强奸视频

Quality early childhood programs have long been linked to positive outcomes for children (Jancart et al. 2021; Schoch et al. 2023). However, the path to achieving national accreditation or a high-quality rating from a state Quality Rating and Improvement System (QRIS) is not easy. It requires careful planning, intentional practices, and strong听leadership skills.

As a former teacher, center director, and early childhood education trainer and coach, I have experienced this process firsthand. As a teacher, I participated in compiling a portfolio and had an assessor observe my classroom. In my role as coach and trainer, I helped teachers set quality improvement goals and work toward meeting them. As a center director, I guided my staff through the accreditation and quality improvement process. In this article, I highlight strategies that leaders in small- to听medium-size, birth-to-5 settings can tap to lead their teams through听this process.

Reasons to听Pursue Quality

Engaging in accreditation or a state鈥檚 Quality Rating and Improvement System can be one of the most rewarding tasks an educator undertakes. It helps to support and validate early childhood education as a profession (Goffin et al. 2015); it also grounds a program in quality standards set by state systems (NCECQA, n.d.) and those outlined in 强奸视频鈥檚 foundational documents, including its standards and assessment items for early learning programs (2022). By participating in quality improvement efforts, programs help to听ensure that

• children benefit from high-quality learning environments, curricula, and qualified and听supported staff
• families benefit from programs that recognize the value of reciprocal partnerships around children鈥檚 education and care and that honor the strengths, interests, and experiences of all learners and听their families
• teaching staffs benefit from professional development and other supports as well as effective leadership and听management practices
• communities benefit from having consistent,听high-quality听child care available for families (Great Start to Quality, n.d.; Wechsler et al. 2016;听强奸视频 2020)

Quality improvement and accreditation are meant to be journeys that help programs grow and strengthen over time. They are designed to incorporate reflection, planning, collaboration, and refined practice through implementation (see 鈥淐hoosing How to Measure Quality鈥� below). In the following sections, I outline specific steps early childhood leaders can take as they embark on guiding their programs through quality improvement efforts. These strategies are based on my experiences supporting both small early childhood programs (two classrooms, seven staff members) and medium-size ones (nine classrooms,听40 staff).

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Establish Why Quality听Is Important

It is reasonable for educators to feel proud of the work they do. Embarking on quality improvement efforts may make them feel like they have to prove their worth, update their practices, and/or seek validation from an outside source. They may not be aware that families often look for databases of accredited or听quality-rated听programs when searching for settings for their children. Additionally, they may not know that funding often requires or is based on a program鈥檚 accreditation or quality rating. For example, in many states, the formulas for distributing COVID-19 pandemic relief funds were based on factors like enrollment capacity, state quality ratings, and inclusion of children with Individualized Education Programs. Taking time to help staff understand the value of these benefits can validate the pride they already have in their work. It can also support staff buy-in and minimize resistance听or frustration.

By acknowledging and celebrating existing strengths, educators begin to understand that any areas targeted for improvement are directly connected to existing values and identified growth areas (Douglass, Kirby, & Malone 2023). For example, in one program I led, I asked staff members to brainstorm and list the program鈥檚 strengths, needs, and the impact a quality improvement process could have. One area of growth these educators identified was curriculum selection and implementation (see 鈥淭eacher-Identified Strengths and Needs鈥� below). Our brainstorming helped staff see how exploring new curricula could meet their self-identified areas for growth. It also helped me ensure that we maintained current strengths while working toward the goal of a high-quality rating and听强奸视频 accreditation.

In addition to brainstorming, we explored the differences between required rules and regulations (teacher-child ratios, fire safety protocols, sleep practices) and those recommended for quality implementation, validation, and advisory or supplementary guidance (family engagement, staff professional development, and environmental quality). For most staff, this exploration motivated them to engage in more than just basic required practices. However, some staff needed support to understand the added value of quality recommendations. Building this awareness included a lot of visioning about what we wanted for children. We engaged in learning sessions and book studies to unpack our philosophy and to visualize what quality measures would look like in practice. Establishing the importance of quality is an ongoing cycle of reflection: Are current practices reflective of a program鈥檚 values, or is there room听for improvement?

Involve Staff

The quality improvement process is a team effort. While led by a program administrator or leader, many others can contribute meaningfully to the process. As Douglass noted, 鈥淔or too long now, early childhood educators have been seen as an object of change rather than the architects and co-creators of change鈥� (2017, 5). People are more likely to participate in and embrace change when it feels like it is happening听with听them instead of听to听them.

When the program I led began seeking 强奸视频 accreditation, we established several committees to engage staff.听These included

• a 强奸视频 accreditation committee, which facilitated the accreditation process. Staff focused on understanding the process, coordinating resources, anticipating a timeline, and finding answers to听initial questions.
• an assessment committee, whose members explored and selected a child assessment tool informed by requirements from state quality systems and 强奸视频 accreditation. This included reviewing state-approved options and determining what would fit best with听our philosophy.
• a curriculum committee, which was designed to explore and select new curricula. Similar to the process we followed to choose a child assessment tool, this committee reviewed听state-approved听curricula and chose one that most closely aligned with our existing philosophy and听learning facilitation.
• a diversity committee, which was tasked with improving anti-bias education and diversity, equity, and inclusion practices during the quality听improvement process.

Staff had the autonomy to join one, many, or none of these groups. This was a great time to optimize the strengths and interests of our team. Those who participated were able to take on leadership roles outside of the classroom; as the process advanced, representatives from each class began to take the lead on certain accreditation elements, such as creating听classroom portfolios.

When staff members are included in decision-making processes, they are more motivated and engaged (Douglass, Kirby, & Malone 2023). This is especially true as early childhood education programs begin the quality improvement process. Classroom teachers may not be familiar with long-term, comprehensive improvement plans. Giving them access to the implementation plan as well as tools and resources can build perspectives and reduce how abstract the process may feel. Consider creating a dashboard, sharable files, or other accessible tools, so staff can see progress. In our program, we used shared Google files to ensure everyone had access to the听same information.

Address Conflict

Going through the quality improvement process can be stressful and overwhelming at times鈥攆or both leaders and staff. This may result in tension if staff members believe that work is unfairly distributed, information is not well-communicated, deadlines are missed, or other responsibilities are taking a backseat to quality听improvement tasks.

It is important for leaders to address tensions as they arise and use them as opportunities to develop and hone communication and problem-solving skills. While it may feel time consuming, engaging in productive conflict resolution can produce many benefits, including improved outcomes, better relationships, and increased job satisfaction (Gallo 2017). For example, our curriculum committee was tasked with reviewing state-approved assessment and curricula and choosing one for the center to implement. During this process, people sometimes had strong feelings about overall change or the tool that was selected. Slowing down and taking time to allow them to express their feelings and talk through any uncertainties reduced stress and built empathy among staff to support each other through听the process.

Engage听External Stakeholders

While a program鈥檚 staff may spend the most time engaging in quality improvement activities, it is equally important for leaders to connect with families and other stakeholders, such as volunteers, board members, or investors. This can be听done by

• surveying families to gauge how they have experienced program practices. This may include asking for feedback regarding family engagement opportunities, interactions and communication with staff and administration, and access to information and resources. Programs can survey families in a number of ways to ensure maximum participation: Paper surveys can be distributed at pickup or drop-off times; families can be surveyed using a web-based or other technology platform; and listening sessions (both virtual and in-person) can be scheduled. Resources and opportunities should be provided in the primary languages staff and听families speak.
• seeking input from practitioners who applied to work in the program but declined employment offers. What barriers did听they face?
• asking families who are not enrolled in the program鈥攖hose either on the waitlist or who declined to enroll鈥攁bout their needs听and perspectives.
• inviting community members (agencies, nearby businesses) to give input on the program鈥檚 presence in, impact on, and relationship with听the community.

While it may take time to gather all of this information, the effort can provide insights that extend beyond daily interactions and observations. We used data from our family surveys to inform changes in operating hours, adjust our menus and meal offerings, and assess the frequency and format of communicating developmental information to families. Knowing families鈥� communication preferences was especially helpful when we were choosing a child assessment tool that would exist on a family听engagement platform.

Make Time to听Check In

Educating and caring for children while also navigating change can be daunting. As such, it is crucial for program leaders to build in time for staff to share how they are feeling. This may include scheduling meetings with individual teachers, teaching teams, and/or the entire staff. Leaders might want to host mixed-group listening sessions to allow people in different roles to hear each other鈥檚 perspectives. Gathering ideas and feedback via digital tools (video chat sessions, surveys, anonymous digital suggestion boxes) is also helpful. For example, during implementation of a new child assessment tool, we created drop-in office hours for staff to come and talk about any challenges they were facing. This approach helped us meet their individual needs but also informed our adjustments to timelines听and processes.

Frequent opportunities for discussion and feedback can result in new solutions and ideas (Douglass 2017). When leaders open themselves to gathering staff members鈥� perspectives, they learn how to support them more effectively. They may also gain new ideas: When we were trying to come up with engaging ways to become familiar with 强奸视频鈥檚 accreditation standards, one of our lead teachers suggested a 鈥渇ocus of the week鈥� model so that staff could familiarize themselves with the standards over time. Asking for鈥攁nd listening to鈥攆eedback ensured teachers鈥� commitment to and participation in the quality听improvement journey.

Celebrate Progress

The path toward continuous quality and improvement is made up of small steps. As you work through this process, it is worth celebrating the advances made and the goals that are met along the way. We periodically reviewed 鈥渟mall wins鈥� (purchasing new materials or books that better represented the diversity of children and families we served) and 鈥渂ig wins鈥� (purchasing tablets for each classroom to use the child assessment tool and family听engagement app).

While we acknowledged milestones during a staff meeting, there are other ways of celebrating and honoring progress. Before diving into a season of change, program leaders can survey staff members to find out how they would like to be thanked, supported, or rejuvenated after reaching certain goals. This might include handwritten notes, a snack bar or staff meal, an event for staff and families that highlights successes, or a newsletter or bulletin board that documents and describes the milestones achieved. Such acknowledgments will spark renewed energy for the next step in the quality improvement process and keep听stakeholders excited.

Avoid Other听Big Changes

Organizational change is more successful if everyone puts energy toward the same goal (Douglass 2017). If too many changes occur at once, staff can feel confused, overwhelmed, or disengaged. For that reason, it is best to avoid making other program-wide changes that are unrelated to a quality听improvement plan.

For example, COVID-19 occurred in the middle of our quality improvement and accreditation process when I led the University of Michigan Health System Children鈥檚 Center. This meant we had to slow things down, identify our priorities, and focus on managing pandemic-related stresses and procedures. Besides helping teachers to avoid feeling overwhelmed, this shift underscored that the process of quality improvement was a group effort. We adjusted our timeline for accreditation, pausing during the initial onset of COVID and then engaging in the self-study process when we felt we had the time and energy. We maintained our state quality improvement process because we had more elements in place. We continued to center both efforts in our decision making, knowing that our long-term goal was to stay on track and in alignment with the听highest standards.

You Are听Not Alone!

Facing any big change or project can be daunting. However, connecting with others who have experienced the process or are currently going through it can provide insights and motivation. Leaders can connect with local programs by searching their state鈥檚 system or 强奸视频鈥檚 accreditation database. They can also tap social media or public forums like 强奸视频鈥檚 platform to find other programs seeking quality improvement. These can be great sources for gathering information and expertise and for processing any feelings of stress听or confusion.

Engaging in quality improvement is a rewarding process. By approaching it with intention, reflection, and commitment, leaders help ensure that everyone in their early childhood programs鈥攊ncluding children, families, and stakeholders鈥攇ets the most out of听the process.

Photograph: 漏 Getty Images
Copyright 漏 2024 by the 强奸视频 for the Education of Young Children. See Permissions and Reprints online at .

References

Douglass, A.L. 2017.听Leading for Change in Early Childhood Programs: Cultivating Leadership from Within.听New York, NY: Teachers College Press.

Douglass, A.L., G. Kirby, & L. Malone. 2023.听Theory of Change of Early Care and Education Leadership for Quality Improvement. OPRE Report #2023-097. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US Department of Health and Human Services. .

Gallo, A. 2017.听Harvard Business Review Guide to Dealing with Conflict.听Boston, MA: Harvard Business Review Press.

Goffin, S.G., R.E. Allvin,听D. Flis, & A. Wat. 2015. 鈥淎dvancing Early Childhood Education as a Professional Field of Practice.鈥澨�Child Care Aware of America.
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Great Start to Quality. n.d. 鈥淗igh Quality Care Builds a听Foundation for Success.鈥� Accessed April 13, 2024. .

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强奸视频. 2022.听强奸视频 Early Learning Program Accreditation Standards and Assessment Items. Washington, DC: 强奸视频. naeyc.org/sites/default/files/wysiwyg/user-126377/2022elpstandardsandassessmentitems-compressed_2.pdf.

强奸视频. 2020. 鈥淒evelopmentally Appropriate Practice.鈥� Position statement. Washington, DC: 强奸视频. naeyc.org/resources/position-statements/dap/contents.

NCECQA (National Center on Early Childhood Quality Assurance). n.d.听QRIS Resource Guide.听Accessed April 13, 2024. .

Schoch, A.D., C.S. Gerson, T. Halle, & M. Bredeson. 2023.听Children鈥檚 Learning and Development Benefits from High-Quality Early Care and Education: A Summary of the Evidence. OPRE Report #2023-226. Washington, DC: Administration for Children and Families. .

Wechsler, W., H. Melnick, A. Maier, & J. Bishop. 2016.听The Building Blocks of High-Quality Early Childhood Education Programs. Palo Alto, CA: The Learning Policy Institute. .