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2020 PDS Regional Power Summit Agenda


Welcome

Council Updates

Ethics & Conflicts of Interest

CDA PD Specialist™ Coaching

CDA PD Specialist™ Solution Driven Decisions





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Table of Contents



Best Practice Graphic & Areas of Best Practice ............... 6-7
Conflicts of Interest & Ethics ............................................. 8-18
Coaching Skills ............................................................... 20-37
Social Media Guidelines ................................................ 38-40




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Eight Areas of Best Practice

Potential
• As a coach/mentor, tapping into the Candidate's
potential.
Knowledge
• Using your professional expertise.
Competence
• Knowing the elements of your role as a PD
Specialist™.
Performand
• Compliantly executing the policies and
procedures governing the PD Specialists™.
Experience
• Applying your collective experience in the
Reflective Dialogue.
Ethics
• Relying on the Council’s set of ethics to guide
decisions.
Development
• Continuously developing yourself professionally
and encouraging the same for the Candidate.
Vision
• A clear perception of your role and contributions
as a PD Specialist™.


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The Role of the CDA Professional Development (PD) Specialist™

As a CDA PD Specialist™ and an early childhood professional, you are trained,
contracted, and endorsed by the Council to utilize your expertise in early childhood
education to facilitate the final stages of the credentialing process for candidates
within your local communities.
You have the knowledge and the know-how to support the professional development
of early childhood care and educational professionals. Furthermore, by being a CDA
PD Specialist™, you are recognized as an excellent resource and facilitator of the
credentialing process.

As part of your role as a CDA PD Specialist™, you will review and verify for the
candidate the procedures and documents required to complete the CDA®
assessment system. You are charged to use this manual conscientiously as a
resource to perform your responsibilities as a CDA PD Specialist™. It is critical that
you always conduct CDA Verification Visits™ in a professional manner that
preserves and builds the integrity of the CDA® assessment system.
The CDA PD Specialists™ are expected to:
 Prepare for each CDA Verification Visit™ by following training and
contractual agreements, and by using:
• The Pre-Verification Visit Checklist;
• The Candidate’s correct setting and CDA® Competency Standards book;
• The CDA PD Specialist™ Procedures Manual and Resource Library; and
• The External Specialist Engagement Team as needed
 Conduct the Candidate’s CDA Verification Visit™ using the R.O.R. Model®
within one day, unless a situation arises that requires you to use the 7-day
assessment window.
 Access YourCouncil to submit individual Candidate scores within 48
hours of the CDA Verification Visit™.
 Agree to keep all information in YourCouncil current.
 Respond to CDA PD Specialist™ related inquiries from Candidates and the
Council by email and/or phone within 48 hours.
 Participate in CDA PD Specialist™ training and continuing education for
professional development to increase knowledge and skills related to early
care and education best practices.



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CDA PD Specialist™ Ethical Principles
Because CDA® Candidates are credentialed by the Council, the early childhood
education community holds CDA PD Specialists™ in high esteem. Therefore, the
Council expects you as CDA PD Specialists™ to perform with a conscientious
effort that exemplifies the highest ethical standards.

Principle I: Ethical Conduct Amongst Candidates
As the CDA PD Specialist™, you have both a personal and professional responsibility
to demonstrate characteristics that will help candidates take responsibility for their own
actions and choices. You will lead by example in the following ways:
• Treat each candidate considerately and justly when clarifying issues
according to the Council’s CDA PD Specialist™ Procedures Manual.
• Avoid intentionally exposing a candidate to disparagement.
• Manifest a positive mentoring role in the candidate’s assessment.
• Maintain confidential information concerning candidates.
• Submit facts without distortion, bias, or personal prejudice.
• Respect a candidate’s freedom of choice.
• Not steering candidates for your financial gain.

Principle II: Ethical Conduct for Practices and Performance
You will always assume the responsibility and accountability of your performance and
continually strive to exhibit the competence of a CDA PD Specialist™. You will
endeavor to maintain the dignity of the position by respecting and abiding by Council
policies, and by showing personal integrity. The following list of practices will always
ensure your ethical conduct:
• Agree and accept candidate assessments based on professional qualifications.
• Be truthful in providing your professional qualifications and avoid misrepresentations.
• Continue to grow professionally by receiving training and
education when opportunities arise.
• Comply with program policies, applicable community laws, and regulations
that are not in conflict with the Council’s ethical expectations.
• Adhere to the official policies of the Council.
• Account for all pre-authorized expenditures for specific candidate assessments.

Principle III: Ethical Conduct Towards Professional Colleagues
In exemplifying ethical relations with colleagues, you agree to treat all members and
early childhood educators equitably and with fairness. As a CDA PD Specialist™ and
professional early childhood educator, you will:


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• Maintain confidential information concerning colleagues and candidates.
• Refrain from willfully making false statements about colleagues and candidates.
• Understand that your role is not to evaluate the program or agency
during CDA Verification Visits™.

Principle IV: Ethical Conduct Towards Program and Community
As a CDA PD Specialist™ and professional early childhood educator, you will:
• Make concerted efforts to communicate to the candidate all information
needed to support the candidate’s completion of the assessment process.
• Contact the candidate’s program director or supervisor to inform them about
the upcoming candidate’s CDA Verification Visit™. You should also show
appreciation towards the director for supporting the candidate and answering
any general questions related to the CDA Verification Visit™.
• Strive to understand and respect the values, traditions, and religious
beliefs of the diverse cultures represented in the program and in the
candidate’s classroom.
• Comply with local, state, federal and/or national laws, in addition to
Council policies.
Determining Conflicts of Interests
Although you may meet all the general eligibility requirements to become a CDA PD
Specialist™, there are times when a conflict of interest may occur. It is your duty to
discuss with the Candidate any possible ethical conflicts of interests and decide
accordingly. Outlined below are specific relationships that disqualify you from serving
as a CDA PD Specialist™ for a Candidate:

You may NOT serve as a Candidate’s CDA PD Specialist™ if:

You are the Candidate’s:
• Relative
• Current direct supervisor
• Former direct supervisor within the past 3 years
• Co-worker in same group or classroom
You have
• A child in the Candidate’s class or group
• Served as the Candidate’s CDA PD Specialist™ for another CDA® credential.
• Served as the Candidate’s CDA PD Specialist™ and the Candidate is
re- applying for the same credential.


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If a CDA PD Specialist™ is in any of these types of relationships with the
Candidate, the CDA PD Specialist™ may not, under any circumstances,
accept the assignment.

Additional Ethical Considerations
During the CDA Verification Visit™, you must remain unprejudiced, and have an
unbiased perspective on the Candidate’s efforts to obtain the CDA® Credential. You,
more so than the Council, know about the local situation. The Council relies primarily
on the CDA PD Specialist’s™ judgment and capability to bring an independent
perspective.
There are many other types of relationships requiring both the Candidate and the
CDA PD Specialist™ to consider carefully when determining potential ethical
conflicts.
Situations that require ethical consideration by both the Candidate and the CDA
PD Specialist™ are when the CDA PD Specialist™ or Candidate is:

• An indirect supervisor
• A trainer, either indirect or direct
• Any person or representative of an organization that has financial/contractual
considerations related to the candidate or may benefit in any way from the
candidate’s credentialing outcome.
• The candidate is the employer
• A co-employee in the same facility, not in the same group/classroom
• Any person who may have a personal or professional bias toward or
against the candidate, or any group of which the candidate is a part (such
as peer/friend/foe)
• A licensing agent
The Council discourages any CDA PD Specialist™ with a relationship that may fall in
one or more of the categories in the list above from conducting the CDA Verification
Visit™. The Council reserves the right to take further action and reject/return the
Candidate’s application at any time should a question of conflict of interest arise. As
standard practice, all CDA PD Specialists™ and Candidates are required to sign a
Statement of Ethics.





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Best Practices for CDA PD Specialists™

Why are best practices necessary?

The integrity of the Child Development Associate® (CDA) assessment system, in large part, rests on
individuals like you: trained and endorsed CDA Professional Development (PD) Specialists™.

The major driver for implementing best practices for CDA PD Specialists™ (PDS) is to ensure that total
compliance with the Council’s policies and procedures. As a CDA PD Specialist™ and an early
childhood professional, you are trained, contracted and endorsed by the Council to use your expertise
in early childhood education to facilitate the final stages of the credentialing process and to adhere to
these policies and procedures.

Best Practices
Best practices are to be implemented during all Verification Visits. Each PDS should integrate them
into their Verification Visit practice and routine so that the Council knows the same quality is provided
to each CDA Candidate by every PDS.
Specifically, the CDA PD Specialist should:
• Read, understand and adhere to the policies and procedures in the PDS Procedures Manual.
• Read and become familiar with the Competency Standards Book(s) for their endorsed setting(s).
• Perform with a conscientious effort exemplifying the highest ethical standards.
• Engage the CDA PD Specialist™ Standards of Practice (see page 36 of the PDS Resource
Manual).
• Conduct only two Verification Visits per day and no more than three per week.
• Observe one candidate at a time. Group Verification Visits are prohibited.
• Conduct the Verification Visits in the four (4) hour timeframe:
o Professional Portfolio – One hour
o Observing as a lead teacher – Two hours
o Reflective Dialogue – One hour
• Respond to all Candidate requests within 48 hours.
Complete Pre-Visit Checklist at least 48 hours prior to the Visit. (see page 8 in the PDS
Manual).
• During Pre-Visit Checklist, emphasize to the Candidate that s/he must serve as the lead teacher
during the Visit.
• Conduct Verification Visits with integrity, in accordance with the Council’s policies and
procedure.


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• Submit Verification Visit scores within 48 hours of the Visit.
• Stay abreast of news and communications from the Council.
• Maintain professional awareness and knowledge through all Council communication.
• Regularly update their availability in the YourCouncil online calendar.
• Participate in all Council-sponsored professional development trainings.
• Not market nor endorse themselves using Council intellectual property.
• Not represent themselves as an employee, officer or agent of the Council for Professional
Recognition.
• Manage all matters related to the CDA® credentialing process and the Council for Professional
Recognition confidentially.
• Build trust with the CDA Candidate, their supervisor and place of work.
• Protect the privacy rights of Candidates and the Council.
What is at stake?
When a PDS does not practice integrity and/or uses short cuts, the impact has a ripple effect on the
entire credentialing process, including:
o Loss of integrity
o Damage to the reputation of both the PDS and the Council
o Damage of established trust
o Risk
 Of the Council rescinding awarded credentials
 Of appealing the Council’s decision due to procedural violations
 Of loss of revenue
 Of negative public relations issues
 Of a terminated PDS contract
A CDA PD Specialist™ is an essential quality control factor in the CDA® assessment system. As such, it is
essential that consistency and quality occur during each assessment you do so that we can maintain the
reliability, validity and credibility of the CDA® assessment system.
You are recognized as an excellent resource and facilitator of the credentialing process. Keep in mind
the Council depends on you to conduct each Verification Visits in compliance with policies and
procedures.





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Professional Ethics & What It Means to Me

Write down your thoughts of what each section means to you as a PD Specialist

Personal and business behavior




To me, this means…
Values





Guiding principles





Proper course of action





Ethics is the study of right and wrong in human
endeavors







Method by which we categorize our values and how
we pursue them









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IMPORTANT TAKEAWAYS…




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NOTES




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The GROW Model of Coaching and Mentoring
A Simple Process for Developing Your People

As a leader, one of your most important roles is to coach your people to do their best. By doing this,
you'll help them make better decisions, solve problems that are holding them back, learn new skills,
and otherwise progress their careers.
Some people are fortunate enough to get formal training in coaching. However, many people have to
develop this important skill themselves. This may sound daunting but, if you arm yourself with some
proven techniques, practice, and trust your instincts, you can become a great coach.
The GROW Model is a simple yet powerful framework for structuring
your coaching or mentoring sessions. GROW stands for:
• Goal.
• Current Reality.
• Options (or Obstacles).
• Will (or Way Forward).

The model was originally developed in the 1980s by business coaches Graham Alexander, Alan Fine,
and Sir John Whitmore.
A good way of thinking about the GROW Model is to think about how you'd plan a journey. First, you
decide where you are going (the goal) and establish where you currently are (your current reality). You
then explore various routes (the options) to your destination. In the final step, establishing the will, you
ensure that you're committed to making the journey, and are prepared for the obstacles that you could
meet on the way.
Tip:
In its traditional application, the GROW Model assumes that the coach is not an expert in the client's
situation. This means that the coach must act as a facilitator, helping the client select the best options,
and not offering advice or direction.
When leaders coach their team members, or act as mentors to them, this may or may not apply. On
one hand, it's more powerful for people to draw conclusions for themselves, rather than having these
conclusions thrust upon them. On the other hand, as a team leader, you'll often have expert knowledge
to offer. Also, it's your job to guide team members to make decisions that are best for your organization.




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How to Use the Tool
To structure a coaching or mentoring session using the GROW Model, take the following steps:
1. Establish the Goal
First, you and your team member need to look at the behavior that you want to change, and then
structure this change as a goal that she wants to achieve.
Make sure that this is a SMART goal: one that is Specific, Measurable, Attainable, Realistic, and Time-
bound.
When doing this, it's useful to ask questions like:
• How will you know that your team member has achieved this goal? How will you know that the
problem or issue is solved?
• Does this goal fit with her overall career objectives? And does it fit with the team's objectives?
2. Examine the Current Reality
Next, ask your team member to describe his current reality.
This is an important step. Too often, people try to solve a problem or reach a goal without fully
considering their starting point, and often they're missing some information that they need in order to
reach their goal effectively.
As your team member tells you about his current reality, the solution may start to emerge.
Useful coaching questions in this step include the following:
• What is happening now (what, who, when, and how often)? What is the effect or result of this?
• Have you already taken any steps towards your goal?
• Does this goal conflict with any other goals or objectives?
3. Explore the Options
Once you and your team member have explored the current reality, it's time to determine what is
possible – meaning all of the possible options for reaching her objective.


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Help the Candidate brainstorm as many good options as possible. Then, discuss these and help her
decide on the best ones.

“The GROW Model of Coaching and Mentoring” (September, 2019),
https://www.mindtools.com/pages/article/newLDR_89.htm



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Facilitating an Open Dialogue – The POD Approach



The purpose of the Reflective Dialogue is to discuss with the Candidate areas of strength or growth for
the purpose of setting professional goals. Facilitating the Reflective Dialogue can be a little challenging;
especially if the CDA Candidate is nervous, feeling apprehensive or unsure of the expectations. The
P.O.D. questions are designed to help you engage the Candidate, create a meaningful conversation
and help put the Candidate at ease during this portion of the Verification Visit.
The POD questions are based in three domains:
• Professional
• Opportunity
• Development
If you stay on just these three domains, we’re sure you will not run out of things to discuss and share
with the Candidate.

P.O.D. Questions
Professional
Opportunity
Development
Who or what
do you need
to know?
How will you
know:
When
What
What
resources or
support do
you need?
What are the
next steps?
Professional - Opportunity - Development



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Top Ten Effective Coaching Skills

Coaching is about providing the right balance of two things to your coachee: support and challenge.
There are several essential skills a good coach needs in order to do this:
1. Listening
This is so important, we put it at the top of the list. You can’t be a good coach unless you really, really
listen. Note, it doesn’t just mean listening to what is being said. It also means listening to what
is not being said. This is where you can really help your coachee – by asking insightful questions about
what you notice might be going on for them.
The GROW model identifies four levels of listening skills:
• Attentive listening – giving someone full attention.
• Accurate listening – understanding the issue at hand fully.
• Emphatic listening – showing appreciation of the other person’s feelings on the issue at hand.
Putting yourself in their shoes.
• Generative listening – fully understanding the issue at hand, which allows you to ask enlightening
and insightful questions.
2. Questioning
Asking questions is at the heart of great coaching. They are the tools of your trade. There are so many
different types of questions that can be used. Some are more helpful than others. The best questions
are ones that give insight into the person you are coaching. The best way to remind yourself of open
questions is ‘5 Bums on a Rugby Post’. This will help you to remember to use open questions by starting
a question with either: what, where, when, who, why, and how (the ‘H’ is the Rugby post!).
Over time you will develop a set of great coaching questions that work for you. Here are a few of our
favorites:
• What would the wisest person you know advise you to do right now?
• What would be a crazy/ radical/ brave thing to do?
•
If you could wave a magic wand, what would be happening differently?
• What’s stopping you?
• What’s really going on for you?
• What else? (ask this several times over, you’ll always get more ideas)
• What is the best question I could ask you now?
•
Is there anything you believe about yourself that might be holding you back?
• What have you learnt/ are you learning about yourself through this process?
• What’s the best/ worst thing that could happen?
Our best tip for asking great questions? Go with your own curiosity.
3. Building Rapport
This is chronologically the first skill you need to use as a coach as it is the gateway to trust. The
coaching process will not work unless you create a good rapport from the beginning, and it should be


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maintained throughout the coaching relationship. Rapport is what allows coachees to feel relaxed with
their coach and open up – so that personal barriers and fears can be identified. It also allows the coach
to ask harder and more challenging questions.

Some of the key things that emerge when building rapport are: empathizing (see below), the use of
body language, the use of voice and language and the importance of being warm and personable. It’s
easier, for example, to create rapport with someone who provides eye contact and smiles. It’s better
to sit at right angles with your coachee than opposite them. You can also gently match and mirror their
body language.

It’s also worth noting that coaching is a bit like dating. There are just some people that you won’t click
with. If you feel like you can’t develop a rapport together, it’s better to acknowledge this early and find
the coachee an alternative coach. Rather this, than try and keep the coaching relationship going when
the coachee is unlikely to open up and trust you.
Successful coaching is a direct result of rapport. For effective coaching, you can make use of
the Herrmann Brain Dominance Instrument (HBDI®) to accurately identify the true capacity of the
people you coach.
4. Empathizing
Empathy can be defined as our ability to put ourselves in others’ shoes and appreciate how they are
likely to be feeling or thinking in a given situation. What might it feel like to be them?

Daniel Goleman, who coined the concept of ‘Emotional Intelligence’ stated that ’empathy is the most
important people skill’. He says that empathy is an important communication skill, but it can be easily
forgotten because we focus on what should be done in a situation, rather than on how the other
person feels. The effect of empathy is to help you to understand the other person’s needs and to show
an understanding of their views and feelings. This is really important when creating trust and rapport in
the coaching relationship.

It’s also worth remembering that empathy is different from sympathy. When we empathize, we become
one with that person’s distress. You put yourself in their shoes and imagine what they are going through.
You don’t necessarily share their feelings, however, but you understand it from their perspective. In
contrast, sympathy is feeling compassion or sorrow for the hardships that another person is
experiencing.
5. Summarizing and Reflecting
The advanced listening skills of summarizing and reflecting help you guide your coachee to allow them
to make sense of what they are grappling with.

Summarizing means repeating what the coachee has said, taking the main points of the received
message and reiterating them. Done in a logical and clear way, it gives the coachee a chance to correct
something if necessary. Summarizing is useful as it keeps the coachee focused on the issue and their
thinking progress so far


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Reflecting means closely repeating or paraphrasing what the coachee has said to show
comprehension. Reflection is a powerful skill that can reinforce the thoughts of the coachee. It allows
the coachee to step back and look at an issue objectively. For further research and information on
executive coaching, we suggest taking a look at Diane Coutu and Carol Kauffman’s excellent article for
Harvard Business Review: ‘What Can Coaches Do for You?’.
6. Unlocking Limiting Beliefs
This one is about using your intuition and then asking challenging questions. Underneath
the initial symptom or issue, there is usually something deeper. Beliefs are ‘a principle accepted as true
or real without proof’. Beliefs are strange things. We all have them and often don’t ever question them.
We hold them as true even if we have no evidence to support them. Our beliefs have a major impact
on our behavior. Some beliefs can help us become successful; others can hold us back; these are
known as ‘limiting beliefs’. Limiting beliefs can get people stuck.

Helping your coachee identify and challenge underlying limiting beliefs can, consequently, be one of
the most powerful parts of the coaching process and can be an enlightening and even emotional
process for the coachee. The role of a coach is to get people to question their inner beliefs. In order for
a coach to do this, there has to be a foundation of trust and rapport.
7. Staying Focused
It’s really important as a coach to make sure that the coaching session stays on track and does not
degenerate into a general discussion or chat. It’s also important to ensure the coachee doesn’t digress
too much or get caught up in too much detail. Staying focused can involve summarizing and guiding
the flow of the conversation back to a framework such as the GROW model, using further questioning.
It can also mean interjecting from time to time to pull things back on track.
8. Being Non-Judgmental and Open-Minded
This is a critical skill which is the foundation of good coaching. As a coach, it’s simple: we don’t get to
judge another human being. Being a great coach is about being curious and having an open and
inquisitive mind. This will allow you to focus on doing the best for your coachee by reflecting, providing
feedback and asking great questions. Being open-minded means understanding that other people have
different points of view, and that in their view of the world, they may be right.
9. Giving Constructive Feedback
One of the most useful things for your coachee can be you pointing out to them things you are noticing
about them, for instance, their behavior, their reactions to questions, and their facial expressions.
Sometimes people don’t see stuff about themselves and often others won’t be brave enough to tell
them. As a coach, you have a privileged position of trust where you can point these things out to them,
so it is well received and helps them with their issues. The picture below highlights some of the
important areas to cover when giving great feedback.

There is an art to giving supportive feedback so that it lands well. Not being judgmental (see Skill 8
above) is key. Furthermore, make sure your feedback is constructive, specific and observed, ‘here’s
something I’m noticing’ is a good way to start.


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10. Resisting Temptation to Tell
Not telling your coachee what you think the answers are or giving advice. We have talked about this a
lot in this article, but it’s so important we thought we’d mention it again! It is hard to master so we’ve
classed it as a skill.

A good coach is self-aware. To understand oneself, one’s coaching style, and how it is perceived and
received by employees, is a critical first step to becoming a valuable and effective coach. Self-
awareness is a journey unto itself.

Source: https://www.makingbusinessmatter.co.uk/coaching-skills-ultimate-guide/.





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Non-Verbal Signs of Attentive or Active Listening

This is a generic list of non-verbal signs of listening, in other words people who are listening are more
likely to display at least some of these signs. However, these signs may not be appropriate in all
situations and across all cultures.
Smile
Small smiles can be used to show that the listener is paying attention to what is being said or as a
way of agreeing or being happy about the messages being received. Combined with nods of the
head, smiles can be powerful in affirming that messages are being listened to and understood.
Eye Contact
It is normal and usually encouraging for the listener to look at the speaker. Eye contact can however
be intimidating, especially for more shy speakers – gauge how much eye contact is appropriate for
any given situation. Combine eye contact with smiles and other non-verbal messages to encourage
the speaker.
Posture
Posture can tell a lot about the sender and receiver in interpersonal interactions. The attentive
listener tends to lean slightly forward or sideways whilst sitting. Other signs of active listening may
include a slight slant of the head or resting the head on one hand.
Mirroring
Automatic reflection/mirroring of any facial expressions used by the speaker can be a sign of attentive
listening. These reflective expressions can help to show sympathy and empathy in more emotional
situations. Attempting to consciously mimic facial expressions (i.e. not automatic reflection of
expressions) can be a sign of inattention.



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Distraction
The active listener will not be distracted and therefore will refrain from fidgeting, looking at a clock or
watch, doodling, playing with their hair or picking their fingernails.
Positive Reinforcement
Although a strong signal of attentiveness, caution should be used when using positive verbal
reinforcement. Although some positive words of encouragement may be beneficial to the speaker the
listener should use them sparingly so as not to distract from what is being said or place unnecessary
emphasis on parts of the message. Casual and frequent use of words and phrases, such as: ‘very
good’, ‘yes’ or ‘indeed’ can become irritating to the speaker. It is usually better to elaborate and
explain why you are agreeing with a certain point.
Remembering
The human mind is notoriously bad at remembering details, especially for any length of time.
However, remembering a few key points, or even the name of the speaker, can help to reinforce that
the messages sent have been received and understood – i.e. listening has been
successful. Remembering details, ideas and concepts from previous conversations proves that
attention was kept and is likely to encourage the speaker to continue. During longer exchanges it
may be appropriate to make very brief notes to act as a memory jog when questioning or clarifying
later.
Questioning
The listener can demonstrate that they have been paying attention by asking relevant questions
and/or making statements that build or help to clarify what the speaker has said. By asking relevant
questions the listener also helps to reinforce that they have an interest in what the speaker has been
saying.
Reflection
Reflecting is closely repeating or paraphrasing what the speaker has said in order to show
comprehension. Reflection is a powerful skill that can reinforce the message of the speaker and
demonstrate understanding.


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Clarification
Clarifying involves asking questions of the speaker to ensure that the correct message has been
received. Clarification usually involves the use of open questions which enables the speaker to
expand on certain points as necessary.
Summarization
Repeating a summary of what has been said back to the speaker is a technique used by the listener
to repeat what has been said in their own words. Summarizing involves taking the main points of the
received message and reiterating them in a logical and clear way, giving the speaker chance to
correct if necessary.

https://www.skillsyouneed.com/ips/nonverbal-communication.html





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Copyright  2016 by Corwin. All rights reserved. Reprinted from Better Conversations: Coaching Ourselves and Each
Other to Be More Credible, Caring, and Connected by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com.


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During the Reflective Dialogue, I struggle most with:


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ACTIVE LISTENING WORKSHEET



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Copyright  2016 by Corwin. All rights reserved. Reprinted from Better Conversations: Coaching Ourselves and Each
Other to Be More Credible, Caring, and Connected by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com.




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Social Media Guidelines for CDA Professional Development (PD)™
and Gold Standard (GS) Specialists™
The Council encourages and supports the proper use of social media as a professional communications
tool for PD Specialists, GS Specialists, CDA candidates and others. Professional Development (PD)
and Gold Standard Specialist (GSS) are required to uphold the integrity of the CDA Credential and
Council in all instances where they represent the Council. The social media guidelines contained in this
document are designed to ensure that the Council for Professional Recognition is professionally and
accurately reflected in all PD and GS Specialists professional communications involving the use of
email and social media of any kind.
For the purposes of these guidelines, social media refers to but is not limited to the following sites or
any online forum where text, videos/audio/digital or other images are used and distributed:
• Popular social networks such as Twitter and Facebook
• Photo-sharing websites such as Pinterest and Instagram
• Professional social networks such as LinkedIn
• Discussion forums such as the ones found on 4chan and Reddit
• Question and answer-based networks such as Quora and Yahoo Answers
• Review systems such as Yelp and Google Reviews
• Video based websites such as YouTube
• Blogs, websites, apps, or electronic newsletters.
Additionally, these guidelines assist our external communities with the development and distribution of
positive, accurate, informative and helpful social media posts.
Why This Document Exists
This document provides guidance to the PD and GS Specialist communities on the proper use of social
media as it pertains to the Council for Professional Recognition, its branding, credentialing, employees,
programs, copyrights and trademarked materials; and the Council’s rules managing the PD and GS
Specialist’s social media use and public discussions and engagements.
The Council requires that PD and GS Specialists be responsible for their own communications whether
verbal, written, digital, audio or video. If a PD or GS Specialist engages in the use of social media for


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professional purposes, as it relates to: the professional services you perform as a PD or GS Specialist;
the CDA credential; and, the Council, its’ employees, services or products, the Council requires you to
adhere to these guidelines.
Protecting the integrity of the CDA Credential and the Council’s Reputation
Given that the CDA is both a domestic (U.S.A.) and international credential, it is important to remember that online
posts of any kind can have a global impact. Your post should be professional, good-spirited and
accurately reflect the mission, vision and work of the Council.
Requirements:
o Identity yourself as an Independent Contractor. A Council PD and GS Specialist must
disclose and be clear, in all social media communications, that their affiliation with the Council
is as an independent contractor who is not an employee of the Council. Any reference to or
appearance of employment by the Council on social media platforms or any other
communications or representations is legally inaccurate and should not be made.
o Use of the Council’s name or brand products. The Council’s brand, name, logos, and
products are copyright and trademark protected. Only employees or designated entities,
with the Council’s written approval, may use the Council’s copyrighted and trademarked
products and/or names. Only the Council for Professional Recognition and designated
employees tasked to perform social media duties are authorized to use the Council’s products.
Unless specifically authorized by the Council, you are prohibited from using the Council’s
copyrighted logos, trademarked products and names in your social media Communications
(personal and professional). This includes the use of documents (i.e., stationary or business
cards displaying any Council logo).
o PD and Gold Standard Specialists distributing the Council’s products – It is prohibited for
anyone to offer Council retail products for free or a reduced price to the public. No other entity
is authorized to sell any Council products or branding materials.
Best Practices
The Council encourages the following as best practice:

o Think before posting. This is the golden social media rule. Ensure your posting (including but
not limited to, updates, photos, statements) will not result in a negative effect. These include
creating arguments and divulging sensitive information. Given the Council’s credentials are both
domestic and international, remember that your comments and posts made on an online platform
can have an international impact. Maintaining a “world-view” will help to create and sustain an
inclusive global community. When commenting on the Council, state a disclaimer that your
expressed views are your own and do not necessarily represent the Council. As a PD and GS
Specialist you represent the Council and your posts should be transparent, good spirited and
reflective of our mission and vision.


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o Sample Disclaimer – My expressed views are my own and do not reflect the work or opinion of
the Council for Professional Recognition.
o Check grammar and spelling before sending communications.
o Refrain from making promises. The credentialing process (including awarding and denials) is
determined by the Council through a process that assesses a candidate’s ability to successfully
meet the requirements, submit documentation, pass examinations, and complete tasks. The
Council prohibits a PD and GS Specialist from discussing scores and ratings or promising
candidate success. This includes but is not limited to discussing how to pass exams, sharing
exam questions and reviewing portfolios. These type of posts and/or discussions must not be
shared on social media platforms.
o Professional versus personal identity on social media – It may prove beneficial to create
professional social media accounts to promote and protect your professional brand identity and
provide information such as: enrolling in your training or one of which you are affiliated or to
discuss how you personally conduct Verification Visits.
o Complaints. Everyone makes mistakes. The Council values freedom of speech. PD and GS
Specialist are encouraged to direct concerns to the Council by contacting our offices rather than
posting on social media outlets (contact: pds@cdacouncil.org).
o Negative Social Media Posts If there has been a negative or disparaging social media post
regarding the Council refrain from responding. The Council prefers that you avoid the temptation
to respond and forward the post to the Council’s spokesperson (pds@cdacouncil.org). The
Council has a team of subject matter experts who will engage and respond based on the
Council’s policies.
o Don’t escalate issues. Responding to other social media users, especially concerning a
contentious subject, can result in a heated argument. To avoid such arguments, it may be best
to avoid commenting if you feel you may spark conflict.

Correct your own mistakes. When you make a factual error in a post, create an update to
correct it. Deleting or editing the original post should come at your own discretion, depending
on the situation.
o Beware potential security threats. Hackers can use social networks to distribute spam and
malware. They can also launch phishing attempts. You should report suspicious activity,
including questionable comments and friend requests.
o Be careful when sharing information about yourself or others. Hackers can also use
personal information to their advantage.
Remember
Be professional - Be responsible - Be kind - Connect - Have fun!



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IMPORTANT TAKEAWAYS…




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NOTES




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TODAY I LEARNED….





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TURNS OUT I WAS WRONG



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YAY, ME! I DID IT RIGHT





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REFLECTIONS FROM THE DAY


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