Transcript a Powerpoint presentation on CUPS.

Working with
Communities and
Systems:
MCHB Leadership Competency 11
STEPHEN J. BAGNATO, Ed.D., NCSP
Professor of Pediatrics & Psychology
Director, Early Childhood Partnerships
CHARLENE TROVATO, Ph.D.
Associate Professor of Education
Administration and Policy Studies
www.uclid.org
www.earlychildhoodpartnerships.org
University, Community, Leaders, and Individuals
With Disabilities
CONTEXT !!
MCHB 11: Community and
Systems “FAST FACTS”
 Improving health status of MCHB population
requires interdisciplinary collaboration and
innovative public-private partnerships
 Ecological systems perspective fosters health
promotion through creative prevention and
intervention paradigms
 Successful MCHB leader thinks ecologically
about policy, practice and research challenges
involving community and systems issues to
make the “unsystem” work for individuals and
families
Community & System
Leadership Competencies
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3.
Successful MCHB Leader:
Thinks about communities and system
dynamics
Engages in and facilitates collaboration with
community partners for mutual benefits and to
include all in the process of change and power
sharing [“Participatory action research”]
Builds constituencies through communication,
self-reflection, critical thinking, ethical practice,
and professionalism.
Advanced Community & System
Leadership Competencies
1.
2.
3.
4.
5.
6.
7.
Develop and maintain strong stakeholder group
collaborations through genuineness and trust
Use negotiation to promote collaboration
Apply group process methods within the
community
Assess pressing environmental and system
needs to develop innovative projects
Develop collaborative projects and gain funding
for mutual benefits
Manage interagency projects for success
Translate mission and vision statements for
different audiences to develop partnerships
ECP Missions
 Forge innovative University-Hospital-Community
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collaborations;
Augment capacity of community programs by
pooling human, financial, physical resources;
Moral and social obligation of the not-for-profit
university to give back to their communities;
Focus on young children (0-8) at developmental risk
or with disabilities and the professionals supporting
them;
Promote professional “best practice” standards and
“practice-based evidence”;
Catalyst for a unified early childhood network linking
education, health, and human services;
“Participatory action research” to design and
evaluate models for systems reform
ECP As Applied Developmental Science
(Applied Developmental Psychology, Lerner, et.al., 2005)
 Natural setting prevention and promotion
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programs
“Use of scientific knowledge to improve life
changes of diverse individuals and
communities”
Develop sensitive measures of change and
context
Design/implement program evaluations for
stakeholders
Community partnerships for systems reform
Mentoring and professional development
Dissemination for policy development
ECP Core Partnership
Programs
1.
2.
3.
4.
5.
6.
Scaling Progress in Early Childhood
Settings (SPECS)
HealthyCHILD School-Linked
Developmental Healthcare Team
TRACE Center for Excellence in Early
Childhood Assessment
Center on Mentoring for Effective
Teaching (COMET)
Center to Investigate Violence and Injury
in Communities (CIVIC)
Early Childhood Research Systems
CUPS:
Community University
Partnerships
Prospectus for a UCLID Communitybased Leadership Council
STEPHEN J. BAGNATO, Ed.D., NCSP
Professor of Pediatrics & Psychology
Director, Early Childhood Partnerships
CHARLENE TROVATO, Ph.D.
Associate Professor of Education
Education Policy and Leadership
What is CUPS?
CUPS: “FAST FACTS”
 Create an active leadership forum among
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community partners and the University
Advance collaboration with UCLID, University &
Hospital for mutual benefits
Focus on already existing partner relationships
on education, health, human service, disability,
and systems policy issues
Offer leadership modelling and mentoring to
UCLID fellows and trainees
Meet Chancellor’s mandate for “community
service, civic engagement, service learning, and
community-based research”
What are the
missions and foci of
CUPS?
CUPS: Missions
 Emphasize link among education,
healthcare and human services
 Create collaborative ventures on “best
practices” to advance systems reform for
disabilities and chronic conditions
 Mutual needs addressed regarding
consultation, service, and research
 Promote UCLID visibility and action with
influential community partners
What is the
“vehicle” for CUPS?
CUPS: Vehicle
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7.
Collaborative leadership team (COLT)
CUPS 7-step process:
Select 12 CUPS members
Co-facilitation/leadership by UCLID
Identify support needs of community
partners and mutual UCLID needs/roles
CUPS yearly objectives/tasks
Consensus decision-making process
Rotate CUPS venue and leadership among
partners
Leadership roles of UCLID fellows
Who are the initial
community partners
in CUPS?
CUPS: Community Partners
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Nancy Hubley, Esq—ELC
Robert Grom, CEO—HHFI
William Isler, Pres, FCI/WQED, PBOE
Margie Kakiou, ED, Beaver Co HS
Marlene Midget, ED, NPHS, WVA
Nancy Murray, Achieva
Al Condeluci, CEO, UCP
Carl Johnson, Pitt
Mary Esther VanShura, Allegheny County Gov.
Junlei Lei, OCD
Joe Lagana, HCEF
Kurt Kondrich, Chair, PA State ICC
What are the mutual
benefits of CUPS?
CUPS: Mutual Benefits
 Create a unique forum to plan innovative
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collaborative ventures with community
Foster an “ecological” and community focus for
UCLID to complement its clinical focus
Promote good will within community and University
through UCLID service learning and research
activities
Identify ways to blend and augment community and
university resources and supports
Offer an appealing basis to attract potential funders
Burnish, revitalize, and expand UCLID’s reputation in
the community