field experiences: preparing students to support each young learner june 2014

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  • Slide 1
  • Field Experiences: Preparing Students to Support Each Young Learner June 2014
  • Slide 2
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  • Introductions
  • Slide 4
  • Featuring Nancy Beaver (TX) Cheryl Bulat (IL) Camille Catlett (NC) Ana DeHoyos-OConnor (TX) Nancy Gabriel (NY) Elizabeth Golen-Johnson (WA) Elisa Huss-Hage (OH) Sharon Little (NC) Carrie Nepstad (IL) Melanie Nollsch (IA) Susan Simon (IA) Terri Sinclair (TX) Mary Skinner (WA)
  • Slide 5
  • http://fpg.unc.edu/presentations/field- experiences-preparing-students-support- each-young-learner
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  • Getting Grounded Definitions NAEYC guidance Recent evidence Points of Pride/Places for Progress Table Top Discussions (x3) Panel Discussion Back Home Planning Evaluation
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  • Field Experiences Internship Lab Practicum Student TeachingClinical Experiences Observation
  • Slide 10
  • NAEYC Guidance
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  • What is NAEYC Standard 7?
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  • The programs field experiences support candidates learning in relation to the NAEYC standards. Rationale: Candidates will understand and apply the competencies reflected in the NAEYC standards when they are able to observe, implement, and receive constructive feedback in real-life settings.
  • Slide 14
  • - Field experiences are consistent with outcomes emphasized in NAEYCs standards, are well planned and sequenced, and allow candidates to integrate theory, research, and practice. - When the settings used for field experiences do not reflect standards of quality, candidates are provided with other models and/or experiences to ensure that they are learning to work with young children and families in ways consistent with the NAEYC standards.
  • Slide 15
  • Indicators of strength: Indicators of strength: (continued) Faculty and other supervisors help candidates to make meaning of their experiences in early childhood settings and to evaluate those experiences against standards of quality. - Adults who mentor and supervise candidates provide positive models of early childhood practice consistent with NAEYCs standards. - Field experiences expose candidates to a variety of cultural, linguistic, and ethnic settings for early childhood care and education. - Field experiences provide opportunities for candidates to observe and practice in at least two of the three early childhood groups (birth-age 3, 3-5, 5-8) and in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).
  • Slide 16
  • Excerpt from NAEYC Early Childhood Associate Degree Accreditation Handbook (Page 79) Field Experiences and clinical practice: Includes field observations, field work, practica, candidate teaching and other clinical practice experiences such as home visiting. A planned sequence of these experiences supports candidate development of understanding, competence and dispositions in a specialized area of practice. Excerpt from Self-Study Report template for first-time accreditation (Page 20) Sources of evidence: 1) Report: - a one- to two-page description of programs approach to using field experiences. - program chart of field experiences (see example below) - a one-page description of plans to address challenges and build on current strengths in this area. 2) Site Visit: Interviews with faculty, candidates, cooperating teachers, and other supervisors
  • Slide 17
  • Excerpt from Self-Study Report template for first-time accreditation (Page 21) Please provide a one- to two-page description of programs approach to using field experiences: Please provide a program chart of field experiences (see example below): Sample program chart of field experiences Please provide a one-page description of plans to address challenges and build on current strengths in this area: L ocation/Setting # Hours Age GroupAssignments Field Experience #1 Field Experience #2
  • Slide 18
  • Core CourseLocation/Setting# HoursAge GroupAssignments ECE 100 Intro to ECE Child Care Centers Preschools Head Start Community agencies Professional organizations 10 hours Birth-age 3 3-5 years 5-8 years Center Observation visit (O) Service learning activity (P) Professional Development Assignment (O) EDU 100 Intro to Education Public Preschools Public/Private/ Charter Schools Inclusive settings 12 hours 3-5 years 5-8 years Classroom Visits (O) (2 different age groups in two different settings) EDU 101 Child Development Child Care Centers and Homes Preschools Head Start -Public/Private Charter Schools 5 hour minimum Birth-age 3 3-5 years 5-8 years Infant/Toddler Observation (O) Conservation Observation (O) School Age Topics Exploration (O) ECE 104 Emergent Literacy Literacy Training Programs -Public/Private Charter Schools -Community Agencies 10 hour minimum5-8 years Literacy Tutoring Documentation (P) Literacy Environment Assessment (O) ECE 106 Assessment and Observation in Education Child Care Centers and Homes Preschools Head Start Public/Private/ Charter Schools 20 hours 3-5 years Case Study (P) Mock Parent Interview (P) ECE 109 Play, Learning and Environments Child Care Centers and Homes Preschools Head Start Public/Private/ Charter Schools 5 hour minimumBirth-age 3 3-5 years ITERS (O) Infant/Toddler Activity Plan (P) Chart of field experiences Owens Community College: Early Childhood Education Technology degree (0) = observation (P) = practice
  • Slide 19
  • High quality field experience sites are hard to find High quality inclusive field experience sites are even harder to find from Camilles conversations with faculty across the country
  • Slide 20
  • A lack of distinction among labels for clinical experiences, such as [observ-ations], practica, field experiences, or student teaching can obfuscate variations in learning outcomes for students. from By Default or By Design (page 3)
  • Slide 21
  • Institutions lack clear, rigorous criteria for the selection of cooperating teachers either on paper or in practice. from Student Teaching in the US (page 3 of handout)
  • Slide 22
  • Institutions do not take advantage of important opportunities to provide guidance and feedback to student teachers. from Student Teaching in the US (page 3 of handout)
  • Slide 23
  • 93% of programs preparing early childhood teachers do not require a student teaching experience in a setting they describe as diverse, multicultural or in some other way that suggests the program expects the student teacher will gain experience with children of color, second language learners, children from many cultures and ethnicities, and immigrant, poor and special needs children. from Ray, Bowman, & Robbins (page 3 of handout)
  • Slide 24
  • Offering students the opportunity to experience diverse field placements within a supportive context has been shown to expand their thinking about teaching and learning and to push them to develop their own sense of themselves as early childhood teachers. from Recchia, Beck, Esposito, & Tarrant (page 4 of handout)
  • Slide 25
  • Set a vision for strong and positive outcomes Institute high standards for student participation and placement Provide guidance and evaluation to students Gather feedback on student placements from Student Teaching in the US (page 3 of handout)
  • Slide 26
  • Require prospective teachers to be assessed using valid and reliable tools, provide those teachers with access to assessment results and videos of their practice, and provide research-based strategies for improvement using those assessments (p. 18) from Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades (page 4 of handout)
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  • Slide 29
  • Type of program (e.g., child care, PreK, Head Start)? Children served (e.g., cultural, linguistic, and ability diversity)? What you want students to learn (e.g., knowledge, skill, dispositions)? How the field experience will mesh with the course experience?
  • Slide 30
  • Discuss, and jot down on post-it notes, examples of effective field experience practices (include your name and email address) Points of Pride
  • Slide 31
  • Then discuss, and jot down on post-it notes, areas in which your program is challenged or would like to improve. (Dont include your name on these examples). Places for Progress
  • Slide 32
  • Points of Pride will be transcribed and posted to http://fpg.unc.edu/presentations/field- experiences-preparing-students-support- each-young-learnerhttp://fpg.unc.edu/presentations/field- experiences-preparing-students-support- each-young-learner
  • Slide 33
  • TABLE #PRESENTER(S)TOPIC 1 Nancy Gabriel Nancy Beaver Field experiences in online programs 2 Elizabeth Golen- Johnson Mary Skinner Field experiences related to children of diverse disabilities and early childhood inclusion 3 Carrie Nepstad Developing quality experiences in an urban setting 4 Melanie Nollsch Susan Simon Working with cooperating teachers 5 Sharon Little Partnerships for developing diverse experiences in a rural setting 6 Cheryl Bulat Nature-based field experiences 7 Elisa Huss-Hage Camil

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