(8) Head Start core teacher survey - Spring 2017

O MB No.: 0970-0151

Expiration Date: XX/XX/20XX

Head Start Family and Child Experiences Survey (FACES)

Teacher Survey

Spring 2017

Paperwork Reduction Act Statement: The referenced collection of information is voluntary. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. The valid OMB control number for this information collection is 0970-0151 and expires XX/XX/20XX. The time required to complete this collection of information is estimated to average 30 minutes, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the collection of information. If you have comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: Mathematica Policy Research, 1100 1st Street, NE, 12th Floor, Washington, DC 20002, Attention: Lizabeth Malone.

INTRODUCTION

SURVEY INFORMATION

Mathematica Policy Research is conducting the Head Start Family and Child Experiences Survey 2014-2018 (FACES) under contract with the Administration for Children and Families (ACF) of the U.S. Department of Health and Human Services (DHHS).

We need you to complete this brief survey which asks about your classroom and your background as well as your thoughts about teaching and your program.

Thank you for taking the time to complete this survey. There are no right or wrong answers to the questions. Questions are not always numbered sequentially, so please answer questions in the order they appear, regardless of the question number. Additionally, you may be told to skip some questions because they do not apply to you.

Your participation in the study is voluntary and you may refuse to answer any questions you are not comfortable answering. Your answers will not be shared with parents or other staff in your center, or anybody else not working on this study. Please be assured that all information you provide will be kept private to the extent permitted by law. The information you provide to the study will be protected and will only be seen by selected members of the study team. The survey will take about 30 minutes to complete.

SC0. Are you the teacher listed on the front of the survey?

1 □ Yes  GO TO S1b

2 □ Yes, but my name is misspelled

0 □ No, this is not my name

SC0a. Please enter the correct spelling of your name.

Name:

If you have more than one classroom selected for this study, please answer these questions thinking only about the classroom session listed on the label on the front of this survey.

S1b. When did you become the teacher of this classroom for this program year?

If you have been the teacher of this class for longer than this program year, please enter the date the program year began.

| | | / | | | / | | | | |

Month Day Year

IF YOU WERE THE TEACHER ON OR BEFORE JULY 1, 2016, SKIP TO AA1INTRO. IF YOU BECAME THE TEACHER AFTER JULY 1, 2016, GO TO S3.

S3. Before you became the teacher of this classroom, were you teaching in Head Start?

1 □ Yes

0 □ No  GO TO AA1Intro

S4. Where were you teaching before you came to this classroom?

MARK ONE ONLY

1 □ In the same classroom as an assistant teacher

2 □ In a different classroom at the same Head Start center

3 □ At a different Head Start center operated by the same program

4 □ At a Head Start center operated by a different program

5 □ Somewhere else (specify)

AA1Intro: First, please answer some questions about all of the classes you teach at this program. Only include information about classes with Head Start children enrolled.

AA1. Do you currently work with Head Start children as a home visitor?

Although Head Start teachers may perform home visits from time to time, this does not qualify them as a home visitor. A home visitor interacts with children on a weekly basis at the family’s home, not in a classroom setting.

1 □ Yes

0 □ No  GO TO AA3

AA2. Do you also teach a class with Head Start children at this program?

1 □ Yes

0 □ No  GO TO A0-1Intro, PAGE 2

AA3. Do you teach . . .

MARK ONE ONLY

1 □ A full-day class

2 □ A morning class only

3 □ An afternoon class only

4 □ Both a morning and afternoon class

A0-1Intro. The next questions are about your classroom activities and the children in your classroom.

If you have more than one classroom selected for this study, please answer these questions thinking only about the classroom session listed on the label on the front of this survey. After you have completed this survey, you will be asked a few additional questions about your second class in the Second Classroom Survey.

A0-1. How many children are enrolled in this class?

| | | number of children

A0-1. As of today's date, how many children in this class are at each of the following age levels?

If there are no children of a particular age in this class, please enter 0.

	NUMBER OF CHILDREN
a. 3 years old (or younger)	| | |
b. 4 years old	| | |
c. 5 years old (or older)	| | |

A01d. As of today's date, how many children in this class are…

If there are no children of a particular group in this class, please enter 0.

	NUMBER OF CHILDREN
1. American Indian or Alaska Native	| | |
2. Asian or Pacific Islander	| | |
3. Black, non-Hispanic	| | |
4. Hispanic	| | |
5. White, non-Hispanic	| | |

A0. How many of each of the following staff are usually with this class?

If no staff currently work in the position, enter 0.

	NUMBER OF STAFF
2. Lead teachers	| | |
3. Assistant teachers	| | |
4. Paid aides	| | |

A0-5. How many days a week does this class meet?

| | days each week

A0-6. How many hours a week does this class meet?

| | | hours each week

A1. Please describe how a typical day is spent in your classroom. Not including lunch or nap breaks, how much time do the children spend in the following kinds of activities?

	MARK ONE FOR EACH ROW
	NO TIME	HALF HOUR OR LESS	ABOUT ONE HOUR	ABOUT TWO HOURS	THREE HOURS OR MORE
a. Teacher-directed whole class activities	1 □	2 □	3 □	4 □	5 □
b. Teacher-directed small group activities	1 □	2 □	3 □	4 □	5 □
c. Teacher-directed individual activities	1 □	2 □	3 □	4 □	5 □
d. Child-selected activities	1 □	2 □	3 □	4 □	5 □

A1e. How often do children in your classroom usually work on activities in the following areas, whether as a whole class, in small groups, or in individualized arrangements?

	MARK ONE FOR EACH ROW
	NEVER	LESS THAN ONCE A WEEK	1-2 TIMES A WEEK	3-4 TIMES A WEEK	DAILY
1. Language Arts and Literacy	1 □	2 □	3 □	4 □	5 □
2. Mathematics	1 □	2 □	3 □	4 □	5 □
3. Social Studies	1 □	2 □	3 □	4 □	5 □
4. Science	1 □	2 □	3 □	4 □	5 □
5. Arts	1 □	2 □	3 □	4 □	5 □

A2. How often do children in your class do each of the following reading and language activities?

	MARK ONE FOR EACH ROW
	NEVER	ONCE A MONTH OR LESS	TWO OR THREE TIMES A MONTH	ONCE OR TWICE A WEEK	THREE OR FOUR TIMES A WEEK	EVERY DAY
a. Work on learning the names of letters	1 □	2 □	3 □	4 □	5 □	6 □
b. Practice writing the letters of the alphabet	1 □	2 □	3 □	4 □	5 □	6 □
c. Discuss new words	1 □	2 □	3 □	4 □	5 □	6 □
d. Dictate stories to a teacher, aide, or volunteer	1 □	2 □	3 □	4 □	5 □	6 □
e. Work on phonics	1 □	2 □	3 □	4 □	5 □	6 □
f. Listen to a teacher, aide, or volunteer read stories where they see the print (e.g., Big Books)	1 □	2 □	3 □	4 □	5 □	6 □
g. Listen to a teacher, aide, or volunteer read stories but they don’t see the print	1 □	2 □	3 □	4 □	5 □	6 □
h. Retell stories	1 □	2 □	3 □	4 □	5 □	6 □
i. Learn about conventions of print (such as left to right orientation, book holding)	1 □	2 □	3 □	4 □	5 □	6 □
j. Write their own name	1 □	2 □	3 □	4 □	5 □	6 □
k. Learn about rhyming words or word families	1 □	2 □	3 □	4 □	5 □	6 □
l. Learn about common prepositions, such as over and under, up and down	1 □	2 □	3 □	4 □	5 □	6 □

A3. How often do children in your classroom do each of the following math activities?

	MARK ONE FOR EACH ROW
	NEVER	ONCE A MONTH OR LESS	TWO OR THREE TIMES A MONTH	ONCE OR TWICE A WEEK	THREE OR FOUR TIMES A WEEK	EVERY DAY
a. Count out loud	1 □	2 □	3 □	4 □	5 □	6 □
b. Work with geometric manipulatives (for example, parquetry blocks or shape puzzles)	1 □	2 □	3 □	4 □	5 □	6 □
c. Work with counting manipulatives (things for children to count) to learn basic operations (for example, adding or subtracting)	1 □	2 □	3 □	4 □	5 □	6 □
d. Play math-related games	1 □	2 □	3 □	4 □	5 □	6 □
e. Use music to understand math concepts	1 □	2 □	3 □	4 □	5 □	6 □
f. Use creative movement or creative drama to understand math concepts	1 □	2 □	3 □	4 □	5 □	6 □
g. Work with rulers, measuring cups, spoons, or other measuring instruments	1 □	2 □	3 □	4 □	5 □	6 □
h. Engage in calendar-related activities	1 □	2 □	3 □	4 □	5 □	6 □
i. Engage in activities related to telling time	1 □	2 □	3 □	4 □	5 □	6 □
j. Engage in activities that involve shapes and patterns	1 □	2 □	3 □	4 □	5 □	6 □

A3k. What proportion of children in your class are meeting developmental expectations for each of the following areas, compared to other preschoolers?

	MARK ONE FOR EACH ROW
	LESS THAN 1/4 OF CHILDREN	ABOUT 1/4 OF CHILDREN	ABOUT 1/2 OF CHILDREN	ABOUT 3/4 OF CHILDREN	MORE THAN 3/4 OF CHILDREN
1. Language and literacy skills	1 □	2 □	3 □	4 □	5 □
2. Science and Social Studies	1 □	2 □	3 □	4 □	5 □
3. Mathematical skills	1 □	2 □	3 □	4 □	5 □

Next, please answer some questions about the languages you and others may speak.

A3a. Do you speak any language other than English, either in the classroom or outside of the classroom such as at home?

1 □ Yes  GO TO A3b, PAGE 5

0 □ No  GO TO A3e, PAGE 6

A3b. What languages do you speak, other than English, either in the classroom or outside of the classroom such as at home?

MARK ONE OR MORE BOXES

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A3c. Of the language(s) other than English that you speak, how well do you understand:

	MARK ONE FOR EACH ROW FOR EACH LANGUAGE YOU SPEAK
	NOT AT ALL	NOT WELL	WELL	VERY WELL
Spanish	1 □	2 □	3 □	4 □
Arabic	1 □	2 □	3 □	4 □
Cambodian (Khmer)	1 □	2 □	3 □	4 □
Chinese	1 □	2 □	3 □	4 □
A Filipino language	1 □	2 □	3 □	4 □
French	1 □	2 □	3 □	4 □
Haitian Creole	1 □	2 □	3 □	4 □
Hmong	1 □	2 □	3 □	4 □
Japanese	1 □	2 □	3 □	4 □
Korean	1 □	2 □	3 □	4 □
Vietnamese	1 □	2 □	3 □	4 □
Other language (specify)	1 □	2 □	3 □	4 □
Other language (specify)	1 □	2 □	3 □	4 □

A3d. Of the language(s) other than English that you speak, how well do you speak:

	MARK ONE FOR EACH ROW FOR EACH LANGUAGE YOU SPEAK
	NOT AT ALL	NOT WELL	WELL	VERY WELL
Spanish	1 □	2 □	3 □	4 □
Arabic	1 □	2 □	3 □	4 □
Cambodian (Khmer)	1 □	2 □	3 □	4 □
Chinese	1 □	2 □	3 □	4 □
A Filipino language	1 □	2 □	3 □	4 □
French	1 □	2 □	3 □	4 □
Haitian Creole	1 □	2 □	3 □	4 □
Hmong	1 □	2 □	3 □	4 □
Japanese	1 □	2 □	3 □	4 □
Korean	1 □	2 □	3 □	4 □
Vietnamese	1 □	2 □	3 □	4 □
Other language (specify)	1 □	2 □	3 □	4 □
Other language (specify)	1 □	2 □	3 □	4 □

A3e. How many children in your classroom speak a language other than English?

These children may be learning two (or more) languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language. These children are also often referred to as Limited English Proficient (LEP), bilingual, English language learners (ELL), English learners, and children who speak a language other than English (LOTE).

| | | number of children

d□ Don’t know

IF THERE ARE NO CHILDREN IN YOUR CLASSROOM WHO SPEAK A LANGUAGE OTHER THAN ENGLISH, GO TO A4, PAGE 8. OTHERWISE, CONTINUE TO A3F.

A3f. Thinking about all children in your classroom, what languages do children enrolled in the class currently speak, including English?

This would include any use of language(s) in or out of the classroom.

MARK ONE OR MORE BOXES

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A3g. Of the languages selected above, approximately what percent of children speak these languages?

If none, please enter 0.

	PERCENTAGE
English	| | | |%
Spanish	| | | |%
Arabic	| | | |%
Cambodian (Khmer)	| | | |%
Chinese	| | | |%
A Filipino language	| | | |%
French	| | | |%
Haitian Creole	| | | |%
Hmong	| | | |%
Japanese	| | | |%
Korean	| | | |%
Vietnamese	| | | |%
Other language (specify)	| | | |%
Other language (specify)	| | | |%

A4. What languages are used for instruction in your class by you or another adult, NOT including language lessons?

MARK ONE OR MORE BOXES

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A4a. Who speaks each language you selected above? Is it you/the lead teacher, the assistant teacher, a classroom aide, or a volunteer?

	MARK ONE OR MORE BOXES FOR EACH ROW
	YOU/LEAD TEACHER	ASSISTANT TEACHER	CLASSROOM AIDE	VOLUNTEER/ NON STAFF
English	1 □	2 □	3 □	4 □
Spanish	1 □	2 □	3 □	4 □
Arabic	1 □	2 □	3 □	4 □
Cambodian (Khmer)	1 □	2 □	3 □	4 □
Chinese	1 □	2 □	3 □	4 □
A Filipino language	1 □	2 □	3 □	4 □
French	1 □	2 □	3 □	4 □
Haitian Creole	1 □	2 □	3 □	4 □
Hmong	1 □	2 □	3 □	4 □
Japanese	1 □	2 □	3 □	4 □
Korean	1 □	2 □	3 □	4 □
Vietnamese	1 □	2 □	3 □	4 □
Other language (specify)	1 □	2 □	3 □	4 □
Other language (specify)	1 □	2 □	3 □	4 □

A5a. What language do you use most often when you read to children in your classroom?

MARK ONE ONLY

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A5b. Are there any other languages you use when you read to children in your class?

1 □ Yes

0 □ No  GO TO A5d, PAGE 11

A5c. What other languages are used when you read to children in this classroom?

MARK ONE OR MORE BOXES

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A5d. What language do you use most often when you speak to a group of children to present information or give directions in your class?

MARK one only

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A5e. Are there any other languages you use when you speak to a group of children in your class?

1 □ Yes  GO TO A5f, PAGE 12

0 □ No  GO TO A5g, PAGE 12

A5f. What other languages are used when you speak to a group of children in this classroom?

MARK ONE OR MORE BOXES

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

A5g. In what languages are printed materials like children’s books available in your classroom?

MARK ONE OR MORE BOXES

1 □ English

2 □ Spanish

11 □ Arabic

12 □ Cambodian (Khmer)

4 □ Chinese

7 □ A Filipino language

13 □ French

14 □ Haitian Creole

15 □ Hmong

5 □ Japanese

6 □ Korean

3 □ Vietnamese

8 □ Other language (specify)

9 □ Other language (specify)

The next questions are about the curriculum you use in your classroom.

A6. Is a specific curriculum or combination of curricula used in your program?

MARK one only

1 □ Yes, specific curriculum

2 □ Yes, combination

3 □ No curriculum

d □ Don’t know

A7. What curriculum do you use? You may select more than one.

MARK ONE OR MORE BOXES

11 □ Creative Curriculum

12 □ High/Scope

13 □ High Reach

14 □ Let’s Begin with the Letter People

15 □ Montessori

16 □ Bank Street

17 □ Creating Child Centered Classrooms – Step By Step

18 □ Scholastic Curriculum

19 □ Locally Designed Curriculum

20 □ Curiosity Corner-Johns Hopkins

24 □ Frog Street

21 □ Other (specify)

22 □ Other (specify)

A8. If you use more than one curriculum, what is your main curriculum?

MARK ONE ONLY

11 □ Creative Curriculum

12 □ High/Scope

13 □ High Reach

14 □ Let’s Begin with the Letter People

15 □ Montessori

16 □ Bank Street

17 □ Creating Child Centered Classrooms – Step By Step

18 □ Scholastic Curriculum

19 □ Locally Designed Curriculum

20 □ Curiosity Corner-Johns Hopkins

24 □ Frog Street

21 □ Other (specify)

22 □ Other (specify)

23 □ Use each equally

d □ Don’t know

A10. How many hours of training in your main curriculum have you had in the past 12 months?

If you have received less than one hour of training, enter 0. If you have not received training in the past 12 months, enter 0.

| | | | HOURS

d □ Don’t know

IF YOU HAVE RECEIVED 0 HOURS OF TRAINING, GO TO A13, PAGE 15.

A11. What type of staff provided you with the most training on this curriculum?

MARK one only

1 □ Staff from this Head Start Program

2 □ Staff from another Head Start Program

3 □ Staff or consultant(s) from curriculum developers (e.g., High Scope, Teaching Strategies, etc.)

4 □ Professors or instructors from a school of education at a college or university

7 □ Professors or instructors from a school other than the school of education at a college or university

5 □ Head Start state training and technical assistance provider

6 □ Other (specify)

A13. Which types of support have you received to help you use your main curriculum? You may select more than one.

MARK ONE OR MORE BOXES

1 □ Help understanding the curriculum

2 □ Opportunities to observe someone implementing the curriculum

3 □ Refresher training on the curriculum

4 □ Help implementing the curriculum

5 □ Help planning curriculum-based activities

6 □ Help individualizing the curriculum for children

7 □ Help identifying and/or receiving additional resources to expand the scope of the curriculum and activities

11 □ Help implementing the curriculum for children with special needs

8 □ Feedback on implementing the curriculum

10 □ No support  GO TO A20

9 □ Other (specify)

A14. From whom did you receive support?

MARK ONE OR MORE BOXES

1 □ Mentor or master teacher

2 □ Other Head Start teachers in program

3 □ Supervisor/education coordinator

4 □ Staff from another Head Start Program

5 □ Staff or consultant(s) from curriculum developers (e.g., High Scope, Teaching Strategies, etc.)

6 □ Professors or instructors from a school of education at a college or university

13 □ Professors or instructors from a school other than the school of education at a college or university

7 □ Head Start state training and technical assistance provider

8 □ Other (specify)

A20. How much do you use your main curriculum in developing a daily written plan for classroom experiences?

MARK ONE ONLY

1 □ A great deal

2 □ Somewhat

3 □ A little bit

4 □ Hardly at all

5 □ Not at all

These next questions are about the primary assessment tool you use in your classroom.

A21. What is the main child assessment tool that you use?

MARK ONE ONLY

1 □ Teaching Strategies GOLD assessment (formerly known as The Creative Curriculum Developmental Continuum Assessment Toolkit for ages 3-5)

2 □ High/Scope Child Observation Record (COR)

3 □ Galileo

4 □ Ages and Stages Questionnaires: A Parent Completed, Child-Monitoring System

5 □ Desired Results Developmental Profile (DRDP)

6 □ Working sampling system for Head Start

7 □ Learning Accomplishment Profile Screening (LAP including E-LAP, LAP-R and LAP-D)

8 □ Hawaii Early Learning Profile (HELP)

9 □ Brigance Preschool Screen for three and four year old children

10 □ Assessment designed for this program

12 □ Other (specify)

13 □ Do not use a child assessment tool  GO TO A25a, PAGE 18

A22. What methods do you use for these assessments?

MARK ONE ONLY

1 □ Ratings based on classroom observation or work sampling

2 □ Testing with standardized tests or assessment instruments

3 □ Both observation-based ratings and direct assessment

4 □ Other (specify)

A23. How do you use the information from those assessments in planning for each child?

MARK ONE OR MORE BOXES

1 □ To identify child's developmental level

2 □ To individualize activities for child

3 □ To determine if child needs referral for special services

4 □ To determine child's strengths and weaknesses

5 □ To identify activities for parents to do with child at home

6 □ Other (specify)

A23a. How many hours of training in using assessments in planning or in your main child assessment tool have you had in the past 12 months?

If you have received less than one hour of training, enter 0. If you have not received training in the past 12 months, enter 0.

| | | | HOURS

d □ Don’t know

A23b. What type of staff provided you with the most training on your main child assessment tool?

MARK ONE ONLY

1 □ Staff from this Head Start Program

2 □ Staff from another Head Start Program

3 □ Staff or consultant(s) from assessment developers (e.g., High Scope, Teaching Strategies, etc.)

4 □ Professors or instructors from a school of education at a college or university

7 □ Professors or instructors from a school other than the school of education at a college or university

5 □ Head Start state training and technical assistance provider

6 □ Other (specify)

A23c. What types of support did you receive to help you use your main child assessment tool? You may choose more than one.

MARK ONE OR MORE BOXES

1 □ Help understanding the assessment

2 □ Opportunity to observe someone implementing the assessment

3 □ Refresher training on the assessment

4 □ Help using the assessment to identify children’s developmental level

5 □ Help using the assessment to determine children’s strengths and weaknesses

6 □ Help using the assessment to inform instruction

7 □ Help conducting the assessment with children with special needs

8 □ Help using the assessment to determine if a child needs referral for special services

9 □ Help using the assessment to inform instruction for children with special needs

10 □ Feedback on implementing the assessment

11 □ No support  GO TO A25a, PAGE 18

12 □ Other (specify)

A23d. From whom did you receive support?

MARK ONE OR MORE BOXES

1 □ Mentor or master teacher

2 □ Other Head Start teachers in program

3 □ Supervisor/education coordinator

4 □ Staff from another Head Start Program

5 □ Staff or consultant(s) from curriculum developers (e.g., High Scope, Teaching Strategies, etc.)

6 □ Professors or instructors from a school of education at a college or university

10 □ Professors or instructors from a school other than the school of education at a college or university

7 □ Head Start state training and technical assistance provider

8 □ Other (specify)

A25a. The next questions are about professional development. Programs can support teachers’ professional development in a lot of different ways. Does your program offer the following to teachers?

	MARK ONE FOR EACH ROW
	YES	NO	DON’T KNOW
1. Regular meetings with supervisors to talk with them about their work and progress	1 □	0 □	d □
2. Attendance at regional conferences	1 □	0 □	d □
11. Attendance at state conferences	1 □	0 □	d □
12. Attendance at national conferences	1 □	0 □	d □
3. Paid substitutes to allow you time to prepare, train, and/or plan	1 □	0 □	d □
4. Mentoring or coaching	1 □	0 □	d □
5. Workshops/trainings sponsored by the program	1 □	0 □	d □
6. Workshops/trainings provided by other organizations	1 □	0 □	d □
7. Visits to other classrooms or centers	1 □	0 □	d □
8. A community of learners, also called a professional learning community, facilitated by an expert	1 □	0 □	d □
13. Time to participate in Office of Head Start T/TA webinars	1 □	0 □	d □
14. Tuition assistance	1 □	0 □	d □
15. Onsite A.A. or B.A. courses	1 □	0 □	d □
10. Other (specify)_________________________________________	1 □	0 □	d □

A26. The next questions are about mentoring. Is there someone who mentors or coaches you in your classroom, that is, someone who observes your teaching on a regular basis and provides feedback, guidance, and training?

1 □ Yes

0 □ No  GO TO A31, PAGE 20

A26a. Is this mentoring or coaching relationship a formal or informal one?

Formal means that a person was assigned to you or is part of your program.

1 □ Formal

2 □ Informal

A27. Who is the mentor or coach who usually comes to your classroom?

MARK ONE ONLY

1 □ Another teacher

2 □ Education coordinator, specialist

3 □ The center director/manager

6 □ The program director

4 □ Someone from outside the program

7 □ Program or center staff person who is a full-time mentor or coach

8 □ Another specialist on the program or center staff

5 □ Other (specify)

A27a. Is your mentor or coach also your supervisor?

1 □ Yes

0 □ No

A28. In the past year, did you have a concentrated visit with your mentor or coach?

MARK ONE ONLY

2 □ Yes, visit lasted an entire month

1 □ Yes, visit lasted an entire week

3 □ Yes, visit lasted a day or two at a time

4 □ Mentor or coach works on-site and provides regular contact

0 □ There was no concentrated visit or the visit was less than a day

A29. How often does your mentor or coach come to your classroom?

MARK ONE ONLY

1 □ Once a week or more

2 □ Once every two weeks

3 □ Once a month

4 □ Less than once a month

A30. Have you been to observe your mentor or coach in her or his classroom or gone with your mentor or coach to another classroom?

1 □ Yes

0 □ No

A31. Have you acted as a mentor or coach for other Head Start teachers or teacher trainees?

1 □ Yes

0 □ No

A31a. Has a supervisor, mentor, or coach observed your classroom using the CLASS this program year?

Please do not consider any observations done for the purpose of program monitoring by the Office of Head Start.

1 □ Yes

0 □ No

d □ Don’t know

A31b. Has a supervisor, mentor, or coach observed your classroom using other assessment tools this program year, for example, something designed by your center or program, or another formal tool like the ECERS?

Please do not consider any observations done for the purpose of program monitoring by the Office of Head Start.

1 □ Yes

0 □ No

d □ Don’t know

A31c. Supervisors, mentors, or coaches at your program may have different approaches or ways of supporting you in improving your practice. What methods have been used by these staff to support you?

MARK ONE OR MORE BOXES

1 □ Had a discussion with me about what they have observed

2 □ Provided written feedback to me on what they have observed

3 □ Had me watch a videotape of myself teaching

4 □ Had me observe another teacher's classroom or watch a video of another teacher

5 □ Modeled teaching practices for me

6 □ Suggested trainings for me to attend

7 □ Provided trainings for me

8 □ Other (specify)

A31d. Do supervisors, mentors, or coaches review any of the following in one-on-one meetings with you?

MARK ONE OR MORE BOXES

1 □ Information from an observation of my classroom

2 □ Information from observations of other classrooms in my center or program

3 □ Data about individual children from my classroom (for example, child assessment or screening information)

4 □ Data about groups of children in my classroom or the whole classroom (for example, average assessment scores for the classroom)

A32. Have you participated in professional development activities with regional T/TA specialists (either early childhood education [ECE] specialists or grantee specialists)? Training and technical assistance (T/TA) is provided by regional T/TA specialists.

1 □ Yes

0 □ No

d □ Don’t know

A32. During this Head Start year, how many trainings or workshops have you attended that were…

If you did not attend a type of training listed below, enter 0.

	NUMBER
a. Less than one day?	| | |
b. One day?	| | |
c. More than one day?	| | |

The next question is about the children in your classroom listed on the label on the front of this survey.

A35. At this point in the Head Start year, how would you rate the behavior of children in your class?

MARK ONE ONLY

1 □ The group misbehaves very frequently and is almost always difficult to handle

2 □ The group misbehaves frequently and is often difficult to handle

3 □ The group misbehaves occasionally

4 □ The group behaves well

5 □ The group behaves exceptionally well

The next questions are about children with special needs in your class(es).

A42. What do you do when you first think a child might have a special need? You may choose more than one response.

MARK ONE OR MORE BOXES

1 □ Document concern on a special report form

2 □ Notify your program director/disabilities coordinator/education coordinator

3 □ Arrange for a local specialist to observe and evaluate

4 □ Arrange a conference with parents to share the information and concerns

5 □ Participate in developing an Individual Education Plan (IEP) or similar plan

6 □ Monitor and record the child’s progress and activities

8 □ No children with special needs in class

7 □ Other (specify)

A43. When a special education specialist sees a child, what kind of feedback does the specialist provide you with?

MARK ONE ONLY

1 □ Written report describing child’s specific needs

2 □ Oral advice only

3 □ Both written reports and oral advice

5 □ Never received feedback

6 □ No children with special needs in class

4 □ Other (specify)

A44. How often do you meet with the parents to discuss the progress or status of a child with special needs?

MARK ONE ONLY

1 □ No children with special needs in class

0 □ Never

2 □ Once every 6 months or less often

3 □ Once every 2 to 6 months

4 □ Once a month

5 □ More than once a month

A44a. How often do you meet with the parents to discuss the progress or status of a child without special needs?

MARK ONE ONLY

0 □ Never

1 □ Once every 6 months or less often

2 □ Once every 2 to 6 months

3 □ Once a month

4 □ More than once a month

A46. The next questions are about communicating with families. How do you communicate with families who speak a language other than you speak? Do you…

	MARK ONE FOR EACH ROW
	YES	NO
a. Communicate only in English?	1 □	0 □
b. Use an informal interpreter or a formal translator, like a staff member or parent?	1 □	0 □
c. Use physical cues or hand gestures?	1 □	0 □
d. Use translated materials?	1 □	0 □
e. Use any other ways? (specify)	1 □	0 □

These next questions are about your experiences as a teacher.

B3. How much do you agree with each of the following statements about teaching?

	MARK ONE FOR EACH ROW
	STRONGLY DISAGREE	DISAGREE	NEITHER AGREE NOR DISAGREE	AGREE	STRONGLY AGREE
a. I really enjoy my present teaching job.	1 □	2 □	3 □	4 □	5 □
b. I am certain I am making a difference in the lives of the children I teach.	1 □	2 □	3 □	4 □	5 □
c. If I could start over, I would choose teaching again as my career.	1 □	2 □	3 □	4 □	5 □

B4. The next questions are about the level of support for interactions between Head Start staff and parents. To what extent do you agree with each of the following statements?

Your Head Start Program…

	MARK ONE FOR EACH ROW
	STRONGLY DISAGREE	DISAGREE	NEITHER AGREE NOR DISAGREE	AGREE	STRONGLY AGREE
n. promotes cooperation between Head Start staff and parents	1 □	2 □	3 □	4 □	5 □
o. ensures that parents do not feel isolated	1 □	2 □	3 □	4 □	5 □
p. encourages parents to supplement classroom learning at home	1 □	2 □	3 □	4 □	5 □
q. supports staff in their efforts to engage parents	1 □	2 □	3 □	4 □	5 □

B4p1. Which of the following activities have you done to encourage parents to supplement classroom learning at home this year? You may select more than one.

MARK ONE OR MORE BOXES

1 □ Provide workshops on ways parents can supplement classroom learning at home

2 □ Send home letters/fliers with suggestions for supporting classroom learning at home

3 □ Make suggestions for how to supplement classroom learning at home during pick-up or drop-off

4 □ Set up meetings with parent(s) to discuss supplementing classroom learning at home

5 □ Set up meetings with parent(s) and other staff

6 □ Discuss ways to supplement classroom learning at home during home visits

7 □ Other (specify)

B5. How likely are you to continue working for Head Start through the next Head Start year (through 2017-2018)?

MARK ONE ONLY

1 □ Very likely

2 □ Somewhat likely

3 □ Somewhat unlikely

4 □ Very unlikely

B6. The following are statements that some teachers have made about how children in Head Start should be taught and managed. Remember all your responses are private. Please indicate whether each statement agrees or disagrees with your personal beliefs about good teaching practice in Head Start.

	MARK ONE FOR EACH ROW
	STRONGLY DISAGREE	DISAGREE	NEITHER AGREE NOR DISAGREE	AGREE	STRONGLY AGREE
a. Head Start classroom activities should be responsive to individual differences in development	1 □	2 □	3 □	4 □	5 □
b. Each curriculum area should be taught as a separate subject at separate times	1 □	2 □	3 □	4 □	5 □
c. Children should be allowed to select many of their own activities from a variety of learning areas that the teacher has prepared (writing, science center, etc.)	1 □	2 □	3 □	4 □	5 □
d. Children should be allowed to cut their own shapes, perform their own steps in an experiment, and plan their own creative drama, art, and writing activities	1 □	2 □	3 □	4 □	5 □
e. Children should work silently and alone on seatwork	1 □	2 □	3 □	4 □	5 □
f. Children in Head Start classrooms should learn through active explorations	1 □	2 □	3 □	4 □	5 □
g. Head Start teachers should use treats, stickers, or stars to encourage appropriate behavior	1 □	2 □	3 □	4 □	5 □
h. Head Start teachers should use punishments or reprimands to encourage appropriate behavior	1 □	2 □	3 □	4 □	5 □
i. Children should be involved in establishing rules for the classroom	1 □	2 □	3 □	4 □	5 □
j. Children should be instructed in recognizing the single letters of the alphabet, isolated from words	1 □	2 □	3 □	4 □	5 □
k. Children should learn to color within predefined lines	1 □	2 □	3 □	4 □	5 □
l. Children in Head Start classrooms should learn to form letters correctly on a printed page	1 □	2 □	3 □	4 □	5 □
m. Children should dictate stories to the teacher	1 □	2 □	3 □	4 □	5 □
n. Children should know their letter sounds before they learn to read	1 □	2 □	3 □	4 □	5 □
o. Children should form letters correctly before they are allowed to create a story	1 □	2 □	3 □	4 □	5 □

C1. The next questions are about how you have felt about yourself and your life in the past week. There are no right or wrong answers. Please indicate if you felt this way rarely or never, some or a little, occasionally or a moderate amount of time, or most or all of the time in the past week.

	MARK ONE FOR EACH ROW
	RARELY OR NEVER	SOME OR A LITTLE	OCCASIONALLY OR MODERATELY	MOST OR ALL THE TIME
a. Bothered by things that usually don’t bother you	1 □	2 □	3 □	4 □
b. You did not feel like eating, your appetite was poor	1 □	2 □	3 □	4 □
c. That you could not shake off the blues*, even with help from your family and friends	1 □	2 □	3 □	4 □
d. You had trouble keeping your mind on what you were doing	1 □	2 □	3 □	4 □
e. Depressed	1 □	2 □	3 □	4 □
f. That everything you did was an effort	1 □	2 □	3 □	4 □
g. Fearful	1 □	2 □	3 □	4 □
h. Your sleep was restless	1 □	2 □	3 □	4 □
i. You talked less than usual	1 □	2 □	3 □	4 □
j. Lonely	1 □	2 □	3 □	4 □
k. Sad	1 □	2 □	3 □	4 □
l. You could not get “going”	1 □	2 □	3 □	4 □

*Not being able to “shake off the blues” refers to feeling sad, unhappy, miserable, or down in the dumps for short periods.

The last set of questions is about you.

D1. In total, how many years have you been teaching (including all grades and preschool)?

| | | NUMBER OF YEARS

D2. How many of those years have you been teaching Head Start or Early Head Start (as either lead or assistant teacher)?

| | | NUMBER OF YEARS

D2a. In what month and year did you start working for this Head Start program?

| | | MONTH | | | | | YEAR

D5. What is the highest grade or year of school that you completed?

MARK ONE ONLY

1 □ Up to 8th grade

2 □ 9th to 11th grade

3 □ 12th grade, but no diploma

4 □ High school diploma/equivalent

5 □ Vocational/technical program after high school but no diploma

6 □ Vocational/technical program after high school

7 □ Some college, but no degree  GO TO D7, PAGE 28

8 □ Associate’s degree

9 □ Bachelor’s degree

10 □ Graduate or professional school, but no degree

11 □ Master’s degree (MA, MS)

12 □ Doctorate degree (Ph.D., Ed.D.)

13 □ Professional degree after Bachelor’s degree (Medicine/ MD, Dentistry/ DDS, Law/ JD, etc.)

D6. In what field did you obtain your highest degree?

MARK ONE ONLY

1 □ Child development or developmental psychology

2 □ Early childhood education

3 □ Elementary education

4 □ Special education

6 □ Curriculum development

7 □ Administration

8 □ Bilingual education

9 □ Reading or literacy

10 □ Psychology, counseling, social work

5 □ Other field (specify)

D7. Did your schooling include 6 or more college courses in early childhood education or child development?

1 □ Yes  GO TO D8a

0 □ No

D8. Have you completed 6 or more college courses in early childhood education or child development since you finished your degree?

1 □ Yes

0 □ No

D8a. Have you completed an entire course on children who speak a language other than English?

These children may be learning two (or more) languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language. These children are also often referred to as Limited English Proficient (LEP), bilingual, English language learners (ELL), English learners, and children who speak a language other than English (LOTE).

1 □ Yes

0 □ No

D11. Do you have a Child Development Associate (CDA) credential?

1 □ Yes

0 □ No

D12. Do you have a state-awarded preschool certificate?

1 □ Yes

0 □ No

D13. Do you have a teaching certificate or license?

1 □ Yes

0 □ No

D17. What is your total annual salary (before taxes) as a teacher for the current school year?

$ | | | | , | | | | PER YEAR

d □ Don’t know

D18. How many hours per week does this salary cover (not including overtime)?

| | | HOURS PER WEEK | | | MINUTES PER WEEK

D19. What is your gender?

1 □ Male

2 □ Female

D20. In what year were you born?

| | | | | YEAR

D21. Are you of Spanish, Hispanic, or Latino origin?

1 □ Yes

0 □ No  GO TO D23

D22. Which one of these best describes you…

MARK ONE OR MORE BOXES

1 □ Mexican, Mexican-American, Chicano

2 □ Puerto Rican

3 □ Cuban

4 □ Another Hispanic, Latino, or Spanish group (specify) ____________________________________

D23. What is your race? You may choose more than one if you like.

MARK ONE OR MORE BOXES

11 □ White

12 □ Black or African American

13 □ American Indian or Alaska Native

14 □ Asian Indian

15 □ Chinese

16 □ Filipino

17 □ Japanese

18 □ Korean

19 □ Vietnamese

20 □ Other Asian

21 □ Native Hawaiian

22 □ Guamanian or Chamorro

23 □ Samoan

24 □ Other Pacific Islander (specify)

25 □ Another race (specify)

Thank you for taking the time to complete this survey.