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 High Quality Supportive Environments and Nurturing & Responsive Relationships 2015 Module 3: Promoting Positive Relationships

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. 2

3

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 4

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 5

Impact of Relationships in Early Childhood 6

7

8

But how…? 9

Relationship Video 10

NC Pyramid of Social-Emotional Foundations for Early Learning 11 Adapted from Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

Instructional Practices Checklist 12 Included in your handouts

Teaching Standards 13

Foundations 14

Relationship Video 15

iPoints 16 Included in your handouts

Foundations-NC Standard Course of Study Crosswalk 17 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 18

Play is Essential 19

Red Box Activity 20

Teaching Standards 21

iPoints 22 Included in your handouts

Foundations 23

Red Box Activity 24

Where Am I Going? Formative Assessment 25 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? 26

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? 27

Relationships with Families/Caregivers 28

Relationships with Staff Members 29

Reflective Thought 30

“Every child needs one person who is crazy about him.” 31

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 32

Questions ? 33

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), Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp ). New York, NY: Academic Press. 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, NY: Garland. Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), Iowa State University Department of Human Development & Family Studies. (2013).Train-Coach-Train. Retrieved from: Noddings, N. (2014). The ethics of care and education. London, ENG: Innovation in Youth Work Conference. 34

References North Carolina Department of Public Instruction (n.d.). K-12 standards, curriculum and instruction. Retrieved from North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh: Author. Retrieved from North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Retrieved from NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from Perry, B. D. & Pollard, R. (1997). Altered brain development following global neglect in early childhood. Society for Neuroscience: Proceedings from Annual Meeting. New Orleans, LA. Retrieved from Pianta, R. B. (2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal, 45(2), Ritchie, S. & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3 rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press. Shonkoff, D. J. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press. 35