Head Start Manager/ Coordinator Survey: Early Childhood Development and Education

Head Start Manager/Coordinator Survey (Wave 2): Early Childhood Development and Education

Survey of Head Start Grantees on Training and Technical Assistance

Head Start Manager/Coordinator Survey (Wave 2):

Early Childhood Development and Education

INTRODUCTION

Thank you for responding to this survey for [HEAD START GRANTEE], which is the recipient of the following grants from the Office of Head Start in the Administration for Children and Families:

(LIST OF GRANTS RECEIVED).

About the survey. NORC at the University of Chicago is conducting the Survey of Head Start Grantees on Training and Technical Assistance (T/TA) under a contract with the Administration for Children and Families (ACF) of the U.S. Department of Health and Human Services (DHHS). The purpose of the survey is to inform ACF about three aspects of Head Start grantees’ T/TA experience: 1) search and selection of T/TA; 2) receipt of T/TA; 3) and potential relationships between T/TA received and perceived changes in practice.

About your participation. Your participation in the survey is voluntary. You may refuse to answer any questions you are not comfortable answering. To maintain the privacy of your participation, we will remove all identifying information and replace it with a study ID. Only the researchers involved in the study will know that someone from your organization participated in the study. To minimize risks to loss of privacy, we are using a secure system to collect these data.

How long it will take. The survey will take about 45 minutes to complete. This includes time to review instructions, search existing data resources, gather the data needed, and complete and review the survey.

How the information will be used. Information from this survey will be used for research and program improvement purposes only (not for monitoring purposes). The information you provide will be combined with information from other grantees. At the end of the study, we will give ACF a dataset with all participants’ responses, but it will not associate your organization with your responses. Your name or the name of your organization will not appear in any public document produced as part of the study. Your information will be used only for the purpose of the study and will be kept private to the extent allowed by law.

SURVEY DIRECTIONS

This questionnaire will focus on early childhood development and education related to your agency’s Head Start grants, including activities you may have in Head Start, Early Head Start, Migrant and Seasonal Head Start, and/or Early Head Start Child Care Partnerships (referred to in this survey as “Head Start programs”). Throughout this questionnaire, “agency” refers to the larger organization of which your Head Start program is a part.

If you would like more information about the study, please call 1-xxx-xxx-xxxx or send an email to [email protected]. If you have questions about your rights as a survey participant, you may call the NORC Institutional Review Board Administrator (toll-free) at 1-866-309-0542.

Paperwork Reduction Act Statement

The described 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 OMB number for the described information collection is XXXX-XXXX and the expiration date is XX/XX/XXXX.

Section I. Structure and Staffing in Domain

Let’s begin with some questions about your own role and how early childhood development and education are staffed in your Head Start program.

I.1. Please tell me your job title related to early childhood development and education activities: ___________________________

I.2. Some of the major areas of early childhood development and education activities in Head Start programs are listed below. For each one, please tell me how much you are involved in those activities:

	SELECT ONE IN EACH ROW
	Primarily Responsible For The Activity	Involved But Not Primarily Responsible For The Activity	Not Involved In The Activity
a. Curriculum implementation	1 □	2 □	3 □
b. Coaching/professional development	1 □	2 □	3 □
c. Teaching practices/Early Learning Outcomes Framework (ELOF) implementation	1 □	2 □	3 □
d. Inclusive environments for children with disabilities	1 □	2 □	3 □
e. Other, specify:	1 □	2 □	3 □

These next questions are about: curriculum implementation.

I.3_1. How much are the following types of personnel responsible for curriculum implementation in your Head Start programming?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Classroom teachers, assistants and aides	99 □	1 □	2 □	3 □	4 □
b. Specialized staff for education	99 □	1 □	2 □	3 □	4 □
c. Center directors	99 □	1 □	2 □	3 □	4 □
d. Other employees of our organization	99 □	1 □	2 □	3 □	4 □
e. Contract workers (e.g., through a staffing firm)	99 □	1 □	2 □	3 □	4 □
f. Partner organizations or vendors such as a local university teacher training program	99 □	1 □	2 □	3 □	4 □
g. Volunteers	99 □	1 □	2 □	3 □	4 □
h. EHS/HS program director	99 □	1 □	2 □	3 □	4 □
i. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.4_1. How much would you say that procedures for curriculum implementation vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.5_1. How much would you say that curriculum implementation practices vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.6_1. How are decisions made about the training or technical assistance that staff will receive related to curriculum implementation? CHECK ALL THAT APPLY

 I don’t recall recent training or technical assistance on this topic 1

 An organization-wide decision is made 2

 Center directors decide for their staff 3

 Staff members are free to select their own 4

 As a manager, I work with staff to determine 5

 Coordinators or supervisors decide based on individual development plans 6

 Based on staff reviews 7

 Based on data analysis 8

 Other (specify) 9

These next questions are about: coaching/professional development.

I.3_2. How much are the following types of personnel responsible for implementing coaching/professional development in your Head Start programming?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Classroom teachers, assistants and aides	99 □	1 □	2 □	3 □	4 □
b. Specialized staff for education	99 □	1 □	2 □	3 □	4 □
c. Center directors	99 □	1 □	2 □	3 □	4 □
d. Other employees of our organization	99 □	1 □	2 □	3 □	4 □
e. Contract workers (for example, through a staffing firm)	99 □	1 □	2 □	3 □	4 □
f. Partner organizations or vendors such as a local university teacher training program	99 □	1 □	2 □	3 □	4 □
g. Volunteers		1 □	2 □	3 □	4 □
h. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.4_2. How much would you say that procedures for coaching/professional development vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.5_2. How much would you say that coaching/professional development practices vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.6_2. How are decisions made about the training or technical assistance that staff will receive related to coaching/professional development? CHECK ALL THAT APPLY

 I don’t recall recent training or technical assistance on this topic 1

 An organization-wide decision is made 2

 Center directors decide for their staff 3

 Staff members are free to select their own 4

 As a manager, I work with staff to determine 5

 Coordinators or supervisors decide based on individual development plans 6

 Based on staff reviews 7

 Other (specify) 8

These next questions are about: teaching practices/ELOF implementation

I.3_3. How much are the following types of personnel responsible for teaching practices /ELOF implementation in your Head Start programming?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Classroom teachers, assistants and aides	99 □	1 □	2 □	3 □	4 □
b. Specialized staff for education	99 □	1 □	2 □	3 □	4 □
c. Center directors	99 □	1 □	2 □	3 □	4 □
d. Other employees of our organization	99 □	1 □	2 □	3 □	4 □
e. Contract workers (for example, through a staffing firm)	99 □	1 □	2 □	3 □	4 □
f. Partner organizations or vendors such as a local university teacher training program	99 □	1 □	2 □	3 □	4 □
g. Volunteers		1 □	2 □	3 □	4 □
h. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.4_3. How much would you say that procedures for teaching practices/ELOF implementation vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.5_3. How much would you say that teaching practices/ELOF implementation practices vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/ Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.6_3. How are decisions made about the training or technical assistance that staff will receive related to teaching practices/ELOF implementation? CHECK ALL THAT APPLY

 I don’t recall recent training or technical assistance on this topic 1

 An organization-wide decision is made 2

 Center directors decide for their staff 3

 Staff members are free to select their own 4

 As a manager, I work with staff to determine 5

 Coordinators or supervisors decide based on individual development plans 6

 Based on staff reviews 7

 Other (specify) 8

These next questions are about: inclusive environments for children with disabilities.

I.3_4. How much are the following types of personnel responsible for implementing inclusive environments for children with disabilities in your Head Start programming?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Classroom teachers, assistants and aides	99 □	1 □	2 □	3 □	4 □
b. Specialized staff for education	99 □	1 □	2 □	3 □	4 □
c. Center directors	99 □	1 □	2 □	3 □	4 □
d. Other employees of our organization	99 □	1 □	2 □	3 □	4 □
e. Contract workers (for example, through a staffing firm)	99 □	1 □	2 □	3 □	4 □
f. Partner organizations or vendors such as a local university teacher training program	99 □	1 □	2 □	3 □	4 □
g. Volunteers		1 □	2 □	3 □	4 □
h. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.4_4. How much would you say that procedures for inclusive environments for children with disabilities vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
h. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.5_4. How much would you say that practices for inclusive environments for children with disabilities vary across your agency?

	SELECT ONE IN EACH ROW
	NOT APPLICABLE	NOT AT ALL	VERY LITTLE	SOME	A GREAT DEAL
a. Within centers across classrooms or staff	99 □	1 □	2 □	3 □	4 □
b. Across different centers	99 □	1 □	2 □	3 □	4 □
c. Across our different Head Start, Early Head Start, Migrant and Seasonal Head Start, and Early Head Start/Child Care Partnership programs	99 □	1 □	2 □	3 □	4 □
d. Other, specify:	99 □	1 □	2 □	3 □	4 □

I.6_4. How are decisions made about the training or technical assistance that staff will receive related to inclusive environments for children with disabilities? CHECK ALL THAT APPLY

 I don’t recall recent training or technical assistance on this topic 1

 An organization-wide decision is made 2

 Center directors decide for their staff 3

 Staff members are free to select their own 4

 As a manager, I work with staff to determine 5

 Coordinators or supervisors decide based on individual development plans 6

 Based on staff reviews 7

 Other (specify) 8

Section II. Recent Training/Technical Assistance Experiences in Domain

II.1. Please think about the trainings or technical assistance activities your agency has experienced in early childhood development and education in the past 12 months. For these next questions, please choose one training or technical assistance activity that you think has been most useful to your agency. You may choose training or technical assistance received by a group of your staff or a single individual.

[Continue to select]

[Cannot recall such an activity in past 12 months]

II.2. What was the topic of that training?

_______________________________________________

II.3. What was the primary mode of the training?

 In-person (ask 4a) 1

 On-line (ask 4b) 2

 Telephone calls (ask 4c) 3

 Other (please specify): 4

II.4.a [if in-person training] Which of these best describes the type of in-person training this was?

 Conference 1

 Workshop 2

 Office of Head Start (OHS) Regional institute, academy or cluster training 3

 On-site training 4

 Mentoring or coaching 5

 College or university course 6

 Some other format (specify) 7

II.4.b [if on-line] Which of these best describes the type of on-line training this was?

 Peer learning group where participants learn mostly from one another 1

 On-line with only on-line interaction with the trainer or other trainees, such as an interactive webinar or an on-line college course 2

 On-line with on-line and other interaction with the trainer or other trainees, such as an interactive webinar or an on-line college course with phone or in-person supplementation 3

 On-line with no interaction with the trainer or other trainees, such as a self-guided course or downloaded webinar 4

II.4.c. [if by phone] Which of these best describes the type of phone training this was?

 Mentoring or coaching 1

 Peer learning group where participants learn mostly from one another 2

 Workshop or group conference call 3

II.5. Was there planned follow-up with the trainer or within your agency to build on this training?

 Yes 1

 No 2

II.6. Does your agency have an on-going relationship with this trainer?

 Yes 1

 No 2

II.6.a. Was the training customized to the participants’ needs and abilities?

 Yes 1

 No 2

II.6.b. Was the training or technical assistance inclusive and responsive to cultural, language, and ability differences of the children and families you serve?

 Very Much 1

 Somewhat 2

 A little 3

 Not at all 4

II.6.b.1. Was the training or technical assistance inclusive and responsive to cultural, language, and ability differences of your staff?

 Very Much 1

 Somewhat 2

 A little 3

 Not at all 4

II.7. How many hours total did you receive this training, not including time spent doing homework or reading materials?

_____ hours

II.8. Over how many separate sessions did the training take place? For example, did you spend 1 hour each week for 3 weeks (i.e., 3 sessions), or was it one 90-minute webinar (i.e., 1 session)?

______ # of sessions

II.9. What best describes the person or organization that provided the training?

 Federal OHS program specialists 1

 OHS regional T/TA specialists 2

 OHS National Center staff 3

 OHS regional T/TA specialists and National Center staff 4

 Head Start staff from outside of your agency 5

 QRIS or other organizations helping licensed providers in your state 6

 Curriculum company, software company, or other company providing materials for working with children 7

 Local college or university staff 8

 A consultant or other private organization or individual 9

 Other governmental resources, including school districts 10

 Other resource 11

II.10. Did your agency incur any costs so that staff could receive this training?

 Yes 1

 No 2

II.10a. What was the primary source of these funds?

 OHS discretionary T/TA funds 1

 OHS operational funds 2

 Other sources, such as grants or other restricted funds 3

 Unknown 4

II.11. What are the roles or job titles of the people from your agency who participated in the training?

_________________________________

II.12. Did your agency have a specific goal in having staff participate in this training, for example, to develop a new policy or improve particular practices?

 Yes 1

 No 2

II.12.a. How would you describe the specific goals for having staff participate in this training?

	MARK (X) YES OR NO IN EACH ROW
	Yes	No
a. All staff need to build capacity in this area	1 □	0 □
b. Some staff need to build capacity in this area	1 □	0 □
c. Establishing new program policies and procedures	1 □	0 □
d. Implementing a new practice	1 □	0 □
e. Strengthening existing practice	1 □	0 □
f. Required to meet regulations	1 □	0 □
g. Required for continued funding	1 □	0 □
h. Developing better techniques for a specific situation	1 □	0 □
i. General program functioning or employee skills not related to early childhood (e.g. communication among staff, information technology skill, managing budgets, etc.)	1 □	0 □

II.13.a. Have there been any follow-up steps from this training or activity?

 Yes 1

 No 2

II.13.b. What follow-up steps have you taken from this training or activity?

_____________________________

II.14.a. What are the top two reasons you found this training useful to your agency? PLEASE INDICATE 1 AND 2 FOR THE TWO TOP REASONS.

 Well executed 1

 Helped us meet requirements 2

 Spoke to a particular problem we have 3

 Was just at the right level for our organization 4

 Had concrete steps we could implement 5

 Was something we are committed to 6

 We have a champion in the organization to help us implement 7

 We had the necessary resources to implement 8

 It got us thinking about our work 9

 We were able to get many people trained 10

 Other (specify) 11

II.15.a. For these next questions, please choose a training or technical assistance activity that your agency has received but was not able to apply to improve practice.

[Continue to select]

[Cannot recall such an activity in past 12 months]

II.15.b. What was the topic of that training or technical assistance activity?

_____________________________________

II.16. What was the primary mode of the training or technical assistance?

 In-person 1

 On-line with no interaction with others, such as a self-guided course 2

 Online interacting with others, such as a discussion group 3

 Telephone calls 4

 Other (please specify): 5

II.17.a. [if in-person] Which of these best describes the type of in-person training this was?

 Conference 1

 Workshop 2

 OHS Regional institute, academy or cluster training 3

 On-site Training 4

 Mentoring or coaching 5

 College or university course 6

 Other format (specify): 7

II.17.b. [if on-line] Which of these best describes the type of on-line training this was?

 Peer learning group where participants learn mostly from one another 1

 On-line with only on-line interaction with the trainer or other trainees, such as an interactive webinar or an on-line college course 2

 On-line with on-line and other interaction with the trainer or other trainees, such as an interactive webinar or an on-line college course with phone or in-person supplementation 3

 On-line with no interaction with the trainer or other trainees, such as a self-guided course or downloaded webinar 4

II.17.c. [if by phone] Which of these best describes the type of phone training this was?

 Mentoring or coaching 1

 Peer learning group where participants learn mostly from one another 2

 Workshop or group conference call 3

II.18. Was there planned follow-up with the trainer or within your agency to build on this training?

 Yes 1

 No 2

II.18.a. Does your agency have an on-going relationship with this trainer?

 Yes 1

 No 2

II.19. Was the training customized to the participants’ needs and abilities?

 Yes 1

 No 2

II.19.b. Was the training or technical assistance inclusive and responsive to cultural, language, and ability differences of the children and families you serve?

 Very Much 1

 Somewhat 2

 A little 3

 Not at all 4

II.19.b.1. Was the training or technical assistance inclusive and responsive to cultural, language, and ability differences of your staff?

 Very Much 1

 Somewhat 2

 A little 3

 Not at all 4

II.20. How many hours total did you receive this training, not including time spent doing homework or reading materials?

_____ hours

II.21. Over how many separate sessions did the training take place? For example, did you spend 1 hour each week for 3 weeks (i.e., 3 sessions), or was it one 90-minute webinar (i.e., 1 session)?

______ # of sessions

II.22. What best describes the person or organization that provided the training?

 Federal OHS program specialists 1

 OHS regional T/TA specialists 2

 OHS National Center staff 3

 OHS regional T/TA specialists and National Center staff 4

 Head Start staff from outside of your agency 5

 Staff from within your agency 6

 QRIS or other organizations helping licensed providers in your state 7

 Curriculum company, software company, or other company providing materials for working with children 8

 Local college or university staff 9

 A consultant or other private organization or individual 10

 Other governmental resources, including school districts 11

II.23. Did your agency incur any costs so that staff could receive this training?

 Yes 1

 No 2

II.23a. What was the primary source of these funds?

 OHS discretionary T/TA funds 1

 OHS Operational funds 2

 Other sources, such as grants or other restricted funds 3

 Unknown 4

II.24. What are the roles or job titles of the people from your agency who participated in the training?

__________________________

II.25. Did your agency have a specific goal in having staff participate in this training, for example, to develop a new policy or improve particular practices?

 Yes 1

 No 2

II.25.a. How would you describe the specific goals for having staff participate in this training?

	MARK (X) YES OR NO IN EACH ROW
	Yes	No
a. All staff need to build capacity in this area	1 □	0 □
b. Some staff need to build capacity in this area	1 □	0 □
c. Establishing new program policies and procedures	1 □	0 □
d. Implementing a new practice	1 □	0 □
e. Strengthening existing practice	1 □	0 □
f. Required to meet regulations	1 □	0 □
g. Required for continued funding	1 □	0 □
h. Developing better techniques for a specific situation	1 □	0 □
i. General program functioning or employee skills not related to early childhood (e.g. communication among staff, information technology skill, managing budgets, etc.)	1 □	0 □

II.2.6a. Have there been any follow-up steps from this training or activity?

 Yes 1

 No 2

II.26.b. What follow-up steps have you taken from this training or activity?

_____________________________

II.27. What is the main reason you found this training hard for your agency to apply to its early childhood development and education work?

 Training addressed an issue we don’t have 1

 Our organization is not ready to implement the ideas or actions from the training 2

 Our organization had already been implementing the ideas or actions from the training 3

 It was difficult to find concrete next steps to implement 4

 We do not have the resources to implement 5

 Not a high enough priority for the organization 6

 We are too busy 7

 Other (specify) 8

Section III. Selected Practice Area within Domain

These next questions focus on a specific practice within early childhood development and education: Teaching practices/Early Learning Outcomes Framework (ELOF) implementation

III.1.a. When you meet with your education staff, how often do you consult the ELOF for guidance on the following?

	SELECT ONE IN EACH ROW
	NOT AT ALL	A FEW TIMES A YEAR	ABOUT MONTHLY	MORE THAN ONCE A MONTH
To review curriculum and effective instruction and/or assessment practices.	1 □	2 □	3 □	4 □
To identify training needs and plan for training and development.	1 □	2 □	3 □	4 □

III.1.b. During this program year (2019-2020), about what percentage of your education staff have opportunities to receive:

	SELECT ONE IN EACH ROW
	NONE	Less than 50%	50-75%	More than 75%
Coaching on responsive adult-child interactions	1 □	2 □	3 □		4 □
Leadership and/or professional development support for reviewing and interpreting data (such as student assessment data, observation data)	1 □	2 □	3 □		4 □

III.2. During this program year (2019-2020), about how often does your education staff have opportunities to engage in the following practices?

	SELECT ONE IN EACH ROW
	NOT AT ALL	A FEW TIMES A YEAR	ABOUT MONTHLY	MORE THAN ONCE A MONTH
Review assessment data to differentiate child learning goals and instructional activities.	1 □	2 □	3 □	4 □
Review classroom /home visiting observation data to adapt children’s physical learning environments.	1 □	2 □	3 □	4 □

III.3. How much would you say teaching practices/ELOF implementation varies across your agency?

 Highly uniform across the organization 1

 Some variation but mostly consistent across the organization 2

 Considerable variation across the organization 3

 I do not know the extent of variation across our organization in this practice 4

III.4. Please think about your agency’s teaching practices/ELOF implementation during the 2017-2018 program year (two years ago). Which of the following best describe any changes between that year and the current year:

• Our teaching practices/ELOF implementation are about same as they were two years ago 1

 In the past two years, we have expanded or improved our teaching practices/ELOF implementation 2

 In the past two years, we have de-emphasized our teaching practices/ELOF implementation 3

 In the past two years, there has been no change to our teaching practices/ELOF implementation 4

[If no change, then SKIP to III.6]

III.5. What is the main source that has informed the agency’s changes to its teaching practices/ELOF implementation in the past two years?

 Increased spending 1

 Received training or technical assistance 2

 Followed regulatory requirements or guidance 3

 Had a resource within the organization who championed the change 4

 Other (specify) 5

III.5a. What is the main source that has supported or enabled the agency’s changes to its teaching practices/ELOF implementation in the past two years?

 Increased spending 1

 Received training or technical assistance 2

 Followed regulatory requirements or guidance 3

 Had a resource within the organization who championed the change 4

 Other (specify) 5

III.6. What are the two main challenges the agency has faced or currently faces in its teaching practices/ELOF implementation?

 Our workload is too large for our staff to implement teaching practices/ELOF implementation as well as we would like 1

 Our current practice requires a great deal of staff time 2

 Current practice requires large financial expenditures 3

 We do not have the technical expertise or materials 4

 Legal or logistical challenges 5

 The current practice is not working well for us 6

 Staff turnover in our centers 7

 Other (specify) 8

III.7. (If III.5=2 or III.5a=2, then skip to III.8. else ask:) Last year, did your agency receive any training or technical assistance on teaching practices/ELOF implementation?

 Yes 1

 No 2

III.8. What individuals or organizations provided that training or technical assistance? SELECT ALL THAT APPLY.

 Federal OHS program specialists 1

 OHS regional T/TA specialists 2

 OHS National Center staff 3

 OHS regional T/TA specialists and National Center staff 4

 Other Head Start staff such as from national or regional Head Start Associations 5

 QRIS or other organizations helping licensed providers in your state 6

 Curriculum company, software company, or other company providing materials that support service implementation 7

 Local college or university staff 8

 A consultant or other private organization or individual 9

 Other governmental resources, including school districts 10

 Other resource 11

III.9. Did your agency incur any costs so that staff could receive this training?

 Yes 1

 No 2

III.9a. What was the primary source of these funds?

 OHS discretionary T/TA funds 3

 OHS operational funds 4

 Other sources, such as grants or other restricted funds 5

III.10. What are the roles or job titles of the people from your agency who participated in the training?

___________________________________

III.11. Was the training or technical assistance inclusive and responsive to cultural, language, and ability differences of the children and families you serve?

 Very much 1

 Somewhat 2

 A little 3

 Not at all 4

III.11a. Was the training or technical assistance inclusive and responsive to cultural, language, and ability differences of your staff?

 Very much 1

 Somewhat 2

 A little 3

 Not at all 4

III.12. How well did the level of the training or technical assistance match the level of your agency’s participants?

 Training/technical assistance was too basic for our participants 1

 Training/technical assistance was just right for our participants 2

 Training/technical assistance was too advanced for our participants 3

III.13. Thinking about this training or technical assistance, how satisfied were you with…

	SELECT ONE IN EACH ROW
	NOT AT ALL SATISFIED	SOMEWHAT SATISFIED	SATISFIED	VERY SATISFIED
a. The quality of the instruction	1 □	2 □	3 □	4 □
b. The instructors’ knowledge and expertise	1 □	2 □	3 □	4 □
c. The materials provided	1 □	2 □	3 □	4 □
d. The content of the information	1 □	2 □	3 □	4 □
e. Other, specify:	1 □	2 □	3 □	4 □

III.14. Did your agency have a specific goal for participating in that training or technical assistance?

 Yes (ask III.15) 1

 No (skip to III.16) 2

III.15 How well was your agency able to achieve that goal through the training or technical assistance?

 Completely achieved 1

 Partially achieved 2

 Not achieved 3

III.16. What other investments did the agency make to supporting the training or technical assistance?

	MARK (X) YES OR NO IN EACH ROW
	Yes	No
a. Substitutes for teaching staff	1 □	0 □
b. Travel or other expenses other than training costs	1 □	0 □
c. Costs for purchasing equipment or materials	1 □	0 □
d. Follow-up trainings to implement what was learned in the original training activity	1 □	0 □
e. Additional trainings to implement what was learned in the original training activity

III.17. Do you feel that additional training or technical assistance would help your agency improve its teaching practices/ELOF implementation?

 Yes 1

 Maybe 2

 Probably Not 3

Section IV. Training/Technical Assistance Needs in Domain

IV.1. For the current program year, what are your agency’s main training or technical assistance priorities in early childhood development and education? Please include professional development for individual staff as well as organizational technical assistance or training priorities.

_______________________________ [PLEASE RECORD UP TO FOUR PRIORITIES]

IV.2. Please indicate whether any of the listed priorities can be described as follows:

	MARK (X) YES OR NO IN EACH ROW
	Yes	No
a. All staff need to build capacity in this area highest-performing staff build capacity	1 □	0 □
Some staff need to build capacity in this area	1 □	0 □
c. Establishing new program policies and procedures	1 □	0 □
d. Implementing a new practice	1 □	0 □
e. Strengthening existing practice	1 □	0 □
f. Required to meet regulations	1 □	0 □
g. Required for continued funding	1 □	0 □
h. Developing better techniques for a specific situation	1 □	0 □
i. General program functioning or employee skills not related to early childhood (e.g. communication among staff, information technology skill, managing budgets, etc.)	1 □	0 □

IV.3. How confident are you that your agency will be able to achieve its training and technical assistance priorities for early childhood development and education this year?’

 Very confident 1

 Somewhat confident 2

 Not very confident 3

 Not at all confident 4

IV.4. What challenges does your agency encounter in its efforts to obtain the training and technical assistance it would like for early childhood development and education? To what extent do each of the following factors make it difficult for your agency to get the training and technical assistance it would like for early childhood development and education?

	SELECT ONE IN EACH ROW
	NOT AT ALL	NOT VERY MUCH	SOMEWHAT	A GREAT DEAL
a. Available trainings are too expensive	1 □	2 □	3 □	4 □
b. Difficult to make staff time for trainings	1 □	2 □	3 □	4 □
c. Not very many trainings available in our area	1 □	2 □	3 □	4 □
d. Trainings are far away or at inconvenient times	1 □	2 □	3 □	4 □
e. We do not have staff time or budget to implement what the training recommended	1 □	2 □	3 □	4 □
f. Do not like the quality of the trainings that are available	1 □	2 □	3 □	4 □

IV.5. Please think about your agency’s goals for early childhood development and education. How satisfied are you with the training and technical assistance available to help you achieve these goals?

 Very satisfied 1

 Somewhat satisfied 2

 Not very satisfied 3

 Not at all satisfied 4

IV.6. How satisfied you are with different types of training and technical assistance providers that may be available to help your agency achieve its goals related to early childhood development and education? Some of these provider types may not be available to you.

	SELECT ONE IN EACH ROW
	NOT AT ALL	NOT VERY MUCH	SOMEWHAT	A GREAT DEAL	NOT AVAILABLE TO US
a. Federal OHS program specialists	1 □	2 □	3 □	4 □	5 □
b. OHS regional T/TA specialists	1 □	2 □	3 □	4 □	5 □
c. OHS National Center staff	1 □	2 □	3 □	4 □	5 □
d. Other Head Start staff such as from national or regional Head Start Associations	1 □	2 □	3 □	4 □	5 □
e. QRIS or other organizations helping licensed providers in your state	1 □	2 □	3 □	4 □	5 □
f. Curriculum company, software company, or other company providing materials for working with children	1 □	2 □	3 □	4 □	5 □
g. Local college or university staff	1 □	2 □	3 □	4 □	5 □
h. A consultant or other private organization or individual	1 □	2 □	3 □	4 □	5 □
i. Other governmental resources, including school districts	1 □	2 □	3 □	4 □	5 □

IV.7. Is there a type of training or technical assistance in early childhood development and education that you would like to get for your agency but you have not been able to obtain?

 Yes 1

 No (skip to IV.11) 2

IV.8 . Please list one type of training or technical assistance you would like to get but have not been able to obtain:

____________________________________________

IV.9. Would you describe the type of training or technical assistance you were unable to obtain on (INSERT TEXT FROM iv.8) as …

	MARK (X) YES OR NO IN EACH ROW
	Yes	No
a. All staff need to build capacity in this area	1 □	0 □
Some staff need to build capacity in this area	1 □	0 □
c. Establishing new policies and standards	1 □	0 □
d. Implementing a new practice	1 □	0 □
e. Strengthening existing practice	1 □	0 □
f. Required to meet regulations	1 □	0 □
g. Required for continued funding	1 □	0 □
h. Developing better techniques for a specific situation	1 □	0 □
i. General program functioning or employee skills not related to early childhood (e.g. communication among staff, information technology skill, managing budgets, etc.)	1 □	0 □

IV.10. What is the main reason you have not been able to obtain this training

 Available trainings are too expensive 1

 Difficult to make staff time for trainings 2

 Not very many trainings available in our area 3

 General schedule obstacles 4

 Trainings are far away or at inconvenient times 5

 We do not have the resources to support work after the training 6

 Do not like the quality of the trainings that are available 7

 Limited access to technology 8

 Other (specify) 9

IV.11. Do you have any other comments about the training and technical assistance available to your agency for early childhood development and education activities?

Thank you for sharing your experiences and opinions about training and technical assistance for early childhood development and education activities in Head Start programs.

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