What to Expect From the ReadyKids Quality Improvement Consulting
Frequently Asked Questions
Q: What Consulting Supports are Available from ReadyKids?
A: Seven different types of consulting are available. See the options below.
- Quality Improvement Planning (QIP Development)
- Group Training (Developmentally Appropriate Practices and other topics)
- Director/Administrator Professional Development (Human Resources and Management Issues)
- Curriculum/Assessment Review, Selection, and Implementation
- Classroom Planning and Skill Coaching (Learning Environment and Teacher-Child Interactions)
- Learning Communities (Facilitated Learning with Peers)
- Resource Roundup (Inclusion, Dual-Language Learners, Sensory Development, etc.)
Q: Who Are the ReadyKids Child Care Educators?
A: ReadyKids Educators are former teachers and directors. We have years of collective experience working with staff in diverse early childhood settings – center-based, faith-based, and home-based. We welcome and support the many different early care and learning options offered to families in our communities; we do not recommend or prescribe any one teaching philosophy, program structure, or curriculum. We are interested in hearing what works, what does not work, and in facilitating programs to generate their own solutions to the issues and challenges that arise in their unique setting. We want our recommendations to be meaningful and effective so we welcome and encourage feedback and questions.
Q: What Typically Happens In a ReadyKids Consulting Visit?
A: Four things usually happen in a typical ReadyKids consulting visit. We start with joint planning, then do some observation, the name some action and practice steps, and finish with some reflection and feedback. Read more to find out what this looks like.
- Joint Planning – the program sets the pace for quality improvement activities within the level of focus. Your ReadyKids Educator will ask you, “What is happening now, and what would you like to see happen?” While long-range vision helps to guide planning, defining some short-term goals will move you along the road to success. Together, you and your Educator will identify action steps toward your goal, what resources are needed, who will do what, how goal attainment will be measured and sustained, when you will meet again, and what you will do next time. Contact may be by phone, email, or in-person.
- Observation – the Educator may ask to observe your program’s day-to-day activities such as the learning environment or teaching practices, or to review program tools with you such as curriculum, lesson plans, handbooks, or policies/procedures. Observation is defined as, “The examination of another person’s actions or practices with the aim of developing new skills, strategies, or ideas.” The Educator may also suggest that a teacher or director observe her while she models a specific skill or strategy.
- Action and Practice – opportunities to practice new skills and strategies are essential for a continuous quality improvement process. Practicing with the Educator and discussing situations that teachers encounter will help consolidate higher-level skills.
- Reflection and Feedback – Reflection helps professionals translate theory into best practices. The Educator may suggest opportunities for reflection through use of self-study tools, a brief conversation or email with an individual, or a series of discussions with a group after a specific new skill has been introduced and practiced. Reflection and feedback are most successful when a relationship of trust and safety has been established.