A portfolio is a creative, living document that will include a variety of materials to reflect your professional experiences during the current school year. The reasons for creating the portfolio are threefold:

1. It gives you a chance to present a comprehensive collection of your work which will show what you have accomplished during the current work year
2. It gives you a chance to self-reflect by presenting a sort of autobiography of your year as well as your personal philosophy which will show your beliefs and attitudes in regards to your position in our agency
3. It gives you a chance to start the process of your Professional Development Plan through the creation of a portfolio

Strive to make your portfolio creative and attractive with written work that is clear, legible and descriptive. Strive to include artifacts (samples of your work) that document the best of what you have accomplished this year in your position. Each artifact that you choose must be accompanied by a written description of the sample (a brief statement which identifies, describes, and reflects on the importance of the sample chosen and what the employee learned from the experience). The portfolio needs to have three sections:

1. Background Information- Personal Resume (created by yourself); including copy of any licenses or certifications, Career Development Profile Form, and Personal statement regarding your philosophy and goals for yourself in your position.
2. Artifacts & Reflections- Documentation and samples of your work practices and experiences over the past year such as: letter written to staff or parents, something new developed by you for use in the agency, photographs representing the job you performed, example of an activity you directed/provided, resource list of new community/agency resources you have found, copies of plans, forms, etc. designed by you, photographs of drawings of enhancements made by you to your work environment, newsletter articles written by you, student/family work samples, honor or award documentation or certificates, documentation of a training you have given (listing of training, handouts, attendance list), list of professional organizations you belong to and your involvement with them this year, community service/volunteer activities, written reflections/journaling of how your year has gone, etc. These are all to be chosen by you and each accompanied with a written statement.
3. Professional Development- Copy of Staff continuing education record for the year (include any attendance certificates or other papers from teh trainings of importance to you), Evaluations or letters of recommendation, Individual Development Plan from past year with comment as to success in achieving the goals set, Individual Development Plan for this year.

Staff Above & Beyond Program:

All staff members may present to any other staff member an "Above and Beyond" certificate in recognition of staff behavior/services that have gone above and beyond their normal job duties on behalf of the agency. When staff members have accumulated the approved number of "Above and Beyond" certificates, they may be redeemed with the Director for a gift certificate. The following number of certificates are needed for redemption:

• Zion Early Learning Center Staff- 14
• Mt. Calvary Center Staff- 6
• Mosinee Center Staff- 6
• Depot Admin Center Staff- 8

Child Guidance Policy:

It is the goal of MCCDA- Head Start to create a positive environment conducive to the development of the social, emotional, and physical maturity of each child. Children will be guided to develop self-control, self-esteem, and respect for the rights and property of others through positive guidance techniques. Reasonable and fair limits of acceptable behavior are set and communicated clearly to the children. Please remember that guidance is not punishment. Rather it is helping children to learn acceptable behavior. When inappropriate behaviors arise, one of the following positive guidance strategies will be used:

1. Remove children from situations they cannot handle or indirectly change the situation
2. Redirect children's behavior
3. Provide opportunities for the child to express needs or feelings in personally and socially appropriate ways
4. Use of extinction (ignoring the behavior) when appropriate to do so
5. Letting children experience the consequences of their behavior when safe and appropriate to do so
6. Using time out (may not be used for a time longer than 5 minutse; only to be used to help the child regain control and composure- immediately continue with a positive guidance technique)

Severe Behavior and Discipline Policy:

Children with severe behavioral problems should have an equal opportunity to participate in and have access to a free appropriate education.

1. A child with a severe behavioral problem should have a Behavioral IEP written to address his/her needs. Once a child is identified in need of referral for an evaluation and Behavioral IEP, a parent conference with appropriate staff should be held to help determine the nature and extent of the child's behavior problems. Following this meeting, the teacher will consistently record behaviors on forms chosen by staff at conference. These records will be kept 3-4 weeks. A referral should then be made to appropriate staff for consultation and assistance in developing a behavior plan for the child.
2. The teacher is responsible for implementing the Behavioral IEP in the classroom
3. The Social Services Staff may be needed to assist/support the parents' efforts in implementing the behavior plan at home, to e consistent with school
4. When the plan is written, a date will be set to review the Behavioral IEP after a trial implementation of the plan. IEP reviews can be held on a pre-arranged schedule or requested at any time prior to the review schedule

Teacher Home Visit Procedures:

• During the first weeks of August, the teacher will be responsible for an initial contact visit with each child and family new to their classroom. During this contact time the teacher will explain the routine and procedures of their individual classroom. The teacher may choose to take a picture of the child and/or family to display in the classroom. The teacher will answer questions the parents may have regarding their child and enrollment in the Head Start program. The teacher will complete the ASQ screening survey which will be signed and dated by the parents when completed. If a child/family are accepted for enrollment after the beginning of the school year, the teacher shall make a home visit before the child is scheduled to begin classes at the Head Start Center.
• Within the first 45 days of classroom attendance the teacher needs to complete the AEPS Child Assessment and Evaluation survey booklet provided by teh program for each child. The teacher will then share the results of this assessment, along with anecdotal records, at the October parent conference. If the parent does not attend a conference the teacher will share this information at the first home visit. The visits will take place in November and December for children beginning the school year in September and before the end of the first 45 days of classroom attendance for children starting after this.
• During the first home visit the teacher will share any concerns relating to the child's classroom experience and listen to any concerns the parents may have. The teacher will use this visit to explain the importance of play in their child's development and will share several activities with the parents to enhance their ability to play with their children appropriately at home. The teacher shall record notes on the home visit report form. An offer of a copy of the report shall be made to the parents. The original report shall be turned in to the Education/Disabilities Specialist who will forward it to the Central Office for the Director's review and filing in the child's file.
• A second home visit shall be made by the teacher during the months of March and April. The teacher will again share the end of the year AEPS child assessment with the parents who were not in attendance at the Spring parent conference. The teacher will share the growth and development of their child, as well as, suggest ways for the parents to continue developmentally appropriate activities with their child throughout the summer vacation. Information on transitioning their child to kindergarten shall be provided to those whose children will be turning five years of age by September 1. The parents' signature will be obtained on the assessment report form and the home visit report form. Copies of both shall be given to the parents and the originals placed in the child's file in the central office.

Home visits are not a job requirement of the Teacher Assistants. They are to complete prep work and shopping that the teacher cannot do while spending time on home visits. Home visits are a federal requirement of the Performance Standards of Head Start. If parents are not home at the scheduled time, you need to reschedule. There needs to be documentation of three physical attempts (phone calls are NOT physical attempts) to do a home visit. The home visit can be scheduled at a neutral place if the parent prefers.

** For more information on Staff Policies and Procedures, please view the Staff Handbook.