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The School-age Teachers ERS Toolbox

Providing teachers with the tools they need to use the Environment Rating Scales to support program planning.

Welcome participants & Introductions

Why this PD was developed (more hands-on and interactive opportunity for classroom teachers). Developed from surveys sent to teachers at STARS sites who had experience with ERS visits.

Optional ice-breaker (People search or activity of your choice): Following the introduction and any housekeeping details, if you are using the People Search have participants take the people search chart out of their hand-out packet. They will need to talk to other participants and try to find people who fit the criteria of each square. When they find someone, they should write that persons name in the appropriate square on their sheet. Encourage them not to use the same person for more than 5 squares although this might vary with the size of your group. 1Objectives Review the role of the early childhood teacher in creating high quality programming

Gain understanding of how the Environment Rating Scales (ERS) can be used to support program planning and growth.

Review objectives2About the AuthorsUniversity of North Carolina & Concordia University in Montreal

The authors of the ERS Scales are affiliated with the University of North Carolina (obviously their experience with very bad weather is usually very different from ours here in Pennsylvania!) and with Concordia University in Montreal

The authors are educator themselves and worked with children and advocates regularly when the SACERS scale was created. They continue to use real-world feedback to fine-tune the tools. The ERS tools are based on developmentally appropriate practices for all children

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The SACERS was developed by Thelma Harms, Ellen Vineberg Jacobs, and Donna Romano White. Theyve also published a number of other works that might be familiar to early childhood professionals. (Ellen & Donna are both Canadians)4About the AssessorsThe PA Keys ERS Team has 16 ERS Assessors. On average, the Assessors have over 18 years of experience working in Early Childhood Education.

Review the background of the Assessor team emphasize that weve been on the other side and have experience working in ECE programs.5About the Assessors We want to see programs do well on the ERS. We want ECE teachers to like where they work and feel supported.

Like you, we want good things for all children.

Ware not there to try to catch teachers doing things wrong. We want the ERS assessment to be a way to give them feedback about opportunities for them, the program to continue to grow. 6A School-Age Child Care Teachers Role

Ask participants to share their thoughts What is the teachers role in an school age program? List responses

Accept all answers without comment this is a chance for teachers to self-identify7The Future . . .

of the children and your program

Not just about checking off the activities planned for the day, not just about the now, but also planning for the future of the kids and of the program:

Kids can provide a way for children to explore special interestsProgram planning for changing staffing, community make-up, shifts in ages of kids enrolled

Hand-out Child Care Exchange article, briefly discuss.8

Nobody can prevent you from choosing to be exceptional

You are also someone who believes they make a difference in children's lives because they are not only passionate about working with kids but because they understand the need to implement quality programming that has an emphasis on best practices.

Does anyone ever say, Stop being so nice. Stop doing such a good job!? We want to do our best, be our best.9

Environment Rating Scales & Best Practice Working Together

Introductory slide to next section. 10ERS & Best PracticeLook at what actually happens.

Are based on research they change and adapt as we learn more.* Notes for Clarification! (www.ersi.info)

Emphasize developmentally appropriate practice teachers and children working together to explore and experience.

If participants have attended other ERS PD, this may sound familiar.

Point out that in the hand-outs they will find new Notes for Clarification from the authors The notes illustrate how the authors have continued to refine the SACERS (as well as the other ERS tools) as our profession has developed. Point out the new web address for most up to date information.

Emphasize 3rd bullet this can be especially challenging for classrooms with a range of ages. Even though the difference between school-age kids isnt quite as dramatic as it is between younger children, they do still need to be planned for, considered in different ways.

11 DAP = Best PracticeTo make good decisions, teachers must take into consideration what they know:(1) about child development and learning,

(2) about each child as an individual, and

(3) about the social and cultural contexts each child lives in.

http://www.naeyc.org/DAP

What does Developmentally Appropriate Practice really mean? How does it work in a real classroom, with real kids, and real teachers.

Regardless of the curriculum, the make-up of the group, the type of program best practice is based on creating things that are appropriate for the developmental level of your kids. What skills and interests do the kids have? Where do they need you to help them build their skills and try new experiences?

12What should A School-age Program Offer?

ACTIVITY: Divide participants into small groups. Participants will need a hand-out to use for their notes (the hand-out has a PA Key logo and balance scale) on the key side participants will create a list of what they think makes a good school-age program: Whats important? (can think about materials, spaces, staffing, schedules) What should a school-age program offer in terms of materials, activities, opportunities, types of relationships? Ask them to build a quality school-age program.

You dont want to give too many specific instructions, but can offer these additional details if the participants seem unclear:What should kids do while they are there, what do you think the tone or atmosphere should be? What conversations do you think youd hear? What interactions would you expect to see?

Give the groups a few minutes to create their lists, then come back together and ask each group to share a few things from their list. Note these on a sheet of chart paper. (Pass out SACERS books while collecting these ideas if you havent already put them out on the tables) Then move on to having the participants look at the balance scale side of the worksheet. Depending on your group you may want to use 1-2 points from the compiled chart paper list as an example identify where the SACERS looks at their key point; which sub-scale, item, which indicators apply? Ask a volunteer or the group to match up the next point on the list. Once/If you feel comfortable that the participants understand this step, have the groups work through their list of key points to match them up to the SACERS. For a very small group or a group that is less comfortable with the SACERS, you could continue working through the list as a whole group. You may not get to everything!

Tell them if there is anything on their list that they cant match-up, they can put a check mark and well talk it through (quickly!) at the end. 13Creating The Right MixThe SACERS Key PointsYour Key Points

In the previous activity, participants IDd what they felt contributed to high-quality in a SACC program and saw how their key points matched up to things considered by the SACERS. Now were going to shift the focus to look more closely at how the SACERS describes at high-quality. 14The Where and WhenLooks at where (or how) materials are stored during the program and how children are able to get to and use materials. Looks at the amount of time during the school-age program that children can use materials. AccessibleRegularly AccessibleA little vocabulary refresher15Accessible

Ask participants to share their understanding of how accessibility is defined for the SACERS VERY! different than an ECERS. 16

1/3Regularly AccessiblePA Position Statements define this it is NOT defined in the SACERS. Remind participants that when we talk about program hours for the ERS, we are talking about the whole day when they open to when they close EVEN if they have elements that only operate part-day. For many SACC programs that means before school hours and also after-school hours; dont forget about the impact of a full-day summer program.17

As the definition of regularly accessible points out, to effectively use the SACERS, programs will need some additional information. You wont always find everything you need in the actual SACERS book one essential piece is the PA Position Statements. These are details that are UNIQUE to using the SACERS in Keystone STARS.

The PA Position Statements are frequently updated (especially if DPW makes changes to regulations), you can find the most current version on the PA Keys website. 18Did you Finish Your Homework? Homework time is typically a key element of school-age child care programs. Once the homework is done, what other choices are programs offering?

Can use as a quick transition slide SACC isnt just about getting homework completed. If time permits, ask participants to share some of the activities they offer in addition to homework time19Its A Bubbly, Burbling, Grassy, Growing, Fun-Filled WorldScienceNature

Science/nature: School-age programs can offer children opportunities to explore the world around them in a real hands-on, age-appropriate, thought provoking way; whether its testing troll boogers or planting and maintaining a garden. 20

Adding in That Not So Secret Ingredient Children can choose to use science or nature materials.Children are engaged in exploring science and natural phenomena. Teachers are encouraging their questions and theories and helping them find the answers.Science 5.2 and 5.3 contrast of the basic experience with the higher level experience21

Creating a higher level experience for children.

Share the following story from an actual SACERS Assessment:

The Assessor observed a school-age child arriving at the program and he was shuffling his feet across the carpet as he walked in. He touched the table and it was clear that he felt a shock and cried out, Owww! The teacher commented to him, thats static electricity and walked away.

Ask the group to come up with suggestions on how they could change that situation to meet the higher expectation of Indicator 5.3.

OPTIONAL: You can also use the Milk & Food Coloring video as the example (hyperlinked on the word children) and then pose the same question.22

How could you take this to the next level of exploration?Here are science/nature experiences kids might have in an after-school program ask participants for ideas on how to take the basic experience to a higher level where children are engaged are posing questions23

Support Dramatic Play and Creative Expression in Age-Appropriate Ways

Dramatic play opportunities and age-appropriate materials and props (ASK the children!)24What about SACC in the summer (full day) or school holidays?

How does a full day schedule change the program and what might that mean for a SACERS Assessment?

Key point is access to variety of activities and materials especially for programs that become all field trips all the time during the summer months. 25Get out(side)!Can you provide indoor activities outdoors?

What can you do to take advantage of the nice weather and the unique aspects of the outdoor environment, but still give kids choices in their activities?

Invite the participants to make suggestions, share ideas.26

LanguageMathScience

Music Dont necessarily need to talk through this slide 27your classroom doesnt stop at the door

Board gamesDrama & TheaterReinforce that there are reasonable ways to expand beyond the traditional understanding of outdoor play28And When you Cant Get Outside?

What options for gross motor activity on those days of extreme weather? 29

I have always wanted to try . . .

Art, yoga, dance, music, special interests, child-driven projects, skills in team sports. School-age child care programs can offer children experiences and activities that have all too often been eliminated from the elementary school day. 30Right smack in the middle of the action!

Although we sometimes think school-agers dont really need us, great opportunities and improved relationships can grow out of playing games with kids and becoming involved in their activities. 31

Peer Interactions

Supervision in school-age programs can often be more about helping children problem-solve, negotiate peer relationships, and learn conflict resolution skills. SACC staff can play an important role as a sounding board by offering a welcoming ear. 32Choosing Materials Lets play a game!

SACERS Family Feud33

Involve the children in making choices for activities and materials. Coded by age, enough for each age group order materials for a new SA program (facilitator role-play)

Give participants homework to review their collection of materials against their current enrollment back at their site

(Personal action plan) heres a way to get ready for your next (or first) ERS Assessment

OPTIONAL for Facilitator: tell the participants that IF they have their e-mail address on the PA Keys website profile then you will send them a check-in e-mail in a month.34We want to be a quiet observer

Talk about why the Assessors do not canNOT interact with the teachers or the children. We try to maintain a pleasant neutral expression, but sometimes we slip up. 35Anything else?

Use chart paper to list other issues, questions mentioned by the participants. Tell them that you may not get to everything (especially if a long list is generated), but you will come back to the list later in the session.36Somethings you would tell one another about the ERS:To get ready for the observation, it is best to just follow the routine daily, dont short cut. This way you & your children will be more comfortable.

. . . practice what you are supposed to do on a daily basis . . .Take the ERS training.Above are quotes from a teacher survey about the ERS experience. Revisit that the assessment is not meant to be a gotcha event, but an tool for feedback and growth. Just like we dont want to evaluate (test) kids on things they dont know and havent practiced, we dont want to spring things on teachers. 37Our Favorite Assessors

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