good, better, best professional development resources that support each young learner

Good, Better, BestProfessional Development Resources

That Support Each Young Learner

The Presentation TeamPatricia M. Blasco Western Oregon University (OR)Camille Catlett FPG Child Development Institute (NC)Laurie Dinnebeil University of Toledo (OH)Tracey West FPG Child Development Institute (NC)

IntroductionsIntroductions

Overview of 325N

The programs under this focus area must enhance or redesign their curricula by: (1) incorporating evidence-based and competency-based practices and content in special education into each course; and (2) providing at least one practicum experience in a program that serves children with disabilities ages birth through five and their families.

Required Competencies to be Developed

(i) Collaborating and working effectively with licensed and certified professional practitioners, as appropriate. (ii) Implementing social-emotional and behavioral interventions and classroom management practices. (iii) Implementing instructional strategies to support early development and learning or academic achievement. (iv) Using technology to enhance children’s development and access to natural learning opportunities or improve student achievement and participation in the general education curriculum.

Required Competencies (continued)

(v) Observing and collecting data for progress monitoring. (vi) Communicating effectively with children and families.(vii) Assisting in the implementation of transition plans and services across settings from EI to preschool, preschool to elementary school, elementary school to secondary school, and secondary school to postsecondary education or the workforce, as appropriate.(viii) Working with children and families from diverse cultural and linguistic backgrounds, including English learners with disabilities and high-need children with disabilities and their families.

Pooling Data to Answer Questions• Needs assessment was adapted

from federally funded Crosswalks project

• Data pooled among 5 grantees• Northampton Community College• Tacoma Community College• University of North Carolina at

Chapel Hill• University of Toledo• Western Oregon University

• 2 programs administered a 36-item survey while the other 3 administered a 28-item survey

Overview of Needs Assessment

• Survey has 3 sections: EC and EI Content Areas, Instructional Strategies and Demographics

• EC and EI Content: Using a scale of 1 (Low) -5 (High), respondents indicated their current level of knowledge, emphasis on ECSE content in the courses they teach, knowledge of where to access resources related to ECSE content, and comfort teaching the content with regard to the statements

• Instructional Strategies: Using a scale of 0 (None) – 5 *High), respondents indicated their skills and emphasis on ECSE content and skills in the courses they teach

Who were the Participants?• 116 early childhood faculty from 12 community

colleges in North Carolina, Ohio, Oregon, Pennsylvania, and Washington

• #s of faculty respondents in each of the CCs surveyed ranged from 3 to 51

• The demographics of the faculty were similar to findings from national surveys (Early & Winton, 2001; Maxwell, Lim & Early, 2006)

Faculty Knowledge and Skills: Top Areas of Need

• Using AT to enhance children’s development and access to natural learning opportunities

• Using AT to enhance children’s participation in the general curriculum

• Implementing transition plans Knowledge of relevant state and federal regulations

• Using EBPs in EI and ECSE• Embedded intervention strategies• Using data from progress monitoring• Implementing IFSPs and IEPs• Implementing social/emotional intervention strategies• Implementing instructional intervention strategies

Research Question

What is the relationship between faculty members' knowledge, skills and comfort level related to ECSE topical areas and the degree to which they are addressing those areas in Community College program coursework in ECE ?

Using AT to Enhance Children’s Access to Natural Learning Opportunities

• Levels of emphasis in courses taught were correlated to knowledge and skills (r(113) = .56, p <.01) as well as to comfort level (r(95) = .37, p<.01) .

1: Low 2 Medium 4 5: High05

101520253035404550

Current level of knowledge & skillCurrent level of comfortCurrent level of emphasis

Using EBP in EI & ECSE

• Levels of emphasis in courses taught were correlated to knowledge and skills (r(86) = .60, p<.01) as well as to comfort level (r(85) = .59, p<.01)

1: Low 2 Medium 4 5: High0

5

10

15

20

25

30

35

Current level of knowledge & skillCurrent level of comfortCurrent level of emphasis

Lessons Learned About Associate Degree Programs

Articulation…articulation…articulation!

Lessons Learned continued

Inconsistent emphasis on knowledge acquisition and knowledge acquisition + knowledge application

Lessons Learned continued

Preparing ECE professionals for diverse positions

Lessons Learned continued

• Workload of community college faculty members

• Resources (or lack thereof) available to community college faculty members

Lessons Learned continued

Nature of the typical student enrolled in an associate degree program

An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, or minority status

The Real Early Learning Challenge:Meeting the Needs of Each & Every Child

Setting the Stage

• Meeting the needs of each and every child

• Knowledge acquisition and knowledge application

• Evidence-based practices• Cultural and linguistic diversity

Our Work is Guided by…

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

Using Familiar Resources in More Explicit Ways

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

Areas of Targeted Change

Program Practices

PracticaCoursework

Identify knowledge, skills, and dispositions you want future graduates to have

Capturing a Vision

Deconstructing/Reconstructing Courses

• Overview of Course• Course Description• Student Learning Outcomes (SLOs)• Assignments• Required Materials/Texts• Course schedule/outline

Student Learning OutcomesAssignment

1 2 3 4 5 6

1- 2- 3- 4-

Course Title

Areas of Emphasis in CourseEvidence-based/Competency-based Practices (1)

EC Special Education Content (6, 8, 11, 15, 16, 27)

Collaboration with special education colleagues (4)

Social-emotional/ Behavioral Interventions (5)

Early Development/Academic Achievement (7)

Use of Technology (9, 10)

Observing and CollectingData (13, 14)

Communicating Effectively with Children and Families (19, 20)

Transitions (21)

Culturally and Linguistically Diverse Children and Families (22,24)

Alignment with DEC & NAEYC standards

Introduction to Early Childhood Education Child, Family, and Community Child Development I Child Development II Child Guidance Children with Exceptionalities Language and Literacy Experiences Early Childhood Capstone Practicum

Areas of Emphasis in Redesigned Syllabi

Practica Site Inventory

Identifying PD Needs

Needs

Assessment

Program

Inventory

Course

Redesign

Two Components of Evidence-Based Professional Development

The PD content focuses on specific research-based teaching and intervening practices

The PD delivery focuses on evidence-based methods for building practitioners’ knowledge and application of evidence-based practices

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

Resources to Support the Process

CONNECTThe Center to Mobilize Early Childhood Knowledge

http://connect.fpg.unc.edu/

Early Childhood Learning and Knowledge Center

National Center on Quality Teaching and LearningNational Center for Quality Teaching a

nd Learning

15-Minute In-Services

Expansions

Thick and Thin Conversations

Asking Questions

Engaging Children in Conversations

15 Minute In-Services

Engaging Children in Conversations

Zoning: Staffing to Maximize Learning

Fostering Children’s Thinking Skills

Asking questions

Collecting and using work samples

Expansions

National Professional Development Center on Inclusion

What do we mean by inclusion?ACCESS

PARTICIPATION

[SYSTEMIC] SUPPORTS

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Definition of Inclusion

Additional Resources

Just the Facts

CONNECTNPDCI

Landing Pads

A sampling of evidence and resources, related to each feature, to support your learning and professional development needs

Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads

CONNECTNPDCI

8 EBP Landing Pads Available

Heartland Equity & Inclusion Project

CONNECT

Landing Pads

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

http://scriptnc.fpg.unc.edu/resource-search

CONNECTSCRIPT-NCSupporting Change and Reform in Preservice Teaching in

North Carolina

EDU 144 Landin

g Pad

After 2 years, what’s changed?

Change and the Need for Transfer

• PD involves change

• Transfer - implementing skills occurs in the setting

• Transfer does not automatically happen

• New skill has to be changed to meet needs in the setting

Use of Persona• Faculty developed persona of a typical

scholar in their program:• Provides project team with clear

understanding of comprehension level of scholars

• Provide materials that are appealing and appropriate for reading level and knowledge acquisition

Action Plans to Go

• Faculty completed action plans:• Intended outcomes• Activities to achieve outcomes• Timeline• Person responsible

Practicum Checklist

Intentional Assignments• Make sure that every

component of the course syllabus is aligned and consistent with goals and objectives of the course

• Be specific about course assignments—make sure that they reflect the course goals and objectives

• Instead of adding new goals and objectives to a course, embed EI/ECSE content into existing course components

Designing a Follow-up Support Plan

• Provides opportunity to:• answer question about implementation• address problems• collect implementation data

• Use evaluation measures, instruments, procedures on-going during the year