Family Educator and Home Base Teacher Training Program
The purpose of the Family Educator and Home Base Teacher Training Program is to assist family educators and home base teachers in obtaining the necessary skills to be effective educators. Family educators are required to go into different home and public environments and educate parents on how to provide early childhood education to their three to five year olds and other topics requested by parents. This training will educate and give informative tips to help family educators and home base teachers to provide a quality educational foundation for families and their children. This quality education will assist families in preparing their children for center base or public schools learning environments. Family educators and home base teachers are more than educators to their families. This training will equip them to effectively be the case managers; advocators, educators, and/or a knowledgeable resource for each of their twelve families are in need of. Family educators and home base teachers are required to take this 20 hour training before they are qualified to conduct any type of home visit or socialization for their families.
Goals
· Equip family educators and home base teaches with skills necessary to educate in various environments.
· To guide family educators and home base teachers on how to provide effective home visits.
· To assist families in providing quality early education to their children.
· Teach family educators and home base teachers how to be a case manager, educator, and resource for their families.
· Teacher family educators and home base teachers on how to individualize lessons plans in accordance to child’s abilities.
· Teach family educators and home base teachers on how to pick effective manipulatives that will encourage and stimulate learning by parents and children and assist in lessons
Objectives
· To ensure that each family is provided with quality treatment and education.
· Provide families with early childhood education to equip their children with kindergarten readiness skills.
· To continually provide informative information and connect families with necessary resources to enrich their daily lives.
· Assist families in creating structured learning environments to help their children be productive.
Part II - Needs Analysis
“Children taught at an early age usually benefit in the following ways: improved social skills, less or no need for special education instruction during subsequent school years, better grades, and enhanced attention spans. Likewise, some researchers have concluded that young children enrolled in pre-school programs usually graduate from high school, attend college, have fewer behavioral problems, and do not become involved with crime in their adolescent and young adult years,” (What Is So Important About Early Childhood Education?, 2013, p. 1).
The Family Educators and Home Base Training Program have been established for Chambers and Liberty County. “A lack of high-quality early childhood experiences is linked to failure to read at grade level by the end of third grade — a strong predictor of becoming a high school dropout.34. Only 29% of third graders, 26% of fourth graders, and 37% of eight graders passed the state mandated STARR Reading test in 2014,” (Children Health Snapshot, 2014). This is, approximately, less than 10 to 12 percent of the state overall average. There is, approximately, 31.4% births to teen mothers ages 15-17 years of age. This is in comparison to 33.5% teen age births in the state of Texas. These two counties represent approximately 40% of children living in poverty in the state of Texas. There are 30% of child abuse victims residing in these two counties. (Children Health Snapshot, 2014, p. 5).
Early childhood education assist child in developing their cognitive, social and emotional development, which ensures long term positive results. Individuals will have the potential of increasing lifelong early ability; have a better academic outcome, lower teen pregnancy rate, reduce incarnation percentages, and improve parent ability to obtain and maintain profitable job and career status. Early childhood education is essential to the success of future generations and their abilities to be equipped to support and provide support for those who will come after them.
The above numbers are devastating, which should not be ignored. By educating the parents on how to be an effective parent; who in turn will provide their children with a solid educational foundation, will benefit the family as a whole.
The three techniques that will be used to determine the need of the training: social indicators, questionnaires, and observations. The above numbers are social indicators of how the area is in need of education and how early childhood education can benefit the area. Questionnaires will be given to clients at the WIC department, Health and Human Services and the elementary school. MET Headstart focuses on low income families because they are not able to provide the same educational foundation for their children. The questionnaires will focus on if the program will be embraced by these families. Observations will be done in kindergarten classrooms in the area. This will be done to test the theory that children with early childhood foundation are better prepared for school and are better equipped to handle social interaction.
Part III - Budget
Expenses Amount
Personnel $500.00
Fringe Benefits $250.00
External Staff $750.00
Materials $175.00
Technical Support $200.00
Equipment $800.00
Travel $100.00
Facilities $200.00
Supplies $250.00
Miscellaneous $150.00
Total Expenses $3375.00
Revenue
Donations $950.00
Grants $1750.00
Government $750.00
Miscellaneous $200.00
Total Revenue $3600.00
-$3375.00 (Expenses)
(275.00) below budget
Part IV - Staffing Plan (Family Educator & Home Base Teacher Job Description)
· Provide child development services.
· Provide social services.
· Provide health services.
· Provide parent involvement services to families including home visits, socializations, advocacy and crisis intervention in accordance with federal, state, and program guidelines.
· Effectively implement the Early Head Start home base curriculum.
· Strong desires to succeed.
· Patient, able to resolve conflicts, gentle, loving, kind, creative, and resourceful.
· Detail and multi-task orientation. Excellent organizational, interpersonal, and written/verbal communication skills.
· Must be able to cope well with stress.
· Time spent in strenuous physical activity, lifting up to 50 lbs.
· Experience in early childhood, social services, or a family support program.
· Demonstrated experience providing parent education to families.
· Knowledge of community resources.
· Must have previous experience working with young children in a formal setting.
· Preferred candidate will have either a Child Development Associate Credential in infant and toddler development.
· Bi-lingual English/Spanish speaking a plus.
A family educator and/or home base teacher is needed for every MET Early Head Start and MET Head Start Center in the Gulf Coast area, (11 centers in all). It is for a nine month for MET Head Start and 11 month MET Early Head Start centers.
Internal Resources:
· Lesson Plans and Parent Handouts (Born to Learn Curriculum)
· Educational Periodicals
· Educational Manipulatives
· Electronics (Laptop, tablet, cd player, DVR player, and radio)
· Puzzles
· Games
· Books (Lending Library)
· Educated Professionals
External Resources:
· Public Facilities for Socializations (libraries, parks, museums, etc.)
· Community and Available Community Resources
· Professionals
· Parents and/or Families
· Feedback
· Government Assistance
Additional Resources would include more available money to provide year round services. Additional materials, supplies, facilities, professionals in education field are also needed.
Strategies to fill resource gap:
· Partnerships – more community partners can assist organization meet the need of providing year round services.
· Technology – being able to equip families with needed technological resources is important to assisting the organization’s future growth.
· Talent – more qualified employees to fill current and future positions.
· Information – a better system of getting feedback and quicker turnaround time.
Staff Performance Evaluations can be done online, by families, and in center, by center director. Families will give feedback on how a family educator or home base teacher is performing their job in their homes. Center director will be looking at complete a performance review summary form. The areas focused on will be achievements, services and relationships, accountability and dependability, adaptability and flexibility, and decision making and problem solving.
Part V – Stakeholders and Goals
Families
Organization partners with families by setting, maintaining, and completing educational goals for child and family goals for whole family.
Organization builds support by assisting families in locating resources, providing resources, and the meeting their goals.
Community
Organization partners with community to assist in providing early childhood education and provide resources to families.
Become more visible. Allow community to take tours of organization. This will allow them to see what goes on and how the organization can help the community as a whole.
Board
Organization must partner with board so they can see how needed the organization is to the community.
There should be appreciation shown to the board. They have the power the power change organization.
Employees
Their economic well-being is affected by organization’s success. Employees should be listened to and taken seriously, which will create loyalty to the organization.
Show appreciation to employees by hosting appreciation lunches and company outings.
Federal Government
Request funding that will assist organization is meeting the needs of the community.
Send information to explain how organization has helped community and families with funds.
Part VI – Communication Plan
The purpose of the Family Educator and Home Base Teacher Training Program is to assist family educators and home base teachers in obtaining the necessary skills to be effective educators. Family educators are required to go into different home and public environments and educate parents on how to provide early childhood education to their three to five year olds and other topics requested by parents. This training will educate and give informative tips to help family educators and home base teachers to provide a quality educational foundation for families and their children. This quality education will assist families in preparing their children for center base or public schools learning environments. Family educators and home base teachers are more than educators to their families. This training will equip them to effectively be the case managers; advocators, educators, and/or a knowledgeable resource for each of their twelve families are in need of. Family educators and home base teachers are required to take this 20 hour training before they are qualified to conduct any type of home visit or socialization for their families.
Goals
· Equip family educators and home base teaches with skills necessary to educate in various environments.
· To guide family educators and home base teachers on how to provide effective home visits.
· To assist families in providing quality early education to their children.
· Teach family educators and home base teachers how to be a case manager, educator, and resource for their families.
· Teacher family educators and home base teachers on how to individualize lessons plans in accordance to child’s abilities.
· Teach family educators and home base teachers on how to pick effective manipulatives that will encourage and stimulate learning by parents and children and assist in lessons
Objectives
· To ensure that each family is provided with quality treatment and education.
· Provide families with early childhood education to equip their children with kindergarten readiness skills.
· To continually provide informative information and connect families with necessary resources to enrich their daily lives.
· Assist families in creating structured learning environments to help their children be productive.
Part II - Needs Analysis
“Children taught at an early age usually benefit in the following ways: improved social skills, less or no need for special education instruction during subsequent school years, better grades, and enhanced attention spans. Likewise, some researchers have concluded that young children enrolled in pre-school programs usually graduate from high school, attend college, have fewer behavioral problems, and do not become involved with crime in their adolescent and young adult years,” (What Is So Important About Early Childhood Education?, 2013, p. 1).
The Family Educators and Home Base Training Program have been established for Chambers and Liberty County. “A lack of high-quality early childhood experiences is linked to failure to read at grade level by the end of third grade — a strong predictor of becoming a high school dropout.34. Only 29% of third graders, 26% of fourth graders, and 37% of eight graders passed the state mandated STARR Reading test in 2014,” (Children Health Snapshot, 2014). This is, approximately, less than 10 to 12 percent of the state overall average. There is, approximately, 31.4% births to teen mothers ages 15-17 years of age. This is in comparison to 33.5% teen age births in the state of Texas. These two counties represent approximately 40% of children living in poverty in the state of Texas. There are 30% of child abuse victims residing in these two counties. (Children Health Snapshot, 2014, p. 5).
Early childhood education assist child in developing their cognitive, social and emotional development, which ensures long term positive results. Individuals will have the potential of increasing lifelong early ability; have a better academic outcome, lower teen pregnancy rate, reduce incarnation percentages, and improve parent ability to obtain and maintain profitable job and career status. Early childhood education is essential to the success of future generations and their abilities to be equipped to support and provide support for those who will come after them.
The above numbers are devastating, which should not be ignored. By educating the parents on how to be an effective parent; who in turn will provide their children with a solid educational foundation, will benefit the family as a whole.
The three techniques that will be used to determine the need of the training: social indicators, questionnaires, and observations. The above numbers are social indicators of how the area is in need of education and how early childhood education can benefit the area. Questionnaires will be given to clients at the WIC department, Health and Human Services and the elementary school. MET Headstart focuses on low income families because they are not able to provide the same educational foundation for their children. The questionnaires will focus on if the program will be embraced by these families. Observations will be done in kindergarten classrooms in the area. This will be done to test the theory that children with early childhood foundation are better prepared for school and are better equipped to handle social interaction.
Part III - Budget
Expenses Amount
Personnel $500.00
Fringe Benefits $250.00
External Staff $750.00
Materials $175.00
Technical Support $200.00
Equipment $800.00
Travel $100.00
Facilities $200.00
Supplies $250.00
Miscellaneous $150.00
Total Expenses $3375.00
Revenue
Donations $950.00
Grants $1750.00
Government $750.00
Miscellaneous $200.00
Total Revenue $3600.00
-$3375.00 (Expenses)
(275.00) below budget
Part IV - Staffing Plan (Family Educator & Home Base Teacher Job Description)
· Provide child development services.
· Provide social services.
· Provide health services.
· Provide parent involvement services to families including home visits, socializations, advocacy and crisis intervention in accordance with federal, state, and program guidelines.
· Effectively implement the Early Head Start home base curriculum.
· Strong desires to succeed.
· Patient, able to resolve conflicts, gentle, loving, kind, creative, and resourceful.
· Detail and multi-task orientation. Excellent organizational, interpersonal, and written/verbal communication skills.
· Must be able to cope well with stress.
· Time spent in strenuous physical activity, lifting up to 50 lbs.
· Experience in early childhood, social services, or a family support program.
· Demonstrated experience providing parent education to families.
· Knowledge of community resources.
· Must have previous experience working with young children in a formal setting.
· Preferred candidate will have either a Child Development Associate Credential in infant and toddler development.
· Bi-lingual English/Spanish speaking a plus.
A family educator and/or home base teacher is needed for every MET Early Head Start and MET Head Start Center in the Gulf Coast area, (11 centers in all). It is for a nine month for MET Head Start and 11 month MET Early Head Start centers.
Internal Resources:
· Lesson Plans and Parent Handouts (Born to Learn Curriculum)
· Educational Periodicals
· Educational Manipulatives
· Electronics (Laptop, tablet, cd player, DVR player, and radio)
· Puzzles
· Games
· Books (Lending Library)
· Educated Professionals
External Resources:
· Public Facilities for Socializations (libraries, parks, museums, etc.)
· Community and Available Community Resources
· Professionals
· Parents and/or Families
· Feedback
· Government Assistance
Additional Resources would include more available money to provide year round services. Additional materials, supplies, facilities, professionals in education field are also needed.
Strategies to fill resource gap:
· Partnerships – more community partners can assist organization meet the need of providing year round services.
· Technology – being able to equip families with needed technological resources is important to assisting the organization’s future growth.
· Talent – more qualified employees to fill current and future positions.
· Information – a better system of getting feedback and quicker turnaround time.
Staff Performance Evaluations can be done online, by families, and in center, by center director. Families will give feedback on how a family educator or home base teacher is performing their job in their homes. Center director will be looking at complete a performance review summary form. The areas focused on will be achievements, services and relationships, accountability and dependability, adaptability and flexibility, and decision making and problem solving.
Part V – Stakeholders and Goals
Families
Organization partners with families by setting, maintaining, and completing educational goals for child and family goals for whole family.
Organization builds support by assisting families in locating resources, providing resources, and the meeting their goals.
Community
Organization partners with community to assist in providing early childhood education and provide resources to families.
Become more visible. Allow community to take tours of organization. This will allow them to see what goes on and how the organization can help the community as a whole.
Board
Organization must partner with board so they can see how needed the organization is to the community.
There should be appreciation shown to the board. They have the power the power change organization.
Employees
Their economic well-being is affected by organization’s success. Employees should be listened to and taken seriously, which will create loyalty to the organization.
Show appreciation to employees by hosting appreciation lunches and company outings.
Federal Government
Request funding that will assist organization is meeting the needs of the community.
Send information to explain how organization has helped community and families with funds.
Part VI – Communication Plan
(MET, Inc, 2015)
Serving Every Family As Our Own!
“Head Start is a federal program that promotes the school readiness of children ages birth to five from low-income families by enhancing their cognitive, social, and emotional development. Head Start and Early Head Start programs provide a learning environment that supports children’s growth in the following domains:
• Language and literacy
• Cognition and general knowledge
• Physical development and health
• Social and emotional development
• Approaches to learning
Head Start and Early Head Start emphasizes the role of parents as their child’s first and most important teacher. Head Start programs build relationships with families that support:
• Family well-being and positive parent-child relationships
• Families as learners and lifelong educators
• Family engagement in transitions
• Family connections to peers and community
• Families as advocates and leaders
Head Start serves preschool-age children and their families. Many Head Start programs also provide Early Head Start which serves infants, toddlers, pregnant women and their families who have incomes below the federal poverty level.
MET Head Start and Early Head Start programs offer a variety of service models, depending on the needs of the local community. Services are also provided in the children’s own homes, where a Family Educator visits once a week to provide services to the child and family. Children and families who receive home- based services gather periodically with other enrolled families for a group learning experience facilitated by Head Start staff.
Over a million children are served by Head Start programs every year, including children in every U.S. state and territory and in American Indian and Alaska Native communities. Since 1965, nearly 30 million low-income children and their families have received these comprehensive services to increase their school readiness. Limited transportation is available in Head Start; however, MET Early Head Start is unable to provide transportation for infants and toddlers,” (MET, Inc, 2015).
Benefits of Training
A child education starts in the womb. Children start to recognize voices and sounds. This is why parents must understand that their children’s education starts with them. They are the first teacher and the ultimate role model. It has been proven that the best time for a child to learn would be between the ages 3 and 5. “Parents are children’s first and most important teachers. If anyone questions the role of parents as educators, they need only to look at the fact that most children will learn more by the time they are five years old than they will during the entire rest of their lives. Although parental involvement in the first few years of a child’s life is crucial to development, the individual attention parents can provide continues to be tremendously important throughout a child’s education. Good schools and great teachers are important, but good parents and great parenting are imperative,” (Robert J. Doman, 2006).
All children deserve the same educational foundation. Early childhood development is important and will equip children to become better adults. This training will educate parents on how to be their child’s first teacher. It will equip them with the tools needed to help parents be confident in the role of teacher. Family educators or home base teachers will provide helpful tips, handouts, and model how a teacher can engage a child and provide early childhood education. The Parent as Teachers and Born to Learn curriculum will be used as a foundation for the program. “Parents as Teachers develop curricula that support a parent’s role in promoting school readiness and healthy development of children. Our approach is intimate and relationship-based. We embrace learning experiences that are relevant and customized for the individual needs of each family and child. As a result, individuals and organizations that use our curricula benefit from our understanding of the evolving needs of today’s families and children.” (What We Do, 2015).
Promotion Channels
The promotion of this training will be done within the organization since this is training for family educators and home base teachers. All family educators and home base teachers are required to take this training. The only promotion that will be done is through email so the center directors can register the necessary employees. Once employees are registered, an email will go out to the employees with the necessary training information.
Part VII – Program Evaluation
The facilitator and family service coordinator will be in charge of overseeing the program evaluation. The facilitator needs to know what is missing or needs to be added to make the training more successful. Also, they need to know the strengths of the training so they can build on them. The family service coordinator is in charge of evaluating the facilitator, the family educators and home base teachers. Therefore, they need to know the feedback of the training so they can address any necessary information to facilitator, family educators, and home base teachers.
Purpose of Evaluation
The purpose of the evaluation is to ensure that participates are getting the information needed to ensure they can perform their job duties to the best of their abilities. The results will be evaluated and used to improve the training. Feedback will be used to produce a positive impact on adult learning. This will be done by family educators and home base teachers using feedback in a positive manner to assist parents to become their child’s first teacher. Equipping employees with the necessary skills and continually developing those skills can only make the program a success.
Metrics
The metrics that are going to be evaluated are:
· Success of training – Was the overall feedback positive or negative?
· Classroom learning – Did the employees retain any information to do their job?
· Transference of Learning Behavior – Can the employee actually use the training to do their home visits effectively?
· Business results – Was the training cost effective?
A summative evaluation will be done at the end of the training and after 7 days of doing home visits by family educators and home base teachers. The family service coordinator will do a summative evaluation after the training to evaluate the facilitator, the effectiveness of the training, and if the training was cost effective. Surveys and observations will be used to collect data to measure success of training. Surveys will be done at the end of trainings. The family service coordinator will observe the family educator and home base teacher during a home visit no later than fourteen days after training.
References
Children Health Snapshot. (2014). Retrieved March 1, 2015, from Episcopal Health Foundation: http://www.episcopalhealth.org/files/2814/2351/4061/LibertyKIDS_Dec9.pdf
MET, Inc. (2015). Retrieved March 2, 2015, from Metinc: http://www.metinc.org/
Robert J. Doman, J. (2006). Parenting 101:A Child’s Education Begins with Educating the Parents. The National Association of Child Development, 1-2.
What Is So Important About Early Childhood Education? (2013). Retrieved March 1, 2015, from Education Corner: http://www.educationcorner.com/importance-of-early-childhood-education.html
What We Do. (2015). Retrieved March 6, 2015, from Parent as Teachers: http://www.parentsasteachers.org/about/what-we-do
Serving Every Family As Our Own!
“Head Start is a federal program that promotes the school readiness of children ages birth to five from low-income families by enhancing their cognitive, social, and emotional development. Head Start and Early Head Start programs provide a learning environment that supports children’s growth in the following domains:
• Language and literacy
• Cognition and general knowledge
• Physical development and health
• Social and emotional development
• Approaches to learning
Head Start and Early Head Start emphasizes the role of parents as their child’s first and most important teacher. Head Start programs build relationships with families that support:
• Family well-being and positive parent-child relationships
• Families as learners and lifelong educators
• Family engagement in transitions
• Family connections to peers and community
• Families as advocates and leaders
Head Start serves preschool-age children and their families. Many Head Start programs also provide Early Head Start which serves infants, toddlers, pregnant women and their families who have incomes below the federal poverty level.
MET Head Start and Early Head Start programs offer a variety of service models, depending on the needs of the local community. Services are also provided in the children’s own homes, where a Family Educator visits once a week to provide services to the child and family. Children and families who receive home- based services gather periodically with other enrolled families for a group learning experience facilitated by Head Start staff.
Over a million children are served by Head Start programs every year, including children in every U.S. state and territory and in American Indian and Alaska Native communities. Since 1965, nearly 30 million low-income children and their families have received these comprehensive services to increase their school readiness. Limited transportation is available in Head Start; however, MET Early Head Start is unable to provide transportation for infants and toddlers,” (MET, Inc, 2015).
Benefits of Training
A child education starts in the womb. Children start to recognize voices and sounds. This is why parents must understand that their children’s education starts with them. They are the first teacher and the ultimate role model. It has been proven that the best time for a child to learn would be between the ages 3 and 5. “Parents are children’s first and most important teachers. If anyone questions the role of parents as educators, they need only to look at the fact that most children will learn more by the time they are five years old than they will during the entire rest of their lives. Although parental involvement in the first few years of a child’s life is crucial to development, the individual attention parents can provide continues to be tremendously important throughout a child’s education. Good schools and great teachers are important, but good parents and great parenting are imperative,” (Robert J. Doman, 2006).
All children deserve the same educational foundation. Early childhood development is important and will equip children to become better adults. This training will educate parents on how to be their child’s first teacher. It will equip them with the tools needed to help parents be confident in the role of teacher. Family educators or home base teachers will provide helpful tips, handouts, and model how a teacher can engage a child and provide early childhood education. The Parent as Teachers and Born to Learn curriculum will be used as a foundation for the program. “Parents as Teachers develop curricula that support a parent’s role in promoting school readiness and healthy development of children. Our approach is intimate and relationship-based. We embrace learning experiences that are relevant and customized for the individual needs of each family and child. As a result, individuals and organizations that use our curricula benefit from our understanding of the evolving needs of today’s families and children.” (What We Do, 2015).
Promotion Channels
The promotion of this training will be done within the organization since this is training for family educators and home base teachers. All family educators and home base teachers are required to take this training. The only promotion that will be done is through email so the center directors can register the necessary employees. Once employees are registered, an email will go out to the employees with the necessary training information.
Part VII – Program Evaluation
The facilitator and family service coordinator will be in charge of overseeing the program evaluation. The facilitator needs to know what is missing or needs to be added to make the training more successful. Also, they need to know the strengths of the training so they can build on them. The family service coordinator is in charge of evaluating the facilitator, the family educators and home base teachers. Therefore, they need to know the feedback of the training so they can address any necessary information to facilitator, family educators, and home base teachers.
Purpose of Evaluation
The purpose of the evaluation is to ensure that participates are getting the information needed to ensure they can perform their job duties to the best of their abilities. The results will be evaluated and used to improve the training. Feedback will be used to produce a positive impact on adult learning. This will be done by family educators and home base teachers using feedback in a positive manner to assist parents to become their child’s first teacher. Equipping employees with the necessary skills and continually developing those skills can only make the program a success.
Metrics
The metrics that are going to be evaluated are:
· Success of training – Was the overall feedback positive or negative?
· Classroom learning – Did the employees retain any information to do their job?
· Transference of Learning Behavior – Can the employee actually use the training to do their home visits effectively?
· Business results – Was the training cost effective?
A summative evaluation will be done at the end of the training and after 7 days of doing home visits by family educators and home base teachers. The family service coordinator will do a summative evaluation after the training to evaluate the facilitator, the effectiveness of the training, and if the training was cost effective. Surveys and observations will be used to collect data to measure success of training. Surveys will be done at the end of trainings. The family service coordinator will observe the family educator and home base teacher during a home visit no later than fourteen days after training.
References
Children Health Snapshot. (2014). Retrieved March 1, 2015, from Episcopal Health Foundation: http://www.episcopalhealth.org/files/2814/2351/4061/LibertyKIDS_Dec9.pdf
MET, Inc. (2015). Retrieved March 2, 2015, from Metinc: http://www.metinc.org/
Robert J. Doman, J. (2006). Parenting 101:A Child’s Education Begins with Educating the Parents. The National Association of Child Development, 1-2.
What Is So Important About Early Childhood Education? (2013). Retrieved March 1, 2015, from Education Corner: http://www.educationcorner.com/importance-of-early-childhood-education.html
What We Do. (2015). Retrieved March 6, 2015, from Parent as Teachers: http://www.parentsasteachers.org/about/what-we-do
