So, there are many delivery methods of PBC, but no matter what delivery method or format that you choose of PBC, the key components remain the same across all of those methods. And so, it's all about engaging in and kind of coaching in the context of a collaborative partnership, having the knowledge of those effective teaching practices at the core of the work.
So, you'll see those effective teaching practices in the middle. So, those effective teaching practices are applicable to home visitors who use them to support parents in kind of being their child's first educator, having shared goals and action planning to guide the work. So, we see that's the first component. And then engaging in that focused observation and then using reflection feedback as tools for support and growth for those—for those that are coached.
So, PBC occurs within the context of a collaborative partnership. A collaborative partnership is a safe place where coachees feel free to ask questions, discuss problems, get support, gather feedback, and try new ideas. The partnership develops as the coach asks questions, makes connections, and help education staff feel appreciated. And we're going to kind of focus in on some of those strategies for that to happen today.
And we say a partnership in that relationship because collaborative partnerships are professional in nature, and we know that relationships can take time to develop and will develop, but that, you know, you can't establish a partnership with staff and begin working towards change while you're still getting to know each other.
So, we know that it's great to develop a relationship with coachees. Now, when we say coachees, we're talking about a teacher, home visitor, family child care providers. It is possible to have a partnership without having a close relationship with him or her. And so, remember that's those collaborative partnerships are the foundation of every PBC delivery method, whether using expert coaching, peer coaching, or group coaching, including TLCs, you will work to build a collaborative partnership with people that you coach.
The collaborative partnerships are also the key to success in distance coaching. So, the way you form those partnerships may vary, whether it's Skype calls, text messages, video sharing.
But the partnerships are still critical. And then, you may use some of those other formats, like Skype, text message and video sharing, even if you are doing kind of in-person coaching, as well. So, you can use a variety of strategies there. And also, we want to kind of point out one of the handouts we have available to you.
And again, that's available under the chat box. There's a supporting documents box. And that's the Practice-based Coaching Collaborative Coaching Partnership for more in-depth kind of information about collaborative partnerships. That's just another handout for today. And then also included, we have a Tips for Coaches about establishing collaborative partnerships, as well.
And so, the collaborative coaching partnership is built around kind of three key ideas. And that's that shared understanding—that support and communication. And so, you may wonder if something that comes up, why is having a shared understanding important in the coaching partnership? And so, to feel comfortable about taking risks and trying new ideas, a coachee must understand kind of the process, the coach and coachee must have a shared understanding of the mutual goals that they identify, they make decisions together about the practices that they will address during coaching about how the coaching partnership will progress.
Teachers and coaches have a shared understanding about decision making. They have choices about their goals, their plans, and that process of coaching.
So, that shared understating is so important because, again, it's that collaborative partnership. It's not just a one-sided kind of interaction. And so, the next thing that we look at is, why is support so important in a coaching partnership? And so, the coaches' role is to support the coachees professional goals and to celebrate success.
The coach becomes a resource for the coachee, and encourages, affirms, and helps solve problems. Those collaborative coaching partnerships are not evaluated or judgmental. So, the coaches and the coachees kind of build that rapport and trust with one another through positive support and a shared understanding. And again, those things kind of take time to kind of establish and kind of be a part of that partnership.
And then finally, the collaborative partnership is characterized by that ongoing and frequent communication. So, coachees and coaches make time for one another and they stick to their commitments. That it's a priority that that partnership, that time together is a priority. That they meet regularly, whether that's in person or virtually to create action plans, discuss focused observations, reflection, and feedback, and to plan the next steps.
And then, now, we just want to spend some time discussing strategies to build—to build a supportive collaborative partnership. One of the strategies to use to kind of develop and support that collaborative partnership is developing a coaching contract, or some of you may refer to it as a coaching agreement. So, developing a coaching contract, or agreement, is important in establishing and supporting a collaborative partnership.
A coaching contract is a document that includes statements of coaches and coachees responsibilities and commitments to coaching that is agreed upon and signed by coaching partners. A coaching contract supports accountability, transparency, and consistency between coaching partners.
So, it can be a great tool, and it's within that collaborative partnership. And so, while the coaching contracts can look different across programs, and that is completely the way it should be, there are some things to really, that it must include. And that's the coach and the coachee responsibilities. So, really being clear with both the coach and the coachee that they're both clear within this coaching contract or agreement on, this is what I am going to do and am I responsible for on both sides.
And then it also may include a supervisory, or other kind of personnel responsibilities and commitments. Again, just so everyone is clear on kind of the parameters of that partnership together. And then, again, communication about data sharing and expectations so that no one is kind of surprised on what data and how data are going to be shared and used within the PBC cycle.
And the coaching contract should be signed and agreed by all of the coaching partners and developed or modified by coaching partners together.
And again, the coaching contract is kind of a living document. It's something that can kind of change and be modified as you're moving across your program year, and also, that partnership with that coachee.
So, what do you include in your coaching contracts or agreements? And so, this is where, now we kind of, we want to hear from you. And you can use the chat box to respond. And so, we just want to hear from you.
What are some of the—what are some things that you're including in your coaching contracts or agreements? What's some things that you've found that work well? And I see people are typing.
So, this is the hard part for me is to kind of wait for things to pop up. So, we're going to kind of wait a few minutes. I see Jessie Fisk commitment to, no, commitment to responding, to respecting each other's time. Jessie, that's a great point. Then responsibilities and expectations of the coaching process.
And thank you, Laura, for that. That is so important because if it's written down and everyone knows, there's no surprises and everyone knows what to expect throughout the process. So, that's great, as well. Commitment to meet. That's a great thing as well there. Openness to change in learning. Consistency, Brenda, that's a great one, as well.
Coach and coachee responsibilities. Maria, again, that keeps kind of affirming some of those things that have been listed. Accountability, Nicole, that's great, as well. And great, Tracy, so you have a coaching contract that explains those expectations. That's great, as well.
Maggie, I see you kind of bring up that site supervisor's piece is to make sure that there's a place and a time to meet. So, that's great that you kind of have the site supervisor connected in that way. So, you do have that time and space available. And Brandon, I love how you put in there as a part of it, a part of your coaching contract including actually having it stated in there, being respectful and supportive.
And also, maybe even listing, like, what does that look like? Because now, that can be different, also, kind of depending on culture, and how people communicate.
And again, Maria added, great. You mentioned kind of following a protocol and that's great. But I kind of think of that with the coaching contract in that, you know, it gives people kind of like clear direction and the clear parameters of that partnership and working together. And Crystal, we're so glad that you're here, and glad that you're able to take away maybe some ideas and things to help you in your own practice.
So, thank you for joining us. And Angie, I see you kind of mentioned protected time, and things like being an active listener, offering constructive feedback. I also love, Angie, how you mentioned that piece about being confidential. That's also something important that could be included within that coaching contract because we know that that can be a piece that can make some people a little bit uncomfortable. And Christine, I see you've mentioned kind of maintaining separation in between coaching and performance evaluation.
So, that's also something else that could be included within that coaching contract or agreement that's really important. Crystal, we're so glad you're here, as well. And Julie. So, so glad that we have some newer folks on our webinar today. So again, we've had some really great responses and some great conversation there. So, we thank you for that. And please keep them coming.
I think we are going to kind of move on just a bit and keep our conversation going. But we're going to have plenty of time to kind of chat together via the chat box coming up, as well.
And just kind of thinking about another strategy to kind of build and support that collaborative partnership is to consider how adults learn.
So, as coaches of teachers, home visitors, or family child care providers, it's important to understand how adults learn so that you can build that knowledge into your coaching efforts. So, honoring adult learning styles—honoring adult learning styles can strengthen your partnership efforts as coachees feel respected for how they learn best.
And as a bonus, your coaching will be more effective So, on the screen, there are three adult learning principles. And there are many others included in the resources for this webinar today, but let's just consider how these three adult learning principles apply within the PBC coaching, within your PBC coaching effort.
So, when we think about connecting new information with what they already know, so during the coaching session, it's important to give examples of when and how the coachee demonstrated, like, a targeted practice so they can easily connect it to what he or she was already doing. And so then, also, retaining and implementing new information if it's immediately applied. So, encouraging the coachee to try new strategies as soon as possible after they're introduced.
And then, also, the other principle that we see there on the screen is that that piece of active participation, that adults learn best if they are active participants in the process. So, during the coaching session, be aware of how much you are talking. And remember that this is a collaborative partnership.
So, it's important to be careful to not kind of take over the conversation and encouraging staff to discuss and reflect on their own practice invites them to become active participants in the learning process. So, included in the handouts are a couple of resources with more details about adult learning.
So, adult learning principles is one of the resources that you'll find, again, below the chat box in the supporting documents tab, or the supporting documents box. And so, this is a resource that you can find on the ECLKC, and it outlines six research-based adult learning principles. And these principles could help you establish and support a collaborative partnership. And it's around adult learning theories. And so, this resource kind of improves the quality of teaching and adult education by focusing on improving writing for adult basic education students.
So, TEAL offers resources and strategies to support basic instruction and adult education programs. So, while this resource is specifically kind of geared to and refers to literacy, it can also be used to support a collaborative partnership.
And so, now we want to kind of go back to the chat box, and we want to discuss a little bit, what resources related to adult learning are you already using to support those collaborative partnerships with coachees. So, we want share—we want you to share some of those current strategies. And what's working well? What are you using, kind of related to adult learning within your own coaching work? I see them coming on. Hands-on learning, but them choosing the topics. That's a great strategy, Brenda.
The minute In-service Suites. And that has some great strategies, and also some great practices there, as well. Yeah, so definitely getting the buy-in, Kathy, it's important. Using modeling is important, as well. Reflective coaching, or even strategies for reflective supervision. I see Emily's talking about how she uses video to kind of talk about what went well. So, lots of kind of great ideas.
All are really great. And again, when we're thinking about working with those adult learners, it is really so important to kind of get their buy-in and, like a lot of the resources and things I see kind of mentioned here.
Those are really great. And to again, to kind of remember that it's about connecting some of that new information with what they already know. And then, so Faith, you are using those minute In-service Suites. So, Faith, maybe you're working with staff who have experience with some of the suites.
And it's about maybe not approaching it like this as something brand new, but kind of connecting it to kind of their previous knowledge of the suite.
Or I saw some people even mention, like, class resources. So, that's something else that you can kind of tie in together there. Sandy, I love the question that you have, that just asking, like, what is your best way of learning, and kind of acknowledging that, and realizing that our coachees may learn in a way that's different from us, right?
And so, I'm kind of a very hands-on learner. And so, for me, like, if you can show me how to do it and I can see it, then I want to be able to kind of play around with it and do something myself. And other people, they prefer to just kind of have the directions given to them, and have things kind of fully explained.
And so, I think that that's a great point, as well. Maggie, I love that you put relating my past experiences and learning experiences to theirs.
And so, that's a great point, as well, just kind of relating to your own past experiences to your—to your coachees. That's a great way to kind of build that collaborative partnership. And Sandra, yeah, many times as coachees, we all appreciate just kind of that hands-on modeling of this is what it looks like. So, that's another great strategy, as well. Kind of what are your learning types, and there's some great resources out there about, you know, kind of learning styles, and what that is, and what that looks like.
So, there's some great little tests and things available that you can use to kind of identify your own learning style and those of your coachees. And Brandon, I love that you just put listening. Because sometimes that is just as important. Just listening. So, I see that we still have some typing coming in, so we're going to kind of—we're going to move on just a bit, but we're also going to kind of keep an eye on the chat box, as well.
And so, our next strategy to kind of build that collaborative partnership is just getting to know coachees. And getting to know more about them. What interests them? Kind of what their experience and the expertise that they bring to the, kind of what they bring to the table.
And things like, what is their schedule? Coaching should fit into a staff's schedule and not be an inconvenience. So like, an example could be a teacher may prefer to meet at lunchtime because she needs to leave immediately after school to be home when her children get out of school. So, that's something to consider. Like, what time works best for them?
And to be as sensitive as possible to that. And then, what is their style? And that came up quite a bit in the chat box, as well. That it's good to observe before you begin coaching to become familiar with how education staff interact with the children, how their classroom is organized.
So, be sure to let staff know if and when you plan to visit. And that it's not to evaluate. That it's not tied to evaluation at all.
So, it's just for you to become kind of acclimated to their learning environment. And so, that's a great way to kind of start things off. You know, it's just, "We're just coming in just to kind of get to know you, get to know—to know your space.
So, it may be helpful to use, like, a learning styles assessment to identify and discuss individual learning styles. So, this could be helpful in identifying whether individual or group coaching is preferred, and which matches an individual's learning style best. And so again, there's a lot of those available online. But those could be helpful just to kind of help start to have that conversation.
And then, coaching history. You know, has that education staff, have they participated in coaching before? Has that home visitor been a part of a coaching initiative before? Have they had a coach before? How did it work? Was it a positive experience for them? What would have made it better? Just sometimes asking some of those questions. So, there are many types of coaches and many methods for coaching, so be sure to kind of clearly explain, like, what your role as a coach will be.
And also, to kind of explain, if there have been other, kind of coaching models and formats within a program, to kind of explain to them how PBC differs from past coaching experiences that staff may have had.
So kind of So, everyone has a clear understanding of what PBC is and what that means as far as that collaborative partnership.
And then, also, personal stories. New babies, family events. Just to kind of show interest and make that connection. So, across all coaching delivery options, whether it's individual, or group, or in-person, or virtual. So, telling staff about yourself and asking about them helps to develop connections and to better understand one another.
So, finding common ground is the basis for all relationships. And we know that trust starts with knowing about other people and just caring about who they are as a person. That that really kind of goes a long way. And then another strategy for kind of building that collaborative coaching partnership, is thinking about coaching and culture. So, culture is an important part of who we are. So, it seems likely, then, in something as personal as coaching, cultural considerations will be important to kind of ensure a strong collaborative partnership.
So, for example, if we have cultural preferences or experiences that influence our own communication style, and our coachee has a different communication style preference, then that can get in the way of building a partnership or establishing a trusting relationship. So, most importantly, we don't want cultural bias to get in the way of coaching, or we really won't be able to be an objective coach.
So, on this slide we see some ideas about how to be mindful of this in our coaching work. And so, thinking about cultural sensitivities, so considering how your behavior may influence your interactions, what a staff's response to your actions may mean, and what you can learn from that person or group that you're working with. So, just to realize kind of that my own behavior, that my own actions, like, how could that be kind of perceived by that person that I am coaching?
And being clear in communication. And then the other thing to kind of think about is building those trusting relationships. So, look for information on the context that sustain and give meaning to staff's values, and beliefs, and behaviors, as compared to the context with which you are kind of, like, assessing the situation to realize that not everyone thinks the same, that we all come from these very diverse backgrounds.
And that's a great thing, and just to be aware and sensitive to those. And then, also, just addressing diversity issues. So, how does culture influence what happens in a classroom? Or how does culture influence what happens during a home visit or a socialization? So, culture may come into play when coaching staff. So, caring for young children is rooted in culture. Conflict, discomfort can stem from varying approaches. So, we really need to kind of address the diversity issues that are there, and just kind of be aware of those and how, kind of how to approach those things.
And so, what are some of your ideas and experiences related to the influence of culture on the coaching relationship, or that coaching partnership? And how have you addressed those things? What are some of the things that you do to kind of be sure that you're being, kind of, culturally and linguistically responsive within the context of that coaching partnership?
Asking a lot of questions. Different age groups is something to be aware of. I think that's a great point, Diane, as well, because that could, that—that definitely kind of can—can affect and kind of have something to do with that culture piece, as well. Asking reflective questions. Sarah: Oh, no, that's fine. I noticed one response that was great. Frequently checking in to see if your approach in communication is working for the coachee. So, actually just continuing to check in with that is great.
Oh, I like what Tabatha says. She says she uses some words of the culture as an icebreaker, like, that might be represented in the culture. So, that's a neat way to incorporate culture.
Joyce: Yeah, and I love Trevor mentioned, kind of proximity. He said, kind of as a male, proximity. I'd say that's a great point. I would just think that proximity in general is something great to consider, because kind of personal space definitely can be influenced by culture.
Sarah: Mm-hmm. I also like that there's a response to say, making sure the contracts and resources in your paperwork are offered in the primary language. That's so important. And to even just inquire about teachers' visions and beliefs so that you can know more about your coachees, and how they might handle certain scenarios. I love this. When you're going on home visits, being present and really listening to when you're in the household.
Listening is so important. Sometimes we get carried away with trying to just provide information that we forget that listening is so important. People just need to be heard sometimes. Understanding cultural norms. Because what we might—what we might feel might not be something that we're used to, culturally.
It might be something that's totally a norm in someone else's culture. Oh, this is great. So, Maria says that she started coaching at a new site where the majority of children, and families, and teachers are Asian. And what she does first is an introduction letter about herself, and asks the teachers to introduce themselves and talk about what they'd like to share. That's so great. Really starting—starting that partnership great off in the beginning. So, we see that about a third — a little over 30 percent — have been a TLC facilitator less than a year, and then we have some that have been About 18 percent that have been a TLC facilitator for one to two years, and then about 21 percent two to four years, and then we have about four and a half percent that have been a facilitator for five or more years, and so shout-out to our veterans there, and then we have about 23 percent that are not TLC facilitators, and so we want to thank each and every one of you for joining us today.
I'm so glad to see kind of the different experiences and the levels of experience here, so going to make for a great conversation today. And I will just say I noticed in the group chat, in Region Four, they're actually having a TLC training, and they're closing out their training with us today, so thank you for joining us all the way from Region Four, and we look forward to hearing from you guys.
And then the next question is, we wanted to know, and again, using the poll feature, have you attended a TLC facilitator training? And so, that's just a yes or a no, and I know we've got several people that are going to click yes already. Some of that training is happening now.
We're going to give you just a couple of minutes there. And the poll feature should pop up here where you have the option to answer yes or no.
So, give it maybe just another couple more seconds. And we have about 46 percent that say yes, that they've attended a TLC facilitator training, and we have a little bit over 50 percent — 53 percent — who say that they have not attended a TLC facilitator training.
I just want to say that that's OK. We're glad that we have such a mixed crowd here, and again, it's just about having this conversation and learning from each other, so thank you for that.
That helps us and gives us a little bit more background on who's joining us today. So Vicky, take it away. Vicky Greening: Thanks, Joyce. I appreciate the experts, I think, but I think it looks like we have a lot of experts joining us today, people who have been doing this for a while, have been through the training, I'm sure are going to have a lot of experiences to share with it. We do want to start out just by briefly identifying what the TLC process is and what are the components that make up that process.
So, the first three TLC group sessions are really introductory. They introduce participants to what a TLC is, gets them some time to get an understanding of what we're going to be doing in these TLC groups. The KNOW plan — do, reflect, and see process — then actually begins in session four.
When we start session four, our participants start by learning a new set of practices. That's the KNOW piece, and we use resources that are related to effective practices. After the KNOW piece, the participants plan on how they're going to implement whatever the new practice was that they got in that KNOW piece that meets their needs — so it's individualized to each participant. Participants will learn to plan out exactly how they intend to implement these strategies with their own unique children and families, in their own unique settings, whether it's a group setting or during a home visit or during a group socialization.
Once participants have their plan, they go back to their own setting and implement that plan. They take a video of themselves doing that. They take the time to watch the video and reflect upon what they feel went well for them and what they might like to change. That's the do piece of this process. Then when the next TLC group session happens, which is usually about two weeks later, the participants reflect with their peers in that group as to how their implementation of their plan went for them and what they feel the next steps might be.
Each session, one participant brings a segment of their video to share with their other colleagues in the group and get feedback from that group. This is the see part of the process. The process then starts all over again with a new KNOW piece to expand the knowledge about effective practices. Each session is approximately 90 minutes in length and generally occurs about every two weeks.
When we look at the graphic there, that gives you another representation of what that process looks like and how it flows. As you can see, there's one of the do pieces done in your own setting.
Here are just some other process highlights that we want to talk about. So, first of all, "who? Generally, they have a bachelor's degree, which then meets the requirements for the Head Start Program Performance Standards for intensive coaching.
And there are usually somewhere between six to eight education staff that are the participants in the group. The "when" is that minute long TLC session we just reviewed and occurs generally every two weeks for somewhere around six to eight months, or basically a program year. The "what" piece is new content that's related to the effective practices of your unique setting.
It's supportive of discussion, and it uses reflective video-watching, not only the one participant who brought a video, but also the KNOW piece generally contains some videos.
When we talk about what makes TLCs effective, we talk about that safe environment. It's not evaluative. It is not intended to be part of the review of a person's work. It is totally supportive. It's a time to bring both successes and challenges. We learn from sharing both of these with our colleagues in our TLC group. The practices that will be part of the KNOW piece and part of the plans that participants make are linked to their own context.
In other words, it matches their needs and in their setting, whether it's a group setting or a home visiting or socialization piece. The TLCs are designed to help us see the connection between those effective practices and the child outcomes.
It's important to understand the positive outcomes for children and families are the one thing we're supporting in TLCs. There's a big piece of constructive reflection in TLCs, both what participants do in their own setting after they have looked at their video, But, as well as what is shared in the group setting itself and feedback there.
Where do we find those effective practices? There are a lot of different locations for them, depending upon the setting, whether it's a group setting or the home visiting practices. And while we know that many of you currently work with and are very familiar with the practices observed using the CLASS pre-K tool, we also want to share some other sources that focus on home visitors, as well as resources that kind of outline practices to support children's social and emotional development.
There are many of them that can be drawn upon, and this slide just shows some of the examples that can be used. When we look at the Head Start and Early Head Start Relationship-Based Competencies, that has examples of effective practices that support teacher-parent relationships. The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children outlines effective practices that support social and emotional development, and then the DLLPA is a source for effective practices that support dual language learners.
There are probably some others. There are the effective practice guides and some others that you can also look at for more information on this. And now we're going to turn it over to Melisa, who is going to have some more questions for you to participate with us in this.
Melisa Jaen: Thank you, Vicky. So, we want to take a moment and hear from you if you could share one positive effect you have seen due to all or all the pieces of the TLC process, which Vicky just reviewed with us, what would it be? So, what are some of the benefits, positive things you've experienced by having all the pieces of the TLC process in play?
There's a lag time there. I'll also be monitoring the chat just in case we get some of those responses in there. So again, if you can share one experience that has been positive for you, what would that be? Joyce: Leticia says that, you know, just the positive relationship with staff and team both for children, something she just shared in the group chat.
Melisa: Thank you. We also see some responses coming in. So, "Intentional conversations and collaboration. Barbara is saying, "Reflections of one's practice, interfaith environments. Hi, Nick, saying, "Collaborative and sharing experiences with colleagues. And Shanna saying, "Being able to" They're coming a little faster.
Joyce: Yeah, I see just a lot of references about just building confidence. Like Crystal, she said, "More confidence in participants," and for her, it's been especially true with teacher assistants. Some of the common words and themes would just be, like, collaborative partnership-building, relationship-building, confidence, opportunities for reflection.
Diana, she shared, "The staff meeting, open to growth. Yeah, no, definitely have some great responses here. And so, yes, we do have, as we see from the chat, a lot of great benefits and positives when we have all the TLC processes in place.
So with that, I will hand it over to Vicky who will share what it takes for the TLCs to be effective and successful. Vicky: Thanks, Melisa. I think one of the most important things is that the TLCs do require some planning from the team that's going to be doing them as well as those who are going to support a TLC.
It's really important to the effectiveness of a TLC that there is a good, solid written plan. There are some other pieces that can kind of come into that on an ongoing basis. Reflecting on where your program was last year. What were the needs that were identified?
What might be ongoing needs? Most programs have found it very helpful to set the calendar for at least half of the year, if not the full year. It's been found that if it's not calendared early on, somehow things can push it off, push it out, and we don't really get the effectiveness we want with that every-two-week-type piece.
Another is, decide ahead of time, what is the big overall focus area that you want your TLC groups to be working on this year? And that requires a little bit of a look at data, and we're going to look at that, too, in a minute. But determining, what were the needs that staff identified themselves? What did you data-identify? What did you learn from last year?
And then, of course, you want to be really solid in that first meeting. Remember, the first three meetings of a TLC are introductory. It's kind of where you're going to be laying the groundwork for the rest of it, so making all the participants comfortable with that process, understanding that process, understanding their roles and your roles as a facilitator.
And then last but not least is deciding, are you going to use some kind of a participant needs assessment? Whether you want to look at it at the beginning of the year, look at it on an ongoing basis, those are all some program decisions that need to be made prior to the start of a TLC. I'm sure all of you have some other ideas, and we will see if we can find some time to take a look at those to share because those of you who have been doing this for more than one year I'm sure have already addressed some of these issues.
Preparation for a TLC facilitator is critical. The more planning they can do, the more organizational pieces that they can put in place ahead of time is critical to them being able to be successful as a facilitator, as well as making those TLC groups run smoothly.
The first piece is that video equipment. Everyone is expected to video every two weeks, so therefore, everyone must have access to a methodology for that. As you know, with the electronics that are out there now, there are lots of options for doing that, but each program needs to determine, what will work best for our participants in a TLC?
The second is preparing the forms that you're going to use. You'll find most of the forms in the first three sections of a TLC group. They can be planning forms, information forms, handouts you might want to give, as well as that needs assessment that we talked a little bit about before.
The more you can preprint, the less you're going to have to do on an ongoing basis. Communicating with participants. Once you know who your participants are, beginning that communication and relationship-building with them, letting them know, when does the TLC start? Where are we meeting? All of that information can help pull everything together.
Next, you want to talk about, what are those KNOW pieces going to be for your group? We talked about in terms of the planning piece, having some focus areas. What has the data shown to a program is needed. What have staff assessments shown their interests are? That helps a facilitator begin to have some plans for the KNOW topics that are going to be used in those groups, and therefore to locate the resources, make any copies that are necessary for those KNOW pieces as well.
There's a lot of time-saving that needs to happen from the planning piece, as well as from the preparation piece in order that the facilitator can really have the ability to have the time to run the TLC group itself without feeling at all stressed about that. This is something we hear a lot that is critically important for so many reasons. First of all, this is a minute session. We want to start on time, and we want to end on time. That helps to honor the times of those participants who have agreed to participate in this.
You need to start on time and end on time. How you keep the time is individualized to how you like to do that. You need to be aware of how much time you're going to need for the reflection piece, for an individual showing their own video and allowing for feedback. In addition to that, each minute session has a KNOW piece. You need to have a sense of how much time is going to be required to adequately allow for discussion, videos to be shown and those kinds of things. By having a calendar published early so that it's set for the first half or possibly the whole year if possible, it can really help you look out for scheduling conflicts ahead of time.
It's very helpful for the participants, as well, so that they can make their plans to ensure they can be there, whether that requires a substitute for them to attend or whether it just requires scheduling and blocking that time off themselves. You as a facilitator need to find some time and some methodology to be able to network with other facilitators to talk about successes and challenges.
That can be within your own program, or it can be across programs. There are many opportunities to set up some online connections, and Joyce is going to share some of those with you at the end to help you see what the possibilities are to be able to network. It is so helpful to talk to other facilitators, especially, we think, in a mixed group like we have today where we have some pretty much brand-new ones and some who've been doing it for five years or more. I also wanted to talk a little bit about the data.
Data is very important to so much of what we do. The decision needs to be made up-front, what kind of data do you want to collect? What do you anticipate that data being able to show you? It can be attendance data. It can be goal-setting data. It can be goal-achieved data. It can be staff satisfaction surveys. Any of those kind of pieces of data can be directly gotten from a TLC.
You can also use other data such as class, your child outcomes data. Any other quality measures that you are using can also help correlate what's going on in a TLC.
It's important to have that data on an ongoing basis, so if you have some of that from last year, now is a good time to look at it in preparation for this year, but also reviewing it at mid-year to see if there are any mid- year courses that need to be corrected a little bit.
Are there attendance challenges? Are there some problems with planning and executing and videoing? Being aware of that at mid-year can help you figure out what support is needed and where so that by the end of the year, they will all have had a chance to be successful.
When you look at your data at the end of the year, figuring out, did you get the answers to what you wanted? Did you capture data on what was important to you as a TLC facilitator, and did it support your programs? It also helps to identify where more support might be needed.
That attendance data piece I think is a critical one to be able to figure out, are there patterns of missed attendance? Are there patterns where the attendance has been excellent? Can you identify what the challenges are for those participants who are having a hard time getting to the TLCs on a regular basis, because regularity is probably one of the most important things in order to have participants feel successful, setting those goals, writing those plans, videoing them and being successful at it.
We know that success breeds success, but it's not going to happen if we can't have them there regularly. So, those are just some of the prep things that need to go on for planning and preparation, the data piece to think about ahead of time, as well as how to use it on an ongoing basis. So, now Melisa has just another way for you to help participate with us in looking at all of this. Melisa: Thank you, Vicky. So, we want to hear from you. We want to take this opportunity to ask you to share one tip or trick that you have used in one of these areas — the planning, preparing, scheduling or with data — and also share one challenge that you have encountered in these areas as well.
I have some responses coming in. Joyce: Hey, Melisa. While we're waiting for that, I was just Melisa: Thank you, Joyce. So, we have a response come through. We have Deborah, who's sharing her trick of meeting twice a month face-to-face. Leticia is sharing that she uses Outlook Calendar to set time and reminders to meet. Definitely another good tip. We have Crystal, who is sharing that she put Sorry, this kind of went down. She says I'm going to go ahead and go to Diane.
These are going so fast, Joyce. So, let me try again. So, we have a response from Anna who says that she plans. She likes to ask teachers where they think — where they think they might need the most help. Crystal is sharing the challenge in finding the KNOW contents for the home visitors. And then, we have Jesse who's sharing the challenge in keeping and being able to have substitutes that he could use to pull teachers out.
Definitely a lot of great responses. We have Anna who says she has time to plan, so that's a challenge. A tip from Mary, "Always be prepared ahead of time," definitely. As we had Vicky share, preparation is definitely key. Kim shared with us that the challenge she has is to get them to remember to video. So yes, I see a lot of that, those challenges from other participants having other folks video and share. So, we have a tip here from Kim that she's setting up monthly, face-to-face to share video for plan.
So, I'm going to read a couple more and move on. It's a great place to start," so that is Kelly who's sharing that — that is a tip where she usually starts.
We have Mary. I think I already read that, "Always be prepared ahead of time.
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