计划支持

"Alone we can do so little; together we can do so much."- Helen Keller

程序管理员和T＆CS位于要求他们与众多员工和家庭互动的职位。他们的工作计划可以包括各种任务，并且可以容易地被儿童护理程序中的所有活动部件变得不堪。当有很多要注意的时候，很难关注工作的部分，这对创造和维护儿童，青年及其家人的高质量计划产生了最大的影响。本课程通过促进计划范围和个人的增长，为创建高质量计划提供贡献的方法。

招聘的重要性

T＆CS和计划管理员是儿童和青少年计划中公认的领导团队。他们的角色是支持工作人员每天与儿童，青年和家庭表演的持续工作。计划人员可能有一个课堂上发生的事情，但领导团队有责任监督该计划各个方面的质量。有很多方法可以提供持续质量改进的计划支持，但最有影响力的是招聘和保留特殊的工作人员。儿童和青少年的护理和教育计划中最大的预算线始终是工作人员，该计划的心灵和灵魂。虽然招聘主要是计划管理员的责任，但可能会要求您提供候选人的投入，特别是因为它与他们目前的能力水平有关，并且感知到培养其实践和接受教练的开放性。当雇用新的工作人员时，您将成为支持的重要组成部分，因为他们熟悉计划程序，政策和实践。

为所有员工创造一个欢迎的工作场所

T&Cs and program administrators are responsible for acclimating new staff to the program and helping all staff succeed in their jobs. Intentionally welcoming new staff when they join the program may influence their desire to remain employed in the program. A new staff orientation, as well as training and coaching, may eliminate future problems where a staff member is unsure of a program rule or procedure. In addition, some of the benefits of a new staff orientation, and a training and coaching process, is that you can highlight from the start, and continually reinforce, your program’s goals, missions, and objectives for serving children, youth and families. These experiences also offer time and structure for you to create trust and professional partnerships that support high-quality care. Staff members know from the beginning that you are there to support their professional development, and that asking questions, seeking support, and learning together is encouraged. Your program may have an excellent formal orientation process for new staff, but you may additionally want to create opportunities to orient new staff within your particular setting. Each workplace has its own culture or way of doing things. These practices help new staff feel like part of the team when they are welcomed and invited to be a part of a workplace’s culture.

以下是欢迎新员工的一些建议：

• Have current staff create a list of "Things I Wish I Knew When I Started Working Here." Include it in orientation activities and add it to the staff handbook. Include humorous examples (laughter is a great ice-breaker).
• T&Cs and program administrators should intentionally schedule brief check-ins with new staff members to make sure all is going well. T&Cs should provide supportive feedback and help new staff members celebrate successes, as well as provide additional information and clarification of policies or procedures.
• 向孩子们介绍的家庭，向孩子们介绍新的工作人员。这有助于他们了解支持家庭的重要性，除了提供儿童保育。
• 分配一个经验丰富的工作人员是一个导师the new staff member. Think carefully about this assignment and personally ask staff members if they would be willing to take on this leadership role.
• Leave a brief, descriptive note in the new employee's mailbox describing something you saw them doing well (e.g., "I saw how excited Juan was to see you when you came in this morning, and how happily you greeted one another. I can tell the children and families are beginning to develop strong relationships with you."). Encourage them as they learn their new job responsibilities. Everyone needs recognition from a coach or supervisor, but especially when starting a job in a new setting.
• 通过新员工的许可，通过程序通讯文章或图片网站或Facebook页面简要介绍他们对家庭的介绍。

Watch the video below to hear how staff members create a welcoming and supportive environment for fellow staff members.

计划管理：方案支持

Collaborative Goal Setting

作为培训和课程专家，您的职责是帮助直接护理人员使用可用资源和基于关系的支持来增长他们的知识和实践。教练是您使用的基于关系的策略集，通过共享决策来建立他人的能力。教练与评估或检查不同，因为您的角色不是批评学习者。相反，您可以作为其支持系统的一部分起作用;但帮助学习者设定目标并测量增长仍然很重要。当您和学习者同样有贡献时，会发生协作目标设置评估能力,establish goals and action， 和implement practices。This is a circular process that continues as one makes gains over time. Strategies to carry out collaborative goal setting steps include: use数据,reflect,observe,模型,并提供反馈。See the image below for a visual of the collaborative goal setting steps and strategies.

1. Assess Competency

Whether you are working with a staff member who is new to the child care profession or a seasoned professional with extensive experience, you and the learner will together assess the individual’s current level of competency or particular skills you are targeting. Think about the strategies or tools you both can use to help you assess competency. For example, part of your work as a Training & Curriculum Specialist is toobserve直接护理专业人员。观察后，您和您支持的直接护理专业人员可以使用虚拟实验室学校能力反射（或其他护理人员观察工具），一种类型万博体育下载手机版数据，协同评估学习者的能力。当您和学习者报告之间存在显着差距时可能有时。这是一个使用开放式结束的机会反思问题了解有关学习者对其实践看法的更多信息。

Positive反馈builds trust with those you are coaching and helps them recognize their strengths. When learners overrate their competency, it may feel more difficult to initiate these conversations, but you must address whether the gap is in their knowledge or in their ability to implement what they know. Use reflection by asking learners to give you specific examples of how they address competencies that you rated them lower on to help you both determine how to best support competency growth.

When you have previously established goals with a learner, you will use these same strategies and tools (data, observations, reflection, and feedback) to jointly assess their competency on previously stated goals and determine if it is time to develop new goals or modify existing action steps.

2.建立目标和行动

一旦你和学习者对学习者的当前能力进行了共同的了解，就是时候建立目标了。由您作为教练决定直接护理专业人员是否在其工作中的一个地方，您可以让他们更自由地决定他们想要改进或学习的内容。用reflectionwhen you want the learner to take the lead in establishing their goals. If a direct care professional is going above and beyond the basic requirements of caring for children, pose a reflective question to see what it is they are most interested to learn or improve upon next.

如果基于您的观察和数据，可能还有其他时候，直接护理专业人员需要解决特定的习惯或实践。例如，如果您观察到直接护理专业频繁忘记尿布后忘记手中的手，这可能会让儿童，员工和家庭面临风险。提供反馈in a caring but objective way to establish appropriate handwashing as a goal.

请注意如何使用特定和客观语言而不是一个意见，例如，“我认为您需要用洗手做得更好的工作。”教练应该详细介绍反馈，因此当他们的护理行为符合能力时，学习者很清楚，当他们在工作的特定技能或领域都需要支持时，他们会很清楚。

Once you and the direct care staff are in agreement about a goal, you may need to determine the following action steps: (1) what the direct care professional will do to improve in a competency, (2) how they will do it, and (3) when they will do it. For the above example, the learner will: (1) follow the CDC guidelines for handwashing by (2) using the poster in the classroom as a guide (3) after every single diaper change. As a coach, you should make sure to ask what the learner feels they need from you in order to implement the practice. If the handwashing poster is missing from the room the staff member works in, you can assist by promptly placing a new poster above the sink.

The above example with handwashing is fairly simple, but some caregiving practices are more advanced and difficult to understand. You, or a coworker who is skilled in this particular competency, may need to模型what a practice looks like. For example, a coach and learner have established that the learner’s goal will be to narrate and respond to toddler’s gestures. They should plan a time when the coach can come into the room this staff member works to model so the learner canobserve, as part of their action plan.

3.实施实践

If you and a direct care professional have decided that there are strategies, such as模型ing，需要在学习者之前完成implement the practice，教练在这一步骤中的作用是执行行动计划的一部分。这确保了学习者对他们应该做的事情明确了解，并且您提供了所需的支持。建模后，使用开放式问题进行跟进reflect与学习者。模型后的反思允许您自我判断您的教练和模型的能力以及对直接护理专业人士的学习的展示和您的建模的影响。狗万app怎么下载

Once you have wrapped up your reflection, plan a time frame for when the direct care professional would like for you toobservethem implementing the new practice. This allows you to re-assess competency, completing the circular process for this goal.

4. Putting it all Together

The above steps and strategies for collaborative goals setting are much easier said than done. Many Training & Curriculum Specialists are very busy, and you may feel stressed in meeting the needs of program staff. You will be most successful in your work as a coach when you support adult learners’ awareness of their actions, growth in knowledge, access of resources, and provide learners opportunities to identify their own goals. Think about how you can use the Virtual Lab School to help you work smarter, not harder or more. For example, it may seem easier to tell staff members what they should be doing, and there may be times when it is appropriate to be directive. However, helping direct care professionals independently find information and develop self-reflective habits is a way to build their capacity as learners and grow their awareness of their practice. If you are coaching a direct care professional who is not familiar with social-emotional milestones and this lack of knowledge impacts their practice, consider having them read or re-read parts of the Social & Emotional Development Course, for example, as part of their action steps. In time, this professional and others you coach will learn to use the VLS on their own to find resources, answer questions, and develop goals.

While coaching and reaching goals is a collaborative effort, be self-aware of your ability to provide support to others. You may find it useful to periodically complete the培训与课程专家：执教能力清单to reflect on your effectiveness as a coach. Share this information with a colleague to help you work through your own goal setting process.

连接个人员工绩效评估和目标设置

在大多数中心，计划管理员负责进行员工评估，但培训和课程专家可以向计划管理员提供有识和分享观察，该计划管理员特定于直接护理人员的整体增长模式。虽然应该有明确的定义如何与管理员不同，但如果没有通过影响其实现目标能力的商定的行动步骤，您可能需要与工作人员管理员进行沟通。例如，您教练的直接护理专业人员在过去的三个月里没有取得进展，并将儿童与面对面计数。您使用各种策略来帮助这位工作人员符合此能力，包括：在几个例程中建模计数名称 - 面对面（离开房间，在游乐场，在走廊中），在门口上发布视觉暗示room the staff member works in, and with the staff member’s permission, sharing that this is a goal with their teaching team. The team has agreed to support the staff member in carrying out this practice. You have also had a private, reflective conversations with this staff member to assess why this practice has been difficult to implement and what you can do to support the individual, but they provide minimal feedback. The staff member seems annoyed when you follow-up on this goal.

这种直接护理专业人员缺乏增长可能会影响计划中儿童的安全性，并且在这种情况下适合与管理员交谈。当您向管理人员沟通直接护理专业人员正在努力满足基本能力时，您有责任通过分享相关和客观信息来涉及必要的信息，但尊重直接护理专业人员的隐私。除非您已收到直接护理专业人员的许可，否则您不会与其他计划工作人员讨论工作人员的能力也很重要。

通过专业发展活动提高质量

Learning occurs through a variety of professional development activities, including embedded coaching during daily routines. All program staff, including T&Cs and administrators, are continuously learning. As a program leader, you can model an open attitude toward improving your own knowledge and skills to help direct care professionals grow comfortable with self-assessment. You may want to share your personal goals when coaching others as a way to build trust and show that everyone, regardless of experience, can continually improve.

寻求面对面的专业社区的实践，与导师合作，或与其他T＆CS和计划管理员一起调度电话会议可以帮助您作为领导者的增长。不断学习新技能和知识是成为狗万app怎么下载专业的一部分;对于工作人员来说，看看并不完美的领导人很重要，并表现出个人致力于扩大他们的知识和技能。

In addition to job-embedded learning opportunities, there are many other ways T&Cs, program administrators, and staff members can engage in learning. Educator and author Gigi Schweikert (2012) offers these sources for further learning:

• Colleges and universities (face to face and online)
• Formal courses and webinars
• Other people (mentors, communities of practice, professional book groups)
• Staff trainings
• Workshops
• 图书
• Performance appraisals
• 访问其他程序
• Partners
• 会晤
• 会议
• Membership in professional organizations (e.g., Zero to Three; National Association for the Education of Young Children; National After School Association)

Based on your observations when coaching direct care professionals, you may suggest to a program administrator ideas for professional development topics.. Here are a few web-based options that you and program staff may find useful:

• 幼儿调查网络研讨会
• 早期语言和识字系列
• Hatch Early Learning Webinars
• 虹膜模块：幼儿环境

创建协作团队的过程

除了上面突出的专业开发资源和实践外，您还应鼓励共享所有权和促进合作团队。就像我们所做的一切，学习与他人一起工作是一场不会在一夜之狗万app怎么下载间发展的技能。您必须投入时间和努力，以促进有效的团队，尊重您自己和其他人的独特性，因为该过程中的人和学习者。团队成员的兴趣，个性，丝绸，经验和特殊能力和才能促进多样性，这支持有广泛的想法和观点。

Two of the country's leading experts on building collaborative teams, Jacqueline Thousand and Richard Villa, identify five elements as critically important in creating a collaborative process. (Johnson & Johnson, 1997; Thousand & Villa, 1990, 2000, p. 258). As you read these, think about how they reflect your experiences with collaboration in your program:

1. Face-to-face interaction among team members on a frequent basis
2. A mutual "we are all in this together" feeling of positive interdependence
3. A focus on the development of small-group interpersonal skills in trust building, communication, leadership, creative problem solving, decision making, and conflict management
4. 定期评估和讨论该团队在制定改进关系和有效完成任务的目标中的运作
5. 对彼此持令商定的责任和承诺负责的方法

在日常工作中，您对如何与同事，家庭成员和计划人员互动的有意识，故意决定，实际上，您是其他人在您的程序中发生合作如何进行协作的模型。作为团队的一部分要求您以积极的态度和对道德行为的承诺进入伙伴关系。无论您多么经历，都是合作工作场所的一部分，应该是您作为T＆C或计划管理员的练习的核心。儿童保育设置主要是以人为本的工作场所，人们是最有价值的资源。结果应该是快乐，安全的儿童，青年和家庭。

Reflecting on your Own Experiences and Practices

除非这些环境对于在其上工作的成年人也有益，否则不能创建儿童的高质量环境。教育教授莉莲凯茨，Talks with Teachers of Young Children（1995）敦促专业人士问自己以下问题。当您阅读这些问题时，请考虑您自己的工作环境中的事情。

On the whole, are relationships with the program staff, your T&Cs or program administrators:

• 支持而不是有争议的？
• Cooperative rather than competitive?
• Accepting rather than adversarial?
• 信任而不是可疑的？
• 尊重而不是控制？

如果您认为程序中的关系可以改进，反映出如何为此过程做出贡献。在与他人合作的同时是您工作中最有价值的部分之一，它需要奉献，解决问题，以及愿意学习和改变，以解决这些计划中的多个和经常复杂的需求。当他们需要帮助处理具有挑战性的情况或困难的关系时，工作人员会向您展示，您应该愿意促进这些流程。强大的支持系统有助于留住高质量的员工，并鼓励对您的计划的目标，任务和目标进行投资。T＆CS和计划管理员有助于创建和维持质量方案，当时每个人为团队带来什么，并在建模和支持协作团队合作中秉承其角色和责任。