arlene paxton advanced training 2014

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PITC Partners for Quality Today, and Moving Forward. Arlene Paxton Advanced Training 2014. 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?. - PowerPoint PPT Presentation

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Advanced Training 2013

Arlene PaxtonAdvanced Training 2014PITC Partners for Quality Today, and Moving Forward

WestEd.org1

WelcomeMoving Forward TogetherInfant/Toddler Specialist Survey: Results and Next StepsWhat is New, What is Coming?PITC PQ Online WorkPITC PQs Coaching Framework: Where are we now?WestEd.org2Learning ObjectivesParticipants will: Reflect on PITC PQs Guiding Principles.Become informed of PITC PQs current activities and resources. Be updated on the coaching framework roll-out plan.WestEd.org3PITC PQ Moving ForwardGuiding PrinciplesLeadershipManagementResource Development PITC Partners for Quality CitizenshipWestEd.orgEvery member of PQ has a role in each of these categories. 4LeadershipLeadership 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 individuals 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.

WestEd.orgTime for strategic planning - who is PITC Partners for Quality within the greater vision of PITC and the Center for Child and Family StudiesHow 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.

5ManagementManagement is the methodical approach to planning and guiding projects, staff, and ones personal time. This standard reflects the individuals 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.

WestEd.orgEstablishing stronger systems for product development and dissemination, project management, checks and balances. Professionalism

Using Technology to stream line the work and support system needsApplications and Registration ProcessDatabase Development for strong data collectionStaff Development Includes the advanced training today. Guidelines/FrameworkQuality Assurance/FidelityStaff Collaboration with other statewide projects that interface with our workStrong 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

6Resource DevelopmentResource Development is the practice of identifying, cultivating, and securing financial and human support for an organization. This standard reflects the individuals involvement with helping the program to secure its financial stability and continued viability.

WestEd.orgEnsuring a fund base (with focused intentionality that will support the network)Accessing existing expertise

7PITC PQ CitizenshipThis standard reflects the individuals basic citizenship as a member of the PQ program, e.g., the individuals participation in PQ program-related activities, the individuals professional contribution to the PQ program, and the individuals involvement with the general development and well-being of the PQ program.

WestEd.orgHow do we help all those working for PQ to be invested in the work that we do. The heart and mind..

8Infant/Toddler Specialist Satisfaction Survey for 2013-14WestEd.org9Results 2013-14 I/T Specialist SurveySurvey sent to 61 PQ Infant/Toddler SpecialistsOpen for responses from March 7 to April 4, 2014WestEd.orgInfant/Toddler Specialist survey was done online. A link to the survey was emailed 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. Years of Experience as I/TSWestEd.orgRespondents 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%

11How 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.WestEd.orgHere are some of the comments from respondents on the hour of reflection with center-based programs.12What 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.WestEd.orgHere 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.13The notes don't correspond to the content of the slide. Frequency of Questions and I/TS Knowledge about Early Education ToolsWestEd.orgOn this years 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) 14Resources Needed for Early Education ToolsCrosswalk of PITC philosophy with each toolTraining: To understand toolsOn how the I/TS can support programs using the toolsWestEd.org15Recommended Resources for the Partners for Quality WebsiteSuggested ActivitiesMore Resources in Spanish and ChineseMore PowerPoint Presentations Links between PQ Training Topics and the Infant/Toddler Foundations and Program GuidelinesWestEd.org16Suggestions for Regional I/TS MeetingsOngoing 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.

WestEd.org17Comments about Experience with ToolsAs 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.

WestEd.org18Next StepsProfessional Development Plan for I/T Specialists that includes content and technology supportRegional MeetingsStatewide Webinars (Brown bag lunches)Additional content on the PITC PQ website in multiple languages WestEd.orgCollaborations with DRDP, CSEFEL, CPIN etc.

19Whats New & Whats Coming?PITC PQ Website:Beginning Together ManualContent in all four PITC Modules mid-MayLinks to new resources

WestEd Systems:New Travel System Information and GuidanceWestEd.org20PITC PQ Training Online PilotLaunched in August 2013Students completed in January 2014Currently reviewing feedbackPlanning enhancements for next cohort

WestEd.orgLessons Learned, coaching, better registration, tracking systems need to be in place for enrollemt. 21Partners 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 CollectionWestEd.orgTalk about last yearwhat we discussed, i.e. intentional coaching strategies, focused program improvement planning

22Stage 1: Cultivating a Common LanguageAdvanced Training 2013 Established a baseline and common understanding.Expanding current services/activities to include new definitions of coaching strategies.WestEd.orghow we are reviewing the past several months, gathering input and feedback so that