The Program Administration Scale:

A Self Assessment Tool

2009 Trainer’s Guide

The California Early Childhood Mentor Program

Agenda

Welcome & Introductions

Director Mentor Selection & Re-Certification

Understanding and Using the PAS

Mentor Program Adaptations

Practice & Discussion Adjourn

Total training time: ~ 4 hours

Introduction

When the Mentor Program was founded in 1988, the mission of the program was to

provide high-quality early childhood educators with opportunities for additional income

and professional development. In return, these educators would contribute their

experience and wisdom by guiding students who aspired to teach. Because Mentors

would be selected from throughout the community, students would have greater choice

in where and when to pursue a practicum placement, allowing more students to

successfully complete ECE programs. It is about as hard to find a sharp crayon as it is

to find a situation that so perfectly fits the expression “Win-Win.”

Over the years, the Mentor Program has grown from one college to 95. Selection

Committee Members were trained on how to conduct the appropriate Harms/Clifford

Environment Rating Scales in classrooms and home-based programs in order to identify

high-quality Mentor applicants. Teachers selected to be Mentors increased their

professional skills, increased their incomes, and provided support and guidance to

hundreds of students.

In 1996, the success of the Mentor Program as well as concerns about ECE Director

turnover resulted in the development of the Director Mentor component. The mission of

the Director Mentor component is to select experienced Directors and compensate them

for mentoring less experienced Directors, or Directors facing a new challenge. This peer

mentoring is intended to benefit both the Director Mentor and the Protégé Director, and

over time, to increase the quality and stability of Directors and their centers.

Up until now, the best tools available to draw a picture of early childhood education

classroom quality were the Harms/Clifford Environment Rating Scales. When a Director

applied to become a Director Mentor, if her or his program had not been recently

accredited, Selection Committee members would visit the applicant’s site and conduct

an appropriate Environment Rating Scale on a classroom selected by the applicant. The

Mentor Program has searched for a tool that goes beyond measuring single classroom

environments, but until now no tools were available to measure center or program

overall quality. Acclaimed early childhood education researchers and educators Teri

Talan and Paula Jorde Bloom have studied early childhood directors’ skill sets and

characteristics extensively. Using a similar scoring format to the Harms and Clifford

Environment Rating Scales, Teri and Paula developed a tool for “drawing a picture” of

leadership and management in an early childhood setting.

It is critical to note that the primary intended purpose of the authors of the PAS is to

use this tool for self-assessment. As the demand for child care services, new

requirements for funding, and technology grow exponentially, the field of early

childhood administration is leaping towards new levels of professionalism. The PAS

provides early childhood administrators a structure and process for assessing where

they are on this path. The tool also provides concrete examples of management and

leadership approaches that administrators can adopt to strengthen the systems in their

own programs. In this way, the PAS has the potential to serve as a guide book for

administrators as they climb to new levels of professional practice.

Beginning in the 2005-2006 academic year, the Mentor Program adopted this tool,

the Program Administration Scale (PAS), as one of the measures used to select Director

Mentors. Handout 1 Describes our mission today, should we choose to accept it: To get

to know this assessment tool. Handout 2 lays a few ground rules before we begin that

mission: Let’s draw a clear picture of our shared expectations of one another.

Which is the right tool for the job?

Today’s

Objectives

1. What is this Tool?

PAS format & uses

2. Sharpening the Tool

How PAS is streamlined for

selecting Director Mentors

3. Important Considerations

Keeping PAS in context of Mentor

Program’s larger goals

4. Putting Pen to Paper

Role play & discussion

Handout 1

A Picture of Shared Expectations RESPECT

Assure that my pager and cell phone do not interrupt presenters or discussions

Be prompt, including returning from breaks/lunch on time

Refrain from talking while others are speaking

Avoid engaging in side conversations

REFLECT Recognize & prevent myself from dominating discussions

Focus on the group’s goals when making comments

COLLABORATE Maintain a positive attitude

Appreciate other viewpoints

COMMIT Be fully present

Keep personal issues discussed here confidential

Any additions????

Handout 2

Introducing the PAS

A Director must develop high quality systems in order to achieve and maintain

quality over time. What does that mean? A high quality system includes working with

teachers and all staff members in a consistent, fair, and supportive way. It includes

providing a consistently clean, safe environment for children and staff. It includes

outreach and support programs for parents and sound financial management. It

includes having the methods to assess the progress of children and effectiveness of

teaching plans, and the ability to respond to the findings from those assessments.

There are, in fact, many components of leadership and management which, if

considered separately, can provide a clearer picture of overall center quality. The PAS

identifies key components of leadership and management in a child care program using

a rating scale format. It is appropriate for use in child care centers, large family child

care programs, and school-based programs.

As stated earlier, the only tools available to assess a Director’s strengths until

now have been tools that measure the environments of classrooms in a Director’s

program. The PAS focuses on assessing the leadership and management systems in a

program. Handout 3 describes the uses of this tool: self-assessment, external

assessment, as a method to target areas for which technical assistance is needed and

to benchmark progress in any area. Like the classroom Environment Rating Scales, it

can be adapted for use in child care centers, family child care, infant and toddler care

programs, and preschools. Handouts 4 & 5 reveal the similarities and differences to the

Harms/Clifford Environment Rating Scales.

Handout 6 provides an overview of all PAS items and subscales.

A Multi-purpose Tool

Classroom quality can’t be achieved and maintained without quality systems in place at the organizational level

The PAS can help identify what is going well & pinpoint problem areas

The PAS can be used to benchmark progress for self-improvement; for technical assistance, research & evaluation, and community relations

Subscales measure distinct but related features of leadership and management

Appropriate for many types of early care and education programs

Familiar format

Handout 3

Adapted from: Paula Jorde Bloom, Widening the Lens: Looking at Quality from a Program Administration Perspective, presentation to a training session on PAS Assessor Reliability, February, 2005.

What’s the Same? (as the Harms/Clifford Scales)

Subscales intended to target specific areas important to management or leadership excellence

Components of each subscale are those that research shows are strong indicators of accomplishment in that area

Seven-point scoring system from “Inadequate” (1) to “Excellent” (7)

Items are rated Y (yes) and N (no)

Specific examples are provided for each component of each subscale to enhance ease and consistency of scoring

Useful as a self-study tool

Handout 4

What’s Different? (from the Harms/Clifford Scales)

Items are rated “across” rather than “down”

Indicators within each item are distinguished by a “D” for documentation or an “O” for observation

Selection Committee Members visit the applicant’s program together, not separately

In addition to observing the applicant’s Center or Program, Selection Committee Members need to interview the applicant

Because of the addition of the interview segment, Selection Committee Members need to take active roles as Mentors with the applicant: Reflect, Collaborate, Commit

Handout 5

Program Administration Scale: An Overview

Subscale Item Brief Description

1. Staff Orientation

Procedures for welcoming & integrating new staff members

2. Supervision & Performance Appraisal

Observation, feedback, and formal evaluation procedures

Human Resource Development

3. Staff Development

Systems for providing staff members with professional development opportunities

4. Compensation

Systems for determining salary levels & salary increase criteria

5. Benefits Type and comprehensiveness of benefit offerings to staff

Personnel Cost & Allocation

6. Staffing Patterns & Scheduling

Procedures for maintaining ratios and allowing for planning time

7. Facilities Management

Building maintenance, code compliance & space for staff and administration

8. Risk Management

Safety code compliance, monitoring medical conditions & disaster preparedness

Center Operations

9. Internal Communications

Procedures for formal & informal communications with staff

Handout 6, page 1

Program Administration Scale: An Overview Subscale Item Brief Description

10. Screening & Identification of Special Needs

Procedures for identifying special needs & working with parents & community agencies

Child Assessment 11. Assessment in Support of Learning

Assessment tools & procedures for revising curriculum based on assessment findings

12. Budget Planning Financial stability & integration of budget with program goals

Fiscal

Management

13. Accounting Practices

Internal & external review of income & expense statements

14. Program Evaluation

Procedures & participation of staff & parents in evaluation

Program Planning & Evaluation

15. Strategic Planning

Integration of planning with program mission & budget

16.Family Communications

Formal & informal methods of communicating with families

Family Partnerships

17. Family Support & Involvement

Types & levels of participation by parents & all family members

18. External Communications

Methods and frequency of outreach & follow-up

Marketing & Public Relations

19. Community Outreach

Methods & consistency of communication with & participation in surrounding community

Handout 6, page 2

Program Administration Scale: An Overview

Subscale Item Brief Description

20. Technological Resources

Quantity & quality of computer equipment, Internet access

Technology

21. Use of Technology

Frequency & purpose of computer use by administration, staff & children

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Not Used for Director Mentor Selection

22. Administrator 23. Lead Teacher 24. Teacher

Staff Qualifications

25. Apprentice Teacher/Aide

Education and experience of staff members. Not relevant for Director Mentor selection because selection process collects in-depth information on Director’s qualifications.

Handout 6, page 3

Challenges

Making the PAS “Manageable”

The PAS, while an important new tool for the field of Early Childhood Education,

has inherent challenges for application in the Mentor Program. The first is that it’s BIG!

It is clear that attempting to administer the entire PAS would be very time-

consuming for both the applicant and the Selection Committee members responsible for

reviewing a Director Mentor applicant. The Mentor Program has considered this

dilemma carefully and devised a strategy that will utilize the PAS in a flexible and

reduced version. How?

Before submitting a completed written application, each potential applicant for

Director Mentor will be provided with a PAS workbook if s/he does not already

have one. (Beginning with the first Director Mentor Institute of the 2005-2006

academic year and continuing for Director Mentor Information Sessions begun in

2008, every participant receives a PAS workbook.)

Each applicant is asked to review the PAS workbook carefully and use it as a

self-study tool. Current Director Mentors are able to earn an hourly mentoring

stipend to help applicants understand and apply the Scale.

Each applicant is instructed (see Appendix A) to select seven items for

assessment. The choice of seven items means that applicants must select items

in no fewer than three subscales and therefore reflect some breadth of skills.

The applicant is only to be assessed on these seven items.

Applicants who completed a DMI/Director Mentor Information Session since

2006 will be more familiar with the PAS, but it is critical for the Coordinator

issuing the application to assure the applicant that the Selection Committee is

open to a variety of approaches to meet the goals of the PAS. Applicants are

encouraged to think creatively about the types of materials they have that

provide support or documentation of strength in their selected areas.

Applicants are asked to select one of their seven items and be prepared to

discuss their approach if they were called upon to mentor someone struggling in

this area. This discussion can also help the applicant share her/his expertise

verbally and may spark ideas about other types of documentation.

Bending Iron? Making the PAS Flexible

Another challenge for use of the PAS in the Mentor Program is that the scoring

lacks the flexibility to recognize different approaches to management and leadership

that may achieve the same results. The goal of the Mentor Program is to identify high

quality programs with an understanding that quality comes in many different packages.

The Mentor Program will seek to apply the PAS’s insights into management and

leadership skills, but will look more broadly for indicators of those skills.

vs.

Not Very Flexible Very Flexible

Mentor Program Mantras

The third challenge is inevitable when trying to fit a tool designed for a specific

purpose into a program with a broader mission. We have described our approach to

using the PAS. However, the four messages the Mentor Program most wants you to

take away from this training session are on Handout 7.

Mentor Program Mantras

1. We are here to include people, not exclude.

2. We will give each applicant every chance to demonstrate competence.

3. We aim to establish a trusting, respectful relationship with the applicant.

4. We are going in the door aware of our own biases; we will recognize those biases and strive to understand how they influence our judgment.

Handout 7

[Talking points for Handout 7]

When in Doubt, Include

The characteristics included in the PAS narrowly define management and

leadership qualities. By doing so, the tool reflects bias towards the process rather than

the outcome of high quality child care. Some Directors may not have much choice in

the size of their facility and may have a small budget for building maintenance, staff

development, and technology, but may provide very high quality care for the children

and families they serve. Selection Committee Members should help the Director Mentor

applicant look for indicators of high quality care rather than exclude any applicant based

on these process measures. The Mentor Program is eager to receive your feedback and

suggestions on how to improve our methods of using the PAS.

A Chance for Selection Committee Members to be Mentors

The Director Mentor Institutes focus on three key components of mentoring:

Reflection, Collaboration, and Commitment. These components are important whether

you are working with a protégé over a period of months or whether you are mentoring

a colleague who is having a rough day. Selection Committee Members who tour a

Director Mentor applicant’s program and interview that applicant need to think of

themselves as Mentors:

• Reflect on the challenges you have faced as a Director or in other roles.

• Collaborate with the applicant to discover indications of high quality in her or

his center.

• Commit yourself to helping the applicant recognize her/his strengths as well as

opportunities for improvement.

A more in-depth discussion of these three concepts is provided in Appendix J.

R-E-S-P-E-C-T, Find out What it Means Lady Bird Johnson once said, “Children are likely to live up to what you believe of

them.” That can be said for adults as well. What better motivation to strive for

greatness than to have someone who believes we are capable of it? The site visit and

interview provide a wonderful opportunity for Selection Committee Members to

establish a trusting, respectful relationship with someone who has already

demonstrated a desire to share her/his experience with others who need guidance.

Remember that the monetary rewards from the Mentor Program for Director Mentors

are relatively small. The individuals who apply to become Director Mentors are seeking

to encourage others’ professional growth and enhance their own.

Recognizing Our Biases We all bring expectations and biases into every thing we do, see, and say. That

isn’t necessarily a bad thing, unless we fail to recognize it. If we have preferences, we

have biases, and everyone has preferences. Some are conscious and some are implicit

in how they affect our perceptions. The PAS scoring system is not immune to bias, nor

are those who apply the scoring system. A more in-depth discussion of recognizing and

responding to our biases is provided in Appendix K.

The Art of Asking Questions A fifth, and significant, challenge is that administering the PAS appropriately for

the Mentor Program requires an open-ended interview with the applicant. Interviewing

skills are needed to conduct interviews that are far more than casual conversations, but

far less than interrogations. Handouts 8-11 provide handy guidelines and tips for

conducting open-ended interviews.

The goals of the PAS are to identify highly skilled administrators and to assist

those striving for higher quality. In the pursuit of quality and inclusiveness, the most

powerful tool you as an interviewer have is a positive attitude. Selection Committee

Members must seek to build a relationship with the applicant and help the applicant to

demonstrate her or his management and leadership skills. You, as the Selection

Committee Member need to clearly convey respect and a desire to learn from the

applicant during the site visit. This is equally important while asking PAS item questions

as during the applicant’s discussion of her/his mentoring skills.

Interview Tips

Above All

You are here to learn, not to judge

You are “rooting for” the applicant and want to do

whatever you can to assist her or him in showcasing

managerial and leadership strengths.

Be Aware of Your V-I-B-E

VOICE: Your tone of voice in asking and responding to questions “I” (EYES): Making eye contact with the applicant-in some cultures this is a sign of sincere interest and in others it is a sign of disrespect—follow the cues of the applicant BODY: Your body language and style of dress EARS: Listening to the applicant with genuine interest

Handout 8

Interview Dos & Don’ts

Do

Speak clearly and indicate the page you are reading from

in the PAS

Allow the applicant ample time to respond to each

question

Offer suggestions or alternative ways that the applicant

might demonstrate competence in an item

Match applicant with Selection Committee member who is

fluent in the applicant’s first language if possible

Don’t

Interrupt applicant

Convey impatience

Convey judgment of applicant’s response

Handout 9

Active Listening Skills S.O.L.E.R. Five steps to attentive listening

Squarely face the person Open your posture Lean towards the sender Eye contact maintained (when culturally appropriate) Relax while attending

Paraphrasing

What is it? Restating a message, but usually with fewer words. Where possible try and get more to the point. Purpose:

• To test your understanding of what you heard • To communicate that you are trying to understand what is being said. If you’re

successful, paraphrasing indicates that you are following the speaker’s verbal explorations and that you’re beginning to understand the basic message

When listening, ask yourself:

• What is the speaker’s basic thinking message • What is the person’s basic feeling message

Clarifying

What is it: Process of bringing vague material into sharper focus. Purpose:

• To untangle unclear or wrong listener interpretation • To get more information • To help the speaker see other points of view • To identify what was said

Perception Checking

What is it: Request for verification of your perceptions. Purpose:

• To give and receive feedback • To check out your assumptions

Handout 10, page 1

Summarizing What is it: Pulling together, organizing, and integrating the major aspects of your dialogue. Pay attention to various themes and emotional overtones. Put key ideas and feelings into broad statements. DO NOT add new ideas. Purpose:

• To give a sense of movement and accomplishment in the exchange • To establish a basis for further discussion • Pull together major ideas, facts, and feelings

Primary Empathy

What is it: Reflection of content and feelings. Purpose:

• To show that you’re understanding the speaker’s experience • To allow the speaker to evaluate his/her feelings after hearing them expressed by

someone else Basic Formula: You feel (state feeling) because (state content) For Example:

Student: I just don’t know how I am going to get all this math homework done before tonight’s game especially since I don’t get most of this stuff you taught us today.

Teacher: You are feeling frustrated and stuck…You are feeling frustrated and stuck with math you don’t know how to do and you’re worried that you won’t figure it out before you go to the game.

Advanced Empathy

What is it: Reflection of content and feeling at a deeper level. Purpose: To try and get an understanding of what may be deeper feelings For Example: “You said that you feel more confident about contacting employers, but I wonder if you also still feel a bit scared.” Handout 10, page 2

Source: http://www.taft.cc.ca.us/lrc/class/assignments/actlisten.html

Recognizing & Responding to Our Biases “We are going in the door aware of our own biases; we will recognize those biases and

strive to understand how they influence our judgment.”

Recognition

The first step on the journey of understanding others is to recognize that many of the beliefs and perceptions we hold as “the truth,” or “the right thing to do,” are only true inside the frame of our own personal histories, our culture. These deeply-held beliefs and perceptions are woven into who we are. Without our conscious knowledge, these beliefs and perception infuse—this is bias—how we assess events and people.

Here are a few examples, among many potentials, in which a Selection Committee member’s personal history could bias her/him against a Director Mentor candidate:

Dress: You dress very causally most days because you like to be able to spend as

much time as possible interacting with the children in your Center. You arrive to interview a Director Mentor applicant and she is wearing a formal business suit.

Organizational style: You are a highly-organized person whose office is always

neat. You arrive to interview a Director Mentor applicant whose office is disorderly. She is able to produce every document you need to support her seven selected PAS items, but she does so by rifling through stacks of papers and boxes on the floor.

Program philosophy: You have worked in publicly funded programs your entire

career. You arrive to interview a Director Mentor applicant who directs a faith-based program. The classrooms in her center are decorated with many religious symbols, pictures and bible quotations.

Understanding Our Options for Response

Even if we are astute enough to recognize that our beliefs and perceptions were formed by our own personal histories, it can be challenging to avoid their influence. That is where conscious choice comes in. It involves consciously striving to be open to responding differently than our deeply-held beliefs and perceptions would lead us to do.

In the examples above, what might be your first reaction? How could you train yourself to consciously choose to consider other ways to react? Handout 11

Putting Pen to Paper

Through the morning (or session), we have moved from the general concepts,

strengths and challenges of the PAS toward a specific understanding of how to conduct

a PAS site visit. Now let’s get down to a paint-by-number understanding, then dip our

pens in the inkwell and give it a try. Handouts 12-15 will help light the way.

Paint-by-Number: A Blank Canvas

Use your one-page rating sheet for each item, but refer

to the PAS book for the Notes, Questions, and wording

for each indicator

Ratings should be based on existing policies and

procedures, not past practice or future plans

When uncertain how to rate a question or item, write

brief notes and discuss the item with your Selection

Committee team member after the interview

Use the comment area to notate observations you think

are relevant to share with the full Selection Committee

Score each indicator with a Y (yes) or N (no) as you go

along

Score each item (e.g., Staff Orientation) only after all the

documents are reviewed and you have completed the

discussion on that section

Handout 12 Adapted from McCormick tribune Center for Early Childhood Leadership

“Additional Notes” on the PAS with input from CECMP

Paint-by-Number: Start with Background Colors Column 1 Column 3 Column 5 Column 7 Score

Any indicator = Y

→

→

→

1

All indicators = N

At least half of all indicators = Y

→

→

2

All indicators = N

All indicators =Y

→

→

3

All indicators = N

All indicators =Y

At least half of all indicators = Y

→

4

All indicators = N

All indicators =Y

All indicators =Y

→

5

All indicators = N

All indicators =Y

All indicators =Y

At least half of all indicators = Y

6

All indicators = N

All indicators =Y

All indicators =Y

All indicators =Y

7

Handout 13 Source: Program Administration Scale. Teri N. Talan and Paula Jorde Bloom. Teachers College Press, 2004. Page 5.

Advanced Painting: The Fine Lines

Preparation

Selection Committee (SC) meets; two members volunteer to work with the application, including conducting the PAS for Applicant. The Coordinator provides each SC member with a copy of the application.

SC member 1 gets information from SC member 2 on availability. S/he calls Applicant, introduces her/himself, verifies the seven items that the applicant has chosen, describes the expectations for the site visit, and sets an appointment time.

SC member 1 sends confirmation letter to Applicant. A sample letter is provided (see Appendix E), but the letter should be customized for each applicant.

SC member 1 makes a copy of the rating page out of the PAS book for each of the seven items the applicant has selected in a color that will stand out and inserts them in the appropriate places in her/his PAS book prior to the site visit. Write the applicant’s name on each page.

BOTH SC members study the questions, notes and rating sheets for the seven items Applicant has selected to become as familiar as possible with them prior to the site visit.

Site Visit

1. Tour 2. Interview

SC member1 uses PAS book as reference and asks Applicant the open-ended questions in the Questions section. As the applicant replies, both SC members may follow up or ask clarifying questions.

SC member 1 enters Y or N for each indicator based on her/his interpretation of Applicant’s response on the color copied rating page insert.

SC member 2 does NOT rate, but writes relevant notes on a pad of paper—one page per item so that they may be attached to the Rating Sheet (Appendix B) later.

Repeat for items 2-7. Handout 14, page 1

(over)

2. Interview, continued

When the “Mentoring Approach Item” is reached—the one item that Applicant chose to describe how s/he would mentor a colleague who was struggling in this area—SC member 2 asks the question and takes notes on the Mentoring Approach Item form (Appendix D). Both SC member 1 and 2 may follow up or ask clarifying questions.

3. Document Review/Discussion

Applicant provides SC member 1 and 2 with documentation for all selected items. SC member 1 and 2 work without the applicant for about ½ hour to review documents, make notes and comments on documents on the Rating Sheet, and determine if any follow-up or clarifying questions are needed.

4. Reconvene

SC members 1 and 2 reconvene with Applicant and ask follow-up questions if necessary. Thank the applicant and confirm that they will send her/him a copy of the Rating Sheets within the next few weeks.

Follow-up

SC members meet to confer, share notes, come to consensus, complete Rating Sheets and Rating Summary Form (see Appendices B & C).

Within 2 weeks after site visit: SC member 2 sends copies of Rating Sheets (not including freehand notes) to Applicant with feedback letter (see Appendix F). This is an important step to underscore the primary value of the PAS as a self-study tool.

Applicant receives Rating Sheets and has an opportunity to contact the Selection Committee Members with questions, clarifications, or to provide additional documentation

SC members attach the notes pages, meet with the full Selection Committee. After reviewing and discussing the other information from the application (remember, PAS score is only ONE of the criteria for selection), the SC members make their recommendation

Coordinator contacts Applicant with the decision of the Selection Committee; if the decision is to not accept the applicant, Coordinator provides Applicant with feedback and offers to connect her/him with a current Director Mentor as a Protégé (short- or long-term) to address Selection Committee concerns and prepare to apply next year.

Handout 14, page 2

The Fine Lines─ A Readers’ Digest Version

PAS Site Visit Checklist Preparation

_____ Two Selection Committee (SC) members volunteer to work with the application.

_____ Coordinator provides each SC member with a copy of the application.

_____ SC member 1 calls Applicant: _____ Introduces her/himself _____ Verifies the seven items that the applicant has chosen _____ Describes the expectations for the site visit _____ Sets an appointment time for site visit interview

_____ SC member 1 sends confirmation letter to Applicant (See Appendix E for a sample letter, but the letter should be customized for each applicant)

_____ SC member 1 makes a copy of the rating page out of the PAS book for each

of the seven items the applicant has selected. _____ In a color that will stand out _____ Rating pages inserted in the appropriate places in her/his PAS book _____ Applicant’s name written on each page

_____ BOTH SC members review the questions, notes and rating sheets for the seven items Applicant has selected.

Site Visit Interview

_____ SC member 1 asks Applicant the open-ended questions in the Questions section.

_____ SC member 1 enters Y or N for each indicator on the color copied rating page insert

_____ SC member 2 writes relevant notes on a pad of paper—one page per item

_____ Repeat for items 2-7 _____ Mentoring Approach Item: SC member 2 asks the questions and takes notes on Mentoring Approach Item form

Handout 15, page 1 (over)

Document Review/Discussion

_____ Applicant provides SC members with documentation for all selected items _____ SC members work without the applicant for about ½ hour: _____ Review documents _____ Make notes and comments on documents on the Rating Sheet _____ Determine if any follow-up or clarifying questions are needed

Reconvene

_____ SC members reconvene with Applicant: _____ Ask follow-up questions if necessary _____ Thank the applicant _____ Confirm that they will send her/him a copy of the Rating Sheets within the next few weeks

Follow-up

ASAP _____ SC members meet to confer, share notes, come to consensus _____ Complete Rating Sheets and Rating Summary Form (Appendices B & C)

Within 2 weeks after site visit _____ SC member 2 sends copies of Rating Sheets (not including freehand notes) to Applicant with feedback letter (Appendix F) _____ Applicant has an opportunity to contact the Selection Committee Members with questions, clarifications, or to provide additional documentation

Selection Committee Meeting _____ SC member 1 or 2: _____ Attach the notes pages to Rating Sheets _____ Integrate PAS findings with other application information _____ Meet with the full Selection Committee _____ Make their recommendation

ASAP Following the Selection Committee Meeting _____ Coordinator contacts Applicant with the decision of the Selection Committee

Handout 15, page 2

Trainers: Practice these scenarios with your training partner ahead of time so that you will be comfortable

demonstrating for the group. Do not share your instructions with the group.

Demonstration Scenario I

Recruit one member of the audience to be your “Selection Committee Member B”

Use the Rating Sheet and the copy of pages 10 & 11 provided for this exercise, and “go by the book”

Trainer A. You are a Selection Committee Member conducting a site visit. The

applicant has selected Staff Orientation (item 1) as one of her/his seven items. You

discover during the tour that you have a great deal in common with the applicant (kids

at the same college, hobbies, whatever). Complete the scoring and discussion for this

item. You try to practice good interviewing skills, but you feel so comfortable in the site

and with the applicant that you start giving really positive feedback, taking responses as

a given, and even assuming that documents are OK without carefully checking them.

You start saying things like “Oh, you are so organized! I’m sure you have a system for

implementing staff orientations consistently.”

Trainer B. You are a Director Mentor applicant. Your Selection Committee Members

are here. You have selected Staff Orientation as one of your seven items. You are

prepared and organized. You even have some additional documentation (e.g., a video

orientation created by staff members for new colleagues). You respond well to

questions and “click” with the Selection Committee member. You get the feeling that

you are “in” no matter how the rest of the interview goes.

Selection Committee Member B/Volunteer. Feel free to ask questions, chime in,

go with the flow.

Trainers: invite feedback from audience

Demonstration Scenario II

Recruit one member of the audience to be your “Selection Committee Member B”

Use the Rating Sheet and the copy of pages 10 & 11 provided for this

exercise, and “go by the book”

Trainer A. You are a Director Mentor applicant. Your Selection Committee Members

are here. You have selected Staff Orientation as one of your seven items. You don’t feel

fully prepared because things have been so crazy in the program due to an unexpected

departure—a teacher’s husband was transferred and she needed to move before you

could replace her. However, you have already rescheduled twice, so you decide to just

go through with it. You don’t have all of your documentation together, but you’re pretty

sure you know where it is. You don’t feel comfortable with the Selection Committee

members and feel like you have gotten off to a bad start. You feel like the harder you

try, the worse you do. Ad lib!

Trainer B. You are a Selection Committee Member conducting a site visit. The

applicant has selected Staff Orientation (item 1) as one of her/his seven items. The

applicant is clearly frazzled and ill-prepared, even though she has already rescheduled

twice. You, on the other hand, are proud of the fact that you have been a Director for

several years and are extremely organized and punctual. You feel that you would never

have applied for something like this unless you had all of your “ducks in a row.” You try

to disguise it, but you come into the interview skeptical that this individual is Director

Mentor quality. Her responses early in the interview leave you feeling that you are

wasting your time. Ad lib!

Selection Committee Member B/Volunteer. Feel free to ask questions, chime in,

go with the flow.

Trainers: invite feedback from audience

Trainers: Remember that you don’t care how the APPLICANT could

have done better. We are focusing on the Selection Committee

members’ roles. Keep group on task.

More ! More!

Trainers: Depending on the liveliness of the group, and the amount

of time remaining in the session, you can use the following scenarios

as you see fit.

If the group does not seem enthusiastic about role playing, ask for

three volunteers to role play for the whole group (or 1 or 2 with you

supplementing). Give them their roles and a few minutes to prepare,

then let them “perform” for the group, followed by open discussion.

If the group seems game and you have time, break into groups of three

and distribute scenarios to the groups.

Scenario: A “perfect” interview—no biases shown, support, interest,

etc. Appropriate involvement of SC member 2

Scenario: The “know-it-all” Director candidate

Final Questions & Discussion

Participants complete Evaluation Form

Adjourn