2Praxis I test ~ NEW test Pre K 4 ~ Pre K 4 & Special Education Pre-service Academic Performance Assessment (PAPA) Reading, Writing, & Math ***(starting 4/2/12) Replaces Praxis I (but Praxis I can be used for current students if test has already been taken. After 4/2012 all students should be advised to take the PAPA).Praxis II: Fundamental Subjects Content Knowledge (#0511) ***Pennsylvania Educator Certification Tests (PECT) Grades PreK-4: Core and Professional Knowledge (Modules 1, 2, 3)Pre K 4 & Special EducationPre-service Academic Performance Assessment (PAPA) Reading, Writing, & Math ***starting 4/2/12 Replaces Praxis I (but Praxis I can be used for current students if test has already been taken. After 4/2012 all students should be advised to take the PAPA).Praxis II: Fundamental Subjects Content Knowledge (#0511) ***Pennsylvania Educator Certification Tests (PECT) Grades PreK-4: Core and Professional Knowledge (Modules 1, 2, 3)***SPED Specialty Test: Modules 1 & 2
3The candidate will prepare a two (2) page, well written and grammatically correct, word processed essay that includes the following components:A statement of the candidate's reasons for wanting to be part of the teaching profession.A description of the candidate's "teacher identity", highlighting relevant experiences and personal strengths.A description of the candidate’s beliefs about teaching and learning and the theories that support those beliefs.A discussion of how the candidate will be an intentional teacher of diverse students, incorporating ways to meet the needs of all learners.A description of the candidate's goals for continued professional development to be completed prior to student teaching.
4BEO: Beginning Educator Outcomes BEO Checklist4 ARTIFACTS (B,C,D)BEO listed – Is this the correct match??Rationale –1) What is the artifact, when, where?2) How did this artifact help you understand or demonstrate your understanding of the BEO above??What is important to know and be able to do….everyday as a Teacher!
5Understanding and Applying Developmentally Appropriate Practices Chapter 3
6Developmentally Appropriate Practice Framework for organizing basic knowledge about early childhood educationEvolved over timeDefining principles and guidelines
7What is DAP? Developmentally appropriate practice is teaching that is: Attuned to children’s ages, experience, abilities and interestThat helps them attain challenging and achievable goalsFocus on how children develop and learn optimally:Age-relatedIndividual human variation
8Position Statement Summary of the field’s best thinking A defense of its valued practicesAn advocacy tool for improving programs for young children
9Meeting Children where they are Continuous ObservationsDecision making:Plan curriculumAdapt teaching strategiesContinual progressReaching Challenging and Achievable goals
10Intentional teachers Have a purpose for everything that they do Are thoughtful and preparedCan explain the rationale for their decisions and actions to other teachers, administrators, or parentsAn Intentional ESU Pre K 4 teacher is a Reflective and Deliberate Decision Maker
11Making Informed Decisions Age appropriate ~ Consider what is known about development and learning of children within a given age rangeIndividual Child ~ Consider what is known about each child individually ~ personality, strengths, interests, abilities ~ each child takes away something differentCulturally appropriate ~ Consider what is known about the social and cultural contexts in which children liveKnowledge is substantial and changes over time!
12Knowing ChildrenWhat is it about children that should inform our teaching practice?Study Groups: Read # & # - Make sure you understand meaning!
13Principles of Child Development and Learning that Inform Practice All the domains of development and learning are important, closely interrelated and one domain influences what takes place in other domains.Many aspects of children’s learning and development follow documented sequences, with later abilities, skills, and knowledge building on those already acquired.Development and learning proceed at varying rates from child to child, as well as at uneven rates across different areas of a child’s individual functioning.Development and learning result from a dynamic and continuous interaction of biological maturation and experience.
14Principles of Child Development and Learning that Inform Practice 5. Early experiences have profound effects, both cumulative and delayed, on a child’s development and learning; and optimal periods exist for certain types of development and learning to occur.6. Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities.7. Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.8. Development and learning occur in and are influenced by multiple social and cultural contexts.
15Principles of Child Development and Learning that Inform Practice 9. Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of teaching strategies and interactions are effective in supporting learning.10. Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence.11. Development and learning advance when children are challenged to achieve just beyond their current mastery, and when they have many opportunities to practice new skills.12. Children’s experiences shape their motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development.
16Role of the ECE Teacher Five interrelated dimensions: Creating a caring community of learnersTeaching to enhance learning and developmentPlanning curriculum to meet important goalsAssessing children’s learning and developmentEstablishing reciprocal relationships with families
17“Widening the Lens” Move beyond either/or thinking To BOTH/AND THINKING when solving problems or making decision about practiceRejects simple answers to complex questionsRequires diverse perspectivesConsider several possible correct answersComplexity and interrelationship among the principles that guide ECE practice
18Research baseWell grounded research forms the basis of NAEYCs position statements on developmentally appropriate practiceProvides a solid guidance for early childhood educatorsDAP Research show gains in:Social-Emotional DevelopmentLearning
19Knowing children + Knowing how to teach + Knowing what to teach + = EFFECTIVE PRACTICE