1. Curriculum Learning Communities

2. Our goals To build on previous quality improvement initiatives.
To empower programs and teachers by building onsite capacity through innovative strategies, systematic training and support
To develop curriculum specialists and a pool of curriculum trainers in Miami-Dade
To improve fidelity and accountability for curriculum implementation through job embedded professional development
To assist centers in making progress in their quality rating/star level 

3. Challenges
Many curriculum trainings teach content and participants can pass a test, but their teaching BEHAVIOR and SKILLS in classroom do not change significantly
For curriculum training to be most effective it must take place over time, provide opportunities to try out the information, and forums to come back and share successes with peers
No one in the field has figured out how to consistently, on a large scale, significantly improve the teaching skills of the workforce

4. Our Strategy
Combine:
Best practices from the comprehensive, research-proven early childhood curricula
High/Scope
Creative Curriculum
Best practices and lessons learned from the successful Ready Schools work and job-embedded master’s program
Best practices and lessons learned from other curriculum implementation trainings
Create a cost-effective, efficient, and scalable model for curriculum training

5. Learning Communities

6. Learning Communities How?
Through the creation of curriculum learning communities early childhood program staff can:
learn a new curriculum
focus on teacher practice
share experiences
create relationships and
gather adequate support for implementation

7. Onsite Learning Communities - OLC
Participating early childhood programs will create their onsite learning communities of existing staff to support curriculum implementation
Trained peer facilitators (one Infant/Toddler, one Preschool) will guide the process as teachers learn and implement the curriculum
Onsite meetings and peer observations will be used to support implementation in the classroom

8. Curriculum Learning Community - CLC8

9. Curriculum Learning Community - CLC
A group of 8-10 early childhood programs close to each other that are implementing the same curriculum be grouped into a Curriculum Learning Community to facilitate exchange and modeling of best practices
Curriculum Learning Coordinator: early childhood program that meets curriculum standards and will serve as host, coordinator and guide to other early childhood programs
Implementation will start with 4 CLCs - 2 North, 2 South, 2 High/Scope, 2 Creative Curriculum.

10. Peer Facilitators Learning Community - PFLC10

11. Peer Facilitators Learning Community - PFLC
Peer facilitators will develop skills to facilitate curriculum implementation in their early childhood programs
Training up front and over time on:
implementing learning communities
the particular curriculum used
Peer facilitators will form a PFLC and meet to share/give feedback on their experiences implementing the curriculum

12. Training 12

13. Training
Training and work between trainings to strengthen the different roles:
orientation session for early childhood program directors
Facilitating Learning Communities training for peer facilitators up front; 2-day training deepening facilitation skills around month 6
curriculum overview for all teachers
specialized curriculum training sessions for peer facilitators over months
on-site Learning Community and homework for staff to complete between trainings
PFLC will work together to assess what worked/didn’t and provide feedback to trainer
Peer facilitators will work with peers on-site on curriculum implementation

14. Roles and Responsibilities
All participating programs will:
Embrace curriculum philosophy
Understand requirements and expectations for implementation
Know that there will be challenges

15. Curriculum Learning Community (CLC) Coordinator
Participates in required trainings
Hosts/facilitates Peer Facilitator Learning Community (PFLC) meetings
Models facilitation of learning communities
Showcases learning experiences in own center

16. Peer Facilitators
Participate in required trainings and in PFLC
Engage in reflective practice, serve as role model and provide curriculum support to peers
Lead the On-site Learning Community (OLC) as collaborative effort, provide constructive feedback, and support inquiry process of peers
Devote 5-10 hours per week with peers onsite

17. Roles and Responsibilities (cont.)
Center Director
Participates in required trainings
Nurtures and supports OLC by providing time away from classroom and guidance/support to staff
Participates and motivates staff to participate in planned learning community activities

18. Teachers and Assistants
Participate in trainings
Engage in reflective practice, seek and provide support and feedback among peers;
Participate in OLC with enthusiasm and open mind and share new knowledge and experience;
Participate and contribute to planned learning community activities such as Learning Showcases.

19. Learning Showcases
All staff of all early childhood programs in a Curriculum Learning Community come together twice a year to showcase their learning/curriculum implementation and problem solve together
Learning Showcase

20. Learning Communities

21. The ELC and its partners will provide:
All training and orientation sessions;
Curriculum materials;
Learning materials to improve implementation;
Incentives to participating centers to cover staff time;
Support of all learning communities to ensure successful implementation and adjust strategies as needed;
Ongoing coordination and follow up.

22. Potential Participants
Quality Counts programs
4 and 5 star programs may serve as “coordinator” sites
Other Quality Counts programs
United Way Director Institute participants
ELC Curriculum recipients and participants in training initiatives
Programs in the existing Ready Schools feeder pattern
VPK providers

23. Implementation Timeframe
February
Selection Process
March
Overview
Orientation
Pre-test data collection for evaluation
April
Initial Peer Facilitator Training
Creative Curriculum and High/Scope Curriculum training begins at four locations (2 North, 2 South)

24. Population served in first round
32-40 early childhood programs
teachers
64-80 Peer facilitators
estimated children

25. Evaluation Pre-post assessments using: ARNETT (infant classrooms)
CLASS (preschool classrooms)
PQA (High/Scope programs)
Creative Curriculum Implementation Checklist (Creative Curriculum programs)
Program culture survey (all staff)
Focus groups (directors, teachers and trainers)

26. Questions and comments