1. Staff Development Strategies to Support Integration of Natural Environments into Program Practices

2. Consider how you would answer these questions…. How many staff can you supervise?How many staff can you supervise? How do you define “supervision”?How do you define “supervision”? How do you collaborate with others?How do you collaborate with others? What outcomes do your “supervision” activities achieve?What outcomes do your “supervision” activities achieve? How do you use “supervision” to:How do you use “supervision” to: –Focus program vision? –Further program implementation initiatives? –Develop skills with other staff? –Monitor program compliance? –Continue your professional development?

3. What if… Supervision focused on staff development?Supervision focused on staff development? Supervisors saw themselves as facilitators, guides, mediators, coaches, mentors, and LEARNERS in a reciprocal process?Supervisors saw themselves as facilitators, guides, mediators, coaches, mentors, and LEARNERS in a reciprocal process? A learning environment was established that encouraged resource and information sharing, continuous learning, risk-taking and support?A learning environment was established that encouraged resource and information sharing, continuous learning, risk-taking and support? Staff development was systematic, supportive of all members, prioritized and individualized?Staff development was systematic, supportive of all members, prioritized and individualized?

4. L.E.A.D. Model Lead with a clear purposeLead with a clear purpose Empower to participateEmpower to participate Aim for consensusAim for consensus Direct the processDirect the process

5. Teaching others to teach others TechnicalTechnical –Knowledge of strategies –Expectations –Incentives CulturalCultural –Importance of leadership development –Employ potential leaders PoliticalPolitical –Decentralized and shared decision-making –Advancement based on teaching others

6. Models of Coaching/Mentoring BusinessBusiness ExecutiveExecutive EducationalEducational Social ServiceSocial Service Medical, and of courseMedical, and of course Sports!Sports! Recent applications with EI based on Educational Teams with Medical componentsRecent applications with EI based on Educational Teams with Medical components

7. Contrasting Models SupervisionSupervision –Expert model –Directive –Top down –Monitor –Evaluate –Test –Compliance Coaching –Collaborative –Interactive –Reciprocal –Increase implementation –Share –Reflective practice –Fulfill potential

8. Why Coach? Develops skills at both individual staff and program levelsDevelops skills at both individual staff and program levels Increases number of team members with the vision and the capacity to leadIncreases number of team members with the vision and the capacity to lead Develops trust and confidence between team members and supervisorsDevelops trust and confidence between team members and supervisors Enhances the confidence and competence of team to “consult” effectively with familiesEnhances the confidence and competence of team to “consult” effectively with families

9. Coaches and Mentors Offers knowledge and skills in multiple areas of program to be developedOffers knowledge and skills in multiple areas of program to be developed Has program level responsibilitiesHas program level responsibilities Coaching is part of job description supported by time and resourcesCoaching is part of job description supported by time and resources Effective coaching results in mentorsEffective coaching results in mentors Knowledgeable in at least one area of program to be developed May be a peer or team member Mentoring is voluntary, based on skills, and supported by time and resources to increase effectiveness

10. Coaching and Mentoring for FC-NE Traditional definitions do not apply easily…Traditional definitions do not apply easily… Strategies for adaptations and applicationsStrategies for adaptations and applications –Coaches can be identified for each team and family or agency with contracts –Coaches can receive “in house” training on program implementation plan- a modified “training for trainers” –Coach can work with a family and team to develop skills sequentially –As skills are implemented, team members can “mentor” other team members and families systematically –BUT…

11. Coaching and Mentoring cont. SOMEONE must monitor fidelity of implementation…. ANDSOMEONE must monitor fidelity of implementation…. AND Provide support and resources to coachProvide support and resources to coach Give feedback to new mentorsGive feedback to new mentors Encourage team members with mentors to participateEncourage team members with mentors to participate Focus implementation plan toward achievable outcomesFocus implementation plan toward achievable outcomes Agree on performance standards so team has a measurement level for accountabilityAgree on performance standards so team has a measurement level for accountability

12. Use SMART in Coaching/Mentoring SpecificSpecific MeasurableMeasurable AchievableAchievable RelevantRelevant TimedTimed A jointly identified goal A standard to assess accomplishment Realistic sequence of steps Important for family, child and provider Reasonable timelines

13. Use a situational “teaching” model Directing – Let me explain exactly what I needDirecting – Let me explain exactly what I need Coaching – Tell me what you think about thisCoaching – Tell me what you think about this Supporting – What do you suggestSupporting – What do you suggest Delegating – Let me know if you need helpDelegating – Let me know if you need help

14. Give FAST feedback Give FAST feedback FrequentFrequent AccurateAccurate SpecificSpecific TimelyTimely

15. Handle conflict with style (the right one for the situation!) CompetingCompeting CollaboratingCollaborating AccommodatingAccommodating AvoidingAvoiding CompromisingCompromising

16. Virtual Coaching and Mentoring E-mail messagesE-mail messages Conference calls/Voice mail messagesConference calls/Voice mail messages Family notebooksFamily notebooks

17. Can We Coach Providers to Family Centered Services? Yes… and we should.Yes… and we should. Coaching principles can be applied to:Coaching principles can be applied to: – consulting with families… – identifying preferred routines and activities – using problem solving skills with families… – engaging family members in assessment and intervention Coaching alone won’t change attitudes about familiesCoaching alone won’t change attitudes about families

18. Do we coach parents? Some NE models advocate this approach….Some NE models advocate this approach…. Advantages:Advantages: –An empirical base exists that adults learn through coaching from other adults –Strategies for implementation and measurement of effectiveness exist Disadvantages:Disadvantages: –A professionally driven, expert model, is not clearly congruent with family centered services –Having a child with a disability is not a “game” or a competitive sport