Child Care Center Spotlight

The Process of Accreditation

Every December I get a little nostalgic about my job at Kinderplatz.  I started my job in December 1994 just before the holidays, so whenever another holiday season comes around it causes me to reflect on all of the years of my job.  I  think about all of the growth I have seen take place in Kinderplatz especially in the toddler program where I have been a teacher for the past 13 years.  This year has been one of the most meaningful years for me as the staff worked toward achieving national accreditation.   Accreditation is not something that is achieved in a short period of time.  It is a process that can take more than a year to complete.  Even though I have been through this process several times before,  this time was different.  The standards seemed much higher and as a staff we put a lot more work into meeting certain goals than we ever had before
 
In the fall of 2005 each classroom started evaluating their area.  In the toddler program when we went over the required criteria we were initially pleased to realize we were already meeting most of the criteria.  The most important component is interaction between the teachers and children and that is something we were already doing.  At first it seemed challenging to even think about the changes we would need to make.
 
In the summer of 2006 we started having frequent classroom meetings.  The two toddler rooms met together and decided the main goal we needed to focus on was bringing more culture into the classrooms.  We felt the best way to do this was by getting to know more about the families in our classroom.  We created a parent packet for families entering the toddler program. We included a parent survey so we could know more about the families.  We tried to incorporate music and language that reflected the children in our classroom.  Another way we tried to learn about families was through pictures.  We sent home a digital camera so people could take pictures of their child outside of daycare.  People took pictures of extended family such as grandparents, aunts, uncles, and cousins.  This has given the children a way to have something familiar to look at during the day and a way for us to learn more about the children and their families.
 
In the fall of 2006 we implemented tooth brushing into our daily routine.  At first this seemed like an entirely big deal. We wondered how we were going to fit it into our after lunch routine.  How would we possibly get all those teeth brushed on top of everything else that needed to be done?  We adjusted the routine as needed and soon it felt like something we had always done.
 
In 2007 we changed our way of lesson planning as we learned about the Creative Curriculum.  Each week we set individual goals for the children and based our activities on their needs, strengths, and interests.  The Creative Curriculum also includes formally assessing the children several times each year.  This has been another new criteria which took time for us to learn and implement. 
 
As we approached summer we knew that we would have to provide some sort of portfolio for accreditation, but didn’t know what it would entail.  We started taking pictures of everything we were doing; art activities, music time, children playing, etc.  Eventually we found out what was required.  I have to admit I was overwhelmed at first.  The portfolio needed to include evidence for a thick packet of criteria.  As teachers we needed to have evidence to prove that we were meeting each criteria.  Evidence includes, pictures, lesson plans, letters to families, etc.   Putting together the portfolio was one the biggest jobs I have had to do.  I haven’t worked so hard since college.  Yet in the end, once it was completed,  the portfolio has become a great source of pride for me.  It made me really stop and think about everything my co-worker and I were doing in our classroom. We couldn’t just say we were doing something in our room.  We had to prove it.
 
The last step in the accreditation process was preparing for the validation visit.  We spent a lot of time talking about what it would be like when the validator came.  And even though validator comes to observe a normal classroom where anything can happen  (The main thing he/she looks at is how the teachers react), I still found myself glad on some particularly crazy days.  I was glad he  wasn’t there to see the kids when they all decided to take their shirts off and run crazily around the room or stuffed paper towels in the children’s sink causing it to overflow.
 
Finally it was the big day.  I was confident, but nervous.  There was a beautiful sunrise that morning and as I looked at it while walking across the parking lot, somehow I knew that everything would go well. When I arrived at work I was told that my room would be observed that morning.  In many ways I was glad my room was chosen.  I wanted to show all the good things that had been accomplished.  Once the validator walked in the hour went fast.  I was glad that he had a smile on his face and I was proud for him to see our room in action.  It seemed unreal that something I had thought about for so long and played scenarios in my mind was actually taking place.  Then the observation was over.  I was actually disappointed he didn’t stay for our music time.  When he left the room he said, “You can relax now the observation is over”.
 
Wow! The observation was over.  The portfolio was complete.  After the entire visit was finished I had many mixed emotions; pride, happiness, and even a little boredom.  Suddenly I didn’t know what to do with myself.  I spent so much time working on my portfolio and preparing for the visit that it was hard to get back to my normal routine.
 
Now there are new goals to achieve.  Accreditation never really ends.  Teachers need to maintain the high standards and continue to set new goals.  There is always more to learn.  A good program continues to grow.   The accreditation process has helped me in achieving high goals for myself.  I have learned new things and in the end I am grateful to have gone through the process.

Janet Zarich
Toddler Coordinator

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