AI/AN FACES 2019 Head Start teacher survey

O MB No.: 0970-0151

Expiration Date: XX/XX/XXXX

AI/AN FACES 2019

Experiences in Head Start

American Indian and Alaska Native

Head Start Family and Child Experiences Survey 2019

(AI/AN FACES 2019)

Teacher Survey

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 OMB control number for this collection is 0970-0151 and expires XX/XX/XXXX. The time required to complete this collection of information is estimated to average 35 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.

Spring 2020

INTRODUCTION

SURVEY INFORMATION

Mathematica Policy Research is conducting the American Indian and Alaska Native Head Start Family and Child Experiences Survey 2019 (AI/AN FACES 2019) under contract with the Administration for Children and Families (ACF) of the U.S. Department of Health and Human Services (DHHS).

We need for you to complete this brief survey which asks you 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. 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 35 minutes of your time 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 SEPTEMBER 28, 2019, SKIP TO AA1INTRO. IF YOU BECAME THE TEACHER AFTER SEPTEMBER 28, 2019, 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 AB1, PAGE 2

AA3. Do you teach . . .

MARK ONE ONLY

1 □ A full-day class,

2 □ A morning class only,

3 □ An afternoon class only, or

4 □ Both a morning and afternoon class?

These next questions are about use of Native culture and language in the classroom.

AB1. Do you have a cultural/language elder or specialist that works in the classroom with children?

By cultural/language elder or specialist we mean someone that you may rely on or consult with in regards to culture or language. Though culture and language are interrelated, sometimes an elder or specialist might only be consulted on one or the other, and not both.

1 □ Yes

0 □ No GO TO AB6

AB2. Who is your cultural/language elder or specialist?

MARK ONE OR MORE BOXES

1 □ A spiritual leader

2 □ An influential member of the tribal or cultural community

3 □ A member of the tribal or cultural community

4 □ Other (specify) _________________________________________________________

AB6. Is this classroom a full immersion classroom?

A full immersion classroom is one where only Native language is used for all interactions and activities every day, without English or another language being used.

1 □ Yes GO TO AB4

0 □ No

AB3. Do children in your classroom receive Native language lessons?

1 □ Yes

0 □ No GO TO AB7, PAGE 3

AB4. What languages are they taught through Native language lessons? Please list all the Native languages taught:

1 □

2 □

3 □

4 □

5 □

AB5. Who teaches the Native language lessons?

MARK ONE OR MORE BOXES

1 □ I do

2 □ Assistant classroom teachers

3 □ Paid aides

4 □ Cultural/language elder or specialist

5 □ Other (specify)

IF THIS CLASSROOM IS A FULL-IMMERSION CLASSROOM, GO TO AB8, PAGE 5.

OTHERWISE, CONTINUE TO AB11 BELOW.

AB11. Do children receive Native language instruction or lessons?

MARK ONE ONLY

1 □ Daily

2 □ 3-4 times a week

3 □ 1-2 times a week

4 □ Less than once a week

5 □ Not at all GO TO AB7

AB12. When children receive Native language instructions or lessons, how long are those lessons?

MARK ONE ONLY

1 □ Less than 5 minutes

2 □ 5-10 minutes

3 □ 11-15 minutes

4 □ 16-20 minutes

5 □ More than 20 minutes

AB7. How do you integrate Native culture and/or language activities into the classroom, whether as a whole class, in small groups, or in individualized arrangements? I…

MARK ONE or more boxes

1 □ Integrate Native cultural language items and activities throughout the day

2 □ Offer separate Native cultural language activities/areas within the classroom

3 □ Conduct a pull-out program

5 □ No Native culture/language activities offered as part of the classroom day

AB13. How often do children speak a Native language in the classroom? Please include formal language use (as part of a lesson) and informal use (as part of a conversation).

MARK ONE ONLY

1 □ Daily

2 □ 3-4 times a week

3 □ 1-2 times a week

4 □ Less than once a week

AB14. How often do teachers speak a Native language in the classroom? Please include formal language use (as part of a lesson) and informal use (as part of a conversation).

MARK ONE ONLY

1 □ Daily

2 □ 3-4 times a week

3 □ 1-2 times a week

4 □ Less than once a week

AB15. How often do children and teachers converse together in a Native language?

MARK ONE ONLY

1 □ Daily

2 □ 3-4 times a week

3 □ 1-2 times a week

4 □ Less than once a week

AB16. How frequently throughout the day do children incorporate Native language words into English language sentences?

MARK ONE ONLY

1 □ Never

2 □ Rarely

3 □ Sometimes

4 □ Always

AB17. How frequently throughout the day do children speak full sentences in Native language?

MARK ONE ONLY

1 □ Never

2 □ Rarely

3 □ Sometimes

4 □ Always

AB8. Do you use a cultural curriculum?

1 □ Yes

0 □ No

AB9. Do you use a locally designed tool to assess children’s Native language development specific to your Native language?

1 □ Yes

0 □ No

AB10. Are you receiving any training or technical assistance (T/TA) related to culture from the Administration for Native Americans (ANA) or some other organization?

1 □ Yes

0 □ No

d □ Don’t know

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 just a few additional questions specifically about your second class in the Second Classroom Survey.

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

| | | number of children

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

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	| | |
6. Asian	| | |
7. Native Hawaiian, or other Pacific Islander	| | |
3. Black, non-Hispanic	| | |
4. Hispanic	| | |
5. White, non-Hispanic	| | |

A0-xy. How many of each of the following staff are usually with this class? And how many of these staff members are American Indian or Alaska Native (AI/AN)?

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

	NUMBER OF STAFF	NUMBER WHO ARE AI/AN
2. Lead teachers (Lead teachers are the head or primary teachers in the classroom. If teachers are co-teachers count them here.)	| | |	| | |
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 (e.g., painting with berries, creating dream catchers)	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 □
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 □
m. Listen to a teacher, aide, volunteer, or Elder tell a story	1 □	2 □	3 □	4 □	5 □	6 □
i. Learn about conventions of print (such as left to right orientation, book holding, pointing to individual word)	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 □
n. Work on letter-sound relationships	1 □	2 □	3 □	4 □	5 □	6 □

ANSWER A2m1 AND A2m2 BELOW IF CHILDREN IN YOUR CLASS LISTEN TO A TEACHER, AIDE, VOLUNTEER, OR ELDER TELL A STORY.

IF CHILDREN IN YOUR CLASS NEVER LISTEN TO A TEACHER, AIDE, VOLUNTEER, OR ELDER TELL A STORY, GO TO A3, PAGE 9.

A2m1. You indicated that children in your class listen to a teacher, aide, volunteer, or Elder tell a story. Is the storytelling following Native oral tradition in a formal (as part of a lesson plan) or informal, occurring spontaneously, way?

MARK ONE OR MORE BOXES

1 □ Formal

2 □ Informal

A2m2. What language(s) does the storytelling occur in?

MARK ONE OR MORE BOXES

1 □ English

2 □ Native language

3 □ Spanish

4 □ Other (specify)

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, pattern, tangrams, unit, or 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 □
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 □
k. Work on comparing quantities (least, most, less, more)	1 □	2 □	3 □	4 □	5 □	6 □
l. Work on ordinal numbers (first, second, third)	1 □	2 □	3 □	4 □	5 □	6 □
m. Use 10 frames to help teach math concepts	1 □	2 □	3 □	4 □	5 □	6 □

A3a_r. Do you personally speak any language other than English in the classroom?

1 □ Yes

0 □ No GO TO A3e, PAGE 11

A3b_r. What languages, other than English, do you personally speak in the classroom?

MARK ONE OR MORE BOXES

33 □ Your Native language (specify)

34 □ Other Native language(s) (specify)

2 □ Spanish

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
	NOT AT ALL	NOT WELL	WELL	VERY WELL
33 Your Native language (specify)	1 □	2 □	3 □	4 □
34 Other Native language(s) (specify)	1 □	2 □	3 □	4 □
2 Spanish	1 □	2 □	3 □	4 □
9 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
	NOT AT ALL	NOT WELL	WELL	VERY WELL
33 Your Native language (specify) ________________________	1 □	2 □	3 □	4 □
34 Other Native language(s) (specify) __________________	1 □	2 □	3 □	4 □
2 Spanish	1 □	2 □	3 □	4 □
9 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), dual language learners (DLLs), 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 12.

A46. The next question is 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 □

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 the language(s) in or out of the classroom.

MARK ONE OR MORE BOXES

1 □ English

35 □ Native language(s) (specify) _________________________________________________

2 □ Spanish

9 □ Other language (specify)

A3g. Of the languages selected above, approximately how many children speak these languages?

If none, please enter 0.

	NUMBER OF CHILDREN
1 English	| | |
35 Native language(s) (specify)	| | |
2 Spanish	| | |
9 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

35 □ Native language(s) (specify) _________________________________________________

2 □ Spanish

9 □ Other language (specify) ___________________________________________________

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

	MARK ONE OR MORE BOXES FOR EACH ROW
	YOU/LEAD TEACHER	ASSISTANT TEACHER	CLASSROOM AIDE	VOLUNTEER/ NON STAFF	CULTURAL/ LANGUAGE ELDER OR SPECIALIST
1 English	1 □	2 □	3 □	4 □	5 □
35 Native language(s) (specify)_________	1 □	2 □	3 □	4 □	5 □
2 Spanish	1 □	2 □	3 □	4 □	5 □
9 Other language (specify)____________	1 □	2 □	3 □	4 □	5 □

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

MARK ONE ONLY

1 □ English

35 □ Native language(s)

2 □ Spanish

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

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

MARK ONE OR MORE BOXES

1 □ English

35 □ Native language(s)

2 □ Spanish

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

35 □ Native language(s)

2 □ Spanish

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

0 □ No GO TO A5g

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

MARK ONE OR MORE BOXES

1 □ English

35 □ Native language(s)

2 □ Spanish

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

35 □ Native language(s)

2 □ Spanish

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?

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 (Teaching Strategies)

25 □ Building Blocks math curriculum (McGraw-Hill)

17 □ Creating Child Centered Classrooms – Step By Step

26 □ DLM Early Childhood Express (McGraw-Hill)

27 □ Everyday Mathematics (McGraw-Hill)

24 □ Frog Street

28 □ Fundations (Wilson Language Training)

29 □ Handwriting without Tears

12 □ HighScope

30 □ Learn Every Day

14 □ Let’s Begin with the Letter People (Abrams Learning Trends)

15 □ Montessori

31 □ Number Worlds (McGraw-Hill)

32 □ Open Circle

33 □ Opening World of Learning (OWL) (Pearson)

34 □ Preschool PATHS (Promoting Alternative Thinking Strategies) (Channing Bete Company)

35 □ Pyramid Model for Supporting Social Emotional Competence

18 □ Scholastic Curriculum

36 □ Second Step

37 □ Tools of the Mind

38 □ Zoophonics

19 □ Locally Designed Curriculum

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 (Teaching Strategies)

25 □ Building Blocks math curriculum (McGraw-Hill)

17 □ Creating Child Centered Classrooms – Step By Step

26 □ DLM Early Childhood Express (McGraw-Hill)

27 □ Everyday Mathematics (McGraw-Hill)

24 □ Frog Street

28 □ Fundations (Wilson Language Training)

29 □ Handwriting without Tears

12 □ HighScope

30 □ Learn Every Day

14 □ Let’s Begin with the Letter People (Abrams Learning Trends)

15 □ Montessori

31 □ Number Worlds (McGraw-Hill)

32 □ Open Circle

33 □ Opening World of Learning (OWL) (Pearson)

34 □ Preschool PATHS (Promoting Alternative Thinking Strategies) (Channing Bete Company)

35 □ Pyramid Model for Supporting Social Emotional Competence

18 □ Scholastic Curriculum

36 □ Second Step

37 □ Tools of the Mind

38 □ Zoophonics

19 □ Locally Designed Curriculum

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 16.

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

MARK ONE ONLY

11 □ Mentor or master teacher

12 □ Other Head Start teachers in program

13 □ Supervisor/education coordinator

2 □ Staff from another Head Start Program

3 □ Staff or consultant(s) from curriculum developers/certified trainers (e.g., HighScope, Teaching Strategies, Montessori, 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

8 □ Tribal College, university, or community college faculty contributing to early childhood education and programs

5 □ Head Start state training and technical assistance provider

9 □ Head Start AI/AN training and technical assistance provider

10 □ Cultural/language elder or specialist

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

12 □ Help adapting the curriculum to your cultural context

13 □ Feedback about the results of a checklist about how you use the curriculum

10 □ No support GO TO A21, PAGE 18

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/certified trainers (e.g., HighScope, Teaching Strategies, Montessori, etc.)

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

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

10 □ Tribal College, university, or community college faculty contributing to early childhood education and programs

7 □ Head Start state training and technical assistance provider

11 □ Head Start AI/AN training and technical assistance provider

12 □ Cultural/language elder or specialist

8 □ Other (specify)

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 □ HighScope Child Observation Record (COR)

3 □ Galileo

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

5 □ Desired Results Developmental Profile (DRDP)

6 □ Work 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

14 □ State developed tools (e.g. CIRCLE)

12 □ Other (specify)

13 □ Do not use a child assessment tool GO TO A25a_r, PAGE 20

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

11 □ Mentor or master teacher

12 □ Other Head Start teachers in program

13 □ Supervisor/education coordinator

2 □ Staff from another Head Start Program

3 □ Staff or consultant(s) from assessment developers/certified trainers (e.g., HighScope, Teaching Strategies, Montessori, etc.)

6 □ 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

8 □ Tribal College, university, or community college faculty contributing to early childhood education and programs

5 □ Head Start state training and technical assistance provider

9 □ Head Start AI/AN training and technical assistance provider

10 □ Cultural/language elder or specialist

6 □ 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 assessment developers/certified trainers (e.g., HighScope, Teaching Strategies, Montessori, 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

11 □ Tribal College, university, or community college faculty contributing to early childhood education and programs

7 □ Head Start state training and technical assistance provider

12 □ Head Start AI/AN training and technical assistance provider

13 □ Cultural/language elder or specialist

9 □ Other (specify)

A25a_r. The next questions are about professional development. Programs can support teachers’ professional development in a lot of different ways. In the past year, have you participated in or received the following professional development supports?

	MARK ONE FOR EACH ROW
	YES	NO	DON’T KNOW
1. Regular meetings with supervisors to talk with them about my work and progress	1 □	0 □	d □
2. Support/funding to attend regional, state, or national early childhood 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 peer learning group (PLG) or professional learning community (PLC), facilitated by an expert	1 □	0 □	d □
15. Time during the regular work day to participate in Office of Head Start T/TA webinars	1 □	0 □	d □
16. Tuition assistance	1 □	0 □	d □
17. Onsite Associate’s or Bachelor’s courses	1 □	0 □	d □
11. Collaboration/joint trainings with other tribal services/offices	1 □	0 □	d □
12. Cultural or language training	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 A32d, PAGE 22

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

7 □ The program director

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

9 □ Another specialist on the program or center staff

4 □ Someone from outside the program

6 □ A cultural/language elder or specialist

5 □ Other (specify)

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

A29a. How long did your mentor or coach stay in your classroom when he or she visited?

| | | | MINUTES

d □ Don’t know

A32d. Have you participated in training or technical assistance activities with AI/AN T/TA specialists (either early childhood education [ECE] specialists or grantee specialists)? Training and technical assistance (T/TA) is provided by AI/AN TA specialists.

1 □ Yes

0 □ No

d □ Don’t know

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). Please think about all of the classes that you teach.

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)

A43b. When a special education specialist sees a child, what type of assistance does the specialist provide you with?

MARK ONE or more boxes

1 □ Explains child’s needs, including what the difficulties are

2 □ Helps me understand the child

3 □ Shows me how to help the child

4 □ Provides additional resources that I can use to support the child

5 □ Never received feedback

6 □ No children with special needs in class

7 □ 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

.

Now let’s talk 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 □

B5. How likely are you to continue working for Head Start through the next Head Start year (through 2020-2021)?

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 of 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.

C2. Please indicate if you felt this way at work in the past week. There are no right or wrong answers.

	MARK ONE FOR EACH ROW
	RARELY OR NEVER	SOME OR A LITTLE	OCCASIONALLY OR MODERATELY	MOST OR ALL THE TIME
a. Overwhelmed	1 □	2 □	3 □	4 □
b. Frustrated	1 □	2 □	3 □	4 □
c. Not feeling valued or supported	1 □	2 □	3 □	4 □

The next set of questions is about you.

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

| | | 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)?

Lead teachers are the head or primary teachers in the classroom.

| | | 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 (specify)

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

1 □ Yes GO TO D11

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

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

1 □ Yes

0 □ No

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

A teaching certificate or license is usually granted to a teacher by a state department or agency that has authority over the education and/or early childhood system in that state. The certificate or license is given when the teacher has met certain education or experience requirements that are set by the department or agency. Usually a teacher would have to apply for a certificate or license after meeting those requirements.

1 □ Yes

0 □ No

D13. Do you have a state-awarded teaching certificate or license for ages/grades other than preschool?

A teaching certificate or license is usually granted to a teacher by a state department or agency that has authority over the education and/or early childhood system in that state. The certificate or license is given when the teacher has met certain education or experience requirements that are set by the department or agency. Usually a teacher would have to apply for a certificate or license after meeting those requirements.

1 □ Yes

0 □ No

D14. Including your post-secondary degree, graduate degree, and certification programs, etc., are you currently enrolled in any additional training or education?

1 □ Yes

0 □ No GO TO D17, PAGE 29

D15. What kind of training or education program are you enrolled in?

MARK ONE or more boxes

1 □ Child Development Associate (CDA) Degree Program

2 □ Teaching Certificate Program

3 □ Special Education Teaching Degree Program

4 □ Associate’s Degree Program

5 □ Bachelor’s Degree Program

6 □ Graduate Degree Program (MA, MS, Ph.D. or Ed.D.)

8 □ Continuing Education Units (CEUs)

9 □ Other (specify)

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

$ | | | , | | | | PER YEAR

d □ Don’t know

D17a. How many weeks per year does this salary cover?

| | | number of weeks

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

| | | HOURS PER WEEK

D19. What is your sex?

1 □ Male

2 □ Female

3 □ Prefer not to answer

D20. In what year were you born?

| | | | | YEAR

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

1 □ Yes

0 □ No

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

27 □ Asian

28 □ Native Hawaiian, or other Pacific Islander

25 □ Another race (specify)

Thank you for your participation in AI/AN FACES 2019!