Relationship-Based Professional Development Standards

Revised September 2019

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Relationship-Based Professional

Development Standards

2019

 
 
Revised September 2019 
RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS 
 
Contents 
Introduction .................................................................................................................................................. 1 
The Relationship-Based Approach to Learning ............................................................................................. 2 
Guiding Principles of Relationship-Based Professional Development .......................................................... 3 
Overview of Required Knowledge, Skills and Characteristics ................................................................... 4 
Standards for Relationship-Based Professionals .......................................................................................... 5 
Overview of the Standards and Competencies ........................................................................................ 6 
Reading the Relationship-Based Professional Development Standards................................................... 6 
Movement Along the Progression ............................................................................................................ 7 
Key Assumptions Underlying the Progressions ........................................................................................ 7 
Standard I: Foundational Knowledge ........................................................................................................ 9 
Standard II: Co-Creating Relationships ................................................................................................... 10 
Standard III: Developing an Anti-Bias Approach ..................................................................................... 11 
Standard IV: Effective Communication ................................................................................................... 13 
Standard V: Navigating the Change Process ........................................................................................... 14 
Standard VI: Facilitating the Learning Cycle ........................................................................................... 15 
Applying the Relationship-Based Standards ............................................................................................... 18 
Supporting Individual Professional Growth ............................................................................................ 18 
Guidelines for Those Who Employ Relationship-Based Professionals ................................................... 18 
Building Community Capacity with Relationship-Based Teams ............................................................. 19 
Conclusions ................................................................................................................................................. 19 
Glossary of Terms........................................................................................................................................ 19 
Appendix A: Supporting Professional Growth Across the Standards ........................................................... 2 
Appendix B: Self Assessment ........................................................................................................................ 1 
Standard I: Foundational Knowledge ........................................................................................................ 1 
Standard II: Co-Creating Relationships ..................................................................................................... 3 
Standard III: Developing an Anti-Bias Approach ....................................................................................... 5 
Standard IV: Effective Communication ..................................................................................................... 7 
Standard V: Navigating the Change Process ............................................................................................. 9 

Revised September 2019

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard VI: Facilitating the Learning Cycle ........................................................................................... 11

References .................................................................................................................................................. 14

Acknowledgments ....................................................................................................................................... 18

Authors .................................................................................................................................................... 18

Workgroup Representatives ................................................................................................................... 18

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Introduction

Jamilah supervises staff who support caregivers with very young children. She noticed one of her less-

experienced employees struggling to maintain professional boundaries. Jamilah wondered whether their

closeness was crossing professional boundaries and negatively impacting the outcomes of their work

together. Jamilah would like to help this young professional become more self-aware of the differences

between a close friendship and a more coaching-like professional partnership.

Jamilah and her employee are relationship-based professionals who use a professional relationship as

the primary vehicle for learning and growth. In order for both of them to be successful in their roles, not

only do they need to be subject matter experts in the content areas they are working in, but they must

also know how to establish respectful and trusting professional relationships, set expectations for their

work together, be skillful communicators and guide an adult through a learning cycle. Their work has the

most impact when they are able to create awareness within the individual and make progress toward

their learning goals.

Relationship-based work is multifaceted. In order to support the professionals who provide these

learning supports, the Department of Children, Youth & Families (DCYF), in collaboration with

stakeholders and a review of current evidence-based research, developed Relationship-Based

Professional Development (RBPD) Standards

to describe the foundational skills and knowledge that

professionals must have in order to apply reflective, relationship-based strategies to job-related

improvements.

This document will:

1. Present research on the relationship-based approach to learning.

2. Provide an overview of the standards.

3. Offer a guide for supervisors of relationship-based professionals.

4. Introduce a self-assessment tool.

DCYF’s hope is that this will be a living document that will undergo regular revision to reflect the

refinement in strategies and advancements in this line of work, as well as to incorporate feedback from

local communities and professionals involved in this work together.

The 2019 standards are a revision of the 2016 standards of Abrams, A., & Chu, M. (2016). Relationship-based professional development

competencies. Retrieved from https://www.dcyf.wa.gov/sites/default/files/pdf/RBPD_Competencies.pdf

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

The Relationship-Based Approach to Learning

Studies on the efficacy and long-term impact of traditional professional development approaches (e.g.,

one-time training or workshops) have failed to show long-term changes in practice.

Instead, research

has shown that effective in-service professional learning must be ongoing, intentional, reflective, goal-

oriented, job-embedded and involve learning from and with peers.

These components increase the

likelihood that individuals who participate in relationship-based learning will apply new knowledge and

skills, and create lasting changes in practice.

Relationship-based professional development (RBPD) is defined as

using professional relationships as a primary method to support

the growth and development of adult learners. This approach uses

a cycle of inquiry to facilitate the adult-learning process by taking

individuals through steps of goal setting, observation, assessment,

action planning, reflection and feedback.

RBPD individualizes the learning of an adult to focus on increasing

awareness of their actual practices. When facilitated by evidence

and relationship-based professionals, it is an effective way to

impact adult learning and positively influence the children, youth

and families that an adult cares for and educates.

RBPD is effective because it is primarily learner-driven. Learners are able to:

 Initiate and decide on the direction of their professional development.

 Receive individualized support based on their unique strengths and context.

 Engage in a reflective learning cycle as they apply new information to practice.

 Learn strategies for recognizing and interrupting automatic patterns of behavior.

Relationship-based learning is unique because it offers a collaborative partnership that is based on a

foundation of mutual respect and understanding and an acknowledgment of the unique perspectives

and approaches of individuals. This approach honors the identity, voice and experiences that adults

bring to a learning interaction, and strives to meet them where they are in their development.

Darling-Hammond, L., Hyler, M.E., & Gardner, M. 2017. Effective Teacher Professional Development. Learning Policy Institute (PDF).

Joyce, B., & Showers, B. (2002). Figure 5.2: Training components and attainment of outcomes in terms of percent of participants. Student

Achievement through Staff Development, 3

edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Administration for Children and Families, Office of Head Start, National Center on Quality Teaching and Learning. (2012a,

May). What do we know about coaching? (PDF)

Howes, C. & Pianta, R.C. (2011). Foundations for teaching excellence: Connecting early childhood quality rating, professional development, and

competency systems in states. Baltimore, MD: Paul H. Brookes Publishing Co.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Guiding Principles of Relationship-Based Professional

Development

Relationship-base professionals fill a variety of roles that may require different educational background

and content knowledge to perform their duties successfully, but all should be able to connect with

adults and guide learning through an individualized and dynamic process. To do this successfully, it is

important to draw attention to the skills and characteristics that build trust, respect and partnership

within the relationship..

Similar to other professional development providers in Washington, all relationship-based professionals

must commit to:

 Guiding adult learning and exploration through a continuous cycle of learning and self-

awareness, leading to sustainable change.

 Embracing research and evidence-based approaches.

 Supporting healthy communities, families and child growth and development.

 Supporting a dynamic and collaborative process that encourages curiosity and creativity to

progress toward goals.

 Building on and celebrating an adult’s individual strengths, knowledge and skills to develop

personal and professional capacity.

 Honoring family values, diverse perspectives, language, culture and professional wisdom.

 Honoring both qualitative and quantitative experiences.

 Respecting and upholding professional and ethical standards.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Overview of Required Knowledge, Skills and Characteristics

All relationship-based professionals should demonstrate the following:

 Knowledge of content areas in which they offer professional support.

 Skills and experience working with adult learners.

 Relevant professional experience and education.

 A commitment to a code of conduct specific to their area of work.

 Confidential handling of sensitive information.

Characteristics: An effective relationship-based professional has strong content knowledge, excellent

interpersonal skills and the ability to handle issues that arise in a changing relationship. Such

professionals have mastered the art, skills and techniques of working effectively with a diverse group of

adults and have the ability to scaffold adult learning through the professional relationship. They are able

to use their knowledge and expertise to create a learning environment for adults that builds on the

knowledge, culture and experiences of the adult learner.

Core Relationship-Based Professional Dispositions:

Professional dispositions – or ways of interacting

with children, families, colleagues and other professionals – are more challenging to demonstrate and

identify. These ‘ways of being’ listed below are valued by individuals who engage in RBPD. The

dispositions include, but are not limited to:

 Caring – empathic, understanding, respectful, culturally relevant, humble.

 Communicative – responsive, collaborative, acts as an advocate.

 Creative – flexible, inventive, resourceful, resilient.

 Critical – reflective, open-minded, effective.

 Professional – ethical, responsible, reliable, confidential, strives for objectivity.

Strong Educational Background and Experience: Relationship-based professionals must have strong

educational backgrounds and relevant experience with children and adults. Their education gives them a

theoretical understanding of their content area, and they must be able to share and model this

knowledge when working with the participants they support. Their experience enables them to help

children, youth and adults translate theory into practice. Expertise in adult learning helps them to

facilitate new learning, applying both theory and practice in ways that are most meaningful for adults.

Administration for Children and Families (ACF). (2011). A Guide to Effective Consultation with Settings Serving Infants, Toddlers, and their

Families. Core Knowledge, Competencies and Dispositions (PDF).

North Carolina (2011). Framework for Competencies and Dispositions of Technical Assistance Providers (PDF).

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standards for Relationship-Based Professionals

The Washington State RBPD Standards builds upon work previously developed in Washington State

(Abrahms & Chu, 2016) and influenced by a review of local, state and national mentoring, coaching and

consulation initiatives and standards (see resources at the end of document). They support research-

based practices and reflect the importance of individual, social, economic and cultural diversity. The

scope of each standard is detailed below.

Standard I: Foundational Knowledge

Working with adults can be complex. Relationship-based professionals must understand their field-

specific code of ethics and be able to apply it in all situations to aide them in deciding what action would

be most appropriate. Professionals must also have a strong understanding of how adult learners grow

and develop. They must be able to recognize that patterns of learning and development depend on the

individual across all developmental domains and create appropriately challenging learning experiences

for adult participants. The level of impact of relationship-based learning is based on the amount of time

the professional has invested in growing their understanding of the participant and their expectations

for the relationships.

Standard II: Co-Creating Relationships

Creating a supportive environment based on mutual trust and respect is essential to relationship-based

work. Professionals must maintain personal integrity, honesty and sincerity while showing respect for

the participant’s world view, learning style and interests. This sets the stage for engaging in deeper

discussions that develop self-awareness and lead to changes in practice.

Standard III: Developing an Anti-Bias Approach

An orientation of cultural responsiveness goes hand-in-hand with the domain of co-creating a

relationship. This means that relationship-based professionals must recognize and learn the rights,

protocols and perspectives of tribal nations, communities of color, and be constantly learning about the

diversity of family and community structures and groups. Those who work in organizations advocating

for children require a disposition to partner with others who have cultural insights and general

community or place-based knowledge and expertise to share. They must recognize their own cultural

experiences and use strategies and approaches that match their needs. As professionals navigate roles

and recognize issues of power, status and privilege, they will be able to use strategies that show respect

for people’s cultures and identify specific barriers to engagement and retention among the populations

being served. Professionals have a responsibility to take steps to dismantle racism, reduce harm and

provide equity in access and opportunity.

Standard IV: Effective Communication

People are constantly communicating, but not all communication is successful or intentional.

Communicating deliberately and with purpose will help professionals gather accurate information from

the participant, understand their motives and intentions and reduce instances of miscommunication.

Effective communication will support a stronger relationship with the participant.

Standard V: Navigating the Change Process

Both the relationship-based professional and the participant are involved in cultivating self-awareness

and are engaged in the parallel process of reflection and growth. Since the partnership is focused on

making adjustments to practice, understanding the change process supports the professional in

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

anticipating and responding to resistance from the participant. Making changes to practice takes time

and deliberate action. The professional can cultivate a strong partnership by assessing and celebrating

the progress that is made toward the participant’s goals.

Standard VI: Facilitating the Learning Cycle

RBPD is based on a learning cycle that is grounded in goal setting, action planning, focused observation,

using data to guide reflection, receiving feedback and providing support to improve practices. A critical

component in achieving professional development goals is the expectation that all professionals are

involved in continuous quality improvement and reflective practice.

Overview of the Standards and Competencies

Each of the standards is made up of multiple competency areas and each of the competency areas are

further broken down into indicators. The indicators are sorted into three levels, from foundational to

more advanced.

Standard

Competency

I: Foundational Knowledge

1. Ethics and professionalism

2. Supporting adult learners

3. Establishing the partnership agreement

II: Co-Creating Relationships

1. Universal relationship skills

2. Relationship skills unique to RBPD

III: Developing an Anti-bias Approach

1. Awareness of self as a cultural being

2. Anti-bias practices

IV: Effective Communication

1. Active listening

2. Building understanding

V: Navigating the Change Process

1. Supporting awareness and engagement

2. Change process

VI: Facilitating the Learning Cycle

1. Goal setting

2. Gather information

3. Reflection

4. Action planning and taking action

5. Feedback

Reading the Relationship-Based Professional Development Standards

The image below demonstrates the organization as well as the different components of a standard.

Competency

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

As you look at each standard, consider:

 Progressions move from left to right, from basic to more complex.

 Each column is meant to be read holistically down.

 Levels are additive, and build on each other.

 Some concepts in level 1 may carry through to levels 2 and 3, and some may not.

Yyou will find a professional learning section in Appendix A that shows the resources and strategies that

a professional may consider using to improve practice.

Movement Along the Progression

The three levels in the progression are intended to capture the movement from basic competence to

more complex knowledge and skills. For many of the standards and competencies, this is demonstrated

by a shift from more directive interactions with the participant, to more facilitative interactions where

the participant is guided to make choices, to an even more collaborative partnership where the

participant has significantly more agency and independence. As professionals progress along the

continuum, they are supporting the participant to assume more responsibility for their growth, helping

them build self-awareness and moving them into higher-order thinking so that they can analyze,

evaluate and create. Finally, to shift a participant’s mindset, worldview and support them with making

lasting changes in their practice, the professional must cultivate a deep focus on the individual and

adjust their methods to best suit their needs. The progressions show how a relationship-based

professional may move from a limited number of strategies to those that allow for more depth in

discussion, exploration and challenge.

Each of the standards in this document has a section that shows what a professional can do to move

from one level to another. These shifts in knowledge and skills between levels show one example of

what it would take to make progress from one level to the next. They are not intended to be exhaustive.

There are other changes that may support similar movement to higher and more nuanced levels of

performance that are not listed.

Key Assumptions Underlying the Progressions

The RBPD Standards are organized using a developmental approach that shows a progression across

levels. This leveling strategy is based on several assumptions that are detailed below.

Knowledge and skill development occurs over a period of time and is not a linear process.

Expertise in RBPD can be intentionally developed over time. While the domains in the RBPD Standards

are organized along a continuum, it is important to point out that each professional will develop their

skills in each domain at their own pace. This means that professionals will have unique configurations of

strengths across the domains, and it is expected that all professionals will continue to evolve based on

the new work contexts that they encounter.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Growth occurs through reflection upon experiences, feedback and other professional learning

opportunities.

Relationship-based professionals, like the individuals that they support, must be involved in a

continuous cycle of growth and improvement to develop their expertise. They must build their

knowledge of effective strategies, implement them in a variety of contexts, collect data on how their

participants responded to the strategy, reflect and find meaning in the data, seek additional resources

and support and then make adjustments in their approach so that it yields positive outcomes in the

participant. There is a parallel process between the cycle of learning that the professional embraces and

also models to the participant.

Relationship-based work is complex.

The quality of the relationship is key to the success of RBPD. Not only do relationship-based

professionals need to grow their content area expertise, but they are also challenged to get to know the

individuals whom they are supporting. Professionals gather information about where they are in their

development, their preferred learning style, strengths and learning needs as well as how they see

themselves in the world to better understand how to establish a supportive partnership. Relationship-

based professionals must learn how to motivate, encourage, inspire and build awareness within

individuals in their native environments. This requires growing awareness of self, becoming attuned to

the needs of the individuals they are working with and individualizing their approach.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard I: Foundational Knowledge

1. Ethics and Professionalism

The relationship-based professional understands their field-specific code of ethics and is able to apply them in all

situations, especially those that have a moral dimension, to decide what type of action would be most

appropriate.

a. Able to describe the

importance of ethics and

professionalism.

b. Shares information about ethics

and professionalism and builds

adult’s awareness on

application.

And

a. Applies field-specific code of

ethics in their partnership with

the participant.

b. Models identifying ethical and

professional strategies to

support an adult navigating an

ethical dilemma.

And

a. Engages participant in

expressing expectations for

ethical and professional

partnerships and relationships.

b. Facilitates the development of

norms and values related to

respectful interactions,

confidentiality and

professionalism.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Develops a nuanced understanding of code of ethics and

is able to apply to a variety of real-life situations.

Supports others to incorporate code of ethics and

professionalism competencies into their daily life.

2. Supporting Adult Learners

The professional must understand how adult learners grow and develop. This means they recognize that patterns

of learning and development depend on the individual across all developmental domains, and create

appropriately challenging learning experiences for adult learners.

a. Able to describe that

participants have unique

learning needs.

b. Recognizes that participants

bring prior knowledge and

experience to the learning

partnership.

c. Shares information about adult

learning principles and builds

participant’s awareness of their

learning style.

And

a. Applies adult learning principles

to differentiate approaches for

each participant.

b. Identifies relevant strategies for

each participant based on stage

of development and readiness

for change.

c. Encourages the participant’s

engagement and involvement

in sharing their learning needs

and determining how they are

supported.

And

a. Evaluates the transference of

learning to practice and selects

the most impactful approach.

b. Co-develops an individualized

approach based on the adult’s

context and sharing of their

own learning preferences.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Develops individualized approach that reflects the

experiences, strengths and interests of the participant.

Collaborates with participants to craft the most

impactful approach.

3. Establishing the Partnership Agreement

The professional will need to invest time in growing their understanding of the participants and their expectations

for the relationships. This allows the professional to have a better sense of what is important to the participant,

and create a match between the method and needs of the individual. The partnership agreement will ensure that

both the professional and participant have clear expectations for their work together.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

a. Describes the steps to come to

agreement about the learning

process and relationship.

b. Gathers information about the

participant and explores the

goals they would like to work

on.

And

a. Establishes an agreement about

roles and responsibilities,

expectations for interactions

(e.g. norms about missed

appointments, giving and

receiving feedback, follow-

through on tasks, etc.).

b. Guides the development of

goals and measurements of

work performance for each

meeting.

And

a. Co-creates roles and

responsibilities to ensure that

the partnership is driven by the

participant.

b. Co-creates the goals and

measurements of success for

each session, and does regular

check-ins to ensure that the

partnership is aligned with the

goals.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Applies knowledge about the participant to establish

partnership agreement, and jointly develops

measurable goals for work together.

Empowers participant to take responsibility and guide

the partnership.

Standard II: Co-Creating Relationships

1. Universal Relationship Skills

The professional will need to create a supportive environment that is based on mutual trust and respect. This

means that the professional must maintain personal integrity, honesty and sincerity while showing respect for the

participant’s world view, learning style and interests.

a. Establishes expectations for an

open and honest relationship.

b. Demonstrates compassion,

understanding and empathy for

the participant.

c. Establishes a trusting

relationship that allows for

building awareness through

joint conversation.

d. Understands and welcomes

different perspectives because

they are part of building

trusting relationships.

And

a. Confident in self, process and

the participant as a full partner

in the relationship.

b. Comfortable letting the

participant shape the direction

and nature of the partnership.

c. Aware of own contribution to

the dynamics of a strength-

based relationship.

d. Aware of emotional responses

within interactions and the

relationship. Exploration of

feelings used to inform next

steps.

And

a. Understands that feelings may

emerge for self and participant

throughout the partnership,

and is able to hold and contain

them without becoming

enmeshed.

b. Understands that positional

power dynamics may impact

their relationship with

participant, and actively acts to

reduce their influence.

c. Uses humor or other culturally

appropriate strategies to create

lightness and energy during

interactions.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Develops skills to work with individuals who have

different perspectives from their own.

Uses relationship-based skills and knowledge to

maintain professional boundaries, and repair when

needed.

2. Relationship Skills Unique to RBPD

Relationship-based learning is a powerful support that can help individuals build self-awareness and lead to

changes in their practice. The level of impact this support can have is based on the amount of comfort and

intimacy that an individual perceives to have with their relationship-based professional. It is important to create

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

an accepting, inviting and nurturing environment in which the adult feels seen and heard, while maintaining

professional boundaries around the relationship.

a. Maintains focus on

understanding instead of

“problem-solving” and is able

to hold uncertainty.

b. Provides support to the

participant while maintaining

professional boundaries.

c. Recognizes and understands

the participant’s strengths and

areas of growth, and

consistently holds the

participant in positive regard.

d. Demonstrates respect for the

participant’s perspectives,

abilities, learning style and

pace.

And

a. Remains open and content to

“not know” while maintaining a

focus on understanding the

participant.

b. Recognizes the participant’s

signals as an invitation for

deeper exploration in-the-

moment.

c. Identifies several effective

methods for working with the

participant, and is able to

choose most effective approach

in the moment.

d. Cultivates an orientation of

curiosity, wondering and

openness in the partnership.

And

a. Creates a connected and

trusting relationship with the

participant that allows for risk-

taking and exploration.

b. Explores alternative

perspectives with the

participant and experiments

with new approaches for

support.

c. Able to self-regulate when

working with strong emotions

to prevent becoming

overwhelmed by what is

shared.

d. Co-creates goals by seeking out

information and inviting the

participant’s perspectives

regarding a goal or situation.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Deepens knowledge of the participant, and adapts

approach to meet the specific needs of the individual.

Provides support for new behaviors, perspectives and

actions.

Standard III: Developing an Anti-Bias Approach

1. Awareness of Self as a Cultural Being

Every person is a cultural being and a product of their experiences, values and biases. In order to build strong,

respectful relationships, the professional needs to recognize how they contribute to a relationship so that they

may develop culturally responsive practices.

a. Identifies how own racial and

cultural heritage affects

definitions of normality,

abnormality and the learning

process, both personally and

professionally.

b. Takes action to increase

awareness of how own cultural

backgrounds, experiences,

attitudes, values, beliefs and

biases influence the power

dynamics of interactions with

others.

c. Demonstrates increasing

willingness to seek new

knowledge and understanding

And

a. Acknowledges own privileges,

status, attitudes, values, beliefs

and feelings.

b. Describes how self and others

have been affected by

individual, institutional and

cultural racism either directly or

indirectly.

c. Engages in reflective activities

with others to understand

individual and institutional

racism and its effect on self and

others.

d. Is open and willing to discuss

differences that exist between

self and others in terms of race,

And

a. Uses knowledge and

understanding of how historical

oppression, racism,

discrimination and stereotyping

affect them personally and in

their work.

b. Engages in and/or facilitates

conversations about racism or

bias in the context of their

work.

c. Actively addresses own implicit

bias or racism as it occurs in the

context of their work (e.g.,

processing derogatory

comments made by individual

during a session).

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

regarding own cultural beliefs

and practices.

d. Identifies how one’s language/s

contributes to own identity.

ethnicity, culture, identity,

language and beliefs.

e. Articulates own biases and their

potential impact on

relationships with others.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Applies understanding of one’s self to daily work.

Engages in progressively deeper reflections on own

cultural awareness.

Embraces regular self-reflection to continue building

understanding of self, and participates in conversations

about racism and bias with others.

2. Anti-Bias Practices

Relationship-based professionals must recognize issues of power, status, privilege and the impact of

microaggression, and use strategies that show respect for people’s cultures. Professionals have a responsibility

to identify specific barriers to engagement and retention among the populations being served, take steps to

reduce the harmful impact of racism and promote equity in access and opportunity.

a. Communicates in the partner’s

preferred language/s including

language varieties.

b. Seeks new knowledge about

culturally and linguistically

specific practices to develop a

respectful partnership.

c. Adjusts interactional style to be

consistent with cultural and

linguistic expectations for adult-

adult communication.

d. Uses intentional language that

demonstrates acceptance of

races, ethnicities, genders,

sexual orientations, cultures,

families, person first

terminology.

And

a. Applies knowledge related to

cognitive style preferences to

adjust interactional dynamics

(e.g., placing more attention on

reflecting and processing than

on content; being task oriented;

adjusts approaches and pacing

as necessary.)

b. Seeks out educational,

consultative and training

experiences to improve

effectiveness in working with

diverse populations in order to

dismantle racism and reduce

harm.

c. Analyzes and uses materials

that demonstrate acceptance of

all races, ethnicities, genders,

sexual orientations, cultures,

families, languages and physical

and development abilities.

And

a. Incorporates cultural traditions,

history, funds of knowledge and

language/s to promote

multicultural relationships.

b. Maintains collaborative

curiosity with a partner in

recognizing and identifying

their perspectives.

c. Reflects on feelings that

emerge for the self and a

partner throughout the

partnership, and provides the

opportunity to process them in

an open and supportive way.

d. Creates relationships in which

partners take pride in their

cultural identities, beliefs and

practices.

e. Seeks to finds common ground

to resolve cross-cultural

differences.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Uses understanding of others’ cultures to engage in

effective RBPD. Progressively deepens reflections and

learning to strengthen skills.

Utilizes knowledge of cultures to create strong

partnership, and participates in dialogues that confront

own biases.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard IV: Effective Communication

1. Active Listening

The relationship-based professional is able to completely focus on what the participant is saying and not saying,

to better understand the communication within the context of the established goals and to support future self-

expression from the participant.

a. Self-aware of own emotional

responses.

b. Recognizes verbal and non-

verbal communication

strategies.

c. Seeks outside support from

colleagues and other

professionals to regulate own

emotional responses, and

improve practice.

And

a. Identifies and employs

strategies to regulate own

emotional response.

b. Adjusts their communication

style to best connect with

participant.

c. Uses verbal and non-verbal

communication cues to

understand participant, and

invites exploration of what is

seen or heard.

And

a. Summarizes, paraphrases,

restates what the participant

has shared in order to gain

clarity and understanding of the

perspective.

b. Demonstrates active and

responsive listening techniques

and is able to adjust

communication style to best

connect with adults.

c. Listens for emerging themes

and extends participant’s

thinking by reframing ideas and

considering them in a broader

context.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Develops a clear understanding of active listening and

applies it to a variety of settings, people and purposes

(from information sharing to having difficult

conversations).

Supports others in building their active listening skills,

and incorporating them into daily practice.

2. Building Shared Understanding

Effective communication builds stronger relationships with the participant. When professionals communicate

deliberately and with purpose they can gather accurate information from the participant, better understand

their motives and intentions and reduce instances of miscommunication. It is important to keep in mind how

cultural influences may impact communication approaches.

a. Uses clear, direct spoken and

written language that is

appropriate and respectful

when communicating about

goals and when providing

feedback.

b. Recognizes factors that

contribute to barriers in

engagement.

c. Begins each gathering by

identifying purpose of the work

together.

And

a. Co-develops communication

pathways for sharing

information with the

participant.

b. Engages the participant in

identifying the barriers and

seeks out resources and

supports to learn more about

overcoming these barriers.

c. Asks questions that encourage

the participant’s perspective

and bring clarity to their

thinking.

And

a. Encourages self-advocacy skills

in the participant to take

ownership and direct the work

of the partnership to their

maximum benefit.

b. Nurtures high expectations and

confidence by encouraging

others to display their own

skills and strengths.

c. Receives feedback from the

participant and uses for

continued growth.

d. Identifies possible conflicts and

addresses them by applying

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

d. Seeks and reflects

understanding of what is being

discussed.

d. Identifies linguistically and

culturally specific practices to

maximize effectiveness of

communication (e.g. Pragmatics

- rules of speech; paralanguage

- eye contact, head nods,

silence, space; vocal cues -

pitch, volume, tempo, tonal

quality).

positive conflict resolution

strategies.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Develops strategies to guide participants in identifying

approaches that would strengthen communication

within partnership.

Uses a strengths-based approach to encourage

participants to self-advocate and take ownership of the

work.

Standard V: Navigating the Change Process

1. Supporting Awareness and Engagement

Professional must be able to evaluate and integrate multiple sources of evidence and to make interpretations

that will strengthen the participant’s awareness of their practice and support them in making progress toward

their goals. The participant must also grow these skills so that they are able to engage in independent reflection.

a. Understands that self-

awareness is foundational to

changing practice.

b. Supports participant in

identifying strengths and

reframing areas of growth as

opportunities.

c. Recognizes that self-awareness

is necessary in order to change

practice, and can articulate why

it is important.

d. Asks questions that encourage

the participant to seek greater

understanding, awareness and

clarity.

And

a. Possesses the ability and skill to

engage in sustained and

meaningful back and forth

reflective conversations with

participant.

b. Identifies underlying concerns,

patterns for perceiving self in

the world and differences

between the facts of a situation

and participant’s interpretation.

c. Helps participant recognize

different, interrelated factors

that affect them and their

behaviors.

And

a. Models not having answers to

every question, and builds

appreciation of the learning

process.

b. Encourages participant to make

connections between their

descriptions and observations,

and other forces that influence

their lives.

c. Supports participant to discover

new thoughts, beliefs,

emotions, perceptions that

strengthen their ability to take

action toward their goals.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Uses knowledge of the participant to engage them in

reflective conversations that stretch them to reflect on

their sense of self.

Creates an environment for participant-led self-

exploration and experimentation.

2. Change Process

Individuals participating in relationship-based professional development go through a change process. Their

response to the change process may vary based on the context. In some cases, they may be resistant to a new

idea, frustrated with how difficult it is to apply, and may have feelings of defeat and depression as they try to

implement it. If you support them through this stage, it is likely they may begin to explore the idea in earnest, see

its merits and even put it into practice.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

a. Understands the dynamic

process and stages of change

related to adult growth and

learning.

b. Demonstrates understanding

that improvement is non-linear

and continuous, rather than

static.

c. Supports participant through

strong emotional responses

while encouraging them to

continue their efforts.

And

a. Builds participant’s awareness

of the change process and

makes connections between

their emotional experience and

steps in the process.

b. Celebrates early successes that

are important to the participant

to motivate them to take on

more challenging goals.

c. Individualizes approach based

upon participant’s attitude

toward change process.

And

a. Engages participant in self-

exploration to elicit change

while recognizing that adults

vary in their readiness for

change.

b. Facilitates a reflective

discussion about what was

effective, and what was a

barrier to improving or refining

practices.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Individualizes approaches for each participant.

Normalizes emotions and diffuses tensions by making

connection to the change process.

Standard VI: Facilitating the Learning Cycle

1. Goal Setting

Goal setting is the initial stage of the cycle of learning that brings focus on what the participant is interested in

eventually being able to do and understand. Initial conversations between the professional and participant will

help determine what questions to research or areas to learn about. This stage will be revisited once the goal is

accomplished or if an adjustment needs to be made in the established goal.

a. Supports participant in identifying

potential new areas of learning

and growth.

b. Understands and uses objective

observation to support goal

setting and planning.

And

a. Co-creates goals that are

specific, measurable,

attainable, realistic and time-

bound.

b. Jointly identifies and designs

goals that are respectful of

participant’s values.

And

a. Allows participant to take the

lead in goal-setting, and

supports with content

knowledge that is specific to

the topic area.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Allows the participant to play a more active role in

determining their learning goals.

Gives full agency to the participant in setting the

learning agenda, but is available to support decision-

making when needed.

2. Gathering Information

Assessment tools are necessary to measure progress toward a goal. There are many ways to capture information

on behaviors, communications and their impact on children, youth and families that are served. This stage of

gathering information will bring awareness to current practices.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

a. Assesses the needs and strengths

of a participant to determine if

they can collect objective

information.

b. Identifies multiples strategies for

conducting observations,

documentation and assessment

that will support goal-setting and

planning.

c. Creates culturally and linguistically

appropriate processes/tools for

gathering and recording

information about changes in

practice.

And

a. Supports participant in using

a variety of tools and

techniques to conduct

objective observations and

collect relevant data.

b. Guides the participant to

collect information using

multiple methods, in multiple

contexts (i.e., indoors,

outdoors) and from multiple

sources.

c. Develops participants to

document observations using

objective statements.

And

a. Develops participant’s skills in

choosing the most appropriate

strategies to observe,

document and assess.

b. Illuminates biases that may

prevent a participant from

seeing or recognizing instances

during data gathering that

supports the goal.

c. Co-creates tools for gathering

information.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Build participant’s skill in gathering information on

current practices.

Empower the participant to take the lead in developing

data collection tools, and gathering information.

3. Reflection

This is the meaning-making stage of the learning cycle. The professional and participant review the information

and draw conclusions related to the original goal. They explore the evidence for successes, challenges and

unexpected new findings.

a. Leads a reflective discussion about

the data to identify priorities for

learning and improvement.

b. Reviews information through a

culturally responsive lens, and

with an understanding of the

participant’s specific context.

c. Shares understanding and data

with the participant.

d. Determines if the information

gathering tools were appropriate,

and generated usable data.

And

a. Uses reflective discussions to

guide participant to find the

meaning behind the evidence

collected.

b. Facilitates participant to

identify successes, challenges

and areas in need of additional

refinement.

c. Supports participant to review

information through a

culturally responsive lens, and

with an understanding of their

specific context.

d. Understands and uses

questions for different

purposes (e.g., sharing

information, supporting

thinking, clarifying issues, etc.).

And

a. Maintains focus on goals, but

demonstrates flexibility and

understanding for emergent

needs that may result from

reflection.

b. Professional and participant

regularly reflect on changes in

dispositions, practices, skills

and knowledge.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Cultivates participant’s ability to reflect on and review

collected data.

Participant integrates the practice of gathering

information and reflection into regular practice and is

aware of evidence related to the goal.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

4. Action Planning & Taking Action

Using the conclusions drawn from the reflection on data, professional and participant will identify the strategies

that will be used to achieve the identified goals. They will consider what alterations may be necessary in

interactions or the environment, and determine who will model the effective strategy(ies).

a. Supports strategies that

appropriately engage the

participant in self-exploration and

growth, and reflect the

participant’s readiness for change.

b. Determines what changes in

practice would need to happen in

order to achieve goals.

And

a. Supports participant to

identify next steps for taking

action and make decisions

about what to implement.

b. Designs individualized action

steps and practical aides that

will support changes in

practice.

And

a. Participant takes the lead in

creating action plans that are

individualized, and address

desired long-term outcomes.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Engages the participant in setting action steps, and

identifying supports for long-term changes.

Empowers the participant to take ownership of action

planning.

5. Feedback

After completing the action plan, the professional and participant have an opportunity to review the progress

that was made toward the established goals and determine the focus for the next learning cycle.

a. Evaluates multiple sources of

evidence to collect data about

implementation to determine if

the goal was met.

b. Provides feedback that is both

supportive and corrective to help

achieve goals or improve practice.

And

a. Develops participant’s ability

to analyze multiple sources of

data to identify if progress

was made, and to inform

future goals.

b. Facilitates a reflective

discussion about what was

effective, and what was a

barrier to improving or

refining implementation of

practices.

And

a. Participant takes the lead on

revising or setting new goals

and action plans based on the

outcomes of the learning cycle.

In order to make progress:

From Level 1 to Level 2

From Level 2 to Level 3

Creates an environment that guides the participant in

determining success of the learning cycle.

Empowers the participant to take the lead in setting

next learning agenda.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Applying the Relationship-Based Standards

Relationship-based professionals, employers and funders may use the standards to support individual

practice, guide professional development planning and inform the development of new learning

opportunities.

Supporting Individual Professional Growth

Growth is continuous. Every individual engaged in the RBPD partnership is committed to furthering their

knowledge, building their skills and evolving their partnerships. Relationship-based professionals should

be engaged in continual self-reflection about their professional practice and consider how their

practices influence the participant’s performance and outcomes.

The RBPD Standards were designed with professional growth in mind. The standards can be used in

conjunction with the RBPD Standards Self-Assessment (see Appendix A) to help professionals decide on

meaningful and relevant professional learning opportunities that would deepen understanding and

practice. It is up to the discretion of the relationship-based professional to decide how to complete the

self-assessment. For example, the professional may choose to focus on one or two standards at a time

versus completing all of the standards at once. The professional may use insights gleaned from the self-

assessment to request learning support.

In addition to engaging in self-reflection, the self-assessment tool may be used in parallel with

supervisors, critical friends or during shadowing visits to objectively assess a professional’s practice from

a different point of view.

We encourage professionals to identify methods of obtaining feedback from their participants regarding

their experience and satisfaction with the relationship-based partnership. The information from these

sources can be used for planning professional development opportunities throughout the year.

Guidelines for Those Who Employ Relationship-Based Professionals

The following best practices will help organizations provide guidance and support to the relationship-

based professionals they employ:

 Employ relationship-based professionals who have education, training and content knowledge

specific to the relationship-based professional standards and their content areas (e.g., infant

mental health, early learning, home visiting).

 Provide reflective supervision to enhance learning and to provide an environment that is

supportive and encourages self-care. This may be accomplished by a supervisor, but also should

include peer support, networking and opportunities for increasing knowledge and growth. The

successful supervisor will have education, training and experience serving as a relationship-

based professional and using reflective supervision.

 Require a bachelor’s degree when possible; provide an exception for an associate’s degree,

when needed, as long as the relationship-based professional is working closely with a team and

has strengths that contribute to meeting community needs.

 Make annual professional development hours available. This may be achieved by offering

release time to attend training, attending off-site training by other professionals and

encouraging additional degree attainment if applicable. A minimum of 15 hours of annual

continuing education is recommended.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

 Conduct annual evaluations involving observation, client/mentee evaluations and self-reflection.

Building Community Capacity with Relationship-Based Teams

While the RBPD Standards set the expectations for the knowledge and skills of relationship-based

professionals, we must recognize the need for communities to personalize their RBPD approach. We

must also note the importance of recruiting relationship-based professionals from emerging or

grassroots leaders who represent and understand their communities.

In some settings, no one person

will have all of the qualities, education, understanding of the community, culturally relevant skills and

experience needed to successfully meet the qualifications of a relationship-based professional. When

these situations arise, it may be necessary to form teams or partnerships to collectively meet the

qualifications.

Building sustainability within communities by offering culturally responsive RBPD may require exploring

various methods of delivery. For example, some communities and cultural groups may prefer to have

the professional development opportunities offered in group settings, delivered by an elder or someone

who shares a similar background. Depending on the cultures and learning traditions of the community, a

peer-to-peer learning experience may have a greater impact than several one-on-one mentoring

relationships.

Conclusions

Relationship-based professionals play a critical role within the state’s professional development system.

Not only do they grow individuals through their support services, they also connect those individuals to

other resources within that will help them move forward. Relationship-based professionals, by the

nature of their work, have a unique insight into the realities of caregivers, educators, children, and the

communities in which they live. They have access to data that could contribute to the learning of

professional communities, and could inform the development of professional system-level change.

We encourage all professionals to share their experiences and engage in collaborative planning to

develop more effective, equitable, and culturally responsive supports to those who work with children,

youth, and families. This resource was developed to be a living document. It will undergo periodic

revisions based on research and advancements made in the field, feedback from users and other

systems-level changes within Washington State. If you have and ideas about how to improve the

usability and functionality of this document reach out to DCYF at training@dcyf.wa.gov to share those

invaluable comments. Together we can build a better system of supports!

The Power of Mentoring, Taking the Lead: Investing in Early Childhood Leadership for the 21st Century, Elliott, et al. (2000)

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Glossary of Terms

Active and Responsive Listening — Interactions with another person that demonstrate that the listener

understands what the speaker is talking about.

Adult Learning Theory — An understanding of how adults learn. Adult learning differs from children’s

learning in that it is self-directed, problem-centered, experience-based and more relevant to life.

Coaching — A relationship-based process led by an expert with specialized and adult learning

knowledge and skills who often serves in a different professional role than the recipient(s).

Consultation — A collaborative, problem-solving process between an external consultant with specific

expertise and adult learning knowledge and skills and an individual or group from one program or

organization. Consultation facilitates the assessment and resolution of a specific concern or need for a

program/organization staff or family/child-related issue.

Cultural Awareness — The ability to respect and value the differences seen in other people, including

customs, thoughts, behaviors, communication styles, values, traditions and institutions. Cultural

awareness includes the ability to learn from and relate respectfully to other cultural backgrounds,

heritages and traditions.

Cultural Sensitivity — The recognition that there are differences between cultures. These differences

are reflected in the ways that different people communicate and relate to one another.

Disposition — An inherent characteristic, attitude or natural tendency.

Mentoring — A process between individuals in similar professional roles: the more experienced

individual with adult learning knowledge and skills (the mentor) provides guidance and leadership

development to the less experienced mentee.

Observation — The intentional, systematic act of looking at the behavior of another individual in a

particular setting, program or situation.

Parallel Process — A process through which the relationship between the consultant and practitioner

influences the relationship between the practitioner and the child because feelings and interactions

from one relationship can be carried forward to another relationship.

Reflective Practice — The process of studying one’s self and one’s own teaching methods to help

develop and grow personally and professionally.

Relationship-Based Professional Development (RBPD) — An approach using professional relationships

as a primary method to support professional growth and development for adult learners. RBPD

implements a reflective cycle of inquiry and uses an evidence-based adult learning process of goal

setting, observation, assessment, action planning, reflection and feedback.

Strength-Based — Engaging the professional as a partner, this approach focuses on an individual’s skills

and assets, or strengths, to reach goals and facilitate personal and professional growth.

Adapted and expanded from the Office of Child Care and Office of Head Start and Florida’s Appendix IV Glossary

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Appendix A: Supporting Professional Growth Across the

Standards

Professionals interested in building their skills across the standards and competencies may consider the

following options listed below. Please note that this list is not comprehensive, and should be considered

a living document. If you have any resources that you would like to add to this list, please contact

[email protected]ov with your suggestions.

General Strategies

- Community of practice on topic area

- Reflective supervision

- Shadow an experienced peer when in new role

- Engage in self-reflection using these possible strategies:

o Use video as a tool for reflection

o Critical friend/coach to reflect on practice

o Self-reflection journal

- Book study

- Podcasts

- Videos on YouTube, TED Talks

- Identify content-related strengths/weaknesses and create a professional

development plan to build expertise

Standard I:

Foundational

Knowledge

- NAEYC Code of Ethical Conduct

- NASW Code of Ethics

- Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress

disorder in those that treat the traumatized. New York: Brunner-Routeledge.

- Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action. NY:

Basic Books.

- Trivette, C., Dunst, C., Hamby, D., & O'Herin, C. (2009). Characteristics and

Consequences of Adult Learning Methods and Strategies. (Winterberry Research

Synthesis, Vol. 2, No. 2). Asheville, NC: Winterberry Press

Standard II:

Co-Creating

Relationships

- Fierce Conversations

- Courageous Conversations

- Work by Brené Brown

- Administration for Children and Families, Office of Head Start, National Center on

Quality Teaching and Learning. (2012, May). Practice based coaching. Retrieved

from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/docs/practice-based-

coaching.pdf

- Elliott, K., Farris, M., Alvarado, C., Peters, C., Surr, W., Genser, A., & Chin, E. (2000).

The power of mentoring. Taking the lead: Investing in early childhood leadership

for the 21st century. Report of the Center for Development in Early Care and

Education, Report, Wheelock College, Boston.

- Gallacher, K. (1997). Supervision, mentoring and coaching. In WPJ McCollum & C.

Catlett (Eds.). Reforming personnel in early intervention (pp. 191-214). Baltimore:

Paul H. Brookes Publishing Co.

- Motivational Interviewing (MINT: Excellence in Motivational Interviewing)

- Reflection as a Coach Development Tool (Coach Growth)

- Rush, D. D., & Shelden, M. L. (2005). Evidence-based definitions of coaching

practices. CASEinPoint, 1(6).

Standard III:

Developing an Anti-

Bias Approach

- Implicit Bias Harvard

- National Education Association’s Cultural Competence Toolkit

- Developing Culturally Responsive Approaches to Serving Diverse Populations: A

Resource Guide for Community-Based Organizations (PDF)

- Researching and learning about other cultures

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

- Resources for Talking With Children and Youth About Race (PDF)

- Chang, H. (2006). Getting ready for quality: The critical importance of developing

and supporting a skilled, ethnically and linguistically diverse early childhood

workforce. Oakland, CA: California Tomorrow.

- Cruz, B. C., Ellerbrock, C. R., Vasquez, A., and Howes, E. V. (2014). Talking diversity

with teachers and teacher educators: Exercises and critical conversations across the

curriculum. New York, NY: Teachers College Press.

- Derman-Sparks, L. and Ramsey, P. G. (2011). What if all the kids are white? Anti-

bias multicultural education with young children and families (2nd ed.). New York,

NY: Teachers College Press.

- Diangelo, R. (2018). White fragility: Why it's so hard for white people to talk about

racism. Boston, MA: Beacon Press.

- Jacobson, T. (2003). Confronting our discomfort: Clearing the way for anti-bias in

early childhood. Portsmouth, NH: Heinemann.

- Lindsey, D. B., Martinez, R. S., & Lindsey, R. B. (2007). Culturally proficient coaching:

Supporting educators to create equitable schools. Thousand Oaks, CA: Corwin

Press.

- Oluo, I. (2018). So you want to talk about race. New York, NY: Seal Press.

Standard IV:

Effective

Communication

- Improve Your Listening Skills with Active Listening (Video)

- Courageous Conversations

Standard V:

Navigating the

Change Process

- TEDx Talks: How to Deal With Resistance to Change (Video)

- TEDx Talks: Three Myths of Behavior Change (Video)

- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self determination in

human behavior. New York: Plenum Press.

- Hall, G. E. & Hord, S.M. (2006). Implementing change: Patterns, principles and

potholes. Boston: Pearson.

- Peterson, S. M., & Baker, A. (2011), Readiness to Change in Communities,

Organizations, and Individuals, in John A. Sutterby (ed.) The Early Childhood

Educator Professional Development Grant: Research and Practice (Advances in

Early Education And Day Care, Volume 15), Emerald Group Publishing Limited,

pp.33-59.

- Prochaska, J. O., DiClemente, C.C., & Norcross, J.C. (1992). In search of how people

change. Applications to addictive behaviors. American Psychologist, 47: 1102-1114.

Standard VI:

Facilitating the

Learning Cycle

- Practice-Based Coaching

- Parlakian, R. (2002). Look, listen, and learn: Reflective supervision and relationship-

based work. Washington, DC: ZERO TO THREE.

- Schon, D. (1983). The reflective practitioner: How professionals think in action.

New York: Basic Books.

- Understanding the experience of experience: a practical model of reflective

practice for Coaching (International Journal of Evidence Based Coaching and

Mentoring) (PDF)

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Appendix B: Self Assessment

Standard I: Foundational Knowledge

Please complete this self-assessment to determine how frequently you demonstrate each competency

indicator in your practice. You can use this tool to identify your professional development goals.

1. Ethics and Professionalism

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Able to describe the importance of ethics

and professionalism.

Level

Shares information about ethics and

professionalism and builds participant’s

awareness on application.

Level

Applies field-specific code of ethics in their

partnership with the adult.

Level

Models identifying ethical and professional

strategies to support a participant who is

navigating an ethical dilemma.

Level

Engages participant in expressing

expectations for ethical and professional

partnerships and relationships.

Level

Facilitates the development of norms and

values related to respectful interactions,

confidentiality, and professionalism.

Observations and Experiences

2. Supporting Adult Learners

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Able to describe that participants have

unique learning needs.

Level

Recognizes that participants bring prior

knowledge and experience to the learning

partnership.

Level

Shares information about adult learning

principles and builds participant’s

awareness of their learning style.

Level

Applies adult learning principles to

differentiate approaches for each

participant.

Level

Identifies relevant strategies for each

participant based on stage of development

and readiness for change.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Level

Encourages the participant’s engagement

and involvement in sharing their learning

needs and determining how they are

supported.

Level

Evaluates the transference of learning to

practice and selects the most impactful

approach.

Level

Co-develops an individualized approach

based on the adult’s context and sharing of

their own learning preferences.

Observations and Experiences

3. Establishing the Partnership Agreement

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Describes the steps to come to agreement

about the learning process and

relationship.

Level

Gathers information about the participant

and explores the goals they would like to

work on.

Level

Establishes an agreement about roles and

responsibilities, expectations for

interactions (e.g. norms about missed

appointments, giving and receiving

feedback, follow-through on tasks, etc.).

Level

Guides the development of goals and

measurements of work performance for

each meeting.

Level

Co-create roles and responsibilities to

ensure that the partnership is driven by the

participant.

Level

Co-create the goals and measurements of

success for each session, and do regular

check-ins to ensure that the partnership is

aligned with the goals.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard II: Co-Creating Relationships

1. Universal Relationship Skill

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Establishes expectations for an open and

honest relationship.

Level

Demonstrates compassion, understanding

and empathy for the participant.

Level

Establishes a trusting relationship that

allows for building awareness through joint

conversation.

Level

Understands and welcomes different

perspectives because they are part of

building trusting relationships.

Level

Confident in self, process and the

participant as a full partner in the

relationship.

Level

Comfortable letting the participant shape

the direction and nature of the

partnership.

Level

Aware of own contribution to the

dynamics of a strength-based relationship.

Level

Aware of emotional responses within

interactions and the relationship.

Exploration of feelings used to inform next

steps.

Level

Understands that feelings may emerge for

self and participant throughout the

partnership, and is able to hold and

contain them without becoming

enmeshed.

Level

Understands that positional power

dynamics may impact their relationship

with participant, and actively acts to

reduce their influence.

Level

Uses humor or other culturally appropriate

strategies to create lightness and energy

during interactions.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

2. Relationship Skills Unique to RBPD

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Maintains focus on understanding

instead of “problem-solving” and is

able to hold uncertainty.

Level

Provides support to the participant while

maintaining professional boundaries.

Level

Recognizes and understands the

participant’s strengths and areas of

growth, and consistently holds the

participant in positive regard.

Level

Demonstrates respect for the participant’s

perspectives, abilities, learning style, and

pace.

Level

Remains open and content to “not know”,

while maintaining a focus on

understanding the participant.

Level

Recognizes the participant’s signals as an

invitation for deeper exploration in-the-

moment.

Level

Identifies several effective methods for

working with the participant, and is able to

choose most effective approach in the

moment.

Level

Cultivates an orientation of curiosity,

wondering, and openness in the

partnership.

Level

Creates a connected and trusting

relationship with the participant that

allows for risk-taking and exploration.

Level

Explores alternative perspectives with the

participant and experiments with new

approaches for support.

Level

Able to self-regulate when working with

strong emotions to prevent becoming

overwhelmed by what is shared.

Level

Co-creates goals by seeking out

information and inviting the participant’s

perspectives regarding a goal or situation.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard III: Developing an Anti-Bias Approach

1. Awareness of Self as a Cultural Being

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Identifies how own racial and cultural heritage

affects definitions of normality, abnormality and

the learning process both personally and

professionally.

Level

Takes action to increase awareness of how own

cultural backgrounds, experiences, attitudes,

values, beliefs and biases influence the power

dynamics of interactions with others.

Level

Demonstrates increasing willingness to seek

new knowledge and understanding regarding

own cultural beliefs and practices.

Level

Identifies how one’s language/s contributes to

own identity.

Level

Acknowledges own privileges, status, attitudes,

values, beliefs, and feelings.

Level

Describes how self and others have been

affected by individual, institutional, and cultural

racism either directly or indirectly.

Level

Engages in reflective activities with others to

understand individual and institutional racism

and its effect on self and others.

Level

Is open and willing to discuss differences that

exist between self and others in terms of race,

ethnicity, culture, identity, language and beliefs.

Level

Articulates own biases and their potential

impact on relationships with others.

Level

Uses knowledge and understanding of how

historical oppression, racism, discrimination,

and stereotyping affect them personally and in

their work.

Level

Engages in and/or facilitates conversations

about racism or bias in the context of their

work.

Level

Actively addresses own implicit bias or racism as

it occurs in the context of their work (e.g.,

processing derogatory comments made by

individual during a session).

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

2. Anti-Bias Practices

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Communicates in the partner’s preferred

language/s including language varieties.

Level

Seeks new knowledge about culturally and

linguistically specific practices to develop a

respectful partnership.

Level

Adjusts interactional style to be consistent with

cultural and linguistic expectations for adult-

adult communication.

Level

Uses intentional language that demonstrates

acceptance of races, ethnicities, genders, sexual

orientations, cultures, families, person first

terminology.

Level

Applies knowledge related to cognitive style

preferences to adjust interactional dynamics

(e.g., placing more attention on reflecting and

processing than on content; being task oriented;

adjusts approaches and pacing as necessary.)

Level

Seeks out educational, consultative, and training

experiences to improve effectiveness in working

with diverse populations in order to dismantle

racism and reduce harm.

Level

Analyzes and uses materials that demonstrate

acceptance of all races, ethnicities, genders,

sexual orientations, cultures, families,

languages, and physical and development

abilities.

Level

Incorporates cultural traditions Incorporates

cultural traditions, history, funds of knowledge

and language/s to promote multicultural

relationships.

Level

Maintains collaborative curiosity with a partner

in recognizing and identifying their perspectives.

Level

Reflects on feelings that emerge for the self and

a partner throughout the partnership, and

provides the opportunity to process them in an

open and supportive way.

Level

Creates relationships in which partners take

pride in their cultural identities, beliefs and

practices.

Level

Seeks to finds common ground to resolve cross-

cultural differences.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard IV: Effective Communication

1. Active Listening

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Self-aware of own emotional responses.

Level

Recognizes verbal and non-verbal

communication strategies.

Level

Seeks outside support from colleagues and

other professionals to regulate own emotional

responses, and improve practice.

Level

Identifies and employs strategies to regulate

own emotional response.

Level

Adjusts their communication style to best

connect with participant.

Level

Uses verbal and non-verbal communication cues

to understand participant, and invites

exploration of what is seen or heard.

Level

Summarizes, paraphrases, restates what the

participant has shared in order to gain clarity

and understanding of the perspective.

Level

Demonstrates active and responsive listening

techniques and is able to adjust communication

style to best connect with adults.

Level

Listens for emerging themes and extends

participant’s thinking by reframing ideas and

considering them in a broader context.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

2. Building Shared Understanding

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Uses clear, direct spoken and written language

that is appropriate and respectful when

communicating about goals, and when providing

feedback.

Level

Recognizes factors that contribute to barriers in

engagement.

Level

Begins each gathering by identifying purpose of

the work together.

Level

Seeks and reflects understanding of what is

being discussed.

Level

Co-develops communication pathways for

sharing information with the participant.

Level

Engages the participant in identifying the

barriers and seeks out resources and supports

to learn more about overcoming these barriers.

Level

Asks questions that encourage the participant’s

perspective and bring clarity to their thinking.

Level

Identifies linguistically and culturally specific

practices to maximize effectiveness of

communication (e.g. Pragmatics - rules of

speech; paralanguage - eye contact, head nods,

silence, space; vocal cues - pitch, volume,

tempo, tonal quality).

Level

Encourages self-advocacy skills in the participant

to take ownership and direct the work of the

partnership to their maximum benefit.

Level

Nurtures high expectations and confidence by

encouraging others to display their own skills

and strengths.

Level

Receives feedback from the participant and uses

for continued growth.

Level

Identifies possible conflicts and addresses them

by applying positive conflict resolution

strategies.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard V: Navigating the Change Process

1. Supporting Awareness and Engagement

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Understands that self-awareness is

foundational to changing practice.

Level

Supports participant in identifying strengths,

and reframing areas of growth as opportunities.

Level

Recognizes that self-awareness is necessary in

order to change practice and can articulate why

it’s important.

Level

Asks questions that encourage the participant

to seek greater understanding, awareness, and

clarity.

Level

Possesses the abilities and skills to engage in

sustained and meaningful back and forth

reflective conversations with participant.

Level

Identifies underlying concerns, patterns for

perceiving self in the world, and differences

between the facts of a situation and

participant’s interpretation.

Level

Helps participant recognize different,

interrelated factors that affect them and their

behaviors.

Level

Models not having answers to every question,

and builds appreciation of the learning process.

Level

Encourages participant to make connections

between their descriptions and observations,

and other forces that influence their lives.

Level

Supports participant to discover new thoughts,

beliefs, emotions, perceptions that strengthen

their ability to take action toward their goals.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

2. Change Process

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Understands the dynamic process and stages of

change related to adult growth and learning.

Level

Demonstrates understanding that

improvement is non-linear and continuous,

rather than static.

Level

Supports participant through strong emotional

responses while encouraging them to continue

their efforts.

Level

Builds participant’s awareness of the change

process, and makes connections between their

emotional experience and steps in the process.

Level

Celebrates early successes that are important

to the participant to motivate them to take on

more challenging goals.

Level

Individualizes approach based upon

participant’s attitude toward change process.

Level

Engages participant in self-exploration to elicit

change while recognizing that adults vary in

their readiness for change.

Level

Facilitates a reflective discussion about what

was effective, and what was a barrier to

improving or refining practices.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Standard VI: Facilitating the Learning Cycle

1. Goal Setting

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Supports participant in identifying potential new

areas of learning and growth.

Level

Understands and uses objective observation to

support goal setting and planning.

Level

Co-creates goals that are specific, measurable,

attainable, realistic and time-bound.

Level

Jointly identifies and designs goals that are

respectful of participant’s values.

Level

Allows participant to take the lead in goal

setting, and supports with content knowledge

that is specific to the topic area.

Observations and Experiences

2. Gathering information

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Assesses the needs and strengths of a

participant to determine if they can collect

objective information.

Level

Identifies multiples strategies for conducting

observations, documentation and assessment

that will support goal-setting and planning.

Level

Creates culturally and linguistically appropriate

processes/tools for gathering and recording

information about changes in practice.

Level

Supports participant in using a variety of tools

and techniques to conduct objective

observations and collect relevant data.

Level

Guides the participant to collect information

using multiple methods, in multiple contexts

(i.e. indoors, outdoors), and from multiple

sources.

Level

Develops participants to document

observations using objective statements.

Level

Develops participant’s skills in choosing the

most appropriate strategies to observe,

document, and assess.

Level

Illuminates biases that may prevent a

participant from seeing or recognizing instances

during data gathering that supports the goal.

Level

Co-creates tools for gathering information.

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

Observations and Experiences

3. Reflection

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Lead a reflective discussion about the data to

identify priorities for learning and improvement.

Level

Reviews information through a culturally

responsive lens, and with an understanding of

the participant’s specific context.

Level

Shares understanding and data with the

participant.

Level

Determines if the information gathering tools

were appropriate, and generated usable data.

Level

Uses reflective discussions to guide participant

to find the meaning behind the evidence

collected.

Level

Facilitates participant to identify successes,

challenges, and areas in need of additional

refinement.

Level

Supports participant to review information

through a culturally responsive lens, and with

an understanding of their specific context.

Level

Understands and uses questions for different

purposes (e.g. sharing information, supporting

thinking, clarifying issues, etc.).

Level

Maintains focus on goals, but demonstrates

flexibility and understanding for emergent

needs that may result from reflection.

Level

Professional and participant regularly reflect on

changes in dispositions, practices, skills and

knowledge.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

4. Action Planning & Taking Action

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Supports strategies that appropriately engage

the participant in self-exploration and growth,

and reflect the participant’s readiness for

change.

Level

Determines what changes in practice would

need to happen in order to achieve goals.

Level

Supports participant to identify next steps for

taking action and make decisions about what to

implement.

Level

Designs individualized action steps and practical

aides that will support changes in practice.

Level

Participant takes the lead in creating action

plans that are individualized, and address

desired long-term outcomes.

Observations and Experiences

5. Feedback

Consistently

Occasionally

Rarely

Target for PD Plan

Level

Evaluates multiple sources of evidence to

collect data about implementation to determine

if the goal was met.

Level

Provides feedback that is both supportive and

corrective to help achieve goals or improve

practice.

Level

Develops participant’s ability to analyze

multiple sources of data to identify if progress

was made, and to inform future goals.

Level

Facilitates a reflective discussion about what

was effective, and what was a barrier to

improving or refining implementation of

practices.

Level

Participant takes the lead on revising or setting

new goals and action plans based on the

outcomes of the learning cycle.

Observations and Experiences

RELATIONSHIP-BASED PROFESSIONAL DEVELOPMENT STANDARDS

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Acknowledgments

Authors

 Angela Abrams, M.Ed., Department of Children, Youth & Families

 Marilyn Chu, Ed.D., Early Childhood Education, Western Washington University

 Vasilya Mendybaeva, M.Ed., Department of Children, Youth & Families

Workgroup Representatives

 Child Care Aware of Washington

 Child Care Aware Regions

 Cultivate Learning at the University of Washington

 Imagine Institute

 Washington State Department of Children, Youth & Families

 Whatcom Community Technical College