The Continuous Journey

Recruitment and Training of Minority Personnel in Early Care and Education: A Collaborative Model Between Communities and Higher Education Systems in New Mexico Co-Authors Polly Turner, University of New Mexico Dan Haggard, Office of Child Development, New Mexico CYFD Project Participants Polly Turner, University of New Mexico Dan Haggard, Office of Child Development, New Mexico CYFD Gloria Clark, University of New Mexico-Gallup David Atencio, University of New Mexico Nancy Baptiste, New Mexico State University Elaine Benally, San Juan College-West Pat Dalton, San Juan College Lolita Ellsworth, Crownpoint Institute of Technology Loui Reyes, New Mexico State University Clay Slate, Diné College Helen Zongolowicz, University of New Mexico-Gallup Project Evaluator Nancy File, University of Wisconsin-Milwaukee Acknowledgements This project was funded by the W. K. Kellogg Foundation Cover and title page designed by Mimi Dean Layout and design by Barbara Poling Lucero The New Mexico Continuous Journey model of systems development is an adaptation of Journey Analysis: A New Methodology for Evaluating Complex Change Initiatives, developed by Hal Lawson at the University of Utah (Third Revision, March 25, 1998) CORRECTIONS TO: Continuous Journey Book (pages 87-89). The material on the above pages contain references to Appendices D.1, D.2, D.3, and D.4. Since these Appendices were small, they were incorporated into the text of the final version of the book (pages 140 through 144). Page 140 (Wave One Interview Questions) contains the material referred to as Appendix D.1. Page 141 (Wave Two Interview Questions) contains the material referred to as Appendix D.2. Page 143 (Participant Interview Questions) contains the material referred to as Appendix D.3. Page 144 (Possible Questions for Focus Group Dialogue) contains the material referred to as Appendix D.4. References will be changed for the next printing of the book. The Continuous Journey 2 Contents Introduction 5 Points of Origin 9 Preliminary Mapping 29 Critical Friends 35 Essential Elements 41 Reflective Practices 53 Barrier Busting 57 Voices and Stories 61 Destinations 67 Backward Mapping 75 Return Engagements 79 Legend 81 External Evaluation 85 Appendix A - Map of New Mexico 146 Appendix B - Early Childhood Education Competencies 147 Appendix C - Articulation Legislation 163 3 The Continuous Journey San Juan College Diné College CIT UNM Gallup UNM NMSU Locations of Participating Institutions 4 INTRODUCTION n September, 1997 the Kellogg Foundation funded the Center for Family Iand Community Partnerships in the College of Education at the Univer- sity of New Mexico for a three-year project. This funding was the result of collaboration between the Center and the Office of Child Development, located in the New Mexico Children, Youth and Families Department. The grant reflects the Foundation’s commitment to improving the quality of early care and education programs for young children who are at risk for school failure. Six institutions of higher education partnered in this project. Two comprehensive universi- ties: the University of New Mexico (UNM) main campus and New Mexico State University (NMSU) main campus in collaboration with El Paso Community College in Texas; and four two-year institutions: the University of New Mexico at Gallup; San Juan College; Crownpoint Institute of Technology (CIT); and Diné College (formerly Navajo Community College). The University of New Mexico main campus is centrally located in metropolitan Albuquerque, in which more than one-third of New Mexico’s population resides. New Mexico State Univer- sity is located in southern New Mexico, bordering El Paso, Texas and Mexico. San Juan College in Farmington and UNM-Gallup are located on the northern and southern borders of the Navajo Nation. CIT is located on the Navajo Nation in New Mexico, and Diné College is on the Navajo Nation in Tsaile, Arizona. We view this project as a continuation of a circuitous journey in the preparation of early care, education, and family support personnel—one that has been exciting, challenging, and incredibly rewarding. In what follows, we will describe our journey, focusing on the journey itself as a process rather than on the products that have resulted. We believe that the framework we have chosen can be adapted to other projects that focus on the change process, to other states, to other institutions of higher education, and to other communities. We have adapted the model of Journey Analysis, developed by Hal Lawson at the Univer- sity of Utah, and we thank Dr. Lawson for his work. 5 The Continuous Journey After more than fifteen years of history in the development of early care, education, and family support professional development systems in New Mexico, we felt that the Journey Analysis model assisted us in describing the paradigm shift that was necessary for the success of the Kellogg Project. For example, we needed to find words to describe our shift from a linear to a more dynamic development and evaluation process. We wanted to find ways to ac- knowledge the substantial complexity of existing systems that not only had to be integrated, but often had to be changed. We had struggled to find ways to articu- late the processes of collaboration and empowerment that were so foundational to our work. Perhaps, most importantly, it was crucial for us to learn how to talk about our success in responding to the unique context within which we were attempting to create exceptional early childhood teacher preparation programs. These programs would become part of a larger system of licensure and certification based on the same competencies and common core content that provides universal articulation. Finally, after months of dialogue, we were able to assign words to our process. Words like “answerability” helped us move beyond the paradigm of ac- countability. And, carefully selecting the word “responsive” with regard to cultural and linguistic issues propelled us into action, rather than merely talking about our sensitivity to—or even our knowledge of—cultural and linguistic appropriateness. With the words, the image of a map emerged, one that has guided us in reflection as well as in the process of exploring the need for future journeys. We share this map along with a description of our most recent journey in the hope that it will assist you in preparing for and dialoguing about your personnel preparation efforts. When a journey is used as a metaphor and a map as an illustration, there is a risk that people will misunderstand the dynamic nature of the model. It is impossible to fully understand our journey as a linear or step-by-step process. Leadership, for example, is embedded throughout our journey. Voices and Stories define reality and give meaning to our journey. 6 In order to avoid repetition, components of the model are discussed separately. As you read this document, please keep in mind the dynamic complexity and holistic nature of any journey. Fifteen years ago when New Mexico’s journey began, our efforts were more focused and “single-minded.” As a result of this journey, multiple mini-journeys have been spawned within the broad structure of a much larger effort. Now, Let the Journey Begin. 7 8 Recruitment and Training of Minority Personnel in Early Care and Education: A Collaborative Model between Communities and Higher Education Systems in New Mexico, UNM Center for Family & Community Partnerships, 2000. Adapted from Journey Analysis: A New Methodology for Evaluating Complex Change Inititatives, Hal Lawson, University of Utah, 1998 The ContinuousJourney Flexibility Evaluative Criteria st Tru Documentation Dissemination Linguistic Skills Responsiveness Professionals Special Commitment Resources & Answerability Supports Roundabout Essential Reflective Collaborative Elements Practices Practices Backward Mapping Funders Cultural Dialogue Policy Responsiveness Trust Lessons Makers Learned Community Change Unanticipated Leadership Knowledge Processes Critical Friends Outcomes Barrier Busting Institutionalization Problem Planning Identification Capacity Building Voices and Stories Preliminary Intended Mapping Destinations Outcomes Legend Rest Area Stop/Caution/Go Border CONTEXT Fuel Check Point Why? Who? Pedestrian Crossing Detour Garage Mile Marker Previous Points of Speed Limit Journeys Origin River Interpretive Sign CONTEXTContext Why? Who? Previous Points of Journeys Origin POINTS OF ORIGIN he points of origin for this continuing journey are historical, represent- T ing more than fifteen years of effort to establish a common system of certification and licensure for the four strands of early care and education that are included in New Mexico’s Early Care, Education, and Family Support personnel preparation system: child care, public schools, early intervention, and Head Start. 1. Child care consists of centers, family child care homes, and before- and after-school and summer programs. These programs serve children from 6 weeks to age 5 and children from ages 5-12 when they are not in school. Historically, child care personnel have had little or no formal training, and informal training has consisted of workshops, conferences, and in-house in-service training. For many years, the Department of Human Services provided technical assis- tance, program evaluation, and subsidies to child care programs, and the Department of Health and Environment (later to become the Department of Health) was responsible for licensing and monitoring facilities. 2. Public schools have provided education for children from kindergar- ten through third grade since public kindergartens were offered and ultimately mandated in the state. Once New Mexico agreed to accept monies authorized by PL 94-142 and PL 99-457, schools have offered programs for 3- and 4-year-old children with developmental delays and disabilities. Teachers were required to have a bachelor’s 9 The Continuous Journey degree in either Elementary Education (preferably with an early childhood endorsement) or a degree in Special Education. The Department of Education issues licenses and required periodic renewals by taking additional college courses. Schools also provide in-service training.

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