Head Start Directors

Head Start directors work with members of the staff, governing body, Policy Council, and community to develop and implement long- and short-term program and school readiness goals and financial objectives.

Head Start directors provide vision and leadership in the development, understanding, and purpose of school readiness goals.

Steps to School Readiness

Establishing Goals

Planning and Implementation

  • Foster an understanding and implementation of program and school readiness goals [PDF, 384KB] among all stakeholders of the program, including local education agencies (LEAs) and schools.
  • Use the Leader's Role in School Readiness session from the Learning for New Leaders: Head Start A to Z to understand how the 10 Head Start management systems support school readiness.
  • Establish a continuous improvement planning process that addresses all Head Start management systems to ensure that progress toward goals is being assessed periodically, and at a minimum three times per year.
  • Work with the governing board and fiscal manager to ensure that the resources and capacity needed to meet goals—including professional development opportunities and materials, equipment, and technology—are available.
  • Assess program systems and services for children who are dual language learners and their families and use the data in planning and decision making.

Assessing and Aggregating

  • Ensure that children's progress is being measured at both the individual child and program-wide levels. Ensures that children's progress is being measured at both the individual child and program-wide levels.
  • Employ ongoing monitoring to aggregate and analyze data to evaluate progress toward school readiness goals and make mid-course corrections when needed.

Determining Priorities:

  • Assure that school readiness goals are understood and supported by all stakeholders, including parents, families, staff, and governing body, Policy Council, and community members
  • Ensure that school readiness goals are integrated into program planning and that continuous improvement adjustments are made based on collected and aggregated data and evidenced-based practice.
  • Foster cooperation between the program and elementary schools to support seamless transition and continuity in school success for children and families entering the school system through memorandums of understanding (MOUs) with LEAs.

Resources

Overview and Requirements

Guidance and Support

Additional Materials and Tools

Stories from the Field

Last Reviewed: December 2016

Last Updated: December 15, 2016