"The hardest part of my job is understanding how to support the staff. As a teacher, I know about children and families, but I had to take some courses about adult learning and motivation. My coach was a great help, too." – Disability services coordinator

This chapter is about your own learning needs. As a DSC, your work affects the whole Head Start program. You work with staff, families, community partners, and children with disabilities. To do your job well, you need many different skills. That is why it’s important to keep learning and growing in your role.

Key Ideas

• You need training and tools to keep learning and improving.
• Mentors can guide and support you.
• You can use videos, podcasts, and online groups to learn and connect with others.
• When you work on your own learning, you show other staff how important it is.
• Make a plan for your own learning.
• Think about what beliefs or ideas you bring to your job.

Training and Professional Development in Head Start Programs

Head Start programs follow federal standards to make sure staff are qualified and receive support in their roles. These rules are outlined in the Performance Standards at Human Resources Management, 45 CFR §1302 Subpart I and Program Management and Quality Improvement, 45 CFR §1302 Subpart J. 

Subpart I – Human Resources Management

This section explains how programs hire staff, ensure they meet qualifications, and provide ongoing training. Head Start programs prepare staff to support children and families effectively. This includes:

• Orientation for new staff, volunteers, and consultants to help them understand the program’s goals and operations.
• At least 15 hours of professional development each year for all staff.
• Training that earns academic credit when possible.
• Support for building skills in areas like child development, family engagement, and working with children with disabilities.

For DSCs

• If hired after Nov. 7, 2016, they must have a bachelor’s degree or higher.
• The degree should relate to the areas they manage (e.g., education, health, disabilities).
• If they also serve as education managers, they must meet the education requirements for that role too.

Subpart J – Program Management and Quality Improvement

This section ensures that programs have systems in place to manage and improve quality.

Programs must take a coordinated approach to professional development. This means:

• They plan training across different roles and departments.
• Staff development supports the program’s overall goals.
• Everyone works together to improve services for children with disabilities and their families.

Programs must also:

• Set clear goals for improvement.
• Use data and feedback to guide decisions.
• Align professional development with efforts to improve quality.

Planning for Professional Development

Professional development isn’t a one-time event. It’s ongoing and includes many different types of learning. As you plan your own growth, consider how partnerships can support your learning. They can also help you stay aligned with others in your program. Here are some key steps to consider:

• Train together. Look for opportunities to attend training with your partners. This helps everyone get the same information and stay on the same page.
• Use tools to reflect. Create checklists, surveys, or other tools to help you spot areas where you need to grow your knowledge or skills.
• Partner with colleges, universities, or training organizations that offer:
  • Courses for credit
  • Workshops or certifications
  • Career development opportunities for you and your team
• Connect with peers. Talk with other disability services professionals to share ideas, ask questions, and learn from each other’s experiences.

Building Your Own Support Network

As the DSC, you play a central role in connecting services for children with disabilities. 

You work with many people and systems — inside your program and out in the community. It can feel like your job never stops and that you're juggling a lot. That’s because you are!

That’s why it’s so important to build a strong support network. You don’t have to do this work alone.

Why Support Matters

• You can get advice and new ideas from others who understand your role.
• Technology makes it easier to connect with people across your state and even the country.
• Sharing experiences helps you feel supported and stay motivated.

Join the MyPeers Social Network

The Office of Head Start (OHS) offers a free social platform called MyPeers. It's the best place for early childhood professionals to brainstorm, exchange ideas, and share resources with colleagues from across the country. MyPeers features more than 40 communities for different roles, including the Head Start Disabilities Network.

In Head Start Disabilities Network community, you can:

• Ask questions, like what forms others use for screenings or referrals.
• Share your successes and challenges.
• Learn how others handle unique situations, like service animals or job descriptions.
• Get support from people who truly understand your work.

Creating Your Individualized Professional Development Plan

As a DSC, your role touches many areas — education, health, transportation, transitions, and more. To stay effective, you need to keep learning and growing. That’s where an Individualized Professional Development Plan (IPDP) comes in.

An IPDP is a written plan you create with your supervisor. It helps you set career goals and map out the steps to reach them. It’s based on self-reflection, feedback, and real job responsibilities.

Start with Reflection

Ask yourself:

• Do I feel confident in all areas of my job?
• How well do I understand the IDEA and the Head Start Program Performance Standards?
• Do I understand local IDEA requirements and processes?
• Are some working relationships easier than others? Why?
• If I supervise others, how do I rate my skills? What feedback have I received?

Use recent self-assessments, performance reviews, or even informal feedback to spot patterns. Look for both strengths and areas for growth.

Follow These Steps to Build Your Plan

1. Choose a realistic goal that fits your current role and future career path.
2. List the skills you need to reach that goal.
3. Create an action plan with clear steps.
4. Write down what you already know and what you still need to learn.
5. Identify resources and support — like mentors, courses, or coaching — and set a timeline.
6. Think about the impact: How will reaching this goal help you as a DSC? Will it boost your confidence, improve services, or strengthen your leadership?

Use the 70-20-10 Rule for Learning

Effective professional development often follows this model:

• 70% from hands-on experience (e.g., trying new strategies, leading projects)
• 20% from social learning (e.g., mentors, peer networks, coaching)
• 10% from formal training (e.g., workshops, college courses)

Keep Your Records Updated

As you grow professionally:

• Update your job description if your responsibilities change.
• Work with your supervisor and HR to make sure it reflects your current role.
• Keep track of courses, credits, and certifications you’ve earned.

Stay Curious

Professional growth is essential for everyone. Keep asking yourself: “What are my priorities for growth this year?” Stay open to learning and enjoy the process — it’s part of what makes your work meaningful and impactful.

Tips to Support Your Own Professional Development

Growing in your role as a DSC takes time, support, and planning. Here are some simple ways to build your skills and confidence:

Build Relationships in Your Program

• Get to know your program director and management team.
• Ask for feedback and support when you need it.

Use Technology to Learn

• Take part in online training at your own pace.
• Try tools like the Individualized Professional Development Portfolio (iPD) or Early Educator Central.

Find a Mentor

• Look for someone who has done a job like yours and can offer advice.
• A mentor can help you grow and celebrate your progress.

Be a Mentor

• Share your knowledge with another DSC.
• Teaching others helps you learn more, too.

Work with TTA Providers

• TTA providers can help you plan and improve your work.
• Ask your program director to connect you with local experts or your OHS Regional Office.

Join Professional Organizations

These groups offer training, networking, and helpful resources:

• Disability advocacy organizations
• Professional organizations in specialist disciplines such as early intervention, early childhood special education, and speech-language therapy
• National Head Start Association (NHSA)
• Child care resource and referral agencies

People Who Can Help You

• Program management staff
• Human resources (HR) staff
• Mental health consultant
• College or university faculty
• Special educators and early intervention providers
• TTA providers
• Other DSCs

Questions to Ask Yourself

• What do I do well?
• Where do I need to grow?
• Does my job description match what I actually do?
• Where do I want to be in one year? Three years? Five years?
• Who can help me think through these questions?

Scenario: Carla’s First Steps as a DSC

Carla just started her new job as a DSC at Community Action Head Start. She’s excited to use her experience as a Head Start teacher to help more children and families.

But after a few days of reading the Head Start Program Performance Standards and old policy manuals, Carla feels overwhelmed. She thinks, “There’s so much I don’t know. How can I support education staff who already know as much as I do?”

During her weekly meeting with her supervisor, Alicia, Carla shares her concerns. Alicia listens and helps Carla think through some important questions:

• What are my strengths?
• What can I share from my time as a classroom teacher?
• What parts of this job feel confusing or stressful?
• What topics about disabilities and inclusion do I want to learn more about?
• Where can I find helpful information —  books, websites, trainings, or people?

After talking it through, Carla feels more focused. She realizes she already has useful knowledge to share. She also picks three topics to explore this year:

• Embedded learning opportunities
• Strategies to support infants’ and toddlers’ social and emotional needs
• Updating the interagency MOU (Memorandum of Understanding)

Alicia reminds Carla that learning a new job takes time. Together, they create a plan with a timeline that feels manageable. Alicia also suggests Carla connect with Juan, the mental health consultant, for regular check-ins. Carla likes the idea of having someone to talk to and share ideas with.

By the end of the meeting, Carla feels lighter and more confident. She knows she still has a lot to learn — but she also has a lot to offer. She’s ready to grow and excited to get started in her new role!