Getting Started
Understand the Purpose: Clarify why you are doing the self-study as this will help guide the focus and ensure that the process is meaningful for all involved. Teachers and administrators have different roles during the process, but each is important.
Gather tools and resources: Review the available resources and use them to explain each step, guide preparation, and help programs develop a thoughtful improvement plan. Whether your focus is program improvement, accreditation, or readiness for an official assessment, review the relevant assessment tools, such as the ITERS-3, ECERS-3, or SACERS-U, and highlight key items or areas that require clarification.
Educate and involve staff: Schedule time to discuss goals, provide resources and training, and encourage input from all staff members. Reflection should also focus on communication and collaboration—how the team works together and supports children and families.
The Self-Study Process
Self-study follows a clear order, but some steps may overlap. For example, you might start reflecting while you are still gathering information and that's okay! What matters most is staying thoughtful and focused as you move through the process.
Ask yourself:
- What is important to me as I think about my program, values, and priorities?
- Where and how do I spend most of my time during the day, and is this in line with my priorities?
- What option will I use to document my self-assessment?
Roles in practice:
- Administration: Introduce the process to staff and set expectations for the 3-month cycle. Provide staff with tools, resources, and initial information to get started.
- Staff: Complete the self-assessment document of choice.
Resources:
Video: Preparing for a Self-Study
Option 1: Complete a "Thinking More" worksheet for Language or Activities
Option 2: Use a past Outreach Assessment report to complete a guided self-assessment
**Documentation of this step is required to be submitted with the verification form at the end of the 3-month process.
Now that you have gathered data on your current program practices, it is time to reflect on your findings. Identify what is working well and areas where you would like to focus on changes or improvements. Consider where you or your team might benefit from additional training or support and explore ways to access those resources.
Ask yourself:
- What successes can I celebrate?
- What specific areas would I like to focus on during this self-study cycle?
- How will working on this imact my classroom?
- Where do I need additional training or support?
Roles in practice:
- Administration: Check in with staff about what they are choosing to focus on and compare their findings with the program’s Continuous Quality Improvement Plan (CQIP).
- Staff: Using the self-assessment tool, reflect on findings. Think about an area to focus on that will have an impact on the classroom.
During this step, focus on developing a plan of action based on the area(s) you have identified for improvement. This is a time for brainstorming and determining practical ways to implement meaningful changes. Be realistic about the number of tasks to plan for at the same time because some may be smaller and easier, while others may take more time.
Ask yourself:
- Does this focus area connect to what I noticed during the reflection step?
- What support, materials, or information will I need to get started?
- Is the plan realistic, considering my current time, resources, and support?
Roles in practice:
- Administration: Offer feedback and support as the staff begin to set goals and establish their plans.
- Staff: Draft 1-2 smart goals and gather necessary resources to prepare to implement your plan.
After identifying areas for improvement and developing an action plan, you've now reached the stage where it's time to put that plan into action. Implementation is the next critical step in driving meaningful change.
Ask yourself:
- What specific steps will I take to move forward, and how much time will each one require?
- What part of the plan worked, and which may need adjusting?
- What evidence shows growth or improvement?
Roles in practice:
- Administration: Hold check-in meetings to discuss outcomes.
- Staff: Carry out the plan and document observations. When complete, evaluate your plan of action for its effectiveness and success.
When this step is complete, go back to Self-Assessment and select a new area to focus on. Remember, self-study is a cycle so keep the momentum going!
Wrapping It All Up
Administrators when your staff have completed the action step and you have held the meetings to discuss their outcomes and next steps, ensure that you document all of the required information on the verification form linked below.
