1. CICC Community of Practice for RBPD SpeciAlists
September 14, 2018

2. 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

3. Dr. Ann Bailey, CEED
Evaluation reports
Discussion
Gathering surveys

4. 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

5. 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.  

6. 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.

7. 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.

8. 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?

9. 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?

10. 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?

11. 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

12. 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.

13. Health and Safety Pilot Project
Results
Health and Safety Pilot Project

14. 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.).

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. HSPP Results: Continuous quality improvement plans

23. Infant Toddler Specialist Network
Results
Infant Toddler Specialist Network

24. 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 = years; mean = 25.5 years)
Varying levels of coaching experience (range = less than one year – 10 years; mean = 3.3 years)

25. 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.

26. 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.

27. 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.

28. 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.

29. 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.

30. 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.

31. 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.

32. itsn Results: Continuous quality improvement plans

33. 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.

34. 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.

35. 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…

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

37. What is the goal of coaching?

38. Growth and Change

39. 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

40. 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

41. 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

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

43. 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.

44. Understanding
ApplyinG

45. 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

46. 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

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

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

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

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

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

52. 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

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

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

55. SMART GOALS
How’s the fit?

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

58. How do you do JOINT goal setting?

59. 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

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

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

62. 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

63. mahadsanid