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USING THE ROUTINES BASED INTERVIEW AS A STAFF DEVELOPMENT TOOL

USING THE ROUTINES BASED INTERVIEW AS A STAFF DEVELOPMENT TOOL. THINK ABOUT THIS. How are you currently assessing professional development needs for your staff? For your self?. WHAT IS THE ROUTINES-BASED INTERVIEW?.

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USING THE ROUTINES BASED INTERVIEW AS A STAFF DEVELOPMENT TOOL

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  1. USING THE ROUTINES BASED INTERVIEW AS A STAFF DEVELOPMENT TOOL

  2. THINK ABOUT THIS How are you currently assessing professional development needs for your staff? For your self?

  3. WHAT IS THE ROUTINES-BASED INTERVIEW? • A way to help families, teachers, therapists, early intervention providers identify concerns and challenges in their work so that we can provide interventions and supports based on their needs. • A basis for building the IFSP for families and a professional development plan or supports for staff working with children and families.

  4. WHAT IS THE ROUTINES-BASED INTERVIEW? • Developed by Robin McWilliam and associates at Vanderbilt University with a focus on helping families identify their needs and priorities. • Typically used in early intervention programs focusing on family priorities; • An inquiry method that directly involves staff in looking at their concerns, priorities and resources.

  5. WHAT IS THE ROUTINES-BASED INTERVIEW? • With modifications, becomes a useful tool for identifying challenges and priorities supporting staff who are: • Working in a classroom; • Home visiting; • Needing assistance with an individual child.

  6. WHY USE THE ROUTINES-BASED INTERVIEW? • Assists staff in identifying challenges and priorities; • Assists staff in setting individual goals. • Helps to identify a staff development focus; • Identifies routines/activities where child goals can be embedded;

  7. WHAT DOES IT LOOK LIKE? • Identify concerns • Preconference meeting. • Initial activity. • Identify typical routine/schedule of the day.

  8. WHAT DOES IT LOOK LIKE? • Ask about routines. • What happens during each routine or activity during the day? • Who is doing what? • Children? • Adults? • What are the expectations for the children during this time? • Are there parts of this routine that are difficult or challenging for you? • What do you think makes them difficult/challenging? • Don’t forget transition?

  9. WHAT DOES IT LOOK LIKE? • Review the concerns or challenges that have come up during the discussion. • Share your notes; • Go through each concern as they came up during the interview. • Note any other concerns that come up.

  10. WHAT DOES IT LOOK LIKE? • Discuss the concerns they would most like to work on. • Don’t need to work on all of the challenges at the same time. • Because some skills are inter-related, some challenges may resolve when working on a different routine. • Discuss which concerns they would like to work on first/second, etc. (what are the priorities.)

  11. WHAT DOES IT LOOK LIKE? • Make a plan. • Identify resources and supports needed: • Consultation; • Readings/articles/books; • Workshops/classes; • Observation of another teacher; • Videos/webinars; • Participation in a study group.

  12. WHAT DOES IT LOOK LIKE? • What resources does the staff member bring to the planning? • Use a modified Eco-map. • Identify strategies/methods.

  13. ECO MAP FOR IDENTIFYING RESOURCES FOR PROFESSIONAL DEVELOPMENT • Who does he/she work with; • Is he she part of a team? • Who’s on the team? • What are the relationships in the team? • What professional relationships exist in the building/program? • What outside support relationships are there?

  14. WHAT DOES IT LOOK LIKE? • Track progress • Journal; • Consultation notes; • Daily evaluation; • Reflective supervision.

  15. THINK ABOUT THIS WHAT ARE SOME OF THE QUESTIONS YOU MIGHT ASK TO HELP STAFF THINK THROUGH THEIR ROUTINES, CONCERNS, PRIORITIES AND RESOURCES.

  16. INTENSIVE ONGOING ACTIVE LEARNING/CONNECTED TO PRACTICE RELEVANT AND RIGOROUS CONTENT EFFECTIVE PROFESSIONAL DEVELOPMENT CONNECTED TO GOALS EXPERT FACILITATION WITH FEEDBACK AND MODELING SEQUENCED WITH RELATED CURRICULUM RESOURCES

  17. WHAT DOES IT LOOK LIKE? • FOCUSING ON AN INDIVIDUAL CHILD. • What are the expectations/skills needed for this child during this time? • What is he/she doing? • What are the adults doing with/for the child? • What strategies have you tried? • Does the child have/use the skills needed to participate in this routine.

  18. WHAT DOES IT LOOK LIKE? • FOCUSING ON THE HOME VISIT. • Identify the routines • Greeting/arrival; • Discussing past week’s activities; • Discussing today’s plan; • Providing support • Emotional; • Informational; • Material. • Planning for next time. • Departure.

  19. THINKING ABOUT READINESS FOR CHANGE? • Precontemplation…Not ready to make a change; • Contemplation…Thinking about change but overwhelmed by obstacles; • Preparation…Ready to change; • Action…Actively engaged in change; • Maintenance…Maintaining change with vigilance.

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