Who Can be a Trainer? Coach? Consultant? Mentor?

A preconference day of exploration and discussion

2010 Opening Minds ConferenceJanuary 27, 2010

22

Welcome!

Photos © NAEYC/Callaghan

Gail Conway, Chicago Metro AEYC

Overview of the Day

GoalsInvestigate four approaches to professional

development −training, coaching, consultation, and mentoring

Discuss and draft definitionsBegin to identify core capabilities

3

Overview of the Day

AgendaIntroductionsNational trends and considerationsExploration of definitionsLunch on your ownExploration of core capabilitiesWrap-up and next steps

44

Introductions

Table sharing Your name and professional affiliationKey professional development experiences

● Provided● Received● Both

5

Photo © NAEYC/Callaghan

66

Shift Happens!

Camille Catlett, National Professional Development Center on Inclusion (NPDCI) at FPG Child Development Institute

Sarah LeMoine, National Association for the Education of Young Children (NAEYC)

What do we know about professional development in the early childhood field?

7

Proximity of Influence and Support

Policymakers

Professional Development

Providers

Researchers

Practitioners Family Children

8

Definitions

Role and proximity influence definitionsNomenclature is essential for clarity of

purpose, planning and actionProfessional development (PD)PD systemPolicyResearchImplementationApproaches

9

NAEYC Draft Definition

Professional development comprises initial preparation (preservice) and ongoing learning experiences (in-service) designed to improve the knowledge, skills/behaviors, and dispositions/values of early childhood professionals.

10

Source: DRAFT revised NAEYC position statement: A Conceptual Framework for Early Childhood Professional Development.

EC Professional Development Journey

Activities

Initiatives

Systems

Integrated systems

Research, Policy, and Practice Cycle

11

Integrated State Professional Development System

System of comprehensive preparation and ongoing development and support

Crosses sectors (e.g., child care, Head Start, early intervention and special education, and public schools)

Serves professionals preparing to and working with and on behalf of young children and their families (i.e., direct and non-direct service staff)

12

Policy

Policy provides goals and procedures to guide decisions and actions

Governments, businesses, professions, and other entities develop and employ policies

13

State Policy Blueprint:Essential Policy Areas

Professional Standards Career Pathways Articulation Advisory Structure Data Financing

1414

15

Snapshot of State PoliciesStates that Address Blueprint Essential Policy Areas in

Statutes, Regulations, or Executive Orders

31%

24%

67%

75%

22%

57%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Minimum % of States

Professional Standards

Career Pathways

Articulation

Advisory Structure

Data

Financing

*n=51; Data as of August 2009

16

Policies & ImplementationMinimum Percentage of States with

Public Policies and System Components

*Policies on system advisory structure and individual advising component

**n=51; Data as of August 2009

25%

18%

31%

12%

43%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Minimum % of States

Professional Standards

Career Pathways

Advisory Structure*

Data

Financing

1717

State Policy Blueprint:Principles for Policy-Making

Does this policy increase integration among the sectors?

Does it include quality assurances? Does it support diversity, inclusion,

and access? Does it increase compensation parity?

18

Professional Development

Adapted by S. LeMoine, from New Approaches to Regulation (1996), by Gwen Morgan, The Center for Career Development in Early Care and Education at Wheelock College.

QRIS Criteria

Levels and Integration of Standards

PD Specialists

Provide education and training programs to individuals preparing to become early childhood professionals as well as those currently working in the early childhood field.

Include: Faculty in associate’s, baccalaureate, and graduate

degree programs in institutions of higher education; Adult educators/ trainers in public and private

organizations; and Program administrators who provide training and

technical assistance to their staff.

19Source: DRAFT revised NAEYC position statement: A Conceptual Framework for Early Childhood Professional Development.

20

NAEYC Exploration of PD Specialists

Exploring states’ critical questions and opportunities

Gathering definitions, questions, ideas, opinions, and policies

Examining opportunities for synergyToday is one step in this ongoing journey

Breaking It Down …

Comprehensive systemsPD

SpecialistsWorkforce perspective

Provide information about available career opportunities, support, training, and education

Key to system and individual success

Let me know my options - what is required , desired, and available

Help individuals plan for and have access to a continuum of PD

Help me navigate the system, form my goals, and make a plan to achieve them

Ensure that offerings are responsive, quality , linked , and lead to/have the potential to lead to credentials or degrees

Make it meaningful and add up to something

Link increased qualifications with increased compensation

Reward me for achievements

21

Basics for the system and those served by it

Proximity of Influence and Support

Policymakers

Professional Development

Providers

Researchers

Practitioners Family Children

22

NPDCI Definition

“Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..

23

WHO Are the Learners?

24

WHAT Drives the Content of Professional Development?

naeyc

State Standards & Licensure

Competencies and Credentials

OSEP Outcomes

Other National Professional Organizations (e.g., NBPTS, ASHA, AOTA, APTA)

Head Start Performance Standards

25

WHAT Do You Want the Learners to Know and Be Able to Do?

26

HOW is the Professional Development Provided?

Traditional methodsPreservice and inservice

Promising but unproven strategiesConsultationCoachingMentoringCommunities of practice

27

readinglecture

readinglecture

role playingfield applicationcase studies

role playingfield application

demonstrationobservationinterviewingproblem solvingbrainstormingdiscussion

guided reflectionself-analysisclinical supervision

guided reflectionfollow-up planscoaching

Attitudes, values

Skill

Knowledge

Awareness

Complexity of synthesis and application required

Low High

A model for matching training approach to desired training outcomes and complexity of application (Winton, McCollum, & Catlett, 1997 4; adapted from Harris, 1980) 5

De

sir

ed

im

pa

ct

(le

arn

ing

ou

tco

me

s f

rom

lo

w t

o h

igh

)

28

One thing we can say with certainty about professional development is that workshops alone are not effective.

A recent survey of Part C and 619 Coordinators indicated that workshops were the primary mode for delivering training and technical assistance.

29

NPDCI Conceptual Framework

30

Today’s Questions

31

In Illinois, what do you mean by . . .

consultation?

mentoring?coaching?

training?

32

Break

33

© Sills/NAEYC

What Do We Mean – DefinitionsSmall group work

ConsultationMentoring

TrainingCoaching

34

35

Small Group Steps–Definitions

1. Read examples

2. Highlight key words and phrases group thinks are essential (flip chart)

3. Add any additional terms or phrases (descriptors) that are important from Illinois perspective

4. Identify any terms that can belong to one of the other 3 groups (flip chart)

35

36

LunchOn your own

© Sills/NAEYC 36

Cross-approach Terms

Knowledge of content/adult learning (all)Reflective (all)Ethical (4)Variety of modalities/approaches/models (4)Communication and listening skills (4)Know their audiences (4)Flexible (3)Confidentiality (3)Culturally relevant (3)Trust/respect (3)

38

Reflections and Reframing

38

© S. LeMoine

ConsultationMentoring

TrainingCoaching

What Does It Take–Core CapabilitiesSmall group work

39

40

Small Group Steps–Capabilities

1. Read examples

2. Review and focus on 4 questions

3. Highlight key words and phrases group thinks are essential (flip chart)

4. Add any additional terms or phrases that are important from Illinois perspective

5. Identify any terms that can belong to one of the other 3 groups

40

41

Wrap-Up

© NAEYC/Callaghan

42

Related Resources and Assistance

www.naeyc.org/policy/ecwsi Online state policy database Summary, planning guide, and additional tools Collaborative consultation via annual summit,

web seminars, and peer-to-peer Linkages to additional NAEYC state and

Federal policy work and professional development activities including Conceptual Framework for Professional Development and Professional Preparation Standards

The ECWSI is generously supported by the Birth to Five Policy Alliance and the McCormick Foundation.

43

Related Resources and Assistance

What Do We Mean by Professional Development in the Early Childhood Field (concept paper)

The Landscape: A Statewide Survey for Providers of Professional Development in Early Childhood (survey instrument)

Products available for free download at http://community.fpg.unc.edu/resources/articles

44

Continuing the Discussion: “Landing Pad”

45© NAEYC/Callaghan

46

Thank you!

© S. LeMoine

Sarah LeMoineNAEYC1313 L Street, NW, Suite 500Washington, DC  20005202-232-8777, ext. 8841 800-424-2460, ext. 8841slemoine@naeyc.org

Ruth PrescottProfessional Development DirectorChicago Metro AEYC30 East Adams, Suite 1000Chicago, IL 60603rprescott@chicagometroaeyc.org

Camille CatlettFPG Child Development InstituteUniversity of North Carolina - Chapel HillCB #8185Chapel Hill, NC 27599919-966-6635catlett@mail.fpg.unc.edu