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The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education If the trainer has a copy, be showing the video from Head Start.

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Presentation on theme: "The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education If the trainer has a copy, be showing the video from Head Start."— Presentation transcript:

1 The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education
If the trainer has a copy, be showing the video from Head Start called Creative Adventures. You can find this video on the Head Start website and you can get a copy for no cost. This is a good example of a developmentally appropriate early childhood environment.

2 Advanced Organizer Introductions Training assumptions and objectives
What is your role on the Intern Committee? What is your experience with young children? Training assumptions and objectives The nature of early childhood Early childhood in Kentucky Interdisciplinary Early Childhood Education (IECE) KTIP IECE Resources Start with introductions of all in group and then highlight the key components of the training as listed.

3 Training Assumptions Participants will already:
have completed KTIP (TPA) training. understand how their role as coach and mentor contributes to the success of the intern. be familiar with the KTIP materials. have an understanding of how to gather performance evidence and score intern performance. This is from their past KTIP training…review with them to ensure they have this knowledge and that they had the full day training. Everyone participating in this IECE training must have been TPA trained since 2006.

4 Training Objectives Participants will:
describe the diversity of early childhood settings. identify features of appropriate early childhood curriculum, instruction and assessment. describe the multiple roles of early childhood educators. demonstrate the ability to use the IECE Teacher Standards in the KTIP IECE process. Our objectives with this training. Emphasize for the group that the majority of this training is based on the background and understanding of early childhood education and not on the KTIP process itself. The participants should take their knowledge of the KTIP process and apply it to a new client.

5 Working in Pairs…describe what an early childhood environment looks like
What are the children doing? What does the physical environment look like? What is the teacher doing? What are the other adults in the environment doing? How do we know children are learning? How are all children included in all activities? How are the families included? Need chart paper and markers Need Video First, complete the activity (Think, Pair, Share): Design pairs or small groups in a way that seems the most comfortable with the participants that are present (if have very few participants, then just do entire activity as large group). Have small groups think about and discuss each of these questions and write down comments, visualizations, thoughts, etc. that address each of these components. Then, bring back together as a large group and the trainer will review and write down small group comments for each of these questions on chart paper and hang around the room. You will need to be able to see and review these comments throughout the training and focus in on them later in the training. Then: Show the brief video of early childhood teachers giving responses to the questions on the slide on what happens throughout their day Next: Q&A session after video i.e. how is this different from your expectations of IECE? What would you add to what the teachers said?

6 Group Discussion What are the children doing?
What does the physical environment look like? What is the teacher doing? What are the other adults in the environment doing? How do we know children are learning? How are all children included in all activities? How are the families included? See earlier slide notes on review of these items

7 The Nature of Early Childhood Education

8 The National Association for the Education of Young Children (NAEYC)
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. NAEYC defines early childhood as birth through age 8. NAEYC and DEC are the primary professional organizations in our field of early intervention and early childhood education. Be sure these are highlighted as possible resources for future information or professional development opportunities for the intern/committee.

9 NAEYC Position on Developmentally Appropriate Practice
Developmentally appropriate practice as defined in this position statement is not based on what we think might be true or what we want to believe about young children. Developmentally appropriate practice is informed by what we know from the research literature and how children develop and learn. From page 10, NAEYC position statement on Developmentally Appropriate Practice found at

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

11 Lead...rather than follow the teacher. Create...rather than duplicate.
The developmentally appropriate classroom environment is one where children most often: Lead...rather than follow the teacher. Create...rather than duplicate. Move...rather than wait. Make the lines...rather than color in the lines. Speak...rather than listen passively. Initiate...rather than imitate. Raise questions...rather than answer the teacher's questions. Solve their own problems...rather than the teacher's problems. Make art...rather than do crafts. Emphasize the process...rather than the product. Use authentic skills...rather than drill and practice. Make books...rather than fill in workbooks. Decide...rather than submit. Choose wisely...rather than being told. Make a plan...rather than follow the teacher's plan. Try again...rather than fail. Crosser, S. (n.d.). The butterfly garden: Developmentally appropriate practice defined. Early Childhood News. Retrieved June 19, 2008, from Neat description of DAP. Spend some time reading and reviewing this…good for all learning situations, not just early childhood! Invite participants to share their favorites / elaborate on any of the items.

12 The Division for Early Childhood of the Council for Exceptional Children (DEC)
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. DEC defines early childhood as birth through age 8.

13 DEC Position on Developmental Delay
DEC believes in the uniqueness of the young child and that services and interventions must be responsive to the young child’s needs and patterns of development. We believe that the disability categories used for older school-aged children are often inappropriate for young children birth through eight years and that the category of developmental delay can be a more appropriate designation of disability for special education eligibility. From the Position Statement on Developmental Delay found at

14 DEC Recommended Practices: A Comprehensive Guide Sandall, Hemmeter, Smith and McLean (2005)
Along with the NAEYC Developmentally Appropriate Practice, we also have DEC’s Recommended Practices to help guide assessment, intervention, etc. in the field of early childhood education and early intervention.

15 Personnel Preparation
Policies, Procedures, and Systems Change Assessment Child-Focused Practices Family-Based Practices Interdisciplinary Models Technology Applications Direct Services Indirect Services The basic design of the RP is a set of direct services focusing on the child and family and then indirect services that will certainly influence the direct. Personnel Preparation 15

16 Early Childhood in Kentucky

17 Kentucky Preschool Regulations
Let’s take a look at Kentucky Preschool Regulations…

18 The Way Kentucky Sees Early Childhood
Kentucky defines early childhood in a variety of ways: The KY Early Childhood Standards define as birth through age 4 IECE certification defines as birth through kindergarten

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. From

20 A Sample of Early Childhood Programs in Kentucky
HANDS First Steps Even Start Head Start / Early Head Start Child care Private accredited preschool State funded preschool Kindergarten KIDS NOW initiative Handout and highlight the different programs. Refer the participants to the glossary in the red book. Be certain to tell participants that this is not a comprehensive list; these are some of the largest programs representing the mass majority.

21 Building a Strong Foundation for School Success (link to access these in the resources list)
Kentucky’s Early Childhood Standards (KY ECS) and Parent Guide Kentucky's Continuous Assessment Guide Kentucky Early Childhood Quality Self Study Have copies of the three books and some parent guides available as in-training resources…NOT handouts. The Regional Training Centers (as reviewed later as a resource) will have copies of these tools if participants desire them. The trainer will need access to multiple ECS notebooks as they will be used in an activity.

22 Exploring the KY ECS In small groups or pairs, identify the Standard, Benchmark and Developmental Continuum that is being addressed in the provided scenario. Let’s discuss our findings as a large group. Next, we’ll see how the KY ECS align with the KY Program of Studies The trainer will need multiple copies of the KY ECS notebooks for this activity. Activity KY ECS: Using the various scenarios as developed for the Standards training, participants (in pairs or small groups) will review several scenarios and determine the appropriate standard, benchmark and developmental continuum for that scenario. (design of the small groups depends on the number of participants) Each participant (or pair / small group) should explore at least 1 scenario for birth-three and one scenario for three-four. Depending on your training preference, time and the design of the group, you may want to consider having them explore more scenarios / standards but no less than 1 scenario in each age range. You may also want to consider having them identify multiple standards for each scenario; for example, one set of standard/benchmark, developmental continuum from cognitive and one set from communication. Once the individual, pair or small group has time to explore and determine the standard, benchmark and developmental continuum for each scenario, have large group discussion reviewing the scenarios and the chosen information from KY ECS. Be sure to discuss with the participants that the intern (if in an environment with preschool or younger children) will use the KY ECS for the “connections” in the KTIP lesson plan. This activity will help the participants / intern committee understand how one activity should address multiple standards and the intern should reflect that in the KTIP lesson plan.

23 This and next slide, be sure to focus attention to how the KY ECS link to POS. Emphasize the adaptive skills identified in 0-3 and 3 and 4.


25 Interdisciplinary Early Childhood Education (IECE)

26 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. Really emphasize #2!!!!!

27 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 Standard 10 not in regulation for IECE so not being held accountable but expected to demonstrate

28 KY IECE Teacher Standards
Let’s take time for review of the Standards and Indicators What is unique in the IECE Standards? How do these standards reflect the environment being created? Review the information you shared on the charts and compare to the IECE Standards. There is a linkage – you can’t just use the TPA handbook…the Tasks are demonstration of the standards. Use the red book self assessment on page 25 or disseminate handouts of the IECE Teacher Standards for review. Focus in on the uniquenesses in standards (ie, Supports Families vs Knowledge of Content, etc.) and the indicators. Activity: in small groups or pairs, review the standards; have them discuss what is UNIQUE about IECE standards. Look to the comments written on chart paper from the activity earlier in the training. Need: IECE Standards and Red Book


30 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 Cycle 3 Fourth Committee Meeting Held: instructional days following the orientation meeting Assess All Tasks This is a reminder of the timeline for KTIP as presented in your TPA training. The timelines are the same for IECE as for K-12 KTIP. All three members of the committee (Principal, Resource Teacher and Teacher Educator) and the intern must be present at the orientation meeting (In some cases [medical issues, budget, etc.] a member may be present through electronic means) The cycle increments are mandated by regulation. Note that the days in the cycles are counted from the orientation committee meeting. Possible questions… *Can a resource teacher log time spent with an intern prior to training? No time can be logged until a resource teacher has been KTIP trained. However, a trained resource teacher may work with the intern prior to the orientation meeting. 30

31 Task E: Assess & Manage Professional Growth
27-Mar-17 Task E: Assess & Manage Professional Growth See pages in KTIP IECE TPA Handbook Prior to orientation meeting: Intern completes self-assessment Intern reviews self-assessment with resource teacher Resource teacher asks guided questions At orientation meeting: Discuss results of self-assessment Task E is being introduced at this time as the self-assessment of Task E must be completed prior to the Orientation or any other tasks. Emphasize the connection between the self-assessment and the professional growth plan. 31 31 31

32 Task A-1: Teaching and Learning Context
27-Mar-17 Task A-1: Teaching and Learning Context Task A-1: Using a shoulder partner, describe the work completed for Task A-1 page 15 of the IECE TPA Handbook. Shoulder partner: Those individuals who share a left and right shoulder. If there is an odd man (or woman) out, have a group of 3. Review types of data that may be used, e.g., state assessments, national assessments, school assessments, use of school improvement plans/identify specific needs of the diverse group of students, etc. Stress with the committee members that interns need to reflect using the following: What impact do the school improvement goals have on me? 32 32 32

33 Discoveries for Task A-1
27-Mar-17 Discoveries for Task 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? 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. Highlight when the committee discusses videotaping. The purpose of this task is to consider the instructional implications of contextual factors. This task will likely be completed at the beginning of the year and updated throughout the year. The intern must complete Task A-1 for each observed class. If several committee members are observing the same class, the intern may use the same task for each observer. Highlight the components that should be connected between A-1 & A-2. At least two days before teaching the lesson the intern must provide the lesson plan, including all assessments, handouts, and procedures for observer review and feedback. 33 33 33

34 Task A-2: Lesson Plan When does the intern complete A-2?
27-Mar-17 Task A-2: Lesson Plan 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. Review each of the requirements of Task A-2 on page 16 of your IECE TPA Handbook. 34 34

35 27-Mar-17 Task A-2: Lesson Plan Using the context and subject area given to you, complete the following: Write two to three objectives focusing on the subject area. Using the KY ECS, connect the objectives to at least 2 different standards and appropriate benchmarks. Identify assessment strategies that may be used to measure each objective. Identify possible adaptations for children with learning differences. Identify at least one appropriate use of technology for a lesson addressing your developed objectives. Hand out sample contexts – these include only the basic demographic information of an early childhood classroom (Early Head Start and Preschool). Have the participants consider their own community, district and school for the characteristics. Then, assign each group a “content” area such as science, math, language arts, etc. to develop the pieces of this activity. Suggested script: “Today we will be asking you to create some of the parts of the TPA tasks to reinforce your understanding of the TPA process. We understand that normally,  this work requires the use of outside resources and focused time and thought. The purpose of today’s practice is to simulate the process so that you can mentor and guide your interns.” Review lesson plans developed… Questions to consider when reviewing the intern’s Task A-2: Are the objectives for learning clearly and specifically stated? Are the intern’s assessments measuring his/her children's progress toward the learning objectives? Does the intern know the difference between objectives, instructional activities and assessments? Does the intern consider the contextual factors and address multiple levels of learning? Is the technology used likely to improve child learning? 35 35 35

36 Task B: Demonstrate Teaching Skills During Observation
27-Mar-17 Task B: Demonstrate Teaching Skills During Observation Using the Task A-2 that you have developed, discuss how that observation may look. For example: What are the children doing? What will the environment look like? What is the teacher doing? What are the other adults in the environment doing? How do we know children are learning? How are all children included in all activities? How are families included? You may refer participants to the charts developed at the start of the training. 36 36 36

37 Task C: Lesson Analysis and Reflection
27-Mar-17 Task C: Lesson Analysis and Reflection Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching. Review page 18 of the IECE TPA Handbook. 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 analyze assessment data on the children? What methods does the intern use to communicate learning results to children and families? To insure that your lesson analysis and reflection have an impact on your instruction , this task must be completed no later than two days after each observed lesson. 37 37

38 The Post-Observation Conference
27-Mar-17 The Post-Observation Conference 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 provides an excellent opportunity for providing mentoring about specific instructional issues, which is necessary for the intern’s professional growth. Provide feedback that promotes best practices used during post-observation conference. Identify references to assist with effective post-observation conferences. 38 38

39 Task D: Collaborate to Address Special Learning Needs
27-Mar-17 Task D: Collaborate to Address Special Learning Needs Using a shoulder or face partner describe sequence of completion for Task D (pgs 19-20). Use the schedule of activities on pages of the TPA Workbook as your guide. What happens at: Orientation Cycle 1 Cycle 2 Cycle 3 Special Needs does not mean special education only: Barriers (family needs, health care needs, etc.) Gifted students needing enrichment Family Resource Center collaborations as well as other wrap around services (Comp Care, Counselors, etc) Trainer: What Response to Intervention strategies would help address issues for the Collaboration Task? Stress: Each plan for tasks D, E, and F must be approved by the committee before they are implemented. IECE Handbook states two but we only focus on one child/family and one plan Discussion on what types of collaboration activities are appropriate for the IECE intern. 39 39 39

40 Task E: Assess and Manage Professional Growth
27-Mar-17 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. 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. IECE TPA Handbook pages and discuss appropriate activities The self-assessment should have already been completed prior to the Orientation meeting. The committee uses the PGP to ensure the intern is receiving mentoring based upon needs identified in the PGP. The PGP is reviewed during the appeals committee to ensure the committee members have provided opportunities to assist the intern in meeting needs. 40 40

41 27-Mar-17 Task F: Leadership Read directions for Task F on pages the IECE TPA Handbook. Discuss possible leadership projects. The project can be an extension of a program currently being implemented in the school/district. The sentence, “Your project should go beyond your normal contract responsibilities,” will be revised. Interns should be focusing on developing a leadership activity that addresses a newly identified need with the school/district. It should be a natural part of their teaching responsibilities. IPR STANDARD 10 41 41 41

42 27-Mar-17 Tasks G-J: The Instructional Unit (pages of the IECE TPA handbook) Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities Organizing and Analyzing the Results: Task J-1: /Reflecting on the Impact of Instruction Task J-2: Communication and Follow-Up Briefly review the various tasks of the unit with the group. Discuss possible topics, answer questions, etc. Comments / clarifications on tasks… 42 42 42

43 The Instructional Unit in Early Childhood Programs
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 36) What is pre-assessment data collection? What is formative 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. Many interns do not consider all of these assessment items in planning the instructional unit. They will need strong mentorship in development of the assessment plan for the unit.

44 Introduction to the IECE IPR
In pairs / small group, review the IECE IPR. Again, identify what you find as unique about IECE. You will notice that this IPR is NOT that different from the K-12 IPR.

45 Resources… Kentucky Department of Education
KDE Instructional Resources for Preschool Teachers Building a Strong Foundation for School Success Series First Steps – Kentucky’s Early Intervention System National Association for the Education of Young Children Division for Early Childhood of the Council for Exceptional Children Handouts: RTC map and IECE brochure Highlight these resources and why/ how they can assist in KTIP

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