The LearnERS: CQI Coaching Framework takes a fresh approach to CQI and job-embedded professional development. It begins with program directors, family child care networks, and coaches taking an active leadership role in guiding individual and organizational change using the Environment Rating Scales.
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Includes question prompts, allowing staff to reflect on their beliefs and practices as they develop their individualized CQI journal.
Good coaching is based on collaborative relationships that support continuous quality improvement. LearnERS gives coaches the framework to guide meaningful, professional development in a wide number of programs that empowers teachers and program directors.
Directors and administrators craft the vision for program quality. LearnERS helps with this process by identifying the path that best meets program needs for improvement while building on staff ideas for improvement.
Providers know their children, families, and community best. LearnERS allows them to be the experts in their professional development and quality improvement planning. With LearnERS, providers choose the learning topics of interest and then work in collaboration with others to meet their goals.
Teachers are the experts and LearnERS puts them in the driver’s seat to guide their own professional development and quality improvement planning. With LearnERS, teachers identify areas of greatest need and then work in collaboration with others to meet their goals.
CQI is a process enabling programs to be intentional about improving quality and increasing positive outcomes for children. CQI creates an environment in which everyone involved strives to constantly grow and improve quality. It is proactive, not reactive. It relies on data to make positive changes, even when things are going well.
Facilitate learning experiences in a collaborative manner starting with online learning modules, setting quality improvement goals using individualized CQI Journals, and strengthening the continuous quality improvement process with Peer Learning Team Sessions.
Dr. Gail Matthews at Dominican University conducted a study focused on strategies for achieving goals. Matthews found that more than 70 percent of the participants who shared weekly updates with a colleague reported successful goal achievement, compared to 35 percent of those who kept their goals to themselves, without writing them down.
Goal achievement
Unwritten goal not shared with colleague
Goal achievement
Written goal shared with colleague
Participants create goals as part of their CQI journals in the online learning modules.
Participants share their goals with peers in peer learning team sessions.
Participants are accountable for goal achievement with online metrics and reports found in the director’s and coach’s portals.
