M.A.T.C.H. Professional Series: Module Three Professionalism and Tools for MATCH Professionals Time allotted for slides 1-4: 10 minutes Materials needed for this module (3 hours): Flipchart paper Markers Action Planning Form Online Toolkit Handout

M.A.T.C.H. Professional Series Eleven 3-hour training modules Goals: Share and practice effective strategies Gain new information, resources and tools Enhance reflection Develop a community of practice Handout 1A: Series Outline The modules are based on the M.A.T.C.H. knowledge and competencies and current evidence based research and practices.  Review the bullet points on this slide with participants. Offer additional information regarding the purpose for the series by sharing the following: Increase strategies and resources for mentoring, coaching, and consultation for MATCH professionals working in VT. To enhance skills in self-awareness, flexible response, reflection and problem solving To provide consistent content and skills based on the MATCH Knowledge and Competencies state-wide, while addressing regional and individual needs Review Handout 1A with participants. 

Our Time Together Working Together: Connection and Community Inquiry and Sharing: Capacity Building Learning Exploring Applying and Planning Share with participants that each module will have consistent components, however, the flow may look different within each module (Some modules will have a learn section and follow with exploring, and then move into a new learning piece followed by exploring. Other modules may have one learning section followed by exploring and then move right into applying and planning).  As you share the components with the participants, highlight which icon is associated with which component.  Working Together: Connection and Community (circle with people) Inquiry and Sharing: Capacity Building (question mark) Learning (book) Exploring (magnifying glasses) Applying and Planning (pencil)

Objectives for Today: Identify key components to the supportive role of a MATCH professional Learn tools to promote reflective and responsive professional development support Introduce the MATCH professional online toolkit Share the bullet points with participants. 

Working Together: Connection and Community Time allotted for this section: 20 minutes

Shared Agreements ENGAGE Silence phones, please Limit sidebars during whole group Assume positive intent Hold confidentiality Take care of yourself What else? Review the slide with participants. Ask the group if there are ideas or requests they would like to ask of you and their colleagues to help make the environment conducive for sharing, understanding and learning from and with one another. Using chart paper, write down and capture their responses.  Ask participants if there are other agreements to add; ask if everyone can agree to these.  Facilitator Tip: Keep this piece of chart paper with agreements and bring to each session. You can change the slide to include additional participant agreements for the upcoming sessions. 

Reflection and Connection What steps do you take prior to starting services with a client that help promote a reflective and responsive professional development experience?

Inquiry and Sharing: Capacity Building Time allotted for this section: 30 minutes Let participants know you are moving into inquiry and sharing. Explain that for each module, there will be opportunity to share and discuss current happenings in their work, as well as ask questions and for feedback.  Facilitator Note: The ways in which the group will experience inquiry and sharing within each module will differ. 

Layers of Influence CLIENT Macro (state economy, state and federal regulations) Meso (community leaders, libraries, neighborhood crime levels) Micro (childcare facilities, program budget, program philosophy, families served) CLIENT Similar to Urie Bronfenbrenner’s Ecological Systems Theory of influences on child development, ask participants to consider ECE programs from an ecological perspective, viewing these programs in relationship to their physical and social environment. Divide into groups of 3-5 (depending on size of the larger group). Ask participants to think about their role as a MATCH professional. Discuss ways these three layers interact that impact the daily reality of clients. How might they use this information to inform their understanding of an experience with a client? To determine strategies they will apply in their role at a MATCH professional? Provide flipchart paper and markers.

Learning Time allotted for this section: 50 minutes

Key Principles for MATCH Professionals and Clients Client-driven support and services Consideration for systems Theory into practice Results-focused Intentionality Ongoing support Relationship-based approach Review points on the slide with participants.

Applying Key Principles Scenario You have been asked to work with a program on a variety of issues impacting its quality of care. During your first visit, you spent time talking with the Director and two teachers from separate classrooms. During your second visit, the Director asks you to discuss family engagement while the teachers want to follow-up in discussion around circle time and children’s disengagement during this experience. The key principles are fundamental to quality professional development supportive services. It can, however, be challenging to adhere to these principles in the day-to-day practice of coaching, for examples. Anticipating challenges prior to starting services can help you prevent some challenges and misunderstandings from arising and can prepare you to respond supportively when challenges appear.

What Would You Do? You are implementing client-driven support and services - who is the client that gets to “drive” the process and discussion? What steps could you take prior to starting services that might help in your situation (specific to the scenario)? How would you approach the situation? This can be done in partnerships, small groups or large group.

Relationship Ready Learning and change occur through the relationship Perspective taking Active listening Client sets the agenda and is resourceful The outcome is change The qualities of the MATCH professional affirm, enable and sustain the client Ethical practice safeguards and enhances the process Learning and change occur through the relationship with a MATCH professional. This is not just an interaction, event or opportunity. This is about two people who share knowledge, values, attitudes, skills and experience together. There is (for both people) a willingness to share perspectives, to listen, to understand, to be open to new ideas and to take joint responsibility for the conversations and the outcomes.

Understanding and Agreements What can I do to help the client feel comfortable sharing thoughts, questions and opinions? What are the client’s expectations around partnering with me? Do we have an agreement form? Share the points on this slide as elements to consider.

Understanding and Agreements Respect for client autonomy Follow-through on promises made Acting in ways that are beneficial to the client Transparency Clear expectations – working within agreed limits and boundaries Respect to/for confidentiality Share the points on this slide.

Ongoing Active Engagement Learning about clients’ unique perspectives, culture, values and beliefs Lifelong learning from and with all clients, coworkers, communities and organizations Lifelong learning includes Self-reflection Self-care Client and community collaborations Understanding of principles, policies and practices Review points on slide

Introduction to the Online Toolkit 7 areas Resources and tools for the MATCH Professional Provide handout, Online Toolkit. Review with participants. These are links to resources for the MATCH Professional.

Exploring Time allotted for this section: 35 minutes

Supporting the MATCH Professional What can happen if you do not take the time to build your own skills, engage in self-care, reflect on experiences or receive ongoing feedback and support? Ask this question to the larger group. Share that two common results are inaction and ineffective action. Highlight the importance of supports for the MATCH professional: Reflective consultation/supervision Peer group support (these modules) Ongoing training and PD What else?

Supporting the MATCH Professional Consider the following scenario What might your thoughts be? What might you notice about yourself (e.g. emotions, heart rate, palms get sweaty)? What type of support would be helpful to you? What kinds of things can help keep you from inaction or ineffective action? A scenario is provided on the next slide. You may also use this as a role-play experience where one person is the MATCH Professional (uses scenario on next slide) and the other person is their support person.

Scenario MATCH Professional: “I am very concerned about the participation level of my clients. They continue to show up late for meetings and do not seem to be engaged when they are present.”

Applying and Planning Time allotted for this section: 35 minutes

Action Planning Choose one knowledge area from the Self- Assessment that you would like to focus on Choose one of the standards, resources, or competencies from this knowledge area that you would like to focus on Use the action planning form to write a goal and action steps to meet that goal Facilitator Note: Encourage each participant to set a small, measurable goal that can be achieved within the next few weeks.

Reflection Share one thing from today that stands out to you Share your goal Time allotted for this section: 10 minutes Depending on the size of the group, you may wish to reflect and share with partners, small groups, or whole group.

“Sometimes the most important thing in a whole day is the rest we take between two deep breaths”. - Etty Hillesum Date, time and location of next module: