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

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Good, Better, Best Professional Development Resources That Support Each Young Learner. The Presentation Team Patricia M. BlascoWestern Oregon University (OR) Camille Catlett FPG Child Development Institute (NC ) Laurie DinnebeilUniversity of Toledo (OH) - PowerPoint PPT Presentation

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Good, Better, BestProfessional Development ResourcesThat Support Each Young Learner

The Presentation Team

Patricia M. BlascoWestern Oregon University (OR)Camille Catlett FPG Child Development Institute (NC)Laurie DinnebeilUniversity of Toledo (OH)Tracey West FPG Child Development Institute (NC)

Introductions

IntroductionsOverview of 325NThe 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 childrens 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 QuestionsNeeds assessment was adapted from federally funded Crosswalks project

Data pooled among 5 granteesNorthampton Community CollegeTacoma Community CollegeUniversity of North Carolina at Chapel HillUniversity of ToledoWestern Oregon University

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

Overview of Needs AssessmentSurvey 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 statementsInstructional Strategies: Using a scale of 0 (None) 5 *High), respondents indicated their skills and emphasis on ECSE content and skills in the courses they teachWho 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 51The demographics of the faculty were similar to findings from national surveys (Early & Winton, 2001; Maxwell, Lim & Early, 2006)

8Faculty Knowledge and Skills: Top Areas of NeedUsing AT to enhance childrens development and access to natural learning opportunities Using AT to enhance childrens participation in the general curriculum Implementing transition plans Knowledge of relevant state and federal regulations Using EBPs in EI and ECSEEmbedded intervention strategiesUsing data from progress monitoringImplementing IFSPs and IEPsImplementing social/emotional intervention strategiesImplementing instructional intervention strategies

Low medium levels of comfort and emphasis in coursework similar Even though there were items related to children from diverse cultural and linguistic backgrounds, most items of needs related to practices related to working with children with disabilities (e.g., AT, transition, social emotional development, etc.)

9Research QuestionWhat 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 ?

Overall, facultys knowledge and skills were positively correlated with the degree of emphasis in coursework. Similarly for their comfort level was also positively correlated with the degree of emphasis in coursework. 10Using AT to Enhance Childrens Access to Natural Learning OpportunitiesLevels of emphasis in courses taught were correlated to knowledge and skills (r(113) = .56, p