A head start teacher may be understood as an educator who offers his/ her services under the Head start development program for children from low-income households under the age of five. Teachers in this program usually need to focus on developmental outcomes in addition to other academically oriented goals.
What it takes to become a head start teacher- qualifications
Head start teachers may fall into two categories; they could be classroom teachers or mentor teachers. Classroom teachers are required by the US department of education to have an advanced degree in early childhood education. However, some exceptions can be made for those educators who may possess a degree in another field that is somewhat related to early childhood. Nonetheless, these individuals must possess a certificate awarded to them by the state. It is also possible for head start teachers to qualify for this position if they are in possession of a preschool certificate awarded by the state or if they have a child development associate credential. Besides these, a head start teacher may also be permitted to start teaching children if the individual demonstrates that he or she is working towards receiving a degree or a certificate in not less than six months after commencement of teaching. (Zigler, 2004)
Mentor teachers on the other hand are those individuals who are given the responsibility of improving the head start programming by guiding volunteers, by ensuring that career development is given precedence, by training staff, and carrying out other quality-related activities. Such positions are normally given to head start classroom teachers who have demonstrated sound experience in their respective fields.
Functions and responsibilities of the head start teacher
A head start teacher is expected to boost the intellectual and physical development of children. Here, the individual is supposed to teach them basic educational outcomes such as numeracy, use of language, literacy, print, and phonemic awareness. One is also expected to increase their knowledge of complex vocabulary, problem-solving, and enhance their love of books. This is largely the primary function of such a teacher and it can usually be taught from within the confines of the classroom but also outside when the concerned child is playing with others or at his home. These processes require a lot of teacher planning and effective delivery of the curriculum. It should be noted that not all head start teachers teach the same things as programs are varied. Nonetheless, at the end of their attendance, children need to be able to carry out most of the latter mentioned challenges. (Ellsworth & Lynda, 1998)
Head start teachers are also required to safeguard the health and nutrition of children within their classrooms. This implies that children must be taught basic issues concerning hygiene, nutrition, safety, and the like. Emotional and social development is also critical in their tasks as attendants fall within the age bracket of three years to five years. At that point in children’s lives, most of them are usually learning about their environment, about social etiquette, and about how to interact with another. A head start teacher needs to steer these children in the right direction. To foster these kinds of development, this educator is expected to work hand in hand with families or parents of children’s in one’s class. These teachers are expected to provide the necessary support to parents in maintaining a learning environment in their homes.
Challenges faced by head start teachers
Head start teachers work in a very complex environment. Most of them deal with low-income households. Consequently, the public tends to assume that these teachers also form similar backgrounds. In fact, many do not respect the profession. Head start teachers have to be so focused on the service they are offering in order to ignore the backlash and negative comments that their careers elicit. Many think of it as a last result that needs to be undertaken only when other teaching options do not exist. It should be noted that this common public perception is actually inaccurate. Head start teachers need not come from low-income backgrounds to teach children from such homes- and most are inspired to change underprivileged children’s lives.
Many parents tend to misunderstand the head start teacher. Most of them are aware that this is a government-led program and that it falls outside the conventional curriculum. Consequently, most parents do not take such teachers seriously. Therefore, communication between these two parties becomes a problem and makes the relationship between the two murky. A number of economically disadvantaged parents often assume that such teachers are merely doing a favor and that this is not a regular job. They, therefore, fail to treat these teachers with the same level of professionalism that other teachers warrant. For instance, a head start teacher may instruct a teacher to ensure that his child completes an assignment. However, such a parent may not even bother following through with what his child learned in school and this undermines the education process. Also, because of the low-income background of such parents, it is often difficult to ask them to pay fines for failing to pick up their children on time or any other such requirement. (Zigler, 2004)
The nature of environments that head starts operate in can also be quite problematic to such individuals. For instance, some parents may come from criminal backgrounds or they may be engaging in something illegal activities like drugs. This means that whatever such a teacher tries to achieve in the classroom will be immediately undermined when such children go back home. Sometimes, children end up being destructed in class due to these family concerns while others may be worried about the squabbles and constant lack of attention they receive from their parents. A headteacher must therefore be quite sensitive to such matters and act immediately. These educators must also be ready for the possibility of hostility between children, bullying, and other negative elements in the school environment. As soon as they realize that this is happening then they must intervene and stop it as it heavily impedes the process of learning. The major problem with this task is that sometimes teachers may be so busy handling class members that they may not notice a problem. Such circumstances arise when the concerned children have been introverted from the beginning and when they lack the ability to express their emotions openly. Teachers need to be sensitive to any small indications or warning signs. Consequently, they ought to employ some counseling skills – an element that may not be prevalent amongst all teaching professionals. (Ellsworth & Lynda, 1998)
Teachers must also contend with poor classroom attendance in the head start classroom. This may be caused by genuine inevitable concerns or irresponsibility by some parents. Some parents may be raising their children on their own and may find it difficult to juggle the time needed to collect their children from school and their work. Others often find it difficult to take their children to the head start program for half a day and then back to another caregiver afterward. Because of the expenses associated with these systems, some parents may be discouraged from enrolling their children in the programs. The latter educators, therefore, find it difficult to deliver results when attendance is haphazard.
Administrative issues handled by head start teachers
The head start program is subject to several changes by federal and state government stakeholders. Consequently, qualifications for becoming a head start teacher are frequently being revised. For example, recently, the government asserted that it is working towards increasing bachelors degree holders among head start teachers by 2013. This implies that some of them have had to go back to school and get this training. It has proven a difficult task as this takes time away from teaching and dealing with children. (Zigler, 2004)
Head start teaching is frequently placed under scrutiny. Teachers are expected to deliver curriculum outcomes besides catering to other concerns such as health, parental support as well nutrition. The major problem is that assessment of teaching effectiveness largely centers on academic performance yet other parameters are still included in the teaching curriculum of head start teachers. This undermines all the effort that they may have put in these other non academic areas. Also, some studies tend to show that the level of school readiness achieved through the head start program is not as effective or any different from conventional programs. Consequently, this demoralizes head start teachers who are judged harshly based on these findings yet some of them may not have been adjusted their research for positive biases.
Since the program is state sponsored, head start teachers need more support from the government especially owing to the fact that this is a profession like any other and it is in need of career development. The problem is that sometimes state efforts may not focus on this aspect and it may hinder development of head start teachers within the profession. The state frequently talks about improving the head start program through better quality teaching yet they expect head start teachers to meet these costs on their own. In close association with the latter concern is the fact that most initiatives are not spread equally across the entire state. Consequently, approaches to head start programs in various regions and states differ. Teachers can therefore find it difficult to move from one part of the country to another and still practice head start in the same form. This lack of organization in the program is exerting its toll on the way teaching is being carried out. (Ellsworth & Lynda, 1998)
How head start teachers teach
Teachers are required to make children feel as comfortable as possible. Consequently, if it is the first time for a child to enter the head start classroom then they must receive a warm welcome. They should then be given a sitting place and somewhere to place their items for the entire session. Children usually get involved in planning the day and this teaches them good time management skills. Afterwards, they are encouraged to follow those schedules in deciding what they would like to do first. Usually, these range from learning with blocks to art, science, dancing, coloring, playing house and many others. After completing one task, children are then expected to go to another. A head start teacher is supposed to take children through each of these activities. She coordinates them, introduces aspects of learning even when the activity seems like fun and also make inquiries concerning what has been understood.
As stated earlier, head start teachers are expected to teach children social and emotional development. These goals are best learnt at play time. Teachers are expected to make sure that children are playing in safe environments and that all playground equipment is in order. They need to ensure that in the event of bad weather, all children get back indoors. Indoor playing is also facilitated in these institutions and it is the duty of head start teachers to ensure that this is done accordingly. To achieve social and emotional development, teachers are also expected to teach children a series of personal hygiene strategies. For instance, prior to having meals, all children are required to wash their hand and after meals, they are expected to brush their teeth. Also when eating, children are given well balanced meals and taught the importance of consuming such meals. Those who choose to remain for afternoon sessions are given snacks; teachers need to ensure that these are healthy and clean. (Zigler, 2004)
Also, teachers need to analyze children’s background and ensure that everything is in order. In instances when they realize that there could be impending problems at home, them must meet with parents and discuss these issues. If it is found that parents may have a drug problem, then they are required to recommend help through counseling services for them. Teachers must also be sensitive to psychological problems that children could be undergoing such as having school phobia. Sometimes, children may fear attending head start school owing to bullying, peer rejection and the like. To this end, head start teachers need to be well versed with school phobia and should be able to detect it as soon as possible. Frequent communication between parents and children needs to be facilitated so that parents can take interest in their child’s learning and also so that most of them can fully understand what the problems surrounding their development actually entail.
Conclusion
Head start teaching is a unique type of teaching because there are several challenges that are the sole preserve of members of this teaching fraternity alone. Teachers are required to cope with frequent changes in training parameters while at the same time be able to observe emotional and social needs of the latter members.
References
Ellsworth, J. & Lynda, A. (1998). Critical views on the head start project. NY: SUNY press
Zigler, E. (2004). Head start debates. Baltimore: Brokes publishers