Leadership and Innovation: A Collaborative Professional Development Project

2. Leadership and Innovation:A CollaborativeProfessional Development Project National Coalition of Campus Children’s Centers 2005

3. Funded by the Alcoa Foundation in Pittsburgh, Pennsylvania

4. PARTNERS Children’s School, CMU Sharon Carver Cyert Center for Early Education, CMU Judy Abrams & Carla Freund Shady Lane Howard Booth, Linda Ehrlich & Ann Loney University Child Development Center, Pitt Sherry Cleary Alcoa Foundation Consultant Chenzie Grignano

5. SESSION OVERVIEW • Goal: To share the possibility and power of four diverse centers collaborating on a multifaceted, sustained professional development project, as well as the necessary logistics and real cost. • Format: Introductions, Project Description, Discussion, Future Plans • Project Description Outline: Vision & Rationale, Design Process, Kick-Off Event, Details of Each Option & Its Implementation, Benefits & Challenges • Outcome: To encourage YOU to try Collaborative Professional Development, while equipping you with an honest evaluation of the necessary resources and administration, as well as the likely payoff

6. BRIEF HISTORY • 2001 Conceptualization (See Brochure for Vision, Mission, Value, Core Principles, and Goals) • 2002 Programming (Multiple Perspectives but Fairly Traditional Venues with External Focus) • 2003 Productivity (Broader Horizons, New Venues, Leadership Emphasis) PLUS Strategic Planning -> 2004 Pilot Professional Development Models Internally & then Export

7. PARTNER PROFILES:Children’s School

8. PARTNER PROFILES:Children’s School • PROGRAM * Psychology Laboratory School for 3’s, 4’s, and K * Developmental Goals as Basis for Thematic Curriculum * Part-Day, Part-Year Schedule (85% Community) • OUTREACH * Psychology Training (especially Research) * Visitation, Field Placement, and Consulting * 6-30 hour Seminars with Program Focus • STAFF DEVELOPMENT * Key Concepts = Professionalism & Teamwork * Luxury of Time in August, Friday afternoons, May * Yearly Group Emphasis, plus Individual Explorations

9. PARTNER PROFILES:Cyert Center for Early Education

10. PARTNER PROFILES:Cyert Center for Early Education • PROGRAM * Early Childhood Program for Infants through K * Inspired by the Schools of Reggio Emilia * Full Day, Year-Round Schedule (98% University) • OUTREACH * Program for Collaborative Learning * Visitation, Field Placement & Consulting * Community Initiatives and Connections • STAFF DEVELOPMENT * Collaboration, Observation & Reflection * Regular professional meetings during the work day * In-Service: 2 Days, 4 Half-Days & 1 Week

11. PARTNER PROFILES:Shady Lane

12. PARTNER PROFILES:Shady Lane • PROGRAM * Innovation in ECE and Outreach since 1966 * Accredited Year-Round Program for Ages 2-6 * Program Grounded in Arts, Diversity Valued • OUTREACH * General Training / Consulting Contracts * Policy / Advocacy Activities * Grant Funded Long-Term Projects • STAFF DEVELOPMENT * In-service Days, Team Meetings, and Cluster Groups * Limited Budget to Attend Conferences, etc. * Mentor Educators

13. PARTNER PROFILES:University Child Development Center

14. PARTNER PROFILES:University Child Development Center • PROGRAM * Center for University Children Ages 6 mos - 6 yrs * Laboratory for Early Childhood, Psych, etc. * Model and Outreach for Community re: Excellence • OUTREACH * Community Program Improvement & Enhancement * Training for Associate Teachers * Administrator and Leadership Development • STAFF DEVELOPMENT * Head Teachers make up the Spine of the Program * Each Classroom Functions as a Team * Wide Range of Professional Dev throughout the year

15. Professional Development ProjectVISION • Collaborate to advance professional development within each organization while providing a model of a multifaceted, sustained, joint approach * 4 diverse programs with 124 educators & administrators * involve staff in planning * combine center and collaborative resources * offer options tailored to diverse interests & goals * emphasize long-term interactions * use creative scheduling * document process and impact well

16. Professional Development ProjectRATIONALE • Expected Outcomes * relationship building * intensified sense of self-empowerment / value * recognition as professionals who have a role in their own professional development * validating membership in the early childhood community * give people voice * enhanced quality delivery

17. Professional Development ProjectDESIGN PROCESS • Expanded Committee including directors and educators from each center • Monthly meeting, plus sub-committee work in between • Rotating facilitation and minute-taking • Educators also solicited input from broader range of staff members to share with committee Cost: $250 / educator / semester

18. Professional Development ProjectDESIGN PROCESS Challenges • Understanding the committee’s purpose • Clarifying responsibilities • Creating a viable method for communication • Building trust • Cheerleading among the staff

19. Professional Development ProjectKICK-OFF EVENT • Goals * Visual symbol of collegiality & professionalism * Inspiration to participate * Opportunity to start building relationships

20. Professional Development ProjectKICK-OFF EVENT • Format (see invitation brochure) Participants also received an Alcoa Collaborative padfolio

21. Professional Development ProjectKICK-OFF EVENT • Logistics of choosing the date - June 11, 2004 * Shady Lane & Cyert Center Prof Dev Days already (but had to shift hours) * UCDC risked asking Pitt to let them close early * Children’s School was on summer break already • Attendance Data - 4 Guests + 108 Staff Members (87%) • Cost ~ $4,000

22. Professional Development ProjectKICK-OFF EVENT • Reflections Committee Successful event re: venue, food, fun, and purpose Kathy Buechel was inspirational Participants agreed Response to keynote ranged from overwhelmingly positive to no comment Small minority resented imposition on personal time

23. Professional Development ProjectOPTIONS for 2004-2005 • Partner Site Visits • Book Clubs • Roundtables • National Site Visits Keys to All Options: *professionalism / valuing educators *focused on reciprocal reflection, building relationships *raising the bar, esp. re: developing leaders *responsive to participants’ input, interests, constraints *educators choose level of involvement *free and with food *documenting participation, cost, feedback, etc.

24. Partner Site Visits • Goals - Familiarize with partner center philosophies and programs, gain practical ideas & solutions, and set the stage for other cross-fertilization opportunities • Formats - * Evening Open House * Morning Walk& Talks * Half or Full Day Job Shadowing • Budget = $250 / center for food

25. Partner Site Visits: Open Houses

26. Open House Participation • 51 Total Attendees for 4 Open Houses (one per center) • 43 Educators of 124 attended an Open House (35%) • 4 Educators participated in 2 of the 4 • 2 Educators participated in 3 of the 4

27. Open House Reflections “The ability to see the similarity in our programs while reinforcing my beliefs about what makes us different.” “I have seen so much in such a short period of time. I need time to digest what I have seen. One thing I really liked was …” (continued with connection to own work and idea that could be transferred) Generally appreciated the welcome and openness of host staff members, got very practical ideas to apply Wanted to see the center with the children present Also suggested getting parent perspectives

28. Partner Site Visits: Walk & Talks

29. Walk & Talk Participation • 37 Total Attendees for 4 Walk & Talks • 36 educators of 124 tried a Walk & Talk (29%) • 1 educator participated in 2 of the 4

30. Walk & Talk Reflections “As a floater, I have the opportunity to offer input to each classroom I work with. Ideas, themes, styles, the visual aspect of what I learned from the Cyert Center was very inspiring to me - being an artist and dance teacher.” “Doing an activity over a long period of time is a wonderful approach. We also take cues from the kids and I love doing that as opposed to thinking of what we want for the kids.” Generally engaged, interested, comfortable, and motivated to seek more opportunities to interact across centers Suggested visiting teams (consistent group for all centers)

31. Partner Site Visits: Job Shadowing

32. Book Clubs • Goal - Discussion of excellent books regarding professional and personal development with diverse colleagues to stimulate reflection • Format - Groups of ~12 with one leader meet for dinner after reading the book and receiving guiding questions • Budget Per Event = $150 leader $250 books & dinner

33. Book Club Participation • 32 Total Attendees for 3 Book Discussions *Boys & Girls: Super Heroes in the Doll Corner (Paley) *Fifty Acres & A Poodle (Laskas) *Our Babies Ourselves: How Biology and Culture Shape the Way We Parent (Small) • 26 educators of 124 tried a Book Club (21%) • 2 educators participated in 2 of the 3 • 2 educators participated in all 3

34. Book Club Reflections • Lots of excitement about format, venue, collegiality, specific books chosen, and balance of personal / professional growth topics • Directors report lots of excitement and discussion among staff members regarding the experience • Comfortable context for people to become discussants, even those who might not otherwise volunteer to lead a discussion

35. Roundtables • Goal - Discussion of early childhood topics with a diverse group of colleagues • Format - One per center, on a topic of the center’s choice, with a leader of the center’s choice - but purposely experimenting with time (breakfast, lunch, nap, afternoon tea) • Budget = $150 for Facilitator $250 for Food

36. Roundtables

37. Roundtable Participation • 35 Total Attendees for 2 Roundtables *Maps of Reality *Values & Young Children • 31 Educators of 124 tried a Roundtable (25%) • 4 Educators participated in both

38. Roundtable Reflections • Thought-provoking, helpful perspectives & new concepts, • Encouraged more openness, reflection, consideration of other perspectives • Enjoyed food, relaxed atmosphere, presenter, give & take • Needed more time, especially for participant interaction • Future Topics: special needs / inclusion, relationships with parents

39. National Site Visits • Goal - Observation and reflection with a small group of diverse colleagues regarding early childhood philosophy and practice at national centers of excellence • Early Childhood Programs at Bank Street College & Borough of Manhattan Community College in NYC 4/14&15/05 (2 participants per center) • Seneca Nation of Indians - Iroquois Early Childhood Center & Head Start Program co-existing in an exciting facility on the Cattaraugus Reservation, emphasizing commitment to children, youth, families, and the elders 4/29/05 (4 participants per center) • Budget = $20,000 Total (High Variability re: Travel)

40. Professional Development ProjectPARTICIPATION for 2004 • 109/124 (88%) participated at least once • 82/124 (66%) participated more than once (i.e., not only the Kick-Off Event) • 248 Total Participants / 124 educators = Average of 2 Events • Roughly Even Participation Rates * Across the 4 Centers (Range 1.6 - 2.3) * Across Position Levels (Range 1.8 - 2.1) • Most Active Participants: 12 Educators with 4-6 Events * Again, Even Distribution by Centers & Levels

41. Professional Development ProjectREFLECTION re: 2004 • 104 /124 (84%) completed the reflection form • Impressions of the Alcoa Collaborative * tremendous professional development opportunity * dedication of high quality centers * welcoming network of professionals * sharing experiences & ideas * supportive colleagues for discussion & reflection - some noted confusion re: registration ? how long the funding will last

42. Professional Development ProjectREFLECTION re: 2004 • Experience with the Project * Value variety and choice * Learned from hosting and attending * Feel more reflective and thoughtful * Enjoy bonding with colleagues - want more options during the work day - coverage issues limited participation - some discontent re: not being “chosen” to participate - participation is hard for those who are also in school (but they are interested)

43. Professional Development ProjectREFLECTION re: 2004 • Suggestions * Sharing information about each center more fully and frequently * Need clearer communication (e.g., a joint professional development newsletter) * Requested more of the same so more people have the opportunity to participate * Interest in knowing what people have actually applied, changed, etc. as a result * Interest in having more societal impact * Reaching out to a wider range of centers

44. Professional Development ProjectBENEFITS re: 2004 • High value for low cost • Connecting to the broader ECE community • Seeing selves as professionals • Deeper understanding of own practice • Relationship building • Mentoring opportunities for directors and educators • Directors supporting applications for daily practice • Motivation spreads and is self-perpetuating • Fulfilling professional development requirements (DPW, NAEYC, PA Act 48)

45. Professional Development ProjectCHALLENGES re: 2004 • Planning Committee * Coordinating release time * Differing center roles constrained committee roles * Collaborative context required risk-taking • Administrative Responsibilities * Deciding who gets to do what, registering, monitoring * Handling different levels of commitment to professional development • Coordination of Calendars KEY = These are solvable issues but require further collaboration

46. Professional Development Project QUESTIONS / COMMENTS • • • • • •

47. Professional Development ProjectNEXT STEPS • Spring 2005 Continue Job Shadowing & Roundtables Another round of Walk & Talks (4) More Book Clubs (3), plus 1 repeated book • August 2005 - Friday / Sat with Tom Hunter Full Day of Joint Professional Development (all 124) Saturday Family Concert (4 centers plus outreach) Saturday Seminar for area educators • 2005 - 2006 One Walk & Talk and one Book Club per center