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pdfOMB No.: 0970-0354
Expiration Date: 10/31/2021
Center Director Survey
Draft for OMB
February 2020
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.
This collection of information will be used to describe the characteristics of infants and toddlers
and families served by Early Head Start, and the characteristics and features of programs and
staff that serve them. Your participation in the study is voluntary. Please be assured that all
information you provide will be kept private to the extent permitted by law. The survey will take
about 30 minutes to complete.
SECTION A: CENTER CHARACTERISTICS/INPUTS
To begin, we would like to ask some questions about the characteristics of your center. Throughout
this survey we want you to focus only on Early Head Start and the staff working with EHS infants and
toddlers and their families. We also ask that you exclude home visitors that may work out of your center
and instead focus on staff and services serving center-based families. We will be asking program
directors about all home visiting staff and services in their interview.
Source: Adapted from Baby FACES 2009 – A1
A1.
How many Early Head Start staff do you have in infant and toddler classrooms in each of the
following job roles at your center? Please enter “0” if you do not have any of this type of staff at
your center. Your best guess is fine.
NUMBER OF EHS
STAFF
DON’T KNOW
a. Lead teachers
|
|
|
|
d
b. Assistant teachers
|
|
|
|
d
c.
Classroom aides
|
|
|
|
d
d. Classroom volunteers
|
|
|
|
d
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Source: Adapted from Baby FACES 2018 – A2
A2.
Does your center have a state license to operate?
(Click here for “LICENSING” definition)
As described by the National Center on Early Childhood Quality Assurance: “Licensing is a
process administered by State and Territory governments that sets a baseline of requirements
below which it is illegal for facilities to operate. States have regulations that facilities must
comply with and policies to support the enforcement of those regulations. Some States may
call their regulatory processes “certification” or “registration”.” Additional information on
licensing can be found in: National Center on Child Care Quality Improvement and the National
Association for Regulatory Administration. “Research Brief #1: Trends in Child Care Center
Licensing Regulations and Policies for 2014.” November 2015. Available at
https://childcareta.acf.hhs.gov/sites/default/files/public/center_licensing_trends_brief_2014.pdf.
(Accessed May 17, 2018.)
Yes, my center has a state license to operate ............................................................ 1
No, my center is exempt from the requirement for a state license ............................. 2
No, my center does not have a license for another reason (Specify) ......................... 3
Don’t know .................................................................................................................. d
IF CENTER HAS STATE LICENSE (A2=1) ANSWER A3
Source: FACES 2019 – A2a
A3.
Sometimes centers have a state license even if they are exempt from the requirement to have
one. Is your center required to have a state license, or is your center exempt (but the center
applied for a received a license anyway)?
My center is required to have a state license to operate ............................................ 1
My center is exempt from the state license requirement, but we have one
anyway .................................................................................................................. 2
Don’t know .................................................................................................................. d
IF CENTER IS EXEMPT (A2=2) ANSWER A4
Source: FACES 2019 – A2b
A4.
Why is your center exempt from having a state license?
My center is part of a school system ........................................................................... 1
My center is affiliated with a religious organization ..................................................... 2
My center is open only a few hours per day or days per week ................................... 3
Another reason (Specify) ............................................................................................ 99
Don’t know .................................................................................................................. d
IF CENTER HAS STATE LICENSE (A2=1) ANSWER A5
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Source: FACES 2019 – A2c
A5.
Has your center received any technical assistance from the licensing agency to help with
improving the facilities and/or to meet licensing requirements?
Yes ........................................................................................................................ 1
No ......................................................................................................................... 0
Don’t know ............................................................................................................ d
ALL
Source: FACES 2019 – A2d
A6.
Does your center participate in your state or local quality rating and improvement system
(QRIS)?
Yes ........................................................................................................................ 1
No ......................................................................................................................... 0
Don’t know ............................................................................................................ d
IF CENTER DOES NOT PARTICIPATION IN QRIS (A6=0) ANSWER A7
Source: FACES 2019 – A2e
A7.
Why doesn’t your center participate in your state or local quality rating and improvement
system (QRIS)?
Select all that apply
Too much time/too burdensome to enroll ............................................................. 1
The QRIS does not accept Early Head Start monitoring data to document
quality indicators included in the state’s QRIS ..................................................... 2
Too expensive to meet standards ........................................................................ 3
Not an effective marketing tool to attract applicants............................................. 4
Not a good measure of program quality ............................................................... 5
We plan to join, but we haven’t joined it yet. ........................................................ 6
QRIS does not allow or encourage Early Head Start programs to
participate ............................................................................................................. 7
Other (Specify) .................................................................................................... 8
Don’t know……………………………………………………………………………….d
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Source: Adapted from Baby FACES 2018 – A3
A8.
Does your center have age based EHS classrooms that is the children are all around the same
age or developmental stage, or are classroom mixed age, that is children span a wider range of
ages and developmental stages all within the same classroom?
AGE BASED CLASSROOMS ............................................................................... 1
MIXED AGE CLASSROOMS ................................................................................ 0
Source: Adapted from Continuity of Care Scale (Ruprecht) – A11
A9.
How many teachers (including primary teachers, lead teachers, and assistant teachers) do EHS
children typically interact with in their classroom throughout the day?
More than four teachers ........................................................................................ 4
Three to four teachers ........................................................................................... 3
Two teachers, or ................................................................................................... 2
One teacher .......................................................................................................... 1
Source: Baby FACES 2018 – A6
A10.
Does your center assign each Early Head Start child a “primary teacher”, that is one teacher or
caregiver who has primary responsibility for the care of a small group of children within a larger
group setting? The primary teacher takes the lead in establishing relationships with the child
and the family as well as seeing to the child’s learning and care.
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
IF NO PRIMARY TEACHER (A10=0) ANSWER A11
Source: New Item – A6a
A11.
If your center does not assign children a primary teacher within a classroom, do the children
stay together with the same team or group of teachers? That is all the teachers know the
children equally well with no one teacher being more responsible for particular children.
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
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IF PRIMARY TEACHER (A10=1 OR A11=1) ANSWER A11A
Source: Adapted from Continuity of Care Scale (Ruprecht) – A10
A11a. INTERVIEWER: INSTRUCT RESPONDENT TO CONSULT SHOW CARD (yellow)
What tasks does the primary teacher perform in the classroom? Please tell me which of the
tasks on the card are performed by the primary teachers. (GIVE RESPONDENT SHOW CARD.
RECORD ALL RESPONSES.)
Select all that apply
Primary teacher assigned to a small group of children ......................................... 1
Primary teacher sits with primary caregroup during snack/meals ........................ 2
Primary teacher is responsible for diaper changes for caregroup at least
75% of the time ..................................................................................................... 3
Primary teacher soothes children in primary caregroup to sleep.......................... 4
Primary teacher interacts with children in primary caregroup via book
reading, play time, etc. .......................................................................................... 5
Primary teacher takes the lead on documenting daily activities for child (fills
out daily activity sheets for children) ..................................................................... 6
Parents have the opportunity to talk to the primary teacher on a daily basis
at either drop off or pick up times .......................................................................... 7
Primary teacher provides information on children's development (i.e.,
completes developmental checklists, makes recommendations to parents
about their child, points out achievement of developmental milestones to
parents) ................................................................................................................. 8
NONE OF THESE APPLY .................................................................................... 9
DON’T KNOW/REFUSED ..................................................................................... d
Source: New Item – A9a
A12.
Which of the following best describes how long EHS children typically work with the same
teacher? (Excluding situations where a teacher leaves the center or moves to a different
role).
Children typically work with the same teachers…
For the entire time they are enrolled in this center ............................................... 1
Until the end of the program year ......................................................................... 2
Until the child reaches a certain age or milestone ................................................ 3
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IF CHILDREN WITH SAME TEACHER WHILE ENROLLED (A12=1) ANSWER A13
Source: New Item – A9b
A13.
When children change their teacher while still enrolled at this center, is it usually…
Based on the families’ preference or ................................................................... 1
Some other reason such as scheduling, logistics, or funding? ............................. 2
IF CHILDREN CHANGE BASED ON AGE/MILESTONE (A12=3) ANSWER A14
Source: Adapted from Continuity of Care Scale (Ruprecht) – A8
A14.
Which of the following best describes how your center typically moves EHS children to new
classrooms and teachers.
Children move to a different teacher every 6 months or less ............................... 1
Children and teachers stay together between 6-9 months ................................... 2
Children and teachers stay together between 9-15 months ................................. 3
Children and teachers stay together for over 15 months ...................................... 4
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SECTION B: SERVICES AND PARENT INVOLVEMENT
The next questions are about how you determine the services that families receive.
Source: Adapted from Baby FACES 2009 – B1
B1.
Which of the following, if any, do you take into account when placing infants and toddlers in
Early Head Start classrooms? Please think across all the children going into classrooms.
READ ITEMS AND RECORD IN FIRST COLUMN).
Which do you consider to be the most and second most important factors? (IF DON’T
KNOW SELECTED FOR MOST IMPORTANT, SKIP OVER 2ND MOST IMPORTANT)
Select all that
apply
Select one per column
MOST
IMPORTANT
2ND MOST
IMPORTANT
a. Language or cultural background
1
1
1
b. Family circumstances or specific needs
2
2
2
c.
3
3
3
d. Child age, health, or development
4
4
4
e. Results of screening or assessment
5
5
5
6
6
6
g. Availability of space in a given classroom
7
7
7
h. Neighborhood or geographic location
8
8
8
g. Other (SPECIFY)
9
9
9
Don’t know
Don’t know
f.
Parent choice or preference
Family’s existing relationship with teachers
____________________________________
0
Don’t take any of the above into account when
placing infants and toddlers into classrooms
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Thinking now about attendance...
Source: Adapted from Baby FACES 2018 – B1.1
B2.
For what percentage of center based families do you have attendance concerns? By
attendance concerns we mean patterns of absence where a child is at risk of missing 10
percent of the program days or more per year.
0 – None ...................................................................................................................... 0
1 to 5 percent .............................................................................................................. 1
6 to 10 percent ............................................................................................................ 2
11 to 20 percent .......................................................................................................... 3
21 to 50 percent .......................................................................................................... 4
More than 50 percent (51-100%) ................................................................................ 5
Don’t know .................................................................................................................. d
IF ATTENDANCE CONCERNS (B2 IS GREATER THAN 0) ANSWER B3
Source: New Item – B1.2
B3.
For center based children where you have concerns, what if any of the following do you do
to encourage attendance? If you have no specific approaches to encourage attendance
please indicate that as well.
Select all that apply
Call parents ........................................................................................................... 1
Text or email parents ............................................................................................ 2
Send a letter to the parents ................................................................................... 3
Do a home visit ..................................................................................................... 4
Set up a meeting with a family advocate, family service, worker, or other
staff member, or .................................................................................................... 5
Messaging through social media such as Facebook ............................................ 8
Program-wide family education about the value of attendance ............................ 9
Something else? (Specify) .................................................................................... 6
______________________________________________________________
No specific approach to encourage attendance .................................................. 7
Turning next to curricula and assessments...
Source: Adapted from Baby FACES 2009 – B2.1
B4.
Does your center use any specific curriculum for Early Head Start classrooms?
YES, SPECIFIC CURRICULUM ........................................................................... 1
YES, COMBINATION ............................................................................................ 2
NO ......................................................................................................................... 0 GO TO B6
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IF SPECIFIC CURRICULUM OR COMBINATION OF CURRICULA USED (B4=1 OR 2) ANSWER B5
Source: Adapted from Baby FACES 2018 – B2.1a
B5.
What curricula or curriculum do Early Head Start classroom teachers use? SELECT ALL
THAT APPLY IN COLUMN A
Which do you consider the main curriculum? SELECT ONE ONLY IN COLUMN B
SELCT ALL
THAT APPLY
SELECT ONE
ONLY
A.
CURRICULA
USED
B.
MAIN
CURRICULUM
a. AGENCY-CREATED CURRICULUM
1
1
b. ASSESSMENT, EVALUATION AND PROGRAMMING SYSTEM
(AEPS)
2
2
c.
33
33
d. BEAUTIFUL BEGINNINGS
3
3
e. CONSCIOUS DISCIPLINE (BABY DOLL CIRCLE TIME)
30
30
f.
4
4
g. FROG STREET
6
6
h. HAWAII EARLY LEARNING PROFILE (HELP)
10
10
i.
HIGH/SCOPE
13
13
j.
LEARNING ACTIVITIES FOR INFANTS(MAGDA GERBER, RIE)
14
14
k.
ONES AND TWOS (PARENTING: THE FIRST THREE YEARS
CURRICULUM)
15
15
PARENTS AS TEACHERS (PAT)
16
16
m. PLAYTIME LEARNING GAMES FOR YOUNG CHILDREN
18
18
n. PROGRAM FOR INFANT-TODDLER CARE (PITC)
19
19
o. REGGIO EMILIA
20
20
p. OTHER (SPECIFY)
28
28
l.
BABY TALK
CREATIVE CURRICULUM/TEACHING STRATEGIES
__________________________________________________
No main
curriculum
Source: Baby FACES 2009 – B2.2
B6.
Does your center ask EHS teachers to use any assessments to gather information on
children’s development or progress?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
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IF CHILD ASSESSMENT TOOLS USED (B6=1), ANSWER B7
Source: Adapted from Baby FACES 2018 – B2.2a
B7.
What child assessments have your EHS teachers used since September of this year?
Select all that apply
SCREENERS
ASSESSMENT USED
a. AGENCY-CREATED SCREENING ASSESSMENT
1
b. AGES AND STAGES QUESTIONNAIRE (ASQ)
2
c
ASQ: SOCIAL-EMOTIONAL
25
d.
BRIEF INFANT TODDLER SOCIAL EMOTIONAL ASSESSMENT
(BITSEA)
26
e. BRIGANCE SCREENER
24
f.
8
DENVER DEVELOPMENTAL SCREENING TEST
ASSESSMENTS
g. BRIGANCE ASSESSMENT
h
27
CREATIVE CURRICULUM TOOLS (MAY ALSO BE KNOWN AS
TEACHING STRATEGIES GOLD)
6
i.
DESIRED RESULTS DEVELOPMENTAL PROFILES-R (DRDP)
7
j.
DEVEREUX EARLY CHILDHOOD ASSESSMENT (DECA)
9
k.
EARLY LEARNING ACCOMPLISHMENT PROFILE
10
l.
HIGH SCOPE CHILD OBSERVATION RECORD (COR)
13
m. INFANT-TODDLER DEVELOPMENTAL ASSESSMENT (IDA)
14
n. INFANT TODDLER SOCIAL EMOTIONAL ASSESSMENT (ITSEA)
15
OTHER (SPECIFY)
22
_________________________________________________________
Don’t know what assessments/screeners teachers have used
d
Source: Baby FACES 2018 – B2
B8.
Many Early Head Start programs have a specific curriculum that they use in classrooms.
Early Head Start programs also have the flexibility to make adaptations to the curriculum
to meet the needs of their program. By adaptations, we mean significant, global changes
that would be program wide, as opposed to accommodations made for individual children
or situations.
Has your program made any adaptations to the curricula used in EHS classrooms? If you
don’t have a specific curriculum for EHS classrooms please indicate that as well.
YES ............................................................................................................................. 1
NO ............................................................................................................................... 0
NOT APPLICABLE – NO CURRICULUM FOR TEACHERS ..................................... N
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IF ANY ADAPTATION MADE (B8=1) ANSWER B9
Source: Baby FACES 2018 – B2a
B9.
Please indicate for each of the following if this was a reason you adapted the curriculum
used in EHS classrooms, or not.
Select all that
apply
a. Accommodating culture or language of your population
1
b. Accommodating age or developmental needs of your population
2
c.
3
Better aligning with abilities or preferences of teachers
d. Logistical issues (such as to fit with program schedule, facilities, or
available materials)
4
None of the above were reasons for adapting the curriculum
d
IF ANY ADAPTATION MADE (B9=1,2,3, OR 4RESPONSES) ANSWER B10
Source: New Item – B2b
B10.
When you adapted the teacher curriculum used at your EHS center did you…
Select all that
apply
a. Remove content or materials?
1
b. Reorder the content or material (change the sequence)?
2
c.
3
Include new content/augment the existing content or materials
d. Change the way content or materials are delivered (for example,
delivered in small groups instead of individually)
4
e. Accelerate or shorten the timeline for delivering content (without
dropping or adding content)
5
f. Translate the content or materials into a different language
6
Didn’t do any of the above adaptations
9
Don’t know what adaptations were made to curriculum
d
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IF SPECIFIC CURRICULUM OR COMBINATION OF CURRICULA USED (B4=1 OR 2), ANSWER B12
Source: New Item – B2d
B12.
Some programs use checklists or standardized tools to assess the extent to which
teachers are implementing the curriculum the way it was intended, that is, with fidelity.
Which of the following best describes what your center does.
Select all that apply
Teachers complete a checklist or standardized tool about how they use the
curriculum .............................................................................................................. 1
Supervisors or manager or others complete a checklist or standardized tool
during observations of teachers ............................................................................ 2
Our center does not use a checklist or other standardized tool to assess
how teachers are using the curriculum ................................................................. 3
Source: New Item – B3.1
B13.
Do you have a standard process for establishing family partnership agreements with
families in the center-based option?
Yes for all families ................................................................................................. 1
Yes for some families ............................................................................................ 2
No .......................................................................................................................... 0
Don’t know ............................................................................................................ d
IF STANDARD PROCESS FOR FAMILY PARTNERSHIPS (B13=1 OR 2) ANSWER B14
Source: New Item – B4.1
B14.
As part of establishing family partnership agreements, do you use a standard tool or
assessment for screening center-based families in each of the following areas? By
standard tool or assessment we mean a tool, questionnaire or screener developed by your
program or by someone else that you use in a consistent way.
Select one per row
Yes for all Yes for some
families
families
No
Don’t
know
a. Depression or mental health concerns
2
1
0
D
b. Intimate partner violence
2
1
0
D
c.
Child abuse/neglect
2
1
0
D
d. Economic hardship
2
1
0
D
e. Food insecurity
2
1
0
D
f.
2
1
0
D
g. Opioid misuse
2
1
0
D
h. Other drug use
2
1
0
D
i.
Homelessness or housing insecurity
2
1
0
D
j.
Child welfare involvement
2
1
0
D
k.
Incarcerated parent
2
1
0
D
l.
Other
2
1
0
D
Alcohol misuse
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Source: New Item – B5
B15.
To what extent do you think each of these issues is a problem among the EHS families you
serve in the center-based option? Please think about the number of families affected by
each issue to determine how much of a problem it is.
Select one per row
NOT A
PROBLEM
SOMEWHAT OF
BIG
A PROBLEM
PROBLEM
a. Depression or mental health concerns
0
1
2
b. Intimate partner violence
0
1
2
c.
Child abuse/neglect
0
1
2
d. Economic hardship
0
1
2
e. Food insecurity
0
1
2
f.
0
1
2
g. Opioid misuse
0
1
2
h. Other drug use
0
1
2
i.
Homelessness or housing insecurity?
0
1
2
j.
Child welfare involvement?
0
1
2
k.
Incarcerated parent?
0
1
2
i.
Other - Specify
____________________________________
0
1
2
Alcohol misuse
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SECTION C. STAFF MENTORSHIP AND LEADERSHIP
The next questions are about supervision and coaching.
Source: Adapted from Baby FACES 2009 – C5
C1.
Does your program do any of the following in supervising EHS infant and toddler
teachers?
Do you….
Select all that apply
a. Provide training on reflective supervision to all supervisors of EHS teachers?
1
b. Require supervisors to conduct regular individual supervision meetings with
teachers?
2
c.
Require supervisors to observe EHS teachers in the classroom regularly?
3
d. Require supervisors to conduct regular teacher group supervision meetings?
4
e. Require supervisors to conduct formal performance reviews with teachers?
5
Don’t do any of the above when supervising teachers
9
IF TRAINING ON REFLECTIVE SUPERVISION PROVIDED (C1a=1) ANSWER C2
Source: Adapted from Baby FACES 2018 – C6a
C2.
How many times a year are teachers’ supervisors required to complete a training in
reflective supervision? Your best guess is fine.
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
IF INDIVIDUAL MEETINGS (C1b=1) ANSWER C3
Source: Adapted from Baby FACES 2018 – C6b
C3.
How many times a year do supervisors typically hold one-on-one supervision meetings
with EHS teachers? Again, your best guess is fine.
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
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IF GROUP SUPERVISION MEETINGS (C1d=1) ANSWER C4
Source: New Item – C6d
C4.
How many times a year do supervisors typically hold group supervision meetings with
EHS teachers? Your best guess is fine.
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
IF FORMAL PERFORMANCE REVIEWS (C1e=1) ANSWER C5
Source: New Item – C6e
C5.
How many times a year do supervisors typically conduct a formal performance review for
individual EHS teachers?
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
IF OBSERVATIONS CONDUCTED (C1c=1) ANSWER C6
Source: New Item – C6c
C6.
How many times a year do supervisors typically conduct an observation of an individual
EHS teacher in the classroom?
|
|
|
| TIMES PER YEAR
Don’t know ............................................................................................................ d
The next questions are about coaching. Some people may think of this as mentoring. A coach is a
person, usually someone other than your supervisor, who has expertise in specific areas and
provides ongoing professional development, performance feedback, and works with staff to
improve practice. Supervisors may do these things as well, but we are interested in whether staff
have coaches who are different from their supervisor.
Source: Adapted from FACES 2014 Center Director SAQ – C1
C7.
Is each Early Head Start teacher formally assigned a coach?
Yes, all EHS teachers are assigned a coach who is different from their
supervisor .............................................................................................................. 1
GO TO C9
Some EHS teachers are assigned a coach who is different from their
supervisor .............................................................................................................. 2
GO TO C8
Supervisors of teachers serve as coaches .......................................................... 3
GO TO C12
No, we don’t have coaches for our EHS teachers ................................................ 0
GO TO C12
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IF SOME GET COACHES (C7=2) ANSWER C8
Source: New Item – C1a
C8.
What factors determine which Early Head Start teachers get a coach?
Select all that apply
Teacher requests a coach .................................................................................... 1
Teachers with fewer than a certain number of years of experience ..................... 2
Teachers with less than a certain level of education ............................................ 3
Teachers who are new to the program ................................................................ 4
Based on performance/supervisor recommendation ............................................ 5
None of the above ................................................................................................. n
Don’t know ............................................................................................................ d
IF ANY COACHES (C7=1 OR 2) ANSWER QUESTIONS C9-C11
IF NO COACHES GO TO QUESTION C12 ON NEXT PAGE
Source: Adapted from FACES 2014 Center Director SAQ – C2
C9.
Which of the following types of staff serve as coaches working with Early Head Start
teachers? Again, we are interested in staff who serve as coaches, but NOT those who also
supervise EHS teachers.
Select all that
apply
Types of staffing serving as coaches to EHS teachers
a. More experienced teachers in your program?
1
b. Education coordinators?
2
c.
3
Consultants hired by your program?
d. Coaches employed by the program or center whose sole job is coaching (that
is, not consultants or staff whose primary role is as a teacher, manager, or
director)?
4
e. The center director or manager?
5
f.
6
Other specialists on the program or center staff?
g. Someone else? (SPECIFY)
7
___________________________________________
Don’t know the type of staff that serve as coaches
d
Source: New item
C10.1 How many of the staff that serve as coaches to your EHS teachers have a coaching
certificate or coaching credential?
All of them ................................................................................................................... 4
Most of them ............................................................................................................... 3
Some of them ............................................................................................................. 2
None of them ............................................................................................................... 1
Don’t know how many have a certificate or credential ................................................ d
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Source: Adapted from FACES 2014 Director SAQ – C4
C11.
Do coaches working with Early Head Start teachers at your center use any of the following
specific models or approaches?
Select all that apply
Practice-based coaching? ..................................................................................... 1
Coaching tied to the curriculum used by your EHS teachers (for example,
Creative Curriculum)? ........................................................................................... 2
MyTeachingPartner? ............................................................................................. 3
Relationship-based coaching? .............................................................................. 4
Some other model or approach? (Specify) ........................................................... 99
______________________________________________________________
Do not use any of the above models/approaches ................................................ N
Don’t know ............................................................................................................ d
ALL
Source: Adapted from Organizational Climate Description for Elementary Schools – C7
C12.
Next we would like to ask your opinion about your program director and how often he or
she interacts with you and other teachers at this center. Please focus on the director or
person above you who oversees EHS operations for the entire EHS program or
organization. For each of the following, please indicate if it occurs rarely, sometimes,
often, or very frequently.
Select one per row
VERY
OFTEN FREQUENTLY
OCCURS
OCCURS
RARELY
OCCURS
SOMETIMES
OCCURS
a. The program director goes out of his/her way
to help center staff.
1
2
3
4
d
b. The program director uses constructive
criticism.
1
2
3
4
d
1
2
3
4
d
d. The program director listens to and accepts
center staffs’ suggestions.
1
2
3
4
d
e. The program director looks out for the
personal welfare of center staff.
1
2
3
4
d
1
2
3
4
d
g. The program director compliments center
staff.
1
2
3
4
d
h. The program director is easy to understand.
1
2
3
4
d
1
2
3
4
d
c.
f.
i.
The program director explains his/her reasons
for criticism to center staff.
The program director treats center staff as
equals.
The program director goes out of his/her way
to show appreciation to center staff.
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17
DON’T
KNOW
OMB DRAFT
SECTION D: STAFFING
The next questions are about funding.
Source: Baby FACES 2018 – D1
D1.
Approximately what percentage of infants and toddlers (birth to age 3) in the center are
funded by Early Head Start or EHS-CCP?
Less than 25 percent?................................................................................................. 1
25 to 49 percent? ........................................................................................................ 2
50 to 74 percent? ........................................................................................................ 3
75 to 99 percent? ........................................................................................................ 4
100 percent? ............................................................................................................... 5
Don’t know/Can’t estimate .......................................................................................... d
IF DON’T KNOW/CAN’T ESTIMATE PERCENTAGE OF CHILDREN EHS FUNDED ANSWER D2
Source: Baby FACES 2018 – D1.a
D2.
Would you estimate that more than 50 percent of the infants and toddlers at your center
are funded by an Early Head Start grant or EHS-CCP? Your best guess is fine.
YES, MORE THAN 50 PERCENT ARE EHS FUNDED ....................................... 1
NO, 50 PERCENT OR FEWER ARE EHS FUNDED ........................................... 0
DON’T KNOW ....................................................................................................... d
Source: Baby FACES 2018 – D2
D3.
Does your center serve infants and toddlers who are supported with subsidies for child
care, such as through the Child Care Development Fund or STATE TANF PROGRAM,
REFER TO NEXT PAGE?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
GO TO D6
DON’T KNOW ....................................................................................................... d
GO TO D6
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18
OMB DRAFT
STATE TANF PROGRAMS
Alabama
Family Assistance Program or
JOBS Program
Montana
Alaska
Alaska Temporary Assistance
Program
Nebraska
Aid to Dependent Children or
Employment First
Arizona
Cash Assistance
Nevada
NEON
Arkansas
Transitional Employment
Assistance
New Hampshire
Financial Assistance to Needy
Families
California
CalWORKs
New Jersey
Work First New Jersey
Colorado
Colorado Works
New Mexico
New Mexico Works
Connecticut
Temporary Family Assistance or
Jobs First Employment Services
New York
Temporary Assistance
Delaware
North Carolina
Work First
District of
Columbia
North Dakota
JOBS
Ohio
Ohio Works First
Florida
Temporary Cash Assistance
Georgia
Oklahoma
Hawaii
Oregon
Idaho
JOBS
Temporary Assistance For Families Pennsylvania
in Idaho
Illinois
Rhode Island
Rhode Island Works
Indiana
IMPACT
South Carolina
Iowa
Family Investment Program
South Dakota
Kansas
Successful Families Program
Tennessee
Families First
Kentucky
K-TAP or Kentucky Transitional
Assistance Program
Texas
Choices
Louisiana
Family Independence Temporary
Assistance Program or STEP
Program
Utah
Family Employment Program
Maine
ASPIRE
Vermont
Reach Up
Maryland
Temporary Cash Assistance
Virginia
VIEW
Massachusetts
Transitional Aid to Families with
Dependent Children or
Employment Services Program
Washington
Work First
Michigan
Family Independence Program or
PATH
West Virginia
West Virginia Works
Minnesota
Minnesota Family Investment
Program
Wisconsin
Wisconsin Works
Wyoming
POWER
Mississippi
Missouri
Temporary Assistance or Missouri
Work Assistance
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19
OMB DRAFT
IF CENTER RECEIVES ADDITIONAL SUBSIDIES (D3=1) ANSWER D4
Source: Baby FACES 2018 – D2a
D4.
Approximately what percentage of infants and toddlers in the center receive subsidies to
pay for their care?
Less than 25 percent?................................................................................................. 1
25 to 49 percent? ........................................................................................................ 2
50 to 74 percent? ........................................................................................................ 3
75 to 99 percent? ........................................................................................................ 4
100 percent? ............................................................................................................... 5
Don’t know/Can’t estimate .......................................................................................... d
IF DON’T KNOW/CAN’T ESTIMATE PERCENTAGE RECEIVING SUBSIDIES ANSWER D5
Source: Baby FACES 2018 – D2.b
D5.
Would you estimate that more than 50 percent of the infants and toddlers at your center
receive subsidies to pay for their care? Your best guess is fine.
YES, MORE THAN 50 PERCENT RECEIVE SUBSIDIES TO PAY FOR
CARE .................................................................................................................... 1
NO, 50 PERCENT OR FEWER RECEIVE SUBSIDIES ...................................... 0
DON’T KNOW ....................................................................................................... d
The next few questions are about staffing at your center.
Source: Adapted from Baby FACES 2009 – D3
D6.
How difficult is it for you to hire infant and toddler teachers whom you think of as highly
qualified to work in your Early Head Start center? Would you say…
Very difficult ........................................................................................................ 1
Somewhat difficult .............................................................................................. 2
Not too difficult, or .............................................................................................. 3 GO TO D8
Not at all difficult? ............................................................................................... 4 GO TO D8
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20
OMB DRAFT
Source: New Item – D5a
D8.
How many Early Head Start teachers (lead teachers, primary teachers and assistant
teachers) do you currently employ? Your best estimate is fine.
|
|
|
|
NUMBER OF EARLY HEAD START TEACHERS
Don’t know
Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
D9.
What percentage of your EHS teachers did your program have to replace at the start of the
program year because the teacher did not return after last year? (That is teachers that left
between program years.)
0 – No EHS teachers left between last program year and this program year ............ 0
1 to 5 percent .............................................................................................................. 1
6 to 10 percent ............................................................................................................ 2
11 to 20 percent .......................................................................................................... 3
21 to 50 percent .......................................................................................................... 4
More than 50 percent (51-100%) ................................................................................ 5
Don’t know .................................................................................................................. d
Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
D10.
And what percentage of your EHS teachers did you have to replace after the start of the
program year? (That is teachers that left during the current program year.)
0 – No teachers left during the current program year ................................................. 0
1 to 5 percent .............................................................................................................. 1
6 to 10 percent ............................................................................................................ 2
11 to 20 percent .......................................................................................................... 3
21 to 50 percent .......................................................................................................... 4
More than 50 percent (51-100%) ................................................................................ 5
Don’t know .................................................................................................................. d
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21
OMB DRAFT
ASK D11 IF ANYONE LEFT THE PROGRAM ((D9=1-5 OR D) OR (D10=1-5 OR D)):
Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
D11.
Please mark the primary three reasons that EHS teachers left your center.
SELECT UP TO
THREE REASONS
a. Transitioned to another position in your center or program
1
b. Pursue their education
2
c
3
Higher pay in an equivalent early childhood job at another center
d. Higher level early childhood position at another center
4
e. Better work hours in another job
5
f.
Transportation needs
6
g. Left early childhood field
7
h
Personal reasons
8
OTHER (SPECIFY)
9
_________________________________________________________
Don’t know why teachers left
d
Source: New Item – Adapted from the Migrant and Seasonal Head Start Study, 2017 (new)
D12.
What is your program doing or trying to do to reduce EHS teacher turnover?
SELECT ALL
THAT APPLY
a. Increasing teacher salaries and benefits
1
b. Hiring or recruiting more assistants or aides for EHS teachers
2
c
3
Providing more or better training or education
d. Providing more opportunities for career advancement
4
e. Providing better fringe benefits
5
f.
6
Giving teachers more say in choice of curriculum and planning activities
g. Providing EHS teachers with better materials or physical facilities
h
i.
7
Decreasing the number of child slots or hours of operations in order to
have more fiscal resources to provide teachers with higher salaries
and/or benefits
8
Increasing positive relationships at the centers
9
OTHER (SPECIFY)
10
_________________________________________________________
None of the above, no need to reduce teacher turnover
11
Don’t know what is being done to reduce teacher turnover
d
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22
OMB DRAFT
SECTION E. DEMOGRAPHICS
These last questions are about you.
Source: Adapted from Baby FACES 2009 – E1
E1.
Are you male or female?
Male....................................................................................................................... 1
Female .................................................................................................................. 2
Other ..................................................................................................................... 3
Source: OMB Guidance – E2
E2.
Are you of Hispanic, Latino/a, or Spanish origin? You may select one or more.
Select all that apply
Not of Hispanic, Latina/o, or Spanish origin .......................................................... 1
Mexican, Mexican American, Chicano/a ............................................................... 2
Puerto Rican ......................................................................................................... 3
Cuban .................................................................................................................... 4
Another Hispanic, Latino/a, or Spanish origin ....................................................... 5
Source: OMB Guidance – E3
E3.
What is your race? You may select one or more. Are you…
Select all that apply
White ..................................................................................................................... 1
Black or African American ..................................................................................... 2
American Indian or Alaska Native ......................................................................... 3
Asian ..................................................................................................................... 4
Native Hawaiian or Other Pacific Islander ............................................................ 5
Prepared by Mathematica Policy Research
23
OMB DRAFT
Source: Adapted from Baby FACES 2009 – E4
E4.
What is the highest level of school you have completed?
If you are still in school or no longer in school, please tell us about the last year of
schooling you finished.
Less than a high school diploma ........................................................................... 1
GO TO E5
High school diploma or equivalent ........................................................................ 2
GO TO E5
Some vocational/technical school, but no diploma ............................................... 3
GO TO E5
Vocational/technical diploma ................................................................................ 4
GO TO E5
Some college courses, but no degree .................................................................. 5
GO TO E5
Associate’s degree ................................................................................................ 6
GO TO E7
Bachelor’s degree ................................................................................................. 7
GO TO E7
Graduate or professional school, but no degree ................................................... 8
GO TO E7
Master’s degree (M.A., M.S.) ................................................................................ 9
GO TO E7
Doctorate degree (PH.D., ED.D.) .......................................................................... 10
GO TO E7
Professional degree after Bachelor’s degree (Medicine/MD; Dentistry/DDS;
Law/JD/LLB; etc.) .................................................................................................. 11
GO TO E7
IF LESS THAN AN ASSOCIATE’S DEGREE ANSWER E5 AND E6
Source: Adapted from Baby FACES 2009 – E5
E5.
Do you currently have either of the following credentials or certificates?
Select one per row
YES, I HAVE IT
AND IS
CURRENT
HAD IT BUT NOT
CURRENT
NO, I DON’T
HAVE IT
DON’T
KNOW
a. An Infant/Toddler Child Development
Associate (CDA) credential
1
2
0
d
b. Some other kind of CDA credential or state
awarded certificate/license
1
2
0
d
IF LESS THAN AN ASSOCIATE’S DEGREE ANSWER E6
Source: Adapted from Baby FACES 2018 – E5.1
E6.
Are you currently working toward an associate’s or a bachelor’s degree?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
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OMB DRAFT
IF AN ASSOCIATE’S DEGREE OR HIGHER ANSWER E7 AND E8
Source: Adapted from Baby FACES 2018 – E5.2
E7.
Is your degree in Early Childhood Education or a related field?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
IF AN ASSOCIATE’S DEGREE OR HIGHER ANSWER E8
Source: Source: Adapted from Baby FACES 2018 – E5a
E8.
Did your degree or graduate work include the study of or a focus on infants/toddler
development?
YES ....................................................................................................................... 1
NO ......................................................................................................................... 0
Source: Adapted from Baby FACES 2009 – E6
E9.
In total, how many years have you been working in Early Head Start?
IF LESS THAN ONE YEAR WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
|
|
NUMBER OF YEARS
Source: Adapted from Baby FACES 2009 – E7
E10.
In total, how many years have you been working in Early Head Start in this center?
IF LESS THAN ONE YEAR WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
|
|
NUMBER OF YEARS
The next few questions ask about your years being a director. We use the term “director” for
simplicity. If you have a different title, such as manager or coordinator, please answer about your
time in this position.
Source: Adapted from Baby FACES 2009 – E8
E11.
In total, how many years have you been the Early Head Start director at this center?
IF LESS THAN ONE YEAR WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
|
|
NUMBER OF YEARS
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25
OMB DRAFT
Source: Adapted from Baby FACES 2009 – E9
E12.
Before you became a director, how many years of experience did you have as a teacher or
home visitor in any Early Head Start program?
Please round your response to the nearest whole year.
IF LESS THAN ONE YEAR WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
|
|
NUMBER OF YEARS
Source: Adapted from Baby FACES 2009 – E10
E13.
In total, how many years have you been a director in any early childhood program? Please
include your time as the EHS director at this center.
Please round your response to the nearest whole year.
IF LESS THAN ONE YEAR WRITE IN ZERO. ROUND TO WHOLE NUMBERS
|
|
|
|
NUMBER OF YEARS
Thank you for taking the time to complete this survey. This information will help us better
understand the Early Head Start program services and the delivery of services to infants and
toddlers and families.
Prepared by Mathematica Policy Research
26
OMB DRAFT
| File Type | application/pdf |
| File Title | Baby FACES Spring 2017 Center Director |
| Subject | PAPI TO CATI |
| Author | MATHEMATICA |
| File Modified | 2020-02-21 |
| File Created | 2020-02-21 |