Title: The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education
1The Kentucky Teacher Internship
ProgramforInterdisciplinary Early Childhood
Education
2Advanced 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
3Training 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.
4Training 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.
5Working 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?
6Group 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?
7The Nature of Early Childhood Education
8The 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.
9NAEYC 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
10Developmentally 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.
12The 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.
13DEC 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
14DEC Recommended Practices A Comprehensive
GuideSandall, Hemmeter, Smith and McLean (2005)
15Policies, Procedures, and Systems Change
- Assessment
- Child-Focused Practices
- Family-Based Practices
- Interdisciplinary Models
- Technology Applications
Direct Services
Indirect Services
Personnel Preparation
16Early Childhoodin Kentucky
17Kentucky Preschool Regulations
- Lets take a look at Kentucky
- Preschool Regulations
18The 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
19Kentucky 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
20A 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
21Building 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
22Exploring 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(No Transcript)
24(No Transcript)
25Interdisciplinary Early Childhood Education (IECE)
26KY 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.
27KY 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
28KY 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.
29KTIP 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
31Task 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
32Task 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
33Discoveries 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
34Task 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
35Task 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
36Task 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
37Task 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
38The 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
39Task 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
40Task 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
41Task F Leadership
- Read directions for Task F on pages 29-30 the
IECE TPA Handbook. - Discuss possible leadership projects.
41
42Tasks 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
43The 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.
44Introduction to the IECE IPR
- In pairs / small group, review the IECE IPR.
- Again, identify what you find as unique about
IECE.
45Resources
- 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/