Making it Happen

							Staff Development
Strategies to Support Integration of
       Natural Environments
       into Program Practices
    Consider how you would answer
          these questions….
• How many staff can you supervise?
• How do you define “supervision”?
• How do you collaborate with others?
• What outcomes do your “supervision” activities
  achieve?
• How do you use “supervision” to:
    –   Focus program vision?
    –   Further program implementation initiatives?
    –   Develop skills with other staff?
    –   Monitor program compliance?
    –   Continue your professional development?
                 What if…
• Supervision focused on staff development?
• Supervisors saw themselves as facilitators,
  guides, mediators, coaches, mentors, and
  LEARNERS in a reciprocal process?
• A learning environment was established that
  encouraged resource and information sharing,
  continuous learning, risk-taking and support?
• Staff development was systematic, supportive of
  all members, prioritized and individualized?
               L.E.A.D. Model
•   Lead with a clear purpose
•   Empower to participate
•   Aim for consensus
•   Direct the process
               Teaching others
                 to teach others
• Technical
  – Knowledge of strategies
  – Expectations
  – Incentives
• Cultural
  – Importance of leadership development
  – Employ potential leaders
• Political
  – Decentralized and shared decision-making
  – Advancement based on teaching others
    Models of Coaching/Mentoring
•   Business
•   Executive
•   Educational
•   Social Service
•   Medical, and of course
•   Sports!
•   Recent applications with EI based on
    Educational Teams with Medical components
             Contrasting Models
• Supervision         • Coaching
   –   Expert model     –   Collaborative
   –   Directive        –   Interactive
   –   Top down         –   Reciprocal
   –   Monitor          –   Increase implementation
   –   Evaluate         –   Share
   –   Test             –   Reflective practice
   –   Compliance       –   Fulfill potential
               Why Coach?
• Develops skills at both individual staff and
  program levels
• Increases number of team members with the
  vision and the capacity to lead
• Develops trust and confidence between team
  members and supervisors
• Enhances the confidence and competence of
  team to “consult” effectively with families
           Coaches and Mentors
• Offers knowledge and          • Knowledgeable in at least
  skills in multiple areas of     one area of program to
  program to be developed         be developed
• Has program level             • May be a peer or team
  responsibilities                member
• Coaching is part of job       • Mentoring is voluntary,
  description supported by        based on skills, and
  time and resources              supported by time and
• Effective coaching              resources to increase
  results in mentors              effectiveness
Coaching and Mentoring for FC-NE
• Traditional definitions do not apply easily…
• Strategies for adaptations and applications
   – Coaches can be identified for each team and family or agency
     with contracts
   – Coaches can receive “in house” training on program
     implementation plan- a modified “training for trainers”
   – Coach can work with a family and team to develop skills
     sequentially
   – As skills are implemented, team members can “mentor” other
     team members and families systematically
   – BUT…
    Coaching and Mentoring cont.
• SOMEONE must monitor fidelity of
  implementation…. AND
• Provide support and resources to coach
• Give feedback to new mentors
• Encourage team members with mentors to participate
• Focus implementation plan toward achievable
  outcomes
• Agree on performance standards so team has a
  measurement level for accountability
Use SMART in Coaching/Mentoring
•   Specific     • A jointly identified goal
•   Measurable   • A standard to assess
•   Achievable     accomplishment
•   Relevant     • Realistic sequence of
•   Timed          steps
                 • Important for family,
                   child and provider
                 • Reasonable timelines
                Use a situational
                “teaching” model


•   Directing – Let me explain exactly what I need
•   Coaching – Tell me what you think about this
•   Supporting – What do you suggest
•   Delegating – Let me know if you need help
               Give FAST feedback

•   Frequent
•   Accurate
•   Specific
•   Timely
        Handle conflict with style
     (the right one for the situation!)
•   Competing
•   Collaborating
•   Accommodating
•   Avoiding
•   Compromising
 Virtual Coaching and Mentoring
• E-mail messages


• Conference calls/Voice mail messages



• Family notebooks
 Can We Coach Providers to Family
       Centered Services?
• Yes… and we should.
• Coaching principles can be applied to:
  –    consulting with families…
  –    identifying preferred routines and activities
  –    using problem solving skills with families…
  –    engaging family members in assessment and
      intervention
• Coaching alone won’t change attitudes about
  families
           Do we coach parents?
• Some NE models advocate this approach….
• Advantages:
   – An empirical base exists that adults learn through coaching
     from other adults
   – Strategies for implementation and measurement of
     effectiveness exist
• Disadvantages:
   – A professionally driven, expert model, is not clearly
     congruent with family centered services
   – Having a child with a disability is not a “game” or a
     competitive sport