Professional Development& Planning  

Comprehensive Professional Development System Requirements

 • The evaluation of new and existing staff using the GHC Core Competencies Framework

• Use the GHC Core Competency Framework  to establish baselines and specific measurements to be used for assessing the employee’s knowledge, skills, abilities, and competencies

 • Review 2 x annually with  Service Staff to determine progress, challenges, and strengths

 • Include a timeline for ongoing review and updates to the individualized professional development plan

 • Include training for  Service Staff in the proper retention practices for each child’s permanent file and its contents

 • Include measurements to determine the use of CARES and Early Bird as a case management tool under the Human Resources section  

• Include clear steps, if applicable, for corrective actions, disciplinary measures, and termination parameters congruent with individual agency human resource policies 

Individual Professional Development Plan Requirements:

 • Identified areas for improvement and/or growth

 • Action steps and/or training 

• Timeline for completion 

• Expected outcomes once the individualized professional development plan has been completed, it is to be retained within the employee’s personnel file for the duration of employment 

Staff must meet the job requirements for the positions in which they are employed: 

Job descriptions contain the most up-to-date requirements for all Head Start positions.   Upon review of AA/AS degrees in Early Childhood Education. GHC has deemed 24 credit hours to be the equivalency of “coursework equivalent to a major in early childhood education.” Because GHC strives to deliver high-quality services to children and their families, teachers who meet the minimum qualifications may be asked and encouraged to work toward the preferred qualifications. 

If an employee employed by GHC-HS needs to meet the requirements for their current position, as listed in the job description, they will be asked to participate in applying for a waiver to Region 1 for approval.  This individual will also be asked to complete education and/or training that leads to the requirements of their position be met. If a staff refuses these steps, they may be dismissed from their position.  

If an employee does not complete their degree or coursework as outlined in their professional development plan, they may be dismissed from their position.  A reasonable amount of time for this coursework to be completed will be given to staff based on the degree or coursework they are pursuing.  

With a focus on partnering with families, supporting children with disabilities and their families, providing practical and nurturing adult-child interactions, supporting dual language learners, addressing challenging behaviors, preparing children and families for transitions, and utilizing data to individualize learning experiences staff will participate in training to improve outcomes for all children. 

Training will, at minimum include:  Staff completing a minimum of 20 clock hours of professional development per year. Such professional development must meet the requirements described in section 648A(a)(5) of the Childcare Act of 1969. Training for all staff includes methods to handle suspected or known child abuse and neglect cases and best practices for systematically implementing family engagement strategies in accordance with the following GHC policies: 

• Family Engagement Policy and Family Partnership Policy Training. Training is provided for all direct-service staff, including staff that works on family services, health, and disabilities, to build staff knowledge, experience, and competencies to improve child and family outcomes. Training for all direct-service staff aligns with the Head Start Early Learning Outcome Framework and Parent, Family, and Community Framework.  

Pre-Services Annually, before the start of the year, GHC offers Pre-Service Training. Each year the Director of Early Childhood Programs and/or the Associate Directors of Programs  will supply pre-service and ongoing in-service training opportunities for all program staff. This training should be targeted to each individual’s job duties focusing on delivering a quality program and continuous quality improvement, as described above. This training will include the yearly mandatory training and training encompassing the philosophy and goals of the Head Start and Early Head Start programs. Planning for pre-service and in-service professional development opportunities is informed through the active utilization of data sources, such as program goals, self-assessment, professional development plans, child outcomes data, CLASS score results, ITERS and ECERS score results, site visit observations with noted follow-up, mental health consultant recommendations, parent feedback and orientation of new staff members. Time to conduct home visits, review and set up files, and prepare classrooms will be built into pre-service training.