Background and Overview - Region of Waterloo
70
Background and Overview Presenters: Kim Sangüesa, Manager Early Learning Services Debbie Jones, Supervisor Quality Initiatives Region of Waterloo, February 2017 Docs 2341936
Transcript of Background and Overview - Region of Waterloo
PowerPoint PresentationDebbie Jones, Supervisor Quality Initiatives
Region of Waterloo, February 2017
Docs 2341936
CMSM Roles
Engage
TQM
Partnership
New system-wide approach needed
CE -
Rethink our Values
Local Context for Quality Pr
io r t
CMSM- Distribution of funds/funding agreements (Ministry of Children and Youth
RTB – voluntary process changed to expectation of participation
Children's Services Early Learning and Child Care Service Plan guided the quality expectations
Ministry of Education became responsible for Early Learning and Child Care
CMSM: System Manager role evolved
Resources and supports for capacity-building were provided as a result of FDK and other changes
Local requirements, Expectations i.e. RTB became mandatory, incentive grants were introduced
Exploring Total Quality Management
Total involves everyone and all processes
Quality the degree to which the service meets or exceeds customer expectations
Management how the organization will support staff to achieve expected outcomes
Evolution of Quality Models
Partnership
o Region of Waterloo and the City of Hamilton Children's Services Departments collaborated: • Gathered perspective from 14 Ontario
Municipalities
Co-constructed Framework
oCollaboration is the key to building a successful community-wide approach
Our Vision for Quality
Public management of the system Program delivery at local level
Parent involvement
Evidence-informed
$
for the system
Ongoing training for supervisors and program staff
Good wages and working conditions
Eight Elements of
0 Adequate, sustained public investment Coordinated program administration
Core/base funding Policy development Regulation and monitoringCapital funding
Quality improvement mechanisms Affordable parent fees
Early Years Engage: Continuous quality improvement
It is NOT:
RTB, it is a deeper, broader look at quality
Focused on levels (Bronze, Silver, and Gold) A binder to complete each year A "one size fits all" project
Early Years Engage: Continuous quality improvement
It IS: Embedded in all processes (professional learning, business planning, communication with families and each other) Built on a foundation of the 8 Elements of Quality An integrated approach On-going, continuously evolving and changing Mandatory for all Service Contract holders to participate To involve everyone (supervisors, educators, CMSM, and parents are invested in the process) An opportunity to align and strengthen the work of quality at the system-level
~~ Early Years Continuous quality improvement in Waterloo Region~._ Engage
Early Years Engage
o Staff Training and Development Policy • Continuous Professional Learning
o Annual Planning and Site Visit o System-wide Parent Survey oOneList Waterloo Region o Children's Services Portal o Annual Income Statement o New Service Provider Guide
System- wide
Parent Survey
about the system
o To help CMSM better understand /assess what supports are needed and where they are needed
System- wide
Parent Survey
o Survey will have two components: • System-level questions • Program-level questions
System- wide
Parent Survey
• experience with services used (OneList, Special Needs Resources)
• availability/accessibility of services required
• barriers
• parents perceptions about their child care experiences
• Use HDLH foundations as the lens
*Belonging *Well-being
*Engagement *Expression
o Working Group (March-November 2017) • A call was made for working
System- group members at the Jan. wide 2017 quality consultations
• Working Group Members Parent represent a broad range of Survey organizations across the Early Years System
The Working Group's Role:
o Make recommendations on the survey timing, promotion and delivery
o To provide feedback on the survey introduction to help families understand why the survey is being conducted and what is being measured
System- wide
Parent Survey
The Working Group's Role:
o To help inform what the survey summary for operators and families will look like
o Provide input on how survey data will be used in planning
OneList Waterloo
o
Children's Services Portal
Central access point for Children’s Services • Launching in 2017 • Share information with Operators
• Post materials and resources • Coordinate the submission of
documents
processes • Procedures of confirming operator
compliance with service agreements and guidelines Audit procedures Reporting
Annual Income Statement
Annual Income Statement
oOperator Annual Income Statement • Detail how funding received was expended
Staff costs Administration
Utilities Other Expenses
New Service
Provider Guide
Before the Region will enter into an agreement the program shall: • Have defined criteria and
requirements • Be aligned with new Early Years
Engage: Continuous quality improvement approach
• Be engaged in best practices in early childhood education
• Ensure accountability, and sound business practice
New Service
Provider Guide
oMore engagement from first point of contact: • Completion of an assessment tool • Discuss plans for approach to: Quality Financial management Staffing and professional development Inclusiveness Parent engagement
Early Years Experts
Ontario Municipalities
More Information Other Early Years Engage Webinars o Staff Training and Development Policy o Annual Planning and Site Visit
KAHOOT! Quality Game
We have created a fun way to review the Background and Overview webinar: • Smart device connected to Wifi is required • Type in kahoot.it on your smart device's
browser, enter the game pin and play along • A link with game instructions can be found on
the page where you found the webinar.
Kim Sangüesa, Manager Early Learning Services [email protected] or 519-575-4400 ext. 5429
Debbie Jones, Supervisor Quality Initiatives [email protected] or 519-575-4400 ext. 5044
Leah Clarke, Coordinator Quality Initiatives [email protected] or 519-575-4400 ext. 3278
Presenter: Debbie Jones, Supervisor Quality Initiatives
Region of Waterloo, February 2017
EARLY YEARS ENGAGE
Staff Training and Development Policy
Intent Continuous professional learning by early years professionals is an integral component of the development and ongoing growth of a high quality early years system. The intent of this policy is to help foster a climate where all professionals in this sector are actively engaged, and well supported in pursuing and achieving their learning goals.
The following is a summary of the requirements that are to be a part of each organization’s Staff Training and Development Policy.
Summary of Requirements for Staff Training and Development Policy
Ongoing Professional Learning
All* professionals are required to engage in ongoing professional learning through the development and completion of an annual Professional Learning Plan.
System partners will detail how professional development opportunities [workshops and conferences, links to news and updates from the Province, Ministry or community agency, Communities of Practice meetings, printed/video resources, community calendar, etc.] offered through the Professional Resource Centre (PRC) at Conestoga College or other community partners are made available to all professionals within their organization. In addition, specify how knowledge gained from professional development activities engaged in by staff is shared with all staff and how transfer to practice of knowledge and skills is supported by the organization.
Staff Training
and Develop
ment Policy
Why? o Create a climate where all
professionals in this sector are actively engaged, and well supported in pursuing and achieving their learning goals
Staff What? Training Ongoing Professional Learning
and Develop- oOngoing Professional Learning
(CCEYA,2015) ment oSupport (CCEYA,2015) Policy
Staff Training
and Develop
ment Policy
What? Ongoing Professional Learning oAll professionals are required
to engage in Continuous Professional Learning (CPL) and complete an annual Professional Learning Plan
Staff Training
and Develop
ment Policy
Ongoing Professional Learning (cont…) o System partners will detail how
professional learning opportunities are made available to all professionals within their organization
o Detail how knowledge gained from professional learning is shared and how transfer to practice of knowledge is supported (e.g. sample reflection tool)
o Organizations are required to hold one Professional Resource Centre membership and identify this to their staff
Examples of Continuous Professional
Staff Training
and Develop
ment Policy
Support o Managers/Supervisors/Owners will
engage each staff in: one annual goal setting meeting and at least 2 review meetings during the calendar year
o Detail how the organization supports staff with CPL
Developing a Professional Learning Plan is Important
o Continuous professional learning assists individuals to: • enhance their professional practice • actively respond and adjust to change • prepare for new roles and responsibilities • demonstrate professional accountability1
1Completing my Professional Learning Plan, College of Early Childhood Educators, p.1
How to Develop a Professional Learning Plan
oWhen developing goals think S.M.A.R.T.: Specific Measurable Action-oriented Relevant Time-bound
•••• .1/J"'): Early Years I c"""""""""'Y'""'""""" •• ·- Engage mW .. ~IooRq>on ••••
Professional Learning Plan - Option for Non-RECE's
Name: ____________ __
Activities to Support Goals • Prov ide estimated
to enhancing y our •Determine what activities y ou will need to complete, in order to timelines for the completion Support Required
practice meet y our goal ofthe activities in y our work plan
Example: Connect w it h all families 0 Attend~: Documentation Group to enhance d ocumentation Start attending as o f Jan. (at least)weekly for 2-way skills, methods and presentation o f d ocumentation. Netw orking 17' / 17
Communicating conversation and w i th o ther pro fessionals in the field. w it h parents information sharing (re: 0 Discuss/ brainstorm ideas w i th co-w orkers at a staff meeting(s) Feb. - Mar.20 17 Time on the agenda for
child development, 0 Read literature / resources (PRCand o ther sources) Jan. - Jun. 20 17 the Feb. staff meeting
emerging interestsof <hi lei, 0 Reach out t o families about w hat w ays o f communication w ork Feb. - De<. 20 17 progress toward goals- best for them & experiment w i th d i fferent methodso f how to toilet training) reco rd o bservations and share them, and receive input from
families 0 Explore Early l earning & Child Care Conference (March 4~) for Jan. - Feb. 20 17 Finandal assistance to
relevant w orkshops (i.e. communicating w i th families attend the conference
Goal #l
Focus Area G oal Activities to Support goal s Timel in es SUpport Required
Goa.l ff'2
Learning
The Cycle o Align with current cycle period o Expected cycle period would be 12
month period • If on a 24 month cycle period treat goal
setting meeting in year 2 as an additional review meeting
The Process o Goal setting meeting
o 2 review meetings
More Information
o Background and Overview o Annual Planning and Site Visits
Questions about Early Years Engage contact: Kim Sangüesa, Manager Early Learning Services [email protected] or 519-575-4400 ext. 5429
Debbie Jones, Supervisor Quality Initiatives [email protected] or 519-575-4400 ext. 5044
Leah Clarke, Coordinator Quality Initiatives [email protected] or 519-575-4400 ext. 3278
Presenter: Kim Sangüesa, Manager Early Learning Services
Region of Waterloo, February 2017
Annual Planning and Site
Partners in a continuous improvement process
What? o Complete the Annual Planning
Template o Three goals that align with Our Vision
for Quality in Waterloo Region. o Fourth goal, specific to the System-
wide Parent Survey (once it rolls out).
Annual Planning and Site
2018 o June 2018 – September 2018
consolidate feedback , make revisions
Annual Planning and Site
goals and developing and implementing the work plan
o For Large Multi-site agencies – "Planning Tool for Multi-site operators"
o YDPs
=~;· :t'- ~ Early Years I contll'l.O.Ilqu:al!ty ittpcOwt'i••...,, Annual Planning Template • :r. Engage '""""""""" • • ~- ·--J (Think S. M .A, R. T.- S pecifte, M:asurable, Actio!Kit ie-nt$d, R::le-va nt, Time-bound• cycle P&riod:
Go.> I HoW does the goa.l aJ~;gn Rationale Detailed Work Pla.n Timefi nes support Requir ed with Our V.iskm for ~was thGgoat What a re thea a 1vities r~uir~ to reach the goal, a nd w ho Provide es.1irnat$d What supports/ resources are Quolity in Waterloo chos.&n? has respons..ibility for le-ading ead'l activity? tim;e,lines f or the r~uir~ to achie-ve t he goal?
Region? comp~tion of each activity in the \'t.'Otk plan
Exa.mple: Improve employee HIJ!TtO!J Resowces our pro; ram • Dedicate 45 minutes at two separate staff meetings to Mar - May. Z017 engagerrwnt by ~lie-ves that if our dis.cus.s wM r e and how input could be prov~ and providing nnore Children and families empbyea's oeem de-v elop a Policy and Proc!'dure on how the opportunities for gain a strong ~ru-e of are me-t the-y will te organization will cont inue to support .empby~ input. empby~ input into conftd&oce aod bHt~r able to meet • 1m,:prove rne-thom to communicate w:ith aU empby~ M ay-Juoe 2017 M ay involve the purchas.e of changes th:at affect ~longing w hen syst~rn the neemof by comp~ting a rev ie-w o f the curr em communication some resourc.:s {i.e. w hite them, aod .atso part oers provide positive children a od protocol$ a od building upon them. bou ds• fioding w ays to work environme-nts. families w hich w ill • Establish a goal s.:tting meeting w ith each staff aod at M arch {creatce a de-v elop artd make iocreas.e the quality ~ast two rev ie-w meetings throughowt they ear to scM>dule for a nnual goal full us.: of o f our s.:rv ice. d iscuss goats w ith staff aod rev ie-w progres tow ard s.:tting meeting for a ll empbyea':s skills, reaching them. staff) abilitie-s and • E:nhsoce empby~ de-v eloprMnt opportunitie-s through April- s.:t t~mtative
exp~r ie-oce: ~ade-rshipon projects w ithin the prog ram. {i.e. scM>dule for r ev ie-w
planning parent ev ents, de-v eloping program meeting for r.emaind&r Staff may need timeo utof
r.&w;.ktt~r 1- M,l):i rt of o~M M*.til'tg$ b~t\\'*n of the y.u r program tocompl!te projKti su~rvisor aod empby~. M ay 2018 Fimal reW.ws
• support me-ntor ing opportunities amongst staff- w M re staff can share their ex~rie-nce aod be co- M arch 2017 1 mpl&rMnt
~a roers {i.e. using the Profesionsi Leaming Reflection Reflection Tool
Tool to share ~arningwithco-worke:rs, pair e~rie-oc!'d st aff w ith ne-w st aff incla~ssroom•
Jl.ii. Early Years "ir Engage
Annual Planning Template
Annual Planning Template
Quality
Responding
Assess: o Issues o Complaints o New or changing requirements o New initiatives
In order to make decisions about how to proceed.
Establishing Coherence
Plan: by revising or developing new o policies, o procedures o strategies o Goals o Develop work plan
To move forward with the required or desired improvement/action.
Service Provision & Operational Practice
Do: Improvement Plans (work plans) are operationalized to… o Achieve required/desired goals o Embed new initiatives/approaches
To increase coherence in the Early Years System
Data Collection, Research & Reporting
Reflection & Evidence Informed Planning
Review: Improvement Plans using... o Data o Research
To determine when: o Goals are met o Another course of action or new plan is needed
o Reports are being compiled
Site Visit
Visit each head office site on an annual basis
o Year 1 (Mar. 2017-June 2018) visits will occur between April and Nov. 2017
o After year one (September – August cycle period) visits will happen between October and June
Booked in advance Approximately 3 hours in length
Site Visit Components: Part 1 – Appreciative Inquiry in the
program Part 2 – Meeting with Program
Supervisor(s) and Manager/Owner or Director o Share observations Site Visit o Programs can highlight
accomplishments/identify challenges, and supports that may be helpful
o Check-in on Early Years Engage initiatives
Part 3 – Review Annual Planning Template
Site Visit
o Head offices - 5 or < sites – 1 site visited/yr.
>5 sites = 25% o For YDP (before and After school
programs) up to 25% visited/yr. o Part 1 and a portion of Part 2 will be
completed at the visit o Remainder of Part 2 and Part 3 will
be completed as part of a group meeting by head office
Site Visit
For Home-based child care agencies and special needs resourcing agencies
o Pre-booked meetings by head office
o meet with Supervisors and the Director/Owner (and if applicable program staff) to review Part 2 and 3
More Information
Other Early Years Engage Webinars o Background and Overview o Staff Training and Development Policy
Questions about Early Years Engage contact:
Kim Sangüesa, Manager Early Learning Services [email protected] or 519-575-4400 ext. 5429
Debbie Jones, Supervisor Quality Initiatives [email protected] or 519-575-4400 ext. 5044
Leah Clarke, Coordinator Quality Initiatives [email protected] or 519-575-4400 ext. 3278
Slide Number 14
Slide Number 17
Phase One
Slide Number 40
Slide Number 41
Slide Number 42
Slide Number 43
Slide Number 44
Slide Number 46
Professional Learning Plan
Professional Learning Plan
Continuous Professional Learning
Slide Number 56
Slide Number 57
Annual Planning Template
Annual Planning Template
Planning for Quality
Docs 2341936
CMSM Roles
Engage
TQM
Partnership
New system-wide approach needed
CE -
Rethink our Values
Local Context for Quality Pr
io r t
CMSM- Distribution of funds/funding agreements (Ministry of Children and Youth
RTB – voluntary process changed to expectation of participation
Children's Services Early Learning and Child Care Service Plan guided the quality expectations
Ministry of Education became responsible for Early Learning and Child Care
CMSM: System Manager role evolved
Resources and supports for capacity-building were provided as a result of FDK and other changes
Local requirements, Expectations i.e. RTB became mandatory, incentive grants were introduced
Exploring Total Quality Management
Total involves everyone and all processes
Quality the degree to which the service meets or exceeds customer expectations
Management how the organization will support staff to achieve expected outcomes
Evolution of Quality Models
Partnership
o Region of Waterloo and the City of Hamilton Children's Services Departments collaborated: • Gathered perspective from 14 Ontario
Municipalities
Co-constructed Framework
oCollaboration is the key to building a successful community-wide approach
Our Vision for Quality
Public management of the system Program delivery at local level
Parent involvement
Evidence-informed
$
for the system
Ongoing training for supervisors and program staff
Good wages and working conditions
Eight Elements of
0 Adequate, sustained public investment Coordinated program administration
Core/base funding Policy development Regulation and monitoringCapital funding
Quality improvement mechanisms Affordable parent fees
Early Years Engage: Continuous quality improvement
It is NOT:
RTB, it is a deeper, broader look at quality
Focused on levels (Bronze, Silver, and Gold) A binder to complete each year A "one size fits all" project
Early Years Engage: Continuous quality improvement
It IS: Embedded in all processes (professional learning, business planning, communication with families and each other) Built on a foundation of the 8 Elements of Quality An integrated approach On-going, continuously evolving and changing Mandatory for all Service Contract holders to participate To involve everyone (supervisors, educators, CMSM, and parents are invested in the process) An opportunity to align and strengthen the work of quality at the system-level
~~ Early Years Continuous quality improvement in Waterloo Region~._ Engage
Early Years Engage
o Staff Training and Development Policy • Continuous Professional Learning
o Annual Planning and Site Visit o System-wide Parent Survey oOneList Waterloo Region o Children's Services Portal o Annual Income Statement o New Service Provider Guide
System- wide
Parent Survey
about the system
o To help CMSM better understand /assess what supports are needed and where they are needed
System- wide
Parent Survey
o Survey will have two components: • System-level questions • Program-level questions
System- wide
Parent Survey
• experience with services used (OneList, Special Needs Resources)
• availability/accessibility of services required
• barriers
• parents perceptions about their child care experiences
• Use HDLH foundations as the lens
*Belonging *Well-being
*Engagement *Expression
o Working Group (March-November 2017) • A call was made for working
System- group members at the Jan. wide 2017 quality consultations
• Working Group Members Parent represent a broad range of Survey organizations across the Early Years System
The Working Group's Role:
o Make recommendations on the survey timing, promotion and delivery
o To provide feedback on the survey introduction to help families understand why the survey is being conducted and what is being measured
System- wide
Parent Survey
The Working Group's Role:
o To help inform what the survey summary for operators and families will look like
o Provide input on how survey data will be used in planning
OneList Waterloo
o
Children's Services Portal
Central access point for Children’s Services • Launching in 2017 • Share information with Operators
• Post materials and resources • Coordinate the submission of
documents
processes • Procedures of confirming operator
compliance with service agreements and guidelines Audit procedures Reporting
Annual Income Statement
Annual Income Statement
oOperator Annual Income Statement • Detail how funding received was expended
Staff costs Administration
Utilities Other Expenses
New Service
Provider Guide
Before the Region will enter into an agreement the program shall: • Have defined criteria and
requirements • Be aligned with new Early Years
Engage: Continuous quality improvement approach
• Be engaged in best practices in early childhood education
• Ensure accountability, and sound business practice
New Service
Provider Guide
oMore engagement from first point of contact: • Completion of an assessment tool • Discuss plans for approach to: Quality Financial management Staffing and professional development Inclusiveness Parent engagement
Early Years Experts
Ontario Municipalities
More Information Other Early Years Engage Webinars o Staff Training and Development Policy o Annual Planning and Site Visit
KAHOOT! Quality Game
We have created a fun way to review the Background and Overview webinar: • Smart device connected to Wifi is required • Type in kahoot.it on your smart device's
browser, enter the game pin and play along • A link with game instructions can be found on
the page where you found the webinar.
Kim Sangüesa, Manager Early Learning Services [email protected] or 519-575-4400 ext. 5429
Debbie Jones, Supervisor Quality Initiatives [email protected] or 519-575-4400 ext. 5044
Leah Clarke, Coordinator Quality Initiatives [email protected] or 519-575-4400 ext. 3278
Presenter: Debbie Jones, Supervisor Quality Initiatives
Region of Waterloo, February 2017
EARLY YEARS ENGAGE
Staff Training and Development Policy
Intent Continuous professional learning by early years professionals is an integral component of the development and ongoing growth of a high quality early years system. The intent of this policy is to help foster a climate where all professionals in this sector are actively engaged, and well supported in pursuing and achieving their learning goals.
The following is a summary of the requirements that are to be a part of each organization’s Staff Training and Development Policy.
Summary of Requirements for Staff Training and Development Policy
Ongoing Professional Learning
All* professionals are required to engage in ongoing professional learning through the development and completion of an annual Professional Learning Plan.
System partners will detail how professional development opportunities [workshops and conferences, links to news and updates from the Province, Ministry or community agency, Communities of Practice meetings, printed/video resources, community calendar, etc.] offered through the Professional Resource Centre (PRC) at Conestoga College or other community partners are made available to all professionals within their organization. In addition, specify how knowledge gained from professional development activities engaged in by staff is shared with all staff and how transfer to practice of knowledge and skills is supported by the organization.
Staff Training
and Develop
ment Policy
Why? o Create a climate where all
professionals in this sector are actively engaged, and well supported in pursuing and achieving their learning goals
Staff What? Training Ongoing Professional Learning
and Develop- oOngoing Professional Learning
(CCEYA,2015) ment oSupport (CCEYA,2015) Policy
Staff Training
and Develop
ment Policy
What? Ongoing Professional Learning oAll professionals are required
to engage in Continuous Professional Learning (CPL) and complete an annual Professional Learning Plan
Staff Training
and Develop
ment Policy
Ongoing Professional Learning (cont…) o System partners will detail how
professional learning opportunities are made available to all professionals within their organization
o Detail how knowledge gained from professional learning is shared and how transfer to practice of knowledge is supported (e.g. sample reflection tool)
o Organizations are required to hold one Professional Resource Centre membership and identify this to their staff
Examples of Continuous Professional
Staff Training
and Develop
ment Policy
Support o Managers/Supervisors/Owners will
engage each staff in: one annual goal setting meeting and at least 2 review meetings during the calendar year
o Detail how the organization supports staff with CPL
Developing a Professional Learning Plan is Important
o Continuous professional learning assists individuals to: • enhance their professional practice • actively respond and adjust to change • prepare for new roles and responsibilities • demonstrate professional accountability1
1Completing my Professional Learning Plan, College of Early Childhood Educators, p.1
How to Develop a Professional Learning Plan
oWhen developing goals think S.M.A.R.T.: Specific Measurable Action-oriented Relevant Time-bound
•••• .1/J"'): Early Years I c"""""""""'Y'""'""""" •• ·- Engage mW .. ~IooRq>on ••••
Professional Learning Plan - Option for Non-RECE's
Name: ____________ __
Activities to Support Goals • Prov ide estimated
to enhancing y our •Determine what activities y ou will need to complete, in order to timelines for the completion Support Required
practice meet y our goal ofthe activities in y our work plan
Example: Connect w it h all families 0 Attend~: Documentation Group to enhance d ocumentation Start attending as o f Jan. (at least)weekly for 2-way skills, methods and presentation o f d ocumentation. Netw orking 17' / 17
Communicating conversation and w i th o ther pro fessionals in the field. w it h parents information sharing (re: 0 Discuss/ brainstorm ideas w i th co-w orkers at a staff meeting(s) Feb. - Mar.20 17 Time on the agenda for
child development, 0 Read literature / resources (PRCand o ther sources) Jan. - Jun. 20 17 the Feb. staff meeting
emerging interestsof <hi lei, 0 Reach out t o families about w hat w ays o f communication w ork Feb. - De<. 20 17 progress toward goals- best for them & experiment w i th d i fferent methodso f how to toilet training) reco rd o bservations and share them, and receive input from
families 0 Explore Early l earning & Child Care Conference (March 4~) for Jan. - Feb. 20 17 Finandal assistance to
relevant w orkshops (i.e. communicating w i th families attend the conference
Goal #l
Focus Area G oal Activities to Support goal s Timel in es SUpport Required
Goa.l ff'2
Learning
The Cycle o Align with current cycle period o Expected cycle period would be 12
month period • If on a 24 month cycle period treat goal
setting meeting in year 2 as an additional review meeting
The Process o Goal setting meeting
o 2 review meetings
More Information
o Background and Overview o Annual Planning and Site Visits
Questions about Early Years Engage contact: Kim Sangüesa, Manager Early Learning Services [email protected] or 519-575-4400 ext. 5429
Debbie Jones, Supervisor Quality Initiatives [email protected] or 519-575-4400 ext. 5044
Leah Clarke, Coordinator Quality Initiatives [email protected] or 519-575-4400 ext. 3278
Presenter: Kim Sangüesa, Manager Early Learning Services
Region of Waterloo, February 2017
Annual Planning and Site
Partners in a continuous improvement process
What? o Complete the Annual Planning
Template o Three goals that align with Our Vision
for Quality in Waterloo Region. o Fourth goal, specific to the System-
wide Parent Survey (once it rolls out).
Annual Planning and Site
2018 o June 2018 – September 2018
consolidate feedback , make revisions
Annual Planning and Site
goals and developing and implementing the work plan
o For Large Multi-site agencies – "Planning Tool for Multi-site operators"
o YDPs
=~;· :t'- ~ Early Years I contll'l.O.Ilqu:al!ty ittpcOwt'i••...,, Annual Planning Template • :r. Engage '""""""""" • • ~- ·--J (Think S. M .A, R. T.- S pecifte, M:asurable, Actio!Kit ie-nt$d, R::le-va nt, Time-bound• cycle P&riod:
Go.> I HoW does the goa.l aJ~;gn Rationale Detailed Work Pla.n Timefi nes support Requir ed with Our V.iskm for ~was thGgoat What a re thea a 1vities r~uir~ to reach the goal, a nd w ho Provide es.1irnat$d What supports/ resources are Quolity in Waterloo chos.&n? has respons..ibility for le-ading ead'l activity? tim;e,lines f or the r~uir~ to achie-ve t he goal?
Region? comp~tion of each activity in the \'t.'Otk plan
Exa.mple: Improve employee HIJ!TtO!J Resowces our pro; ram • Dedicate 45 minutes at two separate staff meetings to Mar - May. Z017 engagerrwnt by ~lie-ves that if our dis.cus.s wM r e and how input could be prov~ and providing nnore Children and families empbyea's oeem de-v elop a Policy and Proc!'dure on how the opportunities for gain a strong ~ru-e of are me-t the-y will te organization will cont inue to support .empby~ input. empby~ input into conftd&oce aod bHt~r able to meet • 1m,:prove rne-thom to communicate w:ith aU empby~ M ay-Juoe 2017 M ay involve the purchas.e of changes th:at affect ~longing w hen syst~rn the neemof by comp~ting a rev ie-w o f the curr em communication some resourc.:s {i.e. w hite them, aod .atso part oers provide positive children a od protocol$ a od building upon them. bou ds• fioding w ays to work environme-nts. families w hich w ill • Establish a goal s.:tting meeting w ith each staff aod at M arch {creatce a de-v elop artd make iocreas.e the quality ~ast two rev ie-w meetings throughowt they ear to scM>dule for a nnual goal full us.: of o f our s.:rv ice. d iscuss goats w ith staff aod rev ie-w progres tow ard s.:tting meeting for a ll empbyea':s skills, reaching them. staff) abilitie-s and • E:nhsoce empby~ de-v eloprMnt opportunitie-s through April- s.:t t~mtative
exp~r ie-oce: ~ade-rshipon projects w ithin the prog ram. {i.e. scM>dule for r ev ie-w
planning parent ev ents, de-v eloping program meeting for r.emaind&r Staff may need timeo utof
r.&w;.ktt~r 1- M,l):i rt of o~M M*.til'tg$ b~t\\'*n of the y.u r program tocompl!te projKti su~rvisor aod empby~. M ay 2018 Fimal reW.ws
• support me-ntor ing opportunities amongst staff- w M re staff can share their ex~rie-nce aod be co- M arch 2017 1 mpl&rMnt
~a roers {i.e. using the Profesionsi Leaming Reflection Reflection Tool
Tool to share ~arningwithco-worke:rs, pair e~rie-oc!'d st aff w ith ne-w st aff incla~ssroom•
Jl.ii. Early Years "ir Engage
Annual Planning Template
Annual Planning Template
Quality
Responding
Assess: o Issues o Complaints o New or changing requirements o New initiatives
In order to make decisions about how to proceed.
Establishing Coherence
Plan: by revising or developing new o policies, o procedures o strategies o Goals o Develop work plan
To move forward with the required or desired improvement/action.
Service Provision & Operational Practice
Do: Improvement Plans (work plans) are operationalized to… o Achieve required/desired goals o Embed new initiatives/approaches
To increase coherence in the Early Years System
Data Collection, Research & Reporting
Reflection & Evidence Informed Planning
Review: Improvement Plans using... o Data o Research
To determine when: o Goals are met o Another course of action or new plan is needed
o Reports are being compiled
Site Visit
Visit each head office site on an annual basis
o Year 1 (Mar. 2017-June 2018) visits will occur between April and Nov. 2017
o After year one (September – August cycle period) visits will happen between October and June
Booked in advance Approximately 3 hours in length
Site Visit Components: Part 1 – Appreciative Inquiry in the
program Part 2 – Meeting with Program
Supervisor(s) and Manager/Owner or Director o Share observations Site Visit o Programs can highlight
accomplishments/identify challenges, and supports that may be helpful
o Check-in on Early Years Engage initiatives
Part 3 – Review Annual Planning Template
Site Visit
o Head offices - 5 or < sites – 1 site visited/yr.
>5 sites = 25% o For YDP (before and After school
programs) up to 25% visited/yr. o Part 1 and a portion of Part 2 will be
completed at the visit o Remainder of Part 2 and Part 3 will
be completed as part of a group meeting by head office
Site Visit
For Home-based child care agencies and special needs resourcing agencies
o Pre-booked meetings by head office
o meet with Supervisors and the Director/Owner (and if applicable program staff) to review Part 2 and 3
More Information
Other Early Years Engage Webinars o Background and Overview o Staff Training and Development Policy
Questions about Early Years Engage contact:
Kim Sangüesa, Manager Early Learning Services [email protected] or 519-575-4400 ext. 5429
Debbie Jones, Supervisor Quality Initiatives [email protected] or 519-575-4400 ext. 5044
Leah Clarke, Coordinator Quality Initiatives [email protected] or 519-575-4400 ext. 3278
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Phase One
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Professional Learning Plan
Professional Learning Plan
Continuous Professional Learning
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Annual Planning Template
Annual Planning Template
Planning for Quality
