Let's talk about Professional Development!

Begin with the End in Mind: Emphasis on Coaching – A Conversation with Steve Castar

Tue, 24 Oct 2023 11:11:45 Z

As early childhood and school-age professionals, we work to provide the best possible opportunities for the children and families we serve. We create nurturing environments that promote holistic development and prepare educators with skills and strategies to set them up for success. Coaching is recognized as an invaluable tool in achieving these goals, offering tailored support through partnership between coach and educator.

Coaching is a relationship-based process designed to build capacity for specific professional dispositions, skills, and behaviors. The New York Early Childhood Professional Development Institute is not only the implementing agency for New York Works for Children and the Aspire Registry, but it also has several teams that provide coaching services in various settings. The Institute’s coaching approach is collaborative and strength-based; the coach works with the coachee through a non-linear process of goal-setting, implementation, and reflection. Coaching is a unique form of professional development in that it is individualized, ongoing, and actively supports translating newly gained knowledge into practice. Effective coaching has tremendous benefits, especially when paired with other types of professional development, including group sessions, learning communities, and conferences.

To gain a deeper perspective, I recently sat down to discuss this topic with Steve Castar, a Training and Technical Assistance Professional (T-TAP) credentialed coach who provides individualized, strength-based, reflective coaching to early childhood leaders through the Institute’s Leadership Initiative. Steve has over 47 years of experience in early education as an elementary school teacher, administrator, and preschool program executive director, and he has worked at the Institute for the last seven years.

There are various ways to provide coaching to educators. When asked to define coaching, Steve was reflective. “People have lots of different associations with coaches. I tell people I’m a coach. They say - What sport do you coach? So, you have to talk about that. I like to work from a strength-based point of view, which is something that is important to my work, and the work that we do.” He also told me that coaching within the Leadership Initiative has grown over time by incorporating philosophies espoused by coaching experts like Elena Aguilar (acclaimed author, contributor, blogger, instructional, and leadership coach), whose work is informative and prescriptive. Steve also referred to the work of Judy Jablon, Amy Dombro, and Shaun Johnson in Coaching with Powerful Interactions as a foundational text and touchstone for his work.

Steve also addressed some common misconceptions about coaching. “Coaches should never be used as enforcers, reporters, or evaluators. Coaching is not a tool for fixing people. When somebody perceives that you’re working with them to ‘fix’ them - nine times out of ten, that person is not going to enter into a trusting relationship with you that’s going to lead to an extension of their learning.” This type of sentiment can be demoralizing for staff and, at the very least, unsupportive. Another issue arises when the coach is requested to provide support that does not align with staff needs or previous directives. Steve is not a stranger to such scenarios. In these situations, Steve leans into the root of coaching, empowering the staff and equipping them with key strategies for success. He went on to say: “Some(one) that helps somebody to build capacity, to learn to be reflective, to take a look at their beliefs and their behaviors in such a way as it might lead to a change in their disposition… it’s going to have a positive impact on their work with their staff, the parents, and ultimately the kids.”

According to Steve, coachees must be committed to sharing openly and honestly and be on time for sessions that involve realistic goal setting, observation, feedback, collaboration, and reflection. It is this commitment, Steve said, that makes the coaching relationship unique. Moreover, when coaches create an atmosphere of trust, leaders feel empowered to share intimately with them, working with a fellow professional who understands because he has walked in their shoes. “One of the things that comes to my mind is my ability to be a mirror for someone else, to reflect to them what I’m hearing. That’s something most people don’t have. So, they need somebody else to do that...My ability to ask more questions, as opposed to offering something…. means that I have to really understand that it’s about them. It’s not about me.”

Steve has honed his coaching work for years with many leaders and organizations. “The main focus of my work is to coach early childhood leaders in the field, and I have worked with lots of different people. I started out working with teachers, but then, with the Leadership Initiative, moved to working with leaders in many different environments. I work with Head Start programs and other community-based organizations (CBOs). So, lots of different varieties, and people that have programs that would be classified as independent.”

Relationship-based coaching can result in significant changes in practice. According to feedback from end-of-the-year surveys, many leaders who participated in coaching expressed that through their participation, they learned to “take a pause and step back.” Others recognized that although the desire was present, they could not fix everything. Helping leaders to be reflective rather than reactive is a critical approach Steve and his colleagues take when working with clients. “One of the dynamics that happens and that we really make clear to people is the idea of parallel process, so one of the things I say almost 100% of the time, when I’m working with somebody, is [that] we’re talking about their relationships and their work with other adults. Sometimes it’s about program, but it’s almost always about other adults... Sometimes it’s operational. ‘I don’t know what to do about this’. But a lot of times it’s about what’s happening with other adults…what I’m hoping to do and I’d make explicit is what we’re doing together. You can do this with the people you supervise.”

New York State recognizes coaching as professional development that can apply to regulation training requirements. Coaches in the state can obtain the NYAEYC TTAP coaching credential, a rigorous process that Steve has successfully navigated. His experience as a leader, a teacher, and now a coach shines through every interaction. He advises those seeking to be coaches that experience in the field is critical. “I was able to bring at least that expertise, so I can understand what they were going through... I do think if you want to be a coach, you need to have some grounding in the field…unless you’re authentic, show some vulnerability and model reflection, people are not going to really want to work with you. The other thing is you must be willing to address your inherent biases. I have things on my mind all the time. However, understanding that we all have these thoughts, what do you do with them?” As educators and leaders, self-reflection and modeling are a continuous process that can lead to transformation for the self and the classroom.

Watch the full interview below:

Click here for more information about the NYAEYC Coaching credential and competencies.

Click here for more information about the Leadership Initiative.

Click here for more information about the work of Elena Aguilar.

Click here to locate trainers and coaches approved in the Aspire Registry.

Have feedback? Let's talk about it! Send all comments and feedback to Pdblog@nyworksforchildren.org.

Think Win/Win - Training Approval & Quality Assurance (QA) Pt II: Trainers & Training Organizations

Wed, 30 Mar 2022 09:12:57 Z

I often support program leaders with their individual and organizational professional development tracking during my workday. In one particular instance, I assisted the Education Director of a relatively large Head Start program. With roughly 35 classrooms, they frequently offered many in-service trainings for their staff. Imagine how overwhelmed this director felt as she contemplated the various ways of documenting such trainings within The Aspire Registry; the sheer amount of time and energy needed to accomplish the task seemed daunting. Now imagine how liberated this director must’ve felt when I told her there was actually a more beneficial and easier way to use The Aspire Registry through Training Approval.

In my previous blogs, I’ve emphasized the importance of high-quality trainings for the professional growth of educators, how early childhood and school-age educators can locate them, and the significant impact of these opportunities on the entire field. In this edition, let’s talk about professional development from the vantage point of trainers and training organizations.

We know that high-quality professional development builds educators’ capacity to provide engaging and meaningful interactions that will promote learning among children. This process must be both fluid and sustainable. As a trainer, I used to think that if I did my job well, participants would be able to apply what they’d learned almost instantaneously. In light of what I know now, I recognize that it’s not that simple. In reality, high-quality professional development – the kind that elevates program practice – requires time and relationship-based support. Effective support includes mentorship, learning communities, training series, and college-level courses. These types of professional development provide robust learning opportunities which allow for reflection and inquiry – key elements to change in practice. To maximize this, internal or external trainers must draw from their knowledge and experience while creating just the right amount of engagement to keep the training interesting.

Now, before you think this doesn’t apply to you or feel that you don’t have any trainers on staff, please allow me to offer a different perspective. Let’s suppose you are a Director, Assistant Director, or Head Start teacher who provides in-service professional development to staff. In that case, you’re already familiar with your staff’s strengths and the opportunities available to foster their growth. You’re probably already coaching and guiding them toward best practices to better serve your community. By our definition, you’re a trainer. You should register as such and be sure to document all of those in-service professional development events within The Aspire Registry. If you’ve already done all of that, excellent job!

There’s a tremendous benefit to training your staff and acknowledging it in The Aspire Registry, but this also comes with immense responsibility. According to the National Association for the Education of Young Children’s (NAEYC) position statement on Developmentally Appropriate Practice, “…educators have a professional responsibility to be life-long learners who are able to foster life-long learning in children; in this, they must keep abreast of research developments, while also learning continuously from families and communities they serve.” Being a life-long learner also means seeking professional development experiences to expand one’s knowledge and skills. One could argue that the same applies to trainers. As a trainer, you cannot support early childhood and school-age professionals in their work if you do not practice the same disciplined approach to learning yourself. You’ll need to keep up with the latest trends, actively participate in prominent organizations like NAEYC, and partake in various training opportunities to obtain and maintain professional credentials. This will improve your practice as a professional and set you apart from others.

For seasoned trainers, one option to consider is the Training and Technical Assistance Program (T-TAP) credential. The T-TAP provides an opportunity to showcase yourself as a professional and allows you to reflect on your practice. For many T-TAP credentialed trainers, the bonus of being eligible to accept payment for training via the state’s Educational Incentive Program scholarship is a significant value for financially strapped programs. Another plus is that The Aspire Registry promotes trainings facilitated by T-TAP credentialed trainers in the PD Finder as Quality Assured trainings that members can register and pay for directly. In essence, the Training Approval process is straightforward, and we are here to help. Please check out our help center articles and instruction guides. Our friendly staff is also available to provide support.

So, you may be wondering what happened with the Head Start director I mentioned at the beginning of this blog. Well, I did what any trainer would do! I provided training on how to register as a trainer and enter professional development sessions into The Aspire Registry. I am proud to report that this Head Start program ultimately became an approved Training organization in The Aspire Registry. Now, all of their trainers create Aspire profiles and can submit their in-service trainings into our system for regulatory training credit. What’s more, every time one of their programs holds an in-service training, their trainers can upload sign-in sheets and update the attendance portal for participants. Through this process, attending staff members and directors can breathe a collective sigh of relief because now training credits will automatically appear on individual profiles - one less thing for teachers and program leaders to do.

All that said, what’s the moral of the story? Whether you consider yourself a seasoned trainer or provide in-service sessions every so often, it’s imperative to register as a trainer and submit your events into The Aspire Registry. What’s more, when your training events are complete, do yourself and your staff a favor by uploading sign-in sheets and updating the rosters. By doing so, trainings automatically appear on staff profiles, saving everyone time to do what they do best: provide nurturing, supportive high-quality educational experiences for the youngest among us. Now that is what I like to call a Win/Win.

Have Feedback? Let’s talk about it. Send all comments and feedback to Pdblog@nyworksforchildren.org.

Think Win/Win – Training Approval & Quality Assurance (QA)

Tue, 05 Jan 2021 15:31:11 Z

Does this sound familiar?

You are the director of a QUALITYstarsNY program and are reviewing your Aspire Staff Training Summary Report, only to notice that many of your staff members have not received training credit in key QUALITYstarsNY standards. As you consider what to do next, the program phone rings. You pick up the phone, making a mental note to follow up with your Quality Improvement Specialist later.

All too often we see this scene play out. Directors set up site-based training with the intention that applicable QUALITYstarsNY training standards will be applied. This is clear. What may not be so clear is why training certificates alone do not provide an adequate amount of information needed to accurately assess the full content of a professional development (PD) session, including relevant domain areas. When staff upload training certificates to their profiles for verification, key critical elements are usually missing, such as the session description, goals, objectives, etc.

Ultimately, the best way to avoid this issue is for professional development courses to go through the Aspire review process before the PD takes place. During the Aspire review process, all the essential information is pre-loaded into the system, providing a full picture of the content. This allows the Registry to accurately determine applicable NYS Core Competencies and QUALITYstarsNY standards, ensuring that educators receive credit in the appropriate domains. Submitting courses for review to the Registry allows programs to track all of their trainings in one convenient location. Another benefit of course approval is access to approved attendance sign-in sheet and training certificate templates. Once the training is over, the trainer simply enters each attendee’s Aspire ID number into a roster and – voila! – all the training information transfers to participant files automatically, without the participant ever having to upload one training certificate. It’s that easy. You can also use the Aspire Registry app to scan Aspire member QR codes as another easy way to take attendance. One side note- this process can also work for in-service PD for program staff. I will be covering this topic in greater detail in my next blog post.

It wasn’t that long ago that one of the more popular catchphrases heard by certain fans of a particular television series was “Winter is coming.” The meaning behind this phrase was meant to invoke warning as well as vigilance. In this same context, we too must be vigilant in the promotion of high quality professional development. Given that we are moving into the colder months, it is only appropriate to note that like winter, training approval is on the horizon, coming soon to QUALITYstarsNY and DOHMH-licensed programs. The difference is that the implication behind this pronouncement is more hopeful than ominous. As we build out New York’s early childhood workforce system, training approval is one of the next best steps.

So what does training approval mean for your program? It means that in order for training to meet DOHMH and/or QUALITYstarsNY standards, they must be Quality Assured. To be Quality Assured (QA) means that professional development sessions have gone through the Aspire Course/Event review process AND are facilitated by a credentialed trainer(s). The Quality Assured designation is a stamp of approval that highlights premier professional development while supporting educators to advance and improve their knowledge, skills and disposition in the field. In essence, you will not only find professional development that counts, but sessions that are facilitated by trainers who have met a higher standard based on their education and qualifications. I discussed this very issue in my last blog: PD Finder: What it is & Why you need it.

Once training approval goes into effect, only Quality Assured training events will count toward the five QUALITYstarsNY training standards. Similarly, only QA training will be accepted by DOHMH licensors in New York City. There may be some exceptions to this (i.e. NAEYC training, OCFS-approved distance learning, etc.), but this will mean that early childhood educators in NYC center-based programs and QUALITYstarsNY programs across the state will no longer (except in a few select cases) be responsible for uploading training certificates to the Aspire Registry. Instead it will be the responsibility of trainers and training organizations.

So by now you are probably wondering where you can go to find QA training. The place to go is the PD Finder. Utilizing search parameters such as key words, title, OCFS topic, and course type (including virtual training), PD Finder allows you to search for upcoming professional development training as well as the trainers who provide it. The best part is you can typically locate what you are looking for within a matter of minutes.As always, I am personally looking for your feedback and suggestions to make the PD Finder the premier professional development search tool in New York. Training approval is coming and we want to be ready. Have feedback? Let’s talk about it. Please post your comments below or send feedback to PDblog@nyworksforchildren.org.

PD Finder What it is & Why YOU need it!

Fri, 06 Nov 2020 15:28:23 Z

It’s 12:30 pm. The children have eaten lunch and are settling in for nap time. A quiet hush cascades over the center as staff quietly move about over the steady hum of little ones sleeping. As you are on a break you think this would be a perfect time to sign up for training, but where should you look? You don’t have a lot of time to scour a bunch of different websites for training that counts. Oh, if only there was a place you could go to find what you need…….If you have ever found yourself in this situation, then you know just how frustrating it can be. The good news is such a place does exist.

Allow me to introduce you to the New York State Training Calendar. In actuality, it operates less like a calendar and more like a really helpful search tool, such that here at New York Works for Children we refer to it as the Professional Development (PD) Finder.

The PD Finder allows the user to search for upcoming professional development training and/or search for specific trainers through a variety of ways. Looking for a session related to COVID-19 Guidance Requirements? Just type the word “COVID” into the keyword search and a list of training populates the bottom of your screen. Searching for trainers who speak Spanish or Coaches located in Buffalo? Just type in your search parameters and off to the races (or training) you go – all within a matter of minutes.

There are many options with which to search for professional development and the best part is that all listed sessions are Quality Assured or PDP approved. You might be reading this asking yourself what Quality Assured means and why it’s important. Well, I am so glad you asked! Quality Assured training sessions have gone through the Aspire Course/Event review process AND are facilitated by a credentialed trainer(s). This means that you will not only find training that counts but training that is high quality.

High Quality is a term that we use a lot around here and for good reason. More often than not when staff and directors are searching for training they are usually focused on checking a box for compliance sake- that is ensuring that the number of training hours are fulfilled during the licensing term to avoid regulatory violations. The problem with this type of thinking is that it is short term at best and neglectful at worst. Imagine going to a training that not only teaches you what you should do and how but actually empowers you as a professional to identify strategies that could take your classroom to the next level. The kind of level that would make you excited to come to work because you get to do new things that really work with the children instead of being taught the same information year after year that is neither relevant to your work, practical nor helpful. When training merely focuses on compliance it feels like drudgery, but when executed correctly, professional development can be absolutely life changing growing an early childhood or school-age educator into a highly effective, highly skilled practitioner putting their gifts and talents to use for the benefit of the children and families they serve.

As the resident Professional Development Quality Assurance Specialist at New York Works for Children, I am a strong proponent and advocate for high quality professional development because I have seen what it can do. The truth is anyone who actively takes responsibility for their professional development is a hero. This fact can’t be overstated. So from our vantage point you deserve a tool that will support you in locating professional development that is relevant and meets your needs. To that end that is why we have doubled down on our efforts to build up the training calendar and want to include your sessions. If you are a credentialed trainer offering high quality professional development then we want your sessions in the calendar. If you know of really good trainers in your county or region whose stuff needs to be in Aspire, then let us know. We will reach out to them. Even better, if you have never used the PD Finder, click here to access it.

In this political climate, there are so many issues being put before us. At a time like this what greater opportunity is there than supporting an early childhood workforce? It is our honor to support the development of the workforce’s knowledge, skills and dispositions in a way that sets them up for success so that they can effectively serve the future leaders of tomorrow. From my vantage point there is none greater. My name is Tinnycua Williams, your Professional Development Quality Improvement Specialist and I approve this message. Have Feedback? Let’s talk about it. Send all comments and feedback to PDblog@nyworksforchildren.org.