Utilizing Facilitated Peer Learning Communities as an Effective Strategy to Support QRIS Initiatives

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1 Utilizing Facilitated Peer Learning Communities as an Effective Strategy to Support QRIS Initiatives MICHAEL ABEL, NICHOLE PARKS, KRISTY SHEFFLER, TERI TALAN

2 Definition of FPLCs A learning community is a group of people who come together to learn with and from each other and then seek to act on what they learn. Their reason for being is ongoing inquiry for the sake of improvement. (Galinsky, 2012) Facilitated Peer Learning Communities are supported by individuals (facilitators) who foster a collaborative climate and encourage peers (e.g., center-based directors) to engage with one another in continuous inquiry for the purpose of program improvement.

(Galinsky, 2012) Facilitated Peer Learning Communities are supported by individuals (facilitators) who foster a

3 Elements of FPLCs Focus on learning Collaborative culture with trusting relationships Results-oriented thinking Continuous collective inquiry and responsibility Active processing of experiences Supportive and shared leadership (Caine & Caine, 2010; DuFour, 2004; Hipp & Huffman, 2010; Hord & Tobia, 2012)

responsibility Active processing of experiences Supportive and shared

4 FPLC case studies Kansas City Arkansas Delaware

5 Director Support Groups IMPROVING PROGRAM ADMINISTRATION THROUGH PEER LEARNING Michael B. Abel, Ph.D.

6 Intensity of Technical Support High Substantial external support for directors High dosage, formal education, on-site coaching Evidence of significant quality improvements Moderate Lower dosage of training and coaching Often lead to a director credential Low Facilitated cohort groups using peer support

significant quality improvements Moderate Lower dosage of training and

7 Kansas City Project 18-month program 29 directors in two cohorts Directors not all highly qualified Variety of program types in Missouri and Kansas Program assessments Pre- and Post-intervention Program Administration Scale (PAS)

program types in Missouri and Kansas Program assessments

8 Facilitated Peer Learning Assessment of administrative practice to identify needs Monthly director meetings Networking & peer support Agenda was self-determined based on assessment data Training on leadership and management Coaching to support program improvement plans Print and electronic resources available

self-determined based on assessment data Training on leadership and

Administrative Practice Improved Results of Kansas City Project Average PAS Scores Beginning End National Overall 2.87 3.47 Item Staff Orientation 2.

9 Administrative Practice Improved Results of Kansas City Project Average PAS Scores Beginning End National Overall Item Staff Orientation Item Supervision and Performance Appraisal Item Internal Communication Item Community Outreach n=23

52 4.26 2.88 Item Supervision and Performance Appraisal 2.74 3.87 3.

10 Can low-intensity supports with peer learning offer an affordable means to improve quality in taking state systems to scale?

11 Better Beginnings Cohort Initiative AState.edu Nichole T. Parks, BPS-ECE July

12 A Conduit for Change Resources Availability of onsite support professionals Fiscal sustainability Quality vs Quantity Resources for programs Sustainability Continuous improvement Changing the culture Collegiality among providers Self-sufficiency asuchildhoodservices.org

for programs Sustainability Continuous improvement Changing the

13 Better Beginnings Regional Cohort Focus Administrators whose facilities participated in the subsidy program Better Beginnings Level I Components 12-month commitment 1 cohort meeting per month Unlimited onsite support from coach Required trainings were provided Identified goals asuchildhoodservices.org

12-month commitment 1 cohort meeting per month Unlimited onsite support

Data Results 42% of participating programs reached Better Beginnings Level I within the first year An additional 27% reached Better Beginnings Level I 3-6 months after the cohorts ended

14 Data Results 42% of participating programs reached Better Beginnings Level I within the first year An additional 27% reached Better Beginnings Level I 3-6 months after the cohorts ended Trends in licensing compliance Ongoing support was vital to continuous growth Family child care providers felt like unwelcome guests Identification of change levers asuchildhoodservices.org

Trends in licensing compliance Ongoing support was vital to continuous growth Family child

15 Better Beginnings Regional Cohorts- Now Focus Empowering leaders of all ECE programs Increase knowledge and awareness Raise leadership competency Components Ongoing commitment Minimum of bi monthly meetings Programs develop individualized improvement plans asuchildhoodservices.org

competency Components Ongoing commitment Minimum of bi monthly

16 Lessons Learned Use data in initial planning and ongoing assessment Adjustments and adaptations are OK There are more questions to be answered Never lose sight of the true goal asuchildhoodservices.org

OK There are more questions to be answered Never

17 Professional Learning Communities in a Technical Assistant Context Kristy Sheffler, Ph.D. Delaware Stars for Early Success

18 Since the Early Learning Challenge, Substantial growth in Delaware Stars Identified Need For Consistent technical assistance Across professionals Across vendor organizations Across geographic regions Differentiated professional development Sustainable method of TA support Delaware Stars Participation Starting Stars Star 2 Star 3 Star 4 Star 5 1

support 600 500 400 300 200 100 0 19 10 12 53 23 27 Delaware Stars Participation 37 70 81 32 26 94 128 160 181 69 46 66 35 73 71 99 118

19 Goals for PLCs in Delaware Stars Share information, experiences, viewpoints between TAs Thoughtful discussion, problem-solving approaches Identify needs of team members Provide differentiated professional development Sustainable format to promote continuous quality improvement 4

approaches Identify needs of team members Provide differentiated

20 Implementation Process Team Formation and Structure TA Workgroup Action Plans Tools and Resources Data Collection Interviews: Concerns-Based Adoption Model Research & Development Center for Teacher Education; University of Texas at Austin Observable Content: Action plans Content of program visit notes 4

Adoption Model Research & Development Center for Teacher Education;

21 Formation & Structure voices heard 5 TA team meetings thus far Results & Lessons Learned Action Plans PROBLEM POSSIBLE SOLUTIONS RESOURCES NEEDED ACTION ITEMS Credentials needing diploma or GED Inform all providers upfront Plan for providers who do not? Information from supervisors regarding providers who will not get GED. Informing all TA s of requirements. with issue Getting new programs to BOQ Sign up for BOQ during visit. TA getting programs going list in TA Handbook None Work on list of to do for new provider in Stars. 4

22 Results & Lessons Learned 5 TA team meetings thus far Action Plans Stages of Concern 1 st Round Interviews (Feb-Mar 2015) 2 nd Round Interviews (May 2015) Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Interview 1 Interview 2 4

23 Questions Results for Full Implementation Engagement/Investment of TAs? What aspects of TA are easiest to influence? Hardest to influence? Aspects of Successful teams? 4

24 References Caine, G., & Caine, R. N. (2010). Strengthening and Enriching Your Professional Learning Community: The Art of Learning Together. Alexandria, Va: ASCD. DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6. Galinsky, E. (2012). Learning communities: An emerging phenomenon. Young Children 67(1), Hipp, K. K., & Huffman, J. B. (Eds.). (2010). Demystifying professional learning communities. School leadership at its best Lanham, MD: Rowman and Littlefield Education. Hord, S. M., & Tobia, E. F. (2012). Reclaiming our teaching profession: The power of educators learning in community. New York: Teachers College Press.

How Schools Can Improve their Functioning as Professional Learning Communities 1. European Conference on Education Research. Helsinki, 27 août 2010

1 How Schools Can Improve their Functioning as Professional Learning Communities 1 European Conference on Education Research Helsinki, 27 août 2010 Martine Leclerc Ph.D., professeure, Université du Québec