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T-TAP Competencies – Foundations Course Outline

Slide Topic/Time

Description/Activity Materials/HO

Slide 1 Agenda: have this on screen when participants are coming in

Slide 2 Welcome

5 min

Housekeeping (bathrooms, folder/handouts, booklets)

Slide 32 min

Explain the zentangle and mandala images on the tables. These are provided for those who are fidgeters in the group, or need to keep their hands busy to learn best. HO #1

Colored pencils

Slide 4 Welcome

10 min

Welcome everyone.Allow participants to introduce themselves. Introductions can be done with the whole group or in small groups, depending upon the size of the group. Note the amount of time allotted for this.

Also have participants talk about why they are here. Encourage participants to get beyond ‘because I have to’. Why the T-TAP profession? Why EC?

Small group sharing.

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Slide Topic/Time


Facilitator note: this piece is intended to bring everyone into the room, fully, with their whole self. It’s also the start of building relationships (trainer to participant; peer to peer).

Slide 5 Guidelines

3 min

Guidelines for Adults Learning in a Group: Be Here Now (in this room, fully present, set aside distractions, remind participants this material has been developed to support them in the work they do) much like we want teachers to be fully present in their classrooms.Expectations are that participants engage with materials, ideas, etc.[click] additional guidelines on slide

Slide 6 Mindfulness Activity

2 min

Wait until all participants are quiet.Directions: Stand up, take a deep breath and as a collective group hum for as long as you can. When you are out of breath, sit down and listen.This is a mindfulness activity meant to slow down the mind and to be present.

Facilitator note: mindfulness is a state of active, open attention on the present. When you're mindful, you observe your thoughts and feelings from a distance, without judging them good or bad. Instead of letting your life pass you by, mindfulness means living in the moment and awakening to experience.Research has shown that offering a mindful activity with a group has the potential to increase the level of synchronicity within the group.

Slide 7 Share your passion/ purpose

Introducing our day in a new wayWhy am I here? Share your story, your passion, your purpose for being part of T-TAP for

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Slide Topic/Time


3 minEC; why is this work important to you?

Facilitator note: just like we want participants to bring their passion to their work, we also need to role model that. Part of the debriefing later can be around the effects on the participants when the T or TA do or do not show their passion.

Slide 8 Overview of the day

2 min

Go over the agenda for the day.This provides a sense of direction which decreases stress/anxiety for some participants. We do the same for children by providing a daily schedule.Note that breaks can be offered whenever is necessary. It is important that you read your audience’s cues.

Slide 9 The biggest picture

5 min

Learning Objective: To familiarize participants to the background of the T-TAP Competencies.

The Biggest picture – start with how reviewing the cross-sector agencies that worked together to create the competencies and this training. This training was developed in collaboration with …(see slide)

T-TAP Competencies booklet

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Slide Topic/Time


Slide 10

Facilitator note: Be sure you have reviewed these 4 pages prior to the training. Explain that this training is meant to model best practices in adult education. We will be doing hands-on, minds-on interactive learning. We expect participants to be engaged using their prior knowledge and experience as their context. In some activities we will explicitly tell you what you are doing, in others the learning will be implicit where you will discover the messages behind the activities as you do them. This variety will keep all learners engaged throughout the training and make the learning more meaningful.

The activities will be seen and experienced differently based on your current role as a trainer, consultant, etc.Q&A

Slide 11 Purpose

2 min

Anchor slide

Pg. 1 Have participants highlight /underline the Goal of WI PDI (to strengthen and align cross-sector training and technical assistance for the early childhood and related professionals workforce).Next, have participants highlight/underline what T-TAP means (Training and technical assistance Professionals)

Discuss (small or whole group): What are some of the specific knowledge, skills and dispositions you believe should be required for T-TAPs (as mentioned in the rest of that statement)?

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Slide Topic/Time


Slide 12 Description and Uses

2 min

Pg. 2 Have participants highlight/circle the 7 competencies listed near the top of the page.Next, have them highlight/underline the 3 uses (Framework, Guidance, Resource)Discuss (small or whole group): Which uses apply to you in your current role?

Slide 13 Definitions

2 min

Pg. 3 Have participants highlight/underline the definition title that fits your current role/s (Training, Technical Assistance)- Notice there are 2 sub-categories under Training- Notice there are 5 sub-categories under Technical Assistance

Slide 14 Background and Organization

2 min

Pg. 4 Have participants highlight/underline the 3 state agencies that are part of Collaborating Partners (DPI, DCF, DHS). Next highlight/underline the vision for WECCP (to work together as a system of high quality comprehensive early childhood services for all children and families.Next, highlight/underline WECC-PDI (Wisconsin Early Childhood Cross-Sector Professional Development Initiative)Ask participants why they believe it is important they know these facts?

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Slide Topic/Time


Slide 15-16The bigger picture

5 min

Handout (T-TAP System Description): allow time for participants to look this over and ask any clarifying questions.

Registry PDAS chart: allow time for participants to look this over and ask any clarifying questions.System Description: Point out the 3 courses and how they target different aspects of T-TAP.Registry chart: Encourage participants to determine where they are currently on the chart.

Note the change from Master Trainer to Tiers 1, 2, 3. Now a Tier 2 trainer can offer Tier 1 or Tier 2 trainings.

HO #2 TTAP System Description

HO #3 T-TAP Requirements

Trainer Chart and Career Levels – 1 set per table. Found in the Resource folder

Slide 17 WI Core Competencies booklet – walk participants through pages 3-5WI Core Competencies: explain that this booklet outlines the competencies for early childhood practitioners who work with young children.

WI Core Competencies booklet

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Slide Topic/Time


Facilitators Note: as trainers, we must have a sense of which of the competencies we are experts in and which we are not. We will be looking closer at this booklet later in this training and in both the Training and Technical Assistance courses.

Slide 18 Today’s picture

2 min

Review the objectives for the Foundations Training todayFoundations course focuses primarily on first 4 competency areas of the T-TAP competencies, while the follow up courses focus primarily on the final 3 areas separately through the lens of trainer or technical assistant.

Slide 19 Comp IV

5 min

Have participants read through Competency Area IV: Adult Learning Principles pg. 8. Encourage them to watch throughout the day for these knowledge/skills and dispositions. Suggest participants keep track on handout.

Adult Learning Principles (1 per table);

T-TAP Competencies booklet

Slide 20 Comp ILaying the groundwork for

“Leaders are those who understand the art before the science. They win hearts before minds.” Simon Sinek

Pair/Share

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Slide Topic/Time


relationship building

5 min

Facilitator note: offer participants a bit of time to simply reflect on and discuss this quote. Explain to participants that this is meant, in part, to allow them an opportunity to begin building relationships with each other. Later during debriefing you can revisit these opportunities through the lens of the competencies. As facilitator, you can share your comfort level and/or experience with both the art and the science of T-TAP.Encourage participants to share ways in which they build relationships with their audience/mentee.

The mind knows, the heart understands.

Slide 215 min

Competence quote, it is our role to show confidence and competence, while also showing others their competence and confidence.

Let’s start with a ‘Competence’ model that will help throughout our work today and beyond.Read the quote on the slide.

Slide 22 Ladder of Competence

45 min for this whole section (slides 20-32)

Facilitator note: We’ll go up the ladder twice, once from the perspective of a learner, once as a T-TAP. Share own story at each step; occasionally elicit ideas from audience;“Beware: Don’t stand on this step” – the very top step, where are the dangers in our work?How do you support people at each step? What do they need from you?Recognize the opportunity at each step and the pitfall at each step

HO #5 Ladder of Competence

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Slide Topic/Time


(anchor slide)

During the next 45 minutes, we will look at• Description of the Model• First, we’ll walk through each of the 5 steps from your perspective as a learner. Be

thinking of examples from your own life as we go step by step up the Ladder of Competence.

• Next walk through each step from your perspective of someone who is supporting another (when you are the trainer or technical assistance person).

Facilitator Note: To Understand the Model: Noel Burch, developed the Conscious Competence Ladder in the 1970s, and it has recently been expanded to include the 5th step.This model helps us understand our thoughts and emotions during the learning process.The model highlights two factors that affect our thinking as we learn a new skill:Consciousness (awareness) and skill level (competence).According to the model, we move through the following levels as we build competence in a new skill:Unconsciously unskilled – we don't know that we don't have this skill, or that we need to learn it.Consciously unskilled – we know that we don't have this skill.Consciously skilled– we know that we have this skill.Unconsciously skilled – we don't know that we have this skill (it just seems easy).Mindfully skilled – we are very intentional and we are very skilled.Let’s talk about two ways the Conscious Competence Ladder might be used.

1. First, you can use it to understand the emotions you'll experience during the learning

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Slide Topic/Time


process. This helps you stay motivated when times get tough; and it helps you manage your expectations of success, so that you don't try to achieve too much, too soon.For example, during the consciously unskilled phase, you can reassure yourself that, while learning this skill is difficult and frustrating right now, things will improve in the future. And, when you're unconsciously skilled, the model reminds you to value the skills that you've gained, and not to be too impatient with people who have yet to gain them.

2. It's also useful in training and technical assistance situations, because it allows you to be in touch with what your people are thinking and feeling. You can then help them understand their emotions as they learn new skills, and encourage them when they're feeling discouraged or disillusioned.Source: http://www.mindtools.com/pages/article/newISS_96.htm

Slide 23 Level 1 – Unconsciously UnskilledAt this level, you are blissfully ignorant: you have a complete lack of knowledge and skills in a specific area and you're unaware of this. Your confidence therefore far exceeds your abilities.To move out of level 1, use tools like personal Strengths, Weakness, Opportunities, Threats Analysis or an Inventory of Practice to identify your strengths and weaknesses, and to understand which skills you need to learn. As part of this, ask other people for their input,

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Slide Topic/Time


so that you can uncover weaknesses and skill needs that you might otherwise miss.Also, make sure that you understand your learning objectives – there's no point learning skills in areas that don't align with your personal or work goals.

EXAMPLE: Can you remember an early job that you’ve held? Can you think of a time when ‘you didn’t know what you didn’t know’? What comes to mind for me is my freshman year in college in Western Montana. Growing up in Wisconsin did not prepare me to be in Montana and even consider taking a job I was interested in: Driving cadaver donations from anywhere in Montana back to the university for the medical team. I should have looked up the word cadaver. I should have considered the range of weather in Montana—that and the mountain ranges! I really didn’t know what I didn’t know. Thankfully, I didn’t even get that job.

Facilitator note: share your own story similar to this one.

Slide 24 Level 2 – Consciously UnskilledBy this stage, you've discovered that you need to learn new skills. You realize that others are much more competent than you are, and that they can easily do things that you are struggling with.This level can be demoralizing, causing people to lose confidence or even give up on their learning efforts altogether. Therefore, it's important to stay positive at this stage.EXAMPLE: Can you think of a time when you were aware of what you didn’t know and you knew that you didn’t have the skills to perform what was being asked of you? Is there someone willing to share an example?What helped you to keep going and learn what you needed to know?

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Slide Topic/Time


Use tools like affirmations and treasure maps to combat negative thinking and to refocus your energy on days when you feel down. Remember, learning might be uncomfortable in the short term, but these skills will help you reach your goals and build a better life.

Slide 25 Level 3 – Consciously SkilledAt this level, you know that you have acquired the skills and knowledge you need. You put your learning into practice regularly, and you gain even more confidence as you use your new skills.You still need to concentrate when you perform these activities, but, as you get more practice and experience, these activities become increasingly automatic.EXAMPLE: Maybe you are feeling some level of being consciously skilled in some part of your current work. Take a minute to reflect on what that might be. Is there someone who is willing to share an example of this aspect?To move successfully through Level 3, look for opportunities to use your skills as often as you can. For example, you could volunteer for projects that require your new skills, or look for ways to use these skills more often in your current role. EX: learning a new language, designing PowerPoint, etc.

Slide 26 Level 4 – Unconsciously SkilledAt this level, you use your new skills effortlessly, and you perform tasks without conscious effort. You are completely confident of success.Once you master one set of skills, it's important to learn more if you want to continue to grow.

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Slide Topic/Time


A good way to do this is to teach these new skills to others in your organization. This will keep information fresh in your mind, deepen your understanding of the material, and give you a rewarding way to pass this knowledge on to others.Also, bear in mind that you may go backwards down the ladder if you don't use your new skills regularly.Another caution is that you may become overly confident and ‘drift’ from the original information and training, especially if the work is specific and set to a specific evidence base. such as performing a specific assessment. You have to be sure that you are adhering to the standard for delivering the assessment, for example.Example: How might you describe this step related to using the WI Model Early Learning Standards (Developmental continuum? What are the cautions?

Slide 27 There is another consideration for conscious competence, and another rung or level has been recently been added. It occurs when you use your skills with a high level of mastery and awareness to the original intent (FIDELITY), and you are working very intentionally. You are at the level of mindful competence. In this state you are fully awake and aware in the present moment, conscious not only of everything they do and how but open and alert to new information and different possibilities. You are sensitive to shifts in environment and context – data that can support subtle adjustments in practice and more effective approaches to the activities and challenges of leadership.Mindfulness is a skill that can be cultivated – through practice and perseverance.It can be explained as simply paying full attention to what you’re doing in the moment (rather than the next task, meeting, conversation, phone call),You achieve mindful competence by investing all of yourself, your attention and skills in it

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Slide Topic/Time


and by noticing how that feels.In one example: Harvard psychology professor Ellen Langer (with colleagues Timothy Russell and Noah Eisenkraft) conducted some interesting research into the positive effect of mindfulness on performance. Orchestra musicians were asked to replicate a classical performance with which they were satisfied (mindless) and then make the piece new through subtle adjustments they each chose (mindful). Not only did the musicians prefer playing mindfully, on playback audiences judged the mindful piece far superior.What is an example from your work? [ask for someone to share]Any questions?

Suggestion: gather ideas from participants for future courses to add to your repritour

Slide 28 Let’s climb this ladder one more time. The first time, we had the perspective of being the one who is learning.This time, from perspective of being the T-TA Professional…using Core Competencies as our focus.Have participants turn to page 5 in the booklet. They will determine their level of competency for each of the WI Core competencies.

Give participants time to review each competency pages 6 – 18, beyond the short summaries.

Slide 29 (Anchor slide) Remember, this model helps us understand our thoughts and emotions during the

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Slide Topic/Time


learning process.We base our work in our values. In the first four competencies of the WI Training and Technical Assistance Professional Competence, it is easy to see that we value relationships, communication, professionalism and ethics, and adult learning principles.Pick one Core competency one you know the nuances of; explain why you chose this one to your audience – reminding them to avoid topics they are not competent in

At each step, we are focused on two factors that affect our thinking as we learn a new skill:(1) Consciousness (awareness) and (2) skill level (competence).

While we’ve seen how the model helps us understand our own individual process, it is also useful in training and technical assistance situations, because it allows us to be in sensitive to how those we are supporting are thinking and feeling.In the role as T-TA, we need to be checking for our understanding of the emotions of our cohort members as they learn new skills.We need to encourage them when they're feeling disheartened or disillusioned.Source: http://www.mindtools.com/pages/article/newISS_96.htmWI Core Competencies HO – have participants discuss in pairs or reflect individually the question on the HO (What contributes to your consciousness and competency?)

HO #6 WI Core Competencies

Slide 30 **T-TA With the Conscious Competence LadderLevel 1 – Unconsciously UnskilledAt the beginning of the process, people may not know how unskilled they are, so you'll

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Slide Topic/Time


need to help make them aware of how much they need to learn. This takes finesse so that you aren’t adding to the sense of being overwhelmed. You may want to help by reassuring, reminding them of something they’ve recently learned (or asking them to think of a past success).You'll also need to explain why they need to learn these skills and/or ask about their perceptions (Why do YOU need to learn these skills?)Be sensitive at this early stage, and give plenty of positive feedback to keep people's motivation high.Ask, are there any Core Competencies where you are at Level 1? Mark them on your HO or on Pg. 5 in the Core Competency booklet.

Slide 31 **T-TA With the Conscious Competence LadderLevel 2 – Consciously UnskilledDuring this stage, provide plenty of encouragement and supportExplain the idea of the Conscious Competence Ladder, so that people understand any feelings of discouragement that they are experiencing.Also, help them improve their self-confidence.Ask, are there any Competencies where you are at Level 2? Mark them on your HO or on Pg. 5 in the Core Competency booklet.

Slide 32 **T-TA With the Conscious Competence LadderLevel 3 – Consciously SkilledAt this stage, keep people focused on the skills that they need to learn, andGive them plenty of opportunities to practice these skills.For example, you could assign them projects that use their new skills, or set them relevant

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Slide Topic/Time


training exercises.What are other examples?Ask, are there any Competencies where you are at Level 3? Mark them on your HO or on Pg. 5 in the Core Competency booklet.

Slide 33 **T-TA With the Conscious Competence LadderLevel 4 – Unconsciously SkilledAt this level, you'll need to make sure that people avoid complacency and smugness. Help motivate people to stay up-to-date with their skills. Reinforce the intrinsic value of learning.Help people be empathetic: You may also need to remind people how difficult it was to reach this level, so that they are kind to people who are at an earlier stage in the process.Ask, are there any Competencies where you are at Level 4? Mark them on your HO or on Pg. 5 in the Core Competency booklet.

Slide 34 STEP 5: Mindful CompetenceHow do we support those whose skills are at a high level of mastery and whose awareness to the original intent (FIDELITY) is very strong?This can be both very enlivening and very intimidating as the person responsible to provide training and/or TA.

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Slide Topic/Time


What is an example?Ask, are there any Competencies where you are at Level 5? Mark them on your HO or on Pg. 5 in the Core Competency booklet.

Slide 35 15 min BREAK“Brave”(you may want to load the YouTube video ahead of time and Pause after the commercial so it’s all set to go.)This is meant to bring energy back into the room and to re-gather the group.

Slide 36 Dale Chihuly: Glass Master

30 min for this whole section (slides 36 – 38)

Learning objective: making connections to life outside of the field opens the mind to find new connections, new insights and new ways of looking at a familiar concept. This activity connects a glass blowers experience to training and technical assistance.

Hands-on, artsy stuff – go back to your EC

Share Chihuly’s story of collaboration and offering direction, trust and hope to his team. He always wanted to work with people. He recognizes that each person has a role to play. Everyone brings their strengths and ideas to the table. Like TTAP, he incorporates tools (glass, shards, dyes, heat) and prior experiences (weaving, plants) into his work.

Facilitator note: watch video in its entirety prior to the workshop

2 Videos

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Slide Topic/Time


https://www.youtube.com/watch?v=0rZBv1oRwto to have background knowledge on Dale Chihuly. On the day of the workshop show the video only up to 4:06 minutes.Just enough so participants get an understanding of Chihuly’s glass blowing process.

(In 1976, while Chihuly was in England, he was involved in a head-on car accident during which he flew through the windshield.[6] His face was severely cut by glass and he was blinded in his left eye. After recovering, he continued to blow glass until he dislocated his right shoulder in a 1979 bodysurfing accident. No longer able to hold the glass blowing pipe, he hired others to do the work. Chihuly explained the change in a 2006 interview, saying "Once I stepped back, I liked the view" and pointed out that it allowed him to see the work from more perspectives and enabled him to anticipate problems faster. Chihuly describes his role as "more choreographer than dancer, more supervisor than participant, more director than actor.")

Slide 37-38 Chihuly-inspired sculpture

Learning Objective: there are multiple ways to teach a concept; For example, in the WMELS one of the domains is “Approaches to Learning”. A hands-on activity allows other parts of the brain to be engaged. It allows those who have a kinesthetic learning style to use their best learning skills, and it sets up an environment for new insights. Connect to competencies I and II.

In small groups, have participants make ‘Chihuly-inspired art’ with pipe cleaners. The sculpture should reflect the work of trainers/technical assistants to build relationships with others. Feel free to encourage participants to create a name/title for their sculpture.

While participants are working show the Denver Botanic Gardens video (2:25min)

Small group

Wide variety of Pipe cleaners (as an estimate, approx. 15 per participant)

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http://en.wikipedia.org/wiki/Bodysurfing

http://en.wikipedia.org/wiki/Dale_Chihuly

https://www.youtube.com/watch?v=0rZBv1oRwto


Slide Topic/Time


https://vimeo.com/101102926 for inspiration. (click on “More of his art”)

Facilitator note: while groups work on sculpture, walk around and take some notes on what you hear/see as it relates to the 5 domains of emotional intelligence (see slide 40). You will use these anecdotes later.

Facilitator note: the “Work in Progress” is meant to signify that often in trainings we don’t have enough time to create something exactly the way we want. In classrooms, teachers can provide a space where children can leave their ‘works in progress for another day/time.

When all groups are done, have one person from each group explain their work of art. Where did the idea come from, how did the group communicate? How was your experience with kinesthetic learning? What did you learn about relationships? Were relationships strengthened in your group?

Slide 39 Learning Objective: there are other ways to teach a concept without telling or reading

Facilitator note: allow enough time for small groups to create a free-flow sculpture. As facilitator you should take time to walk around and take some anecdotal notes about what you see/hear reflective of emotional intelligence, for the next activity.

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https://vimeo.com/101102926


Slide Topic/Time


At the end of this whole activity, talk about the body-mind connection with learning. We all learn with our bodies first, then our minds. Sometimes hands-on activities bring out a different response than strictly thinking activities. Hands-on activities also wake up different parts of our brain, and engage those who are kinesthetic learners.

OPTIONAL (if time allows), offer a gallery-walk so everyone can see all the sculptures. Note, when browsing around a gallery, it is usually quiet or only whispers. Encourage participants to remain quiet, as in an art gallery. This encourages individual reflective time, and an occasion to ‘pause’ from conversation.

Slide 40Building Relationships and Communication

15 min

Review the T-TAP Competency Areas I: Building Relationships and II: Communication pg. 5-6

Facilitator note: first encourage participants to look over each competency area one at a time. You might choose to read them aloud, or have someone in the group read, or read silently.

In small groups: What do they notice? Are there any surprises? Is there anything missing?

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Slide Topic/Time


Slide 41 5 min Learning Objective: connecting the concepts to life experiences.

Think About It: Think of a specific example of a time when your communication supported relationship building.

Give participants quiet time to think/reflect. They are welcome to write it down.

Do NOT have participants report out.

Slide 42 Emotional Intelligence

45 min for this whole section (slides 42-43)

Learning Objective: building relationships and providing effective communication requires a high level of emotional intelligence.

First, spend time explaining Emotional intelligence = People Skills = Strong Relationships (Competency Area I and II)Either explain the 5 components or watch the 3 min video at:http://www.mindtools.com/pages/article/newCDV_59.htm Be sure to ask participants if they have any questions or need clarification on any of the 5 components. Be prepared to explain further and/or to offer some concrete examples.

Background information for Facilitator:Daniel Goleman, an American psychologist, developed a framework of five elements that define emotional intelligence:

1. Self-Awareness – People with high EI are usually very self-aware . They understand their emotions, and because of this, they don't let their feelings rule them. They're confident – because they trust their intuition and don't let their

(animated)

HO #7 Emotional intelligence

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http://www.mindtools.com/pages/article/newCDV_59.htm


Slide Topic/Time


emotions get out of control.

They're also willing to take an honest look at themselves. They know their strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-awareness is the most important part of EI.

2. Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don't allow themselves to become too angry or jealous, and they don't make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity , and the ability to say no.

3. Motivation – People with a high degree of EI are usually motivated . They're willing to defer immediate results for long-term success. They're highly productive, rise to a challenge, and are very effective in whatever they do.

4. Empathy – This is perhaps the second-most important element of EI. Empathy is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships, listening, and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way.

5. Social Skills – It's usually easy to talk to and like people with good social skills, another sign of high EI. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can manage disputes, are excellent communicators, and are masters at

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Slide Topic/Time


building and maintaining relationships.

Encourage participants to reflect on the image of an iceberg. What metaphors might they find? Examples include IQ = science, EQ = art; EQ is hidden; in some cases the EQ weighs a person down; in some cases EQ is very small (trauma informed care) unlike the image where EQ is quite large; water is the barrier – it only reflects back. This can be done as small groups or whole group. Be sure to include examples of training and consulting; connect art and science

Lecturette – how was this lecture time for you? What would have made that easier for you? (Facilitator note: spending a bit of time reflecting on a lecture as a learning activity offers trainers/technical assistance professionals to evaluate the use of and effectiveness of lecture. There is certainly an appropriate place and time for lecture. As with the kinesthetic activities, some prefer to learn by listening so a lecture is perfect for them. Others might wish for a more hands-on activity. This training provides both. Note as T-TAPers, we tend to teach in the style we prefer to learn, so it’s important to be aware of that.

Note: if doing small groups, be aware of not needing every group to report out what their group talked about. After some small group discussions, its ok not to have any groups report out

Slide 43 Art activity Learning objective: Reflecting on EI in connection with the sculpture activity.24


Slide Topic/Time


through EI lens After you have explained the 5 components of emotional intelligence, connect the 5

concepts to some of your anecdotal notes from the sculpture activity. Share some of what you heard or saw during the Chihuly activity that relate to the 5 components.

Ask participants to discuss the experience of creating the art through the lens of emotional intelligence; when did you see any of the 5 components being played out?

Encourage participants to reflect on their own strengths or areas for growth relating to these 5 elements.

As you've probably determined, EI can be a key to success in your life – especially in your career. The ability to manage people and relationships is very important in all leaders, so developing and using your EI can be a good way to show others the leader inside of you.

EI is essential for building relationships!

Slide 44 Check in

5 min

Learning Objective – reflect and build relationships -Debrief the morning. Have participants look at Competency IV: Adult Learning Principles pg. 8 and the HO. Have they seen any of these done so far in this training? As a group, put an X in any square where they saw one of the principles being met during an activity. Each table should make a ‘master’ copy. At the end of the day we will look at all of them.

Answer any questions.

HO #4

Slide 45 Reporting Out Alternatives to reporting out. Look at the alternatives to reporting out. Brainstorm HO #8 Alternatives

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strategies participants may have used and/or participated in. to Report Out

Slide 46 45 minLUNCHPut common language words on tables along with 1 piece of chart paper

Slide 47 Reflection

15 min

Inventory of Practice – this is designed to get participants to put into context the competencies based on their experience and their role. Ask, how does this fit together?

Explain the purpose of an IOP. Also, acknowledge there are other IOPs currently available. Ask participants if they are aware of/using any. Stress that this is NOT to be used as an evaluation tool, but rather a guide for goal setting.

Explain how to use the IOP, first identify your strengths, where you feel you are doing well. Next identify something you really want to improve on, you could identify something that has been pointed out to you, self-motivated, experiences you are having that are not as successful as you’d like.Facilitator note: Take time prior to the training to get a clear understanding of this document, particularly the first 2 pages. Explain or read the 2 pages to the group. Ask for

HO

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Slide Topic/Time


any questions.Consider offering definition/examples for each of the 4 points: learn, use, refine, other.Once participants are comfortable with this document, offer time for them to reflect on Competency I and II, pages 3 and 4.

If time, discuss ways this tool could be used in their work, such as with a community of practice.To encourage quiet reflection, play soft music.

Slide 48 2 min Review the agenda for afternoon

Slide 49 Mindfulness

3 min

Qi Gong – this is a slow movement activity meant to stretch the body with moves that cross the midline. Or, simply have participants take a couple of deep breaths.

Facilitator note: consider searching YouTube for Qu Gong (pronounced Chee gong) for one that is easy to do for all ages/flexibilities. Otherwise do some other stretching/yoga moves to connect participants’ minds/bodies and bring them into the room.

Trainer preference

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Slide Topic/Time


Slide 50 Facilitator Type Indicator 9F:

Facilitator Type Indicator

Slide 51 Learner Style9B-F

Slide 52 Ask 2 participants to read each of the quotes or have everyone read together .[click] quote 1[click] quote 2

Slide 53 Competency III

Next, have participants look at Pg. 7, Professionalism and Ethics.

Any missing or surprises in Competency Area III: Professionalism and Ethics? Facilitator note: you may ask participants to define or share examples of professionalism and ethics so everyone has a common understanding.

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Slide Topic/Time


Slide 54 Code of conduct

15 min

Facilitator note: we will dig deeper into professionalism and ethics by spending some time looking at the NAEYC Code of Ethical Conduct: Supplement for EC Adult Educators. This isn’t meant as a Segway or diversion off of the T-TAP competencies but rather a look at other resources available to us to inform our work.Have participants spend a few minutes looking over the Code of Ethics from NAEYC. What do you think would be included in our ethical responsibilities as EC educators?Find the first 3 ethical obligations. Any surprises? Anything missing?

Facilitator note: each sector may have its own Code of Conduct. This particular code is through the lens of educating adults. Be sure to read through the entire code prior to the training.

If internet is available, show links to various Codes of Ethics – Adult Educator from NAEYC, etc.

HO #10 Ethics for Adult Educators from NAEYC HO (6 pages)

Slide 55 Self-Reflection

15 min

Inventory of Practice : have participants reflect on Competency III, page 5 HO

Slide 56 15 min

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Slide Topic/Time


BREAKClock countdown on slide is live link; set the clock to length of your break

Slide 57 Mindfulness Activity

5 min

OPTIONAL: How are you feeling? Check in with all your sensesOnce again, this is meant to bring people back into the room with their whole self, encouraging them to be aware of where they are and how they are feeling at this point.

Slide 58

Slide 59

Slide 60

Common Language

30 min

Learning objective: The goal of this next activity is to have deeper conversations about the common language found throughout the T-TAP booklet.

In small groups, discuss what the word/s on your table mean in the context of T-TA. Be sure everyone in your group has an opportunity to share their thoughts/ideas/experiences.

After groups have had adequate time to do discuss, have them create a ‘tweet’ of their word:Using only 140 characters, teams will tweet a definition/explanation of assigned word, put their tweet on large paper and share with the group.

Facilitator note: This activity is meant to stimulate the executive, language and creative part of your brain all at once. Encourage participants to use ‘tweet’ language, although this isn’t a requirement. Another option is to have groups create bumper stickers of their

(anchor slide)

Common language words on cards (1-2 per table); chart paper; markers;

HO #11

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Slide Topic/Time


Slide 61

word/s if tweeting is too far out of their comfort zone.

(Words: relationship building, communication, professionalism, ethics, adult learning principles, culturally responsive, strength based, professional boundaries, cross-sector, partnership, improvement plan, cultural awareness, motivational strategies, integrate new learning, learning styles, goal focused, professional contributions, confidentiality, integrity, fairness/equity)

Have groups share their tweet and debrief the purpose of this activity – the importance of having a common language.

Twitter Common Lang

Slide 62

Slide 63

Cultural Curiosity

30 min

Discuss: How much do you know about cultural curiosity? What would it fit into, a pinpoint, an egg, a dinner plate, a book?This is woven throughout all the competencies and the work we do.

Facilitator note: Read Cultural Curiosity paper ahead of time

Fundamental to the TTAP trainings is grounding all training and technical assistance within an anti-bias, culturally appropriate context. Using the WI Core Competencies for Professionals Working with Young Children and Their Families and the WI Training and Technical Assistance Professional (TTAP) Competencies we will explore how these concepts are woven into each booklet.

HO #12 Cultural Curiosity

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Slide Topic/Time


Slide 64

[Slide 63]While there is a Content Area - #3 Diversity (DIV) that is focused solely on this subject area – it is also woven throughout all Content Areas –

At tables have participants review each content area and identify the competencies that are most linked to cultural curiosity. For example; Content Area 1 – H – Show respect and responsiveness to cultural, linguistic, and family diversity and how this diversity impacts developmental milestones and expectations. Content Area 2: G, etc

[click]Similar to the activity above – participants review each content area and identify

competencies in each of the Competency Areas that are most linked to cultural curiosity. For example; Competency Area I: Building Relationships – B, Competency Area II: Communication – C, etc

[click]This activity is related to the Conscious Competent Model presented in the morning. **Take some time prior to the training to think of examples for each of the four levels of Cultural Competency – similarly to how you came up with examples for the morning section.I – Unconscious Incompetence, You don’t know what you don’t know – A trainer might say – All Irish people are so stubborn -----II – Conscious Incompetence, you know what you don’t know – At this level you might try to stay away from conversations around culture, difference, etc. This level might cause you to be afraid to ask questions, know how to learn more about others, etcIII – Conscious Competence, you know what you know, - At this level you will make sure registration materials ask questions about accommodations – food, language, interpretation, etcIV – Unconscious Competence, you know what you know and it’s a part of your everyday practice. In addition to creating registration, materials and space accommodations, you begin a training setting agreements for training together – cultural norms (listen for understanding, speak for yourself, etc.) You restate “bias filled” statements, etc.

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Slide Topic/Time


Slide 65 Humor

5 min

Learning objective: sharing a bit of you…supports relationship-building, opens communication, and connects to adult learning principles.

Small group discussion: What do you do to add humor? Remind participants to use humor with caution; admit mistakes; know your audience.

Slide 66 The art and science

5 min

Facilitator note: we are beginning to wrap up this training. First we revisit the art and science of T-TA. Feel free to reconnect the first 4 competencies to this.

The science: having strategies that you know work; research says…; following timing of a presentation; facts/figures/information; other ideas?

The art: knowing when to use which strategies; sharing appropriate stories/metaphors; humor; knowing when to tweak the timing to fit the audience/read the audience; knowing how to share fact/figures/information; other ideas?

Slide 67 Final Check in

10 min

Have participants review Competency Area IV: Adult Learning Principles pg. 8 or HO. Have they seen any of these done this afternoon in this training? Like this morning, place an X on the group’s master copy.Were there any areas missing?Small groups look at the chart with X’s, what do you notice? What are you going to take

Chart paper

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Slide Topic/Time


from here, into the next 2 courses and into your work?

Q&A/Discussion

Slide 68

Slide 69

5 min Sell it!

Recap: The Big Picture

Recap the HO: The Registry T-TAP chart and the T-TAP Description

HO #2, HO #3

Slide 70 5 min Q and A

Course Eval, Registry Training Certificates, etc.

HO #13 Course Evaluation

Slide 71 3 min Closing Story of Stone cutter; consider doing this as a skit

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Slide Topic/Time


7 hrs w/o breaks and lunch

Facilitator Note: A traveler in the middle ages happened upon a large work site in the center of a village. He had been traveling for many days, and he was eager to talk to anyone who would engage with him.

He walked up to a worker at the site and asked, “Sir, may I ask what you are doing?”

The worker scowled a bit and said tersely, “I am cutting stones.”

The traveler decided he would find little conversation there, so he moved on to another worker. When he asked the same question, the worker paused for a moment and explained that he was cutting stones so he could support his family.

He had a wonderful wife and two small children who depended on him to provide them with food and shelter. They chatted about the project and the village for a few minutes, and the worker turned back to his large pile of stones.

The traveler moved to a third worker and asked the same question: “Sir, may I ask what you are doing?”

The worker put down his tools, stood quite tall, looked the traveler in the eye and said with a warm smile, “I am building a cathedral. It will be the tallest and most magnificent structure for miles around. Its beauty will delight people for centuries to come. The stone I am now working on will go near the front door where people will enter for shelter and kinship. I will probably not see the final product, but I know my work is part of something very important.”

All three workers were doing the same job. Each had a different vision of its purpose, and each had a different level of commitment. In turn, each worker experienced a different return on his emotional and physical investment.

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Slide Topic/Time


The first and most important component of successful leadership is passion—passion that is greater than one person’s needs or desires. It is a profound belief that what one is doing is important and serves a purpose greater than him.

Exceptional leaders know the purpose of their work, and they regularly communicate that purpose to anyone willing to listen.

Passion provides the impetus to do even the menial and unpleasant parts of the job every day.

Certainly, not all jobs hold the same appeal for every person. However, it is in finding purpose that great leaders maintain their focus and their energy—they experience passion.

Sometimes purpose is hidden in the details of a job description or a work flow chart. Sometimes a leader must take unappealing jobs until something better comes along. However, a great leader finds or creates purpose even if it is a means to a more meaningful or productive future for herself or those she leads.

Just as the third worker talked about what the cathedral would provide for people in the future, he showed passion and pride in his work. His argument for doing it was very compelling. That passion and pride served him and his listener.

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Documents

€¦ · Web viewI should have looked up the word cadaver. ... Share Chihuly’s story of collaboration and offering direction, ... Using only 140 characters,