BUILDING ALIGNED EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT (PD) SYSTEMS: CREATING READINESS AT STATE, REGIONAL, LOCAL LEVELS

National Center On Child Care Professional Development Systems

and Workforce Initiatives (PDW Center)

Jointly Funded By ACF’s Office Of Child Care and

Office Of Head Start

NATIONAL INCLUSION INSTITUTE CHAPEL HILL, NC

MAY 14, 2013

S A R A H L E M O I N E , P D W C E N T E R

PA M W I N T O N , F P G I N S T I T U T E

National Professional Development Center on Inclusion (NPDCI)

Funded by the US ED, OSEP

WELCOME AND OVERVIEW

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SESSION GOALS

Explore issues related to building cross-sector PD systems

Learn about strategies and resources related to building readiness for change in local, regional or state cross-sector PD systems

Identify a plan of action for using resources for making desired changes in PD systems alignment

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AGENDA

National Context Your State or Local Context Readiness to Change Overview Individual Reflections and Small Group

Discussions Large Group Sharing

Wrap-Up and Evaluations 4

PERSPECTIVES OF TWO CENTERS

National Professional Development Center on Inclusion (NPDCI)

National Center on Child Care Professional Development Systems and Workforce Initiatives (PDW Center)

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NATIONAL CONTEXT

6 © iStockphoto.com/Dan Tero

STATE EARLY CHILDHOOD DEVELOPMENT SYSTEM

S o u r c e : E a r l y C h i l d h o o d S y s t e m s W o r k i n g G r o u p

FIEFDOMS OF EARLY CHILDHOOD

NPDCI, FPG 8

IS EARLY CHILDHOOD A PROFESSION?

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Institute of Medicine/National Academy of Science Policy Workshop Report

http://www.nap.edu/catalog.php?record_id=13238

PD SYSTEM INTENTIONAL ALIGNMENT

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DEFINING ALIGNED PD SYSTEMS

Common goal of building and sustaining an effective workforce

Interrelated efforts, services, and supports address the continuum of workforce needs

Include education, training, and TA

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OUR UNDERLYING ASSUMPTIONS

Aligned versus fragmented PD systems are desirable

Time, patience and

fortitude needed

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COLLABORATION 13

© Steven Dern

YOUR STATE OR LOCAL CONTEXT

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© iStockphoto.com/Dan Tero

PARTICIPANT POLL

What sector do you represent?

Preschool Special Ed Programs Head Start Child Care Pre-K Early Intervention/Infant Toddler Programs Higher Ed Other

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ALIGNED PD SYSTEM CONTINUUM

BRIEF TABLE DISCUSSION

Which sector(s) do you represent? What is your level of potential influence or involvement in PD systems building: local, regional, state?

From your sector perspective, where would you put your state/regional/or local PD system on the aligned continuum?

What is a reasonable goal (related to the continuum) over the next year for making changes in terms of PD system alignment in your state or community?

Who are the partners you would need to work with to accomplish this goal?

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READINESS TO CHANGE: OVERVIEW

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THE SCIENCE AND PRACTICE OF IMPLEMENTATION

Implementation Research: A Synthesis of the Literature

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Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Download all or part of the monograph at: http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31

IMPLEMENTATION IS AT THE INTERSECTION OF RESEARCH AND PRACTICE

WHY FOCUS ON IMPLEMENTATION?

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RESEARCH PRACTICE IMPLEMENTATION

“Children and families cannot benefit from interventions they do not experience.”

© Fixsen & Blase, 2008

© Fixsen, Blase, Horner, & Sugai (2009)

HOW READINESS TO CHANGE INTERSECTS WITH IMPLEMENTATION

Readiness is not a preexisting condition

Individuals, programs & systems must ALL be ready

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READINESS FACTORS TO CONSIDER IN MAKING CROSS-SECTOR CHANGE “Backbone” organization or structure to

support change initiative Key players at the “table” Shared vision & common agenda Agreed upon needs Mutually reinforcing activities Communication & implementation plan Shared measurement system related to

impact

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EXAMPLES OF READINESS FACTORS IN ACTION

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TOOLS, RESOURCES, & STRATEGIES

25 ©iStockphoto.com/Kristian Sekulic

The Big Picture Planning Guide is designed to support state-level planning leading to an integrated professional development system across all early childhood sectors.

NPDCI, FPG 26

ENGAGING KEY STAKEHOLDERS Is Everyone at the Table?

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REMEMBERING HIGHER EDUCATION AS PARTNERS

Adapted from: Hyson, Horm, & Winton (2012)

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Part 1: WWH – Learners

Who are the major funding agencies for early childhood PD?

To whom does this agency provide PD?

What is the content of the PD?

How is the PD delivered?

Is this PD integrated with

quality initiatives & infrastructure

supports?

Part 2: WWH – PD ProvidersWho are the PD

providers?Who provides

support & resources to the PD

providers?

What is content of the PD for PD providers?

How is it delivered? Link to infrastructure?

DEFINING THE NEED NPDCI Professional Development Planning Matrix

NPDCI, FPG

PD PLANNING MATRIX

Purpose to facilitate discussion about PD system

(i.e., Who, What, How, Links to Infrastructure) To identify gaps, duplications and mutually reinforcing PD

activities Respondents: state-wide, regional or local cross-

sector agency or entity leaders Format: Online format for entering information

followed by face to face discussion For use at state, regional, or local level

NPDCI, FPG

PDW CENTER ALIGNED PD SYSTEM PLANNING AND IMPLEMENTATION GUIDE For State/Territory and local teams to use as they

develop and strengthen an aligned PD system

Presented in five sections: 1. Overview of Aligned PD Systems 2. Key Elements of an Aligned PD System 3. Guiding Principles for Aligned PD Systems 4. Developmental Continuum of Systems

Alignment 5. Considerations for Developing or Advancing

Aligned PD Systems 32 PDW Center

CONSIDERATIONS FOR DEVELOPING OR ADVANCING AN ALIGNED PD SYSTEM

1. Develop or refine the goals and outcomes

2. Determine the fit and feasibility and readiness for change

3. Select an approach and develop an implementation plan

4. Implement the plan and monitor results

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STEP 1. DEVELOP OR REVISE THE GOALS AND OUTCOMES Example considerations: What do we want to achieve? What are the articulated goals and outcomes for

PD? Is there sufficient buy-in and consensus? If not, is

there a vehicle or body that can help develop consensus?

Which stakeholders should be involved in any revisions?

How can this effort be used to move toward an aligned, cross-sector field?

How will we measure success? 34 PDW Center

STEP 2. DETERMINE THE FIT AND FEASIBILITY AND READINESS FOR CHANGE

The components of a fit and feasibility analysis include: Identification and Validation of Need—

questions for initial considerations Consideration of Required Changes—

questions for in-depth considerations that create readiness for change

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IDENTIFICATION AND VALIDATION OF NEED

Example considerations: Is there consensus that an aligned PD system

needs to be developed or that the current PD system should advance its integration?

Is there agreement on who the aligned PD system will include and serve?

Is there agreement on what approach is likely to make the greatest impact on system alignment?

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CONSIDERATION OF REQUIRED CHANGES Example considerations: What organization(s) are best positioned to

implement, grow, and sustain the aligned PD system?

How can law, regulations, policy, and guidance be used to support an aligned PD system?

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READINESS TO CHANGE: INDIVIDUAL REFLECTIONS AND SMALL GROUP DISCUSSIONS

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© iStockphoto.com/Johannes Norpoth

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Reflection & Small Group Reflection & Discussion

BRING FORWARD THE GOAL FOR PD SYSTEM ALIGNMENT YOU IDENTIFIED EARLIER as a starting point for the reflection & discussion

INDIVIDUAL REFLECTION

1. Is there an organization or structure that will support change in PD system alignment (e.g., Local Interagency Coordinating Council (LICC), Smart Start type agency)?

2. Who are key stakeholders that I need to contact to get involved? What are incentives for their participation?

3. What tools/resources/strategies might you draw upon to address readiness factors and get started?

4. What is your Plan of Action/next steps? 40

SMALL GROUP DISCUSSION

1. Appoint a facilitator 2. In a round robin fashion, each person

shares her/his plan for making changes in PD alignment

3. After hearing from everyone, get consensus on 1-2 ideas to share with large group

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WRAP-UP AND EVALUATIONS

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© iStockphoto.com/ Quavondo

REFERENCES AND RESOURCES Fixsen, D. L., Blase, K. A., Horner, R., & Sugai, G. (February, 2009). Scaling-up Brief. State

Implementation & Scaling-up of Evidence-based Practices. FPG Child Development Institute, University of North Carolina at Chapel Hill. http://sisep.fpg.unc.edu/sites/sisep.fpg.unc.edu/files/resources/SISEP-Brief3-ReadinessForChange-02-2009.pdf

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A synthesis of the literature. Tampa, FL: University of South Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/

Metz, A. J., Halle, T. G., Bartley, L., & Blasberg, A. (in press). The key components of successful implementation. In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems. Baltimore, MD: Brookes.

National Center on Professional Development Systems and Workforce Initiatives (PDW Center), Jointly funded by ACF’s Office of Child Care and Office of Head Start. (2012). Aligned Professional Development Systems: Planning and Implementation Guide. Washington, DC: Author.

National Professional Development Center on Inclusion. (2011). The big picture planning guide: Building cross-sector professional development systems in early childhood, 2nd ed. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.

Peterson, S.M. (in press). Readiness to change: Effective implementation processes for meeting people where they are. In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems. Baltimore, MD: Brookes.

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National Center on Child Care Professional Development Systems and Workforce Initiatives (PDW Center)

Jointly funded by ACF’s Office of Child Care and Office of Head Start

ZERO TO THREE 1255 23rd St. NW, Suite 350 Washington, DC 20037 202-857-2623 PDWCenter@zerotothree.org

THANK YOU!

National Professional Development Center on Inclusion (NPDCI) Funded by the US ED, OSEP