Head Start Teaching Center: Differential training effects for Head Start personnel

Driven by research findings regarding the positive relationship between training and enhancement of services, as well as literature on adult learning, the New England Head Start Teaching Center (NEHSTC) was created in 1992 to test the efficacy of participatory, hands-on training. The purpose of this paper is to examine the outcome evaluation results from 4 years of training at the NEHSTC, 1 of 14 federally funded sites, as well as to discuss the implications for delivering this type of participatory training throughout Head Start. Findings suggest that the NEHSTC was successful in implementing high quality, participatory training within the context of an ongoing Head Start program. Head Start staff who participated in the NEHSTC trainings demonstrated gains in knowledge, skills, and expertise compared to similar Head Start employees who did not receive training. Results also reveal a sustained effect of training over time, with NEHSTC participants continuing to demonstrate enhanced knowledge and skills 6 months after training. Similar positive outcomes of training were found for staff with varying levels of experience and holding different Head Start positions. Thus the participatory, hands-on training implemented by the NEHSTC was found to produce positive and lasting outcomes for diverse Head Start staff. An effective and cost efficient model of training Head Start personnel is particularly relevant and timely as Head Start strives to establish universal quality and expansion of services in the 21st Century. The findings are also relevant for improving the quality of all early care and education programs

Challenges in implementing center-based and home-based early head start programs

Early Head Start services are typically offered through home- or center-based delivery models. A formative evaluation of an example of each service delivery model was conducted. The purpose was to examine the issues involved in the implementation of these two service delivery models relative to the content of services, intensity of services, opportunities for family involvement, and efficiency of program management. Findings suggest that the two delivery models differ in content and intensity of services. Both models faced challenges in program implementation and management and both struggled with family involvement and engagement. Implications for future research are discussed. © 2006 by the Association for Childhood Education International

Head start teaching center: Outcome evaluation of 3 years of participatory training

The design and evaluation of the New England Head Start Teaching Center (NEHSTC), one of 14 federally funded programs created to test the efficacy of participatory, hands-on training for enhancing Head Start service delivery is the focus of this article. The unique characteristics of the NEHSTC and the outcome evaluation results from 3 years of training will be discussed. The findings demonstrate the NEHSTC was successful in implementing high quality, participatory training within the context of an ongoing Head Start program. Various Head Start staff who participated in the NEHSTC trainings demonstrated gains in knowledge, skills, and attitudes compared to similar Head Start employees who did not receive training. The positive findings suggest that participatory training should be included in the menu of training options available. Because of the unique size and scope of Head Start, the success of ongoing efforts to improve the quality of its programs and services are particularly significant. Within Head Start, this discussion of quality enhancements via innovative training models is timely given the advent of the new performance standards and the restructuring of the Training and Technical Assistance system. Additionally, the findings are relevant for broader efforts to improve early care and education programs nationwide. © 1998 Taylor & Francis Group, LLC

New England Faculty Development Consortium (May 24th, 2022): Grading for Learning at the University of Rhode Island

This session presents the work of one educational developer and three instructors who collaborated on a “Grading for Learning: Empowering Students with Agency for Growth” initiative at the University of Rhode Island. Highlights include a Faculty Learning Community model and three implementation examples of Specifications Grading across diverse disciplines. Session Outcomes: Articulate how their grading practices relate to their values as educators and their beliefs about learning and education Identify one small change they can implement in one of their courses to better align its assessment structure with those beliefs and values Evaluate the possibility of facilitating a Book club or designing a Learning Community for colleagues interested in exploring progressive assessment with their own institutional context Connect with partners to help them extend the conversation within their own institutio

Head start teaching center: Evaluation of a new approach to head start staff development

Head Start Teaching Centers are a national demonstration project designed to provide participatory training in all Head Start component areas within the context of an exemplary Head Start program. Each Teaching Center employs an independent evaluation to study this alternative approach to Head Start staff development. This paper presents the results of the outcome evaluation for the first year of the New England Head Start Teaching Center. The New England Head Start Teaching Center was designed to provide intensive training during a 3 or 5 day period of residence at the Teaching Center. This paper briefly describes the national Head Start Teaching Center model, the implementation of this model in the New England region, the outcome evaluation plan, and the results from the first year of training. The analyses of year one data indicated that training provided by the New England Head Start Teaching Center produced significant gains. As compared to similar Head Start employees who did not participate in training, both trainees and their supervisors reported significant gains in trainees\u27 knowledge, skills, and expertise after participating in the New England Head Start Teaching Center training. © 1997 Ablex Publishing Corp. All rights of reproduction reserved