BIRTH TO 3 ARRA INITIATIVE

1

State of Wisconsin“Preparing Mentors

Project”

OUTCOMES FOR TODAY2

• One state’s approach to recruiting and supporting a cohort of peer mentors through a “Preparing Mentors” Program to Increase the  implementation of evidence-

based practices Build a sustainable professional development

approach that leads to practice changes

• Perspectives of  “preparing mentors” abouttheir experiences

•  Time for questions and sharing among your T& TA peers

PROFESSIONAL DEVELOPMENT PARADIGM: Crossing Borders

3

Parallel processes across the system in rolling out evidence-based practices Support to the Wisconsin T&TA Network for full year

(Our “Border Guides” for “Crossing Borders”) Support to the County Birth to 3 Leaders and Teams

for full year, from the “Border Guides” Support to the “Preparing Mentors” for full year

Sustained through ongoing networking opportunities

4

Wisconsin

Professional

Development

Model

1.

2.

1. Steps

2. Training

3. Improvement Process

Key Components5

LEADERSHIP AND TEAM COMMITMENT

INFORMATION SHARING

ONGOING SUPPORT

TIME TO PRACTICE

OPPORTUNITIES TO REFLECT

POLL: Your Thoughts, Please!6

Which element are you most proud of as you integrate your state’s training and technical assistance approaches?

LEADERSHIP AND TEAM COMMITMENT

INFORMATION SHARING

ONGOING SUPPORT

TIME TO PRACTICE

OPPORTUNITIES TO REFLECT

Relationship-Based Early Intervention in Natural Environments Using Evidence-Based Practices

7

Wisconsin Birth to 3 Program “Crossing Borders” Initiative: Part C ARRA Funded

Partners: Waisman Center: Carol Noddings Eichinger, Linda

Tuchman, Elizabeth Wahl Wisconsin Department of Health Services: Darsell

Johns, Dana Romary, Sarah Kate Johnson, and Lori Wittemann

RESource: Michelle Davies and RESource Facilitators

County Consortia Leadership Teams and local EI Teams

“Crossing Borders Initiative”Relationship-Based Early Intervention in Natural Environments Using Evidence-Based-Practices.

8

Invited 2 or more more county Birth to 3 programs to join together as a consortium

Collaborate in the development of an application for ARRA funding.

Teams to examine: current practices and principles evidence that guide those practices

Explore enhancements Reflect on the process

Key Points to Know About This Initiative

9

Birth to 3 Quality Improvement Initiative

“Crossing Borders” metaphor crosses disciplines crosses counties crosses systems crosses topics

Sharing expertise and resources related to working with very young children and their families

Topics Consortia are Exploring10

Community Outreach for Child Find and Referral

Intake and First Contacts with Families

Service Coordination Evaluation and Eligibility IFSP Development

Additional Topics11

Provision of Supports, Services and Resources, including Ongoing Assessment

Transitions Social/Emotional DevelopmentInfant Mental HealthNatural learning environments practices, a

primary coach approach to teaming, and a coaching interaction style to build the capacity of the adult learner

POLL: Your Thoughts, Please!12

Which of these does your state prioritize as the most important for professional development? Natural Learning Opportunities & Primary Coach

Approach to Teaming Child Find- Outreach, Dev. Screening & Referral Low Incidence -Early Hearing Detection and

Intervention Service Coordination Social Emotional Development/Infant Mental

Health Transitions Other?

13

http://www.waisman.wisc.edu/earlyint/evntindx.html

So, what’s happening….14

Many county teams are increasing use of teaming and coaching practices to build the capacity of parents and caregivers to promote child development

Systems are in place to ensure sustainability, including the utilization of Plan-Do-Study-Act Rapid Cycle Change Process

“Preparing Mentors” Project is a part of the Crossing Borders Initiative

Project Intentions for “Preparing Mentors”

15

Build a sustainable capacity for leader to leader (and peer to peer) mentoring

Support relationship-based early intervention in natural environments using evidence-based practices.

Connect expertise across county borders and across areas of expertise.

Publicize a list of “Practicing Mentors” at the end of the ARRA initiative period

Introduction: “Preparing Mentors Project”

16

“Preparing Mentors”Commitments

17

“Preparing Mentors”18

Nine of the mentors are investigating the evidence based practices of coaching and a primary coach approach to teaming presented by national experts, M’Lisa Shelden, PT, Ph.D and Dathan Rush, Ed.D.

Disciplines represented include SLP, OT, PT, EC Special Educators, Service Coordinators, Social Workers, Administration

Other topics under investigation by mentors

19

Support to Milwaukee via creation of a website and DVD for Birth to 3, and a peer to peer model of support for program managers.

Physician Outreach Materials/Packets and a Physician Liaison model.

Data collection strategies for an informed referral network and “Child Find Efforts that Work”.

Mentor Topics20

Community Plan to promote the social and emotional well being of young children.

Use of videotape in Birth to 3 environments, including use of digital camera, edit and archive processes.

Creation of video vignettes demonstrating coaching sessions with families, joint visits, and team meeting dialogues.

Mentor Topics21

Mentoring for professionals serving children who are deaf and hard of hearing and their families.

Use of the Social and Emotional Foundation of Early Learning (SEFEL) Pyramid Model materials and Parent Modules within Birth to 3 with families.

Birth to 3 Waiver funding and Third Party Billing Administration (TPA) impact on funding

22

http://www.waisman.wisc.edu/earlyint/evntindx.html

Preparation of Mentors23

Orientation to role of a peer mentorOngoing monthly check-in callsMentoring of MentorsLinked to a Border Guide for support and

“mentoring” as an apprenticeOngoing access to professional development

opportunities throughout year

What is a mentor?24

“Mentoring refers to a developmental relationship between a more experienced mentor and a less experienced partner, or mentee. Through regular interactions (face-to-face, on the phone or via email), the mentee relies on the mentor’s guidance to gain skills, perspective and experience.

Quote from Menttium website—an organization supporting global business community professional development

Principles of Adult Learning as pioneered by Malcom Knowles

25

Adults are autonomous and self-directed. They need to be free to direct themselves.

Adults have accumulated a foundation of life experiences and knowledge and need to connect learning to this knowledge and experience base.

Adults are goal-oriented.Adults are relevancy-oriented.Adults are practical.As do all learners, adults need to be shown

respect. Available at

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

Mentors were asked: Considering these elements of adult learning….26

Choose one or two of the components that resonated with you

How do you anticipate “articulating” that in your topic area as a mentor?

How will you use that in your role as mentor?Are there any qualities that you may find

difficult to consider in your role? Let’s take a moment to reflect and share…

Role of Reflection…. Use of Reflective Questions in Coaching

27

Awareness

Analysis

Alternatives

Action

A Framework for Reflective Questioning When Using a Coaching Interaction Style (September 2008 by Dathan D. Rush, M’Lisa L. Shelden and Melinda Raab )

http://fippcase.org/ and http://fippcase.org/casetools/casetool_vol4_no1.pdf

Words from Rebecca Shahmoon Shanok, LCSW, PhD on reflective supervision(1991)

28

The experience of good supervision is like finding a fellow-traveler on a challenging journey, a companion worthy of trust who has visited similar destinations. This fellow traveler knows many routes to our goal but is open to discovering a different path, a path we will walk together, often with me in the lead, except when I miss the flowers to smell, or when I stumble or can’t find my way. Then the supervisor is there to guide, even to prod a little, to bolster my courage and to help me regain my footing and focus, to help me find my strength.

Wise Words from Dr. Joshua Sparrow Brazelton Touchpoints Center

29

“Professional development is also understood to involve periods of disorganization succeeded by reorganization. Like human development, professional development also requires a relational dimension which provides the reassurance and encouragement for learners to risk questioning their current ways of doing things, and to dare to enhance them.”

Taken from Aligning Systems of Care with the Relational Imperative of Development: Building Community through Collaborative Consultation (J. Sparrow, 2009)

Mentors were asked….30

What might you extrapolate from Dr. Sparrow’s or Rebecca Shahmoon Shanok’s quote……how might we apply that to the respectful journey of a mentor traveling with/guiding another individual or “group” through navigating a change in practice or change in thinking?

How might this impact the way you think about your role as mentor?

What other supports might you need?

Our impact31

“If you could only sense how important you are to the lives of those you meet; how important you can be to the people you may never even dream of. There is something of yourself that you leave at every meeting with another person.”

( quote from The World According to Mister Rogers)

Poll: What are YOUR thoughts?32

Your advice, please: What do you see as the most promising for us in sustaining the “Preparing Mentors”?Ongoing individualized supportPeriodic networking among mentorsEmbed mentors into ongoing PDBlog or other social networking

Comments from “Preparing Mentors”33

Why did you want to become a Mentor?

What has helped you work in this new capacity?

What do you anticipate as an outcome of this new work?

WHAT’S ON YOUR MIND?

34

Comments, Questions and Discussion

Thank You35

Contact Us: Carol Noddings Eichinger

eichinger@waisman.wisc.edu 608-890-0144

Linda Tuchman-Ginsberg tuchman@waisman.wisc.edu 608-263-6467

Michelle Davies daviesm@cesa5.k12.wi.us 608-742-8811