Module 3

Professional development experiences are most effective when there is follow-up support. Follow-up builds on the team's motivation and interest and helps them transfer new skills to the workplace. It can extend the learning that takes place in workshops or coaching sessions.

Research and practice indicate that follow-up is most effective when it is:

* planned as a key component of professional development activities
* supported by colleagues and supervisors
* designed together with the participant(s)
* based on the needs, interests, and learning style of the participant(s)

A survey is a simple method that can be used to assess the needs and interests of staff in your program. A sample survey appears at the end of this section.

Follow- Up Strategies

Once participants have selected their priorities, work together to design the content and approach of follow-up strategies. Below are several strategies that can be adapted to meet the needs of your staff. They can be used alone or together to help staff integrate what they have learned into their day-to-day practice.

Personal Learning Plans

"Personal Learning Plans" are an extension of "Back Home Plans" (see p. 27). Staff members create written plans for themselves, and then commit to specific action. Learning Plans help staff specify what they would like to learn (for example, working with consultants; advocacy skills), and how they would like to learn (for example, attend a course; observe others). As a supervisor, you can support participants by helping them create their plans. Once developed, meet with participants regularly to discuss their progress, identify needed resources, or plan next steps.

Peer Support Groups

In this strategy, a small group of staff (either a mixed group or staff in similar roles) meets regularly for information and support. They share successes, discuss concerns and problems, and try to find solutions together. Peer support groups can also help staff support each other with a their Back Home Plans or Personal Learning Plans. Support groups have evolving agendas, based on the needs of the members and the tasks they select to work on together. Most frequently, support groups deal with practical issues and concerns that arise in the program. These groups can
provide a safe haven where staff can go to solve problems and plan interventions; they can also offer staff the collegial support they need to help them "care for the caregiver." Because working with children with challenging
behaviors can be stressful, peer support groups can be especially valuable. Depending on the needs and interests of the group, you may choose to be a member of the group, a facilitator, or an outside resource. A mental health professional might also serve as a facilitator.

Study Groups

Study groups can be used to refine and expand staff skills. In study groups, staff read journal articles and books, watch videos, or listen to speakers. They then meet to discuss how the content applies to their own roles in the program. Study group members meet regularly to learn more about research and practice, current thinking about inclusion, and new topics and issues. The Resources section offers suggestions for different sources that can be used for study group exploration.

Follow-up Materials

Perhaps the least time-consuming follow-up strategy involves sending written materials and resources to staff after the training activities are finished. These materials might include a reminder of the results of a session, questions to encourage journal writing or self-reflection, a letter that discusses the participant's involvement in the training activities and her success in applying new skills on the job, or an interesting article to read. Such follow-up materials can match the needs and interests of staff to the specific content or skill being learned.

Observation, On-the-Job Practice, and Feedback

Ideally, observation, practice, and feedback should be ongoing and routine. Observers can use a simple form to make notes for giving feedback. Forms can focus on specific skills (for example, adapting classroom activities
to include children with challenging behaviors), or more general issues (for example, strategies used to foster inclusion in the program). As a supervisor, you might be the observer, or you might ask staff to observe
you. Other possibilities include having new staff members observe more experienced staff or having peers take turns observing each other. Programs have also learned the value of involving mental health professionals to observe, offer nonjudgmental feedback, and work with staff to brainstorm solutions. This strategy is time-consuming and a bit difficult to arrange, but it is very effective and worth the effort. By observing others, staff will see different methods actually being used and will learn new skills along the way. Observation also promotes greater self-reflection, an essential skill for working effectively with others. By being observed in a non threatening way, participants can receive feedback about what works well, and what alternatives to explore. It also gives them a chance to practice new
skills in their current roles.

Continued Training

Participants can extend their learning by taking courses at a local college, university, or adult learning center, or by attending other training sessions. Many institutions of higher learning offer courses in psychology, special education, and child and family development. Staff from your regional Training and Technical Assistance (T/TA) network may help teams identify and negotiate with colleges and universities for credited formal training that is responsive to members' needs. Also look for trainings offered for foster parents, or for child-care staff working at residential treatment centers.

Participants can also build on their skills by using the services of the T/ TA network, by attending seminars sponsored by outside agencies, and by continuing to organize training sessions. When organizing, consider joining
forces with other preschools, the Local Education Agency (LEA), and other professional organizations. cosponsored training enables personnel to form networks, sets the stage for other cooperative ventures, and provides face-to-face contact between agencies. In addition, cosponsored training can multiply resources; when responsibility is shared, so are the costs.

Taking Action

With collegial support and assistance, staff can also work to educate others in the program or in the community about inclusion. They might want to investigate resources in the community and start a resource directory for staff and families, or set up a resource library with materials for parents, staff, and children (in the classroom). Such activities will enable staff to take a more active role in advocating for children and adults with disabilities in their programs and in their communities.

Professional Development Survey

Now that you have successfully completed this guide, what else would you like to learn or do? Below is a list of topics related to the outcomes of this guide. Place a check next to the topics that interest you. Then, in the first column, rank your top 3 choices. Follow-up activities will be designed based on your responses.

Top Three Choices	Check All that Apply	Outcomes
		I would like to learn more about...
_______		The principles and practices necessary for meaningfully including children with challenging behaviors, and how I can advocate for them in the program and in the community.
_______		Effective approaches for involving families of children with significant problem behaviors.
_______		How I can gather information from different sources to better understand children with significant problem behaviors and to develop strategies to meet their individual needs.
_______		How I can establish nurturing relationships with children with challenging behaviors.
_______		How to recognize the signals that a child is in crisis and respond appropriately.
_______		Specific disorders-their symptoms, and different types of resources/interventions available: *Attention Deficit/Hyperactivity Disorder *Post-Traumatic Stress Disorder *Pervasive Developmental Disorders *Other (please specify):________________________________________ ________________________________________________________________ ________________________________________________________________
_______		How I can facilitate referrals and consultations and how I can help parents become better consumers of professional services.
_______		How I can build relationships with specialists, such as mental health professionals, and incorporate their expertise into my day-to-day practice.
_______		Ways to work more effectively as a team with parents, children, outside specialists, and other Head Start staff, to support children with challenging behaviors and their families.
_______		Ways I can create a more positive classroom experience that fosters all children's self-confidence, problem-solving approaches, and social skills.
_______		Other (please specify):__________________________________________

 

Check All that Apply	Personal Learning Styles
	How do you think you learn best? Check all that apply.
	Reading and writing on my own, with occasional sessions with a colleague, a supervisor, or an expert consultant.
	Meeting with peers for an ongoing support group in which we discuss successes and concerns, and create solutions .
	Meeting with peers for an ongoing study group in which we read articles, have discussions, etc.
	Observing experienced staff members and peers, and having them observe me as I practice new skills.
	Meeting with my team (teacher, teaching assistant, parent, etc.) or staff in similar roles to develop Back Home Plans.
	Attending other training sessions or taking a course at a nearby college.
	Receiving written notes and material from my supervisor on topics that interest me.
	Other (please specify):__________________________________________

 

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