State/Territory Technical Assistance Systems: Where Are We, Where Do We Need to Go, and How Do We Get There?

Transcription

1 State/Territory Technical Assistance Systems: Where Are We, Where Do We Need to Go, and How Do We Get There? BUILD QRIS National Meeting Denver, CO July 24, 2014

2 Welcome Simone T. Ribke

3 Session Learning Objectives Explore the current Technical Assistance (TA) Systems research Identify lessons learned from topical cohort Discuss current State/Territory TA system challenges Brainstorm next steps to improve State/Territory TA systems 3

4 Session Overview Welcome TA: A Brief Overview Small Group Discussion: You Pick the Topic What Did We Learn? Small Group Discussions Sharing Out National TA Resources Closing Thoughts 4

5 TA: A Brief Overview 5 istockphoto.com/lostinbids

6 TA Defined TA is the provision of targeted and customized supports by a professional(s) with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients 6 Source: National Association for the Education of Young Children, National Association of Child Care Resource & Referral Agencies. (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, DC: Authors.

7 TA Strengthens PD Outcomes 7 Source: National Association for the Education of Young Children, National Association of Child Care Resource & Referral Agencies. (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, DC: Authors.

8 Research On Coaching Coaching is linked to Improved learning environments Improved practices, including teacher-child interactions Improved developmental outcomes for children 8

9 But, There Is More to Learn We know less about The specific dimensions and features of coaching that are linked to positive outcomes How to address the challenges of providing coaching and other forms of TA in State/Territory systems 9

10 What TA Research Would Be Helpful To Your State/Territory? You may respond at: PollEv.com/clearcrater869 OR Text your message to

11 11 Building Blocks to Effective TA

12 What Do TA Professionals Want? More time providing TA to reach goals and outcomes To offer group training and onsite quality assessment to entire classroom teaching teams To train and support center-based program directors in use of continuous quality improvement methods 12

13 What Do TA Professionals Want? (Cont d) Opportunities to use role-plays and vignettes to improve their practices and assess their training needs To use vignettes to understand TA knowledge and to assess their training and supervision needs More onsite time with their supervisors to observe their practices and give feedback Increased supervision, peer-to-peer support, and feedback 13

14 Small Group Discussion: You Pick the Topic 14 istockphoto.com/cefutcher

15 Potential Discussion Topics As QRIS responds to research about simpler systems, how can the few and powerful elements of TA systems be identified? TA generalists, specialists, and CKCs how does it all fit together? What PD do TA professionals want/need? What are effective TA delivery strategies? How does/can your State/Territory strengthen supervision practices? What are effective practices for TA organizations? What quality assurance practices can be used with TA professionals? What are priorities for TA system investment? Other ideas? 15

16 At Your Table 1. Review the discussion topics 2. Share with the person next to you Name, State/Territory, and role Top two topics and why 3. Vote on your top priority topic PollEv.com/clearcrater869 OR Text your message to

17 What Did We Learn? 17 istockphoto.com/lostinbids

18 Specialized Competencies Effective development seems to include cross-sector planning and broad stakeholder input Common categories Some States use competencies as self-assessments for PD needs Some States link training to competencies 18

19 Effective TA Strategies 19 Virginia Graphic of Cross-Sector PD System

20 Peer Sharing: TA System Costs Average hours of TA (10 30 hours) Average TA cost/program ($1,000 $2,000) Pay range for TA professionals ($20 to more than $35 per hour) Salary for TA supervisors (less than $50,000 to $60,000) 20

21 NAEYC Blueprint A TA System Building Tool 21

22 Other Topics Ways to engage license-exempt providers in quality improvement TA professional development approaches 22

23 Aligning with Workforce Data Engage an evaluation/research team early Hours of TA to budget for Gathering TA elements essential to determining effectiveness Using TA domains to help identify challenges and progress 23

24 ELC-TA Brief: Leveraging TA Data Based on interviews with 7 states to highlight most important data elements to collect How can TA data from QRIS be used to inform the evaluation of quality improvement strategies and strengthen management practices? 24 ELC TA product produced in collaboration with Child Trends, PDW Center, Quality Center and EDTAP

25 Brief on Leveraging TA Data: Key Data Elements 25 Early Learning Program Demographic and Structural Features TA Provider Demographics and Qualifications TA Activity and Quality Improvement Plans Technical Assistance Domains TA Interventions and Delivery Methods Provider Name Provide ID Program Type Capacity Agency Name Agency ID TA Consultant Name TA Activity Number TA Domain Activity Open/Close Date Curriculum Child Assessment Screening Accreditation TA Contact Date TA Contact Type TA Intervention Type Subsidy Participation Accreditation Curriculum Used TA Consultant ID TA Consultant ID TA Agency Assigned TA Consultant Assigned Health and Safety Social Emotional Program Administration TA Intervention Duration Outcome of TA Assessment Used Screening Used Quality Initiatives TA Consultant Education TA Consultant Credentials QI Plan QI Plan Status Family Engagement Professional Development Certification Indirect TA Duration Classroom(s) QRIS Level Registry Status QI Plan Goals Program Assessment Age Group(s) Note: Data elements may be collected in QRIS data system or linked to from other data systems.

26 Brief on Leveraging TA Data: Key Data Elements 26 Technical TA TA Interventions Early Activity Learning TA Provider Assistance and and Quality Program Delivery Improvement Demographic Demographics Domains Methods and and Plans Structural Qualifications Features TA Curriculum Contact Date TA Activity Agency Name Number Child Provider Assessment Name TA Contact Type TA Provider Screening Agency Domain ID ID TA Activity Intervention TA Consultant Program Open/Close Type Accreditation Type Name Date Health TA Intervention Capacity and Safety TA Consultant ID Subsidy TA Agency Duration Participation Assigned Social Emotional Outcome TA TA Accreditation of TA Program Consultant Administration ID Curriculum Assigned Indirect Used Family TA Consultant Engagement TA Duration Assessment Education QI Plan Professional Used TA Consultant Screening Development Classroom(s) Credentials Used QI Plan Status Quality Certification Registry Age Group(s) Initiatives Status QI Plan Goals Program QRIS Assessment Level

27 Questions and Answers istockphoto.com/loveguli 27

28 Small Group Discussions 28 Susan O Connor

29 Steps for Discussion Groups 1. Identify a facilitator and a recorder 2. Introduce yourselves (name, role, State/Territory) 3. Discuss local/state/territory/national progress on this topic 4. Create a list of where we need to go 29

30 Sharing Out istockphoto.com/blueorange Studio

31 National TA Resources 31 Simone T. Ribke

32 OCC CCTAN Website CCTAN: PDW Center: professional-development-systemsand-workforce-initiatives 32

33 OHS ECLKC Website 33

34 NAEYC Web site 34

35 BUILD QRIS National Learning Network Website 35

36 Closing Thoughts 36 istockphoto.com/ kirin_photo

37 THANK YOU! Susan O Connor School-Age TA Specialist soconnor@zerotothree.org Holly Wilcher TA Specialist hwilcher@zerotothree.org istockphoto.com/digitalskillet 37 ZERO TO THREE rd St. NW, Suite 350 Washington, DC PDWCenter@zerotothree.org