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Expert Group 5 –Module 4- “Leadership Strategies for Support

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Meagan Martin

on 17 October 2014

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Transcript of Expert Group 5 –Module 4- “Leadership Strategies for Support

Expert Group 5 –Module 4- “Leadership Strategies for Supporting Children’s Social and Emotional Development and Addressing Challenging Behavior”
1. Meagan Martin 2. Daisy Navarro 3. Patrick Newton 4.Christin Sichmann 5. Taylor Simms 6.Rikee Stebbins 7.Ryan Trowbridge

CSEFEL's Social-Emotional Development
Contributed by Taylor Simms
Social-emotional development

is the developing capacity of a child's brain from birth till they are five years old. This time period is when they form close relationships with adults and peers to the point to where they feel secure. They do so by experiencing, testing, and expressing emotions in a variety of appropriate ways. Children will also explore and learn about the environment around them, and they do all of this while staying within the boundaries of family, community, and culture.
The Pyramid Model Contributed by Rikkee Stebbins
Contributed by
Ryan Trowbridge

The purpose of this workshop:

Provide time to reflect and focus on our profession

Present practices based on evidence

Provide tools and strategies for implementing the practices discussed
The Learner Will:

Describe framework for assisting students in their socio-emotional development as well as

addressing challenging behavior

Discover methods to handle challenges to implementing evidence-based practices

Identify how to lead including professional development and collaborative planning

Apply action plans for improving children’s behavior and learning








What is Leadership?
Contributed By Daisy Navarro
Fidelity of Implementation and Collaborative Leadership Contributed
By Meagan Martin
Effective Collaboration and Teaming Strategies

By Meagan Martin
Effective Professional Development Strategies
Contributed By Christin Sichmann
Applying the Strategies and Tools at the Community and Program Levels
Contributed By Daisy Navarro

Teams consist of:
-10-15 people
-Meet at a frequent time
-Take turns bringing food
-Each person has a job
-Rules: Communicate one at a time & respectively, -Support decisions made when you are absent.
-Jobs: Time-Keeper/Attendance Keeper, Facilitator, Meeting Evaluator
-Everyone gives ideas/input

-Brainstorm on a sticky wall then combine your ideas
-Work in smaller groups to generate objectives and vision statements
Team Decision Making
Materials to use
Flip chart
Sticky Wall
Index Cards

Is the action of leading a group of people
Great leadership skills in a school environment = positive outcomes in children and families

Quality /Practice makes an effective learning place for children

Ways to excel in leadership:
• Have high standards/expectations
• Use (EBPs) for support
• Monitor practices and child outcomes
• Provide support/ professional development
• Model collaborative leadership

One effective professional development strategy is to produce an individual growth plan that includes the area, goal, activity, evaluation, and recourses needed. Training alone is insufficient; coaching is needed for translation of training to classroom practice. Coaching is an ongoing process that is focused on an outcome by providing practice; first with help and then independently.
is very important for coaching.

: look and listen
: Evaluate
: Action Plan
: Reflect and give feedback
: New skill
When you are coaching you need to build a relationship, have a goal in mind, observe, debrief and give feedback. TPOT stands for teaching pyramid observation tool, and TPITOS stands for the pyramid infant /toddler observation scale.
The pyramid coaching process is divided into 5 parts.
1. conduct baseline observations using the TPOT/TPITOS.
2. meet with the teacher/provider to review TPOT/TPITOS and develop an action plan.
3. prepare the teacher/provider for the coaching process.
4. observe the teacher/provider with a focus on the action plan items. Fifth, debrief the teacher/provider.
Caregivers also play a big role in this development because whenever children are left in their care they are the ones that have to be sure to encourage healthy development in social-emotional wellness. They are also responsible for preventing the occurrence or escalation of social-emotional problems with children that are at-risk, identifying and working out problems that may surface, and referring children and their families to the appropriate services when needed.
Goal is to lead to positive outcomes for children, families, providers, and programs.
Implementation Fidelity is the degree to which interventions are accurately and consistently carried out as originally specified by the developers.
It is the only way to know if a practice is being accurately applied with fidelity is to measure for implementation.
What to use when measuring Fidelity
Teaching Pyramid Observation Tool(TPOT)
The Pyramid Infant Toddler Observation Scale (TPITOS)
Administrative support is key
Collaboration is a
not an event.
It takes time and often multiple meetings to collaborate.

The Collaborative Planning Model:
Leadership & Commitment
Develop objectives
True decision making=Trust & Respect
Set a Shared Goal/Vision
Address Challenges
Write an Action Plan and Implement it
Evaluate your progress
Two types of Leadership are:
Administrative Leadership
Stakeholder Team Leadership
Smith, B.J. (2006), Module 4, Center on Social and Emotional Foundations for Early Learning, www.vanderbilt.edu/csefel/

Collaborative Planning Model
Promotes social and emotional competence and address challenging behavior.

3 Modules: Promotion, Prevention, Intervention.

Effective Workface (Base of the pyramid)-This helps promote and sustain the use of evidence-base practices.
1. Promotion ( Universal: All children) Bottom of the pyramid
• Nurturing and Responsive Relationships- foundation of the pyramid, important for a heathy social development.
• High Quality Environments- Early care and education environments for the child.
2. Prevention ( Secondary: Some children) Middle of the pyramid
• Targeted Social Emotional supports- social skills to make friends, self-regulation, and problem solving skills.
3. Intervention ( Tertiary: Few children) Top of the pyramid
• Intensive Intervention- to assess a child in an intervention that helps with behavior. Use a positive behavior support.

ssues with the Pyramid Model
• Some believe that the promotion level is already in place.
• Wanting to skip the bottom of the pyramid and jump to the top.
• Want a quick fix.

Program-wide/ community-wide model for preventing / addressing challenging behavior
The program uses the Pyramid Model to help each student individually
And collaboration to guarantee support/family involvement
Benefits of Program
Childs emotional/difficult behavior has improved
Good quality/satisfaction of program has increased
More support for social development/ less turnover
Readiness Criteria
Focuses on Behavior as main Goal
Leadership Team assists and takes 2/3 years to complete full implementation
They commit to support teachers/evaluation in classrooms/
Ongoing training/ promoting program
How it works
Having a strong leadership team /collaboration/ clear policies /commitment

Critical Elements: Leadership Team
Set up a Team with: wide representation/admin support/regular meetings/action plan/collaboration/useful team procedures
Team Responsibilities
Monitor implementation/decision-making/ professional development activities/support for addressing behavior issues/Sustain communication with staff Evaluate progress
Team Roles- (roles can be rotated)
Convener- starts/prepares meetings/agendas/evaluations/ keeps team meeting focused
Recorder- records meeting summary/team actions/ disperses meeting summary/actions/ evaluations/ maintains team records
Timekeeper - makes sure that team keeps to the agenda timelines
Snack Provider - brings snacks
Evaluation Coordinator - collects/ summarizes meeting evaluations/ combines & prepares data presentations for review
Behavior Specialist - provides leadership in behavior support strategies/ tertiary systems development
Critical Elements: Staff / Stakeholder Buy-In
Staff / community poll establishes/ indicates awareness of initiative/ interest/ buy-in
Leadership Team maintains buy-in by
Inviting input/ feedback from key stakeholders: staff, parents, community
Critical Elements: Family Involvement
Build awareness/ Membership on Leadership Team/Multiple mechanisms for home implementation/ sharing/having input into the initiative/Family partnerships
Critical Elements: Pyramid Model
Classrooms/ programs are implementing the Pyramid Model
Positive relationships/Supportive environments/Teaching social emotional skills
Individualized supports for children with persistent challenging behavior
Critical Elements: Professional Development and Staff Support
Plan: Coaching/behavior support/ training strategies/incentives/professional dev. plan
Critical Elements: Responding to Challenging Behavior
Develop mentally appropriate strategies/Crisis responses
Problem solving& support/Team assessment-based process for tertiary level
Partnerships -teaming with families
Critical Elements: Monitoring Implementation & Outcomes
Measurement of Implementation& outcomes
Data collected /summarized& shared with staff /programs/ community/families
Data used for ongoing monitoring & problem solving/Action Plan updated/ revised
Supports staff/ listener & data collector/decision maker/ team builder/develop collaborative plan/organize resources & money as dictated by plan

Resource Deployment / Budget
Re-focused to support promotion/ prevention, e.g., MH consultants assisted with promotion & prevention / staff development and support/ transfer of knowledge activities/ continuing edu. target data collection/ management/consultants for ongoing analysis and evaluation/ Consultants identify evidence based practices/training/ facilitation/ time allocated for acknowledging staff work/ ensure staff well-being &benefits/training staff
Staff Development and Support
Insert Pyramid throughout program/Staff / interviewees learn expectations/Initial training provided /helps identify needs of trainees/develop implementation plan/mentor/coach staff/ employ substitutes
Planning and Accountability
Ongoing evaluation/ Data-based planning meetings/
Data collection by : Classroom Observations /Staff Interviews & Satisfaction Surveys /
Referral Data /Staff self-assessments / development plans/Child& family outcome data
With families/With staff/With community
Challenges: Philosophies, beliefs, turf, and finances.
Staff has better support/skills to help students
Less turnover of staff/increased satisfaction
Number of children needing counseling reduced
Program spends less time/resources on intervention level and more on prevention level of the Pyramid.

TACSEI Challenging Behavior
Contributed by Taylor Simms
Any repeated pattern of behavior that interferes or is at risk of interfering with learning experiences or engagement in social interactions. Challenging behavior is based off of it's effects.
Examples of Challenging Behaviors
Physical and Verbal Aggression
Disruptive vocal/ motor responses
Destruction of Property
Examples of Challenging Behaviors For Infants and Toddlers
Attachment Difficulties
Sleeping/Eating Difficulties
Excessive Crying
Difficulty in soothing
Importance of Social Skills contributed by Patrick Newton
• Social Development is crucial because it forms the foundation for all relationships
• Learn to express emotions in socially and culturally appropriate ways
Positive Outcomes from Development
• Decreases in withdrawal, aggression, non-compliance, and disruption
• Increases in positive relationships, cooperation, and sharing
• Greater self-control
• Self-Monitoring
• Self-Correction
• Improved social and emotional health
• Academic success
Challenges to Positive Outcomes
• Lack of knowledge
• Beliefs
• Attitudes
• Lack of collaboration
• Lack of resources

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