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The Mission of Child Care Programs

花点时间去思考你的目的rogram. This may seem like an obvious question, but organizations must have a clearly identified mission if they are to have long-term sustainability and success. Most program leaders and publicly funded child care initiatives identify two main purposes: to provide a safe environment for children while their parents are at work or continue their education and to maximize children’s potential through high-quality learning experiences. If you have worked in this field for a long time, you likely remember when only the first objective was emphasized. As a coach and program leader today, you are acutely aware that there is not only more attention paid to the quality of child care programs but it is the expectation of states and systems that all care is high-quality and positively contributes to children’s development, well-being, and learning.

What defines a high-quality child care program? Your state or system defines quality according to its quality rating and improvement system (QRIS), which outlines the standards of care for child care programs. Licensing regulations, which are intended to protect the health and safety of children, often work in combination with a QRIS. In many systems, licensing regulations are a baseline with additional practices that support children’s learning and development built into higher rating levels. Tiered systems recognize, and often reward, programs for going above and beyond the health and safety components of child care through higher ratings.

您如何创建高质量的儿童保育计划？要回答这个问题，您必须考虑两个质量结构和过程的组件。结构质量是指经过授权委员会或政府实体的受监管和设定的儿童保育计划的方面。这些包括儿童到成人的比例，组大小和程序空间的充分性。过程质量是指更困难的元素，例如如何刺激环境和互动是儿童的学习，员工和儿童之间关系的质量以及家庭投入的数量。狗万app怎么下载两个组件都很重要，但您可能会更加灵活地改变最大结构性质量方面：例如，您无法决定具有更高的儿童到成人比例。您对课程中的流程质量产生了最大影响，并且是对儿童影响最大的员工和儿童之间的质量互动。您通过创建一个节目环境来完成此操作，该节目环境支持知情和熟练并获得持续增长机会的员工。将计划的员工视为最有价值的投入或资产，以实现高质量的编程 - 因此为儿童提供最佳的开发和学习。狗万app怎么下载要创建和维护一个良好的工作人员，您需要与您的计划经理合作开发有意和系统的结构，以便您可以雇用，培训，教练和保留准备满足儿童复杂和不断变化的需求的员工，家庭和系统。

高品质的育儿编程

系统专业发展

Informed & Skilled Staff

Quality Relationships & Learning Experiences for Children

儿童的最佳发展和学习狗万app怎么下载

Using the Virtual Lab School to Support Quality Programs

The Virtual Lab School (VLS) is an online system of professional development with a unified framework of information, resources, and tools based on research in the fields of child and youth development. The VLS is not a standalone textbook of information; rather VLS content is complemented by and strengthened from the on-the-ground coaching provided by教练,教练,和管理员。VLS内容提供所有员工 - 无论是在方案领导还是直接关注的角色 - 他们需要提供高质量护理的信息。VLS内容可确保直接护理人员有机会获得有关在其计划中满足其角色所需的关键能力的知识。教练是弥合知识与最佳实践的知识的策略。教练个性化员工的专业发展经验，并加强在VLS课程中学到的信息。教练和计划经理还应该在各自的曲目中完成VLS课程;这在该计划中的所有员工之间建立了一种共同且一致的语言。

作为教练，您的主要角色之一是与员工完成直接与员工互动，并提供持续的专业发展和工作嵌入的教练支持。您还支持您的员工和计划，当您使用数据以告知持续质量的改进。在完成VLS工具和活动后，您随附的教练文件成为您的计划的丰富数据来源。从使用VL获取的数据可用于将目标设定，并与工作人员组成您的教练工作。您还可以与您的Program Manager合作以使用此数据来设置目标和操作步骤，并实施程序范围内改进的策略和程序。您可以将此过程视为与个别员工一起使用的目标设置周期的更大比例版本。T＆CSS和程序经理可以使用VLS数据来回答以下问题：

• 工作人员的优势是什么？根据教练文件，在这些地区帮助他们擅长的是什么？
• What coaching strategies are being used? Are they working? Which strategies are most effective?
• Are there practices that staff generally need to improve on? What are we doing to help them now? How else can we support this area of their work?
• Are there critical deficits that we must address immediately? How will we go about doing this?
• 计划招聘优先事项是什么？我们是否需要具有特定年龄组或计划需求的经验或能力的员工？
• What are our program’s training expectations? How do we make sure new staff members have the support needed to fulfill their roles?
• How do we support staff who have worked in the program or in the field for a long time? How are their needs different from less experienced staff members? Are experienced staff still growing?
• 来自VLS的数据如何对齐或不与之对齐licensingreports?

虽然许可报告的数据可以通知计划目标，但VLS活动和工具是与流程质量相关的数据类型，更具体地帮助您评估员工的整体优势和需求。主要是教练负责收集数据观察员工，审查课程，并提供反馈。但是，您可以与您的程序管理器合作以分析此数据。您和您的计划经理应该共同努力，创建一个系统，以定期审查能力反思的数据，课程评估（EoCA），课程活动以及在方案范围内的教练文件。分享有关该计划的日常事件和需求的信息将帮助您协作确定计划范围的目标和行动步骤，以实现这些目标。来自VLS工具和课程的数据的沟通和分析可帮助您和您的程序管理器优先级，您的程序可能需要进行程序范围内的专业开发，提供更多资源，并制定人员的考虑。数据还有助于您的计划经理量化教练的好处，作为一种经济高效的专业发展模式，有助于该计划达到目标和标准。This is especially important if your program provides a limited amount of coaching or does not have a coach permanently built into the budget and you are trying to make the case for continued or expanded funding.

The Coach-Program Manager Partnership

片刻思考的方式ly collaborate with your program manager. What systems, structures, and practices do you put into place to build and maintain your partnership? How do you work together to support program staff and each other? In high quality programs, coaches and program managers work collaboratively as partners to achieve the same goal: continuous program improvement. The partnership you have with your program manager will vary depending on the structure of your program. In some programs, coaches may dually serve as an assistant director or also be the program director. In other programs, the individuals who provide coaching are employed by an outside agency; this can be particularly challenging because the coach likely has a very specific objective and isn’t part of your program’s leadership or decision-making. While the roles and responsibilities of a coach may differ from those of a program manager, it is important that you remember that you are still teammates with a shared goal. Review the chart below and reflect on the shared responsibilities that you have with your program manager.

教练和计划经理有一些责任和职责，这些职责与他们在该计划中的角色不同;但是，他们也有许多共同的责任。这两个角色都与员工建立了关系，分析数据和使用数据来告知实践，设定改进目标，激励工作人员，创造一个支持，导师，创造和加强学习者社区。教练和计划经理的作用是免费的和相互依存的。您的行为和方法相互补充，互相依赖彼此以全面支持员工和计划广泛的提高努力。

Practices that Support Collaboration and Partnership

Regardless of the nature of your partnership with the program manager, you should be supportive of each other’s responsibilities and objectives. The coach and the program manager should discuss the mission of the program and work toward a shared vision of how the program should look and feel. When your program has a shared vision and both parties understand how each contribute to the program mission, it communicates to staff that you work as a team to ensure the success of your program. You should also hold each other accountable for meeting the mission of the program, particularly the commitments to high-quality care and ongoing growth for staff.

You and your program manager should work to build a partnership in which you can openly communicate with one another. This means you will express your concerns to your program manager and listen to your program manager’s concerns. Creating systems for regular communication allows you to connect with one another about training needs, trends on inspection or licensing reports, staff member’s progress in coursework, difficulties with staff members, or scheduling and staffing issues. An environment that values communication, collaboration, and shared decision making is important for your relationship with the program manager and the coaching partnerships you have with staff.

As a coach, you are part of the direct care staff’s support system. You will develop partnerships over time with staff so they are comfortable expressing, without fear of judgment, what they aren’t sure about, what they feel they need to improve, and what factors might hold them back from making progress in their work. The coaching partnership should uplift staff members so they can honestly share their goals, their self-assessed improvement, and how they feel they contribute to the children in their care. There is a fine line between strengths-based support provided by a coach and the performance evaluation conducted by an administrator. You should have an open dialogue with staff members about your partnership with the program manager. It’s important to communicate to staff members that your role is to support their professional growth and practice but that you and the program manager work together to support staff. Sharing upfront that you and the program manager communicate regularly about staff members’ strengths and professional development helps staff know and trust that some coaching observations will remain private and others will be shared with the program manager. As a coach, you need to be intentional when discussing information about staff with the program manager. For example, you may share goals for staff members or program trends and challenges that staff members are consistently facing as a way to improve program practices. A surefire way to create a negative culture in your program is for staff to perceive that you and the program manager unconstructively talk about staff members. Some examples of when it is appropriate for a coach to discuss their observations about staff include:

• Staff member shows consistent strengths in particular areas and ways they may take on more leadership responsibility (I.e., mentoring other staff)
• Staff member has a consistent pattern of nonparticipation in coaching or professional development.
• 工作人员滥用或忽视儿童或违反计划政策。
• Staff member, despite effort and support from the coach, is not able to meet the basic responsibilities of their position.
• 工作人员请求工作场所住宿。
• 突出的工作人员优势使教练和方案经理可以讨论赋予员工的方法

您和计划经理应该共同努力，建立和实施允许教练茁壮成长的系统。当您共同努力开发用于在程序中实施教练的系统时，您可以确保您的时间充分利用。作为一个教练，您需要一个允许您灵活和满足员工需求的环境。过度规定的模型，该模型授权特定的教练观察和会议并不是个性化专业发展经验，并且通常对教练和工作人员设定不切实际的期望。Work together with your program manager to create expectations that provide some checks and balances (for example, all staff must have a minimum number of observations with coaching per year) that are also flexible so the coach’s valuable time can be spent supporting the program in ways that best meet goals. The frequency of coaching should be individualized to the staff member’s needs, experience, and level of foundational training. In an individualized and flexible model, the frequency of coaching visits may be determined together by the coach and staff member or visits may be more frequent and structured based on where the staff member is in their foundational training and the amount of support needed. As you begin to discuss and establish these systems with your program manager, you and the program manager should consider some of the following questions:

• 教练花了什么时间？
• How many coaching observations and sessions can a coach complete during a day’s work?
• 教练支持多少名员工？
• How many staff members are in their initial training period?
• 谁负责提供计划广泛的服务？
• What is the program’s retention rate?
• 教练有哪些其他行政职责？
• Is the coach responsible for filling in when the administrator is away?

这些问题可以帮助您，节目经理确定如何最好地使用您的时间并设置可达到的期望。有些计划只能能够为兼职教练提供资金，或者可能有一个非常大的员工。在这种情况下，您将仔细思考这个职位的目标以及是否是全面的员工，所有员工接受辅导的综合模型。如果您和计划经理确定有可用的教练资源和教练的期望和可交付成果之间存在差距，您可能希望考虑替代教练计划。这些课程可以为新员工，没有凭证的工作人员提供有针对性的辅导，或者被确定为需要修复的人员。该决定应由您的计划范围目标，数据和资源驱动。参考你的program-specificpolicies regarding coaching methods and requirements before making any decisions regarding alternative coaching methods.

The Coach's Role in Hiring, Training, and Retaining Staff

Coaches and program managers should discuss and work closely on the hiring of new staff. Potential employees’ experience and education are important, but equally important for programs using the VLS is that staff members are open to and understand the value of professional development and coaching. When you collaborate with program managers on the hiring process, you can have upfront conversations about these expectations in the interview process and will also be more likely to hire staff that will uphold these expectations and weed out candidates who may not want to engage in this part of the work. If, during an interview, an experienced candidate with significant training indicates they don’t need coaching, this should be a red flag that this person’s professional values do not align with your program expectations. At the very least, it could warrant a follow-up question during the interview.

As a coach, you likely have an in-depth understanding of the dynamics of teaching teams and classroom-specific needs. For example, if your program is hiring for a position in a particular classroom that has two existing teaching assistants who are newer to the field, an administrator who is more removed from the day-to-day dynamics may assume they need a more senior person in this position. As the coach in this scenario, you might point out that the two teaching assistants are very competent and quick learners, thereby changing how the program manager thinks about the specific needs of the classroom and the best-fit hire for the position.

You likely have a set of requirements that are part of new-hire training. As the program’s coach, you are likely responsible for training all new hires and documenting that they have received all required trainings. One critical way to collaborate with program managers is to offer your input on current training requirements, and to share whether the training requirements adequately support new staff. Do most staff members have the necessary skills they need once their formal training is complete? Do staff members generally struggle to complete all training requirements in a prescribed amount of time? In addition to initial training, annual training may be dictated by your state or system. Work with your program manager to determine the best method to meet training requirements and, more importantly, get the support you need to help staff members use this information to inform their practice.

您应该与您的计划经理合作，以确保工作人员有时间完成VLS课程并与他们的教练会面。这是您的计划提供教练和专业发展的一件事，但创造了一个工作场所，其中实际发生的这些最佳做法都采取故意努力。讨论课程，工作站设置和维护专业开发文档的时间周围的程序经理期望。您和程序经理应共同努力，以识别何时以及如何完成课程和指导，以及如何记录。您和程序管理器需要对这些程序具有相同的理解，以便将正确的信息传达给现有的员工和新员工。如果工作人员能够在付费时间内完成课程，他们将在哪里工作？他们可以使用自己的笔记本电脑吗？谁负责维护他们的职业发展记录，这些记录通常是必要的licensingor accreditation? These are a few examples of logistical questions you and your program manager need to be on the same page about. Clearly defined roles for direct care staff, coaches, and administrators minimize confusion and finger-pointing during unforeseen or unpleasant circumstances and prevent such instances in the first place.

一致的护理对所有家庭的孩子来说都很重要，而且较高的营业额对计划成本高昂。如果您的计划中的工作人员之间的营业额高或负面情绪高于预期的营业额或负面情绪，请使用您的计划经理讨论这些问题，以便您了解原因，并可以共同努力，以创建纠正它们的现实步骤。高营业额增加了教练的工作量，特别是如果预计教练将为新员工提供重大支持。负面情绪影响工作人员在与儿童，家庭和同事的工作中的参与。作为与员工密切合作的人，您可能会洞察为什么有高营业额或负面情绪，并且可能能够与您的计划经理一起使用实用的解决方案。此外，您和程序管理器应主动地共同努力，以创建价值反映，增长，团队合作，协作和共享决策的空间。在一起，您可以创建一个员工感到安全谈论挑战和头脑风暴解决方案的空间。在这种环境中，领导力积极寻找赋予员工的方法，并表明他们重视员工的贡献，以及彼此的工作人员对您，以及计划经理。当程序环境和领导符合工作人员的能力，自主权和联系时，他们更有可能感受到支持并仍然是该计划的一部分。

Partnering with Families to Support Quality Programs

The coach and program manager work together to establish high-quality programs that support the diverse needs of children and families. You do this by creating a program environment that invests in its staff, supports their ongoing professional development, and is committed to continuous quality improvement. You and the program manager work together to ensure that staff are informed and skilled at implementing the high quality practices that are critical to the development of relationships, interactions and learning experiences that support children’s optimal development. The support that you provide to staff is critical to the program’s mission and should be communicated to the families your program serves. You and the program manager should collaborate with one another to inform families about the ways in which you support staff members’ skills and professional development and why this is so critical. You can also collaborate on ways that families can be involved in supporting staff’s professional growth or overall program improvement. For example, you and the program manager can brainstorm ways that families can show appreciation for staff members or encourage staff members to continue working toward their goals. You can also work together to brainstorm creative ways to gather feedback from families on the ways in which the program could be improved. Gathering this information from families gives them a voice and demonstrates that program leadership values their opinions. It also provides you and the program manager with another piece of data to make informed decisions about the program.

See

聆听A.教练and Program Manager describe how a supportive relationship between program leaders is critical to program quality.

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As a coach using the VLS in your program, there are fundamental steps you can take so that you optimize your investment in the VLS content and coaching:

• Be familiar with and implement structural quality elements dictated by your state or system. The VLS Training & Curriculum Specialist and Management tracks provide general guidance for what to consider, but defer to your state or system for specific recommendations.
• Focus on process-quality elements through coaching support and professional development.
• Build a strong partnership with the program manager so there are clearly defined roles, open communication, and a shared vision for goals.
• Share objective feedback based on your observation or staff input with the program manager.
• Organize and utilize VLS data (coursework activities, Competency Reflections, EOCAs, coaching documentation) to understand staff’s strengths, areas of need, and to set program-wide goals.
• Work with the program manager during the hiring process to emphasize your program’s expectations for professional development and coaching.
• 了解教练支持和绩效评估如何不同。
• Communicate to families how you support staff and provide professional development.