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Title: PKKTPAI assessing and improving the quality of early childhood teaching practices


1
PKKTPAIassessing and improving the quality
ofearly childhood teaching practices
  • Bobbie Rowland NC DPI
  • Rich Lambert - UNC Charlotte

2
Every young child needs a high quality teacher.
3
PKK-TPAI Major Functions
  • 1 Facilitates Growth, Development and Learning
  • 2 Provides Developmentally Appropriate Learning
    Environment
  • 3 Fosters Self-Regulation in Children
  • 4 Implements Developmentally Appropriate
    Assessment Strategies
  • 5 Effectively Communicates Participates
    within the Educational Environment

4
Major Function 1 Facilitates Growth,
Development, and Learning
  • Standard 1 Understands child development,
    growth, and learning.
  • Standard 2 Designs learning experiences that
    promote growth and development for ALL
    children.
  • Standard 3 Childrens prior knowledge, skills,
    experiences and personal interests are
    incorporated into learning experiences.

5
Major Function 1 Facilitates Growth,
Development, and Learning
  • Standard 4 Encourages children to become
    responsible for their own learning.
  • Standard 5 Makes technologies available and
    incorporates them into developmentally
    appropriate learning experiences.

6
Major Function 2 Developmentally Appropriate
Environment
  • Standard 1 Variety of materials and tools to
    support young childrens cognitive, linguistic,
    social, emotional, physical development, and
    approaches to learning.
  • Standard 2 Physical environment is intentionally
    organized to accommodate a variety of
    experiences.

7
Major Function 2 Developmentally Appropriate
Environment
  • Standard 3 Furnishings and materials are
    appropriately sized and arranged to support
    childrens abilities to engage in experiences.
  • Standard 4 Health and safety precautions.

8
Major Function 3 Fosters Self Regulation in
Children
  • Standard 1 Developmentally appropriate
    expectations concerning childrens behavior in
    various learning activities and transitions.
  • Standard 2 Provides adequate supervision of the
    behaviors of all children during various
    learning activities and transitions.
  • Standard 3 Organizes the physical environment to
    facilitate growth, development, and learning.

9
Major Function 4 Developmentally Appropriate
Assessment
  • Standard 1 Engages children in meaningful and
    appropriate conversation to assess development.
  • Standard 2 Uses variety of information to
    determine effects of learning experiences on
    childrens cognitive, linguistic, social,
    emotional, physical development, and approaches
    to learning.

10
Major Function 5 Communicate Participates
Effectively
  • Standard 1 Treats all children with respect and
    in a fair and equitable manner.
  • Standard 2 Communicates with children in an
    appropriate and effective manner.
  • Standard 3 Fosters relationships with families
    to support childrens learning and well-being.

11
Major Function 5 Communicate Participates
Effectively
  • Standard 4 Fosters relationships with
    colleagues.
  • Standard 5 Fosters relationships with community
    agencies.
  • Standard 6 Teacher performs relevant
    non- educational duties, e. g., participation in
    assigned school-wide functions and professional
    development activities.

12
Teacher Evaluation System
  • Phase I
  • Begins with the Self (Teacher)
  • Development of the Team (Teacher, Mentor,
    Director, Evaluator)
  • Getting to Know You Conference (Mentor)
  • Self-assessment (no ratings)
  • Mentor completes a Snap Shot (no ratings)
  • Evaluator completes Snap Shot (with ratings)

13
Teacher Evaluation System
  • Phase 2
  • IGP development begins
  • Phase 3
  • Mentor contacts evaluator
  • Phase 4
  • Evaluator contacts teacher/director
  • 3 Snap Shot Observations (Formative)
  • 1 Full Observation (Summative)

14
Teacher Evaluation System
  • Phase 5
  • Evaluator sends results to OSR/Teacher Licensure
    Unit (TLU) for Teachers File
  • Teacher provides copies of PKKTPAI results to
    Director, the Mentor and keeps copies for herself

15
Components of the Evaluation System
  • Getting to Know You Conference Form
  • Pre-conference Form
  • Post-conference Form
  • Scripting (taking notes during the observation)
  • The Instrument
  • Major Functions (5)
  • Standards (20)
  • Indicators (79)
  • Evidences Summary Page
  • Scorings (ratings)

16
A cozy space.
(2.2.2)
17
Children enjoy books.
(2.1.2)
18
Fostering friendship.
(3.1.7)
19
Playing together.
(2.1.3)
20
Exploring together.
(2.1.1)
21
What happens next?
(1.2.1, 4.2.3)
22
Following the childrens interests.
(1.1.5, 1.3.2)
23
What do you see?
(2.1.2)
24
Lunch is ready!
(1.1.5, 2.1.3)
25
Fishing indoors is fun.
(1.5.1, 2.2.3)
26
Outdoor environment leads to discovery.
(1.1.5, 1.1.7)
27
Playing together leads to new thoughts.
(1.3.1)
28
Planning, planting, and predicting.
(1.4.1)
29
Look how the garden grows.
(4.1.1)
30
Planning for a field trip.
(1.3.2, 2.2.3)
31
Finding colors in unexpected places.
(1.1.8)
32
A snack that jiggles.
(5.2.2)
33
Taking care of baby.
(2.1.3)
34
How high can it be?
(2.1.1)
35
Problem solving with a friend.
(3.1.7)
36
Look at us!
(5.2.2)
37
Experimenting with materials.
(2.3.4)
38
Self-directing and challenging.
(2.1.1)
39
Its your turn now.
(3.1.7)
40
Working together is fun.
(5.2.1)
41
Media takes a variety of forms.
(1.5.1)
42
Im reading now.
(1.1.6, 2.2.2)
43
I want to write.
(2.1.2)
44
Appropriate furnishings.
(2.3.3)
45
Appropriate software makes children curious.
(1.5.2)
46
Planning with children.
(1.4.3)
47
Small group games.
(1.1.8)
48
Large group experiences.
(1.1.6)
49
Listening to each other.
(1.1.3)
50
Mine looks just like yours.
(1.2.2, 3.2.1)
51
Painting is my passion.
(2.2.1)
52
Routines build security.
(1.4.1)
53
Listening and wondering.
(1.3.1, 1.4.2)
54
Im all dressed up.
(1.4.2)
55
Climbing and crawling.
(1.1.7)
56
A view from the top.
(1.1.5)
57
Hanging out.
(1.1.5)
58
Transition is real time.
(3.2.3)
59
Reading a story to my friend.
(1.2.3)
60
Pondering and processing.
(5.2.1)
61
My teacher is special.
(5.1.1)
62
Dont drop it.
(1.1.7)
63
Push me high.
(3.1.7)
64
Exploring and discovering.
(1.5.1)
65
Wheres the crab?
(1.1.5, 1.5.1)
66
Who feeds him today?
(1.4.1)
67
Whats in the bag?
(2.1.1)
68
Surprise.
(1.1.8, 2.1.3)
69
Hide and peek.
(1.1.8)
70
All about me.
(2.2.3, 2.3.4)
71
Lets practice
72
What do we see here?
(???)
73
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(???)
74
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75
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What do we see here?.
(???)
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What do we see here?
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Photographers Rebecca Carter, Cabarrus County
Schools Richard Lambert, UNC Charlotte Annette
Ullrich, UNC Charlotte Stephen Newsome, Shelby,
NC (4 years old) Joshua Doinaue-Ortiz, Charlotte,
NC (4 years old)
99
For further information contact Dr. Richard G.
Lambert at rglamber_at_uncc.edu or consult the
PKK-TPAI website, http//education.uncc.edu/pkkt
pai/
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