Using Your Leadership to Support Each Child and Family Camille Catlett

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Using Your Leadership to Support Each Child and
FamilyCamille Catlett
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http//fpg.unc.edu/presentations/using-your-leade
rship
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Types of Leadership
Situational Leadership Transformational
Leadership Servant Leadership Directive
Leadership

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Situational Leaders
Able to lead based on time, place and/or
circumstance Strong ability to influence
and inspire others

Mayor Rudolph Giuliani
First Responders
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Transformational Leaders
Influence and inspire others Create change and
inspire vision Work effectively with
complexity, ambiguity and uncertainty

Mahatma Gandhi
Aung San Suu Kyi
Martin Luther King, Jr.
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Servant Leaders
Focus on the needs and goals of
others Determine what actions and behaviors are
most likely to benefit those being served

Mother Teresa
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Directive Leaders
Monitor, guide, coach, direct, and evaluate the
work of others Influenced by values and
beliefs about how people grow, change, and
develop

Kansas City Royals - 2015 World Series Champions
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Can you spot all four types of leadership in
this clip from Sister Act?
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• . . . the words leading from the middle and
  youll get over 37 million results

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Leading from the Middle

• A different way of thinking about leadership
• Leading as a peer, not a superior
• Modeling behaviors you want others to display
• Exercising influence to reach shared goals

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Effective Strategies

• Model the use of words, images and interactions
  that reflect each child and family
• Fully embrace the concept of DAP
• Be explicit and intentional
• Help others to recognize and prioritize quality
  in programs for children and families
• Provide and help others to provide effective
  professional development

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Model the use of words, images and interactions.
. .
. . . that reflect each child and family

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Use family or parents and family instead of
parents

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Your leadership supports inclusion when you
reflect your children and families in your
materials and interactions

• When children do not see themselves represented
  in an environment, it can harm their self-concept
  and sense of belonging.
• Children who are not represented may not be as
  readily accepted by their peers.

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Support Others to See How to Reflect Each Child
and Family
Books and pictures Environmental
labels Cooking utensils Dolls Music Games
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Childrens Books that Break Gender Role
Stereotypes http//journal.naeyc.org/btj/200303/Bo
oks4Children.pdf 12 Childrens Books that
Challenge Traditional Gender Roles
http//humaneeducation.org/blog/2012/06/11/12-chil
drens-picture-books-that-challenge-traditional-gen
der-roles/ Looking at Gender Identity with
Childrens Books http//www.welcomingschools.org/p
ages/looking-at-gender-identity-with-childrens-boo
ks
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Use your leadership to model how to fully embrace
the concept of developmentally appropriate
practice
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DEC RECOMMENDED PRACTICESEvidence-based family
practices refers to ongoing activities that

• promote the active participation of families in
  decision-making related to their child (e.g.,
  assessment, planning, intervention) and
• support families in achieving the goals they hold
  for their child and the other family members.

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Families can become lifelong partners or lifelong
bystanders based on how we engage them in the
process of supporting their child.
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Provide and Support Others to Provide Effective
Professional Development
What did Carl Dunst have to say about this?
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Professional Development
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NPDCI Definition of Professional Development

• Professional development is facilitated
  teaching and learning experiences that are
  transactional and designed to support the
  acquisition of professional knowledge, skills,
  and dispositions as well as the application of
  this knowledge in practice..

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Definition (continued)

• The key components of professional development
  include
• characteristics and contexts of the learners
  (i.e., the who )
• content (i.e., the what of professional
  development) and
• organization and facilitation of learning
  experiences (i.e., the how).1

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What Do We Know About Adult Learners (the who)?
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Adult learners are

• self-directed
• want the learning to be relevant to their lives
  and experiences
• goal-oriented
• practical
• eager to be respected
• (Lieb, 1991)

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Adult learners are stimulated by

• environments that feels safe and supportive
• environments that foster intellectual freedom and
  encourage experimentation and creativity
• opportunities to be treated as peers
• active involvement in learning
• regular feedback mechanisms
• (Billington, n.d.)

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WHAT Drives the Content of Professional
Development?
National Professional Organizations (e.g., NBPTS,
ASHA, AOTA, APTA)

• naeyc

State Standards Licensure
Competencies and Credentials
OSEP Outcomes
Needs assessments
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HOW is PD provided?

• Traditional methods
• Preservice teaching and inservice training
• Promising but unproven strategies
• Consultation
• Coaching
• Mentoring
• Communities of practice

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• One thing we can say with certainty about
  professional development is that workshops alone
  are not effective.
• A recent survey of Part C and 619 Coordinators
  indicated that workshops were the primary mode
  for delivering training and technical assistance.
• (NPDCI, 2011)

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Effective Professional Development

• is grounded in specific practice-focused
  content.
• is intense, sustained over time
• is organized around a sequenced approach to
  learning
• emphasizes application to real life situations
• builds on learners current level of
  understanding
• includes guidance and feedback to the learner
• is aligned with instructional goals, learning
  standards, and curriculum materials
• (Trivette, Dunst, Hamby, OHerin, 2009)

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PD Decision Points

• Who are the learners?
• Getting to know the audience
• Applying the concept of multiple intelligences to
  adult learners How do they prefer to learn? How
  will they learn most effectively?
• What is the content?
• Creating the balance between the big concepts and
  the details
• What do the learners know ? What do they need to
  know?
• Keeping the content relevant and applicable

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role playing field application case studies
guided reflection self-analysis clinical
supervision
Attitudes, values
guided reflection follow-up plans coaching
role playing field application
Skill
Desired impact (learning outcomes from low to
high)
demonstration observation interviewing problem
solving brainstorming discussion
reading lecture
Knowledge
reading lecture
Awareness
Low
High
Complexity of synthesis and application required
A model for matching training approach to desired
training outcomes and complexity of application
(Winton, McCollum, Catlett, 1997 adapted from
Harris, 1980)
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Building Dispositions What We Know

• Five most influential experiences in building
  culturally responsive dispositions (Kidd,
  Sanchez, Thorp, 2008)
• Material resources
• Interactions with diverse children, families and
  colleagues
• Diverse internship experiences
• Discussion and dialogue
• Critical reflection

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PD Decision Points

• How will the content be delivered (which
  features)?
• Creating a good mix of activities to move
  students toward mastery
• Creating a balance between structure and
  flexibility
• Encouraging participation
• Finding and using good instructional materials
• Answering questions
• Managing time
• Finding good examples of syllabi, PowerPoint
  presentations
• Handling nerves

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PD Decision Points

• How will the content be delivered (mechanism)?
• College course
• Online
• On ground
• Hybrid
• Coaching
• Mentoring
• Community of Practice
• Technical assistance
• Training
• One session
• Multiple sessions

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A Leadership Opportunity

• At your new program there are . . .
• Growing number of children with home languages
  other than English
• Increased rates of referral for assessment based
  on delayed English language development
• Significant number of requests from families for
  children to only speak and learn in English
• Reduced rates of family participation in program
  events

• Your assignment
• Pick one who
• Identify the what and describe your hows

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• Landing
• Pads

http//scriptnc.fpg.unc.edu/resource-search
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http//connect.fpg.unc.edu/
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Importance of Home Language
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http//www.earlyliteracylearning.org/
Practice Guides Adaptations Videos
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infant
toddler
PreK
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• http//csefel.vanderbilt.edu/

• Research syntheses
• Training modules
• Practical strategies
• What Works briefs
• Videos
• Family tools
• Decision making guides

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• Professional development that does not produce
  change is as useful as a parachute that opens
  after the first bounce.
• PJ McWilliam

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For more information

• Camille Catlett
• FPG Child Development Institute
• CB 8185 UNC-CH
• Chapel Hill, NC 27599-8185
• Phone [phone] Fax [phone]
• Email catlett_at_mail.fpg.unc.edu