TA Learning TableChecklist for Building Strong TA Organizations and TA Supervisors
Instructions for Homework BEFORE for Session #4
In many cases, organizations and supervisors that are charged with overseeing technical assistance may be new to that role, and may have other roles that often take priority. Please read this scenario, and use the attached checklist to identify 3-5 top strategies for strengthening the TA Organization and 2-3 top strategies for supporting TA Supervisors.
Scenario
Two years ago the CCDF State Agency mandated that all center-based programs receiving CCDF subsidies participate in the QRIS system. The State Agency didn’t have additional funds to support this effort and decided to require the CCRR agencies be used to oversee technical assistance. To provide continuity for their current employees, most CCRRs asked staff to volunteer to become a coach to provide technical assistance for programs working on QRIS. Some of the employees had extensive experience in training, while others had more background in information and referral. The assistant CCRR directors had to add the role of technical assistance supervisor to their other responsibilities. Coaches and their supervisors all participated in an 8-hour training that outlined research on effective TA, relationship-based practice, and coaching strategies. The State Agency worked in year two with the CCRR agencies to collect data on the progress programs are making on QRIS. The data included a summary of the number of programs that had gained one or more levels in QRIS, as well as survey feedback from Program Directors and coaches. While more than half of the programs had gained at least one level in the QRIS system, the State Agency believes that more progress is possible. Program Directors indicated that TA strategies that are better received by their staff are modeling and one-on-one conversations. Coaches reportedresistance to their services from Program Directors and Staff. Coaches also indicatedthat they need more training and supervision on how to guide the continuous improvement process. There seems to be inconsistent access to ongoing support and supervision for coaches, and they request that a manual be developed to provide them with ongoing guidance about their role.
Instructions for Homework AFTER Session #4
This checklist can help your planning team identify what supports are needed in building strong TA organizations and TA supervisors
- Ask that a representative of each major TA sector/setting fill out this checklist. For example, TA for QRIS could be in column 1, TA within Head Start could be in column 2, and TA to enhance language and literacy could be in column 3.
- Please place a
YES if this item is in place
NO if not in place
IP if this is in progress
CIRCLE all items that are YES and that you believe are strong examples that the whole group could adopt
- The team leader will collect all checklists and put them into one document
- During the team meeting, talk about
- Which examples you may want to review as a team and adopt or adapt to have a consistent cross-sector approach
- Make a note about what additional supports your State needs to achieve this step, and indicate whether this is support that could come from governance/implementation team, from a State that already has this, or from TA Learning Table. For example, you may not have a Manual for TA Professionals and would like to see other State examples.
TA Organizations / Sectoror Setting / Sector or setting / Sector or Setting / Notes on additional supports State needs to achieve this step
Identify clear goals for TA that are linked to child outcomes
Identify a model or framework for TA
Develop a checklist to monitor fidelity to the model or framework
Introduce TA in ways to increase motivation for programs/ practitioners
Include incentives for participation, both at program and practitioner level (e.g. credit for TA, grants to support program improvement or when program improves quality or child outcomes
Procedure to make decisions about who receives TA
Adopt clear definitions about coaches, mentors, consultants
Develop qualifications, job descriptions and interview protocols for QRIS coaches.
Identify core competencies for coaches
Coach pre-service training and education based on core competencies
TAP ongoing training reflects needs of TAPs in achieving core competencies
Provides training/education for specialized TA (e.g. IT, SA, mental health)
Adequate budget for the level of supervision that leads to outcomes
Develop manual for TAPS including purpose of coaching, philosophy, TA activities, ethics, and responding to challenging situations
Adopts consistent compensation that will ensure the ability to recruit and retain high quality TAPs and supervisors. This includes compensation for training and supervision hours.
Policies on caseloads ensure that TAPs have enough TA time to achieve goals/outcomes
Policies on hiring TAPs and TA supervisors to ensure racial and linguistic diversity and expertise on TA in various settings (IT, SA, FCC, Head Start)
Collects data that can help identify effective TA activities
TA Supervisors / Setting #1 / Setting #2 / Setting #3 / Notes on additional supports State needs to achieve this step
Support TAPs in delivering technical assistance model with fidelity
Offer a variety of opportunities for support of individual TAP (e.g. phone calls, supervision meetings, onsite supervision)
Provides opportunities for ongoing reflection for TAPs, including peer consultation and communities of practice
Provides support to TAPs and programs on development of action plans with measurable goals and objectives based on program and practitioner needs
Models relationship-based coaching and scaffolding based on TAPs emerging skills and competence
Models building a climate of dialogue and inquiry based learning
Performs regular on-site observations of TAP in action and provides feedback
Provides support to TAPs to individualize strategies for programs and practitioners
Collects information to identify training and supervision needs through TAP self-assessment, and review of action plans and TAP experiences.
Uses technology to supplement training and supervision (e.g. videotaping and reflecting on practice, videos of best practices, email, and blogs.
Have opportunity to reflect with other supervisors
Utilizes evaluation as a time for TAP self-reflection and motivation for growth