USING THE ROUTINES BASED INTERVIEW

AS A STAFF DEVELOPMENT TOOL

THINK ABOUT THIS

How are you currently assessing professional development needs for

your staff?

For your self?

WHAT IS THE ROUTINES-BASED INTERVIEW?

A way to help families, teachers, therapists, early intervention providers identify concerns and challenges in their work so that we can provide interventions and supports based on their needs.

A basis for building the IFSP for families and a professional development plan or supports for staff working with children and families.

WHAT IS THE ROUTINES-BASED

INTERVIEW? Developed by Robin McWilliam and

associates at Vanderbilt University with a focus on helping families identify their needs and priorities.

Typically used in early intervention programs focusing on family priorities;

An inquiry method that directly involves staff in looking at their concerns, priorities and resources.

WHAT IS THE ROUTINES-BASED

INTERVIEW? With modifications, becomes a

useful tool for identifying challenges and priorities supporting staff who are:

Working in a classroom; Home visiting; Needing assistance with an

individual child.

WHY USE THE ROUTINES-BASED

INTERVIEW? Assists staff in identifying

challenges and priorities;

Assists staff in setting individual goals.

Helps to identify a staff development focus;

Identifies routines/activities where child goals can be embedded;

WHAT DOES IT LOOK LIKE?

Identify concerns Preconference meeting. Initial activity.

Identify typical routine/schedule of the day.

WHAT DOES IT LOOK LIKE?

Ask about routines. What happens during each routine or activity during

the day? Who is doing what?

Children? Adults?

What are the expectations for the children during this time?

Are there parts of this routine that are difficult or challenging for you?

What do you think makes them difficult/challenging?

Don’t forget transition?

WHAT DOES IT LOOK LIKE?

Review the concerns or challenges that have come up during the discussion.

Share your notes;

Go through each concern as they came up during the interview.

Note any other concerns that come up.

WHAT DOES IT LOOK LIKE?

Discuss the concerns they would most like to work on. Don’t need to work on all of the

challenges at the same time. Because some skills are inter-related,

some challenges may resolve when working on a different routine.

Discuss which concerns they would like to work on first/second, etc. (what are the priorities.)

WHAT DOES IT LOOK LIKE?

Make a plan. Identify resources and supports

needed: Consultation; Readings/articles/books; Workshops/classes; Observation of another teacher; Videos/webinars; Participation in a study group.

WHAT DOES IT LOOK LIKE?

What resources does the staff member bring to the planning? Use a modified Eco-map.

Identify strategies/methods.

ECO MAP FOR IDENTIFYING RESOURCES

FOR PROFESSIONAL DEVELOPMENT

Who does he/she work with;

Is he she part of a team? Who’s on the team? What are the relationships in the

team?

What professional relationships exist in the building/program?

What outside support relationships are there?

WHAT DOES IT LOOK LIKE?

Track progress Journal; Consultation notes; Daily evaluation; Reflective supervision.

THINK ABOUT THIS

WHAT ARE SOME OF THE QUESTIONS YOU MIGHT ASK TO HELP STAFF THINK

THROUGH THEIR ROUTINES, CONCERNS, PRIORITIES AND RESOURCES.

EFFECTIVE PROFESSIONAL DEVELOPMENT

INTENSIVEONGOING

ACTIVE

LEARNING/CON

NECTED TO

PRACTICE

CONNECTED TO GOALS

SEQUENCED WITH RELATED CURRICULUM RESOURCES

EXPERT

FACILITATION

WITH FEEDBACK

AND MODELING

RELEVANT AND RIGOROUS CONTENT

WHAT DOES IT LOOK LIKE?

FOCUSING ON AN INDIVIDUAL CHILD. What are the expectations/skills

needed for this child during this time?

What is he/she doing? What are the adults doing with/for

the child? What strategies have you tried? Does the child have/use the skills

needed to participate in this routine.

WHAT DOES IT LOOK LIKE?

FOCUSING ON THE HOME VISIT. Identify the routines

Greeting/arrival; Discussing past week’s activities; Discussing today’s plan; Providing support

Emotional; Informational; Material.

Planning for next time. Departure.

THINKING ABOUT READINESS FOR

CHANGE? Precontemplation…Not ready to make a

change;

Contemplation…Thinking about change but overwhelmed by obstacles;

Preparation…Ready to change;

Action…Actively engaged in change;

Maintenance…Maintaining change with vigilance.