The School-age Teacher’s ERS Toolbox Providing teachers with the “tools” they need to use the Environment Rating Scales to support program planning.

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Presentation transcript:

The School-age Teacher’s ERS Toolbox Providing teachers with the “tools” they need to use the Environment Rating Scales to support program planning.

Review the role of the early childhood teacher in creating high quality programming Gain understanding of how the Environment Rating Scales (ERS) can be used to support program planning and growth.

University of North Carolina & Concordia University in Montreal

A BOUT THE A SSESSORS The PA Keys ERS Team has 16 ERS Assessors. On average, the Assessors have over 18 years of experience working in Early Childhood Education. Center/Program Directors Classroom Teachers ERS Head Start Military For-profit & Non-profit Home-based Acceditated Young Toddlers Preschoolers Kindergarten School age Early Intervention “Assessee” and Assessor

We want to see programs do well on the ERS. We want ECE teachers to like where they work and feel supported. Like you, we want good things for all children.

of the children and your program

Environment Rating Scales & Best Practice Working Together

Look at what actually happens. Are based on research – they change and adapt as we learn more. * Notes for Clarification! ( Emphasize developmentally appropriate practice – teachers and children working together to explore and experience.

DAP = B EST P RACTICE To make good decisions, teachers must take into consideration what they know: (1) about child development and learning, (2) about each child as an individual, and (3) about the social and cultural contexts each child lives in.

W HAT SHOULD A S CHOOL - AGE P ROGRAM O FFER ?

C REATING T HE R IGHT M IX The SACERS Key PointsYour Key Points

T HE W HERE AND W HEN Looks at where (or how) materials are stored during the program and how children are able to get to and use materials. Looks at the amount of time during the school- age program that children can use materials. Accessible Regularly Accessible

A CCESSIBLE

1/3 Regularly Accessible

D ID YOU F INISH Y OUR H OMEWORK ? Homework time is typically a key element of school-age child care programs. Once the homework is done, what other choices are programs offering?

I T ’ S A B UBBLY, B URBLING, G RASSY, G ROWING, F UN -F ILLED W ORLD ScienceNature

A DDING IN T HAT “N OT S O S ECRET ” I NGREDIENT Children can choose to use science or nature materials. Children are engaged in exploring science and natural phenomena. Teachers are encouraging their questions and theories and helping them find the answers.

Creating a higher level experience for children.children

How could you take this to the next level of exploration?

S UPPORT D RAMATIC P LAY AND C REATIVE E XPRESSION IN A GE -A PPROPRIATE W AYS

What about SACC in the summer (full day) or school holidays?

Can you provide “indoor” activities “outdoors”?

Music

your classroom doesn’t stop at the door Board games Drama & Theater

A ND W HEN YOU C AN ’ T G ET O UTSIDE ?

I have always wanted to try...

Right smack in the middle of the action!

P EER I NTERACTIONS

Let’s play a game!

W E WANT TO BE A QUIET OBSERVER

A NYTHING ELSE ?

“To get ready for the observation, it is best to just follow the routine daily, don’t short cut. This way you & your children will be more comfortable.” “... practice what you are supposed to do on a daily basis...” “Take the ERS training.”

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