Who Can be a Trainer? Coach? Consultant? Mentor? A preconference day of exploration and discussion 2010 Opening Minds Conference January 27, 2010

22 Welcome! Photos © NAEYC/Callaghan  Gail Conway, Chicago Metro AEYC

Overview of the Day  Goals  Investigate four approaches to professional development −training, coaching, consultation, and mentoring  Discuss and draft definitions  Begin to identify core capabilities 3

Overview of the Day  Agenda  Introductions  National trends and considerations  Exploration of definitions  Lunch on your own  Exploration of core capabilities  Wrap-up and next steps 44

Introductions  Table sharing  Your name and professional affiliation  Key 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 definitions  Nomenclature is essential for clarity of purpose, planning and action  Professional development (PD)  PD system  Policy  Research  Implementation  Approaches 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 14

15 Snapshot of State Policies States that Address Blueprint Essential Policy Areas in Statutes, Regulations, or Executive Orders *n=51; Data as of August 2009

16 Policies & Implementation Minimum 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

17 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. 19 Source: 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 synergy  Today is one step in this ongoing journey

Breaking It Down … Comprehensive systems PD Specialists Workforce 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 methods  Preservice and inservice  Promising but unproven strategies  Consultation  Coaching  Mentoring  Communities of practice 27

reading lecture reading lecture role playing field application case studies role playing field application demonstration observation interviewing problem solving brainstorming discussion guided reflection self-analysis clinical supervision guided reflection follow-up plans coaching Attitudes, values Skill Knowledge Awareness Complexity of synthesis and application required LowHigh A model for matching training approach to desired training outcomes and complexity of application (Winton, McCollum, & Catlett, ; adapted from Harris, 1980) 5 Desired impact (learning outcomes from low to high) 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 – Definitions Small group work  Consultation  Mentoring  Training  Coaching 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 Lunch On 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

 Consultation  Mentoring  Training  Coaching What Does It Take–Core Capabilities Small 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   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

44 Continuing the Discussion: “Landing Pad”

45 © NAEYC/Callaghan

46 Thank you! © S. LeMoine Sarah LeMoine NAEYC 1313 L Street, NW, Suite 500 Washington, DC , ext , ext Ruth Prescott Professional Development Director Chicago Metro AEYC 30 East Adams, Suite 1000 Chicago, IL aeyc.org Camille Catlett FPG Child Development Institute University of North Carolina - Chapel Hill CB #8185 Chapel Hill, NC