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RBPD: Models, Qualifications, Training, and Supports

Comprehensive professional development systems for early care and education personnel are accessible and based on a clearly articulated framework; include a continuum of training and ongoing supports; define pathways that are tied to licensure, leading to qualifications and credentials; and address the needs of individual, adult learners. Enhancing a spirit of life-long learning is one goal of any professional development system; similar to this goal, a professional development system itself is never a finished product and should continually evolve and be refined to best meet the needs of the population it serves.  

Within professional development systems there are several interconnected components. These components fall under five broad elements: (1) funding; (2) core knowledge; (3) qualifications and credentials; (4) quality assurances; and (5) access and outreach.

Relationship-based professional development (RBPD), a component of the access and outreach element of a professional development system, refers to the various professional development approaches that use relationships to foster change and facilitate quality improvement. States use a variety of titles and descriptions for RBPD, including coaching, mentoring, consultation, and technical assistance. Similar titles may refer to different types of approaches and have differing definitions among States with RBPD programs. Central to all types and definitions of RBPD is the relationship between the highly skilled and the less experienced or skilled professional. Differences in the type of RBPD are based on the type of relationship, the purpose of the activity, and how information is shared between the expert and client. This document provides examples of the variations in RBPD programs, as well as elements that are common across programs.

The following is information about a variety of RBPD programs and resources that are designed to link highly skilled early care and education professionals with less experienced or skilled providers to increase staff effectiveness, improve program quality, and support positive outcomes for children. States and localities have taken a variety of approaches to RBPD and have various RBPD activity goals. The examples in this document do not represent all programs or approaches States and localities have taken with their mentoring projects. NCCIC does not endorse any organization, publication, or resource.

Additional information about access and outreach, including RBPD activities, is available in "Section 5" of The Early Childhood Professional Development Systems Toolkit. The toolkit was developed by NCCIC and provides a compilation of resources organized by the elements of an early childhood professional development system. It is a practical guide for State/Territory policymakers and stakeholders and includes definitions and overviews of the elements of a professional development system; State stories and examples; selected resources; and planning tools. It is available at http://nccic.acf.hhs.gov/pubs/goodstart/index.html.

RBPD Overview

RBPD programs typically include the following common elements:

  • Specified qualifications or defined competencies for the skilled professional;
  • A defined outcome or purpose;
  • Program policies, procedures, and reporting mechanisms;
  • A tracking system; and
  • Ongoing training and support.

Those eligible for the RBPD role are identified by current professional role, educational level, experience, or other criteria. In some States, the RBPD role is defined by an endorsement, a credential, or some other validation of knowledge, skills, and/or training completion.

Mentoring programs are established to increase program quality by improving the skills and practices of directors, teachers, and/or family child care providers. They are also established to improve the knowledge, skills, and practices of program directors seeking accreditation, teachers of infants and toddlers, and/or new family child care providers. The goals of mentoring programs typically fall into the following categories:

  • Improved classroom practice;
  • Improved program quality;
  • Improved administrative skills;
  • Leadership development;
  • Positive developmental outcomes for children;
  • Credential attainment;
  • Career identification and advancement;
  • Workforce stabilization;
  • Cross-sector program coordination; and
  • Achievement of financial rewards.

State RBPD Programs

States offer RBPD programs with a variety of goals, eligibility guidelines, and target audiences. The following is a select sample of mentoring programs listed by State. Examples include program descriptions and related Web links.

Arkansas

The Arkansas Early Childhood Mentor Endorsement prepares early childhood professionals to serve as mentors to teachers and program directors. Mentor endorsement activities are designed to support and challenge early educators who consistently provide quality services in early childhood programs. Participants include teachers, administrators, family child care providers, and consultants. Classes are provided by Arkansas State University Childhood Services. The Mentor Endorsement is sponsored by the Division of Child Care and Early Childhood Education and is registered with the Arkansas Early Childhood Professional Development System.

Participants may choose either the Mentor Endorsement (a series of 7-12 seminars) or the Mentor Endorsement DIRECT, which combines seminars and online work. A total of 45 clock hours (4.5 continuing education units [CEU]) of training is provided in 7 modules. CEU credit is awarded upon completion of all seven modules.

The Director Mentor Quality Initiative provides support for centers serving infants, toddlers, and preschoolers and for family child care programs. The goal of the Director Mentor project is to improve the quality of child care and early education in Arkansas by increasing the number of programs that achieve Quality Approval. Experienced directors of Quality Approved programs serve as mentors to directors of programs that are working toward approval. Training is provided for mentors. Additional information about mentoring is available at http://chs.astate.edu/programoverview/mentoring/main.htm.

California

The California Early Childhood Mentor Program is the largest mentoring program for child care professionals in the United States and links improved compensation with mentors' professional development. Since 1988, the program has provided advanced training for experienced child care workers who wish to become mentors to new providers.

The California Early Childhood Mentor Program lists five objectives for the project. They are as follows:

  • To assist trained and experienced early childhood caregivers and directors to become mentors.
  • To allow students better access to high-quality, supervised teaching experiences and academic support.
  • To allow less-experienced center directors access to the knowledge and insight of veteran directors.
  • To increase awareness in the community on issues related to quality.
  • To involve the community college with others in the community to improve standards of quality.

Following completion of an initial course in mentoring, interested candidates submit formal applications to local mentor selection committees. Selection is based on professional qualifications and quality reviews of the candidates' classrooms. In 2006, the Director Mentor Program replaced the application requirement of verifying areas of expertise with a more precise assessment tool, the Program Administration Scale (PAS). The PAS was designed specifically for early childhood administrators and identifies leadership and management characteristics. Those who are selected as teacher mentors are paid stipends for continuing in-service training and for supervision of student teachers who are assigned to their classrooms. Those who are selected as director mentors are paid stipends for guiding and offering practical help to less experienced ("protégé") directors or site supervisors. Additional information is available at www.ecementor.org.

Connecticut

Connecticut's Accreditation Facilitation Project (AFP) supports quality improvement through accreditation and offers a variety of resources and supports to early care and school-age programs seeking professional recognition through national, voluntary accreditation systems. AFP establishes a resource system accessible to and supportive of all providers in Connecticut, including a support network of mentors, validators, and accredited center personnel throughout Connecticut. Additional information is available at www.ctcharts-a-course.org/accreditationf.htm.

Georgia

The Partners in Quality Mentor Program, a project of Quality Assist, Inc., was established in 1994 to improve the quality of care and education of young children through the professional and career development of teachers and directors. This program provides one-on-one peer mentoring of teachers and directors. The Mentor Director Program consists of four main components: mentor selection and preparation, mentor/protégé matching, the mentor/protégé relationship and mentoring process, and the mentor network. The Mentor Teacher Program consists of four main components: teacher/program partnership and mentor service agreement, mentor teacher course, mentor/protégé relationship and mentoring process, and the mentor network. Additional information is available at www.qassist.com/index.htm.

Idaho

The Idaho Association for the Education of Young Children (AEYC) administers the Mentors for Early Care and Education (MECE) program. Mentors/coaches contract to serve a participant on a weekly, monthly, or one-time basis. Participants must be registered with the IdahoSTARS Professional Development System. There are two categories of mentor services: mentors/coaches for apprenticeship and mentors/coaches for individual projects. Individual projects include a range of goals: short-term individual projects, child care health consultation, accreditation, and environment enhancement. The Idaho Department of Health and Welfare provides scholarships to cover the costs of services. The Idaho AEYC Web site at www.idahoaeyc.org/mentoriaeyc.php includes the following:

  • Mentor job descriptions;
  • Participant application information and forms;
  • Mentor application information;
  • Reporting forms; and
  • Mentor quotes.

Montana

Best Beginnings, Montana's Child Care and Development Fund (CCDF) program, offers Mentoring Program Grants for annual contracts that may be renewed for 2 additional years. The mentor programs match experienced caregivers/mentors with novice caregivers/protégés to provide practical support to those new to the field of early childhood. Mentoring programs are based on the concept that experienced teachers and caregivers are easier to retain if they receive advanced education, better wages, and the opportunity to share their expertise. Protégés learn from their mentors' expertise and experience, while mentors increase their leadership skills. Participants attend an annual mentor intensive meeting where the Protégé Guided Journal is introduced. The journal helps link protégés to the Montana Early Care and Education Knowledge Base, Montana's early learning guidelines, the Montana Early Childhood Apprenticeship program trade schedule, and infant and toddler modules. Additional information about the mentoring program is available in Montana's CCDF Plan for Fiscal Year 2008-2009, which may be accessed at www.dphhs.mt.gov/programsservices/childcare.shtml. Information about the Mentoring Program Grant awards is available at www.dphhs.mt.gov/hrd/childcare/qualityprograms/index.shtml.

Pennsylvania

The Capital Area Early Childhood Institute is a community-based initiative designed to provide training and information to parents and child care providers of children birth through 3 years of age. In 2000, the Institute created a mentor program to provide ongoing, intensive, onsite technical assistance to selected center-based infant and toddler caregivers. Additional information about this Infant Mentoring Project, including relationship building and tools used to document the mentoring time, goals, and objectives, is available on the Capital Area Early Childhood Training Institute Web site at http://ecti.hbg.psu.edu.

The following are additional resources available about the program:

South Dakota

The Building Blocks Child Care Mentor Program, sponsored by the South Dakota Department of Social Services, is a program designed to help new family child care providers learn how to operate a child care business. Each year, about 20 new mentors are trained at a statewide 2-day training session. The mentors are assigned new child care providers in their communities by the licensing social worker in that area.  Mentors offer new providers information, encouragement, and resources. They are paid $25 an hour, plus mileage and travel time. Each mentor can work with two mentees at a time, providing 4 hours of face-to-face contact and 6 hours of telephone contact.

Mentors must have worked a minimum of 3 years as a registered provider and have no record of noncompliance with licensing requirements. The program has increased retention rates for participating providers and has helped participants make appropriate career choices regarding work in the early childhood field. Additional information is available at http://dss.sd.gov/childcare/mentorprogram/.

Utah

The Utah Family Child Care Mentor Network project is administered by the Child Care Professional Development Institute (CCPDI) at Salt Lake Community College. The Utah Office of Child Care funds a mentor coordinator at each child care resource and referral agency throughout the State. The mentor coordinators manage recruitment and training of family child care providers who meet established qualifications to complete Utah's mentor certification process. The coordinators also direct the matching of mentors with protégés, i.e., family child care providers who have requested mentor services; oversee mentor/protégé events and activities; and facilitate ongoing training and professional development activities with mentors. The project includes the following elements:

  • An orientation curriculum: a two-part session (2 hours each session) on network policies and procedures, relationship building, and boundary setting;
  • A mentoring booklet; and
  • Forms and resources: applications, goal setting sheets, core competencies, and professional development plan guides.

Information about CCPDI is available at www.slcc.edu/ccpdi/.

RBPD Professional Qualifications and Training

States may include mentors/coaches/consultants/technical assistants in their trainer registries based on qualifications such as education, experience, expertise, and/or completing of training requirements. A few States offer credentials for trainers or mentors. Most mentoring initiatives, which typically have a defined purpose or goal(s), require that mentors meet specific qualifications, usually related to the purpose or goal(s). Some States have developed job descriptions and qualifications for consultants. States that have formal mentoring/coaching or technical assistance initiatives focused on a topic, audience, or purpose may require completion of a specialized training, in addition to meeting the required qualifications. Elements of mentor/coach/consultant training include adult learning theory and practice, relationship-building, communication, policies and procedures, and managing change. Some States offer training for the client as a condition for eligibility for services and/or to enhance the success and results of the RBPD activity. The following examples include qualifications and/or training required by RBPD projects.

California

  • California Mentor Program

    Teacher Mentors

    The program recruits teachers who have worked at least 2 years in an early childhood classroom or family child care home, who have completed a college early childhood training program that included a supervised teaching course, and who are eligible for the Master Teacher level (or above) of the California Child Development Permit. In order to apply, teachers must complete a course in adult supervision skills and classroom evaluation, offered by participating community colleges. Upon completion of the course, these teachers may submit an application that includes information about their educational background and experience, a personal statement, and a self-evaluation of their classrooms using one of the Harms and Clifford Rating Scales (i.e., the Early Childhood Environment Rating Scale-Revised, the Infant/Toddler Environment Rating Scale-Revised, the School-Age Care Environment Rating Scale, or the Family Child Care Environment Rating Scale-Revised). A selection committee made up of instructors from the community college and teachers, directors, and others from the child development community reviews the applications and evaluates the applicants' classrooms using the rating scales.

    The generic course syllabus for the Mentor Teacher Course includes the following topics:

    • Principles of adult learning, including learning styles, communication and diversity in the ECE setting;
    • The developmental dynamic in the mentor/student-teacher relationship;
    • Reflective practice;
    • A developmental perspective on supervision;
    • Observing and assessing environments (understanding and using the environment rating scales);
    • Evaluating the trainee and ethical issues;
    • Professional ethics: and
    • Leadership and advocacy as a mentor.

    Director Mentors

    Director mentors who have at least 2 years experience administering an early childhood facility, who have taken at least 3 units in ECE administration and supervision and who have attended a 2-day Director Mentor Institute are eligible to submit an application to the selection committee. One selected, Director Mentors are offered support for their own professional development through a monthly Director Seminar, which focuses on supervision, leadership, and advocacy strategies. The seminar may be attended by any director. Seasoned director mentors receive further training in mentoring and leadership development at Advanced Director Mentor Institutes, offered annually.

Illinois

The Professional Development Advisor (PDA) is a highly trained and experienced professional in early care and education who provides professional development advisement to those in the field (i.e., advisees) interested in advancing their careers and education. Successful PDA applicants are required to complete extensive training and enter a contractual agreement with the Illinois Network of Child Care Resource and Referral Agencies (INCCRRA). PDAs also receive stipends and/or mileage reimbursements for advisement services performed according to the policies and procedures of Gateways to Opportunity, which is administered by INCCRRA.

PDA qualifications include the following:

  • Ten years of relevant experience in early care and education;
  • A bachelor's degree (minimum);
  • Current employment position and/or residency in Illinois; and
  • Bilingual skills (appreciated, but not required).

Additional information about PDA responsibilities is included in the PDA application at www.ilgateways.com/profdevel/forms/PDA%20Application%20Form%2011-07.doc. Additional information about the program is available at www.ilgateways.com/profdevel/profdevadvisors.aspx#app.

Maine

Collaborative consultant qualifications include the following:

  • A minimum of a master's degree in child development, early childhood education, or a related field. A bachelor's degree with additional coursework toward a graduate degree will be considered with a Department of Health and Human Services application review.
  • At least 5 years of experience in the early care and education field with demonstrated knowledge and familiarity with center-based care, family child care providers, and school-age programs as well as experience in supervision and program administration.
  • Knowledge of State child care licensing, child observation and assessment practices and tools, and national child care accreditation systems is strongly preferred.

Minnesota

MN SMART
http://mnsmart.metrostate.edu/index.html

MN SMART is part of the Department of Human Services Professional Development Planning. MN SMART is charged with making recommendations for the implementation of a system of comprehensive and integrated RBPD services as a strategy to meet professional development needs throughout Minnesota. MN SMART supports people and organizations that provide RBPD opportunities. By working collaboratively and providing research and resources, MN SMART develops and promotes effective RBPD models and practices in the areas of mentoring, coaching, consultation, technical assistance, training, and support. In addition to descriptions of four types of RBPD, core competencies for each of the types, and general relationship-based competencies, MN SMART provides orientation training for the clients of RBPD as well as those aspiring to be mentors, coaches, consultants, and technical assistant providers. The following curricula are available via the Web site.

  • Training of Trainers - Training Delivery Skills (detailed training materials for professionals available online).

  • Training of Trainers - Training Design Skills (detailed training materials for professionals available online).

  • Relationship Based Professional Development Orientation Modules (online training for RBPD clients; includes learning sessions, activities, and reflective questions). The following are topics included in the orientation modules:

    • Introduction to Relationship Based Professional Development;
    • Observation and Assessment;
    • Goal Focused Partnerships;
    • Adult Learning Approaches; and
    • Effective Communication.

  • Relationship Based Core Competencies Curriculum (for professionals). The following are topics covered in the curriculum:

    • Overview;
    • Mentoring, Coaching, Consulting and Technical Assistance: A Comparative View;
    • Relationships (building relationships, communication, self-awareness, cultural awareness, partnerships and collaboration);
    • Adult Learning and Development; and
    • Managing and Facilitating Change.

  • Consultation Curriculum Overview (for professionals). The following are topics covered in the curriculum:

    • Basics of Effective Consultation:

      • Consultation as a function of professional development;
      • The Challenges of Change;
      • Partnership approach; stages; skills development; and
      • Ethics.

    • Effective Practices in Consultation:

      • Building a Trusting Relationship;
      • Gathering information;
      • Goal setting and action planning;
      • Implementing the action plan; and
      • Evaluation the plan.

    These materials and additional information and resources are available at http://mnsmart.metrostate.edu/index.html

New Hampshire

New Hampshire offers a Trainer/Mentor/Faculty Credential. Requirements include training and education, experience, and professional activities. There are four levels, with increased educational and experience requirements for each. There are multiple options to attain each level of the credential. For more information, visit
www.dhhs.state.nh.us/NR/rdonlyres/ezujcyf7tmhy2jssermmitxdhiv4obztgtxxodv52
id5dkkyq44w3nmketcpigre56zil4iddz2vfo55v5gunrgq47a/Guide+to+Early+Childhood+Careers.pdf

Utah

The Utah Mentor Teacher Academy (UMTA) is a statewide program that started in 1986 and is coordinated through the Utah Personnel Development Center. The purpose of UMTA is to refine and enhance the leadership skills and knowledge of highly qualified educators through training focused on interpersonal and communication skills, effective school practices, modeling, effective presentations, coaching, collaboration, and facilitation techniques. Training is offered through an academy that consists of 2-day monthly trainings or site visits.

The following are the goals for the training academy.

  • Goal for Year 1: Personal growth and improvement:
    Inquiry;
    Communication; and
    Collaboration.

  • Goal for Year 2: Focus on bringing about change for your organization:
    Collaboration;
    Facilitation/Coaching; and
    Leadership.

Mentor goal sheets, action plans, and logs as well as additional information about the program are available at http://updc.org/frame.html?content=http%3A//updc.org/cspd/mentor/index.html

RBPD Program Evaluations

States may conduct evaluations of their RBPD programs to examine program effectiveness, changes in practice or program quality, and participation. Evaluation results are also used to change and improve RBPD programs.

  • Pennsylvania's Capital Area Early Childhood Institute Infant Mentoring project conducted an evaluation. The following documents are based on this evaluation:

  • The Potential of Mentoring: An Assessment of the California Early Childhood Mentor Teacher Program (Spring 1995), prepared by Marcy Whitebook and Laura Sakai, published by the National Center for the Early Childhood Work Force (now the Center for the Child Care Workforce, a project of the American Federation of Teachers Educational Foundation), is the result of a 2-year evaluation focusing on the California Early Childhood Mentor Teacher Program. The report identifies the program's strengths and weaknesses, and includes recommendations. Additional information is available at www.ecementor.org/Care.htm.

RBPD Supports and Resources

Many RBPD projects make forms and reporting processes available via the Web. Some provide tools to use with individual protégés and/or provide other useful tools to facilitate RBPD activities and relationships. There are also national organizations that provide online information and tools to support RBPD efforts. The following are samples of resources available on the Web.

  • Kentucky's Training Into Practice Program (TIPP) has a number of resources available on the Web, including an Individual Growth Plan, sample training outcomes and examples of activities to achieve those outcomes, evaluation forms, and core knowledge self-assessment tools. This information is available at www.ihdi.uky.edu/tipp/Resources.aspx.

  • Creating Mentoring and Consulting Relationships in Early Childhood Programs is a training series offered by ZERO TO THREE. The training presents strategies to develop and sustain positive relationships in child care and other infant-family settings. The training includes the following:

    • A relationship-based and reflective approach to consultation and mentoring;
    • Information about creating effective relationships as consultants or mentors; and
    • Strategies for addressing barriers to and issues within the consulting-mentoring relationship.

    Information about the training is available at www.zerotothree.org/site/PageServer?pagename=ter_trng_mentor.

  • The Center for the Social and Emotional Foundations for Early Learning (CSEFEL) has a number of resources related to children's social-emotional development, including challenging behaviors. These resources help support trainers/mentors/coaches in their work with classroom teachers, family child care providers, and families. Resources include training modules by age group, briefs, decision-making tools, chat rooms, and practical strategies. CSEFEL has also developed training modules, which include presentation materials, video clips, handouts, and other resources. Additional information is available at www.vanderbilt.edu/csefel/training.html.

  • Supporting Early Childhood Professionals Through Content-Focused Mentoring: A Resource Guide (2003), by Kimberly Elliott, Susan Washburn, Patricia Fahey, Satu Mehta, Christine Pond, Leslie Ross-Degnan, Carla Seymour, Su Theriault, and Karen White, Center for Children and Families, Education Development Center, discusses five essential aspects of content-focused mentoring and provides extensive lists of related resources for each topic. The topics include the following:

    • Charting a course for content-focused mentoring: how to design effective mentoring systems;
    • The change process: how to understand and address resistance to change;
    • Training and support for mentors: how to strengthen mentors' skills and knowledge;
    • Training and support for protégés: how to build protégés' capacity; and
    • Evaluation and continuous program improvement: how to assess and refine systems.

    This resource is available at http://ccf.edc.org/PDF/MentorRG_Eng.pdf.

  • The Office of Head Start's Early Childhood Knowledge and Learning Center (ECKLC)has a number of resources about mentoring available on its Web site. Resources include the following:

    • A mentoring success story in Head Start;
    • Mentor-coaching information;
    • Information about mentoring for Head Start and Early Head Start programs;
    • Mentoring in Head Start programs;
    • Strategies for identifying, selecting, and matching mentors and protégés; and
    • Information about Web-based mentoring.

    These resources are available at http://eclkc.ohs.acf.hhs.gov/hslc/Professional%20Development/Organizational%20Development/Mentoring.

  • Publications on mentoring from the Center for the Child Care Workforce, a project of the American Federation of Teachers Educational Foundation (CCW/AFTEF), include the following:

    • CCW designed the Early Childhood Mentoring Curriculum that is composed of two volumes, a Trainer's Guide (1997)and a Handbook for Mentors (1997). The two-volume curriculum is a comprehensive, flexible teaching tool for mentors and mentor trainers in center-based and family child care programs. The training consists of 10 half-day modules, covering 8 units of materials that can be adapted to a variety of training schedules and situations. While developed primarily for use in formal mentoring programs, the curriculum can be used in classes and workshops at community colleges, child care centers, family child care associations, Head Start agencies, or other training and staff development programs. Information about these publications is available at www.ccw.org/publications_resources.html.

    • Early Childhood Mentoring Programs: A Survey of Community Initiatives (updated 1999), a compendium from CCW's survey of early childhood mentoring programs conducted in 1995, offers detailed information about 19 programs throughout the country, covering such issues as program design, recruitment, selection and training of mentors and protégés, compensation, funding, evaluation, obstacles, and successes. Information about this publication is available at www.ccw.org/publications_archives.html. Additional information is available at www.ccw.org.

Registered Apprenticeship Program

A number of States have registered child care or early care and education apprenticeship programs through the Employment and Training Administration within the U.S. Department of Labor. By design, these programs include roles for qualified mentors. When establishing registered apprenticeship programs, States must establish a technical knowledge base and define eligibility criteria for participants and qualifications for the mentors who will work directly onsite with the apprentices. In doing so, States must follow the standards under Title 29, Code Federal Regulations, Part 29.5, which address the following elements:

  • No discrimination in application, employment, or training;
  • On-the-job training and work experience;
  • One-hundred and forty-four hours of instruction related to the trade;
  • Progressive wage schedules;
  • Proper supervision on the job (mentor); and
  • Periodic performance evaluations.

The following is a list of three State apprenticeship programs:

Updated August 2008

 
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