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Presentation Overview I‐Consult: Building an Iowa System of ECE Consultation
What do effective consultants do?
NAEYC/NACCRRA Definitions
Core Competencies
Stages of Consultation Relationships
Research on consultation
I‐Consult Program Goals
Three levels of I‐Consult Professional Development
Introductory I‐Consult Training
I‐Consult Consultation Credentials
I‐Consult Mentoring
What’s Next for Iowa ECE Consultants?
Which Professional Development programs need consultation/coaching support?
How to ensure that Iowa ECE consultants have skills and support needed to be effective change agents?
How to provide effective mentoring and supervision for
Iowa ECE consultants?
Susan Hegland, Lesia Oesterreich, & Lisa Ryherd
Department of Human Development & Family Studies
Iowa State University
Iowa State University Extension
ECI Webinar August 3, 2011
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Professional Development
Education
All Professional Development
• Designed using evidence‐based practices
• Consistent with principles of adult learning
• Structured to promote linkages between research, theory, and practice
• Addresses continuum of young children’s abilities and needs
• Responds to each learner’s background, experiences, current context, and professional goals
• Includes resources to ensure access for all
Training
Technical
Assistance
NAEYC/NACCRA 2011
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NAEYC/NACCRRA 2011 (p. 5)
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What is Technical Assistance (TA)
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Consultation
• Targeted and customized supports by professional(s) with knowledge and skills in – subject matter and – adult learning • Collaborative, problem‐solving process between – an external consultant with specific expertise and adult learning knowledge and skills
– Individual or group from one program or organization
• Goal: to strengthen client’s use of – processes, – knowledge application, or
– implementation of services • Facilitates the assessment and resolution of an issue‐specific concern
• Addresses a specific topic
• Usually relationship‐based
– Benefit from building positive, trusting, and respectful relationships
• May include information, resource dissemination, coaching, consultation, etc.
NAEYC/NACCRRA 2011, p. 9
NAEYC/NACCRRA 2011, p. 12
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Consultation Characteristics
Focus
Coaching
• Resolution of a specific concern or set of concerns
• Capacity‐building approach to facilitate client’s continued use of process used during consultation
Relationships • Requires a collaborative relationship between consultant and client
• May be engaged by client’s supervisor or regulator
Process
• Begins with joint development of goals
• Supports development of goal‐related solutions and implementation strategies
• Recommendations may include other relationship‐
based TA methods
• Usually occurs during on‐site visits
• Concludes with summary process and evaluation 7
of effectiveness of consultation provided
• Supports the development of specific skills and practices
• Focused on a performance‐based outcome
• Embedded in client’s broad professional development plan based on theory of best practices
Relationships • Requires interactions that build trust and respect
10% of what they read 20% of what they hear
30% of what they see
• May be selected, assigned, or part of group
• Distinguished from supervisory relationship
• Findings and conclusions may contribute to job performance evaluation
Process
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Adult Learning
Coaching Characteristics
Focus
• Relationship‐based process
• Led by expert with specialized subject matter and adult learning knowledge & skills
• Designed to build capacity for specific professional dispositions, skills, and behaviors
• Focused on goal‐setting and achievement for an individual or group
NAEYC/NACCRRA 2011, p. 11
• Begins with collaborative agreement: goals and guidelines
• Includes combinations of TA strategies (e.g., questioning, observation, prompting, modeling, practice)
• Occurs through on‐site visits
• Concludes when specific goal achieved
MacDonald, 2011
50% of what they hear and see
70% of what they write
90% of what they say as they do a thing
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Approaches to On‐Site Technical Assistance
Stages of Consulting
Knowledge & Skill
High
Relationship‐Based Issue‐focused Professional Intervention
Development
4. Evaluating & Transitioning
3. Implementing the Plan
Short‐term; Immediate change
Multiple visit; joint assessment‐
planning‐implementation cycle TA Power
High
Low
Awareness
Brief exposure; limited outcome
Monitoring
One‐way directive relationship; compliance with basic health & safety
2. Assessing & Planning
1. Building the Partnership
Low
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Research Findings on Consultation
Most successful consultation programs: • Focus on narrow, targeted set of specific skills (e.g., literacy strategies)
• Use specific, valid and reliable assessment tool (e.g., CLASS, ECERS‐R)
Generally, consultation programs lack:
• consistent implementation of effective consultation strategies
• training and mentoring for consultants
• organizational support for client change
• demonstrated impact on client practices
Consultation Training Needs to Match Approach to Desired Training Outcomes & Complexity Of Application
Desired impact (learning outcomes)
Awareness
Sources: Bryant et al., 2009; Fixsen & Blasé, 2005; Neuman et al., 2006; Wesley et al., 2002; Zaslow et al., 2011 13
Goals for I‐Consult Program
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Complexity of synthesis & application required
Build Agency Supports for Effective Consultation
Ongoing Consultation & Coaching
Consultation Agency Administrators
Staff & Program
Evaluation
Integrated & Compensatory
ECE
Consultation
System
Child Care Center Administrators
High
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Building an Effective ECE Consultation System in Iowa
Consultation Stakeholders
Adapted from Carlson, LeMoine, & Winton, 2009
• It is one thing to say with the prophet Amos, “Let justice roll down like mighty waters.” • And quite another to work out the irrigation system (W. S. Coffin).
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ECI Professional Development
Reading
Lecture
Demonstration
Observation
Interviewing
Problem solving
Brainstorming
Discussion
Building an effective consultation system
• Build Iowa ECE Consultation Community of Practice
• Build consensus with stakeholders on key competencies required by effective ECE consultants
• Develop effective introductory training for new ECE consultants
• Develop consultation credential documenting competence of experienced ECE consultants
• Develop consistent organizational support
and mentoring for ECE consultants
State Regulatory Agencies
Reading;
Lecture;
Verbal assessment
Low
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Guided reflection
Follow‐up plans
Coaching
Role playing
Field application
Skill
Knowledge
Guided reflection
Self‐analysis
Clinical supervision
Role playing
Field application
Case Studies
Attitudes, Values
Orientation & Preservice Training
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Selection of Consultants
Facilitative Administrative
Supports
Effective
Consultation
Fixsen & Blasé, 2005
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STATE‐WIDE SUPPORTS
I‐Consult Consultant
Competency
Areas
Iowa Child Care Consultant Credential
Using Professionalism & Ethics
Iowa Consultant Peer Mentor Credential
Using Technical Assistance Expertise
AGENCY SUPPORTS
Orientation & Training
Iowa Child Care Consultation Training
Professionalism & Ethics
Technical Assistance Expertise
Building
Professional
Relationships
Ongoing Coaching
&
Consultation
Building
Relationships
Using
Content
Expertise
Adapted from
MN SMART
Iowa Child Care Consultation Competencies
Recruitment
& Selection
Content
Expertise
Staff & Program Evaluation
Facilitative Administrative Supports
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Consultant Consultant
Competencies
Initiating the Relationship
Assessing & Planning
Consultant Relationship = Dialogue
State
Supports
Agency Supports
Implementing the Plan
Evaluating & Transitioning
Agency/ Community Supports
Teacher/Caregiver Competencies
State
State
Suppor
Supports
• The relationship between the consultant and the caregiver is a dialogue. • The consultant speaks with every action.
• When the consultant…
– speaks or fails to speak, – acts or fails to act,
• she reveals what she thinks of herself,
– and how she regards the caregiver.
Consultant
Caregiver
Adapted from Levinson (1968)
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Teacher/Caregiver
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Supervising, Consulting, Coaching, Caregiving: Parallel Processes
Strengths‐Based Consultation
• Identifying effective practices of client
– Linking descriptions of effective practice to desired child outcomes (Early Learning Standards)
• Maintain 3 : 1 ratio of strengths to challenges
• Builds mutual trust and respect
Supervisor Consultant
Consultant
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– Builds client’s confidence in self and openness to change
– Avoids defensiveness and argumentativeness
Caregiver
Caregiver
Child or Parent
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Agreeing on Goals
Building the Professional Partnership
•
•
•
•
Consultant uses respectful communication Explains purpose for consultation
Listens to caregiver goals and concerns
Builds professional partnership of – Mutual trust – Mutual respect
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Agreeing on Consultation Process
Agreeing on Shared Responsibility
• Client responsibilities
• Client and consultant agree on goals and process for consultation
–
–
–
–
–
– Assessing with identified tool (e.g., DHS registration standards, ITERS‐R, ECERS‐R, CLASS)
– Action planning
– Implementing plan
– Evaluating and transitioning
Completing self‐assessment
Prioritizing goals
Selecting appropriate activities to reach goals
Setting realistic timelines
Take action to implement changes
• Consultant responsibilities
–
–
–
–
–
–
Limits to confidentiality
Accurately completing assessment tool
Helping to set goals
Presenting appropriate activities to reach goals
Choosing appropriate TA strategies
Providing follow‐up information on resources
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Building Collaborative Partnership through Memoranda of Agreement (MOA)
Assessing & Planning
• Between consultant and client
• In center, both teacher and administrator are clients
– Center change requires systemic collaboration among:
• Administrators
• Teaching staff
• Consultant
• Sample I‐Consult MOA’s available for centers and family child care providers
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Joint assessment using evidence‐based tool
Developing Action Plan Using Results of Joint Assessment
• Agree on evidence‐based tool
– Consultant has content expertise in accurate and consistent use of tool
– Client completes training in practices assessed by tool
• Consultant and client each complete assessments individually
– Client self‐assesses on tool
– Consultant observes and documents client performance using tool
• Consultant and client meet to reaching consensus on strengths and challenges identified by tool
Consultant works with client to:
• Prioritize goals based on assessment results
• Choose appropriate activities and TA strategies to meet goals
• Decide on resources needed to meet goals
• Set realistic timelines to accomplish goals
• Assign responsibilities and target date for re‐evaluation
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Choosing TA Strategies
Consultant
Power
Using Technical Assistance Expertise
Paraphrasing
Teacher
Power
Clarifying
Low
High
Encouraging
Presenting
Moderate
Problem Solving
Moderate
Negotiating
* Require supervisor or
regulatory support
Modeling
Directing*
High
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Evaluating & Transitioning
Rewarding*
Low
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Evaluating Progress
• Have goals of action plan been met?
• Re‐assess with tool
– Revise action plan?
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Revisit Professional Development Plan
• Review client goals
• Explore other professional development opportunities
THREE LEVELS OF I‐CONSULT PROFESSIONAL DEVELOPMENT
– Higher QRS level?
– ChildNet Certification?
– CDA?
– Community college ECE program?
– AA/BA in ECE program. 37
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Level I: Introduction to Consultation
Level II: Consultation Credential
• Outcomes: Consultants will describe effective ways to
– Build Professional Relationships with clients
• Outcomes: Consultants will
• Avoid personal relationships with clients
– Document their competencies in four areas: content expertise, building professional relationships, using TA strategies, and using professionalism & ethics
– Review mentor observations of consultant/client interactions linked to consultation competencies in four areas
– Reflect upon their knowledge, skills, and dispositions in each competency area
– In collaboration with supervisor and mentor, identify strengths, challenges, and professional development goals for each competency area.
– Use Descriptive Praise to Link Client Behaviors to Desired Child Outcomes (Iowa Early Learning Standards)
– Use TA strategies that vary in power:
• Low Consultant Power (Listening), • Moderate Power (Problem Solving),
• High Power (Directing)
– Respond to Ethical Challenges
• Process:
• Process:
– 15 hours of workshops over one month
– Self‐assessment of benefits and challenges to key
I‐Consult practices
–
–
–
–
–
20 hours of workshops over eight months
3 on‐site mentor observations & supervisor conferences
Consultant Portfolio Development
Consultation Client Feedback Surveys
Consultation Credential Validation Conferences
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Level III: Mentor Professional Development
• Outcomes: Mentors will
– Implement agency infrastructure to support consultants
– Use parallel processes to develop reflective, intentional consultants
– Individualize mentoring strategies to meet consultant understanding and motivation
• Process
I‐Consult: Level I
Introductory
to Consultation – 20 hours of workshops over eight months
– Webinars
– On‐site mentor observations and consultant conferences
– Mentor Portfolio Development
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Consultants are neither friends nor monitors
Friend
• Personal relationship
• Give‐and‐take
• No assessment/planning
Monitor:
• Regulatory‐based monitoring
• Sole assessment
• Directive planning
Competent Consultants Avoid Ineffective Praise
Ineffective praise:
• Global & Vague: “Great! Nice job!”
• Comparative: “You’re the best at…”
• Pleases Others: “I like the way you…”
Consultant
• Relationship‐based professional development
• Joint assessment • Collaborative planning
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Advantages and Disadvantages of High & Low Coaching Power
Consultants Use Descriptive Praise to Link Specific Descriptions of:
Teacher Behavior or Effort
To
Iowa Early Learning Standards
Increasing the chance that the teacher will:
• repeat these behaviors intentionally
• describe them to parents “When you described what he built with the blocks, you helped him learn new vocabulary words that he’s likely to repeat later.”
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When will presenting or modeling work
IF the teacher believes that: Consultant
Power
Example
Advantages
Disadvantages
Low
Paraphrasing
Clarifying
Encouraging
Shows trust and respect
Fails to address safety threats
Moderate
Presenting
Problem Solving
Demonstrating
Negotiating
Engages caregiver in
assessing and planning
Requires more time
High
Directing
Rewarding
Immediately stops problem
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Choosing TA Strategies
Consultant
Power
Low
This Strategy
May end relationship
Fails to get “buy‐in” from client
Paraphrasing
Clarifying
Teacher
Power
High
Encouraging
Presenting
Moderate
Problem Solving
Negotiating
THEN
present or model the strategy
Her Control
Solving this problem is within her control
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Adapted from Bandura
Modeling
Moderate
* Require supervisor or
regulatory support
Directing*
Her goal or problem
High
Rewarding*
Low
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Developmental Consultation: Individualizing Consultation Based on Developmental Consultation
Understanding
Teacher’s Understanding:
how well the teacher understands the link between her specific teaching practices in each domain and her long‐term goals for children, such as improving their social skills. Teacher’s Motivation
how committed the teacher is to putting forth the effort to implement best teaching practices in each domain. Motivation
High
Armchair
philosopher
Master caregiver
Low
High
Enthusiastic bumbler
Burned out
case
Low
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Linking strategies to levels of understanding and motivation
Developmental Consultation: Dialogues between Consultant & Caregiver
Understanding
Strategies:
Problem Solving
Negotiating
Directing
Rewarding
Motivation
Adapted from Glickman
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High
What’s her
level of
understanding
about…
I’m
concerned
about……
Master Caregiver
Armchair Philosopher
Low
Strategies:
Listening,
Clarifying,
Encouraging
Strategies:
Encouraging
Negotiating
Problem Solving
Demonstrating
Strategies:
Directing
Rewarding
Burnt Out Case
Low
High
What’s her
level of
motivation
to…”
I plan to….
Enthusiastic Bumbler
Adapted from Glickman
Carrie
Caregiver
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Connie
Consultant
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Benefits and Challenges in Implementing Consultation Please report on the strategies that you tried, as well as the benefits and challenges yo
One Month Field Practice Trial
• Consultants try using strategies during month of field practice
• Record successes and challenges
• Complete self‐assessment of technical assistance strategies at beginning of third training day. • Share benefits & challenges
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Stegy
1.
Linking behavior to
outcome
I tried this
strategy:
Yes--------------No
I plan to use this
strategy:
How well did this strategy work?
Very Well----------------Very Poorly
Benefits I found:
Challenges I
encountered:
Yes
No
1
2
3
4
Yes
No
Yes
No
1
2
3
4
Yes
No
Assessing caregiver
understanding &
motivation
Yes
No
1
2
3
4
Yes
No
Using self-disclosure
strategically
Yes
No
1
2
3
4
Yes
No
1.
Describing 3 strengths to
one challenge
1.
1.
1.
Using low power
strategies:
Active listening,
Clarifying, or
Encouraging
Yes
No
1
2
3
4
Yes
No
1.
Using moderate power
strategies:
Presenting,
Problem Solving,
Negotiating, or
Demonstrating
Yes
No
1
2
3
4
Yes
No
1.
Using high power
strategies:
Directing,
Standardizing, or
Rewarding
Yes
No
1
2
3
4
Yes
No
1.
Completing a follow-up
consultation summary with
follow up for me and the
caregiver:
Yes
No
1
2
3
4
Yes
N
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Results of Level I Training
• Over 200 Iowa ECE consultants and supervisors have completed 3 days of introductory training
• Participants described themselves as gaining significant understanding of effective consultation processes.
• Participants identified needing more TA in
I‐Consult: Level II
Credentialing
– Using descriptive praise to link client behaviors to child outcomes (Iowa Early Learning Standards) – When and how to use moderate power consultation strategies: presenting, problem solving, negotiating, demonstrating
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Consultation Credentialing
Triangulating Evidence of Competence
Credentialing Pilot Process
• Four Portfolio Development Workshops • On‐site observations and coaching with consultants and supervisors
– Building local mentoring capacity
• Consultants develop portfolios documenting competence in four competency areas
– Self‐assessment and self‐reflection
• Observations by supervisors & mentors • Surveys from consultants’ clients
Client Surveys: Documenting consultation process & outcomes 57
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Sample Mentor Observation
Competency
A2. Content Expertise:
Demonstrates understanding of
activities that build children’s
communication skills.
C1. Technical Assistance
Expertise: Links description of
teacher practices to specific,
desired child and program
outcomes.
Situation-Behavior-Outcome
I is interacting with the four children in the
dramatic play area. I: “You’re eating
watermelon. I like watermelon.” Child “I
want watermelon.” J: “The children here
seem to be using a lot more language.—
that’s a big improvement.” I: “Yes—they’re
talking a lot now.”
Sample Portfolio Item
Date
10/21/2011
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• Competency:
Developmentally Appropriate Practices (A2)
• What: During my visits, I point out to the caregiver the ways in which her behaviors demonstrate best practices in ECE
• Why: By pointing out to the caregiver best practices that she’s already doing, I help her become more aware of her strengths and more likely to repeat these.
• How: For example, I point out to the caregiver how describing a child’s actions helps build the child’s vocabulary. “When you…., the child learned….”
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Consultation Mentor Visit Summary & Planning Form
Consultant:
Mentor:
Supervisor:
Purpose of Meeting:
Mentor
Progress Towards
Credentialing
Consultant
Strengths
Observed
Date:
Time:
1.
2.
3.
Consultant
Challenges
Observed
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1.
Challenges/
Resolutions
Follow up:
Caregiver
Mentor
Supervisor
Next visit:
Consultant Credential Validation Conference
• 2‐hour conference
• 3‐member team: Supervisor, Consultant, Mentor
• Introduce evidence
– Consultant portfolio documenting competence in each area
– Summary of mentor observations for each area
– Summary of client surveys
• Each team member presents specific evidence for each competency area
• Vote on competence in each area
• Summarize strengths and challenges for professional development plan
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Results of Credentialing Pilot
• 10 consultants wrote over 200 portfolio items documenting what, why, and how they demonstrated knowledge and skills in four areas and 37 specific consultation competencies
• Over 200 consultation clients assessed consultants as competent in four areas
• ISU mentors completed 30 observations and recorded over 400 examples of competent consultation
• All 10 consultants received I‐Consult Credential as a result of successful consultant credential validation conferences
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Consultant Mentoring Goals
I‐Consult: Level III
Mentoring
• To build
– Agency capacity to mentor consultants
– Reflective, intentional mentors & consultants
– Mentor knowledge and skills in documenting consultant behaviors
• Linked to consultant competencies
• Linked to client practices supporting children’s development
• To help mentors implement Key TA strategies for both novice and experienced consultants
• To help mentors use parallel professional development practices
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Sample Parallel Process used in supervising, mentoring, consulting, caregiving, parenting
Supervising, Mentoring Consulting, Coaching, Caregiving: Parallel Processes
• Building on strengths: Document examples of effective consultation practices linked to desired client outcomes
• Avoiding the “expert” fallacy:
Supervisor Consultant
Consultant
– “If I point out all the things she could do better, if I give her lots of great ideas, she’ll know that I’m an expert, and she’ll implement my suggestions!”
Caregiver
Caregiver
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Child or Parent
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Mentor observations enable consultants and mentors to zoom in on certain aspects of early care & education
Assessment & Planning Process
Observing
TA Strategy
Feedback
Mentor
Consultant
Implementing
Assessing
Planning
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I‐Consult Products:
Through shared observations, mentors and consultants broaden their perspectives • Consultation competencies
• Sample Consultant Job Descriptions
• Sample Consultant Interview Questions and Evaluation Rubrics
• Memoranda of Agreement for centers and for family child care homes
• Consultation client Feedback Survey
• Portfolio Development Handbook
• Observation forms and procedures
– Sample Mentor Observations
• Consultation Credential Validation Conference Forms and Procedures
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What’s Next for I‐Consult Program?
Future of Iowa ECE Consultation
• Which ECE Professional Development programs need on‐site consultation/coaching to help clients implement skills and knowledge?
• When should consultation be linked to workshop series to help teachers/providers implement changes?
• Which agencies will be ready to assume consultation mentoring responsibilities?
• Can introductory consultation training be effectively delivered through on‐line program?
• Ongoing dialogue with stakeholders
– Cracker barrel discussion at ECI Congress
• ECI Professional Standards for Early Care and Education Consultants?
• Consultation Validation Committee?
• ECI Credentialing Process for Early Care and Education Consultants?
– Portfolio Development Standards
– Mentor Requirements
– Client Survey Requirements 73
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Thanks to…
• Department of HHS, Iowa DHS, Iowa State University, & Iowa State University Extension for their financial support of I‐Consult activities
• Iowa ECI Early Learning Professional Development Committee
• Iowa ECE Consultants, Supervisors, & other stakeholders who have participated in I‐Consult activities
• Iowa ECE administrators, teachers and providers who have participated in I‐Consult on‐site visits and feedback surveys
• Iowa children and families served by teachers and providers working with I‐Consult consultants
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Questions? Follow‐Up?
• Contact Susan Hegland, shegland@iastate.edu
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