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Potential to Powerful Practice
Dedicated to elevating the early childhood profession by providing educators with the personalized coaching and advanced skills needed to lead with confidence and impact.
Dedicated to elevating the early childhood profession by providing educators with the personalized coaching and advanced skills needed to lead with confidence and impact.
including documentation for PDIS credit. Beginning January 1, 2026, TPITOS will be recognized for Demonstrated Competency points in the Early Childhood Professional Credential (ECPC). Demonstrated Competencies are one of the four components of the ECPC.
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- The Program Administration Scale is designed to reliably measure and improve center-based programs’ leadership and management practices.
- This service includes the administration of the tool, which involves an interview and verification of supporting documents.
- It also includes support in preparing for the assessment.
- A summary report is provided as part of the service.
- A PAS-3 observation, regardless of the score, is currently worth 2 points toward the Colorado Shines Quality Rating as a business consultation practice.
8 session series for 1 educator
Group Coaching Package includes these 60 min sessions-
Session 1 Friendship Skills Introduction
Session 2 Friendship Skills Review & Debrief
Session 3 Emotional Literacy Introduction
Session 4 Emotional Literacy Review & Debrief
Session 5 Self-Regulation and Anger Management Introduction
Session 6 Self-Regulation and Anger Management Review & Debrief
Session 7 Problem Solving Introduction
Session 8 Problem Solving Review & Debrief
6 months (one 1.5hr session a month)
Reflective supervision/consultation (RS/C) is a relationship that supports the professional development and growth of coaches and other early childhood professionals through regular, collaborative reflection between consistent partners or a group of consistent partners. This partnership builds reflective capacity and program quality as the individuals discuss strengths, vulnerabilities and to better understand the complex relationships that center around the child.
The primary objectives of RS/C include:
Forming a trusting relationship between supervisor/consultant, RS/C partners, and practitioners
Asking and answering questions that encourage details about children, interactions, families and work relationships to better understand challenges and opportunities within their relationships
Guiding professionals to discover their own strengths and make adjustments to their practice
Nurturing and supporting the ongoing relationships that occur within the working environment
Exploring and using the parallel process to increase the use and understanding of personal reflection
Connecting learning opportunities and the professionals' experiences and reactions to their learning
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