Blog: Scholar Practitioners as Program Evaluators

 

When I started thinking more about program evaluation and assessment I started viewing myself as a scholar practitioner, this is one way that this course is already having an impact on what I want to do and who I want to become in the field of early childhood education. Listening to other mentors and scholar practitioners reflect on the process of evaluating and assessing programs for certification it helped me to realize that every step I have taken on my professional and educational journey has been shaping me and increasing my professional effectiveness.

Our Head Start program is currently at the end of a 5-year grant. I am learning that an important part of program evaluation is self-assessment. Self-assessment is all inclusive (Administration for Children and Families (2018). It is not just administrators, it is teacher’s, food service workers, maintenance, fiscal, enrollment, and IT. As an agency we had a 4 hour all staff meeting last week where we conducted data carousel’s. As small groups (10 or less) we discussed our staff survey, parent survey, and outcome results. We asked 3 questions what we are doing right, what we are doing wrong and what we can do to improve. These questions will help to shape our program goals and help to ensure we are aligning our mission, vision and program standards.

In this process and through the learning materials I have realized that teaching staff who are directly implementing the curriculum and evaluating progress need to be equipped to gather and analyze data. As a high quality preschool program it is important that everyone is involved and you are setting timelines, action steps and following through for program evaluation to work effectively.

References:

Administration for Children and Families (2018). Voices from the Field: Plan to Succeed – Developing and Sustaining. Retrieved from: https://eclkc.ohs.acf.hhs.gov/video/voices-field-plan-succeed-developing-sustaining

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/file/naeyc/file/positions/CAPEexpand.pdf

EDDD 8083/EDSD 7083: Assessment Practices to Promote Healthy Development and Learning. Assignment: Blog: Policies and National Regulations and Standards for Early Childhood Education

 

·        Summarize your state’s policies and standards for Early Childhood Education. Link the source of your information. 

 

In the state of Washington our state’s policies and standards for Early Childhood Education is a QRIS system called Early Achievers. Early Achievers using a house framework, incorporates professional development and training, mentoring, planning, communities of practice, professional development and training, engaging interactions and environments, family engagement and partnership, curriculum and learning opportunities, screening and ongoing child assessment in collaboration with families into one comprehensive system of program quality standards.

Our Early Achievers standards and expectations were designed to align with Head Start and ECEAP Performance Standards. ECEAP refers to the Early Childhood Education and Assistance Program, Washington’s pre-kindergarten program for low income 3 and 4 year olds and their families. The rating system provides information about the quality of early learning programs so families can feel confident about their early learning choices for their child/children. Early learning professionals are continuously building on the skills they develop through Early Achievers. Their participation demonstrates a commitment to improving quality of education for children. Early Achievers uses a rating system to help families understand their provider’s progress in quality improvement.

https://www.dcyf.wa.gov/services/earlylearning-childcare/early-achievers/rating-system

 

·        Compare and contrast these policies with NAEYC principles of child development and learning that inform practice and NBPTS Standard V. Include your suggestions for improvement.

 

Early Achievers is closely aligned with NAEYC principles of child development and learning. Level 5 of Early Achievers includes National Accreditation. The Early Achievers Quality Standards focus on achieving positive outcomes for every child a facility serves, utilizing five quality standards areas much like the five core propositions outlined in the NBPTS Standards.
Having participated in Early Achievers for over 5 years I know that the quality standard areas help providers strive for high quality early childhood education for every child but are challenging to achieve, depending on the curriculum that is implemented. Each curriculum comes with its own assessment tools and can be misaligned and contradict each other. For example, Early Achievers uses The CLASS tool and ERS to asses’ programs while High Scope certified programs uses the PQA tool. The environment’s section for the PQA does not align with the ECERS-3.

 

Generate three questions for guests to answer based on your state’s policies on assessment and your readings for this module.

1)    Why is it important to complete a strengthening families’ self-assessment as part of your quality rating system?

2)    Why is it important to align your curriculum with best practice and your QRIS system?

3)    Why should programs use a developmental screening tool that is valid and reliable?

 

·        Cite at least three sources from the Learning Resources and a minimum of two additional sources from your own research to substantiate your thinking. Note: The resources should be in APA format.

 

Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying Instructional Targets for Early Childhood via Authentic Assessment: Alignment of Professional Standards and Practice-Based Evidence. Journal of Early Intervention, 33(4), 243–253. https://doi-org.ezp.waldenulibrary.org/10.1177/1053815111427565

 National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/file/naeyc/file/positions/CAPEexpand.pdf

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist’s standards (3rd ed.). http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf

National Center on Early Childhood Quality Assurance: QRS Resource Guide (2018). Retrieved from https://ecquality.acf.hhs.gov/sites/default/files/1812_Section_7_Data_Evaluation_FINAL.pdf

 WaKIDS: The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is our state’s kindergarten readiness process (2020). www.k12.wa.us/WAKIDS/ubdocs/IntroducingMe.pdf