Goal Setting and CQI
Jane Tousignant
Natalie Halushenski
AGENDA
• CRAZY BUSY MORNING!!!!!!!!
• LOTS AND LOTS OF LEARNING!!!!!!!!!!
CQI Model
Leadership Team Report
Consultation Model
Flowchart
Internal Referral
Initial Consultation
Follow up Consultation
Feedback Form
Why?
• An understanding of the reasons and benefits
of change helps early years practitioners to
accept, endorse and enact a new order or
desired way of working” Jillian Rodd
Why?
Why would we want to set goals?
Answer: In order to motivate and empower them
and make them accountable.
Who should set them?
Answer: Should be a collaborative effort
What do we need to
know and do to set
goals?
Early years leaders who wish to
harness and draw on the power of
collaborative teamwork ….
Early years leaders who wish to harness
and draw on the power of collaborative
teamwork ….
 Know the strengths, abilities, interests and
vulnerabilities of practitioners;
 Match the talents and resources of team
members to goals, purposes and tasks;
© Dr J Rodd 2015
Early years leaders who wish to harness
and draw on the power of collaborative
teamwork ….
 Communicate clear expectations regarding the
necessity and benefits of collaborative activity;
 Nurture a culture of learning by offering team
members varied opportunities to develop requisite
knowledge and skills
© Dr J Rodd 2015
Early years leaders who wish to harness
and draw on the power of collaborative
teamwork ….
 Support the activity and efforts of teams and
practitioners through mentoring and coaching;
 Allow time for team members to learn new skills
and adjust
© Dr J Rodd 2015
How do I do this?
Reflective Thinkers
• People understand that ongoing professional
learning is about increasing knowledge base,
when it is truly about reflection. Reflection begins
with an examination of one’s own belief system.
• People have to get into the habit of self-reflection
and dialogue such that it becomes second nature
to how they approach their interactions,
evaluations, goal setting, and planning. It should
“Take place day after day in the classroom”.
Empowering Staff
Early years leaders understand that everyone has
fundamental personal needs that have to be met
in order to feel confident and competent:
•
•
•
The need for control over one’s environment and
future
The need for inclusion in the process of change
The need for openness from those leading and
responsible for executing change.
Accountability
• College of ECE Code of Ethics and Standards of
Practice and The CPL encourage us to be
lifelong learners.
To Coach or not to Coach?
Will it make a difference?
What are some of the problems we face in our
programs that might be solved through
coaching and goal setting?
Assessing Staff Problems
• Inferred problems: We perceive what others
problems are
• Expressed problems: Staff are able to express
what the problems are
How?
What is our next step?
• Build strong healthy relationships built on trust
• Use a Strength-based approach
• Communicate Clearly
• Staff evaluations
• Coaching
Motivation grows because
when new skills are acquired,
confidence, capability,
productivity and employability
are enhanced.
Jillian Rodd p. 131
Scenario with Questions to Prompt
Self-Reflection and Dialogue
Growing Clutter
Our center tries to show respect for the children, families, and staff by creating a
beautiful, orderly environment. However, not all staff are attentive to this task and
clutter begins to creep into different parts of the center and change the feel and
appearance of the environment.
My first reaction:
• I should ask who made this mess and tell them…
• I would move behind the scenes and…
• I would begin to…
• I would suggest…
Questions:
• How do I feel about clutter?
• How do I feel about talking directly and raising issues?
• What ideas does this situation give me?
• What values and beliefs do I want to bring to this situation?
Motivating Staff
Last Minute Thoughts