An assessment and analysis of program outcomes and staff needs assessments inform the nature and scope of staff development. It requires evaluating staff competencies and providing support, individually and in groups, to improve performance quality.

Staff development also is informed by reviewing state early learning standards and requirements, Head Start Program Performance Standards, licensing standards, program goals for high quality services, and planned changes that may result in a need for new knowledge, skills, and competencies. Activities are guided by credentialing, licensing, and program outcomes.

Clearly articulated position descriptions, competencies, job expectations, and performance evaluations and assessments are informed by national, state, local, and tribal standards and other goals programs must meet. These are critical to planning and implementing effective staff development.

The process for staff development is based on systematic identification of staff needs and planning to address gaps in knowledge or competence. This is foundational to improving services and designing effective staff development experiences. The process includes:

• Identifying program areas where the quality of services, staff productivity, or efficiency need improvement
• Using program and staff data to inform the content and design of training and intervention strategies that address specific knowledge and skill development targeted to improving performance
• Providing ongoing opportunities for professional development. The Office of Head Start requires a minimum of 15 clock hours of professional development per year.
• Providing appropriate follow-up support to implement new learning and staff evaluation results
• Integration with individual career development

To enhance program quality, the Head Start Act requires:

Staff Qualifications and Development – Section 648A [42 U.S.C. 9843a]

(a)(5) Teacher In-Service Requirement - Each Head Start teacher shall 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, and regularly evaluated by the program for effectiveness.

(f) Professional Development Plans – Each Head Start agency and program shall create, in consultation with an employee, a professional development plan for all full-time Head Start employees who provide direct services to children and shall ensure that such plans are regularly evaluated for their impact on teacher and staff effectiveness. The agency and the employee shall implement the plan to the extent feasible and practicable.

Definitions – Section 637 [42 U.S.C. 9843]

(21) Professional development means high quality activities that will improve the knowledge and skills of teachers and staff, as relevant to their roles and functions, in program administration and the provisions of services and instruction, as appropriate, in a manner that improves service delivery to enrolled children and families, including activities that –

1. Are part of a sustained effort to improve overall program quality and outcomes for enrolled children and families;
2. Are developed or selected with extensive participation of administration and teachers from HS programs;
3. Are developmentally appropriate for the children being served;
4. Include instruction in ways that HS teachers and staff may work more effectively with parents, as appropriate;
5. Are designed to give HS teachers and staff the knowledge and skills to provide instruction and appropriate support services to children of diverse backgrounds, as appropriate;
6. May include a 1-day or short-term workshop or conference, if the workshop or conferences is consistent in the professional development plan described in section 648A(f) [below] and will be delivered by an institution of higher education or other entity, with expertise in delivering training in early childhood development, training in family support, and other assistance designed to improve the delivery of HS services; and
7. In the case of teachers, assist teachers with –
   1. the acquisition of the content knowledge and teaching strategies to provide effective instruction and other school readiness services regarding [the domains];
   2. meeting the requirements in paragraphs (1) and (2) of section 648A(a), as appropriate;
   3. improving classroom management skills, as appropriate;
   4. advancing the understanding of effective instructional strategies that are – (I) based on scientifically valid research; and (II) aligned with – (aa) the Head Start Child Outcomes Framework … and, as appropriate, State Early Learning standards; and (bb) curricula, ongoing assessment, and other instruction and services, designed to help meet the standards described in section 641A(a)(1);
   5. acquiring the knowledge and skills to provide instruction and appropriate language and support services to increase the English language skills of limited English proficient children, as appropriate; or methods of teaching children with disabilities, as appropriate.

HSPPS 1302.92 Training and Professional Development

Explore these resources that reflect evidence-based effective practices for staff working in ECE programs. They may be used as the basis for creating a plan that integrates program quality improvement and the professional development needs of all staff.

• Head Start Staff Qualifications
• Skill Profiles:
  • Preschool Classroom Staff
  • Infant/Toddler Classroom Staff
  • Family, Health, and Disabilities Services Staff
  • Home Visitors
  • Support Staff
• Infant/Toddler Consultant Self-Assessment Tool
• Tips on How to Form a Professional Development Partnership
• Effective Practice Guides

In addition to the Head Start regulations, there are also state licensing requirements and credentialing for other staff who work in ECE programs.

• Quality Rating and Improvement System (QRIS) Resource Guide: State Information
• National Database of Child Care Licensing Regulations
• Credentialing and Degree Programs Databases for Head Start Staff Who Work with Families
• Early Educator Central links to online course work that align with the CDA^® subject areas
• Council for Professional Recognition Child Development Associate (CDA)^®
  • Webinars and Tutorials About the CDA^® Credentialing Process
  • CDA^® Credentialing Process for Home Visitors
  • CDA^® Credentialing Process for Home Visitors (Spanish)
  • CDA^® Credentialing Process for Infant/Toddler and Family Child Care Providers

Evidence-based professional development supports focus on enhancing the knowledge, skills and competencies of program staff. Ongoing professional development supports are comprised of many different approaches and include coaching, mentoring, and reflective supervision, among others.

• Being an Effective Mentor-Coach
• Reflective Supervision
• Reflective Strategies: Sustaining Effective Practice
• Tips on Becoming a Reflective Supervisor and a Reflective Supervisee
• Self-Reflection and Shared Reflection as Professional Tools
• News You Can Use: A Circle of Support for Infants and Toddlers – Reflective Practices and Strategies in Early Head Start
• Reflective Supervision: Putting It Into Practice
• Crosswalk of the 15-Minute In-Service Suites with the CLASS^®
• Strategies to Create Positive Learning Environments for Children and Staff
• Framework for Effective Practice in Head Start Home-Based Option
• Effective Practice Guides

Head Start and Early Head Start programs must implement a research-based coaching strategy for education staff. The strategy includes opportunities for staff to be observed and receive feedback and modeling of effective teacher and home visiting practices that lead to positive outcomes for children.

• Practice-Based Coaching (PBC)
• Crosswalk of the 15-Minute In-Service Suites with the CLASS^®
• 15-minute In-service Suites