Collaboration: The Essential Component to School Readiness Judy R. Jablon Ready At Five Symposium October 3, 2006

Today’s Outcomes Increased understanding of how collaboration supports school readiness Six strategies for creating a culture of collaboration on behalf of young children Shared insights about readiness collaboration in Maryland

Maryland’s Outstanding Readiness Efforts

EVERYONE Has a Role in Children’s Readiness It turns out that one teaches readiness or provides opportunities for its nurture, one does not simply wait for it… a child who is ready to learn will not learn unless he or she is taught or unless the conditions are propitious for the child to learn on his or her own. Meisels, 1999 quoting Bruner

COLLABORATION Getting results together that cannot be achieved working alone Collaboration for school readiness means –Doing something jointly on behalf of children and families –Having shared outcomes –Partnering so that the result is increased success for children and families

Extending the Culture of COLLABORATION in Maryland

School Readiness involves new connections among schools, families, childcare centers, mental and physical health providers, and all others who come in contact with young children. How does collaboration support school readiness?

Who needs to collaborate on behalf of children’s readiness success? Teachers and teachers –Within a classroom –Within programs –Across programs for continuity Teachers and families –Parents are children’s first teachers Schools and families –Transition Families, schools and community agencies –Combining resources –Keeping children safe and healthy –Supporting children and families

Benefits of Collaboration Combined assets and resources can provide more comprehensive and less fragmented services Formal linkages among services leads to improved family service and support systems Improved comprehensive services result in lower costs and better outcomes for children, families and communities Consistent use of best practices leads to standards of quality and improved child outcomes –Ongoing communication between early care and public school programs leads to greater continuity –Ongoing communication between families, child care programs and schools lead to more effective transitions –Conversations among all programs serving children and families can result in providing children with the experience and knowledge they need to be successful in school

What gets in the way?

What are challenges to collaboration? External challenges Internal challenges

External Challenges Time Turf Money

Internal Challenges Feels easier to do it alone Only so much energy Hard to cut through the static

Teaching has traditionally been done in isolation It takes more time and effort to collaborate It requires developing new ways of doing things Seems Easier to Work Alone

The Cup of Energy

Cut through the Static ©Judy R. Jablon 2006

Six Strategies for Collaboration 1.Define goals and benchmarks 2.Determine participants 3.Build relationships 4.Communicate effectively 5.Develop a work plan 6.Take action and monitor progress

Strategy #1 Define Goals and Benchmarks Establish clear goals –Formal collaborations must decide on a process to develop a common mission, values and incentives for member participation –Informal collaborations must identify and articulate a common set of goals Use student data, program data, and research to shape goals Determine benchmarks for measuring progress and results

Strategy #2 Determine Participants Think through who should participate Be clear about how individuals will contribute to and benefit from the collaboration Define meaningful and engaging roles so that the underserved groups have equal voices Acknowledge the skills and resources each participant brings to the collaboration Strive for collaborative advantage vs. collaborative inertia Avoid duplication of participant effort to maximize resources and save time and energy

Strategy #3 Build Relationships Take time to get to know collaborators Show respect and appreciation Find moments of connection

Strategy #4 Communicate Effectively Agree on a common language that reflects shared ideas Develop skills –Listen well –Balance advocacy and inquiry –Avoid assumptions Acknowledge the role of cultural and linguistic diversity –Recognize culture factors –Use strategies for increasing cultural awareness Use a variety of methods to communicate –Frequent, relevant communication both formal and informal –Develop print, audiovisual, and electronic materials that are culturally and linguistically relevant Develop a system for addressing and resolving conflicts among members of the collaboration

1.Be present in conversations 2.Ask astute questions 3.Remain open-minded and understanding 4.Avoid interrupting 5.Minimize distractions 6.Seek suggestions

Are a fact of human nature Influence interactions Interfere with relationships Are best avoided, but how?

Cultural Factors Affecting Collaboration How we learn How we view hurdles How we deal with diversity How we approach new problems How leaders lead How we deal with anger How we get better at what we do How we introduce new people What we perceive as status symbols What are “tribal rules” Tools For Change Workshops, NSDC- 1993

Strategy #5 Develop a Work Plan For all collaborations, both formal and informal –Formal collaborations must involve all key stakeholders and require formal facilitation –Informal collaborations get better results by using a work plan Work plans must be data driven and results oriented Results must link to outcomes for children and families

Key Steps to Effective Work Plans Focus effort and resources around producing a core set of improvements/outcomes that can be evaluated over time. Translate ideas into actions. Keep linking actions to resources to results. Start small: set goals and build new ones incrementally. Set milestones and completion deadlines, and identify who is responsible for each. Develop evaluative criteria.

Strategy #6 Take Action and Monitor Progress Acknowledge successes Use data to revise work plan based on what works and what doesn’t Identify remaining challenges or gaps and how to address them Avoid “activities” orientation and strive for a “results” orientation Adhere to your evaluation plan and timetable

Collaborating in Maryland Formal Collaborations Leadership in Action Groups Local Management Boards Judy Center Partnerships Informal Collaborations An ongoing conversation between a parent and teacher about a child Prek or K teachers within a school talking about best practices in early literacy Librarians and teachers talking about supporting family literacy

Professional Learning Communities What are they? What makes them work? How can they support school readiness? What are the challenges? –The creation of a learning community can not be reduced to a to do list. –It demands persistence… a willingness to accept challenges, commitment, constancy, and persistence.

Applying Today’s Messages What key insights did you take from our discussion of collaboration? In what ways will you continue to learn about collaboration? How can you apply today’s experience in your setting? What are you interested in doing next?