The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education - PowerPoint PPT Presentation

Loading...

PPT – The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education PowerPoint presentation | free to view - id: 246d59-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education

Description:

The Kentucky Teacher Internship Program. for. Interdisciplinary Early ... demonstrate the ability to use the IECE Teacher Standards in the KTIP IECE process. ... – PowerPoint PPT presentation

Number of Views:43
Avg rating:3.0/5.0

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

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
  • 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.

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
  • 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.

9
Developmentally Appropriate Practice in Early
Childhood ProgramsCopple and Bredekamp (1997)a
new edition should be published soon
10
  • 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.

11
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.

12
DEC Recommended Practices A Comprehensive
GuideSandall, Hemmeter, Smith and McLean (2005)
13
Policies, Procedures, and Systems Change
  • Assessment
  • Child-Focused Practices
  • Family-Based Practices
  • Interdisciplinary Models
  • Technology Applications

Direct Services
Indirect Services
Personnel Preparation
14
Early Childhoodin Kentucky
15
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.

16
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

17
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

18
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

19
(No Transcript)
20
(No Transcript)
21
Interdisciplinary Early Childhood Education (IECE)
22
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.

23
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

24
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.

25
KTIP IECE
26
Introduction to the IECE IPR
  • In pairs / small group, review the IECE IPR.
  • Again, identify what you find as unique about
    IECE.

27
Practice Scoring
  • Review the provided lesson plan.
  • Document evidence for Standard I.
  • Then, sample score Standard I.
  • Lets discuss

28
First Flight Video
29
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.

30
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.

31
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.

32
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
About PowerShow.com