Effective Teacher Practices Supporting
North Carolina Foundations for Early
Learning and Development
Career and Technical Education Summer Institute
2014
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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 rollout 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
EmotionalSocial
Development
Health &
Physical
Development
Cognitive
Development
Language
Development
& Communication
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!)
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Developmental Indicator Continuum
Developmental Goals
Infants:
birth to
12
months
Younger
Toddlers:
8 – 21
months
Older
Toddlers: 1836 months
Younger
Preschoolers:
36-48 months
Older
Preschoolers:
48-60+
months
Continuum of Growth
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Standards, Curriculum, and
Formative Assessment
Standards
• Define the expectations for knowledge and
skills children should have
• Organized by age level
Curriculum
• Based on developmental literature
• Assumes additive acquisition of knowledge
Formative
Assessment
Adapted from Corcoran, Mosher & Rogat, 2011
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Standards, Curriculum, and
Formative Assessment
Standards
• Scope: the breadth and depth of content
to be covered
Curriculum
• Sequence: the order in which content is
presented
Formative
Assessment
• Provides activities to facilitate critical
areas of development and learning that
can be embedded in classroom routines
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Standards, Curriculum, and
Formative Assessment
Standards
Curriculum
• 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
Formative
Assessment
• so that children can understand what is
expected of them.
Adapted from The Council of Chief State School Officers, October 2006
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Relationship between Foundations
and NC Standard Course of Study
English
Language Arts
3rd Grade:
Recounts
stories
5th Grade:
Identify main
points of
stories
High School:
Analyze how
author
selected
words and
organized text
for meaning
Older
Preschooler:
Story
sequence
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Relationship between Foundations
and NC Standard Course of Study
Mathematics
3rd Grade:
Older
Preschooler:
Patterning
5th Grade:
Analyze
patterns and
relationships
High School:
Arithmetic
with
polynomials
and rational
expressions
Identify and
explain
patterns in
arithmetic
13
Relationship between Foundations
and NC Standard Course of Study
Science
3rd Grade:
Understand
human body
systems
Older
Preschooler:
Awareness
of body
5th Grade:
Understand
how
organisms
perform
functions
necessary for
life
High School:
Understand
cells and
organisms:
evolution and
genetics
14
Relationship between Foundations
and NC Standard Course of Study
Social Studies
Older
Preschooler:
Recognize the
roles of people
in the
community
3rd Grade:
Understand
how events
and
individuals
have
influenced
communities
5th Grade:
Chronicle key
events and
people in US
history
High School:
Understands
creation and
development
of societies
and
civilizations
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Alignment
Implementation Science
Kindergarten Entry Child Profile
Formative Assessment
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 When a teacher
practices for early
implements a research
childhood?
based practice, what NC
Professional Teaching
Standard is she
addressing?
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Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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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?
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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
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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
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Pyramid Model for Promoting Social-Emotional
Competence in Young Children
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iPoints
Included in your handouts
31
“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?
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Instructional Practices Checklist
Included in your handouts
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For Example
Let’s take a peek into
Module 3: Relationships
35
http://www.nap.edu/openbook.php?isbn=0309069882
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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
40
41
42
Relationship Video
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NC Pyramid of Social-Emotional
Foundations for Early Learning
44
Instructional Practices Checklist
Included in your handouts
45
Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
46
Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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Relationship Video
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iPoints
Included in your handouts
49
Foundations-NC Standard Course of
Study Crosswalk
Kindergarten
Children
identify ways
of making and
keeping
friends.
Older Preschool
Children form
relationships
and interact
positively with
other children.
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51
Red Box Activity
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iPoints
Included in your handouts
53
Teaching Standards
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
54
Foundations
http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf
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Red Box Activity
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Formative Assessment
Where
Am I
Going?
Formative
Assessment
How Do I
Close the
Gap?
Where Am
I Now?
57
Relationships with Families/Caregivers
58
Relationships with Staff Members
59
Reflective Thought
60
“Every child needs one person
who is crazy about him.”
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Questions?
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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
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Contact
Robin Rooney
NC Early Learning Network
Robin.rooney@unc.edu
http://nceln.fpg.unc.edu/
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