1. Beth Menninga, CEED menn0027@umn.edu
Developing a Minnesota Credential for Relationship-Based Professional Development Practitioners
Beth Menninga, CEED

2. What’s different?
Learning by yourself
Learning with others

3. The goal of any of these relationships is to:
“Relationship Based Professional Development is a broad term used to refer to four types of professional assistance that use relationships as a foundation: coaching, mentoring, consultation and advising. 
The goal of any of these relationships is to:
Improve the quality of early learning programs
Increase knowledge, skills and abilities of teachers/caregivers
And improve outcomes for children.
We do this by:
Providing competency-based expertise
Supporting professional growth
And promoting change based on best practices in early learning” (MnCPD)
“a broad term used to refer to four types of professional assistance that use relationships as a foundation: coaching, mentoring, consultation and advising. 
The goal of any of these relationships is to:
Improve the quality of early learning programs
Increase knowledge, skills and abilities of teachers/caregivers
And improve outcomes for children.
We do this by:
Providing competency-based expertise
Supporting professional growth
And promoting change based on best practices in early learning”

4. Relationship based professional development
Relationship-based professional development (RBPD) is a mode of professional development where the relationship itself is the vehicle through which practitioners grow in knowledge and practice
The RBPD approach is based on literature that suggests relationships help people grow in different ways than classroom-based training (Neuman & Wright, 2010).
Feedback, joint planning, applying on the job, someone who embodies the reminder to focus/practice, thinking aloud with another person

5. RBPD in Minnesota might look like…
Parent Aware Quality Coaches
CLASS Coaches
Inclusion Coaches
Early Childhood Accreditation Coaches/Consultants
School-Age Accreditation Coaches/Consultants
Quality Mentors
Business Consultants
Child Development Associate (CDA) Professional Development Specialists
Assessment Coaches
Curriculum Coaches
Literacy Coaches
Math Coaches
Health Care Consultants
Head Start coaches
Instructional coaches

6. Remember a mentor in your life….
List 3-5 ways they mentored you (one idea per sheet)
Share your lists: star repeated ideas
Sort items on your lists into dispositions or competencies

7. Dispositions: an individual's tendencies to believe and act in a particular manner. Educator dispositions are more than just beliefs but rather the tendency for those beliefs to be put into practice in the classroom.
Competencies: describe specific skills the practitioner is expected to demonstrate.
(Minnesota’s Knowledge and Competency Framework for Early Childhood Professionals )
Example Disposition: “She is responsive” Competency: “She follows up on our meetings by bringing articles about topics I am interested in”

9. Developing an RBPD Credential for DHS
1) Research and modify Minnesota’s coaching competencies needed by professionals who work with early childhood and school-age care providers to support the optimal development of all children.
2) Develop a non-credit based credential for Relationship- Based Professional Development Specialists (informed by the competencies) to prepare professionals to provide coaching, consulting or mentoring services to early childhood and school-age care providers.

10. Existing models and research
Past work in MN
Other states with related (T/TA and/or coaching) competencies include: CO, FL, GA, HI, KY, MA, NC, NY, OH, PA, SC, UT, VT and WI
Projects, initiatives and organizations promoting RBPD in MN
Related research
Past work on competencies in MN (Sue Dion, MnCPD, CEED & others)
Other states, research, related fields (K-12 coaching, adult ed, workplace learning, etc.)
RBPD work in MN (some locally grown, other with national impetus such as HS Practice Based Coaching)

11. Using Knowledge and Competency Frameworks
Choose 2 content areas and rate yourself
Identify one area of growth over the past year: what helped you grow? What did you learn?
Identify one goal to work on: what resources (people, books, training, etc) or experiences might help?

12. Goal 2: Develop a non-credit credential for RBPD Specialists
Develop a series of learning opportunities totaling 45 hours divided between theory, practice, and reflection
Incorporate UMID
Potential for credit based offering/s
Credential: 45 hours
Based in UMID
Content able to be converted to credit based offerings (higher ed entities would need to negotiate with DHS for use of content)

13. Related CEED Resources
Past work promoting RBPD including MELT, BEAM & QUINCE
Reflective practice & supervision
Motivational Interviewing
CLASS coach training & support
RBPD Professional Development protocol

14. Potential topics include
Understanding the RBPD role
Effective Communication
Adult Learning Principles
Ethics (NAEYC Code of Ethics & Adult Educator Supplement) & Boundaries
Cultural responsiveness
Standards & Policies (including Knowledge & Competency Frameworks)
Reflective Practice
These topics give broad stroke ideas for content (suggested topics from MDE)

15. Establishing reciprocal relationships
Motivating change
Joint planning & Goal Setting
Communication Strategies
Boundaries / Professional Relationships
Stages of teacher development
Cycle of observation / assessment / action
Observation & feedback skills
Linking assessment & instructional strategies

16. Goal 2: Develop a non-credit credential for RBPD Specialists
Develop face to face content for credential
Convert credential to online format
Begin building a coaching video library
In addition to identifying content and writing up Facilitator’s Guide outlining delivery, CEED will also work with coaches in center & family based settings to record pertinent video clips for use in the Credential (both online and f2f)
Once content has been developed, task will be to convert to appropriate online format for use in online platforms such as ETL and Moodle

17. Disposition poems