This list is limited to staff of OHSA member programs. If you wish to subscribe, you must use an email address from a member program.
Great resource on ECLKC.
The Basic Family Services Credential develop family service workers’ skills in twelve competency areas, including partnering with families, implementing the family goal setting process, developing parent involvement in child development and program governance, and providing family support in all service delivery areas. Each competency area corresponds to a component of the Head Start Program Performance Standards.
Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook. The authors tell what they know in plain language, succinctly presented in short chapters with practical suggestions for states, districts, and schools. The vignettes in the Handbook provide vivid pictures of the real life of parents, teachers, and kids.
Great resource for families, including information on preparing for IEP meetings.
Valuable parenting resources from the CDC.
Explore the nine relationship-based competencies for working with families. Use this resource to complete professional development exercises. The self-assessment tools for staff and supervisors can be used during reflective supervision.
Review this guide on strength-based attitudes and relationship-based practices. It offers definitions, tools, and resources for reflective practice and supervision. Find out why they are essential to making progress toward positive outcomes for families and children.
Use this guide to help make father engagement live and breathe in every aspect of your program. It includes a toolkit for self-assessment and creating action plans.
Over the past several years, the Massachusetts Head Start State Collaboration Office contributed funding for the development of the Financial Education Toolkit, originally developed by the Massachusetts Association for Community Action (MASSCAP), in partnership with the Massachusetts Department of Housing and Community Development (DHCD) and the Institute on Assets and Social Policy at Brandeis University. This year, everyone can access the Financial Education Course through an online course. The Financial Education Toolkit provides resources and guidance on specific financial issues and problems, to be used with families on a one-on-one basis, in small groups or in a classroom setting; the training is designed for early childhood teachers and family service staff.
Welcome to Achieve OnDemand - online professional development made by and for home visitors. Achieve OnDemand is a comprehensive resource for home visitors and supervisors nationwide. Build upon your basic training with supplemental training applicable across all national program models. Achieve OnDemand leverages our 30 years of experience in home visiting. It's on your terms: anytime, anywhere, on any device.
Explore this collection of evidence-based parenting interventions for programs, states, and child care network leaders. It includes all the information you need to make choices about parenting interventions you can implement in your program.
New customers who qualify for Lifeline Assistance will receive a FREE phone, 500 FREE minutes for the first 4 months and Unlimited FREE text messages each month. After 4 months, you get 350 FREE Voice Minutes each month. You will continue to receive UNLIMITED FREE texts each month for as long as you are eligible.
Every school district in Oregon has at least one designated Homeless Student Liaison to provide direct assistance to homeless families and unaccompanied youths to access and achieve in school. To reach a district liaison, contact the district’s administrative office, or the state Homeless Education Program office.
E-Resource Flash | Issue No. 6
The Fatherhood Connection E-Resource Flash offers early childhood professionals practical information to enhance father engagement. This month, we discuss the importance of supporting the father-child relationship and some best practices for program staff.
Encouraging Strong Father-Child Relationships
An adult holds a child over a sink to wash hands
As their children grow and become individuals, each father engages in a process of affirming himself as a parent. This is based on his culture, family, and his own feelings and instincts. For early childhood professionals, observing human growth and development is part of what makes father engagement work exciting. It is rewarding to get to know fathers and support their journeys as parents. However, you may encounter differences in your expectations of each other.
Early childhood programs support the relationship between children and their families. The father-child relationship holds a special significance for program staff. For this reason, staff who work directly with children and families will want to reflect carefully about each father and honor his background and perspective about parenting. For example, a father's view of his role as a parent may be different from that of the provider's, or even that of the mother's. In different cultures, the roles fathers play in nurturing young children vary.
When a provider’s and father’s views about how fathers should parent differ, providers can use the occasion to step back and carefully consider the father’s perspective. Reflection and awareness can turn what may seem like a challenge into an opportunity to talk with a father about his relationship with his child. What comes out of these conversations can give providers the information they need to better support the father and child in a way that honors his approach to parenting.
A counselor talks with a mother at home
Example: Jay is 18 months old. His teacher, Mariana, is worried about the relationship Jay has with his father. She takes the opportunity in reflective supervision to talk with her director, Julia, about her concerns.
Mariana: Jay's dad just doesn't seem that nurturing. When I tell him what Jay did that day, like used a new word in his home language, he seems uninterested.
Julia: It sounds like you are worried that Jay's dad is not interested in what Jay is up to during the day.
As they continue to talk, Mariana begins to realize that she is seeing Jay's father as very different from her own father. Her father was the primary caregiver for Mariana and her siblings while her mother was working. She realizes that within Jay's family, his father may play a different role. She finds that, when she can think about this with an open mind, she can truly see that Jay's father is in the process of becoming the kind of father he believes will be best for his child.
In order to partner with fathers, staff must be willing to recognize when their own beliefs and backgrounds are forming their expectations, and then learn how to let those go. The reflective process of understanding one's beliefs and learning to respond to fathers in a different way takes time. The following strategies can support this process:
Reflect with a supervisor. Meet with your supervisor regularly to reflect on your experiences and to develop a greater awareness and understanding of how your experiences affect your work.
Learn about the many ways that men approach their role as fathers. Observe fathers interacting with their children. Use this information to engage fathers in conversation to learn more about how they parent.
Self-reflect. Check in with yourself often. For example, does something feel "off" in a way you cannot describe? Could your feeling be a cultural disconnect? Take a moment to think about where your feelings and ideas come from and how your experiences might differ from someone else's.
Look for strengths. Find ways to genuinely appreciate the way that fathers interact with their children.
Watch the Fatherhood Connection Webinar Series On-Demand
Learn how engaging fathers promotes children's learning and development and strengthens the parent-child relationship.