1. Antigua, Guatemala June 28 – July 3, 2010 Facilitators: Drs. Ellen Marshall and Cathy McAuliffe Guest Presenters: Ana De Hoyos O’Connor and Denise Humphies

2. Summer Institute 2010 The focus of this culminating course will be an in- depth investigation of topics previously covered in the Internet course You will also share successful strategies in planning and implementing innovative curriculum components unique to your school setting

3. Throughout the week, participants will investigate their knowledge of: The necessary components of a quality early childhood environment Research and techniques that support change and mentoring

4. By the end of the week, participants will be able to: Put into practice a well articulated research based philosophy of teaching and learning in an early childhood environment Develop a plan for mentoring other early childhood professionals

5. Icebreakers Social Icebreaker Blanket Name Game Content Icebreaker What I Know I Know and What I Know I Don’t Know

6. Goals for the Week Mano a Mano Vision and Mission

7. Challenges for the Week Aha!

8. Schedule for the Week Today Preliminaries Guest presenters Denise Humphries Ana De Hoyos O’Connor Wednesday DAP Curriculum Learning Centers Project Presentations We will start each day and each session at the time indicated on your schedule; please be seated and ready to get to work! Coffee breaks are at 10:30 (except for Saturday) Lunch is from 1:00 to 2:00

9. Schedule for the Week Continued Thursday Morning Walk of Antigua Guidance Project Presentations Friday Denise Humphries: Early Childhood, Change and Mentoring Partners as Parents Project Presentations

10. Schedule for the Week Continued Saturday Overview of Adult Learning Plan for Change and Mentoring Project Presentations Graduation Dinner

11. Change Relevant Research Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

12. What the Literature says about Effective Teachers They are up-to-date in domain-specific knowledge Affective qualities are just as important as technical knowledge They are open to change They engage in the cycle of action, reflection (introspection), and revised action They possess self-knowledge and recognize how that impacts their teaching Effective teaching is a developmental process Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

13. Action, reflection, and revised action cycle Paulo Freire calls this praxis Consider curricular practices in the context of historical, political, and social influences An emphasis on self-analysis and growth Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

14. Characteristics of Reflective Teaching (Huang, 2001) Strong student-orientation Long-term view of the educational process Grounded knowledge of oneself Knowledge of the development of children Knowledge of subject matter Openness to continual learning Internal metaphor of teacher as facilitator Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

15. Types of Innovations and Change First order changes – make what already exists more efficient without changing the organizational structure Example: Implementation of the Reggio model curriculum ideas Second order changes – are meant to modify one’s theoretical framework – often a paradigm shift Example: Adopting the idea of constructivist learning Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

16. Change and Teachers Teachers must be included in the process…change cannot be dictated…teachers need time to reflect What are the benefits of the change? How does this align with what I already believe and do? What are the costs to me? What type of support will I receive? Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

17. Change and Teachers Teachers must be aware of the need to change (in relation to the new information) – so they need a certain amount of domain-specific knowledge Teachers must want to change (rather than the change being mandated) Teachers must be able to introspect about themselves in relation to the change Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

18. Change and Teachers A process analogous to psychotherapy (Ferrari and Elik, 2003) You have to be willing to look deeply at patterns – intellectually and emotionally You have to look at new information in relation to your values and beliefs Metacognition is required Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

19. What is necessary to accomplish change? Vision + Skills + Incentives + Resources + Action Plan = Change!

20. HOWEVER!!! No vision = confusion

21. Furthermore… Inadequate skills = anxiety

22. And… Lack of incentives = resistance

23. Also… Lack of resources = frustration

24. And last but not least… Lack of an action plan = treadmill

25. Mano a Mano Plan for Change What is your vision? Do you have the skills to accomplish this change? What is the payoff for you? What resources can you avail yourself of to accomplish this change? What is your plan; break it down!

26. The Mentoring Process Through mentoring other early childhood professionals, you can Contribute to the professional development of others Improve early childhood educational experiences for many children, not just the children in your classroom Create a ripple effect that can have far-reaching, positive consequences

27. This is what Mano a Mano is all about! Mentoring others to make needed changes for the benefit of young children

28. Where are you? Where are those who you may mentor? Mano a Mano – helps you see yourself You must see yourself and reach a certain point before you can mentor others Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

29. As a mentor, can you balance being in a self-oriented state and being in an other–oriented state? Mentor balances self-oriented state and other-oriented state

30. Time To Reflect! Complete the Domains of Change exercise Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.

32. Guest Presenters Denise Humphries Ana DeHoyos O’Connor