Community Partnerships, Health and Infant/Toddler).

These six work zone teams develop and collect resources

such as bibliographies, webliographies, existing TA

Materials, and FAQs. The materials include PowerPoint

presentations, assessment instruments, work sheets and

other instructional and summary tools, leading and exemplary practices, success stories, and lessons learned. If the

resources are considered useful to a broader audience, they

may be posted on the Early Childhood Learning and

Knowledge Center (ECLKC). In addition, there is a zone

for Local Technical Assistance Specialists who work in the

field. There are other zones specific to priorities including

Mental Health and Research to Practice Work Zones. As

these two zones mature, they will expand.

Special Practices on Three Work Zones

Administration/Fiscal Work Zone—Virtual Team

Relationships 

The Administration/Fiscal zone has found the key to

success is to support its members by creating virtual team

relationships. Muriel Richardson, Federal Team lead,

explains that the zone offers a contact person (a Subject

Matter Expert at the Head Start Knowledge and

Information Center) for member support. This ensures that

members receive rapid responses to questions in their content area, alerts on topics discussed on conference calls, and

technical help with work zone use. 

Disabilities Work Zone—Resource Development

Jim O’Brien is the Federal Team Lead on Disabilities

issues. He reports on three projects developed with work

zone member participation and designed to assist Disabilities

TA Content Specialists to work with grantees. These products will be posted on the Early Childhood Learning and

Knowledge Center.

COMMUNITIES OF PRACTICE ON ELECTRONIC

WORK ZONES

Audiences/Methods 

“I am delighted that the

Collaborative Work Zones are a

place for sharing ideas openly. It

is important for network members to communicate with each

other online using new technology to better focus resource

development.” 

—JoAn Knight Herren, Chief,

T/TA Branch
Head Start Bulletin 27

Audiences/Methods

 The first is a series of Frequently Asked Questions

(FAQs) on disabilities issues to address grantee needs

for policy information. 

 The second project is based on Program Information

Report (PIR) data. Based on discussions and requests,

Disabilities Services PIR Summaries were developed and

sent to the regions for comment. The reports include

state level data for use by Disabilities TA Content

Specialists in follow-up discussions with grantees.

 Finally, there is a synthesis of common features in

Memoranda of Understanding (MOAs), posted on the

zone as an informational tool for members. 

Family and Community Partnership Work Zone—

Videoconferencing

Head Start Knowledge & Information Management

Services Subject Matter Expert Jacquie Davis said that

videoconferences offer a more animated view of the participants, better involvement and responsiveness to questions,

and strengthen relationships. 

 At the January 2006, National TA Network Meeting,

zone members concurred that they would have better

and more responsive participation if they replaced

conference calls with videoconferences.

 In 2006, zone members took a leadership role on

monthly videoconferences on the following topics:

Family Literacy, ERSEA (Eligibility, Recruitment,

Selection, Enrollment, and Attendance), Fatherhood,

Health, and Community Assessment. Jacquie reports

that this zone has become more vibrant and effective

due to this practice. ■

Student Financial Assistance

Students pursuing a college education are making an investment in

their future. In addition to grantee

support, there are three main kinds of

financial aid: 

 Scholarships and grants 

 Loans 

 Student employment or workstudy aid

A resource for Head Start staff and

parents has been developed to provide

information on financial aid for higher

education. Refer to the following URL at

the Early Childhood Learning and

Knowledge Center for this information,

as well as explanations about types of

financial aid, and learn how to apply for

these resources:

http://eclkc.ohs.acf.hhs.gov/hslc/Professio

nal%20Development/Individual%20Dev

elopment/Financial%20Aid/prodev_bib_

00038_060205.html

Loan Repayment and Loan

Forgiveness

Note that some financial aid is

offered in the form of loans and loans

usually require repayment. The Head

Start link to relevant information about

loan repayment is

http://eclkc.ohs.acf.hhs.gov/hslc/Professio

nal%20Development/Individual%20Dev

elopment/Financial%20Aid/prodev_bib_

00038_042506.html

Recipients of the Federal Perkins

Loan qualify for loan forgiveness. Fulltime service as a staff member in the

educational component of a Head Start

program qualifies for up to 100% cancellation of the Perkins Loan. This program forgives 15% of the loan for the

first and second years of teaching service, 20% for the third and fourth years

and 30% for the fifth year. More information on teaching service cancellation/deferment options for this and

Stafford loans can be found at

www.studentaid.ed.gov. At the site, click

on “Repaying,” then on “Cancellation

and Deferment Options for Teachers.” ■

FINANCIAL ASSISTANCE WEB RESOURCES
Just as a tapestry is a heavy woven cloth adorned with

rich brilliant hues of color... so is the family a group of

people bound and continually strengthened by culture 

and likeness.

Just as a tapestry is woven with precious hands

immersed in history and tradition by threads that will

never come undone...so is the family borne of history and

tradition with ties that can never be broken.

Just as a tapestry through its design is a fine work of

art...so is the family through its eminence an unbreakable

unit of oneness.

As we admire a tapestry that adorns the wall ...so will

we embrace and respect the culture, customs and traditions

that are the fabric of the family.

In 2001, an Information Memorandum (ACYF-IM-HS01-08) was circulated to inform Head Start and Early Head

Programs about new efforts to enhance the preparation, ongoing training and effectiveness of Head Start Family Workers.

Specifically this Memorandum:

 Describes the Head Start Family Worker Training and

Credentialing Initiative. 

 Disseminates a newly developed framework of Head

Start Family Worker Competency Goals and Indicators. 

 Encourages local grantees and delegate agencies to use

Competency Goals and Indicators for Head Start Staff

Working with Families to improve the preparation and

ongoing professional development of Family Workers.

28 2007

BUILDING THE COMPETENCY OF

HEAD START FAMILY WORKERS

Audiences/Methods 

The Family Worker Credentialing

program grants were announced in

May 2001. Ten grantees received

awards to --

 Develop competency-based training programs and curricula relevant to the work of a Head Start

Family Worker based on the

Head Start Program

Performance Standards;

 Create or adapt competencybased training linked to academic credit and degree programs

and to other forms of credentialing for Family Workers;

 Develop accessible and affordable training and curricula for

adult learners that accommodates the training needs of current Head Start Family Workers;

 Create state-of-the-art training

and assessment strategies to

enhance the quality of program

services and outcomes for the

low-income families served by

Head Start and early childhood

programs.

Grantees used the Competency

Goals and Indicators listed in the IM

in the box on this page to design the

credentialing programs. Courses and

curricula range from a distance education program to a competency-based

experience, from a 90-hour course

granting a credential to a two-year

degree program. The grantees included

a Tribal nation and urban and rural

Head Start programs. Seven of the

original ten grantees continue to provide either coursework or curricula for

in-service training. 

These programs currently available

are listed in the chart on page 29 and

welcome the opportunity to work with

you or your program to build skills

and to strengthen and empower families and staff. The chart also includes

information about the National Head

Start Association's Basic Family

Services Credential.

Leadership should be born out of the understanding of

the needs of those who would be affected by it.

—Marian Anderson
Head Start Bulletin 29

Audiences/Methods 

Name of the 

Organization

Contact Information Name of Course/

Curriculum

Brief Description

University of Wyoming

P.O. Box 4298

Laramie, WY 82071

Terri Longhurst

lnghurst@uwyo.edu

(307) 766-2452

Family Life Education A distance education program designed for family workers. The 11-module program can be completed in 1 - 1 1⁄2

years. The program promotes students' developmental

progress using the Three Rings of Knowledge framework.

Tennessee State

University

330 10th Avenue North

Suite J, Box 141

Nashville, TN 37203

Chuck Smith

(503) 725-5917

smithch@pdx.edu

Mary Simmons

(615) 277-1675

simmons@coe.tsuniv.edu

Social Services

Competency Based

Training Program

http://www.ceed.pdx.edu/

ectc_sscbt/

This is the oldest and most rigorous training program

specifically designed for Head Start social services staff and

other community based social service workers. This oneyear program includes 15 days of course instruction (in 3

one-week blocks throughout the year), creation of a professional development portfolio, direct field advisement

(like the original Child Development Associate model), and

an oral review board process. 

College of Menominee

Nation

P.O. Box 1179

Keshena, WI 54135

Gary Besaw

(715) 799-5600 x3017

Family Service Worker

Degree Program

The Family Service Degree program is designed as a 2-

year program. Curriculum goals: to prepare family

workers to understand and assist families in developing

their own problem-solving abilities and achieve long

lasting self-reliance, building on the strengths and

resources of families and communities 

Cooperative Education

Services Agency (CESA)

625 East Slier Street

P.O. Box 564

Portage, WI 53901

Ruth Chvojicek

chvojicekr@cesa5.k12.wi.us

(608) 742-8814 x245

(800) 862-3725

The Family Service

Credential

www.portageproject.org/f

sc

The Family Service Credential is a comprehensive, competency based training experience, designed to support

direct service staff in their work with children and families. The content is structured in four modules and

designed to support staff in the refinement of skills and

strategies to incorporate the core values of being family

centered, relationship focused, strengths based, ecological and reflective.

Edmonds Community

College

20000 68th Avenue

West Lynwood, WA 98036

Judy LeBlanc

jleblanc@edcc.edu

(425) 640-1665

Family Support Studies

http://fled.edcc.edu/

Classes for Head Start staff are offered on line as well as

on campus or a combination of the two. Coursework

provides education and training to students currently

working or desiring to use family support practice and

principles. The program is designed for students entering

the job market for the first time, changing careers, or

seeking to strengthen their professional skills in work

with families. 

James Bowman

Associates

614 Grand Avenue, Suite

400

Oakland, CA 94610

Malia Ramler

(510) 625-9303

mramler@jba-cht.com

Essential Skills for Family

Support

www.jamesbowmanassoci

ates.com

The curriculum has great value for in service training.

The target audience is pre BA and AA staffs who want

to strengthen their skills as they continue to work with

families.

The curriculum was developed from a compilation of

resources, strategies and techniques.

Cornell University

241 Strawberry Hill circle, Unit 2

Ithaca, NY 14850

Georgia Howe

(607) 272-1552

ghh2@cornell.edu

Empowerment Skills for

Family Workers

http://www.human.cornell

.edu/HD/FDC/

Cornell's Family Development Credential (FDC) system

collaborates with state and local agencies to teach

agency workers how to coach families to set and reach

their own goals for healthy self-reliance. Home visitors,

case managers, family resource center workers, community health workers, and teacher aides take 90 hours of

classes based on Empowerment Skills for Family

Workers (Forest 2003), complete a portfolio documenting their ability to apply these concepts and skills, and

pass a standardized exam. 

National Head Start

Association

1651 Prince Street

Alexandria, VA 22314

Carleen Wallington Kinlock

cwallington@nhsa.org

(703) 299-7513

(703) 739-0875

Basic Family Services

Credential

http://www.nhsa.org/train

ing/academy/distance_lear

ning_faq.htm

The Basic Family Services Credential is designed for

Family Services providers to demonstrate their skills in

12 competency areas, including partnering with families,

implementing the family goal-setting process, developing

parent involvement in child development and program

governance, and providing family support in all service

delivery areas. Each competency area corresponds with

the Head Start Program Performance Standards.
30 2007

“Since Head Start and Early Head Start programs face

many challenges, they need the best trained and most capable

staff available. Establishing learning environments that support continuous improvement and expand the collective

knowledge of members is a great way to offer professional

development,” explains Muriel Richardson, Management and

Program Specialist at the Office of Head Start. 

The Innovative Directors’ Institute Continued Learning

(DICL) Series

Feedback received from participants at the Directors’

Institutes over the years indicated they were interested in continuing to share their knowledge. Program Executive Directors

and Directors wanted to:

 Bring their own real-world experiences to colleagues

 Hold in-depth discussions

 Resolve problems

In 2004, a feature was added to the Institute follow-up

to respond to this interest and to broaden and sustain learning—Directors’ Institute Continued Learning (DICL). This

series of events uses technology to enable geographically dispersed Head Start and Early Head Start programs to

exchange information and share experiences and builds on

the momentum of the Institutes. DICL has expanded and

improved since its inception. 

The 2005 Directors’ Institute offered new approaches to

support learning and professional development:

 Expanded time for synthesis groups

 A planner for Directors based on the Head Start

Program Performance Standards 

 A CD-ROM including materials prepared by speakers

Once participants returned home, they received a notification of the Institute’s official Web site and were invited to

register for the Institute listserv. Using the Web site, participants could take advantage of major new innovations by

 Viewing video segments

 Downloading workshop handouts

 Locating marketplace vendors

 Accessing new resources

The Directors’ Institute listserv or discussion forum is a

direct communications channel. It alerts subscribers to

scheduled teleconferences, video conferences, and Webinars

that build on the Institute topics. Participant interactions

have been promising and the listserv now functions as a discussion space for exchanging ideas, asking questions, and

sharing resources. 

Online Community Strategies

Motivation and relevance have been key elements to

building a sustained learning environment to follow the

Institute. Success has required scheduling and facilitating

useful post-Institute events that engage participants in relevant and timely discussions likely to impact their programs.

For example, the DICL hosted three well-attended teleconferences on the annual Program Information Report (PIR).

Each event offered professional guidance and an opportunity

for participants to discuss and reflect. These timely events

also helped focus attention on who is responsible for pulling

DIRECTORS’ INSTITUTE CONTINUED LEARNING 

The Directors’ Institutes offer continued learning using

technology by Muriel Richardson

Photo by S. Crecelius.

Audiences/Methods 

Participants have continued their learning long after they walked out the

Institute doors using a structured online process that supports sustained

collaboration and information sharing.
Head Start Bulletin 31

together the report data. At the conclusion of the PIR series,

participants were invited to continue discussions with colleagues online by posting to the listserv. 

DICL succeeded in building an online community on a

second topic of interest to participants—management skills

training. The DICL series posed discussion questions to the

listserv community: How do they

 Motivate staff? 

 Handle conflict resolution? 

 Delegate responsibilities? 

The result was an exchange of practical recommendations

and noteworthy resources that added value to peer-to-peer

discussions and extended learning. This interaction also supported the online community by identifying shared interests

and soliciting personal experiences. 

Benefits 

The DICL model leverages technology to advance training beyond a one-time learning event. The model is effective

because it reinforces the knowledge acquired during an

Institute, offers encouragement as the knowledge is applied in

real-world settings, and supports interactive exchanges as

learners share experiences and insights. 

A structured continued learning process is a powerful

training solution that adds extraordinary value to a learning

experience. It builds competence through community and creates sustainable learning. ■

WEB RESOURCE

2005 Directors’ Institute Web site:

http://www.hsnrc.org/DirInst2005/ 

Muriel Richardson is the Management and Program Specialist

for the Office of Head Start. T: 202-205-8009; 

E: muriel.richardson@acf.hhs.gov

Audiences/Methods 

Photo by S. Crecelius.

Directors’ Institute Continued Learning succeeded in building an 

online community.
32 2007

Audiences/Methods

In my quest to find a model for professional development that would meet teacher concerns and best impact

student learning in mathematics, I have formed several

guiding principles. 

Models of Professional Development 

Four particular models have produced some excellent

results. Each model has specific strengths and some cautions

that need to be addressed before the model is implemented. 

Study Groups

Groups of teachers meet to discuss texts or modeled

lessons, view videotapes of classroom events, or analyze

children’s work products. A facilitator guides the discussions; however, participants generally set their own goals

for the next session. 

 Strengths—Contextualized in classroom settings, this

model can be an excellent combination of the

teacher’s voice and expertise. If well facilitated, a

study group allows teachers to interact with and

learn from each other in a true learning community. 

Modeled Lessons

Mathematics lessons are modeled by a facilitator,

classroom teacher, or a peer. Often these lessons are videotaped for later review in a study group. 

 Strengths—Lessons modeled in real classrooms provide authenticity to any innovation. The familiar

excuse, “It won’t work in MY class!” is best

addressed with this model.

“Trainer of Trainers” Workshop Model

This is a model that trains teachers to be teacher leaders. This model requires that teachers learn new content

and/or teaching strategies and present them at a workshop

or institute for other teachers. 

 Strengths—In well-designed workshops, teachers

have the opportunity to both learn mathematics as

LEARNERS and as TEACHERS. Because they experience both roles, they truly become members of the

“learning community” and learn with the primary

purpose of teaching others. 

Collaboration Between Novices and Experts

These are practices that facilitate the collaboration

between beginning and experienced teachers or preservice

and in-service teachers. In the best scenarios, the teachers

work together in a coaching relationship, both teaching

and observing children as they learn mathematics. 

 Strengths—Both novices and experts learn with this

model when teachers volunteer to be part of this collaboration. The excitement of new ideas and the

blending with well established methods can result in

real learning for both teachers and students. 

I am a strong advocate for what I call “focused professional development.” Each of the sites I work with is

unique; every group of teachers requires a different blend of

models or a particular focus for professional development.

In some cases, the collaboration between novices and

experts is widely accepted and if study groups and lesson

modeling are included, powerful professional development

occurs. In other cases, the “trainer of trainers” workshop

model produces a strong cadre of mathematics teachers who

in turn work in collaboration with other teachers in study

groups or modeling lessons. In still other cases, teachers

need to be introduced to new mathematics ideas or innovations slowly and observe many teaching models before they

are ready to come together as a community of learners, collaborate with novices, or participate in study groups. The

principle that there is not one perfectmodel is essential to

this idea of “focused professional development.” 

Important, as well, are the principles of focused debriefing in a learning community. Please note that in each of the

models presented, debriefing in some type of learning community is a critical component. The teachers involved in 

Continued on page 57

FOCUSED PROFESSIONAL DEVELOPMENT FOR

TEACHERS OF MATHEMATICS

B Y JUANITA C OPLEY
Head Start Bulletin 33

At the time I got an AA Degree in education from a small

Catholic junior college in Iowa, I could teach elementary

school...and I did. But not for long—I got married and had

four children. It wasn’t until my husband decided to go to

school that we moved to Iowa City and connected with the

University of Iowa. That move changed our lives and goals.

First, I worked full time putting my husband through

school. I didn’t want to go back to public school teaching

so I opened a nursery school/day care center to keep my

children with me during the work day. We operated from

7:00 a.m. to 7:00 p.m. 

Though I had some experience running a nursery school,

I found I had many questions about appropriate activities for

young children, training for staff, and interactions with parents. I began taking one course a semester at the Institute for

Child Behavior at the University of Iowa. I studied while the

children were napping. By the time my husband got his

Bachelor’s I was about ready to get mine. He went on to get a

Master’s and I continued carrying one course a semester

toward my Master’s Degree. 

As I think back, I wonder how we did it! I became a

Head Start Education Coordinator and then the Head Start

director in a town 40 miles away from home. I continued to

carry at least one course per semester—sometimes two.

I finished my MA one August and began a new job at

Iowa State University in September. Although difficult, my

familiy and I have all benefited because I pursued and completed that degree.

Now I have become familiar with distance education and

how Head Start staff can benefit from this educational experience. When I hear that people can take coursework online

and participate actively in an online cohort, and when I learn

that some students form groups at work and take courses

together, I’m in awe! 

I enjoy imagining what a gift it is to join an online

class, not having to leave your children to attend, or to

juggle the lives of every family member to get to a library.

It warms my heart when I see Head Start programs across

the country offering Head Start staff members support in a

myriad of ways—tuition assistance, child care, paying for

books, providing transportation, allowing time off for

study, providing mentors, and helping students who are

coping with challenges. 

Many programs buy additional computers, laptops, hardware and software and create a safe haven for student staff

members interested in distance education. I happily imagine

that students with this level of assistance can learn without

the fear of jeopardizing their families’ routines or the risk of

health problems due to stress. 

I believe that everyone in our field wants to know how to

get better and better at doing this work—the most important

work in the world! And I know that having the opportunity

to learn and grow academically with others who are striving

to reach this goal is priceless. ■

JoAn Knight Herren is the Chief of the Training and Technical

Assistance Branch for the Office of Head Start. T: 202-205-

8566; E: joan.herren@acf.hhs.gov

MY PERSONAL JOURNEY

This author applauds distance education and Head Start

program support for staff by JoAn Knight Herren

JoAn Knight Herren, Chief of the Training

and Technical Assistance Branch.

Photo courtesy of HSNRC Photo Archives.

Audiences/Methods 
34 2007

Transition is an ending to what was familiar and movement into a neutral zone where we go through a process of

repatterning our lives and repositioning ourselves for what is

to become a new beginning (Bridges 2001). Have you

reflected on when you knew a change needed to occur? What

occurred at each transition to a new life stage?

One way to continue to discover and grow with purpose

is to seek out sources of wisdom. Wisdom is gained from people (your mentors) or readings. Leider and Shapiro (2004)

remind us to live our life with purpose. “When we claim our

place at the fire, we enter into the circle of vital elders who

have been the source of wisdom in society since time

immemorial. We do this by courageously reexamining and

rediscovering who we are, where we belong, what we care

about and what our life's purpose is.” 

The field of early care and education always has honored elders. As two who are becoming elders in this field,

we are considering our legacy and how to continue making

a difference. We are eager to share wisdom learned from

our personal and professional experiences and anxious to

mentor a new generation of leaders and to encourage lifelong learning.

At a recent conference presentation, early childhood

professionals of all ages expressed an interest in “soaking

up the collective wisdom” and gaining perspective related

to life changes. The term “melder” emerged as a description for those who have reached the place in life where

they want to mentor and give back, yet continue growing

and learning themselves. 

As melders in the field of early childhood for many

years, our “bags of wisdom” have come by observing others

who are older and wiser, both men and women, reading challenging books, and listening and reflecting on the words we

have heard and how those words pertain to us. We have been

willing to take risks and have addressed our own fears—

heights, water, new situations such as returning to school as

an older adult, traveling to another country, physical activity—and have learned and gained confidence, which made us

better equipped to mentor those younger than ourselves. 

Learning with a mind open to new ways of teaching,

supervising and relating to individuals around us who

come from different cultures or parts of our state or country has helped us to become positively engaged individuals

with heart. We have observed that others are drawn to

positive and engaging people and to their energy, excitement and productivity. 

To add to your toolbox of personal knowledge, consider

asking the following questions:

 What am I doing to build my “bags of wisdom?”

 What legacy will I leave for future generations?

 What are my obligations/responsibilities towards

other generations?

 What types of activities do I engage in that would

indicate that I have chosen a life of purpose and

wholeness? ■

RESOURCES

Bridges, W. 2001. The way of transition: embracing life’s

most difficult moments. Cambridge, MA: Perseus

Publishing.

Leider, R. J. & D. A. Shapiro. 2004. Claiming your place at

the fire: Living the second half of your life on purpose.

San Francisco, CA: Berrett-Koehler Publishers, Inc.

Ruth Ann Ball is the Project Director for the Early Reading

First Grant for Oklahoma P.R.I.D.E. and the ELOA contract with Choctaw Nation, called Project Light on Early

Literacy at University of Oklahoma’s Center for Early

Childhood Professional Development. T: 405-799-6383,

ext. 248; E: raball@ou.edu

Cheryl Foster is an Early Childhood/Leadership Consultant.

T: 480-838-2502; E: clfosterus@yahoo.com

HOW ELDERS SHAPE THEIR LEGACY

Live a life of purpose and gain wisdom to pass to the next

generation by Ruth Ann Ball & Cheryl Foster

Audiences/Methods 
Head Start Bulletin 35

Sara goes to a great training and

gathers lots of really good ideas that

she wants to use immediately! She is

excited because one idea directly

addresses something she has been

struggling with for a while. This

approach seems perfect! On Monday

morning, Sara starts using the new

approach. She does it exactly the way

it was discussed during training. All

goes well for the next couple of days.

Then she hits a glitch. They did not

discuss this problem in training! Sara

tries another way. That doesn’t work

either. She KNOWS that the trainer

would have the answer if only she

had her e-mail address and the nerve

to contact her and ask her a question.

Instead, she tries a few more times,

continues to struggle, wishes someone

else had gone to the training with her,

and then goes back to her old way of

doing it. At least it’s familiar!

It is widely recognized that we

adults learn best when we are able to

apply what we are learning in the

context in which we will use the new

information (Wlodkowski, 2003). In

order to be an excellent teacher,

supervisor, or administrator, one

needs to develop a great many skills,

each of which develops over time,

after a great deal of practice and

ongoing feedback and support from

others. Chess is a complicated game

but it only has 50,000 possible

moves—far fewer possibilities than

can occur in a single minute in any

classroom, staff meeting, or home

visit! Yet master chess players invest

between 50,000 – 100,000 hours of

practice with feedback in order to

become expert in the 50,000 chess

patterns (Chase & Simon, 1973;

Simon & Chase, 1972). Like chess

players, early childhood educators

need a mindset and intentional system

that assure follow-up and ongoing

skill building.

Teachers need to practice new

teaching techniques in the classroom

and modify their approach in

response to children’s responses, as

well as feedback from colleagues,

mentors, or supervisors who can see

exactly what the teacher is doing

rather than what s/he is trying to do.

Supervisors and administrators need

ongoing feedback about new supervision approaches and techniques to

assure that what they are intending is

as effective as it can be. Sara met

challenges she did not learn about

during her initial training and she

needed ongoing input and support in

order to incorporate the new ideas

into her work. 

Fountas et al. (2000) found that

teachers need concrete, practical suggestions from change agents in order

to make changes. Moffet (2000)

clearly showed that innovations were

successful only when practitioners

received adequate, high-quality assistance when they went back into their

classrooms. Indeed, the amount and

quality of the follow-up support

determined whether an innovation

flourished or died after the training

was complete. Both SpecialQuest and

StoryQUEST found that programs

who participated actively in follow-up

made substantially more progress

than did teams that did not embrace

follow-up (Knapp-Philo, 2002;

StoryQUEST Final Report, 2004).

Once we accept that new learning

needs to be connected to a process of

ongoing learning and follow-up, we

must then think and plan differently.

Training becomes the first step

toward incorporating new strategies

and techniques into the work. But,

three more steps remain. The work of

learning to master a new skill is just

beginning. The second step is practicing and receiving feedback and support to develop new skills. This is

where Sara got lost—she had no follow-up and no way to get feedback or

to have her questions answered. The

third step involves ongoing thinking

and planning about how to continue

to improve and refine the new skill.

Finally, the fourth step moves to creating new ways to use the strategy or

technique. The hallmark of mastering

a skill is being able to use it in innovative and unique ways. This is the

goal of professional development—to

support staff to become highly

accomplished and skilled, which takes

time, practice, follow-up and feedback, and ongoing effort.

MAKE TRAINING PLANS SUCCESSFUL

INCORPORATE FOLLOW-UP, SUPPORT, AND PRACTICE!

B Y J OANNE K NAPP -P HILO

Audiences/Methods 
36 2007

The responsibility for this ongoing learning process is shared by

learners and their leaders. Training

plans always incorporate follow-up.

All learners have a mindset that

expects to work on skill development

after every training and learning

opportunity. Leaders develop a culture of continuous improvement that

expects that staff at all levels need

and will receive on-going follow-up

and support for all new practices and

innovations. Systems and budgets

support follow-up. The following

Japanese proverb is a mantra for

organizational learning:

One thousand days to learn; ten

thousand days to refine. ■

REFERENCES

Chase, W. G. & H. A. Simon. 1973.

Perceptions in chess. Cognitive

Psychology, 4: 33-81. 

Fountas et al. (2000)

Knapp-Philo, J. 2002. An exploration

of training and change in practice

in infant/toddler programs.

Unpublished dissertation,

University of Connecticut.

Simon, H. A. & W. G. Chase. 1972.

On the development of the

process. eds. L. B. Resnick & L. E.

Klopfer. Information processing in

children. Alexandria, VA:

Association for Supervison and

Curriculum Development.

U.S. Department of Education.

StoryQUEST Final Report. 2004.

Washington, D.C..

Joanne Knapp-Philo, Ph.D., is the

Project Director for the National

Head Start Family Literacy Center at

the California Institute on Human

Services at Sonoma State University.

T: 800-849-7810; E: Joanne.KnappPhilo@csuci.edu

MAKE TRAINING PLANS SUCCESSFUL

Audiences/Methods 

 Do you have a desire to advance your professional life

but are not quite sure how?

 Have you reached a plateau professionally and are

not sure how to overcome it?

 Are you yearning to move outside the box but don't

know what's beyond it?

A year in Washington, DC, as a National Head Start

Fellow may be an option for you. One of the best opportunities in early childhood education is the National Head

Start Fellowship program. This program helps to bring a

local perspective to the national office and develops the leadership skills of seasoned and emerging leaders from the field. 

For the past 10 years, between 8 and 10 early childhood

education and human services professionals from around the

country have lived in the Washington area as Fellows while

working at the Office of Head Start. While in Washington,

they serve as full-time paid special assistants to senior managers at the Office of Head Start by writing position papers,

reviewing research findings and proposed legislation, chairing meetings, assisting with policy analysis and participating

in policy making discussions.

Professional development is a component of the

Fellowship. Fellows study leadership under the guidance of

Head Start senior managers and are mentored by professionals in the field. They also visit government and non-government agencies to gain an understanding of policy and advocacy at the national level. Many Head Start Fellows return

to their communities with their new skills and knowledge to

enhance quality services for children and families.

To gain perspective on this program and its possible

value in your personal and professional life, access

http://eclkc.ohs.acf.hhs.gov/hslc and click on 2007-2008

National Head Start Fellowships (PDF) under the topic

Professional Development. For more information, contact

JoAn Knight Herren, Chief, Training and Technical

Assistance Branch, joan.herren@acf.hhs.gov.

THE NATIONAL HEAD START FELLOWSHIP PROGRAM
SELF-ASSESSMENT FOR DISTANCE LEARNING

A HEAD START BULLETIN PULL- OUT

Head Start Bulletin 37

As each Head Start program has developed its own system to promote and support professional development

activities, Head Start is uniquely poised to develop creative solutions to address the individualized needs of adult learners. This self-assessment will help you decide if you are a good candidate for an online course or distance learning

directed to a degree. We encourage you to try distance learning as a delivery method for professional development, but

want you to be aware that online learning offers both unique opportunities and challenges. 

Questions 1 - 4 have been identified as critical skill areas for successful participation in online courses. If you

answered yes to all of these questions, you are ready to continue to questions 5 - 17. If you had a “no” response to

any of the first 4 questions, you will want to discuss this further with an expert or advisor.

1. I find the idea of taking a class online exciting  Yes  No

2. I am able to work independently  Yes  No

3. I am self-disciplined and can stick to my study plan.  Yes  No

4. I am willing to acquire the skills necessary to take an online course.  Yes  No

Now read question 5-17 and respond with “yes” or “no”. Keep track of your “yes” or “no” responses. If you

find your concerns outweigh your motivation to try distance learning, you can read suggestions to help you prepare for

this experience. Go to http://www.eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/

Individual%20 Development/Choosing%20a%20Higher%20Education%20Program/prodev_caf_00048_061606.html

5. I can set aside time to regularly participate in class each week.  Yes  No

6. Having the freedom to choose, day-to-day, when I attend class and when I study, suits the way I like to work.

 Yes  No

7. Going to class in my pajamas sounds like fun!  Yes  No

8. Direct, personal feedback from my instructor is something I value and benefit from.  Yes  No

9. After a face-to-face discussion, I think of just the thing I could have contributed, but by then it is too late. 

 Yes  No

10. Having classmates from all over the country and around the world is a wonderful educational opportunity. 

 Yes  No

11. I am comfortable building relationships and networking online.  Yes  No

12. I learn well by sharing my knowledge, thoughts, and experiences with others.  Yes  No

13. I learn well when others share their knowledge, thoughts, and experiences with me.  Yes  No

14. I learn well through reading.  Yes  No

15. I can effectively communicate my ideas in writing.  Yes  No

16. I find that when I write, I can take the time to organize my thoughts better than when I talk.  Yes  No

17. My typing skills are adequate to work online.  Yes  No

The information in this document is from http://www.elearnersadvisor.com and http://www.onlinelearning.net/ 

Additional student self-assessment tools can be found at these sites:

Illinois Online Network

http://www.ion.illinois.edu/IONresources/onlinelearning/selfeval.asp

Are Online Courses for Me?

North Iowa Area Community College

http://www.niacc.edu/progserv/distance/onlinesurvey1.html
38 Month 2002

Así como cada programa de Head Start ha desarrollado su propio sistema para promover y apoyar actividades para el

desarrollo personal, Head Start esta únicamente enfocado en desarrollar soluciones creativas para suplir las necesidades individuales de los estudiantes adultos. Esta auto-evaluación lo ayudara a decidir si es usted o no, un buen candidato para tomar un

curso en línea o para la educación a distancia a fin de obtener un título. Le exhortamos probar la educación a distancia como

una vía de ayuda para el desarrollo profesional, pero queremos que este consciente que el aprendizaje en línea le puede ofrecer

grandes oportunidades y retos. 

Las preguntas de la 1 a la 4 han sido catalogadas como áreas de destrezas críticas para tener participación exitosa en los

cursos en línea. Si contesta si a todas estas preguntas, entonces usted esta listo para continuar con las preguntas de la 5 a la 17.

Si tiene “no” como respuesta a cualquiera de las 4 preguntas, usted deberá discutirlo mas adelante con un experto u asesor.

1. Me entusiasma la idea de tomar clases vía Internet  Sí  No

2. Puedo trabajar independientemente  Sí  No

3. Soy disciplinado y puedo seguir mi plan de trabajo  Sí  No

4. Quiero adquirir las destrezas necesarias para tomar un curso por Internet  Sí  No

Ahora lea las preguntas de la 5-17 y responda “sí” o “no”. Este consciente de sus respuestas. Si se da cuenta de que sus

inquietudes pesan más que su motivación por probar la educación a distancia, puede leer sugerencias que le ayudarán a

prepararse para esta experiencia. Dirijase a http://www.eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/

Individual%20 Development/Choosing%20a%20Higher%20Education%20Program/prodev_caf_00048_061606.html para

esta información.

5. Puedo sacar tiempo para participar semanalmente en clase.  Sí  No

6. EL tener la libertad de elegir día a día cuando asistir a clase y cuando estudiar es la forma que me gusta trabajar. 

 Sí  No

7. ¡Suena divertido asistir a clases en pijamas!  Sí  No

8. Retroalimentación personal directa de mi instructor es algo que valoro y de lo cual me beneficio.  Sí  No

9. Después de una conversación cara a cara, pienso solo en las cosas que pude haber aportado, pero para entonces 

ya es demasiado tarde.  Sí  No

10. El tener compañeros de estudios en todo el país y alrededor del mundo es una oportunidad educativa maravillosa. 

 Sí  No

11. Me siento cómodo intercambiando y haciendo relaciones personales en línea.  Sí  No

12. Aprendo bien compartiendo mis conocimientos, pensamientos y experiencias con otros.  Sí  No

13. Aprendo bien cuando otros comparten sus conocimientos, forma de pensar y experiencias conmigo.  Sí  No

14. Aprendo bien a través de la lectura.  Sí  No

15. Puedo comunicar efectivamente mis ideas escribiendo.  Sí  No

16. Me he dado cuenta de que cuando escribo puedo organizar mejor mis ideas que cuando hablo.  Sí  No

17. Tengo las destrezas mecanográficas necesarias para trabajar en línea.  Sí  No

La información en este documento es de http://www.elearnersadvisor.com y http://www.onlinelearning.net/ 

Instrumentos adicionales para auto evaluación, disponibles en estos sitios:

Illinois Online Network: http://www.ion.illinois.edu/IONresources/onlinelearning/selfeval.asp

Are Online Courses for Me?

North Iowa Area Community College: http://www.niacc.edu/progserv/distance/onlinesurvey1.html

38 2007

AUTO EVALUACIÓN PARA EDUCACIÓN 

A DISTANCIA

HOJA DESPRENDIBLE DE BOLETÍN DE HEAD START
Head Start Bulletin 39

“We build and maintain relationships that allow us to

secure and share resources to support faculty and students

with the services they need to build a distance learning

community. One fact is clear—the distance delivery

approach to higher education is working for Alaska’s Head

Start teachers who live in rural and remote communities

throughout this vast state.”—Cindy Harrington, faculty,

the University of Alaska Distance ECE/AAS Program

“Combined with best practices of instruction and

using the latest information available, we believe the

University of Alaska has one of the strongest distance ECE

AAS programs in the country.”—Patty Meritt, faculty, the

University of Alaska Distance ECE/AAS Program

The Distance ECE/AAS Program is a distinctive design

in the University of Alaska system. The University of

Alaska Southeast created and implemented the distance

learning program as a way to help Alaska Head Start

teachers attain their early childhood Associate degrees. (See

the photo collage on page 54.)

From 2001 to 2004, funding in the form of two grants

from Head Start helped the university provide distance learning, on-site mentoring, and annual gatherings. Classes were

taught through distance delivery, including audio, video and

computer conferencing. The university organized an effective

system to link students with tutors and mentors. One of the

Head Start grants funded the Education Opportunity Fund

(EOF) to give students time and financial support to attain

degrees by providing pay and benefits to Head Start teachers

for an extended leave of absence from their programs. Those

students committed to taking 12 credits per semester; tuition

and books also were covered by the grant.

With the support of the University President and a committed administration at two collaborating campuses, the

program has grown. The leadership of the university has met

the challenge to design a unified system for two separate

campuses with different policies, courses and degrees. The

university jointly manages the current AAS degree program

and has plans to implement an expansion to a BA degree to

meet Head Start mandates. 

Strategies for Success

To support its distance learning students, the university

has stressed communication and strong relationships

between the students, university staff, grantees, and members of the T/TA system. 

Examples of how the university embraced these strategies include:

1. Holding annual Gatherings in the spring to support

discussions about succeeding in college and managing

online coursework. Students, faculty, staff, Head

Start grantee representatives, elders and other supporters attend for a week of sharing and listening.

DISTANCE EDUCATION CONTRIBUTES TO 

PROFESSIONAL DEVELOPMENT SUCCESS IN ALASKA

The University of Alaska met challenges and designed a

successful system. by Cindy Harrington, Carol Prentice

& Patty Meritt

Distance Education

Eleanor Sam, graduate of the

University of Alaska Fairbanks

Photo courtesy of U. of Alaska Fairbanks.
40 2007

DISTANCE EDUCATION CONTRIBUTES

The university presents strategies and communication

tools and listens to suggestions for ways to be both

supportive and culturally aware. 

2. Initiating an ECE Advisory Committee which meets

annually during the spring Gathering to review plans

for the upcoming fall semester. Currently, the committee is developing a plan to approach Alaska

Native Corporations and organizations for tuition

support for Head Start teachers interested in pursuing AAS and BA degrees. Other proposals include

working with a Tech Prep Consortium to offer 100

level ECE courses in rural high schools and continuing collaboration on the status of E-rate for Head

Start centers. (The E-rate is a reduced cost for phone

and Internet access. It enables broader participation

in the videoconference network, and has the potential to expand course delivery. See page 46.)

3. Offering students support by assisting with tuition

costs, mentoring and tutoring, comprehensive academic advising, and classes to strengthen English skills. 

4. Assisting Head Start grantees by loaning computers and phones and providing in-service training to

build the skills needed to access and use technology effectively. 

5. Helping university staff by holding regular teleconferences and offering access to resources to advance

theory and practice in distance education.

Other ECE Developments in Alaska

Broad and cohesive partnerships in Alaska also contribute to the coordinated response to the mandate for professional development for Head Start teachers. In addition

to working with the university, Head Start formed partnerships with public schools to provide access for teachers in

rural areas to courses via videoconference. 

A worthwhile partnership exists between the university

and the active advisory council for the Alaska System for

Early Education and Development (SEED). The SEED

Council was established in 2001 to develop an infrastructure for early childhood professional development in

Alaska. Key leaders from state government and Head Start,

resource and referral agencies, university faculty and

administrators, tribal childcare organizations and others

are collaborating on early childhood education projects.

Refer to http://seed.alaska.edu for details.

Improvements for Alaska ECE professionals resulting

from in-state partnerships include: 

 An 8-step career ladder for ECE professionals

 An early childhood registry system to track the professional development of providers

 A Web-based CDA training program to help students in rural areas earn this credential

 An economic impact study on the early childhood

workforce sector

Delivering a viable, user-friendly distance delivery system and developing effective and dynamic partnerships are

strategies that are working to strengthen and support early

childhood educators in Alaska. ■

WEB RESOURCES

http://distance.uaf.edu/resources/facultyresources.html

http://ece-distance.alaska.edu

Cindy Harrington, faculty, is the Program Director for the

University of Alaska’s Distance Early Childhood Education

Associate Program. T: 907-486-9426; 

E: cindy.harrington@uas.alaska.edu

Carol Prentice is the Program Manager for the University of

Alaska Southeast’s Alaska SEED program. T: 907-796-6414;

E: carol.prentice@uas.alaska.edu

Patty Meritt is a faculty member at the University of Alaska for

the Distance Early Childhood Education Associate Program.

E: patty.meritt@uas.alaska.edu

Distance Education
Head Start Bulletin 41

Why Students Choose Online 

Getting started and pursuing a college education can

seem like a daunting task, particularly if your job, location,

time, and home responsibilities make attending a classroom

challenging. However, when you take a step beyond the traditional classroom environment and consider online or distance

education, the possibilities expand dramatically. 

When several students who chose the online path to professional development shared their insights and experiences,

they dispelled a few myths about distance learning. As you

read their views, your ideas about trying distance learning

may change, too.

We asked Gwen Ridley Robertson, a family child care

provider, why she chose online and her answer was simple,

“I’m in my home all day and work from 6 a.m. to 6 p.m. and

online is so convenient. If I tried to get to class, by the time I

drove and found a place to park, I would always be late.” 

Other students had different reasons for choosing distance learning. As a military spouse, Donna Britt travels with

her husband and was not able to complete a degree at any

one location. Jean Wright and Kathy Rogers both work fulltime and have families, one with high school age children and

one with small children. Jean also lives in a rural location.

The Student Experience

These four women pursued degrees ranging from an A.A.

in Early Childhood Education to a doctorate in Education.

Expectations about what the courses would be like varied. 

Gwen, who took courses at the University of Cincinnati

and received her A.A., is now starting a B.A. degree. She did

not expect the level of involvement she found. “I expected

only e-mail communication, but the teachers helped me network beyond my own course with others and instructors

were available to talk by phone. If I left a message on the

discussion boards, I had a response in two days.” 

Donna Britt, who received her Ed.D in Management of

Programs in Child and Youth Services from Nova

Southeastern University in Ft. Lauderdale, FL

(www.nova.edu) said what she discovered exceeded her expectations. “I realized that I can develop strong relationships

with my fellow students without seeing them,” she said.

“Online courses opened up a whole new world of learning.” 

Jean Wright, who is pursuing a degree in Early

Childhood Education at the University of Cincinnati, expected

to be self-directed and to stay on schedule. She was pleasantly

surprised that her expectations were easy to meet. Kathy

Rogers, who also is earning her degree in Early Childhood

Education, said the video lectures that were part of her class

enhanced the readings. “While watching the videos, I felt like

I was a live participant in the class,” she said, “because the

readings and assignments fit together perfectly on the video.”

Learning new computer skills was part of each student’s

experience. Kathy learned how to send assignments and

attach pictures. Jean had to become familiar with word processing software and spreadsheets and how to download and

upload assignments to the Web site. “I learned to adapt to the

way each professor distributed materials and returned papers

just like a student in a face-to-face class does,” she said. In

addition to learning new computer skills, Donna also became

a more focused writer. “I had to be precise when I wrote, she

said “because there are no visual clues or opportunities to

clarify ideas through speech.”

STUDENT VIEWS OF DISTANCE LEARNING

Distance Education

Time management became a family

activity in Gwen's house.

“Sometimes I did my homework

with my children after supper,” she

said. This practice validated what

she told them about their need to

develop good study habits. “I have

to study and so do you is the message,” she continued, “and my

children saw the pay-off when I

received my degree.”
42 2007

STUDENT VIEWS OF DISTANCE LEARNING

Challenges Faced By Students

There were two primary challenges faced by these students:

 Time management—Kathy remarked, “It is important to stick to your plan and not good to fall

behind. The professors give you a realistic timeline

and the class Web sites have all the assignments and

discussion topics listed.” 

 Participating in the student teaching process online differed from traditional classrooms—Jean said: “My

mentor, who also worked in my agency, videotaped me

in the classroom doing a specific activity. I sent the

videotape to my professor who posted it on the Web

site. Then I watched it with my mentor and professor

and they offered feedback.” 

Insights

Students reflected about their distance learning experience. They realized that they have learned that:

 They have the ability to succeed in an online 

environment.

 Some people are independent learners—“In a traditional classroom, I probably would have been quiet

and participated less in the discussion. But online there

is no pressure to be called on, or worry that you will

not be heard. I can participate in a different way—

there is no time limit and I have access to the discussion all the time.” (Gwen)

 They have gained confidence in the teaching methods they practice with young children and in the

developmental purpose of those methods—I gained

confidence in the way I’d been doing things. I always

re-read stories to my own children and to my students, but I didn’t know why. Now I know there is a

developmental purpose behind the repetition. I

understand that this is good practice and can articulate the principles behind it.” (Jean)

Advice for Potential Students

All the students agreed that distance learning was an

enriching experience. They recommended:

 Trying an online course to see if you like it. Take a

moment and review the self-assessment for online

learning printed on page 37-38. This is one tool to

help you decide if you want to try a course or earn a

degree online.

 Asking for help with technology. The staff at school

and people in technical support will be available to

offer help with the online system.

 Being disciplined and carrying out assignments.

 Budgeting your time and asking your family to respect

your time.

There are an ever-growing number of students nationwide who are taking online courses and reporting that the

experience has enabled them to learn and also taught them

something even more valuable—a better understanding about

their own ability to succeed in the changing educational arena

of higher education. ■

Distance Education

Facts about Teacher Professional Development 

Early Childhood Professionals are in agreement that higher levels of education in early childhood development can

improve outcomes for preschool children. From Neurons to Neighborhoods, a study of early childhood development by the National Research Council and the Institute of Medicine, finds that “both formal education levels and

recent, specialized training in child development are associated with high-quality interactions and children's development in center-based, family day care and even in home sitter arrangements.”

For more information, read The Early Childhood Challenge: Preparing High-Quality Teachers for a Changing

Society (June 2004). This White Paper from the American Association of Colleges for Teacher Education outlines

recommendations made by a focus council for constituents of the early childhood education (ECE) field. This

resource is available on the Web at http://www.aacte.org/News/Press_Room/ECEpaper.pdf.
Head Start Bulletin 43

Teachers who take steps into

eTeaching can use all they have

learned about their teaching style,

early childhood education, effective

adult learning, and the learning styles

and needs of students. Through

eTeaching, they also can create another

effective way for early childhood professionals to access education and professional development. 

Technology is available to serve

the goals of the adult educator, not the

other way around. 

Online Learning and Early

Childhood Professionals 

Technology is one tool for teacher

education and professional development—but not the only tool. It is not

meant to replace the traditional faceto-face classroom. The goals for both

methods of instruction are the same—

to improve teacher knowledge and

performance in the classroom and to

enhance child outcomes and family

support. Online training makes education and training more accessible to

early childhood professionals. It is:

 Another way of getting courses

to students

 A convenient way for working

professionals to continue their

education 

 An anytime and anywhere learning environment that never closes

 A way to give a “voice” to some

students who may not speak up

in class but might online

 An effective way to enable

exchanging ideas and information between learners 

 A powerful way to create a

dynamic community of learners

What is an eTeacher? 

The job of an eTeacher is to use

enabling technology and effective distance learning methods to remove the

barriers and build on the strengths of

eLearning. The teacher must be:

 Intentional in choices and

 Always keep the early childhood adult learner and content

at the center of the process to

design, develop and deliver

eLearning. 

Many online instructors comment on the importance of serving as

a tour guide and being an active participant in the online learning community themselves. ETeachers plan

and prepare the environment and

then invite the students to join

online. They can point out interesting places and things along the way

while keeping key concepts and

course materials in view. 

A well-organized and well-managed online classroom is both an

empowering place to learn, and a place

to contribute to the online community.

Online learners often report that they

felt they had more one-on-one attention from their instructor than in faceto-face courses. There are some similarities and some differences between

eTeaching and classroom teaching. 

ETeachers can:

 Participate in the discussions

and learn alongside students as

they share their knowledge,

skills and experience. 

 Have a chance to really “listen”

to each student and to get to

know their voice. ETeachers

may have more of an opportunity to “listen” since the online

environment can promote communication. 

 Spend time in a managerial role

keeping everyone and everything

on track and working well. This

is a crucial role for all teachers,

particularly those online.

Creating Community

When asked, early childhood professionals express a strong preference

for face-to-face training and courses.

They like to get together with others

and share ideas, and they tend to be

skeptical and cautious about technology

as an appropriate means of delivering

training about the art and science of

teaching young children. They wonder

AN eTEACHER’S PERSPECTIVE

ON ONLINE LEARNING

B Y CHIP D ONOHUE

Photo by S. Crecelius.

Distance Education
44 2007

AN eTEACHER’S PERSPECTIVE

if it is possible to learn how to hug and

hold a baby online, and they raise serious concerns about being isolated from

the instructor and other students. 

The key to success in an online

course for early childhood professionals

is to create a sense of community that

encourages active participation, meaningful contributions, and an open

exchange of ideas and resources in a

safe and friendly environment. It is

important for the eTeacher to be intentional about community-building goals

and explicit about efforts to create connections. Some strategies for building

community include:

 Using an online “Ice Breaker”

to help the students get to

know one another,

 Building a personal relationship

with each student through

responses to assignments and

journals,

 Providing a variety of opportunities for interaction—instructorstudent and student-student,

 Creating opportunities for students

to exchange information and

ideas, and exchange resources,

 Monitoring the discussions and

managing the tone of the conversation,

 Modeling effective discussion

skills and good “netiquette,”

 Identifying the link between

students’ comments, ideas,

roles, responsibilities, backgrounds, and programs,

 Emphasizing collaborative

learning—discussion forums,

chat rooms, student hosted

guided tours, resource sharing,

group projects, case studies,

and individual and group work

posted for review and discussion, and 

 Offering expert hosted discussions—to bring the world of early

care and education to the students.

Keeping Online Courses Simple

If the eLearning students are like

many other early childhood students,

they will be low tech/high touch, and

they will begin the online course with

minimal technology experience and skills.

They may also be new to going online,

navigating through a Web site, using email, adding attachments, and participating in online discussions—all essential

skills for eLearners that they will have to

gain while learning online. So, teachers

can keep it simple by providing:

 Easy access to the course Web site,

 Consistent navigation options

throughout the course—hard to

get lost but easy to get “home,”

 One click access to “help” from

anywhere in the course,

 Straightforward and intuitive

ways to find and use course materials, readings and resources,

 Easy to use tools like e-mail, the

drop box, the grade book, and

discussion forums,

 Slow and progressive introduction to the tools and areas of

the course—new online learners

get overwhelmed by all the

choices, unfamiliar words, new

tools and required skills just to

participate, much less to learn

the course content, and

 Opportunities to gain lasting

technology skills while learning

course content.

Hands Up Online—Is Help

Available? 

Everyone will need help at first—

ongoing help and support is critical to

the success of an eTeacher and to the

quality and effectiveness of the online

experience for the eLearners. Online

learning can be an empowering experience if the students feel supported and

have easy access to assistance. Teachers

should make it easy to get help:

 Make sure help is never more

than “one click” away when

students are online.

 Ensure the help they can get is

actually helpful. An adult

learner with minimal technology skills may have little success in understanding the recommendations of the computer expert at the campus

Help Desk.

 Develop some simple help tools

and resources.

 Model that it is OK for students

and teachers to ask for help.

 Check in with the class and with

Distance Education
Head Start Bulletin 45

individual students regularly and

ask if they need help—it isn’t

always easy to “see” that raised

hand online.

 Encourage students to share

“solutions” they’ve gotten from

the Help Desk or figured out on

their own. 

 Link new online learners with

experienced students who are

often the most helpful and supportive since they’ve “been there,

done that.”

ETeachers can open the door to

effective online learning. By offering

support, community, new experiences,

and early childhood education in this

new realm, they can create a new

world of possibilities for early childhood professionals. ■

RESOURCES

Donohue, C., S. Fox & M. LaBonte.

2004. eLearning: What Our

Students Can Teach Us. Child Care

Information Exchange, 79-82.

Available at 

www.childcareexchange.com 

Donohue, C. 2003. It’s a Small World

After All (Part 2): Creating

Learning Communities Online.

Child Care Information Exchange,

80-85. Available at 

www.childcareexchange.com

Chickering, A. W. & S.C. Ehrmann.

1996. Implementing the seven

principles: Technology as lever.

American Association for Higher

Education. Available at 

www.tltgroup.org/programs/seven.

html.

Graham, C., K. Cagiltay, B. Lim, J.

Craner & T. M. Duffy. 2001.

Seven principles of effective teaching: A practical lens for evaluating

online courses. The Technology

Source. Available at 

www.technologysource.org/

article/seven_principles_of_

effective_teaching.

LaBonte, M. 2003. Understanding students’ experiences in online distance education: A qualitative case

study of two courses in a postbaccalaureate professional certification program in child care program administration. Unpublished

doctoral dissertation, University of

Wisconsin-Milwaukee.

Pelz, B. 2004. (My) Three Principles of

Effective Online Pedagogy. Journal

of Asynchronous Learning

Network (JALN), 8 (3). Available

at www.sloan-c.org/

publications/jaln/v8n3/

v8n3_pelz.asp.

Salmon, G. 2002. E-tivities: The key

to active online learning. London:

Kogan Page.

SELECTED WEB SITES ON

ETEACHING

eCommunity and eTeachers info:

http://www.ecelearn.com. 

E-tivities resources:

http://www.atimod.com/

e-tivities/intro.shtml. 

Illinois Online Network, University of

Illinois: http://www.ion.illinois.edu.

What Makes a Successful Online

Facilitator:

http://www.ion.illinois.edu/IONres

ources/onlineLearning/instructorP

rofile.html.

Learning Styles and the Online

Environment 

http://www.ion.illinois.edu/IONres

ources/instructionalDesign/learnin

gstyles.html.

Instructional Strategies for Online

Courses: http://www.ion.illinois.

edu/IONresources/instructionalDe

sign/instructionalstrategies.html.

Chip Donohue is the Director of Early

Childhood Professional Development

Programs in the School of Continuing

Education at the University of

Wisconsin-Milwaukee. 

E: cdonohue@uwm.edu

Distance Education
Head Start programs in some states

may be eligible for reduced-priced

telecommunication and Internet access

through the Schools and Libraries

Program of the Universal Service fund,

commonly known as the E-Rate. The ERate could result in substantial savings

for Head Start programs that qualify.

The fund is administered by the

Universal Service Administrative

Company (USAC) under the direction of

the Federal Communications

Commission (FCC).

The Office of Head Start (OHS) is

working to support access to high speed

cable Internet connectivity --the conduit

or pipeline for communications using

telecommunications services and/or the

Internet. Connectivity will improve electronic access to the Early Childhood

Learning and Knowledge Center

(ECLKC) and to distance learning

opportunities that enable Head Start

programs to meet the education requirements outlined in the Head Start Act.

The E-Rate supports connectivity.

Applicants can apply to receive E-Rate

discounts for four categories of service:

telecommunications services (local, long

distance, wireless and voice mail);

Internet access (dial-up and broadband);

internal connections; and basic maintenance of internal connections. 

According to the USAC Web site

(http://www.usac.org/sl/), the percentage

of discount depends on the level of

poverty and the urban/rural status of

the population served. The discount

ranges from 20 percent to 90 percent of

the costs of eligible services. Most Head

Start programs will be eligible for higher

discounts.

OHS staff members and staff from

the FCC and USAC have discussed how

to facilitate the application process for

Head Start grantees. An Office of Head

Start consultant will develop a tool kit

to help Head Start programs apply for

the E-Rate discount. The tool kit will be

on the Early Childhood Learning and

Knowledge Center (ECLKC):

http://eclkc.ohs.acf.hhs.gov/hslc.

This link will take you to an up-todate list of eligible states:

http://www.universalservice.org/sl/applic

ants/step01/non-traditional-k-12/k-12-

eligibility-table.aspx ■

46 2007

WHAT IS E-RATE AND HOW DOES IT REDUCE 

HEAD START COSTS?

Distance Education

FACTS ABOUT ONLINE ENROLLMENT

The greatest percent of increase in higher-education enrollment in the U. S. is online enrollment, which is skyrocketing. 

According to a recent article in the Wall Street Journal, public universities are leading the way and online enrollment figures

from three public universities show a continuing upward trend.

(Golden, Daniel, “Degrees @ StateU.edu,” The Wall Street

Journal Online, May 9, 2006.)

 The University of Massachusetts—Online enrollment has

quadrupled to 9,200 students since 2001. Most students

are working adults between the ages of 25 and 50 and

30% are from out of state, compared with 20% of oncampus students. 

 Pennsylvania State University—According to Gary Miller,

associate vice president for outreach, “Public universities

are moving into the online environment extremely

rapidly. The 5,691 students taking online courses represent an 18% increase from the prior fiscal year.” 

 The University of Illinois’ Springfield campus—This campus mainly serves transfer students from community colleges, and online enrollment is up 30% from a year ago. 

Interest in online learning is fueled not only by its convenience, but also by newly available federal student tuition aid

for online learning. In March 2006, a U.S. Congressional budget

bill opened a new frontier in education. Colleges are no longer

required to deliver at least half of their courses on campus to

qualify for federal student aid. This will boost enrollment. In

fact, according to Boston-based market research firm

Eduventures, by early 2008, one out of 10 college students will

be enrolled in an online degree program.
Head Start Bulletin 47

Because of the online program, I am now closing in on

a bachelor’s degree, after graduating with my associate’s

degree online a few years ago. Previously, my duties at my

work place and at home had prevented me from pursuing a

degree at all. Through distance learning, I am able to balance every aspect of my life without feeling guilty of being

away from home. The university’s support from my first

course in 2000 to graduation to making the decision to continue in a bachelor’s program, has helped me to succeed in

ways I never thought possible. 

—Angie, an online program student

To be as successful as Angie, students need a strong support system from initial inquiry about degrees to the celebratory graduation day. Many Head Start staff and parents pursuing college degrees have risk factors that can raise the likelihood of dropping out of school because of the challenges

they face juggling family, work, and college. 

Looking For a Program

Good student support begins the moment a prospective

student inquires about a program. A comprehensive Web

site will include:

 Details about accreditations

 Tuition rates

 Federal financial aid

 How distance education works at that institution

(i.e., self-paced, on a semester schedule, the type of

student-student and student-instructor interaction,

and technology needed)

 Whether the program is focused on professionals

working in a childcare setting

 The application procedures and process

 Orientation information

 A toll-free number to call with questions.

Note that although programs requiring a campus orientation visit may assist in building rapport with the university

personnel, the cost and time to travel may be prohibitive for

many working professionals.

A student should feel supported and not pressured while

making a decision about enrollment. Good program representatives will be accessible via phone and e-mail and will convey

program information with compassion and understanding. 

Online Student Orientation

Most online programs have a mandatory online orientation before a student may begin courses. This offers the

opportunity to learn the technology in an ungraded environment. A student should never feel isolated. As problems and

questions arise, quality programs will offer someone to call

or e-mail who provides a quick response. 

Academic and Registration Advice

One of the most important support systems for new and

returning students is academic advising support. Many students bring transcripts from other institutions. An accurate

assessment of transfer credit is vital to successfully completing the degree at the new institution. Students should have a

clear understanding of what previous credit has transferred

and what courses remain in their degree program. An academic map is helpful to guide students through registration

OFFERING HEAD START STUDENTS EFFECTIVE

SUPPORT

Support systems are crtical to student success.

by Lisa Holstrom

Angie Butcher, University

of Cincinnati.

Photo by D. Butcher.

Distance Education
48 2007

with confidence that they have met pre-requisite coursework

requirements. Consistent and continual communication

between the advisor and the student can assure that a student’s educational goals are met.

Coursework Support

In addition to the support of a student’s online instructor, other systems can support student success. All universities require students to take placement tests to determine

the student’s abilities in math and English. Some offer

online tests and other institutions require proctored

exams. The results of these tests are used to ensure that

students receive the academic support they need to succeed

in college-level math and English. Students enrolled in

courses to meet these needs also may benefit from support

in order to overcome anxiety, build self-confidence, and

satisfy other academic requirements. Another method to

support students is online tutoring for writing. This can be

vital to students’ success in English courses and in distance

education courses that depend on writing as the primary

mode of communication. 

Conclusion

The Head Start community can benefit from acknowledging and offering the wide variety of support for students

seeking degrees. Sharing information about people who can

help and what methods they use is one of the best ways to

ensure students make progress both on campus and online.

(Refer to the box below.)

Lisa Holstrom is the Director of the Early Childhood

Learning Community for the College of Education, Criminal

Justice, and Human Services at the University of Cincinnati.

T: (513) 556-3627; E: Lisa.holstrom@uc.edu

OFFERING HEAD START STUDENTS EFFECTIVE SUPPORT

Distance Learning

In order to avoid nontransferable or dead-end learning, it is recommended that students obtain the services of advisors. There are several

types of advisors who can help Head Start staff and they serve distinct functions. Each can support the needs of both traditional and

online learners.

HEAD START INTERNAL ADVISORS

Head Start programs typically have staff responsible for professional development activities. These staff members can support selection of

appropriate degree programs and can serve as brokers among institutions when articulation issues arise. Head Start Education Managers,

Human Resources Directors, Staff Development Coordinators, and others may have this responsibility. Head Start advisors also can offer

assistance on fiscal support available to students from Head Start grantees. In addition, Head Start technology support personnel also can

serve in an advisory capacity to assure that there is a match between online learning technology requirements and the technology available to

Head Start online learners.

ACADEMIC ADVISORS

Higher education institutions typically have academic advisors to guide students in course selection. Academic advisors can be consulted

about the requirements of the higher education institution and the transferability and articulation of coursework to degree programs.

Ideally, an advisor is willing to consider flexible options for degree attainment and understands that there are multiple routes for professional

development in the early childhood field.

FINANCIAL AID ADVISORS/COUNSELORS

Most students are likely to need funding to pay for their education or training. The Financial Aid Advisor works for a college or university

and helps students and families through the financial aid application process. The Financial Aid Advisor can inform students of the many

assistance programs available through the public and private sectors. Students and families applying for assistance are required to complete

the Free Application for Federal Student Aid (FAFSA) which is available online. Using the FAFSA, the Financial Aid Advisor can determine

the aid program for which the student qualifies. Keep in contact with a financial aid advisor who will know the new aid programs available

each year and if the eligibility requirements, award amounts, and contact information of existing programs have changed. 

THE ROLE OF EDUCATION ADVISORS
Head Start Bulletin 49

“Buyer Beware.” You’ve heard this warning many times,

but probably not often when it comes to academic degrees

and credentials. Unfortunately, fraudulent, deceptive, and

unfair business practices happen in every marketplace. 

Fake or bogus degrees from “diploma mills” are detrimental on many levels. For example, they can jeopardize the

credibility of an organization that has an unqualified person

in a position of responsibility for which he or she does not

have the training and skill for effective performance. Further,

the bogus-degree granting institution cheats the degree

holder out of the professional development and training that

is necessary to be a top performing employee. 

As both legitimate and bogus opportunities become

more available through distance learning, it becomes

absolutely essential for organizations and individuals to confirm the authenticity of degrees and courses of study.

Human Resource managers and those responsible for professional development, as well as individuals interested in earning academic degrees, can learn valuable strategies for confirming the authenticity of degrees. (See this link for details:

http://eclkc.ohs.acf.hhs.gov/hslc/Professional%20Developme

nt/Individual%20Development/Choosing%20a%20Higher%

20Education%20Program/prodev_art_00045_042806.html)

The Department of Education Web site on diploma

mills is

http://www.ed.gov/students/prep/college/diplomamills/diplom

a-mills.html.

Other valuable links are the U.S. Department of

Education’s List of Nationally Recognized Accrediting

Agencies and the Council for Higher Education

Accreditation’s (CHEA) List of Participating and

Recognized Organizations which are available on the same

site. Accrediting agencies recognized by the U.S.

Department of Education are recognized for purposes of

obtaining federal financial aid. This is helpful to those considering what financial arrangements to make for obtaining

DEGREES FOR SALE

Distance Learning

Explore the ECLKC’s Professional Development Cottage!

The ECLKC houses a Professional Development Cottage that is growing exponentially and

offers links to directories of TA providers and higher education institutions funded by Head Start to

train teachers. A vetted consultant data base provides comprehensive information on potential

consultants complete with references that programs can check. There also are links to plenary

sessions from conferences and institutes conducted by the Office of Head Start. One significant

resource in this cottage is the Distance Learning Catalogue that lists accredited colleges and

universities that offer an entire early childhood academic credential (AA or BA) online. In the

future, look for interactive training modules and links to other professional development sites.

Please visit! Go to http://eclkc.ohs.acf.hhs.gov/hslc and click on the link to Professional Development.

Considering the meaning of professional development 

in the technological age, I suggest a broader definition 

of professional development that includes the use of 

technology to foster growth.—Cathy Miles Grant
Distance learning is a relative

newcomer to professional development

in the field of early childhood education. If you are a prospective student

who might consider enrolling in an

academic program offered “via distance” or if you are an instructor who

would consider offering your course

online, information posted on the

Early Childhood Learning and

Knowledge Center may be of interest.

Go to this link for more information:

http://www.eclkc.ohs.acf.hhs.gov/hslc/

Professional%20Development/Individu

al%20Development/Choosing%20a%

20Higher%20Education%20Program/

prodev_pub_00047_061606.html.

The discussion highlights effective

practices that support successful professional development opportunities

offered online and addresses both student and faculty perspectives.

A catalog is available online that

lists accredited higher education institutions that offer complete certificate

and/or degree programs, via distance

learning courses, in Early Childhood

Education and Child Development. It

can be found at:

http://eclkc.ohs.acf.hhs.gov/hslc/Pr

ofessional%20Development/CreditBased%20Distance%20Learning/prod

ev_pub_00030_082305.html ■

50 2007

ONLINE INFORMATION ABOUT DISTANCE LEARNING

AND EARLY CHILDHOOD EDUCATION

Distance Learning

Abstract and Reference

An online educational experience

is exciting. Being part of this adventure in learning is one way to build

and share knowledge and skills at your

own pace, in your own place.

The number of post-secondary

adults taking distance learning courses

via the Internet keeps growing.

According to the National Center for

Education Statistics, in 2001 there

were more than three million post-secondary adults taking distance learning

courses via the Internet. Why is this

becoming an increasingly popular way

to take classes? What are some misconceptions as well as advantages of

online courses? In this article, Jill

Witherall explores why distance learning has become such a popular way to

take classes, the advantages of online

courses, and common misconceptions

about them. She highlights early childhood courses, specifically COR, an

observational record-keeping system

used by many Head Start programs.

Article: Online COR (Child

Observation Record) Courses: Going

the Distance for Training by Jill

Witherall. ReSource Magazine Article

Fall-Winter 2005.

Available online at:

http://www.highscope.org/NewsandInf

ormation/ReSourceReprints/Fall%2005/Onl

ine%20COR%20Courses.pdf ■

Jill Witherall is a Field Consultant. 

T: 814-255-5495; 

GOING THE DISTANCE FOR COR TRAINING

B Y JILL WITHERALL

Lasting improvement does not take place by pronouncements or official programs. Change takes place slowly

inside each of us and by the choices we think through in

quiet wakeful moments lying in bed just before dawn.

—Peter Block, The Empowered Manager
Head Start Bulletin 51

These Professional Development terms listed below are part of a Professional Development and Knowledge Management

Glossary. The full glossary is available in the Early Childhood Learning and Knowledge Center (ECLKC) at

http://www.eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/Organizational%20Developmen

t/Cultivating%20a%20Learning%20Organization/prodev_fts_00060_041307.html.

Capacity Building:

Activities that increase an individual’s, population’s or community’s ability for growth, development, or accomplishment.

Community of Interest (COI):

A group of people both within and outside an organization who share knowledge and experiences around a common

business or professional interest. They are driven more by learning and less by outcomes than a Community of Practice

(see below).

Community of Learners (COL):

A network of people who share common interests. They establish relationships, work and learn together, and develop and

share their knowledge. Members may be similar or multi-disciplinary. Some communities may be small and localized; others will be geographically dispersed ‘virtual communities’ communicating primarily by telephone, e-mail, online discussion

groups and videoconferencing. 

Community of Practice (COP):

A group of people who share and develop their knowledge in pursuit of a common purpose or task, even though they

do not necessarily work in the same department or organization. They are motivated more by outcomes than a

Community of Interest (above).

ELearning:

The use of electronic information systems (especially Internet technologies) to deliver learning and training.

Knowledge Center:

A place where knowledge is gathered and stored that can be accessed and used by other people. It may be a physical

place like a library, a ‘virtual’ place like an interactive Web site or an online discussion board, a place where people

gather‚ or an informal meeting room or discussion area created to encourage knowledge sharing.

Knowledge Management (KM):

The explicit and systematic management of vital knowledge and its associated processes in pursuit of organizational

objectives, such as creating, gathering, organizing, diffusing, using, and exploiting.

Lessons Learned:

Lessons learned are concise descriptions of knowledge derived from experiences that can be communicated using

mechanisms such as storytelling or debriefings or summarized in databases. These lessons reflect on what was done

PROFESSIONAL DEVELOPMENT GLOSSARY

Resources
52 2007

correctly, what to do differently, and how to improve process and product to be more effective in 

the future.

Mentoring:

Mentoring is a one-to-one learning relationship in which a senior person supports the development of a more junior

person by sharing knowledge, experience and wisdom. Related term—Coaching. (Note—While the strength of mentoring lies in transferring the mentor’s knowledge and wisdom, the strength of coaching lies in the coach’s ability to facilitate and develop the personal qualities and abilities of the person being coached.)

Online Community:

A Community of Learners, of Interest or of Practice that uses computer-based collaboration facilities (such as discussions and chats), to share knowledge.

Professional Development:

Formal or informal training to keep up-to-date and enhance skills, knowledge, and ability in one’s area 

of expertise.

Scaffolding:

A teaching strategy in which instruction begins at a level at which students can be successful and then offers support that

moves students to a higher level of understanding.

Training Registries: 

Databases that track completed training and are part of pathways that lead to qualifications, degrees, and credentials in

comprehensive professional development systems for early care and education personnel.

PROFESSIONAL DEVELOPMENT GLOSSARY

Resources

THE EVALUATION EXCHANGE

Volume XI, No. 4, Winter 2005/2006 Online at http://www.gse.harvard.edu/hfrp/eval/issue32/index.html

Issue Topic: Professional Development

Harvard Family Research Project's evaluation periodical, The Evaluation Exchange, addresses current issues facing

program evaluators of all levels, with articles written by the most prominent evaluators in the field. Designed as an

ongoing discussion among evaluators, program practitioners, funders, and policymakers, The Evaluation Exchange

highlights innovative methods and approaches to evaluation, emerging trends in evaluation practice, and practical

applications of evaluation theory. It goes to its subscribers free of charge four times per year.

This issue of The Evaluation Exchange offered new and innovative approaches to professional development—

including coaching, a cascade model, online professional development, and the case method—and described how

these efforts are being evaluated.

Published by Harvard Family Research Project

3 Garden Street

Cambridge, MA 02138

Tel: 617-495-9108; Fax: 617-495-8594; E-mail: hfrp@gse.harvard.edu
Head Start Bulletin 53

1. bandwidth _____

2. domain _____

3. Internet Service Provider (ISP) _____

4. Joint Photographic Experts Group (JPEG) _____

5. Local Area Network (LAN) _____

6. listserv _____

7. Portable Document Format (PDF) _____

8. Plug-in _____

9. Uniform Resource Locator (URL) _____

10. Zip _____

A. A multi-platform file format developed by Adobe

Systems. The file captures document text, fonts,

images, and even formatting of documents from a

variety of applications. An e-mailed document to your

friend looks the same way on his screen as it looks on

yours, even if he has a Mac and you have a PC. 

B. A compression format used to make files smaller,

often before sending them over the Internet. A

decompression program is needed to make these files

usable after downloading.

C. They charge startup and monthly fees to users and

provide the initial host connection to the rest of the

Internet usually via a dialup connection.

D. An automated mailing list distribution system. 

E. As typically used, the amount of data, usually measured in bits per second, that can be sent through a

given communications circuit.

F. They are the resource locators used by the World

Wide Web as explicit addresses for information. 

G. A linking of many computers so that they may

exchange files and share hardware (like printers and

disk drives).

H. A software plug-in that is an add-on for a program

that adds functionality to it. For example, Photoshop

may add extra filters that you can use to manipulate

images. 

I. A named collection of network hosts. Some important

ones are: .com (commercial), .edu (educational), net

(network operations), .gov (U.S. government), and

.mil (U.S. military). Most countries also have one. For

example,. us (United States),.auk (United Kingdom),

.au (Australia). 

J. A standard compression format for high-resolution

color images.

DO YOU KNOW YOUR COMPUTER LINGO?

Resources

Most Frequently Misspelled Computer Terms

e-mail—all lower case, with a hyphen

Internet—Internet is a proper noun, so it is capitalized

online—one word, lower case

listserv—all lower case, one word, no “e” at the end

Web page/site—Web is short for World Wide Web, so it is a proper noun and it is capitalized; use of “page” or “site” is 

a separate word and it is lower case

This information is recognized by the Library of Congress.

Source references and for more information:

http://www.saugus.net/Computer/Terms/

http://en.wikipedia.org/wiki/List_of_computer_term_etymologies

Write the letter to the correct definition next to the word below. The answer key is at the bottom of the page.

ANSWER KEY: 1-E; 2-I; 3-C; 4-J; 5-A; 6-D; 7-B; 8-H; 9-F; 10-G
54 2007

UNIVERSITY 

OF 

ALASKA COLLAGE

Upper Left: Photo by J. Tetpon. Working Gathering 2004; Upper Right: Photo by Distance ECE/AAS staff. Gabina’s Story; 

Middle: Photo by T. Brown. UAS AAS Graduate Kathleen Willard; Lower Left: Photo by J. Tetpon. St. Mary’s Steam Team;

Lower Right: Photo by T. Brown. Distance ECE/AAS.
Head Start Bulletin 55

WEBLIOGRAPHY

The following Web sites are recommended as 

further resources for early childhood teachers, parents, and administrators

1 www.acf.hhs.gov/programs/hsb

OFFICE OF HEAD START (OHS)—The Home page for the

Office of Head Start includes several essential resources,

such as: locating programs and services; grant information

and services; research links/statistics and fact sheets;

publications and information resources; budget and policy

information; conferences and events; and contacts. 

2 www.ehsnrc.org

EARLY HEAD START NATIONAL RESOURCE CENTER

(EHS NRC) provides state-of-the-art information, materials

and technical assistance and enhances the work of the

Infant/Family Network.

3 www.hsnrc.org

THE NATIONAL HEAD START TRAINING AND

TECHNICAL ASSISTANCE RESOURCE CENTER (NRC) is

dedicated to strengthening and improving the

effectiveness of the Head Start Training and Technical

Assistance Network and other grantee networks both to

support national Head Start program priorities and to

provide responsive services that promote Office of Head

Start initiatives.

4 ccf.edc.org/profdev/default.asp

CENTER FOR CHILDREN AND FAMILIES (CCF). CCF views

staff as the key to providing high-quality services to

children and their families. Their content-rich, rigorous

programs and workshops give staff the tools they need to

help children thrive in school.

5 www.ccw.org

CENTER FOR THE CHILD CARE WORKFORCE’S mission is to

improve the quality of early care and education for all children

by promoting policy, research and organizing that ensure the

early care and education workforce is well-educated, receives

better compensation and a voice in their workplace.

6 www.cdacouncil.org

COUNCIL FOR PROFESSIONAL RECOGNITION works to

improve the professional status of early childhood workers 

and helps to meet the growing need for qualified child care

staff. The Council’s mission is to emphasize the importance

and increase the recognition of professionals who care for

children from birth through five years of age in child care

centers, family child care homes, and as home visitors. The

following programs, operated by the Council, recognize

competence in these professionals: the CDA Credentialing

Program; Head Start Fellowships; U.S. Military School Age

Credential; and Reggio Children USA. 

7 www.heads-up.org/HUR/pro_dev.htm 

HEADSUP! NETWORK. Under the Reauthorization of

1998, Congress requires more training and professional

development for Head Start teachers and administrators.

HeadsUp! was created to provide an economic means of

bringing quality, research-based early childhood training

to Head Start and early childhood professionals. Through 

the training delivered via the HeadsUp! Network, staff and

parents may earn the following types of credit: Continuing

Education Units (CEU); Child Development Associate

(CDA); and Associate's of Arts (AA).

8 www.naccp.org/index.cfm

NATIONAL ASSOCIATION OF CHILD CARE

PROFESSIONALS is the nation's leader among

associations serving child care owners, directors, and

administrators. The organization's goal is to improve,

enhance and strengthen the credibility of the people who

lead the child care industry by providing membership

services and benefits.
56 2007

WEBLIOGRAPHY

Continued from previous page

9 www.naeyc.org

NATIONAL ASSOCIATION FOR THE EDUCATION OF

YOUNG CHILDREN (NAEYC) is dedicated to improving

the well-being of all young children, with particular focus 

on the quality of educational and developmental services

for all children from birth through age 8. Research clearly

shows that a key step in raising the quality of early

childhood programs is improving preparation and support

for early childhood teachers. NAEYC provides a variety of

resources and services to those involved in early childhood

teacher education and professional development. 

10 www.naswdc.org

NATIONAL ASSOCIATION OF SOCIAL WORKERS (NOT

ASSOCIATION OF AMERICAN SOCIAL WORKERS) is the

largest membership organization of professional social

workers in the world, with 150,000 members. NASW

works to enhance the professional growth and development

of its members, to create and maintain professional

standards, and to advance sound social policies.

11 www.nbcdi.org/Welcome

THE NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE,

through hands-on service and community-outreach

programs, initiates positive change for the health, welfare,

and educational needs of all African American children.

Some examples include: training professionals and

parents to work more effectively with African 

American children; tutoring African American youth to

achieve academically; researching issues and producing

resources to aid parents and human-service providers; and

serving the needs of community leaders dedicated to

informing the public about local and national issues

affecting African American children.

12 www.ncctq.org/ 

THE NATIONAL COMPREHENSIVE CENTER FOR

TEACHER QUALITY (NCCTQ) is the premier national

resource to which the regional comprehensive assistance

centers, states, and other education stakeholders turn for

strengthening the quality of teaching—especially in highpoverty, low-performing, and hard-to-staff schools—and for

finding guidance in addressing specific needs, thereby

ensuring highly qualified teachers are serving students

with special needs. NCCTQ, funded by the U.S.

Department of Education, is a collaborative effort of

Education Commission of the States, ETS, Learning Point

Associates, and Vanderbilt University.
Head Start Bulletin 57

Continued from page 9, Using Professional Development as the

Cornerstone for Continuous Learning

from AA programs and starting their coursework to

earn a Bachelor’s degree. Ms. Flaugher refers to them

as “champions” and “people living up to expectations,” and notes with pride that their achievements are

recognized and honored. She added, “Our program

actually has quite a few former Head Start parents in

management and teaching positions. We are very proud

of their accomplishments.” 

This grantee actively recruits parents for positions for

which they might qualify, such as teacher assistant, bus

monitor and janitor. Like other staff, parents in these positions qualify for the educational support described above. 

Family Educational Network of Weld County encourages staff to shine by reaching challenging goals. Because of

careful professional development planning supported by

funds and education for all staff members, their strategy is

impressive and successful. ■

Continued from page 32, Focused Professional Development for

Teachers of Mathematics

study groups, modeling lessons, attending workshops, or

collaborating with their peers all communicate with each

other in some form within their learning community. When

this happens, the potential for professional development is

amazing and exciting to watch! ■

Juanita Copley is the Chair and Professor of the

Curriculum and Instruction Department in the College of

Education for the University of Houston in Houston,

Texas T: 713-743-4977; E: ncopley@aol.com

Leaders build a circular 

system that distributes 

leadership to the outmost edges

of the circle to unleash the

power of shared responsibility.

—Frances Hesselbein

Do not follow where the 

path may lead. Go instead

where there is no path and

leave a trail.

—Muriel Strode

Photo by S. Crecelius.
U.S. Department of

Health and Human Services

ACF/ACYF/HSB

Washington, DC 20201

OFFICIAL BUSINESS

Penalty for private use $300

Visit the Early Childhood Learning and

Knowledge Center Home Page

http://eclkc.ohs.acf.hhs.gov/hslc