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Platforma Zakupowa Grupy Enea. Based at Kansai International Airport, we provide Japan-quality service at an affordable price to customers thoughout Asia and beyond. Our web development services helps you to develop websites that comply with current industry standards, providing a seamless experience to your end-users. For over a decade, the App Store has proved to be a safe and trusted place to discover and download apps. Elita: Sure. You know, and we touched on this a little bit, but I just think what's important is to really see this as a pathway to empathic practice with families and think about it as a way to support secure attachment between parents and young children, so there's -- A lot of the literature talks about, you know, reflective function, and what that means is -- I touched on that briefly, but what it really means is, again, can, as a parent, for example, can you see from your child's perspective?

Can you notice what your child is doing as it relates to kind of their motivations for doing it? And we know that that seems to be -- more and more research is suggesting that -- that seems to be what underlies secure attachment relationships, so, you know, people often talk about sensitivity, but I think, if we want to even get more specific with promoting parent capacities, we need to really take a hard look at, okay, what are some of the pathways there?

So I would suggest that reflective supervision is a really critical pathway to a parent's being able to see from their child's perspective and, in turn, develop secure relationships with their children that we know are really the cornerstone of the children's success and long-term health and development. And we hope that this can happen at all levels of an organization, so, ideally, you know, with organizations, ideally, there's someone on the outside that's providing reflective supervision, or there's a group of directors that are providing this support to one another, and then supervisors are providing this to their staff, meaning that they're providing kind of a regular meeting time to see from the staff's perspective and listen to them about what it is that they're wrestling with in their work with families.

What's coming up for them? What do they see? And, again, then, having home visitors engage in a similar process with families that I would consider this active skill building, even though it's not telling -- Again, it's not kind of telling the parents what to do, but it's more providing a space and time and active listening ear for parents to be able to talk with you about what it is that they're seeing their child do and what do they see?

What do they imagine their child is thinking about? The more that we can cultivate this skill with the parents, the more likely they are to develop really strong relationships with their children. So I think we really need to consider this as a really solid approach to, and a strength-based approach to promoting families' ability to see from their child's point of view, again. I also think it's an opportunity for us to promote culturally and linguistically responsive practice because, when we implement kind of systems that see from the other's perspective, then we allow people, staff, families, to bring their whole selves into the interaction in a kind of not-predetermined way, which, again, is getting at, you know, allowing us to facilitate this kind of building upon strengths and having families articulate their own strengths, having families articulate their child's strength, and us witnessing that and working from there and promoting that.

The other piece of this that I think is really critical is thinking about, you know, we talk so often about executive function skills, and really, what executive function skills -- I mean, there's several things, but one of which is perspective taking, is planning, is thinking, and so we, I think, in a lot of ways, it's kind of our responsibility to give this power to families, to ask questions that help families think about their life, about their child's life, about, you know, how do we engage in a way that's really -- We're there for a very short period in the family's life, right?

So how do we walk away and know that a family can have the skills to solve problems, that they've developed the skills to see from their child's perspective? Anyway, so that is -- I really think that we need to think about, you know, what the implications of reflective supervision could be and reflective practice could be and what the parent requirements of it are and what it yields us, really, you know, working less reactively and more reflectively, and I love seeing that several people are at least meeting once a month to engage in reflective practice with one another.

Okay, I think. Emmy, why don't you go ahead and take us through this next set here? This is -- Thanks, Elita. I think that thinking about reflective practice and reflective supervision, and, like you said earlier, it's also connected to being mindful and really thoughtful about our work and that all of these do seem to be very interwoven.

And, as we get closer to the end of our session, I think that it's important to kind of pull those threads together. So another strategy of profession development strategy that a lot of training has taken place over the last year for Head Start and Early Head Start has been on practice-based coaching. So practice-based coaching is a research-based coaching model.

It's the culmination of a lot of years of study on what works best in coaching, and it's a cyclical process where you use a tool or a process, like some of the tools we've talked about, to identify the areas that you'd like to work on and then setting goals and action steps to move in that direction, and it involves participating in observation of your skills, so, in home visiting, some of the things we need to think about is, what does that mean?

How do you observe a home visitor without intruding in the home-visitor relationship? Is videotaping the best way to do that, or what's the best way?

So there's a lot of extra considerations when you're thinking about coaching and the steps involved for a home-based program.

We want to think about those things. We want to think about the impact it has on the family to make sure that they're comfortable and that they've given consent if someone is coming in, in addition to the home visitor, to observe the home visitor. But then part of that process is, then, reflecting, viewing those tapes or reviewing the comments from the observer and reflecting on what happened and sharing feedback about the practices. And then, once you have the skill level that you'd like with that particular goal, then the cycle moves around and moves back to the beginning with another set of goals and skills that you'd like to work on.

So now we're going to look at some resources for professional development, and here is -- We had talked earlier that one of the new performance standards is that by August of , home-visiting staff will need to have a credential or comparable coursework, equivalent coursework to a competency, and demonstrate competency in home visiting, so I refer you to the performance standards that we went over earlier to get all of that information that you need from the performance standards.

But there is a Council for Professional Recognition that launched a home visitor, CDA assessment-and -credentialing system that went into effect in July of , so that's one avenue.

For this credential, you need to complete hours of formal training, and then there's also a competency process that goes along with that. The council is currently offering an amnesty program, if anyone is interested in that, that will allow anyone with a CDA with an expiration date as far back as January 1 of to renew online by December 29 of So you can check with CDA website for more information about that.

We also have, on the ECL Casey, we have a new database that has been created by our partners at the National Center for Parent, Family, and Community Engagement, and this is a database for credential and degree programs for staff who work with families, so you can search credentials or certificates or degree programs.

You can search by state or major or concentration, so these are primarily for family support workers but also includes some information that might match with home visitors. And then those of you that have worked in the early childhood field for awhile may know of Early Educator Central, and, even though this site is primarily for infant and toddler center-based staff and family childcare providers, they also have some health and safety courses that could be applicable to home visitors, as well.

This is something that I'm really excited about for all of us that have been in the home-visiting field for awhile. We've always wanted something that is a national recognition of the home-visiting field and of the home-visiting professional, and I think this institute, which is called the Institute for the Advancement of Family Support Professionals, is going to help and support the professionalization of home visiting across the country.

So there is, as of November 1 of , there is a professional development platform, and it's a suite of online professional development modules. These modules are from, primarily, from the states of Iowa and Virginia, who have been doing online home-visitor training for awhile.

It's funded by Health Resources and Services Institute through a maternal infant early-childhood home visiting grant that also has additional funding from the Heising-Simons Foundation, and their intent is to have this available to all home visitors, regardless of funding or where you receive your funding, so this is very exciting.

I encourage you to check this out. There's some upcoming modules for supporting immigrant and dual-language learning families, and then something really exciting in October of next year is a tool called My Career Compass, and it will be a personalized learning map where you can assess your current skills and identify a pathway to get to your professional-development goals, so really excited about this institute.

They also have plans for a national certification. I don't know any timeframe on that, and they're also working on a set of national competencies for home visitors. Off the top of my head -- I can't remember the exact number -- but I remember seeing that there's about 28 states in the country that have some type of home-visiting competencies or standards, so this is state by state, so it'll be really nice if we have the ability to have something that's recognized and consistent across the country, especially for a national program like Head Start and Early Head Start.

So speaking of states, we also -- This is just a very, very partial list, to give an example. I know, from working in home visiting in a national perspective for awhile that there's a lot of states that have professional development opportunities for home visitors, so this is just three of those.

There's an online portion, and then there's an ability to enroll in a 2-day face-to-face course after you complete the online training. University of New Mexico Center for Developmental Disabilities has a set of core competencies for home visitors in their state and some accompanying training, and then Georgia Home Visiting through Georgia Great Start -- Great Start Georgia has a plan to expand professional development initiatives in there by building on the Georgia Early Childhood Professional Development System.

So I asked you and encourage you to check and see -- I am so sorry. I know there's an echo on my line. I don't know what to do about it. I'm so sorry. I would encourage you to check in your state to see what's available. So does anybody know of home- visiting training in your state that's available that you're now taking advantage of or that you know of?

You want to share that in the chat box. So I'm seeing some. There's a website that's being shared. Someone is bringing a training to Hawaii. I encourage you. There are maternal, infant, early-childhood home-visiting programs in every state and territory.

I encourage you that they would be a really good resource for knowing of any professional- development opportunities in your state. I think that might be a really good place to check to find out what's going on in your state, if you don't already know. Okay, and I know somebody typed in from Arkansas.

I know that they have a lot of professional-development work going on there. Elita Amini Virmani, presenting with us today. And Elita has shared the website. So you see, there's lots and lots of options across the country, so I think, with a little checking, you may be able to find what's available in your state. I want to encourage everybody to join the MyPeers home-visiting community. We have about or so members now, and it's a place where you can ask the kind of questions that you're asking today and get answers from your peers and other colleagues in the field that might have some of that information that they can share with you, so here, at the bottom of the screen, is the contact information to fill out to join MyPeers, if you're not already a member.

So here are some additional resources. I want to point out the bottom one we talked about today. It's a list of some of those home-visit observation tools, so you can go there and get a copy of that brief, and it has even more tools there that you can look at.

We have a little bit of time left, and let's look at our questions that have come in. Okay, so there's a question about the CDA Council amnesty program. So what I would do is encourage you to go to the website.

So you can get that if you download the PDF of today's PowerPoint presentation, and you can go to the CDA for Professional Recognitions website, and they will have information there about their amnesty policy. Let me look back through my notes and see if I can pull that back up. Hold on a second. I have to go back to the slide. I was wondering if you could address that one, as well. I would encourage you to go back and read the Head Start Program Performance Standards that we shared today about the requirements because we want to make sure that -- that you are meeting those requirements.

Emmy: I would encourage you to speak with your supervisor and your staff that are responsible for making sure that the qualifications are met. Elita: Usually there is. Most learners have never learned how to learn, which means they find it very difficult to learn and retain new information from large paragraphs. Acronyms and analogies are fantastic for learning because they simplify even the most complex information and make it easier to learn and retain.

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