Effective Teacher Practices for
Providing Targeted Social Emotional Supports
2015
NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION , O FFICE O F E ARLY L EARNING
AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE

Discuss:
• Why is development of prosocial behavior important?
• Why is it so important that the prosocial behavior be voluntary?
• What strategies can be used to teach prosocial behavior?
• What information from this article can you share with families that would support their child’s development of prosocial behavior?
• What is one practice(s) on the Instructional Practices for
Developing Friendships Teacher/Staff Checklist you wish to improve in the current or upcoming school year?
• What was one instructional practice from the selfassessment on which you rated yourself as implementing ‘almost always?’ What strategy do you use to implement the practice?
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• Write down 3-5 characteristics of a child who gets along with others and makes friends.
• Write down a few short and/or long term outcomes we expect for a child who has these characteristics.
• Write down a few short and/or long term outcomes we expect for a child who does not have these characteristics.
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The single best childhood predictor of adult
adaptation is not school grades, and not classroom behavior, but rather, the adequacy with which the
child gets along with other children.
-Willard Hartup, President of International Society for the Study of Behavioral Development
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• Understand how to use instructional practices to help children develop friendships
• Understand how the classroom context promotes or inhibits friendship
• Understand how to involve families in helping their children develop friendships
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• Understand how to conduct formative assessment related to children’s friendship skills
• Understand how to articulate the relationships between targeted instructional practices,
Foundations for Early Learning and Development, and NC Professional Teaching Standards
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Find handouts:
• Prosocial Behaviors Important for
Developing Friendships
• Developing Friendships-Formative
Assessment
Fill in the first three columns in the chart for your assigned prosocial behavior:
• Determine clear learning target.
• Define criteria for success.
• Determine how you would collect data/documentation and analyze evidence?
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Instructional Practices Checklist
• What instructional practices did you see?
• What evidence of the practice did you see?
Teaching Standards
• What teaching standards did you see?
• How did the teacher demonstrate these teaching standards?
Foundations Early Learning &
Development Goals
• Which early learning & development goals were children working toward?
• How would you document these skills for the children observed?
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
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Older Preschool
LDC-2: Children participate in conversations with peers and adults in oneon-one, small, and larger group interactions
Kindergarten
Common Core
Speaking & Listening:
Kindergarten:
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions
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• Review handout titled
Strategies to Support Children in Developing Friendships
Discuss at your table:
• Strategies you use to teach friendship skills/ share examples
• Strategies for supporting children with exceptionalities
• Strategies for imbedding instruction into daily activities
• Strategies for planning with related service personnel
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On your table:
• Find your assigned friendship skill.
• Find your assigned disability or risk factor category.
Materials table:
• Select one item you could use to teach a friendship skill.
In your groups:
• Develop a friendship activity teaching your assigned friendship skill.
• Consider how you would adapt your activity to address your assigned disability or risk category.
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• Find the Embedding Skill
Practice into Daily Routines handout.
• Select one of the friendship skills listed at the top of the handout.
• Discuss with your partner strategies you can use throughout the day to teach the targeted friendship skill.
• Discuss how you can share this information with other teaching staff and families.
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• Refer back to the handout titled
Embedding Skill Practice into Daily
Routines you started working on at the end of the Developing
Friendships face-to-face session.
• Review the notes you took on the handout regarding activities to target the development of friendships in your classroom.
• Share this plan with other teaching staff in your classroom and decide how and when you will implement the activities in your classroom.
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AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, FPG Child Development Center,
University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention
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Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k
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Linder, T. (2008). Administration Guide for TPBA 2 & TPBI 2. Baltimore, MD: Paul H. Brookes Publishing.
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North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectivenessmodel/ncees/instruments/teach-eval-manual.pdf
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