1. 1 Educator and Provider Support Grant Policy and Research Committee EEC Board October 6, 2014

2. 2 Charge: Build a comprehensive professional development system through an effective educator and provider support network. Provide intentional professional development that is evidenced-based, aligned with EEC licensing regulations, EEC Core Competencies, Quality Rating and Improvement System (QRIS) standards, and MA Curriculum Frameworks, and targeted to meet the needs of the workforce. Continually assess the changing professional development needs of the workforce.

3. Key Principles: 1. Professional development is intended to transform practice. 2. Professional development is a shared responsibility between educators and the providers. 3. Professional development must meet the needs and address the diversity of the early education and care and out of school time workforce across EEC’s mixed delivery system. 4. Services provided through the grant should empower educators and providers to make informed and appropriate educational choices that advance professional growth and program quality. 5. Providers should receive guidance that will assist them to make informed, intentional, and appropriate decisions linked to increased program quality. 3

4. What the Research Says about a Professional Development System* PD for early childhood educators is most effective when: Specific PD objectives are articulated Practice is an explicit focus of the PD Attention is given to linking the focus on early educator knowledge and practice. Teachers from the same classrooms or schools collectively participate Intensity and duration is matched to the content Educators are prepared to conduct child assessments and interpret results for ongoing monitoring of the PD PD is aligned with QRIS and licensing standards and tailored to the community 4 *Provided by CEELO for EPS Leadership Retreat, September 2014

5. Educator and Provider Pathways: Develop and implement professional development pathways for educators and providers in EEC’s mixed delivery system regardless of setting, age group, and position level. Plan professional development opportunities across the entire fiscal year (July - June). Provide equal access to professional development opportunities and resources across the grantee’s region/service delivery area and across the mixed delivery system. Support educators to attain degrees, certificates, and/or credentials in ECE or otherwise develop competency. Support providers to achieve/maintain accreditation, meet QRIS standards, and make upward progress on the QRIS system. 5

6. What the Research Says about Coaching and Mentoring* Coaching and mentoring is most effective when: Details about the coaching model, activities and sequencing of activities are articulated clearly and aligned with objectives and outcomes Coaches receive supervision and are provided with guidance regarding documentation, observation, and feedback Intensity and duration is matched to the desired outcomes Coaches receive clear guidance (ideally through coaching manual) that supports fidelity of implementation Coaches reflect on data to support ongoing improvements and tailoring of strategies 6 *Provided by CEELO for EPS Leadership Retreat, September 2014

7. Coaching and Mentoring: Create a system of coaching and mentoring that supports educators and providers in the mixed delivery system. Provide academic advising and career counseling that meets the needs and schedules of educators and providers in the mixed delivery system. Ensure educators and providers participating in coaching and mentoring services have an Individual Professional Development Plan (IPDP) or Program Professional Development Plan. Ensure that coaches and mentors are qualified and appropriate. 7

8. What the Research Says about PD to Support Competency Development Professional development for competency development is most effective when: A framework that employs common language, definitions, terms and expectations articulated across agencies, institutions, programs, and organizations All providers within a system employ similar guidelines for developing, tracking, supporting, and promoting staff qualifications, curricula, distance learning and professional development tools and resources for practitioners in multiple early care and education systems and settings All providers within a system recognize the significance of the early care and education profession, inform accountability systems, and guide training, education, articulation agreements between institutions, and interagency agreements Professional development takes into account both the core competency content and the disposition of participating practitioners 8 *Provided by CEELO for EPS Leadership Retreat, September 2014

9. Competency Development Ensure educators and providers (programs) are gaining skills and knowledge that increase individual competency, enhance program quality, and improve outcomes for children Offer practice-based professional development that addresses theory, specific implementation strategies, and the use of reflection to increase competency and support effective practices. Offer professional development for early education and out of school time educators at all levels, adult basic education/developmental coursework through master's degree work. Offer professional development to educators working at all levels in the mixed delivery system, assistant teacher/assistant group leader through director/site coordinator and family child care provider. 9

10. Measures of Success Educators and providers know where and how to access professional development Professional development opportunities are intentional, evidenced-based, and taught by qualified instructors Educators are earning credentials, certificates, and degrees in ECE Providers receive technical assistance support through mentoring and coaching to increase quality through to achieve accreditation and upward movement on QRIS 10

11. Successes from the EPS Grant Data and Evaluation is captured consistently from PD opportunities offered through the grant Coaching and Mentoring has become more targeted and resources were developed to support the field in a more comprehensive way A system was created to offer intentional opportunities for professional development for the early childhood field Targeted PD opportunities are offered across the state 11

12. Major Themes and Challenges facing the Early Childhood Field Financial constraints Coaching and Mentoring opportunities Leadership Development: supporting directors to support staff QRIS Degree Attainment (and turnover) Staff time to attend professional development opportunities. Length of time it takes to obtain a college degree 12

13. Major Themes and Challenges Identified from EPS Retreat Data and Evaluation Trainer Registry Coaching and Mentoring Leadership Development: supporting directors to support staff QRIS Degree Attainment (and turnover) 13

14. Data and Evaluation Data from EPS grantees is collected through individual Excel data files; currently each EPS grantee has their own mechanism for collecting information on individual educators and providers. EEC is looking into an external data system to support EPS. EPS data does not currently connect to PQR or other EEC data systems. It is essential for reporting that these data elements are better connected. Are we asking the right questions? What is the data we are collecting telling us? 14 Trainer Registry MA does not have a registry for trainers. Currently there are minimum qualifications set by MassAEYC and EEC regarding instructors, consultants, coaches and mentors A statewide registry for trainers is an essential component to a comprehensive statewide system.

15. Coaching and Mentoring More and more research is speaking to the benefits of coaching and mentoring Each year EEC has further defined EPS coaching and mentoring services and we continue to learn In FY15 EPS coaches will be required to complete the self assessment of the Technical Assistance Manual Information from the Peer Assistance and Coaching initiative and the self assessment will help continue to shape services 15 Leadership Development: supporting directors to support staff Resources and supports are required to foster leadership development including coursework and degree tracks focused on leadership Directors need to be supported and comprehend the new system as they are the conduits of information for their staff

16. QRIS The connection to workforce and professional development is fundamental EPS have been involved since the beginning of QRIS - participating on working groups, hosting information sessions, aligning coursework, and providing coaching and mentoring supports Revisions to QRIS and the requirement of specific professional development opportunities requires great alignment between QRIS and workforce. 16 Degree Attainment A competent and well trained workforce is vital and what is necessary It takes time, money, and energy to earn a college degree Current teacher prep programs prepare educators to work in the public schools. Compensation and turnover continue to play a roll

17. Questions? 17