The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education

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The Kentucky Teacher Internship
ProgramforInterdisciplinary Early Childhood
Education
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Advanced Organizer

• Introductions
• What is your role on the Intern Committee?
• What is your experience with young children?
• Training assumptions and objectives
• The nature of early childhood
• Early childhood in Kentucky
• Interdisciplinary Early Childhood Education
  (IECE)
• KTIP IECE
• Resources

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Training Assumptions

• Participants will already
• have completed KTIP (TPA) training.
• understand how their role as coach and mentor
  contributes to the success of the intern.
• be familiar with the KTIP materials.
• have an understanding of how to gather
  performance evidence and score intern performance.

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Training Objectives

• Participants will
• develop an awareness of the diversity of early
  childhood settings.
• identify features of appropriate early childhood
  curriculum, instruction and assessment.
• describe the multiple roles of early childhood
  educators.
• demonstrate the ability to use the IECE Teacher
  Standards in the KTIP IECE process.

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Working in Pairsdescribe what an early childhood
environment looks like

• What are the children doing?
• What does the physical environment look like?
• What is the teacher doing?
• What are the other adults in the environment
  doing?
• How do we know children are learning?
• How are all children included in all activities?
• How are the families included?

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Group Discussion

• What are the children doing?
• What does the physical environment look like?
• What is the teacher doing?
• What are the other adults in the environment
  doing?
• How do we know children are learning?
• How are all children included in all activities?
• How are the families included?

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The Nature of Early Childhood Education
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The National Association for the Education of
Young Children

• Website www.naeyc.org
• Mission NAEYC's mission is to serve and act on
  behalf of the needs, rights and well-being of all
  young children with primary focus on the
  provision of educational and developmental
  services and resources.
• NAEYC defines early childhood as birth through
  age 8.
• From page 15, NAEYC DRAFT position statement
  found at http//www.naeyc.org/about/positions/pdf/
  draftdap0208.pdf
• Developmentally appropriate practice as defined
  in this position statement is not based on what
  we think might be true or what we want to believe
  about young children. Developmentally
  appropriate practice is informed by what we know
  from the research literature and how children
  develop and learn.

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Developmentally Appropriate Practice in Early
Childhood ProgramsCopple and Bredekamp (1997)a
new edition should be published soon
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• The developmentally appropriate classroom
  environment is one where children most often
• Lead...rather than follow the teacher.
• Create...rather than duplicate.
• Move...rather than wait.
• Make the lines...rather than color in the lines.
• Speak...rather than listen passively.
• Initiate...rather than imitate.
• Raise questions...rather than answer the
  teacher's questions.
• Solve their own problems...rather than the
  teacher's problems.
• Make art...rather than do crafts.
• Emphasize the process...rather than the product.
• Use authentic skills...rather than drill and
  practice.
• Make books...rather than fill in workbooks.
• Decide...rather than submit.
• Choose wisely...rather than being told.
• Make a plan...rather than follow the teacher's
  plan.
• Try again...rather than fail.

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The Division for Early Childhood of the Council
for Exceptional Children

• Website http//www.dec-sped.org
• Mission The Division for Early Childhood
  promotes policies and advances evidence-based
  practices that support families and enhance the
  optimal development of young children who have or
  are at risk for developmental delays and
  disabilities.
• DEC defines early childhood as birth through age
  8.
• From the Position Statement on Developmental
  Delay found at http//www.dec-sped.org/positionpap
  ers.html
• DEC believes in the uniqueness of the young
  child and that services and interventions must be
  responsive to the young childs needs and
  patterns of development. We believe that the
  disability categories used for older school-aged
  children are often inappropriate for young
  children birth through eight years and that the
  category of developmental delay can be a more
  appropriate designation of disability for special
  education eligibility.

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DEC Recommended Practices A Comprehensive
GuideSandall, Hemmeter, Smith and McLean (2005)
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Policies, Procedures, and Systems Change

• Assessment
• Child-Focused Practices
• Family-Based Practices
• Interdisciplinary Models
• Technology Applications

Direct Services
Indirect Services
Personnel Preparation
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Early Childhoodin Kentucky
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The Way Kentucky Sees Early Childhood

• Lets review the Kentucky Preschool Regulations
  (handout)
• 704 KAR 3410 http//www.lrc.state.ky.us/kar/704/0
  03/410.htm
• 702 KAR 3250 http//www.lrc.state.ky.us/kar/702/0
  03/250.htm
• What stands out to you?
• What do you see is unique?
• Kentucky defines early childhood in a variety of
  ways
• The KY Early Childhood Standards define as birth
  through age 4
• IECE certification defines as birth through
  kindergarten
• The Kentucky Department of Education website has
  this to say about state funded preschool
  Kentucky's preschool education programs are
  available for all four-year-old children whose
  family income is no more than 150 of poverty
  all three and four-year-old children with
  developmental delays and disabilities, regardless
  of income and other four-year- old children as
  placements are available based on district
  decision.  The preschool program is designed to
  be developmentally appropriate for young
  children.  "Developmentally appropriate" is
  defined in law to mean that the program focuses
  on the child's physical, intellectual, social and
  emotional development, including interpersonal,
  intrapersonal, and socialization skills.

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The Variety of Early Childhood Programs in
Kentucky

• First Steps
• Even Start
• Head Start / Early Head Start
• Child care
• Private accredited preschool
• State funded preschool
• Kindergarten
• KIDS NOW initiative

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Building a Strong Foundationfor School
Success(link to access these in the resources
list)

• Kentuckys Early Childhood Standards (KY ECS) and
  Parent Guide
• Kentucky's Continuous Assessment Guide
• Kentucky Early Childhood Quality Self Study

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Exploring the KY ECS

• In small groups or pairs, identify the Standard,
  Benchmark and Developmental Continuum that is
  being addressed in the provided scenario.
• Lets discuss our findings as a large group.
• Next, well see how the KY ECS align with the KY
  Program of Studies

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Interdisciplinary Early Childhood Education (IECE)
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KY IECE Certification

• From 16 KAR 2040 Section 4 found at
  http//www.lrc.state.ky.us/kar/016/002/040.htm
• (1) The professional certificate for
  interdisciplinary early childhood education,
  birth to primary, shall be valid for teaching
  children from birth to entry into the primary
  program, including teaching children in
  kindergarten or another program for five (5) year
  old children if the program is operated
  separately from the primary program.
• (2) A person holding this certificate shall serve
  as a primary developer and implementer of an
  individual program for children with or without
  disabilities including an individual education
  plan (IEP) and individual family service plan
  (IFSP) with consultation and support from a
  specialist according to the needs of the child.

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KY IECE Teacher Standards

• Standard I Designs/Plans Instruction
• Standard II Creates/Maintains Environments
• Standard III Implements Instruction
• Standard IV Assesses Communicates Learning
  Results
• Standard V Reflects/Evaluates Professional
  Practices
• Standard VI Collaborates with Colleagues/Families
  /Others
• Standard VII Engages in Professional
  Development
• Standard VIII Supports Families
• Standard IX Demonstrates Implementation of
  Technology
• Standard X Provides Leadership within
  School/Community/Profession

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KY IECE Teacher Standards

• Lets take time for review of the Standards and
  Indicators
• What is unique in the IECE Standards?
• How do these standards reflect the environment
  being created?
• Review the information you shared on the charts
  and compare to the IECE Standards.

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KTIP IECE
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Introduction to the IECE IPR

• In pairs / small group, review the IECE IPR.
• Again, identify what you find as unique about
  IECE.

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Practice Scoring

• Review the provided lesson plan.
• Document evidence for Standard I.
• Then, sample score Standard I.
• Lets discuss

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First Flight Video
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Practice Scoring

• While you were watching the First Flight video,
  you documented evidence.
• Remember, this is evidence NOT inference!
• Take this evidence and sample score Standards 2
  and 3 on the IPR.
• Lets talk about your observations, evidence and
  scores.

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Practice Scoring

• After an observation, a post observation
  conference should be held. Lets discuss how
  that might go and what we might discuss.
• Review the intern reflections in the sample Task
  C.
• Now, with your evidence, sample score Standard 5.

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Review of KTIP IECE Tasks

• Looking at the KTIP IECE Handbook (the Red Book)
• Review the tasks.
• Identify the unique aspects of the IECE tasks.
• Identify how the IECE Teacher Standards are
  demonstrated in the various tasks.

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Resources

• Kentucky Department of Education
• http//education.ky.gov/KDE/
• KDE Instructional Resources for Preschool
  Teachers
• http//education.ky.gov/KDE/InstructionalResource
  s/Preschool/ForPreschoolCoordinatorsandTeacher
  s/
• Building a Strong Foundation for School Success
  Series
• http//education.ky.gov/KDE/InstructionalResource
  s/EarlyChildhoodDevelopment/BuildingaStrongFo
  undationforSchoolSuccessSeries.htm
• First Steps Kentuckys Early Intervention
  System
• http//chfs.ky.gov/dph/firststeps.htm
• National Association for the Education of Young
  Children
• http//www.naeyc.org/
• Division for Early Childhood of the Council for
  Exceptional Children
• http//www.dec-sped.org/publicpolicy1.html