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<SlideText><![CDATA[User Guide State Of Tennessee Department of Human Services Child Care Licensing ]]></SlideText>
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<SlideText><![CDATA[Welcome Lois’s welcome video goes here. ]]></SlideText>
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<Title><![CDATA[Objectives]]></Title>
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<SlideText><![CDATA[Objectives Describe the purpose of the User Guide.  Navigate through the Guide to find the information you need.  Apply the Guide to improve consistency of interpretation and decision making.  Apply the guide to improve education and technical assistance with providers. At the end of this training, you will be able to: ]]></SlideText>
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<Title><![CDATA[Course menu]]></Title>
<Notes><![CDATA[Click Next to start the training or Click a topic to go directly to that section of the training.]]></Notes>
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<SlideText><![CDATA[Course menu Purpose of the User Guide The Phases of Licensing Structure of the User Guide Navigating the User Guide Applying the Guide to Improve Consistency Applying the Guide to Case Examples The training is divided into the following Units: ]]></SlideText>
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<Notes><![CDATA[As we all know, rules are the basic building block of all licensing.]]></Notes>
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<SlideText><![CDATA[Rules So, we have rules and regulations; why do we need a User Guide? ]]></SlideText>
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<Notes><![CDATA[Specifically, a rule is an established standard, guide, or regulation set up by authority that prescribes or directs action – or put more simply: Rules tell licensees what to do or not to do.]]></Notes>
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<SlideText><![CDATA[Rules So, what are Rules? Rules are an established standard, guide, or regulation set up by authority that prescribes or directs action. ]]></SlideText>
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<Notes><![CDATA[Let’s hear what Jackie says about rules. ]]></Notes>
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<SlideText><![CDATA[Rules Click on Jackie  to see what  she says. Click on Jackie to here what she says ]]></SlideText>
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<Notes><![CDATA[But rules also have limitations.  For instance, A rule may tell us the ‘what’ of licensing (what you can or cannot do), but a Rule cannot explain ‘why’. They do not explain their own “intent” or the rationale behind the rule. Yet research has shown that understanding intent of regulations increases compliance. (May)A rule also does not provide direction for licensing staff. Licensing staff need additional guidance in ‘how’ to measure compliance. Guidance on how can increase consistency in interpretation and enforcement.And finally a rule cannot be easily changedMay, Peter (2002). Social Regulation. In Lester Salamon, Editor. The tools of government. A guide to the new governance (pp 156-185). New York: Oxford University Press]]></Notes>
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<SlideText><![CDATA[Rules A rule does not: explain ‘why’ provide direction about how to measure compliance change easily ]]></SlideText>
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<Notes><![CDATA[Click to hear Jackie’s discussion of rules and the limitations of rules.]]></Notes>
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<SlideText><![CDATA[Rules Click on Jackie  to see what  she says. Click on Jackie to here what she says ]]></SlideText>
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<Notes><![CDATA[This is where the User Guide can help.The User Guide can help you to:determine compliance:increase consistency with colleagues so that you all interpret and apply licensing rules similarlyprovide information to you and your licensees about the purpose of each rule and any  special instructions that may be needed to determine compliance]]></Notes>
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<SlideText><![CDATA[purpose of the user guide The user guide helps you to:  Determine compliance  Increase consistency with colleagues  Provide information about how to comply ]]></SlideText>
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<Notes><![CDATA[Listen to Jackie explaining the User Guide as a tool.]]></Notes>
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<SlideText><![CDATA[Click on Jackie  to see what  she says. purpose of the user guide Click on Jackie to here what she says ]]></SlideText>
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<Notes><![CDATA[As Jackie describes, the User Guide is a tool for you as a program evaluator. It’s designed to help you make decisions in difficult situations, and by extension to increase the consistency of decisions made across the state.]]></Notes>
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<SlideText><![CDATA[Decision Making Tool purpose of the user guide ]]></SlideText>
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<Title><![CDATA[Slide 13]]></Title>
<Notes><![CDATA[But as Lois reminded us, while the Guide can make your job easier once you get comfortable using it, it also adds accountability. The Guide is form of policy that you will be expected to consult before making decisions. ]]></Notes>
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<SlideText><![CDATA[Accountability purpose of the user guide ]]></SlideText>
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<Notes><![CDATA[In fact, you can think  about the Guide as a new way of “doing business” in Tennessee.  This means that from now on, when you ask your supervisor a question, his/her first response will be “What does the Guide say about that?”   This will also be reflected in your performance evaluation, which will consider how well you use the Guide to add consistency to your decision making and to provide technical assistance to your Providers.]]></Notes>
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<SlideText><![CDATA[purpose of the user guide What does the Guide say about that? ]]></SlideText>
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<Notes><![CDATA[But let’s not get ahead of ourselves! Before we get into the details of what the User Guide is and how you use it, let’s start with a little background.Specifically, let’s start by reviewing the Phases of the Licensing Process. Then as you go through the training you can think about how the Guide will assist you in each phase.]]></Notes>
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<SlideText><![CDATA[Phases of licensing Phases of Licensing Inquiry Application Inspection License Issuance Compliance Monitoring Renewal ]]></SlideText>
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<Notes><![CDATA[The whole point of the licensing process is to move a person or an organization from a non-licensed to a licensed status, (and then to assure the on-going compliance that keeps them licensed!).]]></Notes>
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<SlideText><![CDATA[Unlicensed Licensed ]]></SlideText>
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<Title><![CDATA[Phases of licensing]]></Title>
<Notes><![CDATA[There are six phases of the licensing process:InquiryApplicationInspection(s)License issuanceCompliance MonitoringRenewal]]></Notes>
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<SlideText><![CDATA[Phases of licensing Inquiry Application Inspection License Issuance Compliance Monitoring Renewal ]]></SlideText>
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<Title><![CDATA[Phases of licensing]]></Title>
<Notes><![CDATA[The first phase in the licensing process is Inquiry. An inquiry is a request for information or an indication of the person’s intent to apply for a license.The information provided during this phase can help potential applicants to ‘self screen’, or to decide whether or not they are ready to continue with the application.]]></Notes>
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<SlideText><![CDATA[Phases of licensing Inquiry Application Inspection License Issuance Compliance Monitoring Renewal Inquiry ]]></SlideText>
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<Notes><![CDATA[In Tennessee, prospective applicants must attend at least one informational meeting providing an overview of child care operation issues.  ]]></Notes>
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<SlideText><![CDATA[Phases of licensing Inquiry During the inquiry phase, your tasks are to: ]]></SlideText>
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<Notes><![CDATA[So what do we know about providing information and support to potential  and on-going licensees?Well, you know from experience that building rapport and trust with your licensees right from the start makes a big difference as you work through the complexities of regulation.You also know that one of the foundations of trust is transparency. ]]></Notes>
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<SlideText><![CDATA[Phases of licensing Inquiry ]]></SlideText>
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<Notes><![CDATA[As we move through the cycle, think about: how can you use the Guide to make the licensing process more transparent?how can you use the intent of the rules to help motivate compliance?]]></Notes>
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<SlideText><![CDATA[Phases of licensing Inquiry How can you use the Guide to:  increase transparency?  motivate compliance?  ]]></SlideText>
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<Notes><![CDATA[Two of the methods you use to provide information to a licensee or potential applicant are technical assistance and consulting.  As you go through the cycle, its helpful to keep in mind the distinction between the two.Technical assistance is guidance you provide to the applicant or licensee to help them achieve compliance with licensing, registration or certification.]]></Notes>
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<Notes><![CDATA[Consultation is advice and guidance provided to an applicant or licensee that’s not related to compliance.Consultation encourages the provider to move beyond a baseline of licensing standards to improved quality.The provider can choose to refuse your advice when it’s offered as consultation.This is why you need to clearly inform the licensee when you’re providing TA or when you’re providing consultation because providers have to comply with technical assistance.]]></Notes>
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<Notes><![CDATA[After the inquiry phase is completed,  (and assuming the potential licensee decides to continue), the next step is to formally request official permission (or a license) to ‘engage in an otherwise prohibited activity’.]]></Notes>
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<Notes><![CDATA[The purpose is to certify that the applicant: Has and knows the law and rulesIs willing to cooperateIs willing to complyIs being truthful]]></Notes>
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<Notes><![CDATA[Once the application is received, next is the inspection phase.]]></Notes>
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<Notes><![CDATA[The Inspection Phase involves a systematic and objective examination of the intent, actions, characteristics, and qualifications of an applicant or licensee to determine compliance with the rules.]]></Notes>
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<Notes><![CDATA[An inspection is generally guided by these core principles.]]></Notes>
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<Notes><![CDATA[At the end of the Inspection Phase, comes the license issuance phase.]]></Notes>
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<Notes><![CDATA[At this point, the licensing agency is required to either (a) grant permission to operate – i.e. license issuance, or (b) officially notify the applicant of the decision to prohibit operation – i.e. denial of license issuance.]]></Notes>
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<Notes><![CDATA[Once a decision has been made, the licensing report officially informs the applicant of the Findings, Consequences, and Actions, if any, that are to be taken.The report is the official historic record of the state’s action. Any appeal of the state’s action will be based on the content of the report. ]]></Notes>
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<Notes><![CDATA[Once a license has been issued, the Compliance Monitoring phase begins. ]]></Notes>
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<Notes><![CDATA[This involves ongoing monitoring to assure continuing compliance with the rules.  There are three primary types of monitoring inspections. ]]></Notes>
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<Notes><![CDATA[Monitoring  is not just a verification procedure. It can also be used to educate, inform, and check on the progress of various initiatives. ]]></Notes>
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<Notes><![CDATA[Lastly is the Renewal phase.]]></Notes>
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<Notes><![CDATA[The Renewal Phase is an opportunity to review the licensee’s permission to operate and to recommend either continuation of the license or denial of renewal. ]]></Notes>
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<Notes><![CDATA[An existing licensee in the renewal phase possesses certain status rights.For example, an existing license does not expire until a decision on a timely-submitted renewal application has been made by the licensing agency. Once a renewal has been issued, the licensee returns to the monitoring phase.]]></Notes>
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<SlideText><![CDATA[Phases of licensing Renewal A right in renewal ]]></SlideText>
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<Notes><![CDATA[Now that you’ve had a chance to review the cycle, can you identify ways in which the User Guide might be helpful in each phase of the cycle?]]></Notes>
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<Notes><![CDATA[Now it’s time to open the Guide and take a closer look at its structure and content.]]></Notes>
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<Notes><![CDATA[NOTE: As we go through some examples of using the Guide please keep in mind that the User Guide is a living document and will change as the rules or interpretations of the rules change. In the next few slides you will see examples from the Guide with chapter titles and page numbers that may not align with page numbers of your most current guide. Don’t be distracted by discrepancies. The purpose of this training is to teach you the process of using the guide, not the specific content in the guide. That process will not change even as content and page numbers may be updated over time.]]></Notes>
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<Notes><![CDATA[As we go through some examples the first thing you will find is that you may have to go to several places to find all of the information you need.For instance, suppose you wanted information about staff qualifications in Family Child Care. Where would you look?Well, First you would look under the chapter for Staff. That will give you all of the rules for staffing that are common across all child care settings.]]></Notes>
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<Notes><![CDATA[But where else would you want to look?You would also want to look at the chapter on specialized rules for the Family Child Care setting, in case there are some rules specific to family care that are not in the more general staffing chapter.]]></Notes>
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<Notes><![CDATA[So what does that tell us? The first group of chapters are general to all settings; the last 5 chapters provide specialized rules for different settings. For many kinds of information you will want to look in both places.]]></Notes>
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<Notes><![CDATA[Notice that each section starts with the Rule title and its identifying number, followed by an exact quote of the rule. This is in black font. ]]></Notes>
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<SlideText><![CDATA[Structure of the user guide Rule Title and Citation ]]></SlideText>
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<Notes><![CDATA[The Rule’s provisions (in black font) are followed by the Intent of the rule (in blue font). Intent refers to the “why” of the Rule, or its rationale.Most Rules include Intent except for the Definition section, which is self-explanatory]]></Notes>
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<Notes><![CDATA[The Intent section is followed by the Monitoring/Evaluation Method, which describes how you  observe compliance with the provisions of the Rule.  ]]></Notes>
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<Notes><![CDATA[The Compliance section follows Monitoring/Evaluation Method and describes the indicator(s) the provider needs to meet to satisfy the Rule’s provisions. ]]></Notes>
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<Notes><![CDATA[Notes/Special Instructions – most of the Rules don’t require special instructions or notes, but some do.  For example, food and the supervision of children eating food are so important in Tennessee, special instructions are included.]]></Notes>
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<Notes><![CDATA[OK, you now know the parts of the User Guide. How do you use it? Next, we’ll provide some tips to help you find your way.]]></Notes>
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<Notes><![CDATA[Use Bookmark to see the 25 searchable Chapters of the User Guide]]></Notes>
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<Notes><![CDATA[Use the Search tool to find key concepts or words within Chapters.  The Search tool looks like a magnifying glass.]]></Notes>
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<Notes><![CDATA[Say you want to find out something about juice; for example, “Can a child drink any type of juice?”.On any User Guide page, click the magnifying glass icon (icon)on the task bar (or you can find it under the Edit tab on the Task Bar)A rectangular box will appear in the upper right cornerType the word, <juice> in the box & then press Enter (<juice> is highlighted in blue on the first page it appears)Press the arrow (>) to see if there are more pages that include the word, <juice>.  If there are no more pages that include <juice>, you will get a message from Adobe Acrobat Reader.]]></Notes>
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<Notes><![CDATA[Now it’s time for you to try out the User Guide by applying it to three situations identified by your colleagues during the live training.  To get started, print out the worksheets and follow the instructions.  Then, meet with your supervisor at completion of the training to talk about how you did.  It might seem awkward at first, but pretty soon you’ll actually enjoy using the User Guide to help you analyze and figure out the most suitable response to each situation.]]></Notes>
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<Notes><![CDATA[Consistency in the use and interpretation of the rules is important to how your agency is perceived by providers and the public.]]></Notes>
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<SlideText><![CDATA[the Importance of Consistency Rule Title and Citation ]]></SlideText>
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<Notes><![CDATA[The effectiveness of Licensing depends on the ability of its staff:To know and understand the reason for the ruleApplying that knowledge to their observations of various care settingsEnsure that recorded observations are objective and unbiasedTo be consistent across staff and time]]></Notes>
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<SlideText><![CDATA[the Importance of Consistency Rule Title and Citation Know and understand the reason for the rule  Applying that knowledge to their observations of various care settings   Ensure that recorded observations are objective and unbiased  To be consistent across staff and time  ]]></SlideText>
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<Notes><![CDATA[But as you know, no matter how well a rule is written, you will always run into ambiguous situations where you have to apply judgment.]]></Notes>
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<SlideText><![CDATA[The Importance of consistency Despite what others may think, your work is not just checking off a list of yes’s and no’s. ]]></SlideText>
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<Notes><![CDATA[Many factors can influence how different PE’s make those judgments, such as:Differences in what we see (observation)Difference in beliefs, values and experienceGeographic and cultural differences; differences between officesVeteran vs. New PE’s]]></Notes>
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<SlideText><![CDATA[The Importance of consistency Try it this  way ]]></SlideText>
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<Notes><![CDATA[Take a look at this picture.  What do you see?]]></Notes>
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<SlideText><![CDATA[The Importance of consistency Click on Janet to see what the group in West Tennessee saw ]]></SlideText>
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<Notes><![CDATA[Here’s another picture.  What do you see here?]]></Notes>
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<Notes><![CDATA[Take a look at these pictures.  Are they just alike?]]></Notes>
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<Notes><![CDATA[In addition to differences in observation, consistency is also impacted by differences in personal preferences, values and beliefs.   For instance, both providers  and licensors are committed to insuring that children are healthy, safe, and developmentally encouraged.   In other words, they share a common mission.However, depending on their values and life experience, they may have differing beliefs about what’s “good for children,” or what helps children to reach those goals.  One challenge for PE’s is the need to be aware of your own orientation & beliefs and to distinguish between what you believe is “right” for children with what licensing defines as “acceptable.” ]]></Notes>
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<SlideText><![CDATA[     The Importance of consistency Mission ]]></SlideText>
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<Notes><![CDATA[]]></Notes>
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<SlideText><![CDATA[The Importance of consistency Mission Click on Jackie to hear her advice on this important topic ]]></SlideText>
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<Notes><![CDATA[For any licensing agency, the greater the number of staff, the greater the challenge with consistency.It’s easier for PE’s to “speak with the same voice” or be on the same page when you’re all in the same office. But it’s more difficult to get “practice consensus” statewide.]]></Notes>
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<Notes><![CDATA[Geographic variations in practice, beliefs, size, & culture can compromise consistency.Is there consistent licensing practice between west and east Tennessee? Between urban and rural Tennessee?]]></Notes>
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<Notes><![CDATA[There are also differences that arise between veteran as opposed to newer staff.You’ve all heard, “We’ve always done it this way” – a “showstopper if there ever was one.On the other hand, even as new staff bring fresh ideas and energy to the job, they may also be more naïve or lack the judgment that comes with experience.Finding a consistent balance between the two is always an agency challenge.]]></Notes>
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<Notes><![CDATA[And all of this means that without further guidance the conclusion you reach may be different from the conclusion another program evaluator might reach in the same circumstance.That’s the primary reason the User Guide has been developed, and why it will be a workplace expectation that you use it.]]></Notes>
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<Notes><![CDATA[A User Guide helps promote consistency by providing  additional guidance in: understanding the intent of the rule and describing the method for assessing compliance . ]]></Notes>
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<Notes><![CDATA[The result? A Memphis PE and a colleague from Johnson City are more likely to reach a similar decision when they are both referring to the same User Guide.  ]]></Notes>
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<Notes><![CDATA[Just remember that  the Guide does not mean that you should stop thinking. The Guide is not a cook book; it’s a way to help you consistently assess and interpret situations and agencies within a framework that’s also used by colleagues throughout Tennessee.]]></Notes>
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<Notes><![CDATA[Here’s Jackie to give an example of the importance of consistency and how it relates to your credibility.]]></Notes>
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<Notes><![CDATA[A rule has the force of law once it is established. It’s an established standard or regulation set up by an authority (which is the state) that prescribes or directs an action. It tells somebody, in our case licensing, what we can do and you can’t do. Like a driver’s license gives you permission to drive; you don’t have one you don’t have permission to drive. In terms of that’s what our license says. Then as you drive there are certain things that you have to comply with: speed limits, whether you can turn on red, can’t turn on red, stop at red light. A driver’s license the rules around driving tell you how you drive on the street. The rules around child care tell our child care licensees what they can do and what is prohibited from doing. And they have the force of law.]]></Notes>
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<Notes><![CDATA[However a rule does not explain why. You are driving on the interstate and the speed limit is 70 here. If I go to Ohio it’s lower. But I don’t know why. I just know that’s the speed limit. It doesn’t tell me why I can only drive 60 or 65 or 55 in Ohio same type of road here you can drive 70. But you don’t have the why. We do know that if people know the why they tend to follow the rules more faithfully. The other thing the rules do it directs you and the state of Tennessee Division of Child Care Licensing what it is you can enforce with your licensees. It gives you the guidelines of how you’re going to interact with them in terms of what rules you enforce and don’t enforce. It also aids you in increasing consistency I mean it doesn’t aid you in increasing consistency. It doesn’t help you to know how you measure square footage. Do I count this lectern in the square footage? It doesn’t tell me I have a built in deck do I count the square footage or do I go back to the wall. So a rule doesn’t give you that type of detail. It just says you have to have 35 or 30 or 40 square feet per child depending on the state. A rule cannot be changed easily. Your rules have been in the rule making process for how many years? Fifteen – it’s around 5 to my understanding. Michigan it’s 10 years to get a new set of center rules. So it’s not an easy process to change a rule because it’s like changing the law. You have to go through a number of steps legislative steps with and you may have to have public hearings. You have to have legal review. You have to have a lot.]]></Notes>
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<Notes><![CDATA[A guide can help you in those areas. It can expand on what you are doing with the rule. It can provide you as licensing staff with the tools to determine compliance. It can tell you when you go in to look at square footage what it is you need to measure. What it is you need to subtract from the square footage. Tells you when you round up or when you round down. When you are trying to try to figure out the  mathematics for the square footage.  It can also tell you - you go into a child care center and they have 200 children do you look at all 200 records or do you look at a percentage of the records.  So the guide can give you more information as a tool for you to determine compliance. It also can increase consistency because if you go in and you are rounding up and you go in and you’re not rounding up that can make a difference of one child in your capacity or two children depending on how you’re measuring. So it helps consistency between staff. It can also provide additional information that you might not know in terms of like special instructions. For example under the looking at qualifications, college credit, you’ve got somebody that’s got term credits somebody that’s got semester credit. The special instructions and notes may tell you how to convert term credits to semester credits. How do you handle international transcript? You know this person graduated from a university in Africa and this one graduated from a university in China is it an accredited college and what unit of measure are you using? How do I determine this? So it can tell you where you can go to a site there are links in the guide that will take you to web sites or take you to other documents and resources that will allow you to get the information you need to make a determination.]]></Notes>
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<Notes><![CDATA[What do you see first? (Audience Vase) Ok. Quietly to yourself. Ok. Who saw a vase first? Raise your hand real high. Ok. Who saw two faces first? That’s right about down the middle. About half of you saw a vase first and about half of you saw two faces first. Neither answer is right or wrong they’re just different. It’s all about how we see things. Ok. You’ve seen this example many times haven’t you? Ok.  ]]></Notes>
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<Notes><![CDATA[Janet: Raise your hand and tell me what you saw first. Yes ma’am. Audience: an old man and an old lady. Janet: an old man and old lady. Ok. Anybody somebody else tell me what you saw next. Yes in the pink in the back. Audience: a lady and a man with sombreros.Janet:  a lady and a man with sombreros. Jackie is my assistant here right there.Jackie: I’m Vanna White.Presenter: Yes, my Vanna White here. Anyone else see anything else. Somebody in the somebody in the front yes in the blue right here. Audience: a vaseJanet: a vase. Audience: an hour glass.Janet: yes or an hour glass. Yes over here.Audience: someone in the alcove. Janet: yep there is something in the alcove. In the ear. Ok anyone see anything else? Yes ma’am right here. Audience: a bottle near the ear.Janet: yepJackie: It’s a bottle or an earring if you saw the old woman Janet: it looks like an earring.Jackie: it’s a bottle if you see this woman. Janet: anything else? Yes right here.Audience: it looks like maybe an Hispanic man with a guitar on the man’s face. Janet: huhJackie: here’s his guitar. Janet: it forms his cheek bone doesn’t it. Jackie: and his hat, his face, his arms, and here’s his legs. Here’s the woman’s hat, her face, her arms go up here holding her hat and her legs and feet are down here.Janet: ok. A lot to see in that picture and a lot that tricks the eye.]]></Notes>
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<Notes><![CDATA[How many people saw exactly the same thing? (audience – I can’t hear) Well ok. How many thought the two pictures were exactly alike? Ok. How many people saw one difference at least one difference between at least one? Ok. How many saw at least two differences? At least three? At least four? Good eyes. How about five? Anybody see six differences? Ok. Very good. You guys are very observant. Let me show. Jackie want to show some of the differences? Jackie: if you look this group of people have shifted. This person these are gone. The tower height is different. This is shifted. Except I’m blocking it. That is shifted. This has shifted. This had a door it’s missing. This has a window. It’s missing. This has changed it is flattened instead of stepped down. Yeah there are others there’s one here this is shifted. Yes this here is gone. Janet: very good. Very good. So while a quick look at these. ]]></Notes>
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<Title><![CDATA[Your Beliefs vs. What’s Acceptable]]></Title>
<Notes><![CDATA[I’ve personally, my background is really strong in infancy and when I came to licensing I really wanted excellent care for every infant. And I would go into child care programs and there was a minimal standard. And it sometimes just tore me up when I first started working that I had to accept a certain ratio for infants that I knew that those caregivers (and the caregivers generally told you too) they couldn’t meet the needs of the infants on an individual basis that they need. So personally for me I had to sort out what I thought was right what should be for every infant deserved to what was acceptable under the rule. And for a while that was emotionally very hard for me. I’ve come to grips with it now but you know when I first started that was very hard when I would go in to see infant care.]]></Notes>
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<SlideText><![CDATA[Your Beliefs vs. What’s Acceptable ]]></SlideText>
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<Title><![CDATA[Consistency and Your Credibility]]></Title>
<Notes><![CDATA[You’re always working towards consistency across staff but the experiences you have like you saw different things in the photographs or the images Janet put up. Even when you work towards consistency there will be difference between you. And I want to give you an example of a situation that I know the people that were involved in it. Three witnesses who I knew who were involved in a situation related to a crime. And they were asked to describe the person who the police were looking for. Two of the witnesses described the individual as a young man who was very, very tall. One witness described the man as. No wait a minute. Two of the witnesses described the man as an old man who was very tall. The other witness described the man as a young man medium height. Now were they lying? Did they not see the same thing? They all saw the same thing but the two witnesses that described the older person who was very tall were children. The one who said it was a young man of medium height was a woman in her 50s. You have experiences in your background that will cause you to see those images like Janet put and see child care centers different. We don’t have the same eyes. We aren’t robots. We aren’t clones of each other. We are going to have differences within this room and you will find that today as you are talking. And across the state you will find differences. Your challenge is to recognize those differences don’t get defensive and work through them so that people come closer and closer together. Because it will make it a stronger program that protects children and your licensees will appreciate it. I’m sure you’ve had your licensees who’ve said “well my last PE didn’t say that and the two I had before that said something different also.” And that’s what Janet is talking about over time because we want to make it as easy from them to comply with our rules. We don’t want to keep changing the meaning of our rules. ]]></Notes>
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<Title><![CDATA[Slide 81]]></Title>
<Notes><![CDATA[]]></Notes>
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<SlideText><![CDATA[Phases of licensing Inspection Determine the nature and degree of compliance with applicable statutes and rules before the applicant initiates operations. Purpose of Inspection: ]]></SlideText>
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<Title><![CDATA[Slide 82]]></Title>
<Notes><![CDATA[]]></Notes>
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<SlideText><![CDATA[Phases of licensing License issuance decision To review the information gathered from the Application and Inspection phases to determine whether a license will be issued.  In this phase, the movement is from applicant to licensee, unless there is documented substantial non-compliance; if so, the application is denied. Purpose: ]]></SlideText>
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<Title><![CDATA[Slide 83]]></Title>
<Notes><![CDATA[This involves ongoing monitoring to assure continuing compliance with the rules.  There are three primary types of monitoring inspections. ]]></Notes>
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<SlideText><![CDATA[Phases of licensing Compliance monitoring To prevent or reduce non-compliance and to avoid negative enforcement actions. Purpose: ]]></SlideText>
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<Title><![CDATA[Slide 84]]></Title>
<Notes><![CDATA[]]></Notes>
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<SlideText><![CDATA[Phases of licensing Renewal The purpose of this phase is to review the licensee’s permission to operate and recommend continuation of the license or to deny renewal of the license Purpose: ]]></SlideText>
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