· Web viewSome knowledge and skills needed by early childhood educators can only be acquired through direct experience in early childhood settings. Therefore, early childhood

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Training and Technical Assistance Competencies flipped classroom

workbook:

TECHNICAL ASSISTANCE

COURSE

Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

IMPORTANTAll sections MUST be completed prior to the face-to-face class. It will take you approximately 3.5 hours to finish this part; but does not need to be done in one sitting.

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Welcome…to UWM’s Center for Early Childhood Professional Development and Leadership’s flipped classroom!

READIn the flipped classroom, you are REQUIRED to complete the Pre-course workbook at home (or a coffee shop, or your office). The booklet includes readings, written assignments, and exploration of websites.


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WI Technical Assistance Professional Course (8 hours + 1-hour assignment)

In this course we will dig deeper into what it takes to provide relationship-based professional development for adults throughout the early childhood field. We will explore ways to mentor, coach, and consult for inquiry, reflection, and leadership. Technical assistance is also an art…the art of communicating to support awareness that leads to change. We will offer opportunities to brainstorm and problem-solve some of the common issues around technical assistance. Finally, you will complete a reflective professional development plan and receive feedback from the course instructor.

3.5 hours pre-course work4.5 hours in class1 hour homework – due 2 weeks after in class ends

Required Book to Purchase

Chu, M. (2014). Developing Mentoring and Coaching Relationships in Early Care and Education: A Reflective Approach. Boston: Pearson.

Required Books (Provided in course)

Wisconsin Training and Technical Assistance Professionals (T-TAP) Competencies for Early Childhood and Related Professionals Working with Adults (yellow book)

Wisconsin Core Competencies for Professionals Working with Young Children and Their Families (blue book)

Objectives

Participants will engage in self-reflection as a tool to provide technical assistance.

Participants will clarify roles and functions of technical assistance and professional development.

Participants will explore relationship-based qualities and characteristics.

Participants will understand the role of cultural curiosity.

Participants will examine the role of change related to continuous quality improvement.

Participants will engage in active learning strategies designed to engage adults and specific to Competencies V-VII.


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First, let’s refresh our memories…take a few minutes to find your Foundations booklet and skim through it. In that course you looked closely at the first four T-TAP Competencies.

WRITE Can you name them?

1. __________________________________________________

2. __________________________________________________

3. __________________________________________________

4. __________________________________________________

Other topics we covered:

REVIEW The five (5) processes that fall under Technical Assistance on page 3. Each has a clear distinction. Which one/s do you tend to do or are interested in providing? ________________________________________________________

_________________________________________________________________


One of the greatest values of mentors is the ability to see ahead

to what others cannot see and to help them navigate a course to

their destination.

— John C. Maxwell

The delicate balance of mentoring someone is not creating them in your own image, but giving them

the opportunity to create themselves.

— Steven Spielberg

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BROWSE the Table of Contents in the M. Chu book.

In the Foundations course we covered many of the topics found in Chapters 1 – 3, but used the T-TAP Competency booklet (yellow) as our main resource. In this Course, we will look at sections of Chapters 4, 5, and 6. If you play a supervisor and mentor role to teachers (for example, a center director), you are encouraged to read through Chapter 7 sometime on your own. If you are part of systems planning team, you are encouraged to read Chapter 8. But for the purposes of this training, we will

focus on Chapters 4, 5, and 6.

On the Table of Contents, highlight or underline the topics that intrigue you or you are most interested in Chapters 4-6.

Let’s move on.


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In the foundations, we used the iceberg to talk about communication/building relationships. Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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We noted that the “Surface culture” is what is visible to all. The “Deep culture” is what we might discover as we know a person over some time. And what we might find out about ourselves as we take time to reflect. As we go deeper into the ‘water’, there are strongly held beliefs that might not ever be spoken of and might not even be within the person's awareness, but have been part of their experiences, heritage and deeply held beliefs. No matter how well we know a person, we might never have the full dimension and complexity of what lies beneath the surface. This is true for adults and children.

So we need to create safe spaces as we build relationships and exploring professional development (Titanic- watch out for icebergs).

Use the iceberg to individually list the topics that are on the surface for you. This is an activity you might do with your mentee once you’ve formed a trusting relationship.

Note: these are important conversations and must be approached respectfully.

What topics are below the surface?

What topics do you hold deeply?

READ

Pages 1-9 in Chapter 1: Relationship-Based Professional Learning

Highlight or underline as is helpful to you. We will discuss these pages during class. If you are also a supervisor who might offer TA to employees, you might consider reading the bottom of Pages 9-10.

Read Pages 9-10 bullets. Highlight or underline the ground rules that you find very important.


Consulting

Developing relationships…

Delivering results!

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Next read Figure 1.1 on Pages 23-24. Note the paragraph above reminds us that these are knowledge and skills that will be developed over an entire career.

Jumping ahead, look through Figure 2.4: Cultural Competence Concepts on Page 52. We’ll look closer at that as we explore how to post a TA session in the Registry.

Next, in the T-TAP book, read each of the competencies under “Adult Learning Principles” on page 8. Highlight or underline the word/phrase you believe is the key to each statement.

Be prepared to discuss in class connections between the 2 adult learning theorists you researched and the adult learning competencies.

In Foundations we looked at NAEYC’s Code of Ethical Conduct: Supplement for Early Childhood Adult Educators

1. Ethical responsibilities to adult learners: Our work is always guided by the core values of the field of early care and education, including our commitment to ensuring the welfare of children. From that perspective we prioritize the unique commitments of early childhood adult educators and acknowledge that our day-to-day responsibilities focus primarily on the professional development of adult learners.

2. Ethical responsibilities to practicum sites: Some knowledge and skills needed by early childhood educators can only be acquired through direct experience in early childhood settings. Therefore, early childhood adult educators rely heavily on placements in programs (practicum sites) in which students can apply what they have learned, get feedback from children and adults, and reflect on what they have learned from their experience

3. Ethical obligations to institutions of higher learning and agencies providing training: Our primary responsibility to our employers is the development of knowledge and skill in adult learners. This work is intended to further our ultimate commitment to the welfare and development of young children.


Consulting…it’s aboutTheir companyTheir businessTheir success.

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Shifting gears just a little…

EXPLORE the Registry’s website, this time you will look specifically at PDAS – Technical Assistance Professionals. Start at www.the-registry.org Do NOT log in to your account for this part.

Scroll down and read through “Requirements” paying particular attention to the items in red.


http://www.the-registry.org/

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Be sure to thoroughly view the Trainer Chart, and how to apply for Registry membership and/or sign in to your account and add the TA Endorsement.

Jot down any questions/clarifications you may have – we will discuss in class.

Also, click on the PDAS Resources tab. Here you will find specific information on requirements such as the Agreement Form and Background Checks. You can also read/watch many “How to” materials – be sure to take some time (15-20 minutes) to browse around this site as we will NOT be doing that during class. However, any questions/clarifications you have can be brought to class.


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READ: Chapter 4, Pages 80 – 99.

Highlight or underline the following items found in the Chapter

3 Stages of Teacher Development 4 Adult Learning Theorists Your image of the learner Complete the Reflection at the bottom of Page 93.


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Stages of Teacher DevelopmentLillian Katz

From Bergen (47-49) and Chu (p. 83-85)

Conscious CompetenceNoel Burch; Ellen Langer, Timothy Russell, Noah Eisenkraft

Stag

e 1:

Sur

viva

l

Teachers in the earliest stage of development are looking for ways to apply all they have learned

about working with young children may be somewhat overwhelmed by the complexity of

managing a classroom, planning program elements, and working with children with unique needs and interests

can feel overwhelmed by the realities of working in the field

may be very enthusiastic may seek frequent help or advice ask about the ‘right way’ to do things may tend to accept advice (and distrust their own

instincts) may avoid risks may refer challenges to others.

Training for Stage 1 teachers focuses on day to day dilemmas, tactics and methods to help them

apply what they have learned providing a means of support and affirms their abilities

and motivation to teach.Trainers provide

encouragement technical assistance mentoring one-on-one coaching.

Leve

l 1 –

Unc

onsc

ious

ly U

nski

lled

At 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, 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.


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Stag

e 2:

Con

solid

ation

Teachers have mastered basic skills for day to day survival are ready to focus on more complex and challenging

questions often focus on children who do not fit their expectations

for development, those who present special challenges to classroom management.

may have interest in the process of learning, children’s thinking and differentiated learning

may be looking for new strategies may develop curriculum plans and use instruction

strategies that work as anticipated have a sense of how to prioritize guidelines and

suggestions from others begin to understand their role fits in the profession recognize important learning and provides

documentation of it may take creative risks with increased confidence.

Training strategies acknowledge their skills look for opportunities to value their successes offer guided or self-paced study offer conference sessions or instructor-led experiences.

Trainers provide encouragement through technical assistance mentoring one-on-one coaching

Leve

l 2 –

Con

scio

usly

Uns

kille

d

By 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.


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Stag

e 3:

Re

new

alTeachers

may be a bit restless may be ready to add new ideas for teaching methods may feel comfortable with their abilities know they still have a lot to learn about the early

childhood profession their self-confidence supports interest in new/advanced

ways of doing things may have sufficient foundational knowledge to examine

their own practicesFor professional development, they may benefit from

Reading materials conferences seminars professional groups communities of practice training sessions where they can both explore new ideas

and use what they know to support each other. Facilitation opportunities are needed Encourage the teacher to mentor others in area of

expertiseTrainers

Provide opportunities to build on strengths Show respect Follow teacher’s lead to focus on specific areas Go slow to go fast

Leve

l 3 –

Con

scio

usly

Ski

lled

At 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.


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Stag

e 4:

Mat

urity

Mature teachers are: related to teaching practices: confident, comfortable and

philosophical masters of complex issues present in classrooms often mentors to others may seek promotions or looking for other roles

They… Still benefit from training and professional development may be focused on new roles May want to know more about program development or

management / system tasks may seek opportunities for training others may seek leadership roles

For professional development, they may benefit from Reading materials conferences seminars work focused on program development or management

tasks opportunities to train others

Leve

l 4 –

Unc

onsc

ious

ly S

kille

d

At 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.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.


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Leadership experiences to plan events or implement a new program or practice

Trainers Provide opportunities to build on strengths Show respect Follow teacher’s lead to focus on specific areas Go slow to go fast

Min

dful

ly C

ompe

tent

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 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.Permissions: No part of this workbook may be copied without the expressed permission from the WI Registry. Workbook developed in partnership with the University of

Wisconsin Milwaukee: Center for Early Childhood Professional Development and Leadership. (2020)

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READ: Chapter 5, Pages 102 – 119.

Highlight or underline:

Table 5.1: Readiness for Change

Table 5.2: Matching Mentoring Strategies with the Teacher’s Needs

READ: Chapter 6, start at the bottom of Pages 131 – 136.

And finally, READ

V. Planning Learning Opportunities for Adults (pg. 9)

VI. Delivering Learning Opportunities for Adults (pg. 10)

VII. Continuous Quality Improvement (pg. 11)

Whew…that was a lot of reading.

We will look closely at all of this in class.


You get the best effort from others not by lighting a fire

beneath them but by building a fire within them.

-- Bob Nelson

Coaching is unlocking a person’s potential to maximize their own

performance. It is helping them to learn rather than teaching them.

-- Timothy Gallwey

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Congratulations…you have completed this part of the flipped-classroom experience for Technical Assistance!

BRING TO CLASS

This workbook The Foundations class workbook The Wisconsin Training and Technical Assistance Professional

Competencies book (yellow) The Wisconsin Core Competencies book (blue) The “Inventory of Practice” from the Foundations class Pen/pencil Chu, M. (2014). Developing Mentoring and Coaching Relationships in Early

Care and Education: A Reflective Approach. (You must purchase this book)

Be prepared to introduce yourself and respond to the question, “Which of the Technical Assistance roles do you tend to hold (use page 3 in yellow book as a guide)?”

Class time is 9:00am-1:30pm


Documents

· Web viewSome knowledge and skills needed by early childhood educators can only be acquired through direct experience in early childhood settings. Therefore, early childhood