This page contains a Flash digital edition of a book.
1:30 p.m. – 2:30 p.m.


Taking (Employee) Performance Management to the Next Level


CEU CODE: 478 CEU CREDIT: 0.1 LOCATION: Promenade 104 C


Head Start managers spend the majority of time on employee issues. This session will focus on the core elements of performance management, from both compliance and effectiveness perspectives. Learn the basics of goal setting and coaching and why they are critical to performance. Find out what requirements you must follow when it comes to new and tenured employees and how to take evaluations to the next level. Also see what some of the newest and best HR software can do to help manage the process.


Participants will…


• Understand performance management as an integrated process.


• Learn how to be in compliance with federal rule, and take appraisals to the next level.


• Learn how to set effective goals, coach to goals, and deal with performance issues.


Shelly Schwane Consultant Wipfli LLP


sschwane@wipfli.com


The CLASS Measure: Infants, Toddlers, and Effective Interactions


CEU CODE: 460 CEU CREDIT: 0.1 LOCATION: Promenade 104 B


Learn how the Infant and Toddler CLASS measures align with children’s typical developmental stages, explore videos illustrating the similarities and differences of these two measures, and find practical solutions for using both in classrooms serving infants and toddlers. Ideal for Early Head Start and QRIS policy makers, teachers, and care providers who are new to the Infant and Toddler CLASS measures, this session is provided by Teachstone, authorized providers of the CLASS system.


Participants will…


• Explore foundational attachment theory and how it relates to effective provider-child inter- actions and understand typical stages of infant and toddler development.


• Explore similarities and differences between the Infant and Toddler CLASS measures and observe classrooms using components of each tool.


• Understand recommended protocol for using two measures in one classroom and discuss advantages and disadvantages of each model.


Rebecca Berlin CSO Teachstone rebecca.berlin@teachstone.org


The Connect Initiative – A Call to Action


CEU CODE: CA 378 CEU CREDIT: 0.1 LOCATION: Promenade 101 B


Our alumni are a vital part of the Head Start impact story, and finding them requires strong recruitment strategies. Our alumni may not know how to find us, so we need to find them and make it easy for them to re-engage. This work- shop provides attendees with an intro-duction to NHSA's new Connect Initiative and the knowledge and skills to recruit for Head Start alumni, and friends, utilizing four engagement


162 National Head Start Association


strategies: Spread the Word - Advocate - Volunteer - Donate.


Participants will…


• Acquire effective recruitment tools. • Learn how to engage and retain alumni. • Be able to generate excitement about the alumni initiative in lead up to the 50th Start anniversary.


Caroline Adams


Alumni Advocacy Associate National Head Start Association cadams@nhsa.org


Head


APRIL/MAY 2014


THURSDAY1:30 p.m. – 2:30 p.m.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184  |  Page 185  |  Page 186  |  Page 187  |  Page 188  |  Page 189  |  Page 190  |  Page 191  |  Page 192