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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 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 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 The Nature of 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 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. 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 s/PSDAP.pdf From page 10, NAEYC position statement on Developmentally Appropriate Practice found at s/PSDAP.pdf s/PSDAP.pdf s/PSDAP.pdf

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 in the uniqueness of the young child and that services and interventions must be responsive to the young childs 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. DEC believes in the uniqueness of the young child and that services and interventions must be responsive to the young childs 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 sped.org/About_DEC/PositionConcept_Papers/Dev elopmental_Delay From the Position Statement on Developmental Delay found at sped.org/About_DEC/PositionConcept_Papers/Dev elopmental_Delayhttp://www.dec- sped.org/About_DEC/PositionConcept_Papers/Dev elopmental_Delayhttp://www.dec- sped.org/About_DEC/PositionConcept_Papers/Dev elopmental_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 Early Childhood in Kentucky

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

18 The Way Kentucky Sees Early Childhood Kentucky defines early childhood in a variety of ways: Kentucky defines early childhood in a variety of ways: The KY Early Childhood Standards define as birth through age 4 The KY Early Childhood Standards define as birth through age 4 IECE certification defines as birth through kindergarten 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. 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 A Sample of Early Childhood Programs in Kentucky HANDS HANDS First Steps First Steps Even Start Even Start Head Start / Early Head Start Head Start / Early Head Start Child care Child care Private accredited preschool Private accredited preschool State funded preschool State funded preschool Kindergarten Kindergarten KIDS NOW initiative KIDS NOW initiative

21 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

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. 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

23

24

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.

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

28 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.

29 KTIP IECE

30 30 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

31 31 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

32 32 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. Task A-1: Using a shoulder partner, describe the work completed for Task A-1 page 15 of the IECE TPA Handbook.

33 33 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.

34 34 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 16 of your IECE TPA Handbook. Review each of the requirements of Task A- 2 on page 16 of your IECE TPA Handbook.

35 35 Task A-2: Lesson Plan Using the context and subject area given to you, complete the following: Using the context and subject area given to you, complete the following: Write two to three objectives focusing on the subject area. 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. 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 assessment strategies that may be used to measure each objective. Identify possible adaptations for children with learning differences. Identify possible adaptations for children with learning differences. Identify at least one appropriate use of technology for a lesson addressing your developed objectives. Identify at least one appropriate use of technology for a lesson addressing your developed objectives.

36 36 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 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?

37 37 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 18 of the IECE TPA Handbook. Review page 18 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?

38 38 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.

39 39 Task D: Collaborate to Address Special Learning Needs Using a shoulder or face partner describe sequence of completion for Task D (pgs 19-20). 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. 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

40 40 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.

41 41 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.

42 42 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

43 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 36) 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 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.

44 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.

45 Resources… Kentucky Department of Education Kentucky Department of Education KDE Instructional Resources for Preschool Teachers KDE Instructional Resources for Preschool Teachers chool+Coordinators+and+Teachers/ chool+Coordinators+and+Teachers/ Building a Strong Foundation for School Success Series Building a Strong Foundation for School Success Series d+development/building+a+strong+foundation+for+school+success+ seriescorrect+one.htm d+development/building+a+strong+foundation+for+school+success+ seriescorrect+one.htm First Steps – Kentuckys Early Intervention System First Steps – Kentuckys Early Intervention System National Association for the Education of Young Children National Association for the Education of Young Children Division for Early Childhood of the Council for Exceptional Children Division for Early Childhood of the Council for Exceptional Children


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