Resources for Supporting Engagement for Each and Every Family

1. Resources for Supporting Engagement for Each and Every Family

2. Learning Table Session on Family Engagement

4. Resources from

5. Have you incorporated an explicit and intentional emphasis on authentically engaging families who are culturally and linguistically diverse? Are you also engaging families who have children with disabilities? • Is communication with family members shaping the quality of your work? • Are family members helping you to intentionally and effectively support practices that connect home cultures and experiences to their learning? Ask yourself...

6. Do your environments reflect your intentionality? Are you saturating environments with the children, families, and staff of the program and the community?

7. High-quality, culturally responsive early learning environments are critical to closing the achievement gap between children living in poverty, especially children of color, and their peers16.

8. Do your practices reflect your intentionality?

9. Culturally responsive interactions between personnel and young children are more likely to support progress toward children’s mastery of language, literacy, science, and math skills 17

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

12. Resources for Supporting Diverse Young Children in Early Childhood Settings

13. Resources from

14. Delaware Inclusion Guides

15. Anti-bias Education for Young Children and Ourselves • Louise Derman-Sparks and Julie Olson Edwards • Chapter 2: Creating an Anti-Bias Learning Community • Positive interactions with children • Positive interactions with and among families • The visual and material environment • Curriculum planning

16. Learning Table Session on Improving Experiences

17. Multifaceted Resources for Language & Literacy National Center on Cultural and Linguistic Responsiveness

18. Are you intentionally and effectively supporting practices that connect children’s cultures and experiences to their learning? • Are you shaping teachers’ personal capacities and attitudes to support each child’s achievement? • Do program characteristics (e.g., teacher-child ratios, time for small groups or one-on-one interactions, materials in multiple languages) support individual children? • Do environments authentically reflect the children, families, and communities you serve? Ask yourself...

19. One thing we can say with certainty about professional development is that workshops are not effective if building skills or dispositions is the desired outcome19 Are your professional development efforts growing the capacity of early childhood professionals to support young children who are culturally, linguistically, and ability diverse?

20. . . . and yet A national survey recently indicated that workshops were the primary method for delivering training and technical assistance 20 While training workshops are consistently the PD method of preference in early childhood, short-term, one-time trainings have little or no impact on quality improvements 21

21. Recent findings Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development 22

22. Based on these findings, effective professional development . . . • Is intensive and ongoing, with multiple, sequenced, active learning experiences • Is grounded in specific practice-focused content • Builds on the learner’s current level of understanding • Includes large doses of learner self- assessment of his/her learning against a set of standards, criteria, or expert feedback • Is aligned with instructional goals, learning standards, and curriculum materials

23. Impact of Different PD Methods 23

24. Resources for Designing Professional Development That Will Grow the Capacity of Professionals to Support Each Child