This credential explores topics surrounding day-to-day leadership in Head Start and Early Head Start sites. Participants will work on managing and leading teams, setting tone and culture at the site level, and managing the everyday responsibilities that make up Head Start and Early Head Start programming.

Head Start and Early Head Start site leaders are key staff who are physically present at the site most days of the week. They are known by many names—center directors, center leaders, site supervisors, or site directors. Whatever their title may be, site leaders are the individuals on the ground with the best understanding of how to make the most of their staff’s expertise.

The Site Leader Credential explores topics surrounding day-to-day leadership in a Head Start/Early Head Start site. Participants will work on managing and leading teams, setting tone and culture at the site level, and managing the everyday responsibilities that make up Head Start/Early Head Start programming. This four-month credentialing course includes independent online work, monthly virtual meetings, project-based learning experiences, problem-solving activities, and discussions about real-world issues site leaders are facing today, all with the support of a network of peers.

Course information:

• Start Date: Biannually in Fall and Spring
• Course Level: Advanced
• Requirements/Prerequisites: None
• Target Audience: Leadership and Management
• Course Meeting Times: Tuesdays from 2:00 – 3:30 p.m. ET
• Completion Timeline/Duration: Four months

Includes

• Online, Self-Paced Coursework
• Live Instruction
• Access to a National Cohort of Peers
• 40 Hours of Course Material
• Video Content
• 4 Months of Access to Online Course
• Discussion Forums
• Digital Badge
• Certificate of Completion
• 24/7 Access to Transcript

Topics/ Modules

• Leadership Versus Management
• Head Start Program Performance Standards (HSPPS) and Equity
• Family and Community Engagement
• Communication
• Continuous Quality Improvement (CQI)
• Head Start Operations
• Trends in Early Childhood Development

Learning objectives

Understand the differences between leadership and management and reflect on their own application of each as a site leader
Review the HSPPS and the foundation of Head Start and identify connections to equity and inclusion
Analyze the family and community engagement requirements in the HSPPS and identify best practices to ensure their role as a site leader supports these priorities

Learn basic communication theory and apply it to day-to-day communications requirements of a Head Start site leader
Identify various CQI strategies and apply them to specific challenges within the site leader’s role
Define responsibilities regarding Head Start operations and identify key challenges and solutions through collaboration with other site leaders

Discuss trends in early childhood development, Head Start, and other issues related to leading Head Start and Early Head Start programming

Head Start Alignment:

This course supports programs in meeting Part 1302: Program Operations, Subpart I-Human Resources & J-Program Management and Quality Improvement requirements of the Head Start Program Performance Standards to ensure staff are qualified and supported to effectively provide services.

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Course Facilitator

Dr. Deborah Bergeron

Dr. B served as director of the Office of Head Start from 2018-21. From 2019-21 she broadened her leadership as director of the Office of Early Childhood Development in the Administration for Children and Families. Known as “Dr. B” to former students and teachers, she spent three decades in pre-K–12 public education as a classroom teacher and school administrator. She currently serves as deputy director for Community Engagement and Innovation at the National Head Start Association.

Teaching Assistant

Dr. Kalota Stewart-Gurley

Dr. Kalota Stewart-Gurley currently serves as the Early Head Start and Head Start Director for Richmond and Petersburg Cities as well as Powhatan and Goochland Counties. Over the years, Dr. Stewart-Gurley has served in public and private schools, central office leadership, and university-level positions. With her educational consulting expertise, she has directed successful improvement and turnaround efforts in many school districts and has served scholars ranging from 2 to 72. Dr. Stewart-Gurley has expertise in policy, procedures, project management, data, continuous quality improvement, leadership, and instructional coaching techniques.

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