1. M.A.T.C.H. Professional Series: Module Three
Professionalism and Tools for MATCH Professionals
Time allotted for slides 1-4: 10 minutes
Materials needed for this module (3 hours):
Flipchart paper
Markers
Action Planning Form
Online Toolkit Handout

2. M.A.T.C.H. Professional Series
Eleven 3-hour training modules
Goals:
Share and practice effective strategies
Gain new information, resources and tools
Enhance reflection
Develop a community of practice
Handout 1A: Series Outline
The modules are based on the M.A.T.C.H. knowledge and competencies and current evidence based research and practices. 
Review the bullet points on this slide with participants. Offer additional information regarding the purpose for the series by sharing the following:
Increase strategies and resources for mentoring, coaching, and consultation for MATCH professionals working in VT.
To enhance skills in self-awareness, flexible response, reflection and problem solving
To provide consistent content and skills based on the MATCH Knowledge and Competencies state-wide, while addressing regional and individual needs
Review Handout 1A with participants. 

3. Our Time Together Working Together: Connection and Community
Inquiry and Sharing: Capacity Building
Learning
Exploring
Applying and Planning
Share with participants that each module will have consistent components, however, the flow may look different within each module (Some modules will have a learn section and follow with exploring, and then move into a new learning piece followed by exploring. Other modules may have one learning section followed by exploring and then move right into applying and planning). 
As you share the components with the participants, highlight which icon is associated with which component. 
Working Together: Connection and Community (circle with people)
Inquiry and Sharing: Capacity Building (question mark)
Learning (book)
Exploring (magnifying glasses)
Applying and Planning (pencil)

4. Objectives for Today:
Identify key components to the supportive role of a MATCH professional
Learn tools to promote reflective and responsive professional development support
Introduce the MATCH professional online toolkit
Share the bullet points with participants. 

5. Working Together: Connection and Community
Time allotted for this section: 20 minutes

6. Shared Agreements ENGAGE Silence phones, please
Limit sidebars during whole group
Assume positive intent
Hold confidentiality
Take care of yourself
What else?
Review the slide with participants. Ask the group if there are ideas or requests they would like to ask of you and their colleagues to help make the environment conducive for sharing, understanding and learning from and with one another. Using chart paper, write down and capture their responses. 
Ask participants if there are other agreements to add; ask if everyone can agree to these. 
Facilitator Tip: Keep this piece of chart paper with agreements and bring to each session. You can change the slide to include additional participant agreements for the upcoming sessions. 

7. Reflection and Connection
What steps do you take prior to starting services with a client that help promote a reflective and responsive professional development experience?

8. Inquiry and Sharing: Capacity Building
Time allotted for this section: 30 minutes
Let participants know you are moving into inquiry and sharing. Explain that for each module, there will be opportunity to share and discuss current happenings in their work, as well as ask questions and for feedback. 
Facilitator Note: The ways in which the group will experience inquiry and sharing within each module will differ. 

9. Layers of Influence CLIENT
Macro (state economy, state and federal regulations)
Meso (community leaders, libraries, neighborhood crime levels)
Micro (childcare facilities, program budget, program philosophy, families served)
CLIENT
Similar to Urie Bronfenbrenner’s Ecological Systems Theory of influences on child development, ask participants to consider ECE programs from an ecological perspective, viewing these programs in relationship to their physical and social environment.
Divide into groups of 3-5 (depending on size of the larger group).
Ask participants to think about their role as a MATCH professional. Discuss ways these three layers interact that impact the daily reality of clients.
How might they use this information to inform their understanding of an experience with a client? To determine strategies they will apply in their role at a MATCH professional?
Provide flipchart paper and markers.

10. Learning
Time allotted for this section: 50 minutes

11. Key Principles for MATCH Professionals and Clients
Client-driven support and services
Consideration for systems
Theory into practice
Results-focused
Intentionality
Ongoing support
Relationship-based approach
Review points on the slide with participants.

12. Applying Key Principles Scenario
You have been asked to work with a program on a variety of issues impacting its quality of care. During your first visit, you spent time talking with the Director and two teachers from separate classrooms. During your second visit, the Director asks you to discuss family engagement while the teachers want to follow-up in discussion around circle time and children’s disengagement during this experience.
The key principles are fundamental to quality professional development supportive services. It can, however, be challenging to adhere to these principles in the day-to-day practice of coaching, for examples. Anticipating challenges prior to starting services can help you prevent some challenges and misunderstandings from arising and can prepare you to respond supportively when challenges appear.

13. What Would You Do?
You are implementing client-driven support and services - who is the client that gets to “drive” the process and discussion?
What steps could you take prior to starting services that might help in your situation (specific to the scenario)?
How would you approach the situation?
This can be done in partnerships, small groups or large group.

14. Relationship Ready Learning and change occur through the relationship
Perspective taking
Active listening
Client sets the agenda and is resourceful
The outcome is change
The qualities of the MATCH professional affirm, enable and sustain the client
Ethical practice safeguards and enhances the process
Learning and change occur through the relationship with a MATCH professional. This is not just an interaction, event or opportunity. This is about two people who share knowledge, values, attitudes, skills and experience together. There is (for both people) a willingness to share perspectives, to listen, to understand, to be open to new ideas and to take joint responsibility for the conversations and the outcomes.

15. Understanding and Agreements
What can I do to help the client feel comfortable sharing thoughts, questions and opinions?
What are the client’s expectations around partnering with me? Do we have an agreement form?
Share the points on this slide as elements to consider.

16. Understanding and Agreements
Respect for client autonomy
Follow-through on promises made
Acting in ways that are beneficial to the client
Transparency
Clear expectations – working within agreed limits and boundaries
Respect to/for confidentiality
Share the points on this slide.

17. Ongoing Active Engagement
Learning about clients’ unique perspectives, culture, values and beliefs
Lifelong learning from and with all clients, coworkers, communities and organizations
Lifelong learning includes
Self-reflection
Self-care
Client and community collaborations
Understanding of principles, policies and practices
Review points on slide

18. Introduction to the Online Toolkit
7 areas
Resources and tools for the MATCH Professional
Provide handout, Online Toolkit. Review with participants. These are links to resources for the MATCH Professional.

19. Exploring
Time allotted for this section: 35 minutes

20. Supporting the MATCH Professional
What can happen if you do not take the time to build your own skills, engage in self-care, reflect on experiences or receive ongoing feedback and support?
Ask this question to the larger group. Share that two common results are inaction and ineffective action.
Highlight the importance of supports for the MATCH professional:
Reflective consultation/supervision
Peer group support (these modules)
Ongoing training and PD
What else?

21. Supporting the MATCH Professional
Consider the following scenario
What might your thoughts be? What might you notice about yourself (e.g. emotions, heart rate, palms get sweaty)?
What type of support would be helpful to you?
What kinds of things can help keep you from inaction or ineffective action?
A scenario is provided on the next slide. You may also use this as a role-play experience where one person is the MATCH Professional (uses scenario on next slide) and the other person is their support person.

22. Scenario
MATCH Professional: “I am very concerned about the participation level of my clients. They continue to show up late for meetings and do not seem to be engaged when they are present.”

23. Applying and Planning
Time allotted for this section: 35 minutes

24. Action Planning
Choose one knowledge area from the Self- Assessment that you would like to focus on
Choose one of the standards, resources, or competencies from this knowledge area that you would like to focus on
Use the action planning form to write a goal and action steps to meet that goal
Facilitator Note: Encourage each participant to set a small, measurable goal that can be achieved within the next few weeks.

25. Reflection Share one thing from today that stands out to you
Share your goal
Time allotted for this section: 10 minutes
Depending on the size of the group, you may wish to reflect and share with partners, small groups, or whole group.

26. “Sometimes the most important thing in a whole day is the rest we take
between two deep breaths”.
- Etty Hillesum
Date, time and location of next module: