Presentation is loading. Please wait.

Presentation is loading. Please wait.

Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled Sallee Beneke University of Illinois.

Similar presentations


Presentation on theme: "Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled Sallee Beneke University of Illinois."— Presentation transcript:

1 Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled Sallee Beneke University of Illinois

2 Increase in Inclusion in Illinois 1980s: Prekindergarten at-risk for 3- to 5- year-olds began 2003: Illinois Early Learning Council recommendation 2005: 72,0003- & 4-year-old served in prekindergarten at-risk classrooms

3 Advent of Preschool for All February 2006: Governor Blagojevich announces intention to provide pre-k to every Illinois 3- and 4-year-old May, 2006: Legislation passed Fall 2006: 103 Programs were funded ($45 million additional dollars) 88 prekindergarten 15 infant-toddler 10,000 additional children Current funding total is $363 million Fully implementation will serve 190,000

4 Preschool for All Curriculum Criteria Include… 1. Alignment with Illinois Early Learning Standards 2. Inclusion of content to be taught with intentionality and integration 3. Provision for child initiation and engagement 4. Use of content based on research of how young children learn 5. Provision of parent involvement through meaningful communication with families 6. Alignment with authentic assessment tool that is ongoing and comprehensive

5 Criteria (cont.) 7. Consideration of child’s linguistic and cultural background 8. Consideration of range of experience and qualifications of early childhood teachers 9. Consideration of a wide range of children’s abilities, including those of children with IEP’s 10. Provision of research evidence of the effectiveness of the curriculum

6 Many Settings for Preschool for All Public schools University lab schools Charter schools Child care centers Community colleges Private preschools Park districts Faith-based organizations Home-based child-care networks

7 Concurrent with increase in inclusion of children with disabilities in pre-kindergarten at-risk classrooms Varying models Increase in consistency for children Reduction in full-day programs Shortage of certified teachers Increase in mentoring programs Increase in monitoring programs

8 Comparison of 2005 & 2007 Survey Results Survey of 73 pre-k teachers from north central Illinois Survey of 79 educators in pre-kindergarten at-risk programs Examined in terms of position and education

9 2005: What Was Useful in Training Child Guidance (39%) Child Development (75%) Assessment (49% Families (43%) Lesson Planning (68%) Management (49%)

10 2005: What Should Be Added to Training? Hands-on Classroom management Authentic assessment Behavior management Working with families Special education Working with other adults

11 2007 Survey of Preschool for All Staff Masters - 11 Bachelors - 42 Associates - 14 Administrators - 12

12 Survey Population - Experience 0-6 Years Experience - 44 Surveys 7-12 Years Experience - 12 Surveys Years Experience - 12 Surveys 20+ Years Experience - 15 Surveys

13 Education Level - Administrators Administrator - 12 AA - 3 Bachelors - 4 Masters - 4 PhD - 1

14 Top Problems: 0-6 Years Guidance 62% of AA responses 43% of Bachelors 33% of Masters Special Needs Students 37% of AA responses 25% of Bachelors 50% of Masters Parent Issues 25% of AA 37% of Bachelors

15 Top Problems: 0-6 Years Paperwork & Time 71% of Bachelors Co-workers & Assistants 22% of Bachelors Turnover 66% of Masters

16 Top 3 Problems: 7-12 Years Guidance 100% of AA responses (n = 2) 66% of Bachelors (n = 3) Special Needs Students 66% of Bachelors (n = 3) 50% of Masters (n = 3) Paperwork & Time Management 50% of AA responses (n = 2) 100% of Bachelors (n = 3) 100% of Masters (n = 3)

17 Top 3 Problems: Years Guidance 40% of Bachelors (n = 5) 33% of Masters (n = 3) Special Needs Students Not a problem Paperwork & Time Management 100% of Bachelors (n = 3) 100% of Masters (n = 3)

18 Top 3 Problems: 20+ Years Guidance 50% of Masters (n = 2) Special Needs Students 100% of Masters (n = 2) Paperwork & Time Management 100% of Bachelors (n = 7) 50% of Masters (n = 2)

19 Top 3 Problems: Administrators 0-6 (n = 2)7-12 (n = 4)13-19 (n = 3)20+ (n = 3) Guidance- 100% Staff not motivated- 50% Staff not motivated- 66% Poor DAP- 66% Covering Classes- 100% Special Needs- 50% Poor DAP- 66% Guidance- 66%

20 Challenges: Special Needs 0-6 (44)7-12 (12)13-19 (12)20+ (15) AA 37% Bachelors 25%66% Masters 50% 100% Administrator 50%

21 Challenge: Guidance 0-6 (n =44) 7-12 (n=12) (n=12) 20+ (n=15) AA 66%100% Bachelors 43%66%40% Masters 33% 50% Administrator 100%66%

22 Challenge: Parent Issues 0-6 (n= 44) 7-12 (n=12) (n=12) 20+ (n=15) AA 25% Bachelors 25%66% Masters 50% 100% Administrator 50%

23 Challenge: Paperwork & Time Management 0-6 (n=44) 7-12 (n=12) (n=12) 20+ (n=15) AA 50% Bachelors 71%100% Masters 100% 50% Administrator

24 Educators’ Perceptions - What Would Help? (0-6 Years) Training/Inservice AA- 100% (n = 8) BA- 33% (n = 33) Strategies/Ideas BA- 39% Reduce Paperwork & improve time Management AA- 50% Programming for parents MA- 66% (n = 3) Improve Administration MA- 50%

25 Educators’ Perceptions - What Would Help? (7-12 Years) Training/Inservice AA- 100% (n = 2) More Staff BA- 66%

26 Educators’ Perceptions - What Would Help? (13-19 Years) Programming for Parents BA- 40% (n = 5) Inservice BA- 80% (n = 5)

27 Educators’ Perceptions - What Would Help? (20+ Years) Programming for Parents BA- 42% (n = 7) Inservice BA- 28% (n = 5) MA- 100% (n = 2)

28 Important Preservice Learning 0-6 Years Experience Associates Value of social-emotional dev. - 2 Creative Curriculum - 1 Developing materials - 1 Field experience - 1 Environment - 1 Observation Skills - 1

29 Important Preservice Learning 0-6 Years Experience Bachelors Lesson Planning- 8 Assessment- 6 Parent Involvement- 6 Content Areas- 4 Child Development - 3 Adaptations - 3 Individualizing Instruction- 3 Environment - 2 Open-ended questions - 2

30 0-6 Years- Important Preservice Learning

31 Important Preservice Learning 7-12 Years Experience Associates Child Development - 1 ‘Needed more on “real life” actions and reactions.’ Bachelors Importance of Preparation - 1 Methods - 1 Masters Ed Psych - 11 Reading - 1 Observations at real school - 1

32 Important Preservice Learning years experience Associates Child Development - 1 Learning Styles Best Practices DAP “Most of the DAP things I do I learned from others in the field. It was so long ago that most of what was appropriate then is no longer DAP”

33 Important Preservice Learning years experience Bachelors Child Development - 1 Special Ed. courses were helpful - 11 Student Teaching Methods Organizing lesson plans Respecting children “Not much! I went to college when the 04 was just coming out. Most of my professors were ELED professionals and had been in the field for many years. I have learned more ‘on the job’ and from conferences and workshops much like this one.” “”

34 Important Preservice Learning years experience Masters Importance of play Social-emotional guidance Curriculum Assessment History & Philosophy Classroom Management Environment Instructional Techniques

35 Important Preservice Learning 20+ Importance of play Social-emotional guidance Curriculum Assessment History & Philosophy Classroom Management Environment Instructional Techniques

36 Possible Implications? More training in organization and management? More educational psychology? More special education training for all? More specialized training for administrators? More training on teaming? More preservice experience with challenging children and situations?


Download ppt "Teachers’ views of the challenges and solutions of their work: including children identified as at-risk and disabled Sallee Beneke University of Illinois."

Similar presentations


Ads by Google