Guiding and Preparing Staff in

the Mississippi Delta: Empowering One Child At a Time

Kimberly Triplett, Ph.D.Field Supervisor/Training Coordinator of

Mississippi Delta Initiatives

Early Childhood Institute Mississippi State University

Mississippi Delta

Mississippi Delta Famous for

Blues legend B. B. King Football great Archie Manning Civil rights leader and advocate Fannie Lou Hamer Extraordinary actor Morgan Freeman The Muppets creator Jim Henson Soul singer Sam Cooke

Famous for One of the highest crime rates in the state Extensive drug and alcohol abuse issues Alarming, increasing rates of teenage pregnancy Poor economic development Devastation number of young children living in poverty and

their families’ struggle to overcome everyday hardships

Mississippi Delta InitiativesSisterhood program

Maternal Infant Health Outreach Worker project (MIHOW)

Delta Promise School

Mississippi Delta Early Learning Corps

MDELC’s PurposeProvide guidance to

teachers of infants and toddlers

Offer on-site education to teachers

Improve the quality of educational services

Raise the caliber of the overall education of participating teachers

MDELC’s GoalsImprove the quality of early care and education for infants and toddlers so participating children will be more likely to be successful when entering public school

To build capacity of non-traditional infant and toddler providers that serve low-income children

MDELC’s ObjectivesRecruiting participants

Providing support and education information

Promoting employment in the state’s technical assistance unit

Training TopicsProfessionalism

Brain development

Best practices and developmental milestones for infants and toddlers

Diversity and culture of child care in the Mississippi Delta

Right from Birth

Infant Toddler Environmental Rating Scale-Revised

Infant/toddler early learning guidelines

MDELC’s ImplicationsLocal level: More jobs for an

underutilized segment of the workforce in an economically depression region of the state

Local level: Quality of care and care in education to support attempts of measurable improvements in terms of teachers’ perceptions and implementation of quality care and improved environmental and children’s outcomes

MDELC’s ImplicationsState level: Another career path for non-

traditional workers

State level: Another technical assistant model being utilized as a vital element in the professional development of infant/toddler providers

Federal level: Program worth replication to improve education and training of infant/toddler providers and to provide employment opportunities

Program EvaluationDistributing routine feedback forms

Providing multiple, on-site evaluations of the trainees during field experiences

Completing the 12-month, 32 hours-a-week training course

Reviewing attendance records

Being awarded the Child Development Associate (CDA) credential

Project Growth and AssessmentAnother training program is currently

being funded by the W. K. Kellogg Foundation.

Technicians’ (graduates of the training program) project of working on-site and modeling best practices to infant/toddler providers is funded by the Mississippi Department of Health.

Observation Checklist for Technical Assistant Trainees

The following criteria will be used to assess all TA observations:

(-) needs improvements (+) satisfactory (++) excellence

Observer: Kimberly Triplett TA Trainee: TB Date of Observation: February 16, 2010 Center/Classroom: LALL/Toddler

Score Performance Measure Comments++ Trainee and teacher have established a

relationship that encourages various opportunities for learning to occur.

It was quite evident that the teacher wanted the Trainee to do well; she was very supportive of all of his efforts. The worked extremely well together.

+ Trainee makes an effort to implement correct sanitation practices (e.g. hand washing, toileting, diapering, etc.).

Children’s runny noses were consistently not cleaned; Trainee used sanitizer instead of washing his hands.

+ Trainee is actively engaged in daily activities that take place within the classroom (e.g. interacting with children, sitting at children’s eye level, interacting during learning centers, etc.).

The Trainee did an excellent job of interacting and talking with the children. Trainee did not sit on the floor while the children were playing.

+ Trainee assists teacher with daily classroom duties (e.g. preparing for meals, organization of classroom materials, daily chores, etc.)

The Trainee does not have any problems with assuming duties in the classroom. He just needs to be reminded that he is a “living model” of best practices for infant and toddler teachers.

ITERS-R Summary ReportFacility: TVCL

Address: Greenville, MS

County: Washington

Pre Test Date: 3.17.09

Post Test Date: 2.5.10

Pre Scores Post Scores Space and Furnishings Score of 2.20

Space and Furnishings Score of 3.00

Personal Care Routines Score of 1.67

Personal Care Routines Score of 2.67

Listening and Talking Score of 1.67

Listening and Talking Score of 3.00

Activities Score of 1.70

Activities Score of 2.70

Interaction Score of 2.50

Interaction Score of 3.50

Program Structure Score of 1.00

Program Structure Score of 3.67

Parents and Staff Score NA

Parents and Staff Score NA

Overall Score of 1.81

Overall Score of 2.97