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The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education.

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Presentation on theme: "The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education."— Presentation transcript:

1 The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education

2 Advanced Organizer Introductions Introductions What is your role on the Intern Committee? What is your role on the Intern Committee? What is your experience with young children? What is your experience with young children? Training assumptions and objectives Training assumptions and objectives The nature of early childhood The nature of early childhood Early childhood in Kentucky Early childhood in Kentucky Interdisciplinary Early Childhood Education (IECE) Interdisciplinary Early Childhood Education (IECE) KTIP IECE KTIP IECE Resources Resources

3 Training Assumptions Participants will already: Participants will already: have completed KTIP (TPA) training. have completed KTIP (TPA) training. understand how their role as coach and mentor contributes to the success of the intern. understand how their role as coach and mentor contributes to the success of the intern. be familiar with the KTIP materials. be familiar with the KTIP materials. have an understanding of how to gather performance evidence and score intern performance. have an understanding of how to gather performance evidence and score intern performance.

4 Training Objectives Participants will: Participants will: describe the diversity of early childhood settings. describe the diversity of early childhood settings. identify features of appropriate early childhood curriculum, instruction and assessment. identify features of appropriate early childhood curriculum, instruction and assessment. describe the multiple roles of early childhood educators. describe the multiple roles of early childhood educators. demonstrate the ability to use the IECE Teacher Standards in the KTIP IECE process. demonstrate the ability to use the IECE Teacher Standards in the KTIP IECE process.

5 Working in Pairs…describe what an early childhood environment looks like What are the children doing? What are the children doing? What does the physical environment look like? What does the physical environment look like? What is included in the daily routine / schedule? What is included in the daily routine / schedule? What is the teacher doing? What is the teacher doing? What are the other adults in the environment doing? What are the other adults in the environment doing? How do we know children are learning? How do we know children are learning? How are all children included in all activities? How are all children included in all activities? How are the families included? How are the families included?

6 Group Discussion What are the children doing? What are the children doing? What does the physical environment look like? What does the physical environment look like? What is included in the daily routine / schedule? What is included in the daily routine / schedule? What is the teacher doing? What is the teacher doing? What are the other adults in the environment doing? What are the other adults in the environment doing? How do we know children are learning? How do we know children are learning? How are all children included in all activities? How are all children included in all activities? How are the families included? How are the families included?

7 Professional Resources for Early Childhood Education

8 The National Association for the Education of Young Children (NAEYC) Website: Website: Mission: NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources. Mission: NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources. NAEYC defines early childhood as birth through age 8. NAEYC defines early childhood as birth through age 8.

9 NAEYC Position on Developmentally Appropriate Practice As NAEYC defines it, developmentally appropriate practice (DAP) is a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. It is grounded both in the research on how young children develop and learn and in what is known about education effectiveness. The principles and guidelines outline practice that promotes young children's optimal learning and development. As NAEYC defines it, developmentally appropriate practice (DAP) is a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. It is grounded both in the research on how young children develop and learn and in what is known about education effectiveness. The principles and guidelines outline practice that promotes young children's optimal learning and development.

10 Developmentally Appropriate Practice in Early Childhood Programs (3 rd edition) Copple and Bredekamp (2009)

11 The developmentally appropriate classroom environment is one where children most often: Lead...rather than follow the teacher. Lead...rather than follow the teacher. Create...rather than duplicate. Create...rather than duplicate. Move...rather than wait. Move...rather than wait. Make the lines...rather than color in the lines. Make the lines...rather than color in the lines. Speak...rather than listen passively. Speak...rather than listen passively. Initiate...rather than imitate. Initiate...rather than imitate. Raise questions...rather than answer the teacher's questions. Raise questions...rather than answer the teacher's questions. Solve their own problems...rather than the teacher's problems. Solve their own problems...rather than the teacher's problems. Make art...rather than do crafts. Make art...rather than do crafts. Emphasize the process...rather than the product. Emphasize the process...rather than the product. Use authentic skills...rather than drill and practice. Use authentic skills...rather than drill and practice. Make books...rather than fill in workbooks. Make books...rather than fill in workbooks. Decide...rather than submit. Decide...rather than submit. Choose wisely...rather than being told. Choose wisely...rather than being told. Make a plan...rather than follow the teacher's plan. Make a plan...rather than follow the teacher's plan. Try again...rather than fail. Try again...rather than fail. Crosser, S. (n.d.). The butterfly garden: Developmentally appropriate practice defined. Early Childhood News. Retrieved June 19, 2008, from

12 The Division for Early Childhood of the Council for Exceptional Children (DEC) Website: Website: Mission: The Division for Early Childhood promotes policies and advances evidence- based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities. Mission: The Division for Early Childhood promotes policies and advances evidence- based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities. DEC defines early childhood as birth through age 8. DEC defines early childhood as birth through age 8.

13 DEC Position on Developmental Delay DEC believes: DEC believes: in the uniqueness of the young child in the uniqueness of the young child that services and interventions must be responsive to the …childs needs and patterns of development that services and interventions must be responsive to the …childs needs and patterns of development that disability categories …are often inappropriate for …children birth through 8 years that disability categories …are often inappropriate for …children birth through 8 years and that…developmental delay can be a more appropriate designation of disability for special education eligibility. and that…developmental delay can be a more appropriate designation of disability for special education eligibility. sped.org/About_DEC/Position_Statements_and_Concept_P apers/Developmental_Delay sped.org/About_DEC/Position_Statements_and_Concept_P apers/Developmental_Delay sped.org/About_DEC/Position_Statements_and_Concept_P apers/Developmental_Delay sped.org/About_DEC/Position_Statements_and_Concept_P apers/Developmental_Delay

14 DEC Recommended Practices: A Comprehensive Guide Sandall, Hemmeter, Smith and McLean (2005)

15 Assessment Child-Focused Practices Family-Based Practices Interdisciplinary Models Technology Applications Direct Services Indirect Services

16 Interdisciplinary Early Childhood Education in Kentucky

17 The Early Childhood Age Range in KY KY agrees with DEC and NAEYC that the early childhood age range is birth through 8 years. KY agrees with DEC and NAEYC that the early childhood age range is birth through 8 years. The IECE certification was established as birth through kindergarten since KY already had a certification addressing the primary years. The IECE certification was established as birth through kindergarten since KY already had a certification addressing the primary years. The IECE certification age range is consistent with DECs and NAEYCs recommendations that preservice programs focus on two of the 3 age ranges: infant/toddler, preschool, and primary. The IECE certification age range is consistent with DECs and NAEYCs recommendations that preservice programs focus on two of the 3 age ranges: infant/toddler, preschool, and primary. The KY Early Childhood Standards focus on birth through 4 years as KY has standards for K-12. The KY Early Childhood Standards focus on birth through 4 years as KY has standards for K-12.

18 KY IECE Certification From 16 KAR 2:040 Section 4 found at (1) The professional certificate for interdisciplinary early childhood education, birth to primary, shall be valid for teaching children from birth to entry into the primary program, including teaching children in kindergarten or another program for five (5) year old children if the program is operated separately from the primary program. (2) A person holding this certificate shall serve as a primary developer and implementer of an individual program for children with or without disabilities including an individual education plan (IEP) and individual family service plan (IFSP) with consultation and support from a specialist according to the needs of the child.

19 Kentucky Department of Education Definition of Preschool Kentucky's preschool education programs are available for all four-year-old children whose family income is no more than 150% of poverty; all three and four-year-old children with developmental delays and disabilities, regardless of income; and other four-year- old children as placements are available based on district decision. The preschool program is designed to be developmentally appropriate for young children. "Developmentally appropriate" is defined in law to mean that the program focuses on the child's physical, intellectual, social and emotional development, including interpersonal, intrapersonal, and socialization skills. Kentucky's preschool education programs are available for all four-year-old children whose family income is no more than 150% of poverty; all three and four-year-old children with developmental delays and disabilities, regardless of income; and other four-year- old children as placements are available based on district decision. The preschool program is designed to be developmentally appropriate for young children. "Developmentally appropriate" is defined in law to mean that the program focuses on the child's physical, intellectual, social and emotional development, including interpersonal, intrapersonal, and socialization skills. From reschool From reschool reschool reschool

20 Kentucky Preschool Regulations Lets take a look at Kentucky Preschool Regulations…

21 KY Early Childhood Standards

22 The entire Building A Strong Foundation for School Success includes : The entire Building A Strong Foundation for School Success includes : Early Childhood Standards Early Childhood Standards Continuous Assessment Guide Continuous Assessment Guide Quality Self Study Quality Self Study Additionally, there are Parent Guides for the Standards and now the application document of who to use the Standards…. road map Additionally, there are Parent Guides for the Standards and now the application document of who to use the Standards…. road map

23 Building a Strong Foundation for School Success (link to access these in the resources list) Kentuckys Early Childhood Standards (KY ECS) and Parent Guide Kentuckys Early Childhood Standards (KY ECS) and Parent Guide Kentucky's Continuous Assessment Guide Kentucky's Continuous Assessment Guide Kentucky Early Childhood Quality Self Study Kentucky Early Childhood Quality Self Study

24 KY ECS… The main goals of the KY ECS were to The main goals of the KY ECS were to (1) ensure a linkage of standards across the Birth – Four age span and (2) ensure linkage of standards with the Kentucky Program of Studies, K-12.

25 The guiding principles of the KY ECS Ensure the use of developmentally appropriate practices Ensure the use of developmentally appropriate practices Support and enhance quality in early care and education settings Support and enhance quality in early care and education settings Address a range of developmental needs Address a range of developmental needs Ensure attention to social/emotional needs Ensure attention to social/emotional needs Reflect cultural sensitivity Reflect cultural sensitivity Reflect an understanding of the ecological nature of early childhood Reflect an understanding of the ecological nature of early childhood

26 The KY ECS are broken down into… Standards Standards Benchmarks Benchmarks Developmental Continuum Developmental Continuum Example Behaviors Example Behaviors **Take note of the Connection to Program of Studies and Head Start Outcomes**

27 Activity with the KY ECS In small groups or pairs, identify the Standard, Benchmark and Developmental Continuum that is being addressed in the provided scenario. In small groups or pairs, identify the Standard, Benchmark and Developmental Continuum that is being addressed in the provided scenario. Lets discuss our findings as a large group. Lets discuss our findings as a large group. Next, well see how the KY ECS align with the KY Program of Studies Next, well see how the KY ECS align with the KY Program of Studies

28

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30 IECE Teacher Standards

31 KY IECE Teacher Standards Standard I: Designs/Plans Instruction Standard II: Creates/Maintains Environments Standard III: Implements Instruction Standard IV: Assesses & Communicates Learning Results Standard V: Reflects/Evaluates Professional Practices Standard VI: Collaborates with Colleagues/Families/Others Standard VII: Engages in Professional Development Standard VIII: Supports Families Standard IX: Demonstrates Implementation of Technology Standard X: Provides Leadership within School/Community/Profession

32 KY IECE Teacher Standards Lets take time for review of the Standards and Indicators Lets take time for review of the Standards and Indicators What is unique in the IECE Standards? What is unique in the IECE Standards? How do these standards reflect the environment being created? How do these standards reflect the environment being created? Review the information you shared on the charts and compare to the IECE Standards. Review the information you shared on the charts and compare to the IECE Standards.

33 KTIP IECE

34 34 Cycles: In order to provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time. Cycles: In order to provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time.Orientation First Committee Meeting Held: Prior to any formal classroom observation Cycle 1 Second Committee Meeting Held: 1-60 instructional days following the orientation meeting Assess Tasks A-F Cycle 2 Third Committee Meeting Held: instructional days following the orientation meeting Assess Tasks A-F Cycle 3 Fourth Committee Meeting Held: instructional days following the orientation meeting Assess All Tasks

35 35 Task E: Assess & Manage Professional Growth See pages in KTIP IECE TPA Handbook Prior to orientation meeting: Prior to orientation meeting: Intern completes self-assessment Intern completes self-assessment Intern reviews self-assessment with resource teacher Intern reviews self-assessment with resource teacher Resource teacher asks guided questions Resource teacher asks guided questions At orientation meeting: At orientation meeting: Discuss results of self-assessment Discuss results of self-assessment

36 36 Task A-1: Teaching and Learning Context Task A-1: Using a shoulder partner, describe the work completed for Task A-1 page 19 of the IECE TPA Handbook. Task A-1: Using a shoulder partner, describe the work completed for Task A-1 page 19 of the IECE TPA Handbook.

37 37 Discoveries for Task A-1 When does the intern complete A-1? When does the intern complete A-1? Complete before each class for which the intern is being observed. How does the intern connect A-1 to A-2? How does the intern connect A-1 to A-2? Connect the insights gained in Task A-1 Student Diversity, Patterns of Achievement, Implication for Instructions with the lesson plan, Context, Assessment Plan, and Procedures.

38 38 Task A-2: Lesson Plan When does the intern complete A-2? When does the intern complete A-2? Before each lesson being observed. In Task I, for each lesson being observed in the instructional unit, or only one if the lesson of the instructional unit is video recorded. Before each lesson being observed. In Task I, for each lesson being observed in the instructional unit, or only one if the lesson of the instructional unit is video recorded. Review each of the requirements of Task A- 2 on page 20 of your IECE TPA Handbook. Review each of the requirements of Task A- 2 on page 20 of your IECE TPA Handbook.

39 Task A-2: Lesson Plan What are the children doing? Are the activities developmentally appropriate? What does the physical environment look like? How will the environment be used in teaching and learning? What is included in the daily routine / schedule? How does the intern plan for transition? What is the teacher doing? How does the intern plan for her/his teaching? What are the other adults in the environment doing? How does the intern plan for the other adults to participate in teaching? How do we know children are learning?Are the assessments appropriate? How are all children included in all activities? Is intern planning for individual needs? How are the families included?How does the lesson plan reflect family collaboration?

40 40 Task B: Demonstrate Teaching Skills During Observation Using the Task A-2 that you have developed, discuss how that observation may look. Using the Task A-2 that you have developed, discuss how that observation may look. For example: For example: What are the children doing? What are the children doing? What will the environment look like? What will the environment look like? What is included in the daily routine/schedule? What is included in the daily routine/schedule? What is the teacher doing? What is the teacher doing? What are the other adults in the environment doing? What are the other adults in the environment doing? How do we know children are learning? How do we know children are learning? How are all children included in all activities? How are all children included in all activities? How are families included? How are families included?

41 41 Task C: Lesson Analysis and Reflection Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching. Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching. Review page 22 of the IECE TPA Handbook. Review page 22 of the IECE TPA Handbook. Discuss with a shoulder partner mentoring suggestions for Task C. Discuss with a shoulder partner mentoring suggestions for Task C. What methods does the intern use to collect assessment data on the children? What methods does the intern use to collect assessment data on the children? What methods does the intern use to analyze assessment data on the children? What methods does the intern use to analyze assessment data on the children? What methods does the intern use to communicate learning results to children and families? What methods does the intern use to communicate learning results to children and families?

42 42 The Post-Observation Conference All committee members conduct a post observation conference prior to the committee meeting. All committee members conduct a post observation conference prior to the committee meeting. The post-observation conference should take place as soon as possible after the observation. The post-observation conference should take place as soon as possible after the observation.

43 43 Task D: Collaborate to Address Special Learning Needs Using a shoulder or face partner describe sequence of completion for Task D (pgs 23-24). Using a shoulder or face partner describe sequence of completion for Task D (pgs 23-24). Use the schedule of activities on pages of the TPA Workbook as your guide. Use the schedule of activities on pages of the TPA Workbook as your guide. What happens at: What happens at: Orientation Orientation Cycle 1 Cycle 1 Cycle 2 Cycle 2 Cycle 3 Cycle 3

44 44 Task E: Assess and Manage Professional Growth The professional growth task is a critical source of documentation that shows the intern has been afforded due process during the internship. The professional growth task is a critical source of documentation that shows the intern has been afforded due process during the internship. When assisting the intern in choosing professional development activities, it is important to direct the intern to activities that will specifically address priority growth needs. When assisting the intern in choosing professional development activities, it is important to direct the intern to activities that will specifically address priority growth needs.

45 45 Task F: Leadership Read directions for Task F on pages the IECE TPA Handbook. Read directions for Task F on pages the IECE TPA Handbook. Discuss possible leadership projects. Discuss possible leadership projects.

46 46 Tasks G-J: The Instructional Unit (pages of the IECE TPA handbook) Task G: Designing the Instructional Unit Task G: Designing the Instructional Unit Task H: The Assessment Plan Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities Task I: Designing Instructional Strategies and Activities Organizing and Analyzing the Results: Task J-1: /Reflecting on the Impact of Instruction Task J-1: /Reflecting on the Impact of Instruction Task J-2: Communication and Follow-Up Task J-2: Communication and Follow-Up

47 The Instructional Unit in Early Childhood Programs Where does the content for the unit come from? Where does the content for the unit come from? How do you use child assessment data to help prepare the instructional unit? (Task H: Assessment Plan page 41) How do you use child assessment data to help prepare the instructional unit? (Task H: Assessment Plan page 41) What is pre-assessment data collection? What is pre-assessment data collection? What is formative assessment data collection? What is formative assessment data collection? What is post-assessment data collection? What is post-assessment data collection? All of the numbered items on the Assessment Plan MUST be included in the instructional unit. All of the numbered items on the Assessment Plan MUST be included in the instructional unit.

48 Introduction to the IECE IPR In pairs / small group, review the IECE IPR. In pairs / small group, review the IECE IPR. Again, identify what you find as unique about IECE. Again, identify what you find as unique about IECE.

49 Resources… Kentucky Department of Education KDE Instructional Resources for Preschool Teachers r+Preschool+Coordinators+and+Teachers/http://education.ky.gov/KDE/Instructional+Resources/Preschool/Fo r+Preschool+Coordinators+and+Teachers/ Building a Strong Foundation for School Success Series ood+Development/Building+a+Strong+Foundation+for+School+S uccess+Series.htmhttp://education.ky.gov/KDE/Instructional+Resources/Early+Childh ood+Development/Building+a+Strong+Foundation+for+School+S uccess+Series.htm First Steps – Kentuckys Early Intervention System National Association for the Education of Young Children Division of Early Childhood

50 Resources Center in the Social and Emotional Foundations for Early Learning Technical Assistance Center on Social Emotional Intervention CONNECT Modules Kentucky Autism Training Center Transition One Stop The National Early Childhood Technical Assistance Center Resources from the Governors Task Force on Early Childhood Development and Education Early Childhood Services in KY


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