1. Goal Setting and CQI Jane Tousignant Natalie Halushenski

2. AGENDA CRAZY BUSY MORNING!!!!!!!! LOTS AND LOTS OF LEARNING!!!!!!!!!!

3. CQI Model Leadership Team Report Consultation Model Flowchart Internal Referral Initial Consultation Follow up Consultation Feedback Form

4. Why? An understanding of the reasons and benefits of change helps early years practitioners to accept, endorse and enact a new order or desired way of working” Jillian Rodd

5. Why? Why would we want to set goals? Answer: In order to motivate and empower them and make them accountable. Who should set them? Answer: Should be a collaborative effort

6. Early years leaders who wish to harness and draw on the power of collaborative teamwork …. What do we need to know and do to set goals?

7.  Know the strengths, abilities, interests and vulnerabilities of practitioners; Early years leaders who wish to harness and draw on the power of collaborative teamwork ….  Match the talents and resources of team members to goals, purposes and tasks; © Dr J Rodd 2015

8. Early years leaders who wish to harness and draw on the power of collaborative teamwork ….  Communicate clear expectations regarding the necessity and benefits of collaborative activity;  Nurture a culture of learning by offering team members varied opportunities to develop requisite knowledge and skills © Dr J Rodd 2015

9. Early years leaders who wish to harness and draw on the power of collaborative teamwork ….  Support the activity and efforts of teams and practitioners through mentoring and coaching; © Dr J Rodd 2015  Allow time for team members to learn new skills and adjust

10. How do I do this?

11. Reflective Thinkers People understand that ongoing professional learning is about increasing knowledge base, when it is truly about reflection. Reflection begins with an examination of one’s own belief system. People have to get into the habit of self-reflection and dialogue such that it becomes second nature to how they approach their interactions, evaluations, goal setting, and planning. It should “Take place day after day in the classroom”.

12. Empowering Staff Early years leaders understand that everyone has fundamental personal needs that have to be met in order to feel confident and competent: The need for control over one’s environment and future The need for inclusion in the process of change The need for openness from those leading and responsible for executing change.

13. Accountability College of ECE Code of Ethics and Standards of Practice and The CPL encourage us to be lifelong learners.

14. To Coach or not to Coach? Will it make a difference? What are some of the problems we face in our programs that might be solved through coaching and goal setting?

15. Assessing Staff Problems Inferred problems: We perceive what others problems are Expressed problems: Staff are able to express what the problems are

16. How? What is our next step? Build strong healthy relationships built on trust Use a Strength-based approach Communicate Clearly Staff evaluations Coaching

17. Motivation grows because when new skills are acquired, confidence, capability, productivity and employability are enhanced. Jillian Rodd p. 131

18. Scenario with Questions to Prompt Self-Reflection and Dialogue

19. Growing Clutter Our center tries to show respect for the children, families, and staff by creating a beautiful, orderly environment. However, not all staff are attentive to this task and clutter begins to creep into different parts of the center and change the feel and appearance of the environment. My first reaction: I should ask who made this mess and tell them… I would move behind the scenes and… I would begin to… I would suggest… Questions: How do I feel about clutter? How do I feel about talking directly and raising issues? What ideas does this situation give me? What values and beliefs do I want to bring to this situation?

20. Motivating Staff

21. Last Minute Thoughts