Relationship Based Professional Development
"We don't accomplish anything in this world alone, and whatever happens is the result of the whole tapestry of one's life and all the weavings of individual threads from one to another that creates something." Justice Sandra Day O'Connor
Relationship Based Professional Development (RBPD) is a broad term used to refer to four types of professional assistance that use relationships as a foundation: coaching, mentoring, consultation and technical assistance.
Relationship based practices have a long history. They made their debut in the Western World in Ancient Greece in the writings of Plato. In his Dialogues, he shows us how Socrates used questions in an intimate, interpersonal way that led to active learning, which we know as the Socratic Method (Dowling, 2004).
In the last half of the Twentieth century, more and more educators have been looking at how relationship is a factor in growth and learning. Today, relationship based practices are gaining more attention in early childhood studies and are becoming an integral part of every professional development system in the filed. Minnesota has been a key contributor to this movement, starting with the work of MNSMART in 2005, whose work was instrumental in articulating relationship based competencies and suggesting guidelines for relationship based practices. The Minnesota Center for Professional Development is charged with continuing that work.
The goal of any of these relationships is to:
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Improve the quality of childcare programs,
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Increase knowledge, skills and abilities of teachers/caregivers,
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And Improve outcomes for children.
We hope to do this by:
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Providing competency-based expertise,
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Supporting professional growth,
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And promoting change based on best practices in childcare. (back to top)
Relationship based professionals practice in the following ways:
Coaching: A person with known expertise and skill in a specific area offers assistance to a person(s) in identifying and achieving skill development.
Mentoring: A respected, experienced person partners with a less experienced person to support and nurture personal and/or professional growth.
Consultation: A person facilitates the resolution of specific work related issues pertaining to individuals, clients, or programs.
Technical Assistance: A person with specific technical/content knowledge provides information to address an identified need.
The National Child Care Information and Technical Assistance Center (NCCIC) reports that there is strong evidence that relationship based practices positively impact recipients and, to some degree, outcomes for children in child care settings.
Training on implementation of curricula in Early Childhood Education (ECE) programs when accompanied by intensive coaching can produce large changes in practices that support children's developmental outcomes. (Project Upgrade, Layzer et al. 2007)
Factors that impact effectiveness include:
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Quality of trainers,
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Supervision of trainers,
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And agency support for trainers.
Typical elements of RBPD programs include:
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"Specified qualifications or defined competencies for the skilled professional;
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A defined outcome or purpose;
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Program policies, procedures, and reporting mechanisms;
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A tracking system;
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And ongoing training and support (NCCIC, 2008)."
The Minnesota Center for Professional Development has adopted a set of core competencies for relationships based professional development. These General Core Competencies along with Guidelines for Conduct and Professional Responsibilities are essential for each of the RBPD strategies. These competencies address skills, knowledge, attitudes, and behaviors that lay the foundation for developing a professional relationship. (back to top)
