| Contents | Preface | Introduction | Module 1 | Module 2 | Module 3 | Professional Development | Resources | Training Guides |
Preface
One of the proudest moments of my life was when my Head Start director and policy council chair walked to the front of a huge conference room filled with hundreds of Head Start folks from eight states. There we received our plaque from the regional office for the Most Improved Program in the Region.
Two years ago, this would have been impossible. We had serious management issues, but we decided it was time to turn the program around. As a family service specialist with the program, I was able to witness and take part in the total process. It started with teamwork and lots of talking with each other. We talked about how everyone— from each teacher and each parent to all the management staff—should come up with ideas to help things run more smoothly.
The board of directors said the entire program had to focus on quality and improving everything we did. We learned that we are all managers in some way, and we were encouraged to help management do a better job. We all had training, and consultants came to help us with our Quality Improvement Plan. When we had the plan written and approved, we followed it step-by-step. There were team meetings once a month, with staff and pare nts going over our progress on the Quality Improvement Plan. Everyone had a say in what we should try. Some of the best ideas came from the parents and classroom staff because they were the ones who were with the children and knew what they needed.
The first turnaround was in the Early Childhood Development and Health Services area. Two years ago, there were only six teachers with Child Development Associate credentials. Now, every classroom staff person is a Child Development Associate; in fact, we renamed the position to Child Development Associate, and obtaining this credential is a requirement for all new classroom staff
Another turnaround was in the area of parent involvement and family partnerships. The staff and parents made it a top priority to get more parents to actively participate in the program. We found ways to meet them where, they were comfortable. We got to know them better and to understand their goals more clearly. As a result, our parent involvement began to flourish.
The board chairperson, policy council chairperson, executive director, management team, staff and parents spent a weekend developing a mission statement and looking at the values of the program. We decided that the core value we wanted to embrace had to start with the relationships we were developing—relationships with children and their families as well as the relationships among the staff operating the program. Relationships gave us a focus. Staff at all levels had permission to try anything that would make a positive difference in their relationships with children, parents, and other staff members. We made afew mistakes, but we learned from them. Now, our staff and parents are full of ideas for improving the quality of everything we do. *
Head Start has a mind and a heart. Sound management principles act as the message center, or mind, ensuring that a program can provide sound child and family development practices, the heart of what we do.
The family service specialist's story is one of many Head Start success stories. It illustrates how management forms the foundation needed to provide children and families with quality services. When a program has shared values, a clear mission understood by everyone, an unwavering focus on quality improvement, and a team approach to service delivery, successful outcomes are assured. In the scenario on the facing page, the mission is to focus on quality to improve all of the systems and processes. The shared values are based on the premise that relationships are essential to working together. In addition, ongoing and open communication is the essence of teamwork.
What is expected of Head Start programs in the area of management? The Head Start Program Performance Standards call for the following:
Everyone plays a crucial role in helping staff and parents meet the challenges of building a quality Head Start program by providing ongoing training and learning opportunities. The management series from the Training Guides for the Head Start Learning Community invites you to give the staff and parents from your program the opportunity to develop and improve their management skills and competencies.
- Strong, committed governing bodies, policy groups, and management teams that provide effective leadership and oversight
- Energetic, well-qualified staff and parents who possess the skills and experience needed to provide high-quality, comprehensive services to children and families
- Effective systems and procedures, including planning, communica tion, record-keeping/reporting, and human resource management systems that support program services
- Ongoing self-assessment and monitoring to identify and correct program weaknesses
- Dynamic organizational structures that encourage a team approach to service delivery
Participating in the Management Process is the first of the management training guide series. This foundation guide provides concepts and strategies that are essential staff and parent development tools. These tools can be presented at workshops, coaching sessions, or inservice training events. In addition, the strategies can be applied to specific work tasks, while the techniques can be applied to individual development plans. This guide contains management principles that all people in your program can apply as they strive to maintain and enhance quality.
*This scenario is a compilation of experiences of several Head Start program staff, parents, and agencies.
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