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The School-age Teacher’s ERS Toolbox Providing teachers with the “tools” they need to use the

The School-age Teacher’s ERS Toolbox Providing teachers with the “tools” they need to use the Environment Rating Scales to support program planning . . Objectives. Review the role of the early childhood teacher in creating high quality programming

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The School-age Teacher’s ERS Toolbox Providing teachers with the “tools” they need to use the

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  1. The School-age Teacher’s ERS Toolbox Providing teachers with the “tools” they need to use the Environment Rating Scales to support program planning.

  2. Objectives 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.

  3. About the Authors • University of North Carolina & Concordia University in Montreal

  4. The PA Keys ERS Team has 16 ERS Assessors. On average, the Assessors have over 18 years of experience working in Early Childhood Education. About the Assessors

  5. 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. About the Assessors

  6. A School-Age Child Care Teacher’s Role

  7. The Future . . . of the children and your program

  8. Nobody can prevent you from choosing to be exceptional

  9. Environment Rating Scales & Best Practice Working Together

  10. ERS & Best Practice • Look 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.

  11. DAP = Best Practice To 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

  12. What should A School-age Program Offer?

  13. Creating The Right Mix The SACERS Key Points Your Key Points

  14. The Where and When Accessible Regularly Accessible • Looks 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.

  15. Accessible

  16. 1/3 Regularly Accessible

  17. Did 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?

  18. It’s A Bubbly, Burbling, Grassy, Growing, Fun-Filled World Science Nature

  19. 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.

  20. Creating a higher level experience for children.

  21. How could you take this to the next level of exploration?

  22. Support Dramatic Play and Creative Expression in Age-Appropriate Ways

  23. What about SACC in the summer (full day) or school holidays?

  24. Get out(side)! Can you provide “indoor” activities “outdoors”?

  25. Language • Music Science Math

  26. Drama & Theater Board games your classroom doesn’t stop at the door

  27. And When you Can’t Get Outside?

  28. I have always wanted to try . . .

  29. Right smack in the middle of the action!

  30. Peer Interactions

  31. Choosing Materials Let’s play a game!

  32. We want to be a quiet observer

  33. Anything else?

  34. Somethings you would tell one another about the ERS: “To get ready for the observation, it is best to just follow the routine daily, don’t 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.”

  35. Our Favorite Assessors

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