The Kentucky Teacher Internship Program
for
Interdisciplinary Early Childhood Education
Advanced Organizer
► Introductions
 What is your role on the Intern Committee?
 What is your experience with young children?
► Training
assumptions and objectives
► The nature of early childhood
► Early childhood in Kentucky
► Interdisciplinary Early Childhood Education (IECE)
► KTIP IECE
► Resources
Training Assumptions
► Participants
will already:
 have completed KTIP (TPA) training.
 understand how their role as coach and mentor
contributes to the success of the intern.
 be familiar with the KTIP materials.
 have an understanding of how to gather
performance evidence and score intern
performance.
Training Objectives
► Participants
will:
 describe the diversity of early childhood
settings.
 identify features of appropriate early childhood
curriculum, instruction and assessment.
 describe the multiple roles of early childhood
educators.
 demonstrate the ability to use the IECE Teacher
Standards in the KTIP IECE process.
Working in Pairs…describe what an early
childhood environment looks like
► What
are the children doing?
► What does the physical environment look like?
► What is included in the daily routine / schedule?
► What is the teacher doing?
► What are the other adults in the environment
doing?
► How do we know children are learning?
► How are all children included in all activities?
► How are the families included?
Group Discussion
► What
are the children doing?
► What does the physical environment look like?
► What is included in the daily routine / schedule?
► What is the teacher doing?
► What are the other adults in the environment
doing?
► How do we know children are learning?
► How are all children included in all activities?
► How are the families included?
Professional Resources
for Early Childhood
Education
The National Association for the Education
of Young Children (NAEYC)
► Website:
www.naeyc.org
► Mission:
NAEYC's mission is to serve and
act on behalf of the needs, rights and
well-being of all young children with
primary focus on the provision of
educational and developmental services
and resources.
► NAEYC
defines early childhood as birth
through age 8.
NAEYC Position on Developmentally
Appropriate Practice
NAEYC defines it, developmentally appropriate
practice (DAP) is a framework of principles and
guidelines for best practice in the care and
education of young children, birth through age 8. It
is grounded both in the research on how young
children develop and learn and in what is known
about education effectiveness. The principles and
guidelines outline practice that promotes young
children's optimal learning and development.
► As
► http://www.naeyc.org/DAP
Developmentally Appropriate
Practice in Early Childhood
Programshttp://www.naeyc.or
g/store/DAP-and-Basics-ofDAP-Set (3rd edition)
(Copple & Bredekamp, 2009)
Basics of Developmentally
Appropriate Practice An
Introduction for Teachers
of Infants and Toddlers
(Gonzalez-Mena, Copple
& Bredekamp, 2013)
Basics of Developmentally
Appropriate Practice: An
Introduction for Teachers
of Kindergartners
(Phillips & Scrinzi, 2013)
http://www.naeyc.org/store/
DAP-and-Basics-of-DAP-Set
Basics of Developmentally
Appropriate Practice: An
Introduction for Teachers
of Children 3 to 6 (Copple
& Bredekam, 2006)
The developmentally appropriate classroom environment is one
where children most often:
















Lead...rather than follow the teacher.
Create...rather than duplicate.
Move...rather than wait.
Make the lines...rather than color in the lines.
Speak...rather than listen passively.
Initiate...rather than imitate.
Raise questions...rather than answer the teacher's questions.
Solve their own problems...rather than the teacher's problems.
Make art...rather than do crafts.
Emphasize the process...rather than the product.
Use authentic skills...rather than drill and practice.
Make books...rather than fill in workbooks.
Decide...rather than submit.
Choose wisely...rather than being told.
Make a plan...rather than follow the teacher's plan.
Try again...rather than fail.
Crosser, S. (n.d.). The butterfly garden: Developmentally appropriate practice defined.
Early Childhood News. Retrieved June 19, 2008, from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleId=115
Age-specific DAP Resources for Teachers
http://www.naeyc.org/DAP/resources
The Division for Early Childhood
of the Council for Exceptional Children (DEC)
► Website:
http://www.dec-sped.org
► Mission:
The Division for Early Childhood
promotes policies and advances evidencebased practices that support families and
enhance the optimal development of young
children who have or are at risk for
developmental delays and disabilities.
► DEC
defines early childhood as birth
through age 8.
DEC Position on Developmental Delay
► DEC
►
believes:
 in the uniqueness of the young child
 that services and interventions must be responsive to
the …child’s needs and patterns of development
 that disability categories …are often inappropriate for
…children birth through 8 years
 and that…developmental delay can be a more
appropriate designation of disability for special
education eligibility.
http://dec.membershipsoftware.org/content.asp?contentid
=180
DEC Recommended Practices
in Early Intervention/Early
Childhood Special Education
(2014)
DEC Recommended Practices:
A Comprehensive Guide
Sandall, Hemmeter, Smith and McLean
(2005)
http://dec.membershipsoftware.org
/recommendedpractices
Direct
Services
Assessment
Child-Focused
Practices
Family-Based
Practices
Interdisciplinary
Models
Technology
Applications
Indirect
Services
Interdisciplinary Early
Childhood Education
in Kentucky
The Early Childhood Age Range in KY
► KY
agrees with DEC and NAEYC that the early
childhood age range is birth through 8 years.
► The IECE certification was established as birth
through kindergarten since KY already had a
certification addressing the primary years.
► The IECE certification age range is consistent with
DEC’s and NAEYC’s recommendations that
preservice programs focus on two of the 3 age
ranges: infant/toddler, preschool, and primary.
► The KY Early Childhood Standards focus on birth
through 4 years as KY has standards for K-12.
KY IECE Certification
From 16 KAR 2:040 Section 4 found at
http://www.lrc.state.ky.us/kar/016/002/040.htm
(1) The professional certificate for interdisciplinary early
childhood education, birth to primary, shall be valid for
teaching children from birth to entry into the primary
program, including teaching children in kindergarten or
another program for five (5) year old children if the
program is operated separately from the primary program.
(2) A person holding this certificate shall serve as a primary
developer and implementer of an individual program for
children with or without disabilities including an individual
education plan (IEP) and individual family service plan
(IFSP) with consultation and support from a specialist
according to the needs of the child.
Kentucky Department of Education
Definition of Preschool
►
Kentucky's preschool education programs are available for all
four-year-old children whose family income is no more than
150% of poverty; all three and four-year-old children with
developmental delays and disabilities, regardless of income;
and other four-year- old children as placements are available
based on district decision. The preschool program is
designed to be developmentally appropriate for young
children. "Developmentally appropriate" is defined in law to
mean that the program focuses on the child's physical,
intellectual, social and emotional development, including
interpersonal, intrapersonal, and socialization skills.
►
From http://education.ky.gov/educational/pre/Pages/default.aspx
Kentucky Preschool Regulations
Let’s take a look at Kentucky
Preschool Regulations…
KY Early Childhood
Standards
KY Early Childhood Standards
► The
entire “Building A Strong Foundation for
School Success” includes :
 Early Childhood Standards
 Continuous Assessment Guide
 Quality Self Study
► Additionally,
there are Parent Guides for the
Standards and now the application
document of who to “use” the Standards….
“road map”
http://kidsnow.ky.gov/School%20Readiness/Pages/Early-ChildhoodStandards-2013.aspx
Building a Strong Foundation
for School Success
► Kentucky’s
Early
Childhood Standards
(KY ECS)
► Kentucky's
Continuous
Assessment Guide
► Kentucky
Early
Childhood Quality Self
Study
http://kidsnow.ky.gov/Improving-Early-Care/Pages/Tools-and-Resources.aspx
Building a Strong Foundation
for School Success
► Parent
Guides
http://kidsnow.ky.gov/engagingfamilies/Pages/Parent-Guides.aspx
► Field
Guides
http://kidsnow.ky.gov/Improving-EarlyCare/Pages/Tools-and-Resources.aspx
KY ECS…
► The
main goals of the KY ECS were to
(1) ensure a linkage of early childhood standards
and Kentucky Core Academic Standards across
the Birth – Four age span; and
(2) ensure linkage of early childhood standards
and Kentucky Core Academic Standards with
the Kentucky Program of Studies, K-12.
The guiding principles of the KY ECS
► Ensure
the use of developmentally
appropriate practices
► Support and enhance quality in early care and
education settings
► Address a range of developmental needs
► Ensure attention to social/emotional needs
► Reflect cultural sensitivity
► Reflect an understanding of the ecological
nature of early childhood
The KY ECS are broken down into…

Standards

Benchmarks

Developmental Continuum

Example Behaviors
**Take note of the KY Common Core Academic
Standards and Head Start Outcomes**
Activity with the KY ECS
► In
small groups or pairs, identify the
Standard, Benchmark and Developmental
Continuum that is being addressed in the
provided scenario.
► Let’s
► Next,
discuss our findings as a large group.
we’ll see how the KY ECS align with
the KY Common Core Academic Standards
KY Core Academic
Standards
http://education.ky.gov/curriculum/docs/pages/ke
ntucky-core-academic-standards---new.aspx
NAEYC Position on KY Core
Academic Standards
http://www.naeyc.org/topics/common-core
KY Core Academic Standards
Learning Goals
 Goal 1 -Basic Communication and Mathematics Skills
 Goal 2- Application of Core Concepts
 Goal 3 - Developing Self-Sufficiency
 Goal 4 - Responsible Group Membership
 Goal 5 - Think and Solve Problems
 Goal 6 - Connect and Integrate Knowledge
Kentucky Early Childhood
Standard (KYECS)
aligned to
Kentucky Core Academic
Kindergarten Standards
(KYCAS)
Mathematics
Kentucky Core Academic
Mathematics Standards
Counting and Cardinality (KCAS)
• Know number names and the
count sequence.
Counting and Cardinality (KCAS)
• Count to tell the number of
objects.
• Compare numbers.
Operations & Algebraic Thinking
(KCAS)
• Understand addition as putting
together and adding to, and
understand subtraction as taking
apart and taking from.
Number & Operations in Base Ten
(KCAS)
• Work with numbers 11-19 to gain
foundations for place value.
Measurement and Data (KCAS)
• Describe and compare measurable
attributes.
Geometry (KCAS)
• Identify and describe shapes
(squares, circles, triangles,
rectangles, hexagons, cubes, cones,
cylinders, and spheres).
• Analyze, compare, create, and
compose shapes.
Kentucky Early Childhood Standards
MATHEMATICS (3S AND 4S)
Standard 1: Demonstrates general skills and uses
concepts of mathematics.
• Benchmark 1.1: Demonstrates an understanding of numbers
and counting.
• Benchmark 1.2: Recognizes and describes shapes and spatial
relationships.
• Benchmark 1.3: Uses the attributes of objects for comparison
and patterning.
• Benchmark 1.4: Uses nonstandard and/or standard units to
measure and describe
Kentucky Early Childhood Standard
3s and 4s (KYECS)
aligned to
Kentucky Core Academic
Kindergarten Standards (KYCAS)
English/Language Arts
Kentucky Core Academic
English/Language Arts Standards
Reading Literature
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
• Range of Reading and Level of Text
Complexity
Reading Informational Texts
• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
• Range of Reading and Level of Text
Complexity
Foundational Skills
• Print Concepts
• Phonological Awareness
• Phonics and Word Recognition
• Fluency
Writing
• Text Types and Purposes
• Production and Distribution of
Writing
• Research to Build and Present
Knowledge
• Range of Writing
Speaking and Listening
• Comprehension and
Collaboration
• Presentation of Knowledge and
Ideas
Language
• Conventions of Standard English
• Knowledge of Language
• Vocabulary Acquisition and Use
Kentucky Early Childhood Standards –
English/Language Arts (3S AND 4S)
English/Language Arts Standard 1: Demonstrates general skills and
strategies of the communication process.
•
•
•
Benchmark 1.1: Uses non-verbal communication for a variety of purposes.
Benchmark 1.2: Uses language (verbal, signed, symbolic) for a variety of purposes.
Benchmark 1.3: Communicates with increasing clarity and use of conventional grammar.
English/Language Arts Standard 2: Demonstrates general skills and
strategies of the listening and observing processes.
•
•
Benchmark 2.1: Engages in active listening in a variety of situations.
Benchmark 2.2: Observes to gain information and understanding.
•
•
•
•
•
•
Benchmark 3.1:
Benchmark 3.2:
print.
Benchmark 3.3:
Benchmark 3.4:
Benchmark 3.5:
Benchmark 3.6:
•
•
•
Benchmark 4.1: Understands that the purpose of writing is communication.
Benchmark 4.2: Produces marks, pictures, and symbols that represent print and ideas.
Benchmark 4.3: Explores the physical aspect of writing.
English/Language Arts Standard 3: Demonstrates general skills and
strategies of the reading process.
Listens to and/or responds to reading materials with interest and enjoyment.
Shows interest and understanding of the basic concepts and conventions of
Demonstrates knowledge of the alphabet.
Demonstrates emergent phonemic/phonological awareness.
Draws meaning from pictures, print, and text.
Tells and retells a story.
English/Language Arts Standard 4: Demonstrates competence in the
beginning skills and strategies of the writing process.
IECE Teacher Standards
KY IECE Teacher Standards
Standard I: Designs/Plans Instruction
Standard II: Creates/Maintains Environments
Standard III: Implements Instruction
Standard IV: Assesses & Communicates Learning Results
Standard V: Reflects/Evaluates Professional Practices
Standard VI: Collaborates with Colleagues/Families/Others
Standard VII: Engages in Professional Development
Standard VIII: Supports Families
Standard IX: Demonstrates Implementation of Technology
Standard X: Provides Leadership within School/Community/Profession
KY IECE Teacher Standards
► Let’s
take time for review of the Standards
and Indicators
► What
is unique in the IECE Standards?
 How do these standards reflect the environment
being created?
 Review the information you shared on the
charts and compare to the IECE Standards.
KTIP IECE
Cycles: In order to provide opportunities for growth and guidance
throughout the internship, assessment is divided into 3 increments of time.
Orientation
Cycle 1
Cycle 2
Cycle 3
First Committee
Meeting
Second
Committee
Meeting
Third
Committee
Meeting
Fourth
Committee
Meeting
Held: Prior to
any formal
classroom
observation
Held: 1-60
Held: 61-110 Held: 111-140
instructional
instructional
instructional
days following days following days following
the orientation the orientation the orientation
meeting
meeting
meeting
Assess Tasks Assess Tasks
A-F
A-F
Assess All
Tasks
44
Task E: Assess & Manage Professional Growth
See pages 25-33 in KTIP IECE TPA Handbook
► Prior to orientation meeting:
 Intern completes self-assessment
 Intern reviews self-assessment with
resource teacher
 Resource teacher asks guided questions
► At orientation meeting:
 Discuss results of self-assessment
45
Task A-1: Teaching and Learning Context
► Task
A-1: Using a shoulder partner,
describe the work completed for Task A-1
page 19 of the IECE TPA Handbook.
46
Discoveries for Task A-1
►When does the intern complete A-1?
Complete before each class for which the
intern is being observed.
► How
does the intern connect A-1 to A-2?
Connect the insights gained in Task A-1
Student Diversity, Patterns of Achievement, Implication
for Instructions with the lesson plan, Context,
Assessment Plan, and Procedures.
47
Task A-2: Lesson Plan
►When does the intern complete A-2?
 Before each lesson being observed. In Task I,
for each lesson being observed in the
instructional unit, or only one if the lesson of
the instructional unit is video recorded.
► Review
each of the requirements of Task A2 on page 20 of your IECE TPA Handbook.
48
Task A-2: Lesson Plan
What are the children doing?
Are the activities developmentally
appropriate?
What does the physical environment look How will the environment be used in
like?
teaching and learning?
What is included in the daily routine /
schedule?
What is the teacher doing?
How does the intern plan for transition?
What are the other adults in the
environment doing?
How does the intern plan for her/his
teaching?
How does the intern plan for the other
adults to participate in teaching?
How do we know children are learning?
Are the assessments appropriate?
How are all children included in all
activities?
How are the families included?
Is intern planning for individual needs?
How does the lesson plan reflect family
collaboration?
Task B: Demonstrate Teaching Skills
During Observation
► Using
the Task A-2 that you have developed,
discuss how that observation may look.
► For example:
 What are the children doing?
 What will the environment look like?
 What is included in the daily routine/schedule?
 What is the teacher doing?
 What are the other adults in the environment
doing?
 How do we know children are learning?
 How are all children included in all activities?
 How are families included?
50
Task C: Lesson Analysis and Reflection
►Analysis
of student performance data and
reflection on the impact of instruction are critical
to improve teaching.
►Review
page 22 of the IECE TPA Handbook.
►Discuss
with a shoulder partner mentoring
suggestions for Task C.
 What methods does the intern use to collect
assessment data on the children?
 What methods does the intern use to analyze
assessment data on the children?
 What methods does the intern use to
communicate learning results to children and
families?
51
The Post-Observation Conference
► All
committee members conduct a post
observation conference prior to the
committee meeting.
► The
post-observation conference should
take place as soon as possible after the
observation.
52
Task D: Collaborate to Address Special
Learning Needs
► Using
a shoulder or face partner describe
sequence of completion for Task D (pgs. 23-24).
► Use the schedule of activities on pages 10-11 of
the TPA Workbook as your guide.
 What happens at:
• Orientation
• Cycle 1
• Cycle 2
• Cycle 3
53
Task E: Assess and Manage
Professional Growth
► The
professional growth task is a critical
source of documentation that shows the
intern has been afforded due process during
the internship.
► When
assisting the intern in choosing
professional development activities, it is
important to direct the intern to activities that
will specifically address priority growth needs.
54
Task F: Leadership
► Read
directions for Task F on pages 34-35
the IECE TPA Handbook.
► Discuss
possible leadership projects.
55
Tasks G-J: The Instructional Unit
(pages 36-47 of the IECE TPA handbook)
► Task
G: Designing the Instructional Unit
► Task H: The Assessment Plan
► Task I: Designing Instructional
Strategies and Activities
Organizing and Analyzing the Results:
► Task J-1: /Reflecting on the Impact of
Instruction
► Task J-2: Communication and Follow-Up
56
The Instructional Unit
in Early Childhood Programs
► Where
does the content for the unit come from?
► How do you use child assessment data to help
prepare the instructional unit? (Task H:
Assessment Plan page 41)
 What is pre-assessment data collection?
 What is formative assessment data collection?
 What is post-assessment data collection?
► All of the numbered items on the Assessment
Plan MUST be included in the instructional unit.
Introduction to the IECE IPR
► In
pairs / small group, review the IECE IPR.
► Again,
identify what you find as unique
about IECE.
Resources…
Kentucky Department of Education http://education.ky.gov/
► KDE Preschool Education Programs for Teachers/Administrators
http://education.ky.gov/educational/pre/Pages/default.aspx
► Building a Strong Foundation for School Success
http://kidsnow.ky.gov/Improving-Early-Care/Pages/Tools-andResources.aspx
► First Steps – Kentucky’s Early Intervention System
http://chfs.ky.gov/dph/firststeps.htm
► National Association for the Education of Young Children
http://www.naeyc.org/
► Division of Early Childhood http://www.dec-sped.org/
►
Resources
Center in the Social and Emotional Foundations for Early
Learning http://csefel.vanderbilt.edu/
► Technical Assistance Center on Social Emotional Intervention
http://www.challengingbehavior.org/
► CONNECT Modules http://community.fpg.unc.edu/
► Kentucky Autism Training Center
http://louisville.edu/education/kyautismtraining
► Transition One Stop http://www.transitiononestop.org/
► The National Early Childhood Technical Assistance Center
http://ectacenter.org/
► Early Childhood Standards: 2013
http://kidsnow.ky.gov/School%20Readiness/Pages/EarlyChildhood-Standards-2013.aspx
►