Opening the Door to Quality: Center

Opening the Door to Quality A guide to providing effective, on-site, technical assistance in

NACCRRA The National Association of Child Care Resource and Referral Agencies Washington, D.C.

center-based child care programs

Opening the Door to Quality

Acknowledgements We wish to thank the authors of

contents TABLE

OF

Opportunity Knocks: Making the Most of Home Visits (revised 2004, from the U.S. Department of the Army, Child and Youth Services (CYS).

This guide is an adaptation of this work.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Chapter 1:

Adapted by: Susan Perry-Manning Debra Foulks Beverly Houston

Layout: Patricia Sadiq Concept and Cover Design Phil Deppen

Chapter 2:

Chapter 3:

Chapter 4:

Chapter 5:

Š 2005. NACCRRA, the National Association of Child Care Resource and Referral Agencies, Washington, D.C.

Overview Of On-site Technical Assistance . . . . . . . . . . . . . . . . . . . . . . . . 9 Definition of On-Site TA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Goals of On-Site TA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Types of On-Site TA Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The On-Site TA Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Benefits of On-Site TA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The Technical Assistance/Outreach Specialist . . . . . . . . . . . . . . . . . . . . 15 Role of the TA/Outreach Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Characteristics of a Successful TA/Outreach Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Orientation and Ongoing Training for TA/Outreach Specialists . . . . . . . . . . . . . . . . . . . . 16

The Basics Of On-site Technical Assistance . . . . . . . . . . . . . . . . . . . . . . 19 Appearance/Dress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Professionalism and Objectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Scheduling Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

On-Site Visit Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Recordkeeping and Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20 20 21 22 24

Reaching Out To Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Outreach and Marketing Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Encouraging Teachers to Use On-Site TA Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Developing Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Building Rapport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Understanding Staff Experiences and Attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Being A Good Listener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Setting the Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Supporting Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

introduction

contents TABLE

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Chapter 6:

Chapter 7:

Chapter 8:

Chapter 9:

Observing And Assessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Goals of Observation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Preparing to Observe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Stages of Observation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Providing Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

34 35 36 38

Making A Quality Improvement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Tips for Developing a Successful Quality Improvement Plan . . . . . . . . . . . . . . . . . . . . . . 42

Providing On-site Support And Mentoring . . . . . . . . . . . . . . . . . . . . . . . 43 How to Make the Most of Your Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Questioning Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Introducing Concerns Gradually . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Offering Alternatives to Targeted Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Setting Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Role Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Giving Positive Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44 45 47 48 48 49 49

Monitoring And Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Minimizing Teacher Anxiety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Elements of Monitoring Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Chapter 10: Is The Door Open Or Closed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Appendix A: TA/O Specialist Job Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Appendix B: Time Management Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix C: The DO’s of On-Site Technical Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix D: Supporting Changes Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix E: Characteristics of a Good Listener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix F: Guidelines for Effective Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix G: Observation Summary Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix H: Agreement to Participate in On-Site Technical Assistance . . . . . . . . . . . .

Appendix I: Quality Improvement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

59 60 61 63 64 66 68 70

This guide is for you, Technical Assistance/Outreach Specialists, and other professionals who reach out to provide on-site training and technical assistance to program staff in center-based programs. It covers the basic processes and skills necessary to provide quality technical assistance and support to center-based programs—from recruiting programs for assistance in providing care to what actually happens when you enter the program. The Appendices in this manual provide a variety of samples that may be adapted for use when working with teachers in center-based programs.

While this guide is written specifically for Technical Assistance/Outreach Specialists, Program Management staff will play a critical role in its success. Every effort shall be made to ensure that Program Management is kept informed and involved in each step of the process. Each visit to the program will be coordinated with the appropriate management personnel.

For the purposes of this guide, technical assistance delivered to center-based programs is called “on-site technical assistance”. The professionals delivering the on-site assistance are referred to as Technical Assistance/ Outreach (TA/O) Specialists.

Although the process for providing technical assistance will vary from CCR&R to CCR&R and from state to state, the goal remains the same: to enhance the quality of care children receive in center-based programs by working with program staff to improve their knowledge, skills, practices and environment.

Editor’s Note: Throughout this guide, staff and/or teachers are referred to as “She”, since women represent a majority of the field. However, we encourage and support the inclusion of males in the child care profession.

Chapter 1: Overview Of On-site Technical Assistance

Definition Of On-site TA Goals Of On-site TA Types Of On-site TA Visits The On-site TA Process Benefits Of On-site TA

chapter 1

chapter 1 Making the distinction between different types of training and technical assistance can be a challenge. In this guide, training is defined as an instructional, pre-planned presentation, or set of specific training materials that are delivered in group settings, online, one-onone, or through a guided self-study method.

Examples: A workshop or seminar on brain development from birth to three; a training on behavior management that includes a formal presentation by the trainer.

Technical assistance is defined as consultation that is provided either on the phone, by email, or on-site that occurs in response to a staff question, an observation occurring during an on-site visit, or as part of a quality improvement

plan. Examples: a director calls with a scheduling question; a TA/O Specialist is visiting a center and makes some suggestions on classroom arrangement based on observation of the environment.

This guide focuses on how to provide effective on-site technical assistance: the process of working with staff in center-based child care programs to improve their knowledge, skills, practices and environment.

Goals of On-Site TA The primary goal of on-site TA is to enhance the quality of care children receive. There are many ways to improve child care quality, such as group training, but on-site TA provides many unique and valuable opportunities, including: • Providing an ongoing mechanism for establishing and reviewing professional development goals;

nd ation a its v r e s b O is ment V Assess t and Suppor g Visits in Mentor ts ng Visi i r o t i n Mo

• Allowing for one-on-one training that staff may not necessarily get otherwise; • Serving as a bridge between group training and actual staff practices; • Providing support and mentoring to reduce staff stress, burnout and turnover, and; • Ensuring quality programming and quality care for children.

Types of On-Site TA Visits There are three basic types of on-site technical assistance: 1. Observation and Assessment Visits 2. Support and Mentoring Visits 3. Monitoring Visits The role of the TA/O Specialist is different in each type of visit. During some visits, you are the model, coach, trainer, and/or early childhood resource person. At other times, you are the mentor and supporter. In other cases, you are the monitor or evaluator.

It is important that you maintain a supportive and interactive relationship with the staff member, but it is also helpful to identify for yourself and the staff member which type of visit you are conducting.

Classroom Observation and Assessment Visits Observation is the systematic examination, noting, or conscious attention to a child, setting, program, or situation for the purpose of gathering information on which to base a

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judgment, make a recommendation, or develop a plan or strategy.

Completing a classroom observation provides much needed information about the environment, the curriculum, the health and safety, and the level and appropriateness of interactions that occur within the room.

Observation is important because it:

Overview Of On-site Technical Assistance

Definition of On-Site TA

• Provides for intentional and systematic collection of data • Can be used to develop a source to assess a child care professional’s performance over time • Effectively assesses the child care professional’s abilities — what she is able to do — and determine areas in which additional support and help are needed The TA/O Specialist’s responsibility is to act as an objective observer only and she should have limited contact with the teacher or children during the observation period. Typically, the TA/O Specialist uses a formal observation and assessment tool to establish a baseline quality level in the program. The observation tool is used to identify areas of strength and weakness Center Visitors Guide [11]

chapter 1

At these times, the TA/O Specialist might: • Have a short, general discussion about how things are going for the teacher • Answer questions • Listen to the teacher’s ideas and concerns • Model appropriate ways of working with the children • Provide information on how to obtain a CDA credential • Provide information on her role in the program’s accreditation process Overview Of On-site Technical Assistance

in the program and to measure future ongoing progress.

Observation and assessment visits provide information on the: • Relationship between the teacher and children • Relationship between the teacher and families • Appropriateness of the environment as it promotes safety and health and child development If there is a standardized classroom observation and assessment form, the TA/O Specialist should assist staff in becoming familiar with it by providing a copy for each teacher in the program. Each person should read through the form and become familiar with each of the criteria. Remember, when observing a classroom, all staff in the room are observed, not just the lead teacher.

• Provide training, menu planning, guidance, techniques, etc.

• Bring materials from the Resource Center • Offer encouragement for the teacher’s efforts Monitoring Visits Monitoring visits assess how the teacher is meeting the agreed upon objectives and timelines in the quality improvement plan, and/or whether or not certain quality criteria are being met. During this type of visit, the TA/O Specialist uses a checklist or reviews the quality improvement plan with the teacher, and indicates in writing whether or not s/he is making appropriate progress or meeting requirements. If the teacher is not making progress or meeting requirements, an action plan should be jointly developed between program management, the teacher, and the TA/O and other training professionals employed in the program.

Support and Mentoring Visits In this type of visit, the TA/O Specialist performs as a mentor, working with the teacher to help develop and implement quality improvement and professional development plans. This may involve bringing resources and working with the teacher on a specific activity that would help in working with children.

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The On-Site TA Process The on-site technical assistance process varies based on the needs of the teachers, the availability of funding and staff, and overall TA project goals. However, most on-site TA processes include the following six steps:

1. Marketing and outreach activities that encourage program management to use on-site TA services 2. Developing rapport and trust with program staff at all levels 3. Observing and assessing teachers to establish a baseline quality, identify strengths and areas that can be improved, and to measure ongoing progress 4. Developing a quality improvement plan jointly with the program staff and the teacher 5. Providing on-site support and mentoring 6. Monitoring progress on an ongoing basis Chapters 4 – 9 of this guide describe the “howtos” for each of the six steps listed above.

Benefits of On-Site TA Children in care are the ultimate beneficiaries of effective on-site technical assistance.

Regular on-site TA ensures that children receive care which is safe, healthy, nutritionallyadequate and where the risk of child abuse is reduced. On-site TA is beneficial to program management, teachers, to TA/O Specialists, and to parents as well.

Benefits for Teachers in Child Classrooms

much easier to perform when they learn more about how children develop.

Information about developmentally appropriate care and other aspects of caring for children is often introduced during group sessions. Follow-up on-site visits support teachers as they put this information into practice.

• A “safe” learning environment: Attending a group training session can be an intimidating experience for some teachers.

During large group sessions, there may be hesitation to ask questions or to make comments. Additionally, teachers may be reluctant to admit that they do not understand or may not want to “take time away from the training for my individual problems” During a one-on-one TA visit, teachers are usually more relaxed and willing to ask questions and make comments.

• Individualized problem-solving opportunities: A key to helping teachers grow professionally is to individualize the technical assistance to meet each teacher’s needs, but often it is difficult to meet the needs of individuals during group sessions. A group session, no matter how well-designed, generally cannot meet the individual needs of each person.

Overview Of On-site Technical Assistance

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During an on-site TA visit, the teacher receives your individualized attention. You assist in applying broad training concepts to the unique

• A link to the outside world: The relative isolation associated with being in a classroom for long periods of time and not being able to leave unless replaced by another teacher is a factor that directly impacts the teacher’s motivation and ability to offer quality care for children. Technical assistance visits by knowledgeable, sensitive TA/O Specialists are effective tools for relieving some of these feelings of isolation and the stress accompanying these feelings.

• Additional training opportunities: Teachers become confident in their ability to offer high quality care and their duties become Center Visitors Guide [13]

chapter 1

circumstances of their specific classroom and the particular age group of children they serve.

For example, after a group training session on “planning and scheduling,” you might work with a teacher during an on-site TA visit to develop her own daily or weekly schedule, incorporating the general principles of scheduling with the specific circumstances in her classroom.

Benefits for Technical Assistance/Outreach Specialists

Overview Of On-site Technical Assistance

The benefits to you are complementary to the benefits for teachers. Technical assistance visits allow you to build a trusting relationship with all program staff. They are a means to get to know them well, find out what they do successfully, and jointly determine where assistance is needed. Personal, trusting relationships serve as a solid foundation for achieving desired quality improvement results.

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Benefits for Parents On-site technical assistance provides a level of quality assurance for parents as well. Parents recognize that their children’s teacher is trained to offer developmentally appropriate care which supports the child’s physical, intellectual, emotional, and social growth. Parents also know that program staff participating in on-site technical assistance are visited on a regular basis to assess if they are meeting safety, health, and program standards and that they are making progress on quality improvement plans.

Chapter 2 The Technical Assistance/Outreach Specialist Roles Of The TA/Outreach Specialist Characteristics Of A Successful TA/Outreach Specialist Orientation And Ongoing Training For TA/Outreach Specialists

chapter 2

chapter 2 Role of the TA/Outreach Specialist

• Self-directed and organized

The TA/O Specialist is in a key position to positively affect the quality of care children receive. As a result, your role has many aspects to it. You will need and use outreach, training, mentoring, counseling, monitoring and reporting skills as a TA/O Specialist. During visits, TA/O Specialists provide support by:

• Energetic

• Serving as a sounding board for the teacher’s ideas

• Highly motivated • Positive • Willing to learn • Self-confident • Respectful of the program and staff

• Helping teachers implement their ideas with children

• Able to convey an attitude of warmth and genuineness

• Answering questions

• Empathetic — able to relate to others’ feelings

• Recommending resources • Providing feedback on what is observed • Modeling techniques for working with children

• Flexible • Aware and respectful of, and sensitive to, cultural differences

A sample job description for a Technical Assistance/Outreach Specialist is included in the Appendices, Appendix A.

Orientation and Ongoing Training for TA/Outreach Specialists

Characteristics of a Successful TA/Outreach Specialist

New and experienced TA/Outreach Specialists benefit from revisiting the basics of their agency’s on-site TA policies and procedures, exploring best practices, and learning about new resources and approaches that can enhance the services they provide.

Providing on-site technical assistance and support is an interesting, exciting and rewarding job. It can also be physically tiring and emotionally draining. Not everyone is wellsuited to be a TA/O Specialist. You will most likely be successful if you are:

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New Staff Orientation

1. The TA/O reviews state licensing requirements and the agency’s policies and procedures for delivering on-site technical assistance with the director or designee, using this guide as one of the primary resources. Before working with programs, TA/O Specialists should know major licensing areas and agency policies and procedures, and be aware of what resource to reference for information if needed.

2. The TA/O Specialist makes an introductory visit to participating programs. The program Director or designee should accompany the TA/O as part of the initial training and to assist with introductions.

The program/s selected should be representative of the various types of programs in the community that fall along a quality continuum, from programs needing a lot of assistance to those providing outstanding care.

3. The TA/O Specialist attends a program orientation or other training, if available, to help gain a better understanding of state regulations, as well as an understanding of the process from the program perspective.

5. The TA/O Specialist is given a specified number of programs with which to work.

To the extent possible, the new TA/O Specialist should be provided with written and verbal information on each program, including: • Current enrollment and ages of children enrolled • Training and experience of caregiving staff, including any certifications, degrees, or credentialing, to include a review of documentation procedures • An analysis of what quality improvement efforts or training have already been completed and what future goals or plans are in place for the program and/or caregiving staff

The Technical Assistance/outreach Specialist

different level of education and experience, so individual orientation plans will vary. In general, an orientation process should include the following steps:

4. The TA/O Specialist accompanies a program staff member who has been assigned by the Director or designee on one of each of the three types of classroom visits described in Chapter 1 observation and assessment, support and mentoring, and monitoring. After each visit, the experienced staff person should discuss the techniques that were used and why those strategies were adopted.

The TA/O Specialist and experienced staff members should also compare notes on what each of them saw, and review the follow-up that will take place.

Before going into a program or classroom for the first time, TA/Outreach Specialists should have at least a minimum knowledge of several areas. Each TA/Outreach Specialist will have a Center Visitors Guide [17]

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6. After the TA/O Specialist conducts a few visits, the Director or designee should “debrief” with the TA/O Specialist.

Explore questions together such as: • What went as expected?

• What was the teacher doing when you arrived?

• What were the children doing when you arrived?

• Did anything happen that was unexpected?

Ongoing Training Training does not stop once you have completed your initial training, just as it does not stop for the program and teaching staff with whom you work. In addition to becoming a more skilled TA/O Specialist, ongoing training will keep you renewed and refreshed. Talk with your supervisor about what kind of professional development opportunities are available to you. Develop and follow an annual professional development plan that helps to build your skills and keep you current on new research, resources, and practices.

Chapter 3 The Basics Of On-site Technical Assistance

• How did the teacher react to any resources you introduced?

The Technical Assistance/outreach Specialist

• Would you do anything differently the next time you visit?

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Appearance/Dress Professionalism and Objectivity Scheduling Visits On-Site Visit Protocol Recordkeeping and Reporting

chapter 3

chapter 3 Appearance/Dress

Scheduling Visits

What you wear can have an effect on how you are perceived by the program and caregiving staff as well as by the parents enrolled in the program. As a general rule when conducting on-site technical assistance visits, it is not beneficial to be overdressed or underdressed.

Your goal is to maintain a professional image and ensure all staff feel as much at ease as possible with your visit.

It is important that everyone feel supported during the program visit. Although it is often difficult, try to keep a regular schedule to ensure that quality improvement and monitoring tasks stay on track. Setting regular appointments and times will help to provide support.

Plan your long-range technical assistance schedule, perhaps for a several month period, and then build your short-range schedule (often week by week), from these plans. In both your long and short range plans be sure to include time for:

Professionalism and Objectivity One of the most common issues discussed among on-site technical assistance staff is how to balance the relationship that naturally develops between TA/O Specialists and the program staff with whom they work. Teachers may develop a very close personal attachment to you and see you as a sensitive, helpful, and supportive “friend.”

Although a trusting bond is valuable, there is a possibility that the relationship could grow beyond professionalism and negatively influence your ability to perform critical parts of your job. The potential exists to make excuses for a teacher’s inappropriate behavior or lack of progress, or to overlook other problems because the “friend” relationship interferes with the professional relationship.

You may be hesitant to identify problems because “she’s such a nice person and I really like her” and she may be hesitant to follow recommendations because “ I know she’ll overlook the problem because we’re friends”.

Overlooking serious problems can compromise the success of an on-site technical assistance visit and is potentially dangerous to both the [20] Center Visitors Guide

• Scheduled meetings to develop program and/or classroom quality improvement plans program and the children. It is important that you are aware of this possibility and continue to remain professional and objective in your interactions with teachers at all times.

• Scheduled meetings to develop program and/or teacher professional development plans • On-site training and support

Part of your role is to listen to program staff in order to identify their needs and concerns. Occasionally, however, staff may tell you something which has the potential to impact negatively on the children in care.

You should explain that there are limits to the confidences that you can keep. All incidents that are related to child abuse and neglect or spousal or substance abuse must be reported to the appropriate authorities. It is not your responsibility to investigate or to decide what the consequences will be for the staff. In these situations, your only responsibility is to report promptly and objectively to ensure children are not at risk.

• Monitoring • Documentation • Travel to and from programs

Careful planning will help ensure you are able to accomplish the tasks you need to complete and that visits receive the time in your schedule they deserve. As you plan the week’s visits, it may help to gather all of the materials you will need in advance. For example: • Collect a supply of any forms that may be needed • Gather any materials or resource books you plan to take • Identify any other necessary items you plan to bring The timing and scheduling of visits often determines what you will be able to accomplish.

The key to scheduling visits is to determine in advance what is planned as the outcome. Keep in mind that some visits, such as monitoring visits, should be unannounced and may not be scheduled in advance with program staff.

If you will need teacher time away from the children (e.g., to review records, work on environmental improvement plan, or discuss a difficult problem), schedule the visit during naptime or rest time, so that you can both work uninterrupted.

Early morning visits will allow you to observe how the program and teacher staff meet and greet parents as they arrive. Visits during children’s activity time will allow you to observe the kind and appropriateness of the activities that the staff plan for the children. Late afternoon visits will allow you to observe how the teacher interacts with parents as they come to pick up their children. Effective scheduling takes into consideration your project

The Basics Of On-site Technical Assistance

Experienced TA/O Specialists discover their own ways of developing relationships with teachers while still maintaining a professional, objective attitude. For example they learn to ask, “Did you and your family enjoy your vacation? We missed you.” or “Has your son completely recovered from the flu?” Then they move on to the remainder of the visit. They learn how to balance warmth and friendliness with professionalism.

safety note: Your safety is an important consideration when doing technical assistance visits.

Knowing the area you are visiting and what parking options are available is extremely important. You may also want to check with the local police jurisdiction

for crime statistics and the general safety of an area, and if necessary, plan to visit only during daylight or with a colleague.

If you believe your personal safety is at risk, discuss it with your supervisor and determine an appropriate course of action.

Center Visitors Guide [21]

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“I just dropped in to deliver this book and stay about 15 minutes. Then I have to make a visit to another program.”

“You were concerned about the transition to rest period so I thought I’d come at lunch time and stay until the children are down and, if it’s convenient for you, we could then brainstorm some ideas. Would this fit into your schedule?”

Arriving for the Visit

The Basics Of On-site Technical Assistance

goals and timelines, program staff considerations, and also your own needs as a TA/O Specialist. Planning and organizing your schedule will help you become more productive. With a little thought and organization, you will be able to fit more of your responsibilities into your daily and weekly routines.

See Appendix B for some helpful time management strategies.

On-Site Visit Protocol Going Through the Visit The collaboration between you and the program must be based on trust and openness. It is important to remember that you are not there to spy on a program or to make judgments; you are there as an early childhood professional to assess and assist, as requested or as needed.

Timing is important. Generally, most technical assistance/support visits should last about two to three hours, depending on how many staff and/or classrooms you plan to visit and what has been arranged with the program Director prior to your visit. Direcotrs who know the purpose of the visit will be able to help you estimate how long the visit will take, based on their staff availability and other requirements. If the visit is different from the usual time frame, plan well in advance with the Director, or cue her when you arrive:

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The tone you set as you arrive for a visit is critical to your relationship with all program staff and to the success of the entire visit.

Although you are coming as a representative of the CCR&R, it is important for you to remember that the program has its own management and, many times, their own trainers. A keen awareness and sensitivity to their professionalism, positions and feelings is very important. Always remember that you are a guest in their program.

When you arrive, there are four important things to remember: 1. If the visit has been scheduled in advance, make every effort to arrive at the agreed upon time. Arriving on time sends the message that you respect and understand that they have their own schedule to maintain and that you will do everything possible to keep from disrupting it.

2. State the purpose of the visit when you arrive (even though it has usually been agreed upon before your arrival).

“I’ve brought you the materials that were requested, or “I’ve come to review your fire evacuation plan and fire drill log”, or “I’ve just stopped by to see if there is anything you needed from me”.

3. If your visit is unannounced, let them know specifically what you need to monitor. Because you have made an agreement to perform unannounced monitoring visits, they are aware of these requirements. It is especially important that you maintain a professional and

friendly attitude during these type of visits, as they have not been scheduled and may not always coincide with a convenient time for them.

4. Introduce yourself or ask to be introduced to any new staff in the program with whom you may be working during the visit. Tell the staff why you are there and take the opportunity to mention something positive about the program. It is NEVER appropriate to discuss problems in front of others, to include the children.

During the Visit In most cases, children will be present when you make a technical assistance visit. It is to be expected that some of children will be excited and interested in meeting you and finding out why you have come. Depending on the type of visit you are conducting, you may have little contact with the teacher or children. However, it is okay to acknowledge the children’s presence and demonstrate interest in them and their activities. However, it is important that the daily routine not be interrupted, particularly if you are there to observe the curriculum and/or staff interaction with the children. Here are a few steps: 1. Greet the children briefly if they are aware of you or approach you. You should not get involved in their activities, just acknowledge them. “Hi, I see you are about to each lunch.”

you might say to the teacher, “It’s hard for young children to sit without something to do. Perhaps if they are involved in something first we’ll be able to talk while they’re busy.”

3. Be sure to let the teacher know that she does not have to stop an activity because you are there. Do not allow your visit to disrupt the routine any more than is absolutely necessary. Respect everyone’s right to finish what they are doing. This includes the children.

4. During a visit when children or other adults are present, NEVER discuss specific children’s behavior or their families. This type of conversation must always take place in private. If a teacher initiates a discussion about a child or about a family, suggest that professionally you need to postpone the conversation until the two of you can speak privately.

5. If the purpose of the visit is monitoring, you should be especially sensitive and tactful. As always, you should let program staff know that the reason for the monitoring visit is to check progress on quality improvement efforts.

6. It is very important that staff have input on any change that may need to be made in their classroom so that they maintain

The Basics Of On-site Technical Assistance

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2. Reinforce the knowledge that the teacher’s interactions with the children take precedence over anything else. Sometimes when you arrive and children are present, teachers may make unreasonable demands on children. For example, they could tell all of the children to sit down at once to listen to a story, even though some may not be interested in that activity, or to sit quietly at the table and wait for lunch. Or they might ignore children’s inappropriate behavior rather than interrupt a discussion with you. It is your responsibility to see that the goal for the visit is not met at the expense of children’s needs. For example, Center Visitors Guide [23]

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a sense of ownership. This involvement also gives them a vested interest and commitment to ensure any necessary changes are made.

The Basics Of On-site Technical Assistance

7. Whenever life threatening or major safety concerns are identified during a monitoring visit consult with management and, assist the teachers in correcting them immediately if needed. For example, you might say, “These adult scissors are in a drawer that the children are able to reach. Where can we move them right now that is still convenient for you but that the children can’t reach?” Immediate correction is not necessary, develop a plan with the appropriate program staff which outlines steps the program will take to correct the deficiency and when the change/s will be completed.

Concluding the Visit When the technical assistance is completed: • Summarize the purpose of the visit – recap what you saw and what follow-up has been requested or is needed and will be provided, if any • Establish the dates and time of any future (announced) visits, upcoming events, or other important agreed-upon information • Thank the staff members for their time • Say good-bye to the children and any staff members with whom you worked directly • Leave quickly to minimize disruption to the program Your goal as you leave the program is to leave with staff looking forward to your next visit.

Maintain your role as a positive supporter of their efforts. Staff should feel that your visit in some way benefited the program and the children.

Recordkeeping and Reporting No matter what type of on-site TA visit you make, it must be documented. It is also important to document the TA phone calls you make. If the program does not have a system in place to document staff training, provide assistance in establishing it. The military installation with which you collaborate may have a system that would be beneficial for this purpose, or the CCR&R agency may as well.

You may develop your own individual records, in addition to the documentation the program is required to maintain, for the purpose of tracking quality progression in the specific areas on which you focus. By reviewing both the program and your written records of your technical assistance visits, you can detect general trends in the quality of the program and what may be needed. This information will be used to make collaborative decisions on such areas as: • Program goals and objectives • Staff training • Resource lending center needs To be effective, written records of visits should be current, complete, specific, and objective.

They should always be written professionally and reflect respect for the staff member and the job being done, no matter the finding.

Documentation of visits concerning major health or safety issues should be completed immediately and discussed with management.

If the deficiency involves suspected child abuse, you should inform management that you are required by law to report to the appropriate authorities.

On some occasions, the reports that you write will include sensitive information.

Remember that this information must always be confidential. It is to be shared only with the other CCR&R staff or appropriate professionals who have a need to know the information.

See Appendix C for a list of the DOs of on-site technical assistance.

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Chapter 4 Reaching Out To Teachers Outreach and Marketing Strategies Encouraging FCC Teachers to Use On-Site TA Services

chapter 4

Chapter 5

Outreach and Marketing Strategies

Developing Relationships

Part of your responsibility is to make continuous efforts to locate eligible centerbased child care programs in your community.

To identify potential programs, try the following avenues:

Building Rapport

• Work with your local licensing agencies and the national accrediting agencies to identify accredited and/or licensed programs;

Understanding Teachers’ Experiences and Attitudes

• Contact elementary and middle schools or Boys and Girls Clubs of America in your area to find out if they offer an out ofschool care program • Contact the local AEYC association • Send out informational letters to family support agencies and other support agencies telling about the benefits for eligible programs • Post flyers in local libraries and other locations frequently used by programs and families • Attend child and youth program trainings and workshops • Coordinate with the military installation staff to attend a town meeting or other meetings at which military members attend to inform them about the program; many of them may be enrolled in a center in the local community that would be interested in participating in the program.

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Being A Good Listener Encouraging Teachers to Use On-Site TA Services

Setting the Example

Often the hardest programs to get to use your services are the ones who need them most.

Frequently, the best way to encourage these programs is the “word of mouth” strategy; ask some of your satisfied and successful program staff and parents to spread the word!

Supporting Change

Another approach is to “get your foot in the door” through another service that your CCR&R is providing. For example, if your agency administers child care subsidies, ask to speak at one of the subsidy meetings or training sessions. If your agency offers the USDA Child and Adult Care Food Program, ask your food program staff to take brochures with them when they visit programs and inform staff of the onsite TA services and other benefits available to their program. Once you are able to make an initial connection, you can use the tips for developing relationships described in Chapter 5.

chapter 5

Rapport-Building Strategies Get to know the program management and classroom teachers.

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Ask when would be a good time to meet with them.

While there isn’t a magic formula for building good relationships, it is helpful to remember that a person’s personality, culture, and experiences all play an important role.

Developing positive and guiding relationships is the key to providing good technical assistance and support. The strength of the relationships you build will set the tone of the work you do and play an important role in whether or not your efforts are successful. Once good relationships are established and nurtured on an ongoing basis, a partnership in working together towards quality is established.

Building Rapport Good relationships are built on trust and respect. The trust and respect you nurture with staff members will be crucial when providing technical assistance.

Understanding Staff Experiences and Attitudes As you are making technical assistance visits, consider each staff member as an individual.

Look at what is being done well and where help is needed. Remember that each person is at a different stage in professional development, depending upon:

Document their professional goals.

Let them know you are there to support and guide them.

Make follow-up calls on a regular basis.

Show that your work with them is important to you.

During the initial visit, and each subsequent visit, explain what your responsibilities will be when you visit. Find out what the expectations are for each of you for each TA visit.

Demonstrate that you genuinely care about the teachers, their children, and the success of their program.

• Innate abilities • Level of motivation It is important to work with staff where they are in their development, not only where you want them to be. The role you assume and the strategies you adopt during technical assistance visits will depend on the staff member’s level of professional development.

Respect the teacher’s classroom as a place of business. Respect and minimize disruptions to the schedule.

Follow through when you agree to do something.

Minimize disruptions to children’s activities.

Find as many opportunities as possible to go into classrooms that are supportive and helpful, rather than inspecting or unannounced. For example, take new materials from the Resource Center that they may enjoy; or offer to help them with a special event they are planning that you know about.

• Training and Education • Experience

Demonstrate your enthusiasm for making technical assistance visits.

Display an attitude that your visits are a pleasant and natural part of CCR&R services.

Developing Relationships

with whom you will work. Getting to know people takes time and effort, but it can be very rewarding. On the next page are some suggestions for getting to know those with whom you will be working and starting off relationships on a positive note.

Relationships are at the heart of any child care program: Between children and their teachers; children and other children; teachers and parents; parents and parents; parents and management.

Call the program and introduce yourself and let the know you will be working with them. Find out how long they have been in business and their history with children and child care.

Ensure that you are knowledgeable about the local and state requirements of the program and the practices and procedures of developmentally appropriate practice for caring for young children.

Study and keep up-to-date on local and state Program regulations.

Review and stay informed on NAEYC’s guidance on developmentally appropriate practices.

Become familiar with professional resources in the early childhood field.

Continue your professional growth and identify opportunities to further your professional development.

Regularly discuss difficult questions or situations that arise with your supervisor or your colleagues.

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Recognizing that all staff members are individuals with different strengths, needs, backgrounds and levels of motivation is the key to helping teachers grow professionally. Each home visit requires you to take on different roles and to adopt different strategies.

See Appendix D for examples of three staff members with different levels of experience and motivation and how they each can be supported.

A good way to learn about staff and to establish a good relationship with them is to listen to what they have to say.

Developing Relationships

If you take time to listen, you will learn a great deal about what staff members think, know, and care about. You can learn how they have interpreted issues addressed in training, or comments and suggestions made during previous visits. In addition, listening shows that you genuinely care about what they think of themselves as professionals, about children, and about the program. You can use the information you have gathered to offer optimum support and training.

Being a good listener is important in any relationship and in any line of work. Hearing someone is not the same as listening.

Listening is a skill that involves understanding the intent and message beneath the words. It is important that when talking with a teacher, you focus on what they are saying and the meaning behind it. How people communicate with others involves many variables – background, experience and cultural norms, to name a few. It is important to not make quick assumptions about what people are saying or doing without knowing something about the person.

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Teacher Characteristics

TA/O Specialist Roles and Strategies

Inexperienced, unskilled, but willing

Coach • Explaining and clarifying • More directive

Experienced and able, but unwilling

Supporter • Motivating • Listening • Discussing • Less directive

Experienced, able, willing

Advisor/mentor • Discussing • Reinforcing

See Appendix E for a summary of good listening skills.

Below are some basic principles of being a good listener that will help with developing and strengthening a good rapport: • Give the other person a chance to talk.

Stop talking and give the person time to complete her thoughts. Feel comfortable with silence and know that attentive silence gives the teacher time to process what has been said.

• Create a comfortable environment for talking. Remove distractions and assure confidentiality where appropriate.

Eliminate interruptions as much as possible and remove physical barriers between you and the other person. If distractions do interfere, talk about them openly and establish another time to talk.

hassled today. Is there something you’d like to discuss? or “Tell me what’s been going on”. After the door has been opened, encourage further talk with statements such as “Tell me more . . . I see . . . Can we talk about that further? . . . Go on . . . What happened then?”

• Show interest through your body language: Sit or stand upright, facing the person with whom you are talking, perhaps leaning forward. Make sure your body movements are relaxed and natural. Use appropriate eye contact, comfortably looking at them, and looking away periodically. Use facial expressions to indicate that what is being said is of genuine interest.

• Attend to content, not delivery: Things such as style of dress, quality of voice, accent, mannerisms, and physical characteristics can be distracting. Good listeners direct their attention to what is being said and away from the distractions.

Developing Relationships • Listen to the complete message: We all have a tendency to anticipate what someone is saying. Be patient and listen to the total message before you begin to form your response. Make an attempt to fully understand the speaker’s point view.

• Listen for the main ideas. Since it is impossible to remember everything a person says, you should attempt to focus on the central idea and remember the less important facts only long enough to understand what is being said.

• Ask appropriate questions: Questions can help you better understand what is meant as well as encourage the person to explore their thoughts. “Can you give me an example of what you mean when you say that it’s frustrating when you are being ignored?”

• Look for areas of common experience and agreement. This is done by briefly recognizing a similar past experience or a brief account of a similar point of view that you may have heard before. This can help you better relate to what is being said.

• Lead the other person to talk: Use door-opening statements which invite the teacher to talk, such as “You seem

• Deal effectively with your own roadblocks to listening. Realize that everyone has blocks to listening to some people in some situations. Be aware of

your commonly used blocks and catch yourself in the act of using them.

• Practice listening. Like any other skill, listening can be learned and perfected, but it takes practice. Put yourself in a variety of listening situations such as adult education classes, parent meetings, discussion groups, and informal talks with friends where you can practice listening.

Setting the Example Just like a teacher’s moods, attitudes and actions affect the children in their care, yours will effect the teachers and other staff with whom you work. Remember to model the traits you want them to display. Here are a few tips: • Leave your bad mood or negative feelings outside of the program. Arrive with and maintain a positive attitude, even if some of the staff with whom you work are having a bad day. Remain professional, positive, and encouraging – your attitude will be infectious!

• Follow through on your agreements. If you say that you are going to bring a particular resource or get back to someone by a certain date, make sure you do so.

Accountability by the staff will be easier to maintain if you have demonstrated that behavior yourself.

Developing Relationships

Being A Good Listener

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Supporting Change The ability to provide quality care is an ongoing learning process for teachers. Your job is to help them develop or improve their caregiving skills and subsequently their level of professional satisfaction and self-confidence.

It is also important to remember that most teachers have a great deal of pride. They want to do their best for children, but may be unwilling to admit, for example, that they do not know how to read to a group of preschoolers, how to diaper an infant appropriately, or how to Center Visitors Guide [31]

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deal with a toddler who responds “no� to every request. It is your responsibility to help these teachers perform their jobs professionally and without damaging their self-esteem.

Developing Relationships

One of the most difficult parts of establishing a relationship with teachers is that it takes time. Helping them learn to trust you and to value the technical assistance visits is not something which happens immediately. It also is not something which occurs at the same rate with all teachers. There are some who are naturally open and accepting to learning new ways of performing their jobs, while others may be more reserved and apprehensive. Skilled TA/O Specialists understand these differences and plan accordingly. It is also very important to know that adults learn best when they are actively part of the learning process and are involved in setting goals and determining how they will achieve those goals.

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During initial visits, you will not only be establishing rapport with all program staff, but will also be observing and making preliminary assessments of teachers’ strengths and weaknesses in their interactions with the children in their care. Obviously, these initial impressions may change with time as you work together. However, the initial assessments will be helpful as a basis for planning objectives and approaches that you will use during future visits.

Chapter 6 Observing And Assessing Goals of Observation and Assessment Preparing to Observe Stages of Observation and Assessment Providing Feedback

chapter 6

Observing teachers in their classrooms as they work with children is an essential source of information about a teacher’s abilities and the quality of care that she provides. In some cases, you will use a formal observation and assessment rating tool or checklist while in others you will observe less formally but still record your observations.

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Use the following steps to plan observations: 1. Decide on a purpose for observing. What do you hope to observe or discover? In many cases, you may look at general indications of quality care such as adultchild interactions, health and safety practices, evidence of planning, compliance with regulations and policies, etc. On other occasions, you may observe a specific area, arrangement of materials, outdoor activity plans, menu planning, or rest period procedures. Knowing the specific purpose for each visit in advance will help you focus on the relevant information as you observe.

No matter what type of visit you are conducting, you will always be observing. It is the very nature of your role. You should always be alert, aware, and ready to take note of what is going on around you during your time in the program.

Goals of Observation and Assessment TA/O Specialists observe in order to: • Make changes in the environment. By observing the way children use play spaces and materials, you can determine whether materials are meeting the children’s needs, if duplicates are required, or if traffic patterns interfere with play.

• Identify concerns. Observation helps you determine if children have special requirements that need to be addressed.

These can range from a hearing problem to a need for extra attention. If indicated, you will want to refer management staff [34] Center Visitors Guide

and teachers to appropriate resources and provide helpful information on how to raise the issue with the parents, if necessary.

• Make Changes to the curriculum. Using observation, you can determine if themes should be changed or if the schedule needs to be more responsive to the children’s needs. For example, changes in gross motor activities may need to be implemented if children are spending most of their time with manipulatives and books, or in small spaces.

• Help teachers and parents learn more about their children through their own observations. You can help teachers and, through them, the parents, to use observation to learn more about their children’s strengths, needs, and behavior.

• Enhance your abilities to communicate with teachers. Using observational insights, you will become a better listener and responder.

2. Choose a suitable observation format.

There are several methods for conducting and recording observations, such as checklists, rating scales, and anecdotal observations. Each method has benefits and drawbacks; the choice you make depends on the purpose of the observation.

3. Consider the time of day of the observation. For example, the activity period is the best time to observe adultchild interactions and evaluate the appropriateness of planned activities.

Mealtimes will give you valuable information on how well a teacher implements the USDA food program guidelines. Mid-morning or mid-afternoon is probably best for seeing teacher-child communication.

4. Decide on how you will record your observations. Use appropriate forms and checklists to record your observations.

Think through which observation forms you will share with management and/or other

program training staff and the teachers themselves, and which ones will only be used by you. Include identifying information on all observation forms that includes: • Teacher’s name • Observer’s name • Purpose of the observation • Specific description of the activity • Date and time of the observation 5. Focus on recording objective information.

Objective recordings include only what is actually seen and heard. These recordings specifically describe, but do not evaluate or interpret, what was observed. Use direct quotes of what children and teachers actually say as these are especially valuable. Your professional opinions and impressions are a part of the observation process, but they should be discussed with your supervisor or another child care professional and, when appropriate, with the teacher. They should not be included in a teacher’s permanent record.

6. Observe more than once before making a judgment. It is necessary to observe on several occasions before making a final judgment about the quality of care.

What you observe is only a snapshot of a period of time and does not indicate a true picture of day-to-day care.

Observing And Assessing

Preparing to Observe

For example, the teacher or the children could be excited or nervous and react differently because of your presence. It is possible that the teacher’s schedule could have been disrupted because a child arrived at the program distressed and needed comforting. Children of deployed parents are especially vulnerable to distress. Or perhaps the teacher knows some appropriate activities but not enough to incorporate them consistently into her program.

Only after subsequent observations will you have a true picture of the teacher’s program.

(Adapted from the Portage Special Training for Special Needs materials) Center Visitors Guide [35]

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Red flag words are those that are subjective. Because they do not describe behavior in a factual way, they do not belong in observations.

Here are some of the more common red flag words — avoid them: Feelings cannot be objectively observed.

Avoid these red flags: happy, sad, mean, kind, angry, mellow, apathetic, bored, interested, proud, sympathetic, understanding, nasty, mischievous, lazy, crabby, laid-back, cooperative

Observing And Assessing

Stages of Observation and Assessment There are three stages of the observation and assessment process: 1. Objective observing 2. Interpreting 3. Implications for planning and implementation (adapted from Beaty, (1990), and the University of Western Sydney School of Learning, Development, and Early Education, Early Childhood Education Self Study Modules (2001)

Intelligence cannot be objectively observed. Avoid these red flags: smart, stupid, bright, dumb, mediocre, aboveaverage, overwhelmed, overachiever, underachiever Reasons for doing things cannot be objectively observed. Avoid these red flags: provoked, helpful, forced to, tricked, determined, undirected, out-of-control, motivated, spiritual, conscientious, frivolous Self-concept cannot be objectively observed. Avoid these red flags: selfesteem, competence, weak, pretty, ugly, athletic, strong, secure, insecure

Objective Observing

special reminder:

During the objective observing stage, you should:

Any observation which indicates that children’s health or safety may be at risk must be addressed immediately.

• Record only the facts • Record the facts in the order they occur

• Do not interpret as you observe

• Describe appearance and actions in accurate, vivid detail

• Do not record anything you do not see

• Record every detail without omitting anything

• Use words that describe but do not judge or interpret

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Compare the following examples of observational records: 1. I t was activity time and Jason was painting at the table. He began to paint on the table next to the paper.

Ms. Stewart walked to Jason’s side and said, “Be sure to paint on the paper, not on the table, Jason. Do you need a bigger piece of paper?” Jason said, “Yes, I want red.” Jason then began to paint on the large sheet of red paper that Ms. Stewart gave him.

What do you notice about the two observations? Take a minute to highlight words in each observation that are not factual or concrete.

2. J ason was painting at the table. He began to paint on the table next to the paper. Ms. Stewart handled the situation well and Jason stopped the inappropriate behavior and worked happily for the rest of the time. Ms. Stewart knows how to guide children’s behavior using appropriate techniques.

During the interpretation stage of observing, you will: • Make meaning of the observation

As you can see, the first example is objective and describes exactly what happened. It is a specific description of what the problem was and how Ms. Stewart managed the situation.

The second example is a general, subjective account of the episode. The description tells little about what actually happened. It states the observer’s impressions and opinions as facts – that the behavior was “inappropriate;” that Jason worked “happily;” and that Ms. Stewart knows how to guide children’s behavior effectively.

See Appendices F and G for helpful observation tips and a sample observation summary form.

Interpreting Observations Review your observation notes as soon as possible after the visit. During the visit, you may be recording information using personal “shorthand” that enables you to capture as much information as possible in a short period of time. As soon as possible after the visit, while the observations are still fresh in your mind, review your notes to make sure that they are legible, accurate, and complete.

• Put the observation into perspective • Draw conclusions • Identify issues that require action Conclusions are the final step in interpretation.

You always need to ask: Is there sufficient evidence to make a conclusion possible?

Observing And Assessing

Red Flag Words

Using the example in the sample observational record above, after you have seen and documented similar interactions between Ms. Stewart and the children, you may conclude that Ms. Stewart knows how to guide children’s behavior appropriately. However, you should reach this conclusion only after making several observations and reviewing the objective recordings of the visits.

Implications for Planning and Implementation Once you have drawn conclusions after repeated observation, you should begin to combine your specific knowledge of the teacher with your general knowledge of developmentally appropriate practice to identify strengths and weaknesses. This will serve as a basis for developing a quality improvement plan with the teacher, described in Chapter 7.

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1. Be objective and focus on the teacher’s behavior, not personal traits. Concentrate the feedback on the behavior, not on conclusions and judgments.

Focusing on behavior, rather than on personal traits, is beneficial to the teachers and also less threatening to them. Teachers know that they can change their behavior if they choose. On the other hand, their personal traits are part of them. They may not be as able or willing to change these characteristics. The result may be that the teacher becomes defensive or even antagonistic.

Observing And Assessing

Providing Feedback After observing in an classroom you are able to provide valuable feedback. On many occasions, the feedback is positive and reassures teachers that they are giving quality care to children.

Delivering this kind of feedback is, of course, what you will enjoy doing most.

Communicating less positive feedback is obviously more difficult. However, relaying both types of feedback is a necessary part of your job. The techniques that you use determine whether teachers accept the information with apprehension and animosity or understand and welcome suggestions and incorporate them into their programs.

Most teachers are anxious to receive feedback from TA/O Specialists they know and respect.

They recognize that this information, whether it is encouragement of their successes or suggestions for improvement, is part of their professional development. They know that the information is valuable as they work with their children.

2. Be specific. Tell the teacher exactly what you have observed. “I’ve noticed that Jason participates in group activities without bothering the other children now that you’ve shortened the amount of time you have the children all together. “ This comment is more valuable to a teacher’s professional growth than “your schedule changes look good.”

3. Offer feedback as soon after the behavior is observed as appropriate. The closer the feedback comes to the observed situation, the more helpful it is to a teacher because the details are fresh in her mind. It is also easier for you to remain objective and specific when the observation is recent.

4. Concentrate on sharing ideas and information rather than on always giving advice. This technique allows teachers some flexibility in determining how to use the advice and information. “I’ve noticed that you don’t have any books for children.

Even the youngest children love to look at books. Plus looking at books and reading to the children will help them learn to love books and reading.” These comments are more effective and less threatening than “You have to get some books and read to children every day.”

5. Ask for the teacher’s perspective.

Ask how she thinks the activity went.

Remember to LISTEN effectively.

Sometimes teachers may have a different opinion than you about how an activity went. Asking for their perspective on the activity shows a respect for the teacher’s opinion. As she is explaining her thoughts, she may revise her original opinion about what occurred. As you listen to her, you may get some new insights into why the she directed the activity as she did.

6. Focus on the effects of the behavior.

“Giving children responsibility for doing things for themselves helps them feel good about themselves and become more independent”, is a valuable comment.

It focuses attention on something the teacher can do. It is more helpful than

special reminder: Beware of ignoring problems hoping they will go away, and then offering numerous suggestions and criticisms all at once.

“It’s not good that you are always doing everything for the children.”

As you get to know the teachers better, you can determine when they have the experience and knowledge to understand and use the feedback to improve their activitity rooms for children. You will know which teachers need more assistance before they can understand an idea or concept.

You will also know which teachers will be overwhelmed by hearing about another area that they need to work on and which will welcome input and suggestions. As you gain experience, it will be easier to determine when to provide immediate feedback and when to postpone it. You will recognize what must be said today and what input can wait for a more appropriate opportunity. Remember that teacher involvement is an important part of any changes that are made.

Observing And Assessing

behavior affects children and their programs.

Consider the following guidelines when you are giving feedback:

In some cases, you must also use your professional judgment to decide when to give teachers feedback. Feedback on health and safety issues may be given immediately. However, in less critical situations, you should weigh the advantages of providing immediate feedback with the advantages of delaying the input until management has been consulted and the teacher can be involved in making the change.

Effective feedback helps teachers become aware of what they are doing. Generally, the feedback should help them learn how their [38] Center Visitors Guide

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Chapter 7 Making A Quality Improvement Plan Tips for Developing a Successful Quality Improvement Plan

chapter 7 Once you have established a relationship with the teacher, and completed initial observations and assessments, you will want to develop a Quality Improvement Plan with the teacher.

See Appendices H and I for a sample agreement The Quality Improvement Plan will be the roadmap to participate in on-site TA and a sample quality that you and the teacher use to guide future quality improvement plans and visits. It is a goal-oriented plan that includes: • What specific changes are needed in the program • How those changes will be achieved • When they will be achieved • Who is responsible for helping to make the changes

Chapter 8 Tips for Developing a Successful Quality Improvement Plan 1. I nvolve the teacher in goal setting and setting timelines.

2. K eep goals specific, measurable, and achievable. It can be overwhelming for a teacher to see a huge list of items to improve and tasks to accomplish.

3. M ake sure that there are tasks for the teacher and for you to complete on the plan.

special reminder: Necessary health and safety improvements should be made as soon as possible.

Providing On-site Support And Mentoring How to Make the Most of Your Visits Questioning Techniques Introducing Concerns Gradually Offering Alternatives to Targeted Behavior Setting Priorities Role Modeling Giving Positive Feedback

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3. Direct feedback toward behavior that the teacher can change. It is frustrating to teachers if they are asked to do something for which they do not yet have the skills. For example, if you suggest to a teacher that she stop bribing children for good behavior before she has learned why bribing is inappropriate and been provided with alternative methods for guiding children’s behavior, she will have no means of influencing children’s behavior. Consequently, she may become frustrated and the children will be confused. Postpone any feedback on the inappropriateness of bribing children until the teacher has learned other methods for guiding children’s behavior.

chapter 8

With the goal of improving the quality of the program so that children and families receive the best care possible, your role is that of trainer, counselor, coach, role model and mentor.

Once you have assessed the skill level of a teacher, start with where she is at and help to improve skills by working together to set goals and timelines for any needed changes — using the Quality Improvement Plan as a guide.

The goal of on-site support and mentoring visits is to help the teacher achieve the goals of the Quality Improvement Plan. However, you should also be flexible and address issues as they arise.

How to Make the Most of Your Visits Your visits will be most successful if you keep the following guidelines in mind: 1. Offer suggestions as an investigation of alternatives, rather than as absolute solutions. Teachers need help in [44] Center Visitors Guide

recognizing that there are often several possible ways to solve problems and that it is important to maintain an open mind about the outcome. “Next time Jarrett won’t participate in an activity, ask him if he’d like to do something with you and see if that works. Some teachers have found this to be a good way of involving children.

However, if that doesn’t work with Jarrett, we’ll try to think of something else.”

This technique keeps teachers from feeling defeated and frustrated when they try one alternative solution to a problem and it does not work.

When you encourage teachers to try more than one solution you are motivating them to be experimental, resourceful, and creative — important characteristics for teachers to possess.

2. Present only as much feedback as the teacher can receive. Overloading a teacher with feedback increases the possibility that they will reject or misunderstand the information.

4. Be careful when using humor; avoid sarcasm and ridicule. Individuals often use humor when giving feedback to hide their discomfort. However, humorous comments can also hide the true intent of the feedback and thereby diminish its value. Sarcasm and ridicule are never appropriate techniques and should never be used.

5. Avoid combining criticism with praise.

Sometimes you will feel more comfortable mixing criticism with praise because you think that teachers will be less sensitive to the criticism if they hear both types of feedback at the same time. However, this technique only tends to confuse. It is more effective to concentrate on problems as they arise, and save the praise for another time.

6. Offer praise honestly and in ways that support teachers’ efforts. Giving feedback should NEVER be misunderstood to mean “always finding something wrong”.

Often, feedback means offering positive encouragement. But this praise must be sincere and specific. Offering lavish or unearned praise reduces the value of the

comments and dilutes the effect of honest praise when it is given. A specific comment like, “Using the first two shelves of the linen closet for the children’s personal belongings is a good idea” is more encouraging to teachers than a general, “You’re doing a good job”. Teachers know that, in order to make the former comment, you were really looking at their program.

7. Be prepared. If the teacher needs more training, come prepared with knowledge about upcoming workshops and trainings at your CCR&R or other venues; if more materials are needed, bring them with you or find out where the teacher can get the needed resources. Let the teacher know how to access all the available resources in the program.

Questioning Techniques Effective TA/O Specialists are skilled at asking questions that: • Promote a positive relationship with teachers • Help them gather information • Facilitate communication

Providing On-site Support And Mentoring

If a teacher asks a question about a specific area or behavior, address that area and avoid adding statements on other topics.

• Show them that you are interested in what they are thinking The best kinds of questions are open-ended.

Open-ended questions do not restrict the answer and encourage the teacher to give more than just a yes or no response. “What happened today when you set up the water play activity for the first time?” is an open-ended question.

“Did the children like the water play?” is not open-ended as it invites a yes or no response.

You will learn more about what a teacher is feeling and what she knows from open-ended questions because she is obliged to explain her answers.

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• Obtain missing information or clarify a point that will help the teacher explain more clearly what is meant.

• Verify that you understand exactly what the teacher is saying • Help the teacher understand exactly what the she is saying • Redirect the discussion Following are examples of things teachers might say and questions you might ask to assist them.

Providing On-site Support And Mentoring

What Teachers Might Say

Questions You Might Ask “Whom do you mean by ‘no one’?”

“What happened to make you say that?”

When a teacher makes a statement like the one above, your first instinct is often to try to reassure her by saying, “I’m sure that is not true”. However, that type of response might cause the teacher to end the discussion because she thinks you are not taking her feelings seriously.

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“Family-style dining doesn’t work. The toddlers can’t set the table or serve themselves or the preschoolers don’t want to help, and everyone makes a big mess.”

“What part confuses you?”

Asking the teacher to explain exactly what she means is more effective than immediately launching into a review of the creative art workshop. Proceeding without more information may mean that you will miss what the teacher is really saying. In this case, she may be saying “I don’t understand . . . ”, but she means, “I don’t agree with . . . ”

“No one thinks I do anything right as a teacher.”

What Teachers Might Say

Questions You Might Ask

“I really don’t understand the difference between creative art activities for children and project art.”

What Teachers Might Say

By questioning the teacher, you will help look at the situation more objectively. You will also be gathering more information that will help you determine exactly the areas about which the teacher feels unsure.

Questions You Might Ask “You’ve really set out three different problems here.

Which area concerns you the most?”

“I’ve noticed that you often mention that the preschoolers don’t do what you ask them to do. Could that be what’s really bothering you?”

In this situation, the teacher has mentioned several problems. If she is actually having trouble in all three areas, it is important to identify the aspect she considers the most important, so the two of you can work on that first.

However, it is possible that the teacher may be using the situation as a scapegoat for another concern which is not related to family-style dining at all. The teacher may not even realize that she is doing this. Your questions and some careful listening will help you and the teacher determine what the true problem is.

What Teachers Might Say “The weather has been so cold I haven’t taken the children out at all this week. But, I planned some other great activities. Let me show you some of the games that I have made.”

Questions You Might Ask “Lotto games are fun for children and valuable. They’re great for your activity time. What are the plans, though, for giving children fresh air, vigorous exercise and outdoor experiences?”

Most of us, teachers included, often start talking about one subject and then stray to other subjects. It is this process that keeps conversations interesting and freeflowing. But if you feel that the teacher’s initial topic is an important one, you can use questions to bring the teacher back to the issue at hand. In this example, the teacher was acknowledged for her work, yet brought back to the fact that children need outdoor experiences throughout the year.

What Teachers Might Say “Some of the children get upset when they learn they can’t watch R-rated videos or television in the program..”

Questions You Might Ask “You mentioned last week that your children get upset when they can’t watch TV or videos. How is that situation working out now?”

Sometimes teachers will want to avoid certain sensitive topics even after raising the issue. If you believe that the issue is important, you can What You Can Do

use questions to direct the conversation to that topic.

Remember to use these kinds of questions carefully. In these situations, you, not the teacher, are determining what is important and should be discussed. You are controlling the direction of the conversation. Because your main goal is to discuss what the teacher considers meaningful, you should limit the times that you are manipulating the discussion to selected situations.

Introducing Concerns Gradually Once you have identified an area of need for a teacher, introduce the concern gradually and begin with an aspect of the area that the teacher already does well first. If the chance for success is low and caregivers fail when they try something new, they are more likely to reject future suggestions. If the suggestions are beyond their abilities, caregivers may become increasingly depressed and ineffective with children. These are the teachers who quickly develop burnout and leave the field.

How You Might Do It

Break a task into manageable parts so the teacher is more likely to be successful.

For example, in the area of family-style dining, help teachers: • Recognize the importance of sitting with children • Organize the children to set the table and to clean their own places.

• Give children opportunities to serve themselves.

Identify what the teacher is interested in and what she does well.

Ask her what she enjoys doing most with children and what she has the most success with.

Identify how one concept applies to many situations or activities.

Help teachers see how the various aspects of their programs are interrelated and how they all have an impact on children. For example, if the teacher is working on fostering self-help skills during meal times, the concept also applies to dressing, handwashing, and even working out conflicts with other children on their own.

Providing On-site Support And Mentoring

When the teacher is talking, you will often use questions to:

Listen as she talks about her leisure time activities. Brainstorm with the teacher appropriate ways that she can incorporate her interests (e.g., cooking, gardening, into her program.)

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Teachers who are told to stop one behavior without being given the opportunity to find an appropriate alternative may end up not doing anything at all or doing something even more unacceptable.

Remember that you do not always have to give teachers all the answers. In most circumstances, you are a resource. You should be available to recommend reading material, to listen to and help teachers evaluate their own ideas, and to offer encouragement and suggestions for additional approaches.

Providing On-site Support And Mentoring

What You Can Do Help teachers learn new ways of managing their program and interacting with children.

What You Can Do During TA/O Specialist visits, carefully observe teachers and identify the areas where you believe they need assistance.

Use a formal observation summary form

Solicit input from the teachers

Ask teachers what they think are their strengths as well as their areas for improvement.

Ask teachers what areas they think are the most important for them to concentrate on first.

How You Might Do It Present options to the targeted behavior.

Discuss how these behaviors benefit children or the teacher’s program.

Work with the teachers to prioritize the various areas of concern.

Estimate the ease or difficulty associated with the change. Is the change one that a teacher can make easily? Or does the change involve principles that may be difficult for the teacher?

Setting Priorities

Establishing a set of priorities for each teacher does not mean that you and the teacher will work on only one area at a time.

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Remember that issues involving the health and safety of children are ALWAYS a first priority.

Consider the teacher’s preferences for which ideas she would like to learn more about.

Demonstrate, do not just explain, techniques (particularly in the basic skills area, e.g., diapering a child or reading to a group of children).

Often teachers and TA/O Specialists will agree on the area that the teachers would like to change and improve. But change does not come easily or quickly to most people, even when they are willing. Set priorities and timelines for and with teachers so that the process of change is manageable for them.

How You Might Do It

Formulate a plan for the teacher’s professional growth.

Identify materials, resources, or training that you can recommend to the teacher.

Determine what you will do during future home visits to support the teacher as she works to make changes.

Role Modeling One important aspect of a TA/O Specialist’s job is “role modeling” to teachers appropriate ways of interacting with children. The terms “model” or “role model” appear on the surface to represent a concept that you may believe you are familiar with and understand. Actually, the concept is a very complex one.

• Modeling is an extremely effective technique, but it must be used cautiously. You may feel that if you are a role model, then you must be the “expert” and do everything perfectly, with no mistakes or second-guesses.

This is unrealistic and places a great deal of pressure on you. Modeling involves exploring options.

• Modeling is an opportunity to demonstrate ONE way of handling a situation that is based on sound early childhood principles. However, there are often other appropriate strategies.

Remember that the selected strategies may or may not work with a specific group of children at a specific time. It does not necessarily mean that there is something wrong with the strategy, TA/O Specialist, teacher, or children. It merely means that the strategy did not work in one instance.

You and the teacher should brainstorm other ideas.

• Modeling can be a particularly enjoyable responsibility. You may do it well because you have experience working with children and like being around them. However, sometimes it is possible to model too well and destroy a teacher’s self-confidence.

For example, after seeing you demonstrate how to read to a group of children, some teachers might feel defeated because “I’ll never be that good, so why try.”

teacher’s relationship with the children.

Remember, it is the teacher’s classroom and she is ultimately responsible for the children.

• If you need to demonstrate a specific technique, ask the teacher’s permission.

Remembering all the steps of the diaper changing procedure can be difficult. May I change Justin’s diaper while you watch and it will refresh your memory?” is a non-threatening introduction. Generally, the teacher will accept your offers of assistance if they have been presented sensitively and if you have a solid rapport with the teacher.

• After you have modeled a procedure or technique, it is important that you find ways to have the teacher practice the approach. This method allows you to see that the teacher has understood the process or the principle. You will also be able to support and encourage the teacher as she tries something new so that she is more likely to be successful.

Giving Positive Feedback Management staff and others with oversight of teaching staff must consciously look for and comment on the things that they are doing well.

Early childhood professionals recognize the importance of fostering self-esteem in children.

The same principle is true for management staff when they are working with teachers.

Providing On-site Support And Mentoring

Offering Alternatives to Targeted Behaviors

Teachers who have a strong sense of selfesteem are better able to promote self-esteem in children and are more likely to stay with the program longer. One technique for enhancing an individual’s self-esteem is by identifying the positive things that they are doing.

It is also possible to model too well and damage the relationship between teachers and their children. When children want you to “read the book because you are better” it is time for you to consider what effect your interactions are having on the Center Visitors Guide [49]

Chapter 9 Monitoring And Evaluation Minimizing Teacher Anxiety Elements of Monitoring Visits

chapter 9

Elements of the Monitoring Visit

chapter 9

There are usually three main parts to an indepth monitoring visit: 1. The entrance interview 2. The program/records review 3. The exit interview Entrance Interview When you first arrive, you should explain to the teacher: • The monitoring process • The monitoring schedule, and • Areas to be reviewed during the scheduled visit Program/Records Review

The role of monitor is very different from that of coach, mentor or trainer. When you are conducting a monitoring visit, your purpose is to assess how the teacher is meeting the agreed-upon objectives and timelines in the Quality Improvement Plan, and whether or not the teacher is meeting certain quality criteria or basic health and safety standards.

Most CCR&Rs do not license or regulate teachers. However, they often serve as monitors in their roles as USDA Child and Adult Care Food Program sponsors, child care subsidy managers, or quality improvement project managers.

During this type of visit, you will most likely use a checklist, evaluation form, or the quality improvement plan to evaluate how the program is doing. Monitoring visits should be documented in writing and signed by the [52] Center Visitors Guide

teacher. If the teacher is not making progress or meeting requirements, a corrective action plan should be developed.

Minimizing Teacher Anxiety Monitoring visits—particularly if they are unannounced—are often upsetting to teachers.

You need to be especially sensitive to this, and carefully explain the purpose of the monitoring visits.

During this part of the monitoring visit, you will be using your observation and recordkeeping skills. You may:

Exit Interview Before departing, take a few minutes to go over the results of your monitoring visit. You should: • Debrief the teacher about the preliminary results of the visit • Listen to any response additional information, or comments which the teacher may wish to make • Provide a copy of the monitoring checklist or any documentation form, and have the teacher sign it.

It may be difficult at first for you and for the teacher to make the transition from your role as supporter to that of monitor. Although it is important for you to be sensitive to the teacher’s feelings, you must also be firm in your commitment to quality and accountability.

Monitoring And Evaluation

• Conduct the monitoring process as inconspicuously as possible with minimum disruption to the children or teacher.

• Complete a Monitoring Checklist • Review teacher records • Review and update the Quality Improvement Plan

To minimize the anxiety they might feel during a monitoring visit, you can: • Reassure the teacher that monitoring visits are designed to help you both stay on track with improvement efforts and to ensure that quality care is being provided to children and; Center Visitors Guide [53]

Chapter 10 Is The Door Open Or Closed?

chapter 10

Appendices

On-site technical assistance visits have the potential to be the most exciting, interesting, and valuable responsibility that TA/O Specialists will have. They also have the potential to be difficult, threatening, and unsatisfying for both you and the teachers. Will the door to the program be opened in mutual warmth and expectation, or closed in distrust and disappointment?

Appendix A: TA/O Specialist Job Description Appendix B: Time Management Strategies Appendix C: The Do’s Of On-site Technical Assistance

The attitude that you, the TA/O Specialist, adopt can make the difference: • Do you see yourself as an early childhood specialist with resources for teachers?

• Do you consider ways to make the role of inspector and evaluator less threatening to teachers and more effective?

• Do you recognize that the visits are opportunities to work with teachers to ensure that children are well cared for?

• Do you commend teachers for the important contribution they are making to the quality of life of the families in the community?

• Are you aware that technical assistance and support is a top priority, and is as important, if not more important, than paperwork or any other responsibility?

If you believe that technical assistance visits are a critical part of ensuring quality in child care programs, you can make the most of this unique opportunity and — when you enter the program, teachers will willingly open their doors to higher quality.

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Appendix D: Supporting Changes Scenarios Once the door is open, you have begun a partnership between you and the teachers with whom you work. With the goal of continuous quality improvement in mind, keep exploring these questions: • What goals are we trying to achieve?

• What is each of us accountable for, and by when?

• What happens next?

Look at the many forms and charts in the Appendices, and feel free to adapt them to fit your own needs.

Together, you and the teachers you work with will see the many positive results of your combined efforts – for the teachers themselves, for families, and most importantly, for the children who are receiving higher quality care.

Appendix E: Characteristics Of A Good Listener Appendix F: Guidelines For Effective Observations

appendices

1. Get a good start. Frantic mornings can set the stage for a chaotic day. To reduce last minute anxieties, plan and prepare the night before.

appendices appendix A: Technical Assistance/Outreach Specialist Job Description Position Goal: To improve the quality of care children receive in center-based child care programs by providing on-site support, training and mentoring to center-based program teachers.

Qualifications: Minimum of a Bachelor’s degree in child development, early childhood education, or related field, or equivalent combination of education and experience. Master’s preferred. At least 3 years’ experience in early childhood field and in training adults. Knowledge of state child care licensing, child care observation and assessment practices and tools, and national child care accreditation systems strongly preferred.

General Duties And Responsibilities • Engage in marketing and outreach efforts to identify and recruit center-based child care programs to receive on-site technical assistance services.

• Provide on-site technical assistance in center-based programs, including: observing and assessing environment and caregiving practices; mentoring and role modeling; on-site training and consultation.

2. Plan activities on a daily, weekly and longrange basis. Refer regularly to the plans and try to stick to them.

• Assist teaching staff in developing and implementing individual professional development plans.

• Provide appropriate training including, but not limited to, child growth and development; child abuse prevention, identification, and reporting; child nutrition; child guidance; etc. These may be in conjunction with other agencies.

• Assist caregiving staff in utilizing resource center materials; identify and provide other materials and resources as needed.

• Consistently monitor programs and classrooms to ensure progress on quality improvement/professional development plans • Ensure licensing and other requirements are being met.

• Report any suspected child abuse and neglect or other incidents that jeopardize the health and safety of children.

• Collect, prepare, and maintain information needed to ensure satisfactory progression and completion of quality improvement/ professional development plans, or for statistical data necessary for reporting purposes.

3. Develop routines as appropriate, keeping in mind that children develop at different ages and stages. Doing the same things at the same time each day or each week both conserves energy and promotes continuity.

Organize some (not all) regular daily and weekly activities and develop routines for completing them. Remember to remain flexible and aware of all children’s stages of development.

4. Take advantage of your mood. Work on activities that require more concentration and thought during those times when you are most productive. Perform routine tasks when peak performance is not essential.

7. Overcome procrastination. Force yourself to tackle tasks you dislike and tend to avoid. Dividing large tasks into smaller chunks often helps the tasks appear less threatening.

8. Become a “speed” reader. This skill will prove invaluable in helping you to keep abreast of the tremendous volume of information on adult education, child development, curriculum methods, and child care.

9. Eliminate unnecessary tasks when possible. Constantly reassess your procedures and activities to identify ways to streamline them.

10. Prioritize your activities. Do the important tasks first.

appendices

appendix B: Time Management Strategies

5. Organize your work environment. Arrange your work space to maximize your performance. Have resource materials organized and easily accessible.

6. Learn to say no. Try not to accept tasks that someone else could do or that are not your responsibility. Offer concrete alternatives for how the work could be completed.

• Prepare reports and complete other paperwork as required.

• Conduct other duties as assigned.

• Assist applicable staff in developing and implementing quality improvement plans.

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appendices

appendix C: The DOs Of On-site Technical Assistance

appendix D: Supporting Change: Three Teachers, Three Approaches

DO dress appropriately.

DO have a purpose in mind.

These three teachers each have a different level of experience and motivation. Below are strategies for how each can be supported.

DO be prepared; review the files before going.

1. Anna (Inexperienced, unskilled, but willing) Anna is a new teacher. She has never taken care of a group of children before, and she admits that she has a lot to learn. She says that she truly enjoys doing things with her fouryear-old daughter and her friends. Anna was an intelligent, enthusiastic participant during the initial training. Already she has begun implementing the health and safety guidelines to make her classroom safer and ready for children.

DO be on time for scheduled visits.

DO minimize disruptions to staff schedules.

DO state the purpose of your visit when you enter the program.

DO expect some staff to be nervous.

DO treat all teachers as professionals. appendices

DO discuss only positive issues if others are present.

DO assist teachers in correcting safety deficiencies as soon as possible.

DO use language that is simple, direct, and understandable.

DO remember that change is sometimes difficult for both children and adults.

DO stay calm when you see something inappropriate.

DO follow through on whatever you promise or agree to.

DO offer constructive suggestions.

DO thank all staff with whom you have worked that day before you leave the program.

DO demonstrate in addition to explaining.

DO explain the intent (the “whys”) of a requirement or suggestion.

DO use effective listening skills and give the teacher a chance to talk.

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DO discuss program changes with management prior to making changes whenever possible.

Anna is typical of most of the teachers with whom you will be working. She wants and needs your assistance. She is anxious to be an effective teacher, but because of her inexperience she does not yet have all the skills she needs.

It will be important for you to visit Anna and her classroom often.

You want to help her use the information that she received during the initial training in her work with children. You want Anna to be as successful as possible from the beginning. When you visit her classroom, you will need to do a lot of modeling to help her grow professionally. Perhaps you will have to demonstrate how to diaper an infant to increase the safety of the child, reduce the potential spread of disease and reduce potential back

injury to herself, or how she can talk to toddlers in ways that will promote their language development. She will need clear, specific direction to help her learn these new skills.

You will need to observe Anna carefully and coach her as she works with children. For example, when children will not pick up toys, you can suggest that she try giving them a “five minutes ‘til clean-up” notice or that she offer to be the child’s “assistant” during cleanup, or sing a clean-up song while they pick up together. Coaching is different from modeling because you are making suggestions or talking through a solution with a teacher—you are not showing her how to do it.

With new teachers, it is likely that initially you will be more directive than you will be with more experienced and able teachers. It is especially critical that you explain why you are asking things to be done a certain way.

Teachers want to be effective and will be better able to use the information if they understand the rationale behind the principle or technique.

You need to provide the kind of assistance that will help them develop the skills they need and still sustain their enthusiasm and high level of motivation.

appendices

appendices

2. Kira (Experienced, able, but unwilling) Kira is an experienced teacher. She knows how to offer quality care for children, but recently she has not been doing all that is necessary.

She seems to have lost her enthusiasm for being a teacher.

Kira needs you to be her supporter and motivator. You need to be less directive about telling experienced teachers how to handle problems than you would be with less experienced teachers. Ask their opinions often.

Have them tell you what their needs are or what they think is the best method for solving a problem. Show them that you have confidence in their knowledge and ability.

It is possible that experienced teachers are poorly motivated because they feel they have learned everything that they need to know to provide acceptable care. They may Center Visitors Guide [61]

appendices

To renew their sense of professionalism, encourage them to take increased responsibility for setting their own learning goals and for participating in their professional growth.

appendices

It is also possible that the lack of motivation that a teacher like Kira exhibits has to do with the goals that you have set for her. Does she see that what you are asking her to do or the suggestions that you are making are beneficial to her and her children? Are the goals you have set personally meaningful to her? If the answer to these questions is “no,” then you have to consider how valuable and lasting the change in her behavior will be. You may decide to postpone or drop a suggestion until the teacher appears more willing to accept it as her own goal. Of course, if the change in behavior is critical, i.e., it affects the health and safety of children, then you will have to address the issue whether it is currently meaningful to the teacher or not.

3. Linda (Experienced, willing, and able) Linda has been caring for children for more than five years. She consistently provides high quality care to the children in her classroom.

She attends many training sessions and is an enthusiastic participant. Linda is always looking for ways to improve her classroom.

appendix E: Characteristics Of A Good Listener

Teachers like Linda need minimum direction and minimum encouragement and support.

They know what to do and are confident of their abilities to do it. Their need for support from an outside source is not as immediate as that of other less able and less motivated teachers.

However, they still appreciate feedback and confirmation from you that they are providing quality care of children. You are their advisor and their “sounding board.”

It is easy to overlook teachers like Linda because there are so many urgent matters for you to manage. Although you recognize that Linda is very capable and is effectively running her classroom without your assistance, you must still allocate time to visit her in situations other than mandatory inspections to maintain a good working relationship.

Good Listeners: • Give the other person a chance to talk.

• Listen to the complete message.

• Create a comfortable environment for talking.

• Listen for the main ideas.

• Ask appropriate questions.

• Lead others to talk.

• Show interest through their body language.

• Look for areas of common experience and agreement.

appendices

be losing interest because they feel they are not learning anything new. If this is the case, your responsibility is to highlight their current abilities, but also to challenge them to do some increasingly sophisticated thinking and activities.

appendices

• Deal effectively with their own listening blocks.

• Practice listening.

• Attend to content, not delivery.

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appendices

appendix F: Guidelines For Effective Observations

Appendices Appendix G: Observation Summary Form Appendix H: Agreement To Participate In On-site Technical Assistance

appendices

1. Decide on a purpose for observing.

6. Focus on recording objective information.

2. Choose a suitable observation format.

3. Include identifying information.

7. Have the teacher read and sign each observation form. When possible, leave a copy for the teacher.

4. Observe more than once before making a judgment.

8. Review the observation form as soon as possible after the visit.

5. Be as specific as possible when documenting the observation.

9. Share the observation record with your supervisor and/or program management, as appropriate.

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Appendix I: Quality Improvement Plan

appendices

appendices

appendix G: Observation Summary Form

Objective Summary of Observation: x

Observers Name:

Title:

Teacher’s Name:

Address:

xx x x

Date of Observation: Start Time:

x

End Time:

x xx

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Purpose of Visit:

x

x

x

xx

x

x

x

x

x

x

x

x

x

xx

x

x

::x

x

x

Time in the Daily Schedule, e.g. lunch, nap, activity time, etc:

x

xx

x

x

Follow Up Needed:

xx

x

x

x

x

x

x

xx

Children’s Names and Ages:

x

xx

x

xx

x

x

x

x

x

x

x

x

xx

x

x

x

xx

x

x

x

x

x

x

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xx

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appendices

appendices

appendix H: Agreement to Participate in On-Site Technical Assistance

Agency agrees to:

o Provide an initial assessment of the program to identify strengths and improvement areas o Work with the teacher to develop and implement a quality improvement and professional

Name of Program:

o Offer on-site and electronic technical assistance (phone, online distance learning, etc.), and

Street Address: City Accredited:

development plan

License #:

o yes o no

individual and group training to support the teacher in meeting the quality improvement and professional development plan goals

Zip Code Expires:

o Provide assistance to develop program policies and handbooks as appropriate o Treat all information about the program in a professional and confidential manner

Contact Person: Phone

Fax:

Email

o Provide information on referrals and subsidy assistance o Provide referrals to Child and Adult Care Food Programs

# Enrolled

Less than 1 year old

appendices

1 year olds 2 year olds 3 year olds

Other Child Information

# Enrolled

such as demographics, evaluations or surveys

Special Needs Receiving state child care subsidy

o Communicate any concerns regarding the fulfillment of this agreement and reserve the right to terminate this agreement

ABC Employee

4 year olds 5 year olds

o Inform program management of any information that will be collected for reporting purposes appendices

Age of Children

x XYZ Employee

School age

x x ::x

(Name of Teacher) agrees to:

x x

o Work with the Technical Assistance/Outreach Specialist to develop and implement a Quality Improvement Plan

o Maintain compliance with all program and state licensing standards and requirements at all times

o Report any suspected cases of child abuse or neglect immediately to the proper authorities, as required by law

x ::x

o I understand I will receive a copy of a Quality Improvement Plan and any monitoring report forms completed by myself and the Technical Assistance/Outreach Specialist.

o I understand I may receive additional items for my child care setting based on the results of a self-assessment and observation conducted by the Technical Assistance/Outreach Specialist.

o Participate in on-site technical assistance visits, which will include support and mentoring, monitoring, and assessment visits, both scheduled and occasionally unscheduled

Signature of Teacher:

Date:

o Work with the Technical Assistance/Outreach Specialist to develop and implement a

Signature of TA/O Specialist:

Date:

professional development plan

[68] Center Visitors Guide

Signing this form does not obligate you to continue to participate in the program once the services have begun. The form is only to clarify expectations for you, the program, and for the Child Care Resource and Referral Agency.

Center Visitors Guide [69]

appendices

appendices

appendix I: Child Care Quality Improvement Plan

Created/Revised by: Teacher Signature:

Date:

TA/Outreach Specialist Signature:

Date:

Name of CCR&R:

Twelve Month Objectives Objectives TA/Outreach Specialist and Teacher have identified

appendices [70] Center Visitors Guide

Plans for Action Actions to be performed

Person Responsible

Resources Needed

Time Frame

Teacher, TA/O Specialist or Other

Materials, equipment, funding, etc.

Next visit, 1 mo., 2 mo., etc.

Status Progress update (each visit or other specified times)

appendices

Name of FCC Teacher:

Center Visitors Guide [71]