Professional Development BOOT CAMP Pre Service Welcome to Professional Development BOOT CAMP LACOE Training and Technical Assistance July 27, 2016 Los Angeles County Office of Education

Key Message Leaders in the Head Start and early childhood community hold school readiness success as a primary goal. Gil: This is key message #5 The language: Guide participants to the Key Messages handout. Say to participants, “Head Start A to Z sessions are designed based on a set of key messages. For this session, XXXXXXXXXX we will focus on key message #XX.” Read the key message: Say to participants, “[Note . Paraphrase or summarize the rest of the writing in black] key message #5: Leaders in the early childhood community hold school readiness success as a primary goal. The role of every HS/EHS director and manager is to contribute to and support a program-wide vision of quality education and early childhood development services and cultural diversity. Effective leadership development encourages you to stay abreast of educational developments in HS/EHS and the greater early childhood field; discuss the implications of the developments with your program’s leadership team; and actively collaborate on the program’s school readiness goals and related programming with parents, staff, governing bodies, local education agencies, and community partners.

Data Driven Goal Setting How are the children doing? How are our Teaching teams doing??? How do we know? What have we done about it? Was it enough? Data Driven Goal Setting and Action Planning

“golden Circle” (Sinek) Start with why – from the inside out A belief – the purpose Actions we take to realize the beliefs The results of those actions

June 18 By 3rd Grade 2014 Here we have the Reading Proficiency by 3rd grade stats showing that our Head Start children continue to fall into the 3rd grade achievement gap in reading. This has remained stagnant for the past 10 years. We can work on overcoming this gap with our children together. http://eyeonearlyeducation.com/2014/10/21/using-infographics-to-advocate-for-third-grade-reading-proficiency/ LACOE T&TA 2016

Achievement Gap Challenges

You can’t teach what you don’t know… You can’t teach what you don’t know…. Building our professional skills with the tools we use to support School Readiness For All!

Every day…every hour…every opportunity…every moment… matters… 1 year in a 4’s Head Start half day program = 6% of a child’s first 5 years to be ready for kindergarten… When we consider that this is only 6% of a child’s year two things become clear. It is not only that every hour matters, but every moment we have with the children matters AND We must engage meaningfully with families – our “slice of the pie” is but a sliver compared to the time children spend out of our programs. How can we collaborate with families as co-creators of their child’s education plan? How can we foster a strong home-school connection? How can we promote parents as teachers?

LACOE School Readiness (SR) Goals & Family Engagement SR Goal focus School Readiness Family Engagement goal of focus for 2016-2017. Family Engagement Goal: LACOE has selected “Families as Lifelong Educators” from the Office of Head Start’s Parent, Family, and Community Engagement Framework as it’s Programs will conduct planned engagement activities and collect/analyze data to support child school readiness outcomes as families progress as their child’s Life Long Educator.

Head Start Early Learning Outcomes Framework - HSELOF GETTING STARTED: USING THE HSELOF AS A HEAD START LEADER You can begin to: ■ Study the entire document ■ Use the introduction to understand the purpose, organization, and changes from previous frameworks ■ Carefully read each domain introduction, the sub-domains, goals, developmental progressions, and indicators ■ Note your questions and think about how to address them, if necessary, before you meet with staff

Structure of the Framework The Domains are broad areas of early learning and development from birth to 5 years that are essential for school and long-term success.

The Framework’s Guiding Principles Activity

iPAD time! ECLKC website tour

Purpose The Head Start Early Learning Outcomes Framework: Ages Birth to Five describes the skills, behaviors, and knowledge programs must foster in all children. The Framework guides programs in decision-making related to curriculum, assessment, quality improvement, and implementing evidence-based teaching practices that promote strong positive child outcomes. Programs will use the Framework to plan instruction and design opportunities for children to learn, play, explore, discover, and form relationships in a positive and stimulating environment.

Who will use The Framework? Policy Groups- Agency Boards, Tribal Councils and Policy Councils will use the Framework to help establish and measure progress toward school readiness goals. Directors and Managers will use it to align goals, curriculum and assessment, measure progress, plan professional development, and guide their regular classroom observations. Teachers will use it to increase their knowledge and advance their professional practice. It will help them understand each child’s development and plan for supporting their continued growth. Parents will use it to understand their child’s development and what they are learning.

Make learning fun! Things to remember Build on children’s interests; Provide ample opportunities for play; Individualize to support each child’s development; Be innovative; Be intentional- know why you are doing what you do Make learning fun!

the Framework Can BE USED For: Infants and Toddlers The infant and toddler period is divided into three age groups: birth-to-9 months, 8-to-18 months, and 16-to-36 months. Indicators are provided at 36 months to describe what children should know and be able to do as they enter preschool.

the Framework Can BE USED For: Preschoolers Research identifies more specific and differentiated skills, behaviors, and knowledge during the preschool years. The preschool period is divided into two age groups: 36 to 48 months (3-4 years); and 48 to 60 months (4-5 years). Indicators are provided at 60 months to describe what children should know and be able to do as they enter Kindergarten.

LACOE FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

Saturday Workshops & TTA Professional Development Action Planning For YOUR Professional Development & Linking School Readiness Goals with Outcomes Framework, Creative Curriculum, DRDP, Foundations & CLASS Saturday Workshops & TTA Professional Development

Putting the PD Pieces Together These activities support teacher’s Awareness & Knowledge These activities support teacher’s Skills & Use of effective teaching practices in classrooms PD assists teachers with their implementation of practices with supports including technical assistance, co-teaching, communities of practice, mentoring, and coaching. This type of PD is often provided after a teacher participates in training experiences to increase awareness of or knowledge about practices. PD to support implementation involves efforts that are sustained over time, and they take place in the contexts in which teachers work with children and families.   PD Puzzle Pieces developed by McLaughlin & Snyder, Center for Excellence in Early Childhood Studies at the University of Florida

Coaching to Competence

IMPACT!!

iPad ECLKC Field Trip!

Great Results Take