NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF P UBLIC I NSTRUCTION, O FFICE OF E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2016 Module 3: Promoting Positive Relationships

Relationships Activity 2

Review of Pre-learning Assignment Review instructional practices from self- assessment and share strategies. Discuss your Correcting-Directing-Connecting (C:D:C) Ratio. Would you like to improve this ratio? Brainstorm ways to modify your teaching style to foster development of the traits discussed in the article in the children you care for. Discuss how you can change your daily schedule to enjoy more time connecting with individual children. Discuss how you will share the article with parents and co-workers. 3

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Objectives To understand how to effectively implement instructional practices related to building and maintaining positive relationships that promote children’s learning To understand the importance of involving families in practices related to building and maintaining positive relationships that promote children’s learning 5

Objectives To understand the importance of conducting formative assessment with children as they maintain and build positive relationships which promote learning To understand the relationships between targeted instructional practices, NC Foundations for Early Learning and Development, and the NC Professional Teaching Standards 6

Impact of Relationships in Early Childhood 7

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But how…? 10

Relationship Video 11

Early MTSS Effective Teaching Practices Supporting Emotional-Social Development 12

Instructional Practices Checklist 13

Teaching Standards 14

Foundations 15

Relationship Video 16

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iPoints 18

Foundations-NC Standard Course of Study Crosswalk 19 Children form relationships and interact positively with other children. Children identify ways of making and keeping friends. Older Preschool Kindergarten

Role Play Form groups of four Choose one person to play principal role Choose one person to play teacher role Choose two people to be observers / coaches Role play conversation: – Principal voices concerns – Teacher answers concerns – Observers / coaches assist teacher 20

Play is Essential 21

Red Box Activity 22

Teaching Standards 23

iPoints 24

Foundations 25

Red Box Activity 26

Where Am I Going? Formative Assessment 27 How Do I Close the Gap? Formative Assessment Where Am I Now?

Formative Assessment - Group At your tables, discuss: What do you think the learning targets might have been for the red box activity for the group? How might Doyle have defined the criteria for success for the group for this activity? What skill(s) would she wish to observe that would indicate that the group was successful in offering and/or receiving compliments? What feedback did Doyle give the group? What other feedback might she have given? How should Doyle change or adjust instruction for the group? What might be the next steps for this activity? 28

Formative Assessment - Individual At your tables, discuss: What might be learning targets for TJ in the red box activity? How might Doyle have defined success for TJ in this activity? What did you see him do? What is his skill level in offering a peer a compliment? What feedback did Doyle give TJ? What other feedback might she have given him? How should Doyle change or adjust instruction for TJ? What should be TJ’s “next steps” -- or how could she scaffold TJ to the next skill level? 29

Relationships with Families/Caregivers 30

Relationships with Staff Members 31

Reflective Thought 32

Post-learning Activity Using Formative Assessment Reflection: – Select and observe child – Document skill level – Determine next steps Family Engagement and Communication: – Share observation with family – Collaborate to develop targeted activities Communication with Staff Members: – Share targeted activities with staff members – Determine data collection methods – Discuss your self assessment checklist and decide which instructional practice you are going to improve – Decide how you would like to change the amount of time you are directing, correcting or connecting. 33

“Every child needs one person who is crazy about him.” 34

Questions ? 35

References Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First grade classroom behavior: Its short-and long-term consequences for school performance, Child Development, 64(3), pp Bronfenbrenner, U. (1994). Who cares for the children?, in H. Nuba, M. Searson, D. L. Sheiman (Eds.), Resources for Early Childhood: A Handbook. New York: Garland. 350.org Workshops. (2015, December 28). Retrieved from Facilitation tips,games,and energizers: Bailey, D. B. (2000). I Love You Rituals. New York: HarperCollins Publishers, Inc. Bailey, D. B. (2001). Conscious Discipline. Oviedo, Florida: Loving Guidance, Inc. Bruce D. Perry, M. P. (1997). Altered brain development following global neglect in early childhood. New Orleans: Society of Neuroscience: Proceedings from Annual Meeting. CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: Dombro, A. (n.d.). Powerful Interactions. Retrieved from Gainsley, S. (2016, March 30). Building Friendships in Preschool. Retrieved from HighScope.Extensions Curriculum Newsletter: http;//casel.org/wp- content/uploads/CASEL_Summary-9-20.pdf Girl Scouts. (2016, March 30). Girls Scouts Handbook. Retrieved from Facilitating Adult Learning : Adult-Learning-Handbook-FINAL.pdf Lambert, K. (2014, May 12). North Carolina Department of Public Instruction. Retrieved from NC FALCON: Luby, J. (2013). JAMA Pediatrics. Retrieved from The Effects of Poverty on Childhood Brain Development. NC Division of Child Development and Early Education. (2014, May 14). North Carolina Approved Early Childhood Formative Assessment Tools Retrieved from ncchildcare.nc.gov/general/whatsnew.asp. Noddings, N. (2014). The ethics of care and education. London: Innovation in Youth Work Conference. Pianta, R. B. (March 5, 2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal. Ritchie, S. &. (2014). First School: Transforming PreK-3rd Grade for African American, Latino, and Low-Income Children. New York: Teachers College Press. Rural Health Education Foundation. (2009). A Guide to Facilitating Adult Learning. Retrieved from Australia Government Department of Health and Aging: Shonkoff, D. J. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development in Washington, D.C.: National Academy Press. 36

References SNIP Training Toolkit Part 6. (March, ). Retrieved from Let's Play : Activities that Strengthen Peer Relationships: Stevens, C. (2016, March 30). Care.com. Retrieved from 15 Team Building Activities for Kids: activities-for-kids University, I. S. (2013). Train Coach Train. Iowa, USA. Retrieved from Vanderberg, L. (March, ). Facilitating Adult Learning. Retrieved from How To Teach so People Learn: 37