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The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education

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Title: The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education


1
The Kentucky Teacher Internship
ProgramforInterdisciplinary Early Childhood
Education
2
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

3
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.

4
Training Objectives
  • Participants will
  • describe 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.

5
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?

6
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?

7
The Nature of Early Childhood Education
8
The National Association for the Education of
Young Children (NAEYC)
  • 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.

9
NAEYC Position on Developmentally Appropriate
Practice
  • 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.
  • From page 10, NAEYC position statement on
    Developmentally Appropriate Practice found at
    http//www.naeyc.org/files/naeyc/file/positions/PS
    DAP.pdf

10
Developmentally Appropriate Practice in Early
Childhood Programs (3rd edition)Copple and
Bredekamp (2009)
11
  • 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.

12
The Division for Early Childhood of the Council
for Exceptional Children (DEC)
  • 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.

13
DEC Position on Developmental Delay
  • 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.
  • From the Position Statement on Developmental
    Delay found at http//www.dec-sped.org/About_DEC/P
    ositionConcept_Papers/Developmental_Delay

14
DEC Recommended Practices A Comprehensive
GuideSandall, Hemmeter, Smith and McLean (2005)
15
Policies, Procedures, and Systems Change
  • Assessment
  • Child-Focused Practices
  • Family-Based Practices
  • Interdisciplinary Models
  • Technology Applications

Direct Services
Indirect Services
Personnel Preparation
16
Early Childhoodin Kentucky
17
Kentucky Preschool Regulations
  • Lets take a look at Kentucky
  • Preschool Regulations

18
The Way Kentucky Sees Early Childhood
  • 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

19
Kentucky Department of Education Definition of
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.
  • From http//www.education.ky.gov/KDE/Instructional
    Resources/Preschool

20
A Sample of Early Childhood Programs in Kentucky
  • HANDS
  • First Steps
  • Even Start
  • Head Start / Early Head Start
  • Child care
  • Private accredited preschool
  • State funded preschool
  • Kindergarten
  • KIDS NOW initiative

21
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

22
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

23
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24
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25
Interdisciplinary Early Childhood Education (IECE)
26
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.

27
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

28
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.

29
KTIP IECE
30
Cycles In order to provide opportunities for
growth and guidance throughout the internship,
assessment is divided into 3 increments of time.
Orientation First Committee Meeting Held Prior to any formal classroom observation Cycle 1 Second Committee Meeting Held 1-60 instructional days following the orientation meeting Assess Tasks A-F Cycle 2 Third Committee Meeting Held 61-110 instructional days following the orientation meeting Assess Tasks A-F Cycle 3 Fourth Committee Meeting Held 111-140 instructional days following the orientation meeting Assess All Tasks
30
31
Task E Assess Manage Professional Growth
  • See pages 25-28 in KTIP IECE TPA Handbook
  • Prior to orientation meeting
  • Intern completes self-assessment
  • Intern reviews self-assessment with resource
    teacher
  • Resource teacher asks guided questions
  • At orientation meeting
  • Discuss results of self-assessment

31
32
Task A-1 Teaching and Learning Context
  • Task A-1 Using a shoulder partner, describe the
    work completed for Task A-1 page 15 of the IECE
    TPA Handbook.

32
33
Discoveries for Task A-1
  • When does the intern complete A-1?
  • Complete before each class for which the intern
    is being observed.
  • How does the intern connect A-1 to A-2?
  • Connect the insights gained in Task A-1
    Student Diversity, Patterns of Achievement,
    Implication for Instructions with the lesson
    plan, Context, Assessment Plan, and Procedures.

33
34
Task A-2 Lesson Plan
  • When does the intern complete A-2?
  • Before each lesson being observed. In Task I,
    for each lesson being observed in the
    instructional unit, or only one if the lesson of
    the instructional unit is video recorded.
  • Review each of the requirements of Task A-2 on
    page 16 of your IECE TPA Handbook.

34
35
Task A-2 Lesson Plan
  • Using the context and subject area given to you,
    complete the following
  • Write two to three objectives focusing on the
    subject area.
  • Using the KY ECS, connect the objectives to at
    least 2 different standards and appropriate
    benchmarks.
  • Identify assessment strategies that may be used
    to measure each objective.
  • Identify possible adaptations for children with
    learning differences.
  • Identify at least one appropriate use of
    technology for a lesson addressing your developed
    objectives.

35
36
Task B Demonstrate Teaching Skills During
Observation
  • Using the Task A-2 that you have developed,
    discuss how that observation may look.
  • For example
  • What are the children doing?
  • What will the 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 families included?

36
37
Task C Lesson Analysis and Reflection
  • Analysis of student performance data and
    reflection on the impact of instruction are
    critical to improve teaching.
  • Review page 18 of the IECE TPA Handbook.
  • Discuss with a shoulder partner mentoring
    suggestions for Task C.
  • What methods does the intern use to collect
    assessment data on the children?
  • What methods does the intern use to analyze
    assessment data on the children?
  • What methods does the intern use to communicate
    learning results to children and families?

37
38
The Post-Observation Conference
  • All committee members conduct a post observation
    conference prior to the committee meeting.
  • The post-observation conference should take place
    as soon as possible after the observation.

38
39
Task D Collaborate to Address Special Learning
Needs
  • Using a shoulder or face partner describe
    sequence of completion for Task D (pgs 19-20).
  • Use the schedule of activities on pages 10-11 of
    the TPA Workbook as your guide.
  • What happens at
  • Orientation
  • Cycle 1
  • Cycle 2
  • Cycle 3

39
40
Task E Assess and Manage Professional Growth
  • The professional growth task is a critical source
    of documentation that shows the intern has been
    afforded due process during the internship.
  • When assisting the intern in choosing
    professional development activities, it is
    important to direct the intern to activities that
    will specifically address priority growth needs.

40
41
Task F Leadership
  • Read directions for Task F on pages 29-30 the
    IECE TPA Handbook.
  • Discuss possible leadership projects.

41
42
Tasks G-J The Instructional Unit(pages 31-40 of
the IECE TPA handbook)
  • Task G Designing the Instructional Unit
  • Task H The Assessment Plan
  • Task I Designing Instructional
    Strategies and Activities
  • Organizing and Analyzing the Results
  • Task J-1 /Reflecting on the Impact of
    Instruction
  • Task J-2 Communication and Follow-Up

42
43
The Instructional Unit in Early Childhood
Programs
  • Where does the content for the unit come from?
  • How do you use child assessment data to help
    prepare the instructional unit? (Task H
    Assessment Plan page 36)
  • What is pre-assessment data collection?
  • What is formative assessment data collection?
  • What is post-assessment data collection?
  • All of the numbered items on the Assessment Plan
    MUST be included in the instructional unit.

44
Introduction to the IECE IPR
  • In pairs / small group, review the IECE IPR.
  • Again, identify what you find as unique about
    IECE.

45
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//www.education.ky.gov/kde/instructionalreso
    urces/earlychildhooddevelopment/buildingastron
    gfoundationforschoolsuccessseriescorrectone.
    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/
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