Session 3: Engaging Partners and Contractors in a CQI Approach
- Understand the use of language throughout the system as an important aspect of cultivating a CQI approach.
- Discuss how to make CQI an expected element in the implementation level of operations (and how to support TA, PD, HEI, Licensing, Assessor, R&R cadres engage in their own [parallel] CQI processes) with specific examples, including challenges and how to address.
- Discuss assessment and monitoring the quality of programs and consider how assessors, quality coaches, professional development instructors, rating designators, grant approval personnel and others can bring a CQI approach (parallel process) to their discussions with providers.
- Consider the role of professionals at the implementing level in supporting CQI conversation and principles up, down and across (vertical and horizontal) the levels.
- Discuss how QRIS administrators and implementers of the QRIS might use data and sources of evidence in their own CQI process to improve the effectiveness of their work and the quality of the QRIS system.
- Review information and research on promising practice to inform CQI at the implementation level.
In advance of our session, please read the Micheal Fullan article “Change the terms for teacher learning” (National Staff Development Council, Vol. 28, No.3 Summer 2007) posted below.
Spend time discussing the following questions in your team:
What are your initial reactions?
What in the article:
- Reinforced your thinking about how teachers learn and improve their practice? And, how systems support their learning and improvement of practice?
- Challenged or changed your thinking about how teachers learn and improve their practice? And, how we support their learning and improvement of practice?
- What terminology do we use in ECE that is similar in meaning to “personalization” and “precision?”
- Why can this “personalization” and “precision” not occur?
“…unless teachers are deeply immersed daily in learning to do this, all the while adapting to the dynamic learning needs of students, all the while getting better at meeting those needs?”
- What are the implications for your state team of Fullan’s call to re-conceptualize “professional development” as “professional learning” that must be embedded within the daily work of teachers?
Please share your teams’ answers to the final question (implications) via email to email@example.com, at least 48 hours prior to our webinar (by Monday, May 26th). We will post states reflections on the landing pad and use the information in the session as a way to unify the discussion and begin to delve deeper into the ideas around engaging implementing partners/contractors in a CQI approach.
Virginia Star Quality Initiative Mentoring Toolkit (Virginia Early Childhood Foundation)
This toolkit is meant to assist Star Quality Mentors in providing services to the child care programs that they serve. It contains guidelines, resources, and sample documentation. This toolkit is not a substitute for the formal training required to be a Star Quality Mentor.
by Sara Orem, Jacqueline Binkert and Ann Clancy (2007)
Appreciative Coaching describes an approach to coaching that is rooted in Appreciative Inquiry. At its core, the Appreciative Coaching method shows individuals how to tap into (or rediscover) their own sense of wonder and excitement about their present life and future possibilities. Rather than focusing on individuals in limited or problem-oriented ways, Appreciate Coaching guides clients through four stages—Discovery, Dream, Design, and Destiny—that inspire them to an appreciative and empowering view of themselves and their future.
[Zaslow, M., Tout, K., & Halle, T. (2012). On-Site Approaches to Quality Improvement in Quality Rating and Improvement Systems: Building on the Research on Coaching, Research-to-Policy, Research-to-Practice Brief OPRE 2012-40. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.]
This Child Trends brief looks at current research on the quality improvement (QI) practice of coaching and finds it to be a positive tool to improve quality of child care programs and child outcomes. However, there are gaps in research about the specific features and processes of coaching techniques that are most effective. Coaching, defined as “someone with specific expertise working with an early educator on implementing specific practices,” is a common practice for trying to improve the quality of early childhood programs. Researchers reviewed 44 studies examining the practice of coaching in early childhood settings. Of these 44 studies, 33 included a measurement of coaching’s impact on early educator quality. Twenty-seven of these 33 studies found that coaching had a positive effect on the observed quality of early educator practice. Twenty-one of the 44 studies included measurements of child development outcomes in response to coaching practices. Of these 21 studies, 16 found that coaching has a positive effect on child outcomes. The brief recommends focusing on QI practices not only at the classroom level, but also at the early childhood program and system level. The authors advise conducting future research that focuses on efforts to use coaching with program directors and across multiple classrooms. Additionally, the report suggests a greater research focus on system-wide QI practices.