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INTRODUCTION TO 1304.52
The objective of 45 CFR 1304.52
is to ensure that grantee and delegate agencies recruit and select
dynamic, well-qualified staff who possess the knowledge, skills,
and experience needed to provide high quality, comprehensive, and
culturally sensitive services to children and families in the program.
Striving for continuous improvement, Head Start offers staff, as
well as consultants, volunteers, and members of policy groups and
governing bodies, opportunities and support for ongoing training
and development.
Head Start is committed to establishing a learning environment
in which children, parents, and staff can teach and learn from one
another. This section discusses the organizational structure of
agencies, staff qualifications, classroom staffing and home visitor
requirements, staff standards of conduct, staff performance appraisals,
and staff and volunteer health requirements. Training and development
for staff, consultants, volunteers, and members of policy groups
and governing bodies also are discussed.
Rationale:
An organizational structure describes how staff and functions are
organized to fulfill the program's mission and goals. That structure
also may describe how Head Start fits into a larger agency. A well-developed
organizational structure establishes clear lines of communication
and supervision, helps individuals understand their jobs, and assists
staff in the smooth running of the agency. This rationale serves 45
CFR 1304.52(a)(1).
Related Information:
See 45 CFR 1301.31 for requirements regarding personnel policies,
and 45 CFR 1306.20 for requirements concerning staffing patterns.
See 45 CFR 1304.50, Appendix A: "Governance and Management Responsibilities."
for further information regarding the functions and responsibilities
of Head Start policy groups.
Guidance:
A grantee or delegate agency's organizational structure may be formulated
in many different ways, depending upon the results of the agency's
planning process and other requirements set by Federal, State, Tribal,
or local regulations. To define their own structure, staff may look
first at how Head Start fits into the larger agency of which it is
a part, and describe (in words or through an organization chart) where
Head Start belongs. Next, staff may describe the structure and staff
functions within the Head Start or Early Head Start program itself.
They also may prepare a narrative on some of the topics listed below:
- descriptions of the grantee agency and its departments, including
the programs the agency sponsors and the support services it offers,
as they relate to the Head Start program,
- a description of each staff position, including the knowledge,
skills, and experience required, and an explanation of the lines
of authority and supervision among positions,
- program staffing, including how the grantee or delegate agency
ensures that teacher:child ratios are met, and
- Policy Council and Policy Committee functions, including relationships
among policy groups, governing bodies, and key management staff
in both the grantee and delegate agency.
Rationale:
Sound and rational program management requires that responsibilities
of staff be clearly stated and that someone be placed in charge of
major functions. The way in which the agency chooses to assign these
functions to staff is up to the individual agency. Each agency, however,
has someone designated as the Head Start director to provide the program
with vision and leadership, and to ensure management functions are
properly carried out. This rationale serves 45
CFR 1304.52(a)(2)(i)-(iii).
Guidance:
The responsibilities of the Head Start director depend upon the community,
staff, and families served, the mission and structure of the organization,
and the plans for the delivery of program services. Governing bodies
consider the director's responsibilities in areas such as:
- communication, including interactions with the governing body,
agency director, managers of other agency programs, the Policy
Council, the Policy Committee, and parents,
- program planning,
- day-to-day program management and operations, including personnel
administration and supervision,
- staff training and development, coaching, and mentoring,
- administration and maintenance of facilities, materials, and
equipment,
- financial administration,
- assessment of staff and program operations, and
- community relations and advocacy.
Guidance:
Agencies define the roles of individuals who will manage the delivery
of services to children and families. Agencies assess their own size
and complexity, geographic factors, and program goals and options
as they determine the staffing patterns and job responsibilities of
their managers. In some agencies, it may be appropriate to assign
the management functions to several individuals, each with responsibility
for a discrete portion of services. Regardless of the choice of organizational
structure and job titles, this level of management is responsible
for leadership, direction, and oversight in areas such as:
- planning, development, and implementation of operational procedures
for the area of service,
- analyses of trends in the field, as well as data on children
and families in the program,
- community linkages, to locate and access resources for families,
- staff and parent communication,
- personnel administration and supervision of staff, and
- team leadership, team building, staff training and development.
Rationale:
One of the most important determinants of program quality is having
qualified staff who interact with children and families and who ensure
the provision of quality services. This rationale serves 45
CFR 1304.52(b)(1)-(2).
Related Information:
See 45 CFR 1301.31 for a description of the personnel policies to
be used in the hiring process.
Guidance:
The responsibility for ensuring that all staff and consultants have
the appropriate knowledge, skills, and experience lies with grantee
and delegate agency management in coordination with the appropriate
policy groups. In considering the appropriateness of employing a staff
member or retaining a consultant's services, managers consider the
individual's:
- training or experience in the area of expertise required by
the position,
- experience in a human services setting, including working with
low-income children and families,
- interpersonal and communication skills, as needed for the position,
- awareness of and sensitivity to cultural issues and local community
practices, including Tribal policies, where appropriate, and
- education related to the program's requirements for the position.
- Agency management also take a proactive approach to finding
and developing staff. On an ongoing basis, agency staff explore
the community to identify individuals who would make successful
staff members. They also adopt strategies (e.g., an ongoing mentoring
program) to help develop the skills and knowledge of parents and
staff already working in the program who wish to advance.
Rationale:
Parents are a vital resource for Head Start, because they are familiar
with the Head Start philosophy and services, and because they are
familiar with their community. The agency also is an important place
for employment opportunities for parents and a vehicle for providing
additional skills for parents who are seeking employment or who are
already employed. Parents employed by Head Start serve as role models
and mentors for other parents. This rationale serves 45
CFR 1304.52(b)(3).
Guidance:
Ways to support and encourage the parents of currently or previously
enrolled children to apply for positions for which they qualify include:
- Providing opportunities for parents to receive skill-development
or on-the-job training as part of the agency's parent involvement
activities;
- Posting job vacancies in program settings, the newsletter, and
in locations in the community such as churches and other religious
centers, schools, clinics, laundromats, and stores; and
- Describing to parents how they can become qualified for various
positions.
Rationale:
To establish an atmosphere of recognition and respect for the beliefs
and practices of others, staff and consultants become familiar with
the history, traditions, beliefs, and institutions of the cultures
in the community served by the program. To meet the needs of families
and children, staff and consultants communicate with them in their
own language, to the extent possible. This rationale serves 45
CFR 1304.52(b)(4).
Related Information:
See 45 CFR 1304.51(c)(2) on communicating with parents in their primary
or preferred language, and 45 CFR 1304.52(g)(2) regarding appropriate
staffing strategies for bilingual staff.
Guidance:
Agencies ensure that staff and consultants are familiar with the background
and heritage of families in the program by:
- Recruiting qualified, bilingual staff and consultants who are
culturally and ethnically diverse, thus ensuring an appropriate
representation of the ethnicities and cultures of enrolled families;
- Using current and past parents and staff as resources for understanding
different cultures;
- Making use of museums, libraries, artists, poets, writers, storytellers,
musicians, and community theater groups to help staff and parents
appreciate and enjoy diverse cultures;
- Offering staff development in anti-bias strategies and approaches
to developing skills in accepting cultural differences and in
conflict resolution; and
- Exploring the feasibility of sponsoring joint staff training
in issues of cultural diversity with organizations such as local
schools, social service groups, and other early childhood development
programs.
Rationale:
Leadership and management skills and abilities are essential to overseeing
the staff and operations of a comprehensive, quality child and family
program. This rationale serves 45
CFR 1304.52(c).
Guidance:
To ensure that an appropriately qualified director is employed, agencies
require that the director possess the following attributes:
- leadership ability,
- good interpersonal and communication skills, including the ability
to work as part of a team, communicate effectively both orally
and in writing, receive and provide feedback, and manage dynamic
interchanges in meetings,
- the ability to develop and manage a budget,
- experience in human services program management, including program
planning, operations, and evaluation, and the use of management
information systems, and
- an understanding of the Head Start philosophy and the ability
to implement its principle of shared authority and decision-making.
Agencies also may choose to specify levels of education, knowledge,
or experience in substantive areas, such as theories of early childhood
education and child development or techniques for working in partnership
with families and for involving parents in program activities.
Rationale:
Head Start requires that content area experts have specialized knowledge,
skills, and experience, and are able to provide oversight that ensures
quality services are delivered to children and families. Content area
experts can either be on staff or be consultants. This rationale serves
45 CFR 1304.52(d)(1)-(8).
Guidance:
Agencies consider the qualifications of staff and consultants in all
content areas to ensure that they support the implementation of a
quality program. Agencies have the flexibility to organize staffing
patterns in the way most effective for their families. Agencies may
choose to employ an individual as a content area expert for each area
discussed in the standards; or, agencies may combine content areas.
Staff and consultants are available, on an ongoing or regularly scheduled
basis, to implement their program area.
- To ensure that appropriately qualified content area experts
are available, agencies employ individuals with the ability to:
- Plan and administer the required program of services for children
and families;
- Coordinate their program of activities with staff in other content
areas and in other community agencies;
- Engage in ongoing assessment of the quality of services provided;
- Communicate effectively with others, including giving and receiving
feedback on the quality of services;
- Cooperate successfully as a member of a team;
- Provide staff training and development, including on-site consultation,
coaching, and mentoring to other staff;
- Furnish supervision for ongoing program development; and
- Meet any specific content area requirements.
Related Information:
Content area experts in education services must meet the qualifications
for classroom teachers specified in section 648A of the Head Start
Act, which include:
- a current Child Development Associate (CDA) credential that
is appropriate to the program option(s) used and to the age of
the children served, or
- a State-awarded certificate for preschool teachers that meets
or exceeds the requirements for a CDA credential, or
- an associate, baccalaureate, or advanced degree in early childhood
education, or
- a degree in a field related to early childhood education, with
experience in teaching preschool children and a State-awarded
certificate to teach in a preschool program.
Guidance:
To ensure that appropriately qualified content area experts in education
and child development services are employed, agencies require the
general abilities defined in the guidance to 45 CFR 1304.52(d), above,
and other specific abilities, such as to:
- Guide the planning and implementation of a comprehensive child
development program that meets the Head Start definition of curriculum
in all program options and settings;
- Put into practice theories and sound principles of child and
adult education; and
- Embrace the role of the parent as the primary educator of the
child and promote and support attachment between parent and child.
Guidance:
To ensure that appropriately qualified content area experts in health
services are employed, agencies require the general abilities defined
in the guidance to 45 CFR 1304.52(d) and other specific abilities,
such as to:
- Link families with an ongoing system of health care, assist
parents in the selection of health providers, counsel them about
child or family health problems, and promote parent involvement
in all aspects of the health program;
- Negotiate with the Health Services Advisory Committee and local
health care professionals and service providers to ensure that
services for families are available and accessible;
- Review, evaluate, and interpret health records and other vital
health service data; and
- Promote health and safety practices in the program and coordinate
safety and sanitation procedures, first aid, and emergency medical
procedures.
When health staff perform screenings, immunizations, or other health
procedures for children, which, by State or Tribal regulation, require
the services of a licensed or certified health professional, the
agency must employ or contract with individuals possessing those
credentials and provide appropriate oversight.
Guidance:
To ensure that appropriately qualified content area experts in nutrition
services are employed, agencies identify individuals with characteristics
such as the following:
- experience in menu planning, including the quantity, quality,
and variety of food to be purchased;
- the abilities to interpret nutrition assessment data, provide
nutrition counseling for families, and in other ways promote good
nutrition habits among children and families; and
- expertise to assist staff in dealing with children with feeding
problems or special nutritional needs.
Agencies that directly provide nutrition services ensure that the
employee responsible for those services or the nutrition consultant
who supports this staff member possesses a current registration
with the Commission on Dietetic Registration of the American Dietetic
Association or be eligible, registered, and ready to take the examination.
A master's degree (MPH or MS) from an approved program in public
health nutrition may be substituted for this registration. Agencies
that contract for nutrition services ensure that staff in the agency
with which they have contracted possess the necessary qualifications.
Guidance:
To ensure that appropriately qualified mental health professionals
provide services to enrolled children and families, agencies identify
individuals with characteristics such as the following:
- knowledge of treatment strategies in the areas of child behavior
management and family crisis intervention,
- the ability to work with families in a supportive manner throughout
the diagnostic and referral processes,
- the ability to work with staff to improve their own health and
they, in turn, provide supportive services to families, and
- the ability to broker the services or to provide counseling
and treatment for children and families with diagnosed problems.
In addition, agencies need to ensure that mental health staff and
consultants have appropriate State, Tribal, or local license(s)
or certification(s).
Guidance:
To ensure that appropriately qualified content area experts in family
and community partnerships are employed, agencies hire individuals
with the abilities defined in the guidance to 45 CFR 1304.52(d), above,
and other specific abilities, such as to:
- Develop referral systems and procedures and coordinate social
service referrals and follow-up;
- Provide on-site consultation to family and community partnerships
staff;
- Oversee transition services (see 45 CFR 1304.40(h) and 45 CFR
1304.41(c) for descriptions of required transition activities);
and
- Conduct advocacy work.
Guidance:
To ensure that appropriately qualified content area experts in parent
involvement services are employed, agencies require individuals with
specific abilities, such as to:
- Oversee the recruitment, training, and scheduling of parent
volunteers;
- Work with the Policy Council and Policy Committee, and serve
as a resource for the Parent Committee;
- Assist parents in developing and scheduling their own social
and developmental activities and encourage and support parents
in addressing community needs; and
- Keep other agency staff apprised of parent issues, and assist
staff in designing and implementing a comprehensive, well-integrated
plan for parent involvement that crosses all service areas.
Related Information:
See 45 CFR Part 1308 for further requirements for content area experts
in disability services. In particular, see:
- 45 CFR 1308.4(m) for the role of the disabilities coordinator
in the development of the service plan;
- 45 CFR 1308.6 for the involvement of the disabilities coordinator
in the assessment of children;
- 45 CFR 1308.18(a) for the requirement that the disabilities
coordinator work closely with health staff during the assessment
process and any follow-up activities;
- 45 CFR 1308.18(b) for the requirement that the disabilities
coordinator work with the mental health staff and consultants
to identify children who show signs of problems;
- 45 CFR 1308.19(f) for membership on any Head Start Individualized
Education Program (IEP) teams; and
- 45 CFR 1308.20(a) for the requirement that the disabilities
coordinator ensure that the nutrition program meets the special
needs of children with disabilities.
Guidance:
To ensure that appropriately qualified content area experts in disability
services are employed, agencies identify individuals with specific
abilities, such as to:
- Coordinate the process of assessing children, including initial
screenings, ongoing developmental, and specialized assessments,
to determine if a disability exists;
- Work with an interdisciplinary team of staff and parents to
develop and implement an Individualized Education Program (IEP)
or Individualized Family Services Plan (IFSP) for each child with
disabilities;
- Consult regularly with parents and staff on the progress of
disabilities services and of the children with disabilities who
are enrolled;
- Work closely with local school districts to ensure the coordination
of services; and
- Advocate in the community for appropriate services for children
with disabilities and their families.
In addition, agencies ensure that disabilities staff have a thorough
understanding of Federal laws governing services to children with
disabilities.
Guidance:
To ensure that an appropriately qualified fiscal officer is available,
agencies employ staff or consultants with specific abilities, such
as to:
- Develop, monitor, evaluate, and report on financial control
programs and procedures, including compensation and benefits,
to policy groups and staff;
- Develop and maintain accurate charts of accounts, including
the allocation of program income and outlays and in-kind contributions;
- Initiate and direct, in coordination with other staff and parents,
cost studies and comparative analyses of alternative operating
strategies; and
- Assist in the resolution of audit exceptions and the implementation
of auditors' recommendations and report all findings to management
staff and governing bodies.
Qualified fiscal officers include Certified Public Accountants
(CPAs), persons holding a bachelor's or master's degree in accounting,
and others with demonstrated expertise in fiscal matters. They may
be hired directly as Head Start staff (on a part-time or full-time
basis), be provided by the grantee or delegate agency as a part
of the indirect cost pool, or work under contract on a regularly
scheduled basis.
Rationale:
The home visitor's role is that of a resource for parents and a facilitator
for learning, in agencies that operate a home-based or combination
option. Training and experience in the variety of topic areas listed
in the standard are necessary to implement a high quality program.
This rationale serves 45 CFR 1304.52(e).
Related Information:
See Head Start Home Visitor Handbook for further guidance.
Guidance:
To ensure that appropriately qualified home visitors are employed,
agencies require specific abilities, such as to:
- Plan and develop with the parents an individualized program
for the family, including establishing a caring professional relationship
and a climate of mutual trust and respect for the parents;
- Work with parents to strengthen the family's knowledge of child
development, including assisting parents to understand how children
grow and learn, and planning and conducting child education activities
with the parents which meet the child's intellectual, physical,
emotional, and social needs;
- Assist parents in strengthening the families' knowledge of health
and nutrition, including integrating health and nutrition education
into the program, coordinating with other staff and parents regarding
health screenings for family members, and providing information
and referrals, if necessary; and
- Assist parents to strengthen their knowledge of community resources
and support parents in problem solving.
In addition, grantees may require a Child Development Associate
(CDA) for Home Visitors, certain college course work, or a particular
level of on-the-job training and experience.
Rationale:
Working with infants and toddlers requires specialized knowledge and
skills in order to properly address the developmental needs of this
age group. This rationale serves 45
CFR 1304.52(f).
Guidance:
Within one year of the effective date of the Final Rule or, thereafter,
within one year of hire, staff working with infants and toddlers must
obtain a Child Development Associate (CDA) credential for Infant and
Toddler Caregivers or an equivalent credential or educational degree
that addresses comparable competencies. Teachers who work well with
infants and toddlers also have certain specific abilities, such as
to:
- Maintain an open, friendly, and cooperative relationship with
each child's family, encourage their involvement in the program,
and promote parent-child bonding and nurturing parent-child relationships;
- Promote feelings of security and trust in infants and toddlers
by being warm, supportive, and comforting, and by establishing
strong and caring relationships with them;
- Provide toddlers with experiences and opportunities that allow
them to develop curiosity, initiative, problem-solving skills,
and creativity, as well as a sense of self and a feeling of belonging
to the group; and
- Conduct developmental screenings of infants' and toddlers' motor,
language, social, cognitive, perceptual, and emotional skills.
Rationale:
Research shows that classroom staffing patterns have a powerful effect
on program quality. Low child:staff ratios are associated with more
positive outcomes for young children and generate more positive social
interactions with peers. This rationale serves 45
CFR 1304.52(g)(1).
Related Information:
See the requirements for program staffing patterns, as specified in
45 CFR 1306.33 for home visitors in the home-based program option,
and 45 CFR 1306.20 for center-based preschoolers. See 45 CFR 1304.52(g)(4)
for staffing and group size requirements for infants and toddlers.
Guidance:
Agencies plan their staffing to ensure that appropriate child:staff
ratios are maintained at all times of the day and in all locations,
and that staff are allowed adequate time for planning, record-keeping
and training. This is especially important in full-day programs, when
the numbers of children may change over the course of the day, but
the ratios need to be maintained.
Rationale:
Classroom staff members and home visitors who speak a child's home
language provide reassurance to the child, support the child's development
of a strong sense of identity, and show respect for the values and
beliefs of the family. This rationale serves 45
CFR 1304.52(g)(2).
Related Information:
See 45 CFR 1304.21(a)(3)(i)(E) and the Multicultural Principles for
Head Start Programs for suggestions on how to show support and respect
for a child's home language.
Guidance:
Agencies hire staff who, in addition to speaking English, speak the
language of the majority of the children served. Sometimes it is difficult
to find qualified bilingual staff who have been trained and certified
in early childhood education. To increase the number of qualified
adults, agencies:
- Provide or arrange for staff training to develop needed language
skills as a step toward becoming bilingual;
- Temporarily use parent or community volunteers to facilitate
communication;
- Aggressively recruit staff from community colleges or nearby
universities; and
- Contact community organizations that represent the culture and
language of the families served.
Rationale:
Occasions arise in which substitutes are needed to maintain appropriate
class sizes and appropriate child:staff ratios, and to ensure that
children are always safe. This rationale serves 45
CFR 1304.52(g)(3).
Guidance:
Agencies have less trouble locating substitutes on short notice, if
a list of trained area substitutes is maintained. In addition, agencies:
- Take advantage of a professional referral service that screens
potential substitutes;
- Talk with representatives in other community agencies and with
senior citizens and other groups to find substitutes;
- Join with other early childhood programs in the community to
hire a substitute who rotates among these programs; or
- Consider using parents who are engaged in a training program
in early childhood education or develop a training program in
early childhood education for parents and volunteers.
Substitutes work under the direct supervision of the content area
expert in education, the center director, or another appropriate
staff member while they are in the classroom.
Rationale:
Research indicates that having each staff member work with a small
number of infants and toddlers is critical for the development of
the child and to the quality of the program. This rationale serves
45 CFR 1304.52(g)(4).
Related Information:
See 45 CFR 1304.53(a) concerning Head Start facilities, especially
the minimum space requirements established in 45 CFR 1304.53(a)(5).
Guidance:
Agencies ensure that they meet the required child:staff ratios by
hiring an appropriate number of trained and qualified teachers and
by developing daily staffing plans. In addition, as children grow
older and transition to new groups, agencies may choose to move the
teacher along with the children.
A group of eight is the maximum number of infants and toddlers
assigned to two teachers. In some facilities, space allows a group
of eight to be assigned to one room. In other facilities, larger
rooms are fitted with appropriate dividers to accommodate more than
one group, while ensuring that each group functions separately,
and that all of the Program Performance Standards are maintained.
Rationale:
Most of the injuries that occur in preschool programs take place in
play areas where children try out their gross motor skills. Staff
ensure that all children can be observed to prevent mishaps and so
that they can be quickly reached, should any mishap occur. This rationale
serves 45 CFR 1304.52(g)(5).
Related Information:
See 45 CFR 1304.52(h)(1)(iii) and 45 CFR 1304.53(a)(9) for further
information on the supervision of play areas.
Guidance:
The following are some guidelines for the supervision of outdoor and
indoor play areas:
- Staff make regular checks of the safety and cleanliness of indoor
and outdoor play areas, giving themselves time to address any
problems they identify (45 CFR 1304.53(b)(1)(vi) specifies that
all equipment must be kept safe and in good condition); and
- Staff in center-based programs develop written schedules for
play area supervision to ensure appropriate child:staff ratios
are maintained at all times.
Home visitors discuss with parents how these same guidelines apply
to the home environment and to public playground settings.
Rationale:
The provision of standards of conduct supports agencies in reinforcing
appropriate professional behavior among staff. Written standards of
conduct help to guide staff members in making decisions about their
actions in potentially controversial or ambiguous situations; and
they help protect staff against allegations of misconduct. This rationale
serves 45 CFR 1304.52(h)(1)-(3).
Related Information:
Other information pertinent to standards of conduct may be found in
the following resources:
- 45 CFR 1301.31 on personnel policies and 45 CFR 1304.50(d)(1)(x)
on the role of the Policy Council and Policy Committee in the
approval of such policies;
- 45 CFR 1304.24(a)(1)(iii) about discussing and identifying with
parents appropriate responses to their child's behavior;
- 45 CFR 1304.21(a)(1)(iii) on providing an environment that supports
each child;
- Multicultural Principles for Head Start Programs, for further
guidance related to multicultural issues;
- 45 CFR 1304.22(b)(3) on the confidentiality of child health
conditions;
- 45 CFR 1304.22(a)(5) on confidentiality relating to suspected
child abuse or neglect;
- 45 CFR 1304.51(g) on effective record-keeping to ensure confidentiality;
- 45 CFR 1304.52(g)(5) and 45 CFR 1304.53(a)(9) on the supervision
of outdoor play areas; and
- 45 CFR 1304.21(a)(3), 45 CFR 1304.21(b)(2), and 45 CFR 1304.21(c)(iv)
on supporting each child's social and emotional development.
Guidance:
Management staff review written policies and procedures to ensure
that specific standards about appropriate staff behavior and actions
are included, such as child discipline and the confidentiality of
information. Guidelines for standards of conduct are a part of the
agency's personnel policies, as required by 45 CFR 1301.31. Staff,
volunteers, and consultants are introduced to the agency's standards
of conduct during their initial orientation, and subsequently trained,
if necessary, in the implementation of those standards. Agencies are
encouraged to request that staff sign a statement of professional
ethics at the beginning of their employment.
To ensure that children of all races, religions, family backgrounds,
and cultures are treated with respect and consideration, staff:
- Encourage adult male involvement in the classroom and other
parts of the program;
- Provide opportunities for intergenerational activities through
use of grandparent volunteers and community elders;
- Provide both boys and girls with equal opportunities to participate
in all activities; and
- Provide books, toys, music, activities, and decorations that
reflect the diversity of all children.
To conform with Federal, State, Tribal, and local laws, the confidentiality
policy ensures that:
- Confidential information will be seen by and discussed only
with staff members who can demonstrate a need for the information
in order to perform their jobs;
- Staff personnel records will not be disclosed without the written
consent of the staff member; and
- Staff have the right to examine their own personnel files and
to respond to the contents of those files.
To determine the degree of supervision that children need and to
assign staff members to supervise them, agencies ensure that children
are under adult supervision at all times, that required child:staff
ratios are maintained, and that no child is ever left alone or unattended.
To ensure the use of positive, non-punitive methods of guidance
and discipline, staff:
- Develop clear, reasonable, consistent, and age-appropriate rules
and expectations for children and, to the extent possible, engage
children themselves in the rule-setting process;
- Work with children to help them solve problems, instead of imposing
solutions;
- Reduce the potential need for discipline by anticipating and
eliminating sources of trouble whenever possible; and
- Respect and acknowledge children's feelings.
Agencies provide staff, consultants, and volunteers with regular,
ongoing training and mentoring in appropriate disciplinary techniques.
Home visitors support parents in guiding children's behavior without
using corporal punishment.
Guidance:
To ensure that employees deal appropriately with contracts and other
financial awards, agencies define "significant monetary value"
in their standards of conduct and request that staff sign a statement
at the outset of their employment. In addition, agencies provide relevant
staff, governing body, and Policy Council and Policy Committee members
with training and supervision in proper methods for awarding and administering
contracts or grants with outside agencies or businesses.
To ensure that all staff, consultants, and volunteers are accountable
for meeting the agency's standards of conduct, agencies may consult
with a legal advisor or a professional in human resources management
to define the consequences for violating the standards of conduct.
They also provide all staff with training that emphasizes the importance
of the standards of conduct and the consequences of breaching them.
Rationale:
All Head Start staff should be actively engaged in a process of professional
development. Annual performance reviews provide one opportunity for
staff and supervisors to meet, discuss and assess progress, define
training and developmental needs, and set new professional goals.
This rationale serves 45 CFR 1304.52(i).
Related Information:
Performance appraisals are a part of the personnel policies required
by 45 CFR 1301.31. Further requirements concerning training and development
may be found in 45 CFR 1304.52(k).
Guidance:
Staff performance reviews are a management process consisting of a
number of formal and informal interactions, such as:
- Setting standards of performance.
- All staff members may benefit from the opportunity to meet with
their supervisors and to discuss each others' expectations and
goals for subsequent months. One way to make expectations and
goals clear is to draw up a performance agreement and to review
it during subsequent performance reviews.
- Gathering performance data.
- There are a variety of ways to gather information on an employee's
progress. Staff may keep a log of their own progress, including
successes in their job, additional responsibilities they may have
taken on, any awards or professional recognition they received,
their attendance at training or educational programs, and even
comments they have received about their activities from parents
and peers, as well as supervisors. Supervisors also may keep an
ongoing record of staff performance.
- Conducting annual performance review.
- Performance reviews should be positive exchanges that
- acknowledge the achievement of past goals and promote the
setting of realistic goals for the future,
- demonstrate appreciation for employee contributions,
- provide constructive feedback on employee work, and
- identify employee training needs and professional development
opportunities.
Rationale:
To ensure a safe and healthy environment for children and staff, all
staff and regular volunteers should demonstrate that they are in good
health. This rationale serves 45
CFR 1304.52(j)(1)-(2).
Related Information:
See the Americans with Disabilities Act and Section 504 of the Rehabilitation
Act for specific instructions on requirements that employers may set
for employee medical examinations. Employers are permitted to require
employees to have medical examinations or to answer medical inquiries
that are job-related and justified by business necessity. Inquiries
about things that neither affect job performance nor pose a risk to
the health or safety of the employee or others may not be sufficiently
job-related or necessary.
Guidance:
Agencies consult with their Health Services Advisory Committee (HSAC)
as well as obtain legal advice in developing a policy to implement
this standard. The HSAC, the local Department of Public Health, or
the public schools also may be helpful in determining the required
examinations, in addition to the required screening for tuberculosis,
and in the periodicity of re-examinations. However, agencies may choose
to leave the decision up to each staff member's physician. Agencies
may develop a standard form for staff to take with them to their health
examination, ensuring first that the form meets the requirements of
the Americans with Disabilities Act and Section 504 of the Rehabilitation
Act.
Related Information:
See 45 CFR 1304.3(20) for a definition of "volunteer."
Guidance:
Everyone who volunteers on a regular basis in an Early Head Start
or Head Start program must comply with State, Tribal or local laws
regarding the screening for tuberculosis. (These laws may have specific
definitions of the term "regular." If not, the agency should
define the term.) In States and localities where tuberculin tests
are not required for adults coming into contact with children, agencies
should consult with the Health Services Advisory Committee regarding
the need for the tuberculin screening of volunteers. Note that screening
may not be necessary for the occasional volunteer (a person who comes
in from time to time). However, agencies may offer tuberculin screening
at a health fair or of a parent education activity as a way of promoting
the identification and treatment of health issues among parents and
volunteers.
Test results from the tuberculin screening are kept in confidential
files. If an individual tests positive, agencies follow the protocols
set out by the Centers for Disease Control and Prevention or the
State, Tribe, or locality on how to manage communicable diseases.
The applicable protocol should be available from the local Health
Department. Agencies develop, with the assistance of their local
Health Service Advisory Committee, policies that address volunteers
who test positive to tuberculosis screening.
The Health Services Advisory Committee may suggest requiring other
health screenings and procedures for volunteers and, in fact, State
or Tribal requirements may mandate additional screenings or tests.
For example, in most States and on American Indian reservations,
volunteers who assist with food preparation must meet specific health
clearance standards. Such information should be included in the
volunteer plan or volunteer handbook, if the agency has one.
Rationale:
Caring for children and families with complex challenges can be taxing
for staff and may generate problems such as stress and "burnout."
Therefore, agencies should make special efforts to support staff and
let them know that their job challenges are understood. This rationale
serves 45 CFR 1304.52(j)(3).
Guidance:
In providing information on mental health and wellness, agencies consider
implementing measures to assist staff in coping with job-related stress,
such as:
- Including topics or informational resources on job-related stress,
mental health, and wellness in staff training and development
activities;
- Sponsoring mental and physical wellness programs, such as exercise
groups or staff support groups;
- Providing employees with information on or confidential referrals
to community agencies, including community mental health centers
and/or alcohol and drug counseling centers; and
- Providing, or brokering, professional Employee Assistance Programs
(EAPs).
Rationale:
One of the most important determinants of program excellence is the
presence of a well-trained, qualified staff. In order for staff to
do their jobs effectively and to meet the changing needs of the children
and families served, agencies must have a system that supports staff
in a process of continuous learning. A structured approach to continuous
learning addresses both program philosophy and individual job requirements.
Two critical areas to be addressed in this approach are child abuse
and neglect and family and child transitions. This rationale serves
45 CFR 1304.52(k)(1)-(3).
Related Information:
Pre-service and in-service training opportunities are mandated by
45 CFR 1306.23 to assist staff and volunteers in acquiring or increasing
the knowledge and skills required to fulfill their job responsibilities.
See 45 CFR 1304.52(b) for a description of staff qualifications;
45 CFR 1304.52(j) for requirements related to staff and volunteer
health; and 45 CFR 1304.52(i) for the link between staff performance
appraisals and staff development needs, and training.
See 45 CFR 1304.22(a)(5) on establishing local policies and procedures
for the reporting of suspected child abuse and neglect, and 45 CFR
1301.31(e) and the Appendix to 45 CFR 1301.31 for requirements regarding
child abuse and neglect. All staff need to be knowledgeable about
their legal and professional responsibilities with regard to reporting
suspected child abuse and neglect by parents, staff members, and
others, in accordance with the provisions of Federal, State, Tribal,
or local law.
See 45 CFR 1304.40(h) on parent involvement in transition activities.
Also see 45 CFR 1304.41(c)(1)(iv) on the joint training of Head
Start and other agency staff in transition services, and 45 CFR
1304.41(c)(2) concerning transition planning for children leaving
Early Head Start.
Guidance:
Staff training and development is a continuous, creative process,
individualized to meet the goals of each employee while responsive
to the overall program. An effective training and staff development
system includes an orientation as well as ongoing opportunities that
develop each staff member's skills and knowledge. Strategies to support
the implementation of this system range from individualized coaching
to formal college course work.
The orientation process is critical for all new staff, consultants,
and volunteers, and includes the goals and philosophy of Head Start
and:
- the mission and vision of the grantee,
- an introduction to and an explanation of the Head Start Program
Performance Standards and how they apply to the specific program
options, settings, and services, and
- program policies and procedures, including standards of conduct.
A structured approach to ongoing staff development:
- Is ongoing and supports the individual needs of staff;
- Builds on prior staff development activities and includes follow-up
activities;
- Links to employees' performance appraisals;
- Uses a variety of approaches and current technology;
- Builds on the principles of adult learning; and
- Makes use of locally available resources.
To determine the elements of a training and development system,
agencies consider the following process:
- assessment of staff and program goals and needs,
- design of a training and staff development plan,
- implementation of the plan, and
- evaluation of the process.
Each agency can decide the appropriate topics and target groups
for its staff development opportunities through its assessment process.
However, certain topics - specifically, child abuse and neglect
and transition to and from Early Head Start or Head Start - are
included in this structured approach.
Staff who have an ongoing relationship with families and are in
families' homes on a regular basis need support concerning the issue
of identifying and reporting suspected child abuse and neglect.
To ensure that staff understand this responsibility, agencies:
- Provide staff with a copy of relevant laws;
- Organize a variety of training opportunities on how to identify
and report child abuse and neglect; and
- Assign one individual the responsibility of supporting staff
in their efforts to prevent, identify, and report child abuse
and neglect.
Examples of methods that support successful transitions include:
- Preparing children and their families for transitions;
- Assisting parents in advocating for their children in the school
system and in exercising their rights and responsibilities concerning
the education of their children;
- Supporting parents in identifying and selecting child care;
- Maintaining ongoing communication and cooperation between the
Early Head Start or Head Start program and the elementary school
or other child care setting by
- encouraging elementary school or other child care teachers
to visit Early Head Start and Head Start to understand its
philosophy or encouraging joint training with elementary school
teachers and other providers of child development services,
- developing effective methods for transferring records, and
- continuing transition activities throughout the year; and
- Developing written transition plans, and individualizing the
plans, as appropriate, to meet the needs of children with disabilities.
Rationale:
Governing body and policy group members must have information about
Head Start to develop the knowledge and skills needed to make informed
decisions and to understand their own roles in governing an effective
program. This rationale serves 45
CFR 1304.52(k)(4).
Related Information:
See 45 CFR 1304.50 and Appendix A to that section for a discussion
of the structure and function of the governing bodies and policy groups;
see Linking Our Voices, a video-based training that is used for orientation
and ongoing training of policy group members.
Guidance:
Agencies may use a variety of methods to familiarize members of the
governing body and Policy Council or Policy Committee with Head Start
and their program oversight responsibilities. These methods or strategies
may include an orientation session for new members, video presentations,
information packets, and staff presentations. Broad topics for orientation
include:
- the agency's history, mission statement, and organizational
structure,
- their roles and responsibilities in governing, organizing, and
operating the program, and
- the goals, underlying philosophy, and performance standards
of Early Head Start and Head Start.
To ensure that the training of policy group members is not limited
to initial orientation, but also includes ongoing training, grantee
and delegate agencies should schedule policy group training activities
on a regular basis. The availability of a variety of group and one-on-one
training opportunities assists policy groups and individual members
to build upon their existing skills and knowledge. It is important
to support new policy group members through mechanisms such as establishing
one-on-one mentoring programs and the building of training elements
into every policy group meeting.
Last Modified: 09/20/2004
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