Code of Ethics

Code of Ethics

Below are three of the many ideals put forth by NAEYC that are important to me.

1.7  To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.

In our Head Start program, we assess children three times a year using Creative Curriculum GOLD because we are in school 180 days.  Those assessments take place in the fall, winter, and spring.  The fall assessment is our baseline for the children.  It also helps us to determine children in need.  We also do screenings for vision, hearing, dental, mental wellness and development.  The tool that is used is the Denver Developmental.  It also helps to determine students who may need additional services.  The PALS (Phonemic Awareness Literacy Screening) is conducted for four year olds only.  This screen is also helpful in identifying children in need.  Based on the results of these screens, teachers are able to individualize for students in order to prepare them for kindergarten.  After the winter assessment is completed, each teacher makes adjustments to their plans in order to best meet the needs of the students.  Staff development is planned as needed.  After the third assessment, the data is analyzed in order to determine trainings for the staff for the following year.

3B.1  To assist the program in providing the highest quality of service.

Our program has taken several steps to insure that we are providing services that are of the highest quality.  Three years ago we became a part of the Virginia Star Quality Initiative (VSQI).  At this point it is voluntary to participate.  Through this initiative and Head Start Program Instruction we have begun using the CLASS (Classroom Assessment Scoring System) and the ECERS (Early Childhood Environmental Rating Scale).  The CLASS has begun to improve the interactions teachers have with students and students have with each other.  The ECERS has helped us to question materials in each of the areas of the classroom environment and make improvements to each area so that each child can reach their highest potential.  At this point I would say that the teachers and aides in our program are more comfortable with ECERS than with CLASS.  To that end, we have workshops planned each year to address different dimensions of the CLASS.  Being a part of the VSQI has also afforded us a mentor.  It was difficult being a supervisor and a mentor or coach.  Now there is someone to provide that role for the teachers.  I am sure in the years to come new concepts and ideals will be introduced.  Our program will continue to strengthen because of it.

4.4  To work through education, research, and advocacy toward a society in which all young children have access to high quality early care and education program.

As co-chair of the Smart Beginnings Historic Triangle Coalition, the ideal above is one that we, as a group, are about to endeavor.  We are just beginning the process of how we go about educating the public about high quality child care and education programs.  We first want to create a two minute elevator speech that each person on the Leadership Team can share comfortably.  We know that we need to get to know our local legislators on a very personal basis and share with them our passion for early childhood education.  Producing a brochure that explains the importance of high quality care and what it might look like, is another of our goals.  As the Leadership Team meets we discuss strategies for getting the word out to the general public as well as businesses and government officials.  Most of our clientele are at risk, and therefore, may not have access to high quality programming.  It should not matter what your economic status is in order to receive high quality care.

I would be interested in hearing about any ideas or experiences other people have had concerning this issue.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010                  from  http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf