Semcac Head Start
An Equal Opportunity Program
TRAINING and DEVELOPMENT MANUAL
Original: March 2006. Updated/approved by
Professional Development Committee: December 2008
Minor Updates: 19 July 2013
TABLE OF CONTENTS
Key Definitions and Concepts
Mission and Goals of Plan
Assessment of Progress in Achieving Goals
Attachment A: Human Resources Development Documentation
Attachment B: Resource Management Outline By Goal
- Mandatory Training Procedures
- Staff Training Records
- Individual Professional Development
- Resources Of Interest To Those Pursuing Higher Education Goals
- General Implementation Timeline based on program year cycle (July - June)
TRAINING AND DEVELOPMENT
Semcac Head Start recognizes that its human resources are its most valuable assets to accomplish its mission. The Training and Development Manual outlines our general philosophy and rationale for setting goals and frames our decision-making and processes to support professional development.
Key Definitions and Concepts
Head Start’s mission is to enrich and empower young children and their families by providing opportunities for personal growth and development. As educators of children and family, to be successful, we must approach our work with the view to learn and grow as we undertake our daily responsibilities. The professional growth process is designed to enhance continuous improvement of our program along with the careers of individual staff members in order to provide the best services possible. The concept of learning-centered reflects this approach.
Professional development is organized learning activities to improve performance and/or personal growth in relation to the job, the individual, and/or the organization. Therefore, it covers the spectrum of hands-on training, education, information sharing, and effective communications; soft and hard skills; and individual and institutional needs. Individual aspirations and growth ideally will complement the institution’s effectiveness objectives. Additionally, the maintenance of a working environment that is respectful, healthy, and safe, as well as one that fosters shared governance, are accepted as components of professional development. The value of a diverse workforce and the changing regional demographics are other key contributing factors.
Definitions:
Training: builds skills and is task-oriented
Education: expands an individual’s deeper knowledge and broader view of the world
Information-sharing and Effective communications: refers to efforts to ensure necessary information is available/accessible for use, even if it may be “one directional.” Communications reflects a “two-way” exchange – oral, written, tone, body language, active listening – to support the interchange of thoughts, opinions, or information. “Effective” refers to communications that are clear, correct, consistent, complete, current, and compassionate.
Soft skills: encompasses the “people” side of co-worker responsibilities; for example, skills in communication, interpersonal relations, and problem solving
Hard skills: covers the technical skills required; for example, computer literacy, equipment operation, record-keeping, etc.
To frame a comprehensive plan, the basic question of what an employee needs to be successful at Semcac Head Start was addressed by considering the processes related to performance management. Five basic steps were outlined as follows:
1. Identification and definition of a position
The program clearly articulates its operating structure as a service-oriented institution. Position descriptions and performance expectations exist with a view of each employee’s contribution in meeting the program’s learning-centered mission. Position descriptions state what knowledge and skills, based on national skill standards and high academic standards, are needed for an individual to successfully achieve the position’s requirements.
2. Recruitment and hiring
The program, under the Agency’s direction, maintains recruitment and hiring procedures to ensure that staff and faculty are qualified, learning-centered candidates. This is a key opportunity for enhancing the diversity of employees.
3. Adequate orientation
Orientation familiarizes new staff with the fundamentals of working in the program to ensure that s/he has a solid beginning and a clear understanding of how his or her work supports the program’s goals. Information provided covers: a) an overview of the program, e.g. its philosophy, goals and objectives; organizational structure; introduction to program plans and the planning cycle; b) the operations of the individual’s work unit, communications and decision-making, and the employee’s role and responsibilities; c) fundamental overviews of policies and procedures; and, d) general human resources matters, for example, employee benefits options and enrollment.
4. Supportive environment
Research is clear that staff training is not enough; rather, the working environment must be consistent with and supportive of professional development goals. Various factors contribute to a supportive environment for staff to succeed. This includes (in no particular order) employee respect of the program’s values and for all individuals; positive work relationships whereby all staff are leaders who encourage innovation; regular performance reviews and individual development plans; mentoring; shared governance opportunities; effective communications; staff recognition (formal and informal); sufficient, appropriate resources benchmarked for continued child/family success; up-to-date equipment; and, safe and secure facilities.
5. Organizational effectiveness/Institutional-need driven
As the program pursues a culture of systematic improvement to keep flexible and responsive to community needs, new mandates and/or initiatives may result in targeted professional development. Technology upgrades, program planning, and federal/state requirements might identify additional and/or unique human resource needs that in turn might warrant new positions, training and/or cross training. Overarching safety and security concerns for staff and families will be addressed as well as employee wellness. With staff departures due to retirements or resignations, the program will evaluate each position’s profile and make adjustments as needed. Exit interviews with departing staff will be used to learn from the individual’s experiences.
Mission and Goals of Plan
MISSION:
Recognize and invest in qualified, motivated professionals who contribute fully and effectively to the program’s learning-centered, family-focused mission.
GOAL 1Facilitate and organize training and educational opportunities for all staff
1.1 Provide mandated training as identified by state and federal requirements
1.2Plan and develop activities for existing staff with succession training and opportunities for advancement. Job-specific, skill-development opportunities will be provided
GOAL 2 Support and maintain a positive work culture
2.1 Provide safety, health and wellness educational opportunities for all staff and parents
2.2 Provide safe, accessible and inviting physical facilities
2.3 Promote and improve organizational development
GOAL 3 Coordinate the use of resources
3.1Increase staff awareness of available development opportunities and resources
3.2Seek adequate financial resources to support staff training and professional development
The work plan to achieve these goals is the Training and Technical Assistance plan (TTAP), a
requirement of the federal program grant. It is structured in support of meeting Head Start
Performance Standards. Additional references are:
Attachment A: overview of professional development policies and procedures; and
Attachment B: Specific to each Goal, an outline for resource management planning.
Assessment of Progress in Achieving Goals
Considering the broad goals above, we will monitor the annual TTAP for stated outcomes. From there, further analysis of how best to meet identified needs will be completed, recognizing that training per se might not be the real or best solution. The effectiveness of professional development initiatives is performance-based, both at individual and organizational levels. CLASS will be used toassess needs for classroom teachers. Other tools, such as SOLAR, will frame an understanding of where individual employees are with current knowledge, skills and attitudes (KSA) compared to where the individuals and the organization would like to be. Annual staff performance appraisals include this element. This process will create a feedback loop between assessment and planning; and, in effect, evaluation measures will be evolving as the Training and Development Manual is implemented.
ATTACHMENT A
HUMAN RESOURCES DEVELOPMENT DOCUMENTATION
1. Identification and definition of a position
Semcac personnel policies
Head Start Organizational structure
Position descriptions
2. Recruitment and hiring
Semcac personnel policies
Head Start Human Resources policies and procedures
Background studies
Contract Services
Substitute paperwork
3. Adequate orientation
Semcac personnel policies
Head Start orientation
Mentor program (pending)
4. Supportive environment
Code of Conduct
Observations
Site Reviews
Employee performance appraisals
Individual professional development plan
Employee Improvement plan
Training/Workshop Request/Form
Personal Learning Assessments
Staff training record
Staff recognition
Time management: Staff Absentee Record and Time sheets
Communications and Meetings
5. Organizational effectiveness/Institutional-need driven
Federal and State monitoring reviews
Program self-assessment
Exit Interviews/Termination Reports
Compensation plans and turnover/retention rates
This listing will be reviewed and updated in conjunction with updates to policies and procedures.
ATTACHMENT B
RESOURCE MANAGEMENT OUTLINE BY GOAL
GOAL 1Facilitate and organize training and educational opportunities for all staff
1.1 Provide mandated training as identified by state and federal requirements
MANDATORY TRAINING PROCEDURES
Head Start requires annual training in the core subjects outlined below. The Mandatory Training Log will be used by local teams to document completion of trainings. See Mandatory Training Log.
To facilitate staff and program schedules, certain trainings will be offered via the web or DVDs. Staff will complete the Web and DVD training at their local level, scheduled by local team, with all topics to be completed by first center day of each year. For topics via DVD, each county will have access to one DVD per topic. The DVD will reside at the site that is also the county seat. Sites will make arrangements to share the DVD. Each site will have a copy of the handbook that corresponds with the DVD. The handbook will be kept in the site’s Yellow Binder. Specific staff must complete the following:
Center Site Staff
- Pedestrian Safety video viewed via web:
- Supporting Partnerships in the Broader Community viewed at Head Start website via Timestar
- Playground Safety viewed on DVD
- Medication Administration booklet reviewed
- Risk Reduction Plan by reviewing local site’s Plan
- Fire Safety Training by contacting local fire department to arrange hands-on training. (Could be in conjunction with parent meeting on same topic in October.) Also, by reviewing Injury Prevention in Health & Safety P&Ps
- For those running buses: STAR Child Safety Restraint viewed at
All Staff
- Universal Precautions/Blood-Borne Pathogens via DVD available per county
- Civil Rights viewed at Head Start website via Timestar
- Shaken Baby refresher via
Full class will be offered every five years during a pre-service. The next one will be in 2015. New staff must complete, with supervisors approval, training by a Book Course or PDF Course on the Care Courses Website. A $17 fee is required and will be reimbursed by Head Start.
- Mandatory Reporting of Child Abuse/Neglect via DVD available per countyand reviewingMaltreatment of Minors Mandated Reporting P&P found in Family Partnerships section. Trainingby external professional will be offered every five years during a pre-service. The next one will be in 2015.
- Methods for Planning for Successful Child And Family Transitions by reviewing Transition P&Ps in the Community Partnership section
- Cultural Competency Handbook reviewed - found in Yellow Binder
- Material Safety Data: by reviewing MSDS P&P found in Facilities, Materials and Equipment section
- Emergency Preparedness Plan reviewed
- Semcac Safety Plan reviewed - copy found in Site’s Employee Handbook
- Review updates to P&Ps by self-study of P&Ps Binder and attending pre-services
- Review Confidentiality and Non-Disclosure P&Ps found in Management Systems section
- Child safety restraints will be offered every five years during a pre-service. The next one will be in 2015. New staff will be directed to local county trainings
- CACFP refresher training by Health/Mental Health Coordinator at pre-service.
FEPs and HBEs
Supporting Families in Crisis offered by Family/Community Partnership Coordinator.
First Aid And CPR Training
To meet Minnesota State Licensing requirements, first aid and CPR training must be completed by all classroom staff, and by admin staff when possible.
- CPR and First Aid refresher training will be offered to all staff in need of recertification as part of pre-service.
- New staff hired after pre-service must complete eight hours of first aid training (or the equivalent) within 90 days of employment, unless a variance is granted.
- For new staff and returning staff that miss pre-service offerings, throughout the year, a listing of CPR and First Aid Training sessions in local areas will be given to supervisory staff. Employees must notify the Health Coordinator and their Supervisor in advance if attending a CPR/First Aid class. If needed, Head Start will reimburse the staff for the cost to attend.
- Employees certified in CPR and/or First Aid will post this information in public place with other emergency information at their site (See also Health P&Ps, Emergency Information). Additionally they will send a copy to the Head Start office.
1.2Plan and develop activities for existing staff with succession training and opportunities for advancement. Job-specific, skill-development opportunities will be provided.
All new staff hired will have the required credentials to ensure full compliance with the Reauthorization of the Head Start Act of December 2007 and the Information Memorandum No. ACF-IM-HS-08-12 of 8/19/2008.
Teachers will attend not less than 15 clock hours of professional development per year.
Such professional development shall be high-quality, sustained, intensive, and classroom focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom.
The director and all program staff persons must annually complete a number of hours of in-service training equal to 2 percent, 1.5 percent or 1 percent depending on their level of education, per Minnesota Statutes, section 245A.14, subdivision 9 – In-service training; child care centers.
STAFF TRAINING RECORDS
All trainings workshops and conferences supported by the program will be documented in ChildPlus under Professional Development Trainings by the Admin Office. Individuals have access to their ChildPlus training records and also could enter training completed on their own.
Supervisors and staff should periodically review records to ensure the records are accurate. ChildPlus report 1310 could be reviewed. At a minimum, supervisors will review the record with each staff during performance appraisals. Admin Office will provide each staff with a green folder to encourage staff to maintain documentation for personal records such as course certificates. It is recommended that staff persons keep a copy of their in-service training record when transferring to another program.
INDIVIDUAL PROFESSIONAL DEVELOPMENT
Every teacher and all full-time staff that provides direct services to children must have an Individual Professional Development Plan (IPD Plan) on file annually. The IPD Plan will be reviewed three times per year as part of the performance appraisal process as to whether professional development has impacted teacher and staff effectiveness. See the IPD Plan for more guidance/instructions.
If staff is interested in attending an external workshop, conference or training,including on-line webinars that cost for registration, refer to the Training/Workshop Request form for instructions.
If staff is interested in pursuing a CDA, refer to the CDA Guidelinesfor specific instructions. The program will support current Family Education Paras from centers where we are not in compliance with IM-HS-08-12 in securing a CDA. The program will cover tuition for required training in each of the 8 areas of the CDA and the CDA assessment fee. All other costs are at the staff’s expense, unless additional resources are found by the program.
Staff interested in a higher degree should indicate this with details on their IPD Plan. They could be awarded support of $100 - $500 depending on the number of applicants and availability of funds.
GOAL 2 Support and maintain a positive work culture
Objective 2.1 Safety, health, and wellness for staff and parents
A. Head Start will participate in agency initiatives to address these areas. Local site team meetings will be the primary avenue to offer opportunities consistent with subject matter outlined in Semcac personnel policies and in Head Start Human Resources procedures.
B. Opportunities for parents are provided at local site level, primarily through events organized with/by parents. Additionally, staff will share with parents those events of interest that may be organized by other agencies, such as schools. The exceptions would be sending parents to the annual state advocacy training for which funds are budgeted under family partnership component. Additionally, Policy Council By-laws guide training for parents. Policy Council members that successfully serve for three years could participate in the annual MHSA parent conference. Funds are budgeted under administration/Policy Council operations.
Objective 2.2 Physical facilities
This area is addressed in our program plan for Facilities, Equipment and Materials and in our procedures for same.
Objective 2.3 Organizational development
Initiatives in this regard will come under Objectives 1.1 and 2.1.
GOAL 3: Coordinate the use of resources
Objective 3.1 Increase staff awareness
A. The program will facilitate a Professional Development Committee, comprised of members from all working groups. Members will be selected by their peers to serve two (2) year terms. The Head Start Director (HSD) will chair the Committee with the responsibilities outlined below.
B. HSD will lead the development of the annual Training and Technical Assistance plan (TTAP). Leadership Team (LT) will outline training goals/activities for component areas based on program plans, self-assessment findings, staff requests, performance appraisals, new mandates, etc. The Professional Development Committee (PDC) will provide input to the draft, and the final TTAP, approved by Policy Council and Board, will be shared with all staff.