II. Program Personnel

II. Program Personnel: The program is staffed by qualified professionals who possess the necessary skills and knowledge to work with preschool children with disabilities and their families.

Component A:
Staff Qualifications

Staff members demonstrate appropriate certification, training and experience in preschool special education and early childhood education commensurate with their positions.

Quality Indicators:

Check (3)  if implemented
  1. Position descriptions are developed for all staff members, clearly describing their qualifications, roles and responsibilities.

q
  1. All staff members are appropriately certified or licensed.

q
  1. Continuous outreach efforts are in place to recruit, select and hire qualified staff.

q
  1. Processes are in place to ensure staff retention/continuity and diversity.

q
  1. Program administrators have relevant job experiences and expertise in areas of program management, working with young children, program evaluation, supervision and staff development.

q
  1. Program teachers have:

  • knowledge about the nature of development during the first six years of a child’s life

q

  • experience in planning and implementing developmentally appropriate activities for preschool children with disabilities

q
  • experience observing and evaluating preschool children with disabilities

q

  • experience mentoring and coordinating instructional support staff

q
  • knowledge and experience in regular early childhood curriculum, New York State learning standards and early literacy competencies

q
  1. Assistants, aides and other paraprofessionals have the knowledge, skills and experience needed to perform their assigned duties. Appropriate supervision and support are provided so that they can function competently in their roles.

q
  1. All staff members demonstrate interpersonal skills for working with professionals from other disciplines, with families and with agencies.

q

Rating for Staff Qualifications:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation

Component B:
Professional Development

The program has an ongoing professional development process in place based on the identified needs of staff, children and families.

Quality Indicators:

Check (3)  if implemented
  1. Professional development:

  • is explicitly connected to the philosophy and goals of the program

q

  • is aligned with the elementary age New York State learning standards

q

  • is guided by a comprehensive, long-term plan for quality improvement

q
  • is based on systematic, ongoing assessment of staff needs

q

  • is based on continuous assessment of the competencies staff must demonstrate on the job

q

  • is informed by research-based and effective practices

q
  • is multi-phased, sequential, and ongoing

q

  • includes job-embedded professional development in the actual instructional setting

q
  • provides opportunities for collaboration among staff to promote family/professional partnerships

q
  1. All staff members participate in professional development including administrators, teachers, related services providers and paraprofessionals.

q
  1. Professional development content is derived from assessed needs, with the needs assessment addressing the competencies staff must demonstrate on the job.

q
  1. A variety of professional development strategies are used such as inservice workshops, visits to other programs, mentoring, meetings of professional organizations, collaborative teaching, action research, self-directed learning, peer coaching and Internet-based or long-distance learning.

q
  1. Persons delivering professional development/training are qualified, knowledgeable and well-prepared.

q
  1. Incentives are provided for staff to participate in professional development e.g., paid time, transportation as required, conference fees and advancement potential.

q
  1. Professional development activities are evaluated using indicators such as satisfaction, acquisition of knowledge and skills, changes in teaching practices and opportunities to attain credentials.

q

Rating for Professional Development:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation

Component C:
Staff Evaluations

The program conducts ongoing informal and formal staff evaluations

Quality Indicators:

Check  (3) if implemented
  1. There s designated supervisor for all staff, student interns; responsibilities are assigned commensurate with experience.

q

  1. Staff members receive ongoing constructive suggestions, written and oral, that assist them in fulfilling their professional responsibilities and in their professional growth.

q

  1. Evaluations of each staff member consist of a variety of methods including self-evaluation and observation.

q

  1. An individual improvement plan is developed, as necessary, for each staff member.

q

Rating for Record Keeping/Reporting:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation

Component D:
Staff Structure

The program has sufficient staff, combined with organizational structure, to ensure positive interactions between children and families.

Quality Indicators:

Check  (3) if implemented
  1. Adult-child ratios are based on current research findings, professional recommendations and state requirements consistent with each child’s IEP.

q

  1. Adult-child ratios are sufficient to ensure adequate supervision, frequent personal contact with families and time for individualized instruction to meet the diverse needs of all children.

q

  1. Adult-child ratios are sufficient to ensure adequate supervision, frequent personal contact with families and time for individualized instruction to meet the diverse needs of all children.

q

Rating for Record Keeping/Reporting:

1

No
Implementation

2

Minimal
Implementation

3

Moderate
Implementation

4

Complete
Implementation

5

Exemplary
Implementation