CICC Community of Practice for RBPD SpeciAlists September 14, 2018

Stop and Reflect… Pair and Share One thing I’ve learned about myself as a coach over the past six months is.... Stop and Reflect… Pair and Share

Dr. Ann Bailey, CEED Evaluation reports Discussion Gathering surveys

Year One Evaluation Results CICC Community of practice September 14, 2018 Ann E. Bailey, Ph.D. and Kai Mayer Center for Early Education and Development University of Minnesota

Thank you! Thank you to the coaches, providers, CICC personnel, and DHS personnel for their time and effort. This work is made possible with funding from the Minnesota Department of Human Services via the Federal Child Care and Development Fund.  

Evaluation Purpose: HSPP To assess the knowledge, attitudes, and experiences of the Health and Safety coaches and the providers who received coaching. The data collected are intended to inform the development of the HSPP, including the effectiveness of RBPD coaching on improving health and safety practices within licensed child care programs.

Evaluation Purpose: ITSN To assess the knowledge, attitudes, and experiences of the ITSN coaches and the providers who received coaching. The data collected are intended to inform the development of the ITSN, including the effectiveness of RBPD coaching on improving child care for infants and toddlers.

Health and Safety evaluation questions What do licensed child care providers (both family- and center-based) know about health and safety content and policies? Where do they get health and safety information? To what extent is the information provided to them of high-quality, useful, and relevant? What barriers, if any, do licensed providers perceive to inhibit their ability to implement health and safety policies and practices? What supports, if any, do licensed providers want related to health and safety information? How many licensed providers have conditions put on their licenses because of health and safety issues? What kind of conditions are most common?

Health and Safety evaluation questions To what extent is the coaching model being implemented as intended? To what extent is the coaching model of high-quality, useful, and relevant? To what extent is the technical assistance provided by the health and safety coaches being implemented as intended? To what extent is the technical assistance provided by the health and safety coaches of high-quality, useful, and relevant?

Infant toddler Evaluation questions To what extent are Infant-Toddler Specialists implementing the goals of the network? To what extent is the coaching model being implemented as intended? To what extent does the quality of care and education improve for infants and toddlers? To what extent does knowledge of infant-toddler competencies improve for providers, teachers, and directors? To what extent are collaborations developed and/or improved between childcare and community partners?

Methodology The same mixed methods approach is being used in both program evaluations. Instrumentation/Data Sources: Pre- and post-surveys: coaches and providers End-of-Event surveys: coaches only Interviews: coaches only Continuous Quality Improvement Plans

Data analyses Quantitative data (i.e., surveys) were analyzed using MS Excel and SPSS. Frequencies and percentages were calculated for survey responses. Qualitative data (i.e., interviews and CQIPs) were analyzed for themes using NVivo (Version 12) and MS Excel.

Health and Safety Pilot Project Results Health and Safety Pilot Project

HSPP Results: coaches HSPP coaches: Highly educated women (majority with at least a four-year degree) Extensive experience working in the field of child care (range = 5 to 38 years; mean = 15.4 years) Half of the coaches reporting coaching experience of two years or less. Interview data revealed that the newer coaches requested greater levels of support on the process of and approach to coaching (e.g., how to communicate with providers, how to complete paperwork, how to address different health and safety situations, etc.).

Hspp Results: coaches’ Training Have had formal training on all health and safety topics (e.g., licensing rules, safe sleep practices, active supervision, potential hazards, infectious disease, etc.) Want additional training on allergies, licensing requirements, and provider mental health/self-care. Conferences/workshops and online training are most influential sources of learning.

Hspp Results: providers’ training HSPP providers have had access to professional development on a range of health and safety content. Providers want additional instruction and support on licensing rules, developing and implementing health and safety policies, active supervision, caring for children with special needs, and provider mental health/self-care. The providers cited these same topics as the areas that are most challenging for them to implement.

Hspp Results: coaching competencies Coaches reported feeling confident in their coaching skills. Coaches acknowledged room for improvement on coaching dispositions such as writing specific and measurable goals, providing questions rather than solutions, providing time for reflection, challenging biases and inequitable practices, and evaluating practitioners understanding of health and safety information. HSPP providers agreed that the coaches with whom they work possess the necessary coaching skills.

Hspp Results: knowledge and use of KCFs Coaches reported feeling both comfortable with the information in the Knowledge and Competency Frameworks (KCFs). The majority of the coaches stated that their knowledge and use of the KCFs had increased throughout the program year. Providers, on the other hand, stated that prior to coaching, they were not very familiar with the KCFs or the content within the documents. They also reported that they were not very comfortable using the KCFs. After coaching, however, the providers felt much more familiar and comfortable with all three versions of the KCF.

Hspp Results: Effectiveness and confidence Both coaches and providers reported feeling confident in their health and safety knowledge and effective in their roles. Coaches reported improved confidence in their knowledge and ability to share health and safety content.

Hspp Results: coaches’ interview themes All coaches describe a coaching model that includes: effective communication with providers and administrations, developing a relationship with providers, asking questions rather than providing answers, and being responsive and reliable in their follow-up. Each coach was able to define relationship-based professional development and how they use those principals in their work. The coaches identified modeling, observation, collaborative relationships, and active listening as the most effective coaching strategies used in their work.

Hspp Results: coaches’ interview themes Knowledge and use of all three KCFs has improved since becoming a coach. Coaches access CICC personnel and online resources when they need additional support HSPP coaches would like access to reflective supervision as a consistent part of their work. All coaches stated that the quality of health and safety practices has improved as a result of this project.

HSPP Results: Continuous quality improvement plans

Infant Toddler Specialist Network Results Infant Toddler Specialist Network

ITSN Results: coaches ITSN coaches: Highly educated women (majority with at least a four-year degree) Extensive experience working in the field of child care (range = 10-40 years; mean = 25.5 years) Varying levels of coaching experience (range = less than one year – 10 years; mean = 3.3 years)

Itsn Results: coaches’ training Have had formal training on all infant and toddler topics (e.g., social-emotional development, safe sleep, active supervision, ratios, curriculum, play, etc.) Want additional training on all topics; the largest number of coaches wanted additional training on trauma-informed care, infant and toddler curriculum, and referral to early intervention. Communities of Practice and online training are most influential sources of learning.

ITSN Results: Providers’ training ITSN providers have had access to professional development on a large number of infant toddler content areas. The largest number of providers wanted additional training on caring for children with special needs, play for infants and toddlers, and provider mental health/self-care. The providers most often chose most often chose caring for children with special needs, infant and toddler curriculum, referral to early intervention for infants and toddlers, cultural responsiveness, and developmentally appropriate practices around individualized instruction and group instruction as the topics that are most challenging for them to implement.

ITSN results: Coaching Competencies Coaches reported feeling confident in their coaching skills. Coaches acknowledged room for improvement on coaching dispositions such as challenging biases and inequitable practices, being effective in different interpersonal contexts, and asking questions rather than providing solutions. ITSN providers agreed that the coaches with whom they work possess the necessary coaching skills.

ITSN Results: knowledge and use of kcfs Coaches reported feeling both comfortable with the information in the Knowledge and Competency Frameworks (KCFs). The majority of the coaches stated that their knowledge and use of the KCFs had increased throughout the program year. Providers, on the other hand, stated that prior to coaching, they were not very familiar with the KCFs or the content within the documents. They also reported that they were not very comfortable using the KCFs. After coaching, however, the providers felt much more familiar and comfortable with all three versions of the KCF.

Itsn results: effectiveness and confidence Both coaches and providers reported feeling confident in their infant and toddler knowledge and effective in their roles. Coaches reported improved confidence in their knowledge and ability to share infant and toddler content.

Itsn results: coaches’ interview themes None of the coaches reported using the exact same coaching process, however, the coaches described the same skills in their definition of a coaching model. All coaches discussed the importance of communication with providers and administrations, developing a relationship with providers, asking questions rather than providing answers, and being responsive and reliable in their follow-up. Each coach was able to define relationship-based professional development and how they use those principals in their work. The coaches identified modeling, collaborative relationships, and active listening as the most effective coaching strategies used in their work.

Itsn results: Coaches’ interview themes Knowledge and use of all three KCFs has improved since becoming a coach. Coaches access CICC personnel and online resources when they need additional support Almost all ITSN coaches believe that reflective supervision is as a highly beneficial component of their professional development. All coaches stated that the quality of infant and toddler practices has improved as a result of this project.

itsn Results: Continuous quality improvement plans

Needs and Recommendations Newer coaches requested greater levels of support on the process of and approach to coaching (e.g., how to communicate with providers, how to complete paperwork, how to address different health and safety situations, etc.). Coaches want and need practical strategies for effectively coaching providers on health and safety content. Coaches also identified wanting reflective consultation available to them as part of their professional development. They recognize the need to connect with their coaching colleagues and with a professional who can help them critically think about their work.

Study limitations All data are self-reported. Response bias: participants may give answers they think DHS/CICC want to hear. Non-response bias: those who choose not to respond may be those who did not perceive the coaching to be helpful.

Walkabout questions Sheet 1 – List one KCF you have used in a CQIP Sheet 2 – One challenge for me in setting goals is… Sheet 3 – For those I coach, one challenge in setting goals is…

Objectives Explore a model of change and aligned coaching strategies Describe the cycle of growth Practice setting goals

What is the goal of coaching?

Growth and Change

Pre-contemplation Not thinking about it Maintenance Consciously integrate & sustain change Contemplation Thinking about pros and cons Trans-theoretical Model of Change (Prochaska & DiClemente, 1984; Peterson & Cairns, 2012) Action Begin to make change & problem solve Preparation Planning for making change 11/7/16

Pre-contemplation Not thinking about it Contemplation Thinking about pros and cons Preparation Planning for making change Action Begin to make change & problem solve Maintenance Consciously integrate & sustain change Listen for barriers & opportunities Build awareness Concrete benefits Promote integration Sharing/modeling for others Trans-theoretical Model of Change (Prochaska & DiClemente, 1984; Peterson & Cairns, 2012) Concrete benefits outweigh cons Concrete supports: build confidence Problem solve, support persistence Notice impact Concrete, manageable plan Supports to get started 11/7/16

RBPD specialists consider stages of change Pre-contemplation and Contemplation Intentional strategies that promote understanding and/or motivation Planning Intentional strategies that promote application and/or implementation Action Lower support, “tweaking” and improving strategies Promote refining, problem solving & persistence 11/7/16

Remember! A caregiver may be in different stages for different content or interactions.

Matching Strategies to Stages Understanding Applying Experience it (parallel process) Effective/ineffective scenario Video examples Pause and describe Compare Connect to prior knowledge— from own practice, prior initiatives, training Teacher observes coach using data (e.g., track open & closed-ended questions) Training, reading Identify opportunities (build on strengths) Starter phrases Peer support Analyze lesson plans for opportunities Scenarios or role play skill with coach Classroom Routines—find a routine where the application is easier/harder Analyze video (“what next”) Adapted from Jonathan Fribley’s Quality Feedback, with additions for Putting CLASS Into Practice, Center for Early Education and Development, University of MN.

Understanding ApplyinG

RBPD: Naming Core Beliefs Early childhood educator practice (what we do and how we are) directly impacts children’s development Everyone demonstrates strengths Everyone can improve their effectiveness Content developed by CEED, 2009 11/7/16

Data offers common ground for celebration and growth ECEducators’ individual approach to change and underlying beliefs about their work affect how they learn and apply learning Data offers common ground for celebration and growth “The push”—coaches go beyond merely giving support to challenging the teacher/provider to take risks, try new things, take on new responsibilities Content by CEED, 2009 11/7/16

Draw three circles on your paper like this: leave some space in the middle

Setting goals & planning action put a practice in the center Reflection & feedback Observation & implementation

Practice based Coaching cycle Setting goals & action planning Focused observation Reflection & feedback

RBPD Cycle Feedback & reflection Planning & goal setting Implementation & observation

Focusing on goal setting and action planning…. What information do you gather before working with your partner/s on a goal?

How might the stage of change affect the goal? Focusing in…. How might the stage of change affect the goal? Work on understanding Work on applying

Practice setting goals: Scenarios Read the scenario Discuss: what KCFs might apply? How might stages affect goal setting in this case?

Practice setting goals: Scenarios Re-read the scenario Use the KCFs you chose, stages, other info. to develop 2-3 possible goal statements

SMART GOALS How’s the fit?

Practice setting goals: Scenarios Re-read the scenario Use the KCFs you chose to develop 2-3 possible goal statements

How do you do JOINT goal setting?

Practice setting goals: Scenarios Discuss: describe the link to social emotional development 1 for the child/ren 1 for the caregiver 1 for the coach

Social emotional development Making the LINK Social emotional development Health & safety Inclusion Infant toddler

Revised Coaching Timeline & Checklist Simple Follow Up protocol Coaching PROCESS Revised Coaching Timeline & Checklist Simple Follow Up protocol

December 7: Trauma Informed Care announcements UPCOMING COPs December 7: Trauma Informed Care March 8: Cultural Bridging PLEASE Let Cindy know as soon as possible if you would like to participate in Reflective Consultation

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