Good, Better, Best Building Early Childhood Programs That Support Each Young Learner The Presentation Team Camille Catlett FPG Child Development Institute (NC) Brenda Blackburn Blue Ridge Community College (NC) Melanie Nollsch & Susan Simon Kirkwood Community College (IA) Johnna Darragh Ernst Heartland Community College (IL) Anu Sachdev & Bina Patel Northampton Community College (PA) Mary Skinner & Elizabeth Golen Johnson Tacoma Community College (WA)
An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status
Parts of a whole
Shifting paradigms
NPDCI Definition of Professional Development “Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..
Definition (continued) The key components of professional development include: a)characteristics and contexts of the learners (i.e., the “who” ); b)content (i.e., the “what” of professional development); and c)organization and facilitation of learning experiences (i.e., the “how”).”
What do we mean by evidence-based?
identifying specific research-based practices that have been validated through a rigorous review process Odom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005
A decision- making process that integrates the best available research evidence with family & professional wisdom & values Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006
The Crosswalks Model Camille Catlett FPG Child Development Institute University of North Carolina, Chapel Hill Susan P. Maude Iowa State University
Areas of Targeted Change
The Crosswalks Sequence Get intentional about outcomes Deconstruct/reconstruct syllabi Rethink practica Examine program practices Put it all together Support the sequence with resources and professional development
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CONNECT The Center to Mobilize Early Childhood Knowledge
Curriculum Toolkit Curriculum Toolkit
Fred Rogers Center ELE
Heartland Equity & Inclusion Project
Multifaceted Resources for Language & Literacy National Center on Cultural and Linguistic Responsiveness
National Center on Quality Teaching and Learning
15-Minute In-Services Expansions Thick and Thin Conversations Asking Questions Engaging Children in Conversations
The Head Start Child Development and Early Learning Framework
The Head Start Child Development and Early Learning Framework
ACCESS PARTICIPATION [SYSTEMIC] SUPPORTS
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
Additional Resources
CONNECT NPDCI Landing Pads A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at inclusive-practices-resources-and-landing- pads inclusive-practices-resources-and-landing- pads
CONNECT NPDCI 8 EBP Landing Pads Available
National Center on Quality Teaching and Learning
CONNECT Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina
CONNECT SCRIPT-NC Landing Pads
National Center on Quality Teaching and Learning: Disabilities