Building Professional Development Systems

that Support Each Child and Family Camille Catlett

April 28, 2015

Focusing professional development on effective teaching practices Ensuring a competent teacher for each young child and family

Know

facts

Be able to do

Evidence-based

practices

Recommends actions toward

• Improving higher education and ongoing professional learning

• Strengthening qualification requirements based on knowledge and competencies

• Promoting evaluation that leads to continuous improvements in professional practices

Emphasizes

• Foundation of interdisciplinary programs that foster a shared fundamental knowledge base and competencies

• Need for greater coherence in professional learning supports, both in higher education and during ongoing practice

Children form trajectories early in their school careers that tend to be stable and difficult to change (Alexander, Entwisle, & Dauber, 1993)

Children’s negative perceptions of competence and attitudes become stronger and harder to reverse as they progress through school (Valeski & Stipek, 2001)

What is known about each child as an individual

DEC 2014 Recommended Practices

What is known about the social and cultural contexts in

which children live NAEYC and DEC position

statements on culturally and linguistically appropriate

services

What is known about child development and learning

State early learning guidelines or standards

F FAMILY

A ASSESSMENT

C COLLABORATION

I INSTRUCTION

L LEADERSHIP

I INTERACTION

T TEAMING

A AND

T TRANSITION

E ENVIRONMENT

CONNECT The Center to Mobilize Early Childhood Knowledge

Reviews of syllabi revealed little emphasis on state quality frameworks (e.g., early learning guidelines, formative assessment, cultural/linguistic/ability diversity)

Explicit and intentional

Knowledge acquisition + knowledge application

Assignment Alignment

We believe . . . We are committed to . . . We will . . .

FirstSchool observations from the past 20 years

• Inconsistent experiences

• Culture of silence

• Overuse of didactic interactions

• Arbitrary rules-adult control

• Focus on individualism

Why is a culture of silence pervasive in classrooms for young children?

• Children have not had adequate practice in expressing themselves?

• Teachers are afraid of losing control?

• Teachers think what they have to say is more important than what children have to say?

• Teachers do not have the support they need to develop the skills to invite children into dialogue and collaboration?

• All of the above

Children whose full participation is supported early on see themselves as capable and have a better chance of doing well throughout their educational journey.

Alexander, Entwisle, & Dauber, 1993

When children do not see themselves

represented in their classroom, it can harm their self-concept and

sense of belonging. In addition, children who are not represented may

not be as readily accepted by their peers.

Favazza et al, 2000

ACCESS

• Universal Design for Learning (UDL)

• Assistive Technology

PARTICIPATION

• Peer Supports

• Scaffolding

• Embedded Learning

• Tiered Models

“On important social-emotional skills, young Latino children enter school on a par with, or even exceeding, their non-Latino peers.” (page 4)

• Higher preschool performance and promotion to next grade

• More positive engagement with peers, adults, and learning

• Buffers negative impact of poverty on academic and behavioral outcomes

Family Engagement

Helps Children to

Succeed

Enhanced Communication

High Expectations

Respect

Commitment

Invest in higher education programs

Invest in faculty

Child Development (conception – age 8) Webinar

March 2, 2015

2:00 pm – 3:00 pm EST

http://scriptnc.fpg.unc.edu

Invest in professional development providers

Build opportunities for articulation