Working with Communities and Systems: MCHB Leadership Competency 11

1. 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

2. www.uclid.org www.earlychildhoodpartnerships.org

3. University, Community, Leaders, and Individuals With Disabilities

4. CONTEXT !!

5. 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

6. Community & System Leadership Competencies • Successful MCHB Leader: • Thinks about communities andsystem dynamics • Engages in and facilitates collaborationwith 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.

7. Advanced Community & System Leadership Competencies • 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

9. ECP Missions • Forge innovative University-Hospital-Community 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

10. ECP As Applied Developmental Science(Applied Developmental Psychology, Lerner, et.al., 2005) • Natural setting prevention and promotion 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

11. ECP Core Partnership Programs • 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

12. CUPS: Community University PartnershipsProspectus for a UCLID Community-based 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

13. What is CUPS?

14. CUPS: “FAST FACTS” • Create an active leadership forum among 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”

15. What are the missions and foci of CUPS?

16. 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

17. What is the “vehicle” for CUPS?

18. CUPS: Vehicle • 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

19. Who are the initial community partners in CUPS?

20. CUPS: Community Partners • 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

21. What are the mutual benefits of CUPS?

22. CUPS: Mutual Benefits • Create a unique forum to plan innovative 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