Welcome and introductions

1. Effective Teacher Practices SupportingNorth Carolina Foundations for Early Learning and DevelopmentCareer and Technical Education Summer Institute2014

2. Welcome and introductions Who is with us today?

3. Objectives Become familiar with • Revised Foundations for Early Learning and Development • NC Department of Public Instruction’s plan for roll-out of revised Foundations • Seven professional development modules on ‘Effective Teacher Practices Supporting North Carolina Foundations for Early Learning and Development’

4. The Back Story How we got where we are today

5. Foundations’ Five Developmental Domains Approaches to Learning Cognitive Development Emotional- Social Development Language Development & Communication Health & Physical Development

6. Foundations Treasure Hunt!

7. On what page(s) will you find… • The age periods used for developmental indicators (infants, younger toddlers, older toddlers, younger preschoolers, and older preschoolers) (Hint – look in pages 1-7!) • A text box that summarizes the intended uses for Foundations (Hint – look in pages 1-7!) • A summary of the document’s organization and guidance on how to think about developmental domains and their overlap (Hint – look in pages 1-7!) • A list of how goals and developmental indicators should and should not be used? (Hint – look in pages 1-7!) • The subdomains and goals for each of the five domains listed? (Hint – look beyond pages 1-7!)

8. Developmental Indicator Continuum Developmental Goals Continuum of Growth

9. Standards, Curriculum, and Formative Assessment • Define the expectations for knowledge and skills children should have • Organized by age level • Based on developmental literature • Assumes additive acquisition of knowledge Standards Curriculum Formative Assessment Adapted from Corcoran, Mosher & Rogat, 2011

10. Standards, Curriculum, andFormative Assessment Standards • Scope: the breadth and depth of content to be covered • Sequence: the order in which content is presented • Provides activities to facilitate critical areas of development and learning that can be embedded in classroom routines Curriculum Formative Assessment

11. Standards, Curriculum, and Formative Assessment • Aprocess used by teachers and children during play and learning activities, • that provides feedback to the teachers and children, • so that teachers can adjust their teaching to meet the needs of children, and • so that children can understand what is expected of them. Standards Curriculum Formative Assessment Adapted from The Council of Chief State School Officers, October 2006

12. Relationship between Foundations and NC Standard Course of Study English Language Arts

13. Relationship between Foundations and NC Standard Course of Study Mathematics

14. Relationship between Foundations and NC Standard Course of Study Science

15. Relationship between Foundations and NC Standard Course of Study Social Studies

16. Alignment Implementation Science Kindergarten Entry Child Profile Formative Assessment

17. Stakeholder Input Identifying professional development needs for schools systems and the early intervention program • Stakeholder input helped to identify priorities for training and resources needed to implement into teacher/practitioner practices

18. Training Content Priorities • Embed the Foundations and NC Professional Teaching Standards into existing professional development initiatives • Focus on “instructional practices” • Cross-walk to Common Core to communicate alignment with K-12

19. What does high quality early childhood instruction look like? What are research-based practices for early childhood? When a teacher implements a research based practice, what NC Professional Teaching Standard is she addressing?

20. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

21. What early learning standard is the teacher addressing in her practice? When a teacher implements a research based practice What early learning and development standard is she/he addressing?

22. What Teacher Standard Do You See?

23. Crosswalk to NC Standard Course of Study What is the relationship?

24. Alignment Kindergarten Standard Course of Study NC Foundations for Early Learning and Development

25. Foundations Training Modules The “Why” Behind the Structure of the Modules

26. Seven Training Modules • 90 Minute Modules • PowerPoints • Handouts • Recommended delivery in professional learning community sessions over the course of 12 to 15 months

27. Structure of Training Modules • Pre-learning assignment • 30 minute review of pre-learning assignment • 90 minute face-to-face session • Post-learning activities: Extension into the classroom

28. Foundations Training Modules The Structure of the Training Modules

29. Effective Teacher Practices Supporting NC Foundations for Early Learning and Development Module 1: Overview Module 2: Formative Assessment Module 3: Promoting Positive Relationships Module 4: Classroom Design Module 5: Behavior Expectations and Rules Module 6: Schedules and Routines Module 7: Directions and Feedback

30. Pyramid Model for Promoting Social-Emotional Competence in Young Children Treatment/Focused Intervention Intensive Behavior Support Intensive Interventions Functional Behavior AnalysisBehavior Support Plans Prevention Enhancing Emotional LiteracyControlling & Recognizing ImpulsesProblem SolvingDeveloping Friendships Targeted Social Emotional Supports Universal Promotion Behavior Expectations & Classroom RulesClassroom Design, Schedules & TransitionsGiving Directions & FeedbackRelationships High Quality Supportive Environments Nurturing & Responsive Relationships

31. iPoints Included in your handouts

32. “Instructional practice observed in teaching” • For teachers - What teaching standard am I addressing when I do these instructional practices? • For teachers - What early learning standard am I addressing with children when I use these instructional practices?

33. “Instructional practice observed in teaching” • For administrators - When I see a teacher do this instructional practice, what teaching standard does that apply to? • For administrators - When I see a child do this behavior in response to this instructional practice, what early learning standard is being addressed?

34. Instructional Practices Checklist Included in your handouts

35. For Example Let’s take a peek into Module 3: Relationships

36. http://www.nap.edu/openbook.php?isbn=0309069882

37. Objectives • To understand how to effectively implement instructional practices related to building and maintaining positive relationships that promote children’s learning • To understand the importance of involving families in practices related to building and maintaining positive relationships that promote children’s learning

38. Objectives • To understand the importance of conducting formative assessment with children as they maintain and build positive relationships which promote learning • To understand the relationships among targeted instructional practices, NCFoundations for Early Learning and Development, the NC Professional Teaching Standards, and the NC Standard Course of Study

39. Impact of Relationships in Early Childhood

43. Relationship Video

44. NC Pyramid of Social-Emotional Foundations for Early Learning

45. Instructional Practices Checklist Included in your handouts

46. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

47. Foundations http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

48. Relationship Video

49. iPoints Included in your handouts

50. Foundations-NC Standard Course of Study Crosswalk • Children identify ways of making and keeping friends. Children form relationships and interact positively with other children. Kindergarten Older Preschool 50