The Colorado Shines Quality Rating and Improvement System (QRIS), implemented in 2015, created the need for a new position in early childhood Councils to support Providers in navigating the various funding opportunities and relevant data systems used to access these funds. (QINs) are responsible for assisting Early Childhood (EC) programs and their Coaches in the use of the Colorado Shines QRIS database to apply for funds and set Quality Improvement goals. In addition, QINs assist EC programs with the ecconnect system, which is integrated with QRIS, for creating Spending Requests. Finally, QINs assist early childhood professionals in the use of the Professional Development Information System (PDIS) to register, and in some cases use Quality Improvement funds to pay for, a host of professional development opportunities across the state. This document is a framework of the individual competencies relevant for each level of the QIN credential. However, this framework does not outline a precise progression of mastery for each competency. Not all of the competencies specifically build on each other. By organizing the competencies into 2 levels, from those most relevant to new QINs to those more appropriate for lead or more experienced QINs, this framework provides a guide for application requirements for each credential level, and to inform individual QIN professional development plans, and the development of on-going professional development opportunities for this emerging profession. April, 2016
COMPETENCY DOMAIN: Setting the Foundation of the Provider-QIN Relationship Rationale: A code of ethics is one of the criteria that set professionals apart from other workers (Katz and Ward, 1991). Quality Improvement Navigators may have to make difficult decisions that have moral and ethical implications during their work helping early childhood providers with spending and other types of decisions. The importance of a code of ethics is to provide guidance when there are ethical problems in areas of power and status, multiplicity of [providers]; ambiguity of data base; role ambiguity (Katz, 1978). Philosophy, Ethics & Codes of Conduct Has a working knowledge of and uses the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and Statement of Commitment, and the Supplement for Early Childhood Adult Educators to guide decision-making when one important value is in conflict with another. Has a working knowledge of and uses the relevant International Coach Federation (ICF) Standards of Ethical Conduct to guide professional conduct in interactions with Providers Establishing QIN and Provider Relationship Expectations Has a basic understanding of how Colorado s EC system is situated in the context of the EC Framework. This link is to the framework update and key talking points and this link is to a printable version of the Framework brochure Effectively explains the goals and parameters of the QIN/Provider relationship in which the QIN and provider are partnering. These may include time commitment, logistics, expected outcomes and reporting requirements, resources available, confidentiality, roles of other parties, etc. (e.g. coaches, funders, project coordinators, evaluator.)
COMPETENCY DOMAIN: Co-Creating the Relationship and Communicating Effectively Rationale: The ability to create a safe, supportive environment that produces ongoing mutual respect and trust; to be present and in relationship with the provider in the moment, employing a style that is open, flexible and confident. Of equal importance is the ability to focus completely on what the provider is communicating to understand the areas in which the provider needs assistance, and to support provider s needs; to ask questions that provide information and stimulate thinking in support of the provider s goals; to communicate effectively through all forms of communication, and to use language that has the greatest positive impact on the provider. Relationship Based RPBD or Equivalent RPBD or Equivalent Professional Development (RBPD) Training Gaining Understanding of Individual Provider Experience with QI and Ratings Understanding Provider s Goals and Previous Experience with QI Establishing a Trust Based Relationship with Providers Customer Service and Professionalism Able to maintain professional boundaries with Providers and Colleagues Shows genuine concern for the Provider s welfare and future Follows through on own commitments Demonstrates respect for and interest in the Provider s strengths, learning style, goals, intercultural communication and cultural context. Is fully attentive, able to shift perspectives, and uses appropriate communication styles in a variety of situations (email, phone, in-person, etc. ). Is able to focus on Provider s needs when disagreements or conflicts arise and discuss difficult situations with colleagues in a professional manner Demonstrates appreciation and diplomacy when a Provider s requests are not aligned with QIP goals Continuously demonstrates personal integrity, honesty, and sincerity Adult Learning Styles Course Completion
Completion of Cultural Competency Training biannually For example: Uses language that is non-sexist, non-racist, non-technical, non-jargon Utilizes various methods of communication to best meet Provider s needs Understanding Provider s strengths, cultural context Active Listening, Questioning and Direct Communication Summarizes, paraphrases, and restates what the Provider has said for clarity and understanding Distinguishes between the Provider s words and tone to hear what is actually being said objectively Documentation of Communication in Sugar Asks questions that create greater clarity Responds to Providers in a timely fashion with clear articulate, and direct communication Has a solid understanding of how to document Outreach and Communication with Providers in Sugar Complete a course on managing and minimizing frustration, such as Fussy baby network FAN Tool Training; Reflective Leadership/Supervision Determines the best mode of communication for each provider (phone, email, or in-person as needed)
COMPETENCY DOMAIN: Understanding QI Grant Guidelines Rationale: Has a thorough understanding of the eligibility and spending guidelines for all Quality Improvement grants, including allowable expenditures, appropriate use of funds specific to each grant, funding rubrics, and the ability to articulate these guidelines in a clear manner; has a current working knowledge of all state funding opportunities. Has a Thorough Understanding of QI Grants and Funding Guidelines Understands the rules and restrictions of available funding streams, including approved QI purchases and how to access Coaching and Professional Understands the grant objectives and historical context and can effectively communicate with Provider if needed. Development services Has a thorough understanding of funding eligibility requirements, application deadlines, Memorandum of Understanding (MOU)s, and MOU Addendums Has a thorough understanding of the purchasing process through ecconnect from start to finish including preferred vs. approved vendors, the punchout-process, discount procedures and required documentation, invoices, and the reimbursement process
COMPETENCY DOMAIN: Understanding the Technologies of the QI Data System Rationale: QI Navigators must have a basic understanding of web-based data systems, technical troubleshooting, and how data is related between and within the QRIS, PDIS and ecconnect systems. They must understand how certain data field selections impact the rest of the system(s) in order to help troubleshoot provider issues with minimal frustration. Gaining In-Depth Knowledge of the Quality Improvement Data System A solid, working knowledge of the Colorado Shines QRIS application process and QIP goal creation; has a conceptual understanding of how the QRIS, ecconnect and PDIS systems are integrated and data shared between them Completion of PDIS Security Training Course Number SB.OL.PDISST Has a thorough understanding of the grant tracking system Sugar CRM and Provider portal, ecconnect, in which all funds and grant activities will be tracked. This includes program demographics, grant applications, communications with providers, processing quality improvement requests and individual provider budget tracking Navigates the SugarCRM system including searching the database, filtering, running reports for quality assurance Assist providers with navigating the PDIS portal including document upload and completion of credential Ability to navigate the Colorado Shines Salesforce interface to assist providers with applications, QIP Goals, and uploading and mapping evidence Solid understanding of status driven workflows in ecconnect; Keeps up to date on database development changes and updates and is able to communicate these changes to Providers Provides in-person technical assistance to providers on ecconnect to support the Provider capacity and ability to use the technology to benefit the provider Importing Bulk Communications;
Basic office technical skills (MS Office, scanning, creating PDFs, troubleshoot basic technical issues, understanding of optimal browsers for each database Data Quality Assurance Uses tracking system to identify and coordinate outreach and support for each provider s rating deadlines, funding and rating application deadlines, completion of required steps to access funds and spending deadlines Report Reconciliation and Quality Assurance Reports Usage using pre-existing reports Advanced Office software skills, such as using mail merge, spreadsheets, and other software for maximizing efficiency All outreach efforts will be prioritized based on rating and spending priorities and will be customized to address each area indicated in level 1 Creates ad-hoc reports for data analysis and quality assurance COMPETENCY DOMAIN: Understanding of Early Childhood Programs Rationale: Understands how early childhood programs are structured and administered, including the QRIS system, to provide context for assisting providers with applications, spending requests linked to QIP goals, age-appropriate resources, and developmentally appropriate practices. Basic Understanding of Early Childhood Programs and Administration Ages Served for Appropriate Expenditures Ability to do a critical review of and prioritize spending requests based on working knowledge of Ratings (ERS, CLASS) and QIP Goals Ability to discuss additional early childhood program evaluation tools such as NAEYC Accreditation, (NAFCC) Accreditation, etc. Understands basic licensing terminology and licensed facility structures (licensed small or large family child care home, small center, large center, and common issues and early childhood systems related events Understands licensing terminology and can answer basic questions regarding licensing, otherwise redirect Provider questions to appropriate contact Can direct providers to support needs such community meetings and resources
Rationale: Ensures that eligible providers are aware of funding opportunities and application processes, including signing MOUs in a timely manner, assisting providers at all stages of the process, and minimizing frustration to the greatest extent possible. COMPETENCY DOMAIN: Managing Progress and Accountability Ensures QI Grant Processes are Done to Fidelity Follows through with providers needing to complete Applications, sign MOUs, and initiate Spending requests When obstacles to completing tasks are identified, contact the provider to explore alternative solutions, evaluation options, make decisions, and complete necessary tasks Ensures Outreach Activities follow established Assists providers in making decisions and determining timelines Works closely with providers to ensure that rating and funding timelines and priorities are identified and that provider is connected with coach to support rating and spending process Checks in with Providers to assess their progress in the QI Process and provide support as needed for each provider priorities as they pertain to Spending and existing QIP goals Assists provider with technical assistance if needed on activities required to complete spending. These may include the creation of QIP goals within Colorado Shines, submitting a QI request through ecconnect and general technology needs.