Chris MatsumotoPrincipal

Experimental Education Unit

Experimental Education Unit (EEU)

Applied Research Unit

Professional Development

Unit

Mission

TrainingResearch Service

5

Collaboration is a style for direct interaction between at least two equal parties voluntarily engaged in shared decision making as they work toward a common goal.

6

Real or perceived differences in power Mandating collaboration Changing decision if collaboration

produces undesired outcomes No goal at all or a goal chosen by one

party

7

NEEDED Mutual Respect Shared

Philosophy Common Goals Shared Decision

Making Support and

Training

ACTIVITIES Respect Activity Philosophy

Activity Team Goal

Activity Team

Expectations Activity

Training Activity

8

I feel respected by my team members when…

Share your definition of respect Listen to your team members’

perspective As an individual your job is to focus on

meeting the definition of other team members

9

What do we expect/believe… Develop a team philosophy that

everyone can stand behind Goal: Identify the beliefs that are shared

This does not mean that the team philosophy represents a comprehensive picture of an individual’s beliefs

10

Identify group goalWhat questions will we ask during our

debriefing time?How will we collect data?How will we celebrate the achievement of

the goal?

11

How will we share… InformationDecision Making

How will we prioritize our collaborative efforts?

13

What should every team member know?KnowledgeSkillsStrategies

PrioritizeMost to least important

14

Assess Identify Current Perfromance Set goals (observable behavior) Learning

Provide opportunities or instructionProvide feedback

Evaluate PerformanceProvide evaluation or review self evaluation

TeamAreas where majority of team members are

learning Individual

Areas where an individual is learning and the category is high priority

Develop a staff training Matrix to identify the strengths, goals and plans for improvement IndividualGroup

Group Staff Training Matrix

Staff Member

Strengths Areas of Improvement

Goals Strategies/Resources

Individual Staff Training Plan

Strengths Areas of Improvement

Goals Strategies/Resources

1.

2.

3.

19

Focus is on what is happening instead of judging performance (less subjective)

Provide supporting evidence for the conclusions in the evaluation process

Increase professionals abilities to self evaluate and problem solve

Create a system that is easy to use both by supervisors and classroom staff

Create a system of evaluation that engages both parties in a discussion rather than evaluator reporting on findings

Set up observation day with staffSelect an activity that you are going to

observeSet up a time to meet the same day

Select the child and staff behaviors you going to track

Conduct the observation Review the data prior to meeting with

staff Meet with staff member the same

day to discuss observation Identify next step

Follow up (based on this observation) Next scheduled observation

Meeting Procedure: General positive comments on activity “Do you feel you met your goals in

relation to the activity?” Look at data on chart and explain

coding system Staff member look at chart and tell

about what they see/conclusion they makeWrite ideas in the conclusion box

Evaluator tells about their conclusionsSAME Conclusion

Affirm it when they bring it upDIFFERENT Conclusion

Wait until they have finished and then explain how you have interpreted the data

Summary plus plan of actionGoal for staff member being observedSuggested behaviors (kid and adult) to

observe for next session Suggested activity to observe for

next session

Purpose: Provide guidance on effective practices for improved development and learning outcomes for young children with disabilities and their families

Bridging the gap between research and practice

Based on research evidence and shared beliefs

User-friendly product

Educators Practitioners Families Administration Age Group: Birth to Five

5 Direct Services Strands: Assessment Child-Focused Practices Family-Based Practices Interdisciplinary Models Technology Applications

Audience: individuals working in a variety of early childhood settings that provide services to young children with disabilities and other special needs

Settings Early Intervention Programs (Home and Center) Preschool Preschool Special Education Programs Child Care Programs Head Start Public School Hospital Based Programs Other programs in which children receive

educational and other services

Teams of Professionals and parents determine the strengths and needs of their

programMake change to policy, classroom and home

based service Individuals

Determine strengths and needs as a professional

Improve professional skill Entire Staff

Identify the professional development needs of the entire staff in a program

ResearchDescribing the context and the quality of

classrooms as a setting variable Program Evaluation

Summary information collected within the workbook to measure the impact on the quality of the program of professional development, technical assistance, and other interventions

Workbook Forms by StrandUsed to assess one or more entire

strands of practices Workbook Forms by Activity

Used to assess all strands cutting across a specific activity

Six different activitiesBlank form to develop activity

Each set of forms can be used for two assessment periods

Strand Summary FormSummary of performance across strandsOnly used with forms by strandTotal points and percentages for each

strand Graph for Percentage Scores across

StrandsVisual representation of the data gathered

on the summary form (percentage scores)

Action Planning FormProvides a place to record the next steps to

be taken tom improve practiceUsed to identify priority needs and targeted

activities as well as the resources and supports required to accomplish the identified goals

Can be used with the workbook forms by strand or by activity

2 = Fully Implemented: The practice is implemented consistently across children, families, teachers, time and settings

1 = Partially Implemented: The practices is not implemented consistently across children, families, teachers, time, and/or settings, or the practice is being implemented but needs improvement

0 = Not Implemented: The practice is not being implemented

D/K = Don’t Know: Cannot confidently address the particular practice’s implementation

N/A = Not Applicable: Not included in the point total. The item is not relevant to the specific program (e.g., a classroom-based practice might not be relevant if the program is a home-based program).

Interactive Tools to Improve Practices for Young Children with Special Needs

and Their Families (CD) Four Toolkits:

Embedded instruction Systematic teaching strategies Teaching early communication skills, Monitoring children's learning

Self-paced tutorial Video clips Self-tests Resources

Clear and consistent scheduleDisplay the schedule in a way that is

appropriate for the children and follow it Use staff schedules

Display and use a schedule for the adults that tells them where they should be and what they should be doing

Support participation Have high expectations Be consistent Give good, clear directions When children are participating, provide

feedback on their performance

Teach the expectations during transitions

Use pictures or salient cues Begin the activity when a few children

are ready When in doubt, teach the routine

Reminders about the purpose of activities

Make interactions more purposeful Signs in each area

The way we view the family influences the way we work with families.

The family influences the growth and development of the child.

The family is the best determiner of its own needs.

Family support is a responsibility shared among family members, program staff, and community agencies.

(Workman & Gage)

As families and professional work together and develop collaborative relationships, they can establish a new way of addressing academic problems.

The family and the professional can benefit from each others' knowledge, experience, and understanding of the student.

Working together, families and professionals increase each others' repertoire of tools to help the student.

(Homan)

Professionals may view parent participation as irrelevant to a child's successParents seen as spectators who

appropriately seek out, understand, accept, and rigorously follow professional intervention plans

Parents in the role of information receivers and bystanders rather than partners

Parents support teacher practices, carry out the professional's requests

(Winzer & Mazurek)

A family-school relationship becomes a full and equal partnership when the parties: Truly believe each member brings something

meaningful and valued to the relationship. Share a common purpose - the welfare of the

child. Create a sense of shared responsibility

around common goals. Base the relationship on trust, understanding

and respect. (Turnbull & Turnbull III)

As educators we strive for nothing less than the academic and life achievement of

our students. We study techniques and methods with the hope of becoming more

effective teachers. We search for the resources and information that will help our children succeed. It is here that we

make a fatal flaw. These are not our children. Despite our love and devotion to their pursuit of excellence, these children

are members of a complex and multidimensional unit called a family.

When we acknowledge this fact, we may also understand that the one true resource

children need is the very group to which they belong.

Children need their family.

Chris Matsumoto

Principal, Experimental Education Unit

University of Washington

ctm@u.washington.edu

(206)221-3868