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From Survive to Thrive
Survive to Thrive Chapter 5: Program Curriculum
The Leadership Initiative is hosting activites, events and discussions around From Survive to Thrive: A Director's Guide for Leading an Early Childhood Program from the National Association for the Education of Young Children (NAYEC).

Event Reflections

We apologize for the audio difficulties during slide "How Do Teachers Document Their Implementation" (min 35:00 in the recording). Here is the audio content that accompanied that slide:

"Now let's take a look at how teachers document their curriculum for you & others, for families, and for children.
Making curriculum implementation visible and accessible impacts your program on many levels.
As the director you need to be able to monitor and ensure the curriculum is being implemented properly and as planned. 
You might require teachers to keep their weekly lesson plans and notes in a binder in their individual classrooms to make it easier for you to review what is happening and provide feedback during your classroom visits.
Alternately, you might create an electronic template for teachers to  submit to you via e-mail each week, or have teachers bring their lesson plans to their supervision meeting with you to review and discuss their plans in person.
Providing families with curriculum information not only validates this choice they made in your school as an investment in their child's development but can help with continuity of learning extended into children's homes. 
Many programs provide guidelines for teachers about sharing with families what their children are doing and learning in the classroom, including the frequency and structure of the communication. It is extremely helpful to provide templates or examples for teachers to better understand your expectations.
Some families may come to you or to their teachers with concerns about whether children are being adequately prepared for academically; work with your staff to increase their effectiveness at communicating the value of your curriculum.
And finally, documenting and sharing with children helps them to develop confidence and pride, and connect their learning. 
Documentation of children's work may include photographs, work samples, or dictations of what children have experienced helping to make children's learning visible to them and their families. 
Make documentation a celebration! It is ultimately the opportunity for teachers to display and share their hard work and the impact it is having on children's learning and development." 

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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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