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5/29/2013
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Creating an Effective Technical AssistanceSystem to Develop High Quality EarlyLearning Programs
Session 6, Cohorts A & B
Implementing the TechnicalAssistance System Building
Plan: Next Steps
Agenda
Welcome& Overview
Big PictureIssues
GovernanceNC:
Planning toPlan
FinancingDE:
Plan in PlaceSustainability Wrap-up
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Reflections from NC & DE
Planningto Plan
Plan inPlace
Big Picture Implementation Issues:
Governance Financing Sustainability
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What is Governance?Governance describes howprograms and entities are managedto promote efficiency, excellence,and equity.
It comprises the traditions,institutions, and processes thatdetermine how: power is exercised, constituents are given voice, and decisions are made on issues of
mutual concern.Feeney, Galper, & Seetfeldt (2009). Kagan and Kauerz: Governing American Early Care and Education.In Continuing Issues in Early Childhood Education.
© iStockphoto.com/digitalskillet
How does ECE Governance ImpactTechnical Assistance Systems?
Key areas from TA LearningTable that are built on thefoundation of a stronggovernance model. shared definitions common program standardsTA provider qualification
requirements core knowledge &
competencies© iStockphoto.com/Bennewitz
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Components of an EffectiveGovernance Model
Coordination Alignment Sustainability Efficiency Accountability Diversity, inclusion, access
Feeney, Galper, & Seetfeldt (2009). Kagan and Kauerz: Governing American EarlyCare and Education. In Continuing Issues in Early Childhood Education.
© Sarah LeMoine
Governance Model Types
Coordinated Consolidated Creation of a New Agency
Feeney, Galper, & Seetfeldt (2009). Kagan and Kauerz: Governing American Early Care andEducation. In Continuing Issues in Early Childhood Education.
© Shutterstock.com/Rohit Seth
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What do you think?
How would you define thecurrent governance structurein your state?
What do you think?
How would you define the currentECE governance structure in yourstate?A. CoordinatedB. ConsolidatedC. Recent Creation of a New AgencyD. I’m not sureE. Not Applicable
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Levels of Governance
State-level governancestructure(s)Role of Early Childhood
Advisory CouncilRegional/local governance
structuresPublic/private partnerships
Early Childhood Governance, the BUILD Initiative; www.buildinitiative.org©iStockphoto.com/quavondo
Governance Considerations
What is the governancestructure for the TAsystem(s) in your state?
What is the most effectivegovernance structure for theTA resources in your state?
Think about the TA mappingactivity from Session 2 inChicago!
© iStockphoto.com/JenJen42
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Planningto Plan
NorthCarolina
NC - Guiding FrameworkDesign and Approach of the Current System
Processes in the Learning Table Framework
Incorporating Learning Table Processes with other SystemWork
Strengths and Challenges Encountered Along the Way
Key Objectives for Moving Forward
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North Carolina Today
New Leadership• Governor• Legislative members• DCDEE Director
New Initiatives• Race to the Top Early Learning
Challenge Grant• TA Competencies
Design and Approach ofNorth Carolina’s Current ECE TA Systems
Multiple, Strong, Independent TA Systems (not aligned)
• Diverse leadership – state and local levels• Different drivers – funders and governance
structures• Different Standards for TA Content Program• Evolution of “jobs and functions”
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Design and Approach of NC’s Current TA SystemsTA Practitioners in NC
TA Focus Areas
• Birth-through-KindergartenLicensure (TeacherPractices)
• CSEFEL – Center on SocialEmotional Foundations forEarly Learning
• CLASS• Cultural Competency• Curriculum and
Instructional/\OngoingAssessment
• Early Learning Foundations(Birth-to-Kindergarten)
• Environment Rating Scales• Health
TA Focus Areas
– Infant and Toddler– Inclusion, Early
Intervention– Literacy– NAEYC Accreditation– Outdoor Learning– Professional
Development Planning– Public School Preschool
Exceptional Children– School Age– Social Emotional– Star-ratings– Title I Preschool
Evolution of the Design and ApproachNorth Carolina’s Process
1980 – 1990s: Consultation Model Implemented and Introduced BK License Partnership for Inclusion Onsite Model of Consultation and the NC BK Licensure
process
1993-2001: Key Legislative Action Smart Start legislation , Star-rated license and State funded Pre-K
2002 – 2003: Key Events and Policy Changes Formal collaborative effort by DCDEE, DPI, CCR&R, Higher Education, Institute, FPG
(TA Standards: Program Focused) Quality Circle Early Educator Certification PD Advisory Committee and Regional PD Forums Application to BUILD opportunity to participate in the Learning Table
2012-2014: Funding Race to the Top Early Learning Challenge Grant - $70 M Technical Assistance (Practitioner) Competencies TA Practitioner Endorsement and TA (Practitioner) courses in development
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Processes Used for the Learning TableFramework
Team Meetings• Review Goals• Review and process information and
strategies to engage other stakeholdersData Collection
• Process for Inclusiveness with allstakeholders
• Many tools with limited time
Data Collected
Mapping Grid
Fit and Feasibility Checklist
Strategic Directions Policy Advocacy Tool
TA Learning Table Checklist for Building StrongTA Organizations and TA Supervisors
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Lessons from the Mapping Grid New surveys are being completed to improve accurate counts
of TA practitioners.
Role of regulatory staff and level of participation need to bedefined.
Higher education resources and efforts need to beincorporated.
TA practitioners in auxiliary roles need to be considered.
Ongoing efforts to ensure that more stakeholders areinformed and at the table moving forward.
Fit and Feasibility ChecklistCompiled Data Indicate
Better communication is needed with everyone in thefield: providers, TA practitioners, and TA organizationsand supervisors.
Early educators struggle with time to follow-up on newapproaches.
Better strategies are needed to support the changeprocess, both readiness to change and matching TA tothe stages of change.
NC’s “Plan to Plan” is further supported as moredialogue is needed to discuss governance.
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Strategic Directions Policy Advocacy ToolStakeholders’ Prioritized Needs
Map current TA Practitioners.
Verify qualifications and credentials of TA Professionalcandidates.
Explore potential conflicts of interest related to thedevelopment of TA credentials and review potentialpolicies related to access, diversity, and inclusion.
Develop clear pathways for TA professionals.
Checklist for Building Strong TAOrganizations and TA Supervisors
Compiled Data indicate• Alignment across sectors• Strengths/challenges• Discrepancies across sectors• Indicators focused on financial resources
indicate high levels of need• A lot of work to be done!
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Incorporating Learning Table Processesinto the Planning Effort
QRIS recommendations• Head Start Family Engagement Project• CLASS• CSEFEL• Standardized Orientation of Early Educators
RttT-ELC – TA Education/Professionalism• TA Practitioner Competencies• Early Educator Certification – TA Practitioner
Endorsement
Incorporating Learning Table Processesinto the Planning Effort
CCR&R - TA Practitioner 2.0 CEU (20 hours) and graduatelevel courses
Smart Start - Evidence based/evidence informed strategies
Head Start - TA National Centers available to provide TAacross sectors
NC Pre-K System – Program Requirements, TeacherEducation-Licensure Practices
Public Instruction’s Preschool Exceptional Children- Futureplans to engage private sector
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Strengths/ChallengesAlong the Way
Strengths• Momentum from QRIS recommendations• Innovations (Smart Start, TEACH, QRIS/rated-
license)• RttT- ELC• TA initiative across a diverse public and private
service delivery system
Challenges• TA System - multiple delivery system• Capacity, time and resources• Decision making regarding cross-sector ECE TA
alignment group
Key Objectives for Moving Forward
Need to gather public support for the next evolution of a cross-sectorTA System
Identify additional stakeholders• Other state level leaders• Recipients of TA• Looking beyond the QRIS
Adopting formally common terminology NAEYC/NACCRRAGlossary (nomenclature)
Create a formal and intentional structure to engage in ongoingdialogue
Use data gathered to guide future plans Determine and seek out additional data needed Embed stages of change model into TA efforts moving forward Secure continued investment for the advancement of high quality
ECE technical assistance
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North Carolina’s Learning Table Team
Vickie Ansley, NC CCR&R Council & Southwestern Child Development CommissionLorie Barnes, NC Association for the Education of Young ChildrenSarah Buckner, NC Division of Child Development and Early EducationJennifer Curtis, ICF International, Head Start Technical Assistance ProjectKhari Garvin, NC Head Start State Collaboration Office, NC Department of PublicInstructionKate Irish, The North Carolina Partnership for Children, Inc.Lorrie Looper, DCDEE, Early Educator Support, Licensure and ProfessionalDevelopment UnitFerali Puerta, The Happy Face Preschool and Child Care CenterTasha Owens-Green, NC Division of Child Development and Early EducationJoyce Robinson, The Happy Face Preschool and Child Care CenterJanet Singerman, NC CCR&R Council & Child Care Resources, Inc.Sharon Sullivan, NC CCR&R Council & Child Care Resources, Inc.Kate Thegen, Quality Circle Technical Assistance AssociationDebra Torrence, NC Institute for Child Development ProfessionalsCindy Wheeler, NC Division of Child Development and Early EducationDonna White, The North Carolina Partnership for Children, Inc.
Financing
Funding sources oftendrive Governancestructure:Directly, as a condition
of the funding, orIndirectly, due to
assumptions made bystakeholders.
Early Childhood Governance, the BUILD Initiative; www.buildinitiative.org
©iStockphoto.com/DigitalSkillet
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Key Components for ProfessionalDevelopment System Funding
Alignment Quality Assurance Diversity, Inclusion,
& Access Compensation Parity
Adapted from LeMoine, (2008). Workforce Designs: A Policy Blueprint for State Early ChildhoodProfessional Development Systems.
© Jani Kozlowski
Funding Needs for theTechnical Assistance System
TA System InfrastructureHuman resourcesProfessional development
for the TA workforceRewards, recognition, and
compensation parity for TAproviders and participants
Data systems©iStockphoto.com/michael reese
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Financing ConsiderationsWhat are the potential
funding sources for the TAsystem(s) in my state?
Are there common contentareas and identified TAneeds across the fundingsources?
Do these funding sourceshave restrictions that mustbe considered?
© iStockphoto.com/Tatiana Gladskikh
What do you think?
What do we mean by theconcept of Shared Services?
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What do you think?
I know enough about the conceptof a Shared Services model to fiton a:A. Postage stampB. PostcardC. Short LetterD. Long LetterE. Thesis or dissertationF. I am not familiar with the concept
Financing TA Systems Usinga Shared Services Model
A framework designedto improve quality and
reduce costs bysharing resources
A framework designedto improve quality and
reduce costs bysharing resources
Provides economies ofscale where scale
matters, while keepingindependence and“personal touch”
Builds from existinginstitutions and
strengths
Builds from existinginstitutions and
strengths
Can create benefitsfor multiple agenciesCan create benefitsfor multiple agencies
Better data, fewererrors
Easier to reach a rangeof providers through
one coordinated entrypoint
Adapted from Louise Stoney presentation, 2010, Alliance for Early Childhood Finance
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Financing TA Systems Usinga Shared Services Model
Adapted from Louise Stoney presentation, 2010, Alliance for Early Childhood Finance
• Examples: office supplies, trainingmaterials, employee benefits
Cost savings onproducts and services
Cost savings onproducts and services
•Examples: policies, marketing, hiringTime savingsTime savings
•Examples: training, shared qualitysupports
ProfessionaldevelopmentProfessionaldevelopment
• Examples: shared research anddevelopment, networking tools
TA providercommunity
strengthening
TA providercommunity
strengthening
Early care& educationprovidersbenefit froma sharedservicesapproach:
Early care& educationprovidersbenefit froma sharedservicesapproach:
Single point of entrySingle point of entry
Improved communication &coordinationImproved communication &coordination
Consistent information/strategiessharedConsistent information/strategiesshared
Access to a variety of TA providerswith specialized areas of expertiseAccess to a variety of TA providerswith specialized areas of expertise
Connect with other types of TAprovided through the larger TAnetwork
Connect with other types of TAprovided through the larger TAnetwork
Financing TA Systems Usinga Shared Services Model
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DelawarePlan inPlace
2011– Revision of Stars Standards
• Practice Principles: Continuity, Inclusion, Intentionality
2012– New Points/Hybrid System launched– New Technical Assistance Model
• Stars Plus Cohorts – More intensive TA model
2013– Addition of Specialty TAs
Redesign of QRIS in Delaware
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Use of QRIS as framework for TA SystemPlanning
• Built on redesign of TA system for Delaware Stars QRIS• Developed supervision and professional development for TAs• Utilized Competencies for TAs for self-assessment and part of annual
performance evaluation• Shared across QRIS delivery system with sub-contractors
A Shift to Relationship-based TechnicalAssistance
Advantages• Programs benefit from consistency• Relationships allow for growth
• Mentoring, coaching, consultation• Strengths-based• More efficient
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Technical Assistance Model
Generalists
Programs primary contact for Delaware Stars• Assists programs in navigating the system• Works with programs to create Quality Improvement Plan• Provide technical assistance on quality standards using multiple methods
• Classroom level focus
Caseloads• Regular caseload ratio of 1:40
• Visits approximately twice per month• Cohort ratio of 1:10-14
• Visits approximately once per week
Strategies for Implementation
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Strategies for Implementation
Supervision• Technical Assistance Coordinator• Team Leaders
Communication• Open door policy, call, Skype, email, text – responsive• Regular meetings
• Monthly Team Leader meeting• Monthly –All TAs• Quarterly – all Stars staff
• Stars Staff Wiki• Weekly email updates
Strategies for Implementation
Professional Development & Skill BuildingInitial Training
• 25-hour Relationship Based Adult Learning PD• Orientation – agency and program level• Training days with TA Coordinator and TA Mentor• Ride-alongs with TA Mentor, Peer Mentors & seasoned TA staff
Ongoing• Professional development relevant to TA role• Regular skill development opportunities
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Strategies for Implementation
Mentoring• TA Mentor• Peer mentors
Other Supports• Technical Assistant Specialists• Technology support• Database support
Objectives for TA System Building
1.Revise core competencies2.Develop cross-sector professional development
beyond current requirement of 25 hours3.Adopt common terminology for cross-sector
effort4.Design cross-sector data system
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Strengths & Challenges
Challengeso Time to work on cross-sector planning
Strengthso TA system in place in QRIS
SustainabilityHow can we sustain ourTA system when theclimate is alwayschanging? Financial resources Political climate Leadership Stakeholders Current research &
evidence-based practice© Jani Kozlowski
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Sustainability ConsiderationsStrategies for: Financing over time Support for TA
providers Monitoring Evaluation Ongoing quality
improvement Sustaining progress Ongoing stakeholder
input and feedback© iStockphoto.com/Vanessa Morosini
The SustainabilityPlanning Framework
VisionResults OrientationStrategic Financing
OrientationBroad-Based Community
SupportKey ChampionsAdaptability to Changing
ConditionsStrong Internal SystemsSustainability Plan
©iStockphoto.com/Eduardo Jose Bernardino
The Sustainability Planning Workbook, (2013) The Finance Project
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SustainabilityMemorandum of
UnderstandingInteragency AgreementPolicy/Rules/LawFunding appropriated
Informed through ongoingfeedback from the field
© Fotofolia.com/Tomasz Trojanowski
SustainabilityFeedback from the field:Use of The Landscape: A
statewide survey for providersof professional development inearly childhood
Determine service gaps forpractitioners and supportneeds for TA providers
http://npdci.fpg.unc.edu/resources/planning-and-facilitation-tools/files/NPDCI-Landscape-survey-June2011
Buysse, V., Hollingsworth, H., & West, T. (2010). The Landscape: A statewide surveyfor providers of professional development in early childhood. Chapel Hill: The Universityof North Carolina, FPG Child Development Institute, NPDCI.
© iStockphoto.com/Carlos Santa Maria
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What do you think?
Sustainability Planning
What do you think?
Which best describes the sustainability plan for theTA system in your State or Region:A. Our plan is in place and referenced frequentlyB. We created one and it’s around here somewhere…C. We are working on it right now!D. We are using sustainability strategies, but we don’t
have a written plan.E. It is a long term goal. Our TA system is developing.F. Not sure
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TA Learning Table Wrap-Up
1. Final words of wisdom?2. Plans for peer to peer
work3. Next professional
development opportunitythat folks could join?
Thank you!Follow-up Contacts:
Debi Mathias [email protected] Kozlowski [email protected] Mitchell [email protected] O'Connor [email protected] Smith [email protected] Young [email protected] Robinson [email protected]
www.qrisnetwork.org
Group A Landing Pad: http://qrisnetwork.org/lt/group-a-effective-technical-assistance-learning-table/overview
Group B Landing Pad: http://qrisnetwork.org/lt/group-b-effective-technical-assistance-learning-table/overview
