NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF 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 North Carolina Foundations for Early Learning and Development Career and Technical Education Summer Institute 2014

Welcome and introductions Who is with us today? 2

Objectives Become familiar with Revised Foundations for Early Learning and Development NC Department of Public Instruction’s plan for roll- out of revised Foundations Seven professional development modules on ‘Effective Teacher Practices Supporting North Carolina Foundations for Early Learning and Development’ 3

The Back Story How we got where we are today 4

Foundations’ Five Developmental Domains Approaches to Learning Cognitive Development Language Development & Communication Health & Physical Development Emotional- Social Development 5

Foundations Treasure Hunt! 6

On what page(s) will you find… 1.The age periods used for developmental indicators (infants, younger toddlers, older toddlers, younger preschoolers, and older preschoolers) (Hint – look in pages 1-7!) 2.A text box that summarizes the intended uses for Foundations (Hint – look in pages 1-7!) 3. A summary of the document’s organization and guidance on how to think about developmental domains and their overlap (Hint – look in pages 1-7!) 4.A list of how goals and developmental indicators should and should not be used? (Hint – look in pages 1-7!) 5.The subdomains and goals for each of the five domains listed? (Hint – look beyond pages 1-7!) 7

Developmental Indicator Continuum Infants: birth to 12 months Younger Toddlers: 8 – 21 months Older Toddlers: months Younger Preschoolers: months Older Preschoolers: months Developmental Goals Continuum of Growth 8

Standards, Curriculum, and Formative Assessment Standards Curriculum Formative Assessment Define the expectations for knowledge and skills children should have Organized by age level Based on developmental literature Assumes additive acquisition of knowledge Adapted from Corcoran, Mosher & Rogat,

Standards, Curriculum, and Formative Assessment Standards Curriculum Formative Assessment Scope: the breadth and depth of content to be covered Sequence: the order in which content is presented Provides activities to facilitate critical areas of development and learning that can be embedded in classroom routines 10

Standards, Curriculum, and Formative Assessment Standards Curriculum Formative Assessment Adapted from The Council of Chief State School Officers, October 2006 A process used by teachers and children during play and learning activities, that provides feedback to the teachers and children, so that teachers can adjust their teaching to meet the needs of children, and so that children can understand what is expected of them. 11

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Story sequence 3 rd Grade: Recounts stories 5 th Grade: Identify main points of stories High School: Analyze how author selected words and organized text for meaning English Language Arts 12

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Patterning 3 rd Grade: Identify and explain patterns in arithmetic 5 th Grade: Analyze patterns and relationships High School: Arithmetic with polynomials and rational expressions Mathematics 13

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Awareness of body 3 rd Grade: Understand human body systems 5 th Grade: Understand how organisms perform functions necessary for life High School: Understand cells and organisms: evolution and genetics Science 14

Relationship between Foundations and NC Standard Course of Study Older Preschooler: Recognize the roles of people in the community 3 rd Grade: Understand how events and individuals have influenced communities 5 th Grade: Chronicle key events and people in US history High School: Understands creation and development of societies and civilizations Social Studies 15

Alignment Formative Assessment Kindergarten Entry Child Profile Implementation Science 16

Stakeholder Input Identifying professional development needs for schools systems and the early intervention program – Stakeholder input helped to identify priorities for training and resources needed to implement into teacher/practitioner practices 17

Training Content Priorities Embed the Foundations and NC Professional Teaching Standards into existing professional development initiatives Focus on “instructional practices” Cross-walk to Common Core to communicate alignment with K-12 18

What does high quality early childhood instruction look like? What are research-based practices for early childhood? When a teacher implements a research based practice, what NC Professional Teaching Standard is she addressing? 19

Teaching Standards 20

What early learning standard is the teacher addressing in her practice? When a teacher implements a research based practice What early learning and development standard is she/he addressing? 21

What Teacher Standard Do You See? 22

Crosswalk to NC Standard Course of Study What is the relationship? 23

Alignment Kindergarten Standard Course of Study NC Foundations for Early Learning and Development 24

Foundations Training Modules The “Why” Behind the Structure of the Modules 25

Seven Training Modules 90 Minute Modules PowerPoints Handouts Recommended delivery in professional learning community sessions over the course of 12 to 15 months 26

Structure of Training Modules 1.Pre-learning assignment 2.30 minute review of pre-learning assignment 3.90 minute face-to-face session 4.Post-learning activities: Extension into the classroom 27

Foundations Training Modules The Structure of the Training Modules

Effective Teacher Practices Supporting NC Foundations for Early Learning and Development Module 1: Overview Module 2: Formative Assessment Module 3: Promoting Positive Relationships Module 4: Classroom Design Module 5: Behavior Expectations and Rules Module 6: Schedules and Routines Module 7: Directions and Feedback 29

High Quality Supportive Environments Nurturing & Responsive Relationships Targeted Social Emotional Supports Intensive Interventions Behavior Expectations & Classroom Rules Classroom Design, Schedules & Transitions Giving Directions & Feedback Relationships Enhancing Emotional Literacy Controlling & Recognizing Impulses Problem Solving Developing Friendships Intensive Behavior Support Functional Behavior Analysis Behavior Support Plans Pyramid Model for Promoting Social-Emotional Competence in Young Children Treatment/Focused Intervention Prevention Universal Promotion 30

iPoints 31 Included in your handouts

“Instructional practice observed in teaching” For teachers - What teaching standard am I addressing when I do these instructional practices? For teachers - What early learning standard am I addressing with children when I use these instructional practices? 32

“Instructional practice observed in teaching” For administrators - When I see a teacher do this instructional practice, what teaching standard does that apply to? For administrators - When I see a child do this behavior in response to this instructional practice, what early learning standard is being addressed? 33

Instructional Practices Checklist 34 Included in your handouts

For Example Let’s take a peek into Module 3: Relationships 35

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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 37

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 among targeted instructional practices, NC Foundations for Early Learning and Development, the NC Professional Teaching Standards, and the NC Standard Course of Study 38

Impact of Relationships in Early Childhood 39

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Relationship Video 43

NC Pyramid of Social-Emotional Foundations for Early Learning 44

Instructional Practices Checklist 45 Included in your handouts

Teaching Standards 46

Foundations 47

Relationship Video 48

iPoints 49 Included in your handouts

Foundations-NC Standard Course of Study Crosswalk 50 Children form relationships and interact positively with other children. Children identify ways of making and keeping friends. Older Preschool Kindergarten

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Red Box Activity 52

iPoints 53 Included in your handouts

Teaching Standards 54

Foundations 55

Red Box Activity 56

Where Am I Going? Formative Assessment 57 How Do I Close the Gap? Formative Assessment Where Am I Now?

Relationships with Families/Caregivers 58

Relationships with Staff Members 59

Reflective Thought 60

“Every child needs one person who is crazy about him.” 61

Questions ? 62

How might you use? Effective Teacher Practices Supporting North Carolina Foundations for Early Learning and Development Professional Development Modules? 63

Effective Teacher Practices Supporting NC Foundations for Early Learning and Development Module 1: Overview Module 2: Formative Assessment Module 3: Promoting Positive Relationships Module 4: Classroom Design Module 5: Behavior Expectations and Rules Module 6: Schedules and Routines Module 7: Directions and Feedback 64

Contact Robin Rooney NC Early Learning Network 65