1. M.A.T.C.H. Professional Series: Module Two
Relationships, Collaboration and Communication (Setting the Stage)
Time allotted for slides 1-4: 10 minutes
Materials needed for this module (3 hours):
Flipchart paper
Markers
Handout, Task and Relationship Questionnaire (2A)
Action Planning Form

2. 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. 

3. 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)

4. Objectives for Today:
Describe the responsibility of a MATCH professional as part of a professional development approach and process
Identify ways culture can influence the work of a MATCH professional
Explore a process for fostering and developing trusting and respecting relationships with clients
Share the bullet points with participants. 

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

6. 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. 

7. Reflection and Connection
Consider how your time in work has been spent over the last few weeks. Which most closely represents how you have felt?
Air Traffic Controller
Lawyer
A Figure Skater
Therapist
A Police Chief
Other?
Learning to effectively juggle all of the aspects of your work requires some level of understanding of balance. For example, what will keep some things from spinning out of control? Figure skaters, as an example, will often say they are able to keep their balance while doing all of those amazing spins and twirls by focusing on one spot.
As a MATCH professional, is there a balance? If yes, what is that balance between? Ability to use imagination, find a focus, maintain internal sense of strength and keep in balance?

8. 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. 

9. Exploring Balance Divide into small groups
In your small group, think about what it means to be a tightrope walker. What tools, skills and mindset come to mind related to the ability to balance?
Next, create a visual representation that you can hold onto as you move through your multiple daily responsibilities.
Each small group will share their visual representation with the larger group.
Provide small groups with markers and flipchart paper. Review the points on the slide.

10. Learning
Time allotted for this section: 50 minutes

11. Effective Professional Development Approaches
Ongoing
Include a level of assessment
Be associated with specific criteria and feedback
Review points on the slide with participants.

12. Being With Others
Effective professional development approaches are similar to an approach known as reflective supervision (Cox, Harrison and Neilson-Gatti, 2011) which is characterized by:
Noticing and labeling a client’s feelings about an event or situation
Acknowledging professional competence
Staying rooted in the experiences of children and families
Providing a structure for reflection within and between sessions or meeting times
Review the points on the slide with participants.

13. Task and Relationship Questionnaire
Take a moment to complete the Task and Relationship Questionnaire
Identify your approach and how much you emphasize task and relationship behaviors in your life
Share one thing you learned with a partner
This activity supports ways people think about themselves and notice what influences the ways they are with others (previous slide). Provide participants with a copy of the Task and Relationship Questionnaire. Review the points on the slide with participants.

14. Possible Approaches
Creating and considering approaches for diverse learning styles
Offering opportunities for assessment, goal setting and planning
Offering time to practice new skills and apply new understandings
Nurturing dispositions
Provoking new insights with questions
Fostering relationships
Giving feedback and support for growth and change
Review the points on the slide – these are strategies/approaches for the MATCH professional to consider when thinking about building professional collaborative relationships.

15. Sense of Self Acceptance and respect Success with meaningful tasks
Association of positive role models
Honest feedback
Genuinely challenging and meaningful tasks
Opportunities for meaningful interactions
Coping with defeats
Review the points on the slide.
It’s important to remember as we embark and continue in this work, that interactions, relationships and other life events help shape our identities and sense of self.

16. Role of Culture
Culture helps define how individuals see themselves and how they see and relate to others
Relationships
Personality traits
Achievement
Expressing emotions
Review the points on the slide.
Culture influences how you enter into and maintain relationships. For example, relationships may be seen as voluntary or as duty-based. This influences how adults interact with one another and children.
Personality traits – culture influences whether and how you value traits like humility, politeness and assertiveness. Culture also influences how you perceive hardship and how you feel about relying on others.
Achievement – culture influences how you define success and whether you value certain types of individual and group achievements.
Independence – views individuals as separate from one another
Interdependence – value is placed on the group
Expressing emotions – culture influences how and whether you consider feelings public or private.

17. Exploring
Time allotted for this section: 30 minutes

18. Exploring Your Role
How does helping adults learning contribute to your own sense of self?
What accomplishments in your work are you most proud of?
What resources and supports have contributed to your own sense of self?
This can be done individually.

19. Drawing On Experiences
Draw upon the experiences of yourself and others
Create small groups of 3-4 people
Discuss what you need to learn about the idea that different clients’ cultural backgrounds may promote differing values or ideas about their developing sense of self
What will you do to learn more about culture and sense of self?
Share 2 ideas with the larger group
Considering the exploration from the previous slide, ask participants to break into small groups.

20. Applying and Planning
Time allotted for this section: 35 minutes

21. 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.

22. 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.

23. “Do unto others as you would have others do unto others”
“Do unto others as you would have others do unto others”. - Jeree Pawl Date, time and location of next module: