Good, Better, Best Professional Development Resources That Support Each Young Learner

1. Good, Better, Best Professional Development Resources That Support Each Young Learner • The Presentation Team • Patricia M. Blasco Western Oregon University (OR) • Camille Catlett FPG Child Development Institute (NC) • Laurie Dinnebeil University of Toledo (OH) • Tracey West FPG Child Development Institute (NC)

2. Introductions Introductions

3. Overview of 325N The programs under this focus area must enhance or redesign their curricula by: (1) incorporating evidence-based and competency-based practices and content in special education into each course; and (2) providing at least one practicum experience in a program that serves children with disabilities ages birth through five and their families.

4. Required Competencies to be Developed (i) Collaborating and working effectively with licensed and certified professional practitioners, as appropriate. (ii) Implementing social-emotional and behavioral interventions and classroom management practices. (iii) Implementing instructional strategies to support early development and learning or academic achievement. (iv) Using technology to enhance children’s development and access to natural learning opportunities or improve student achievement and participation in the general education curriculum.

5. Required Competencies (continued) (v) Observing and collecting data for progress monitoring. (vi) Communicating effectively with children and families. (vii) Assisting in the implementation of transition plans and services across settings from EI to preschool, preschool to elementary school, elementary school to secondary school, and secondary school to postsecondary education or the workforce, as appropriate. (viii) Working with children and families from diverse cultural and linguistic backgrounds, including English learners with disabilities and high-need children with disabilitiesand their families.

6. Pooling Data to Answer Questions • Needs assessment was adapted from federally funded Crosswalks project • Data pooled among 5 grantees • Northampton Community College • Tacoma Community College • University of North Carolina at Chapel Hill • University of Toledo • Western Oregon University • 2 programs administered a 36-item survey while the other 3 administered a 28-item survey

7. Overview of Needs Assessment Survey has 3 sections: EC and EI Content Areas, Instructional Strategies and Demographics EC and EI Content: Using a scale of 1 (Low) -5 (High), respondents indicated their current level of knowledge, emphasis on ECSE content in the courses they teach, knowledge of where to access resources related to ECSE content, and comfort teaching the content with regard to the statements Instructional Strategies: Using a scale of 0 (None) – 5 *High), respondents indicated their skills and emphasis on ECSE content and skills in the courses they teach

8. Who were the Participants? 116 early childhood faculty from 12 community colleges in North Carolina, Ohio, Oregon, Pennsylvania, and Washington #s of faculty respondents in each of the CCs surveyed ranged from 3 to 51 The demographics of the faculty were similar to findings from national surveys (Early & Winton, 2001; Maxwell, Lim & Early, 2006)

9. Faculty Knowledge and Skills: Top Areas of Need • Using AT to enhance children’s development and access to natural learning opportunities • Using AT to enhance children’s participation in the general curriculum • Implementing transition plans Knowledge of relevant state and federal regulations • Using EBPs in EI and ECSE • Embedded intervention strategies • Using data from progress monitoring • Implementing IFSPs and IEPs • Implementing social/emotional intervention strategies • Implementing instructional intervention strategies

10. Research Question What is the relationship between faculty members' knowledge, skills and comfort level related to ECSE topical areas and the degree to which they are addressing those areas in Community College program coursework in ECE ?

11. Using AT to Enhance Children’s Access to Natural Learning Opportunities Levels of emphasis in courses taught were correlated to knowledge and skills (r(113) = .56, p <.01) as well as to comfort level (r(95) = .37, p<.01) .

12. Using EBP in EI & ECSE Levels of emphasis in courses taught were correlated to knowledge and skills (r(86) = .60, p<.01) as well as to comfort level (r(85) = .59, p<.01)

13. Lessons Learned About Associate Degree Programs Articulation…articulation…articulation!

14. Lessons Learned continued Inconsistent emphasis on knowledge acquisition and knowledge acquisition + knowledge application

15. Lessons Learned continued Preparing ECE professionals for diverse positions

16. Lessons Learned continued • Workload of community college faculty members • Resources (or lack thereof) available to community college faculty members

17. Lessons Learned continued Nature of the typical student enrolled in an associate degree program

18. An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, or minority status

19. The Real Early Learning Challenge:Meeting the Needs of Each & Every Child

20. Setting the Stage • Meeting the needs of each and every child • Knowledge acquisition and knowledge application • Evidence-based practices • Cultural and linguistic diversity

21. Our Work is Guided by… SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

22. Using Familiar Resources in More Explicit Ways SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

23. Areas of Targeted Change

24. Capturing a Vision • Identify knowledge, skills, and dispositions you want future graduates to have

25. Deconstructing/Reconstructing Courses • Overview of Course • Course Description • Student Learning Outcomes (SLOs) • Assignments • Required Materials/Texts • Course schedule/outline

26. Areas of Emphasis in Redesigned Syllabi

27. Practica Site Inventory

28. Identifying PD Needs Needs Assessment Course Redesign Program Inventory

29. Two Components of Evidence-Based Professional Development The PD content focuses on specific research-based teaching and intervening practices The PD delivery focuses on evidence-based methods for building practitioners’ knowledge and application of evidence-based practices SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

30. Resources to Support the Process

31. CONNECT http://connect.fpg.unc.edu/ The Center to Mobilize Early Childhood Knowledge

32. Early Childhood Learning and Knowledge Center

33. National Center on Quality Teaching and Learning National Center for Quality Teaching and Learning

34. 15-Minute In-Services

35. 15 Minute In-Services Collecting and using work samples Expansions Fostering Children’s Thinking Skills Engaging Children in Conversations Zoning: Staffing to Maximize Learning Asking questions

37. National Professional Development Center on Inclusion

38. What do we mean by inclusion? • ACCESS • PARTICIPATION • [SYSTEMIC] SUPPORTS

39. Definition of Inclusion Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

40. Additional Resources

41. Just the Facts

42. Landing Pads A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads NPDCI

43. 8 EBP Landing Pads Available NPDCI

44. Heartland Equity & Inclusion Project

46. Landing Pads SCRIPT-NC SCRIPT-NC http://scriptnc.fpg.unc.edu/resource-search Supporting Change and Reform in Preservice Teaching in North Carolina Supporting Change and Reform in Preservice Teaching in North Carolina

47. EDU 144 Landing Pad SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina

48. After 2 years, what’s changed?

49. Change and the Need for Transfer • PD involves change • Transfer - implementing skills occurs in the setting • Transfer does not automatically happen • New skill has to be changed to meet needs in the setting

50. Use of Persona • Faculty developed persona of a typical scholar in their program: • Provides project team with clear understanding of comprehension level of scholars • Provide materials that are appealing and appropriate for reading level and knowledge acquisition