These Simple Steps Can Increase Collaboration and Improve Project Outcomes

In our service delivery system, it is possible for providers to serve the same people without even knowing it. For the sake of children and families, we must make sense out of these complex systems. In our experience, one proven way to do that is by promoting purposeful approaches to stakeholder collaboration.

The reality is that state early learning systems often depend on collaborations for successful delivery of quality, aligned services that are responsive to children, families, and communities. In most cases, these collaborations, built on strong relationships, partnerships, conversations, and cooperation, occur largely at the state and community levels.

There are also some examples of national level collaborations that have positively impacted early learning services. Notably, Preschool Development Grant states have supported collaborations using a variety of strategies—including those that reflect creative uses of funding, practice and policies. Collaboration can occur across a variety of levels that reflect different forms of partnerships. Connections have been established that address diverse topics, such as ESSA implementation, early learning councils, school readiness, inclusion, and data systems.

Lessons Learned

Collaboration does not tend to occur naturally within programs. Efforts to do so are often a result of an advocacy effort on the part of an individual or organization, and at times, a regulation that governs necessary collaboration efforts.

Collaboration takes at least one person willing to take responsibility for getting the process started. Regardless of the effort or level of impact, in each situation there still must be one or more individuals willing to take direct responsibility for the effort.

Successful collaborations also require the willingness and cooperation of partners for that collaboration to work successfully. Otherwise, even the most active organizers will not have the right conditions in place for success. Programs must be willing to share information, share resources, open lines of communication, share territory, and take on responsibility for supporting the collaboration through use of facilities, staff, and funding.

Recommended Steps for Collaboration

Here are a few recommendations to begin a collaborative process:

1. Identify a point person (“lead collaborator”) within the community that is known by potential partners. That lead collaborator, responsible for facilitating this process, should have the support of their employer to be the point person for at least 6-12 months.
   
   
2. Identify a partner that is willing to be the supporter and facilitator of the collaboration process.
   
   
3. Identify a small team to begin strategizing a collaboration process among stakeholders.
   
   
4. Identify a coordinator on that team who will reach out to potential partners and a process by which this outreach will be done.
   
   
5. When scheduled, make sure the responsibility for managing and facilitating the first collaboration meeting is shared among the planning group –so everyone feels like a partner and no one feels left out.
   
   
6. In that first coordination meeting, identify the reason(s) and positive goal(s) for working together, and help all participants to see why this effort is essential and worthwhile.
   
   
7. Plan the first meeting to offer opportunities for partners to contribute and participate so they leave that meeting feeling they are a part of an exciting new adventure.
   
   
8. Ensure that the first meeting is engaging and that potential next steps are identified.
   
   
9. Create an immediate communication process following this meeting so that all partners are engaged and can participate.

Worth Noting

One issue of the PDG TA Center Newsletter, a topical publication providing technical assistance information and resources for states, is focused on collaboration. The issue highlights federal, state and local/community collaborative initiatives that have been successfully created and implemented to support children families and personnel. The issue identifies initiatives that support issues such as state advisory councils, ESSA, data systems, leadership, family engagement, comprehensive services, and school readiness, using state or local initiatives as examples.