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Arlene Paxton Advanced Training 2014

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1 Arlene Paxton Advanced Training 2014
PITC Partners for Quality Today, and Moving Forward Arlene Paxton Advanced Training 2014

2 Moving Forward Together
Welcome Moving Forward Together Infant/Toddler Specialist Survey: Results and Next Steps What is New, What is Coming? PITC PQ Online Work PITC PQ’s Coaching Framework: Where are we now?

3 Learning Objectives Participants will:
Reflect on PITC PQ’s Guiding Principles. Become informed of PITC PQ’s current activities and resources. Be updated on the coaching framework roll-out plan.

4 PITC PQ Moving Forward Guiding Principles Leadership Management
Resource Development PITC Partners for Quality Citizenship Every member of PQ has a role in each of these categories.

5 Leadership Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. This standard reflects the individual’s ability to strategically anticipate trends in his/her external environment; proactively accommodate and adapt his/her day-to-day operations with the evolving needs of the external environment; and effectively lead associates in a unified manner. Time for strategic planning - who is PITC Partners for Quality within the greater vision of PITC and the Center for Child and Family Studies How do we continue to develop the PQ system of delivery services in a thoughtful and intentional manner, i.e. PARS, training and coaching framework, including expansion into online work.

6 Management Management is the methodical approach to planning and guiding projects, staff, and one’s personal time. This standard reflects the individual’s ability to effectively manage multiple projects (e.g., budgets, tasks, and time frames) in a timely, reliable, and high quality manner; to utilize and manage staff resources under his/her supervision; and to effectively manage personal time. Establishing stronger systems for product development and dissemination, project management, checks and balances. Professionalism Using Technology to stream line the work and support system needs Applications and Registration Process Database Development for strong data collection Staff Development – Includes the advanced training today. Guidelines/Framework Quality Assurance/Fidelity Staff Collaboration with other statewide projects that interface with our work Strong intentional staff development plan that ensures that all specialists are “best in class” and equipped to do the work we are asking them to do (Instituted, CSEFEL, DRDP, ERS, CLASS etc.) Includes quarterly “brown bag lunches” with a topic expert Resources to support the work, i.e. expanding out the PQ home page

7 Resource Development Resource Development is the practice of identifying, cultivating, and securing financial and human support for an organization. This standard reflects the individual’s involvement with helping the program to secure its financial stability and continued viability. Ensuring a fund base (with focused intentionality that will support the network) Accessing existing expertise

8 PITC PQ Citizenship This standard reflects the individual’s basic citizenship as a member of the PQ program, e.g., the individual’s participation in PQ program-related activities, the individual’s professional contribution to the PQ program, and the individual’s involvement with the general development and well-being of the PQ program. How do we help all those working for PQ to be invested in the work that we do. The heart and mind..

9 Infant/Toddler Specialist Satisfaction Survey for 2013-14

10 Results 2013-14 I/T Specialist Survey
Infant/Toddler Specialist survey was done online. A link to the survey was ed to 61 active PQ I/TS, with weekly reminders to complete the survey to those who had not done so. 49 PQ I/TS, or 80%, responded. Survey sent to 61 PQ Infant/Toddler Specialists Open for responses from March 7 to April 4, 2014

11 Years of Experience as I/TS
Respondents were asked how long they had worked as an Infant/Toddler Specialist. Over half the respondents reported 7 or more years experience as an I/TS, while over a quarter reported having 3 years or less experience. Less than one year: 5 responses, 11% 1-3 years: 8 responses, 17% 4-6 years: 5 responses, 11% 7-10 years: 11 responses, 23% More than 10 years: 18 responses, 38%

12 How have you found that observation and reflective feedback time support changes in participants' practice? “The changes they have made are incredible. This includes practices, policies, family engagement, staffing, and environment changes.” “It helps participants merge theory with practice.” “Participants often are unaware of either positive or concerning practices in their everyday work. Specialists are a new set of eyes to note what went well, what might have gone better and why for both. Once specialists and participants have formed a trusting relationship, participants are usually eager to reflect upon their work and make changes for the better.” Here are some of the comments from respondents on the hour of reflection with center-based programs.

13 What could PITC Partners for Quality do to better support observation, reflective feedback, and other coaching strategies? Share practices among I/TSs in a facilitated learning session … discussion and sharing what works, what were hard areas to support (team discord, etc.). Create a template form as a guide that I/TSs can complete with notes and recommendations for the provider to follow up. Focus on providing reflective practice opportunities for I/TSs and Regional Coordinators themselves. Here are some comments about the hour of reflection when working with family child care providers. The fact that each provider is observed individually and the reflection is done one-on-one seems to contribute to the higher level of agreement to the statements among respondents working with family child care providers.

14 Frequency of Questions and I/TS Knowledge about Early Education Tools
On this year’s survey, ITS were asked how often they were asked about some early education tools in their work as ITS. Respondents were asked to rate each of the tools – ERS, DRDP, CLASS, CSEFEL, ASQ/ASQ-SE, and PAS/BAS – on a scale of 1 to 10, with 1 being “not at all” and 10 being “all of the time.” The results are shown in the blue bars, with ERS and DRDP being the tools about which questions are most frequently asked. Next, ITS were asked how knowledgeable they felt about each of the tools, again rating on a scale of 1 to 10, with 1 being “not at all” and 10 being “very knowledgeable.” The results are shown in the green bars, with ITS knowledge also being mostly highly rated for the ERS and DRDP tools. Environment Rating Scales (ERS), such as ITERS-R, FCCERS-R, ECERS-R Desired Results Developmental Profile (DRDP) Classroom Assessment Scoring System (CLASS) Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Ages & Stages Questionnaire (ASQ), Ages & Stages Questionnaire Social Emotional (ASQ-SE) Program Administration Scale (PAS), Business Administration Scale for Family Child Care (BAS)

15 Resources Needed for Early Education Tools
Crosswalk of PITC philosophy with each tool Training: To understand tools On how the I/TS can support programs using the tools

16 Recommended Resources for the Partners for Quality Website
Suggested Activities More Resources in Spanish and Chinese More PowerPoint Presentations Links between PQ Training Topics and the Infant/Toddler Foundations and Program Guidelines

17 Suggestions for Regional I/TS Meetings
Ongoing training, including training on technology. More information about early learning tools and resources. Sharing experiences, ideas, and resources among I/TSs. Updates on ECE-related news in the local area.

18 Comments about Experience with Tools
“As a PITC IT Specialist, I feel my role is often as a ‘translator’ of the tool in question, to demonstrate how best it can be utilized in improving practice. For the diverse population of care teachers with many linguistic and cultural differences, and educational background, the tools are not seen to be of use in Best Practice, as much as a test which needs passing then put away. My task is to help teachers use them for improvement and to drive curriculum, administration improvements, etc.”

19 Next Steps Professional Development Plan for I/T Specialists that includes content and technology support Regional Meetings Statewide Webinars (Brown bag lunches) Additional content on the PITC PQ website in multiple languages Collaborations with DRDP, CSEFEL, CPIN etc.

20 What’s New & What’s Coming?
PITC PQ Website: Beginning Together Manual Content in all four PITC Modules – mid-May Links to new resources WestEd Systems: New Travel System Information and Guidance

21 PITC PQ Training Online Pilot
Launched in August 2013 Students completed in January 2014 Currently reviewing feedback Planning enhancements for next cohort Lessons Learned, coaching, better registration, tracking systems need to be in place for enrollemt.

22 Partners for Quality Coaching Framework “Roll-Out Plan”: Where are we now?
Stage 1 – Cultivating a Common Language Stage 2 – Complete implementation of the new model Stage 3 – Automation of Data Collection Talk about last year…what we discussed, i.e. intentional coaching strategies, focused program improvement planning

23 Stage 1: Cultivating a Common Language
Advanced Training 2013 – Established a baseline and common understanding. Expanding current services/activities to include new definitions of coaching strategies. how we are reviewing the past several months, gathering input and feedback so that we can revisit and fine tune the stages we've already passed through and move forward with a stronger coaching know, continuous improvement kind of thing.

24 Stage 2: Implementation Tools to Support the New Framework
Piloting additional coaching hours to be distributed to support program improvement planning. Updated forms and policies to support implementation of new model. Examples include: Quality Improvement Plans Monthly Progress Reports Observation Forms

25 Stage 3: Automation of Data Collection
Expanding the use of the database to collect data in new ways that streamline processes. Providing I/T Specialists with resources needed to be effective and efficient. In Development

26 Stage 4: Professional Development
To support quality and fidelity, PITC Partners for Quality will provide training and technical assistance on content and the use of new tools via webinars, regional meetings and advanced trainings. In Development

27 Questions?


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