Effective Teacher Practices Supporting the North Carolina Foundations

Effective Teacher Practices Supporting the North Carolina Foundations

Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2018 Module 3: Promoting Positive Relationships NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

Relationships Activity 2 Review of Pre-learning Assignment Review instructional practices from selfassessment and share strategies. Based on the results of your C:D:C, would you like to increase or decrease correcting? Directing? Connecting? Brainstorm ways to modify your teaching style to

foster development of the traits discussed in the article in the children you care for. Discuss how you can change your daily schedule to enjoy more time connecting with individual children. Discuss how you will share the article with parents and co-workers. 3 http://www.nap.edu/openbook.php?isbn=0309069882

4 Objectives To understand how to effectively implement instructional practices related to building and maintaining positive relationships that promote childrens learning To understand the importance of involving families in practices related to building and maintaining positive

relationships that promote childrens learning 5 Objectives To understand the importance of conducting formative assessment with children as they maintain and build positive relationships which promote learning To understand the relationships between targeted

instructional practices, NC Foundations for Early Learning and Development, and the NC Professional Teaching Standards 6 Impact of Relationships in Early Childhood 7

8 Impact of Relationships in Early Childhood 9 But how? 10

Relationship Video 11 Effective Teaching Practices Supporting Emotional-Social Development 12 Instructional Practices Checklist

13 Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf 14 Foundations

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf 15 Relationship Video 16 17

iPoints 18 Foundations-NC Standard Course of Study Crosswalk Kindergarten Children

identify ways of making and keeping friends. Older Preschool Children form relationships and interact positively with

other children. 19 19 Role Play

Form groups of four Choose one person to play principal role Choose one person to play teacher role Choose two people to be observers / coaches Role play conversation: Principal voices concerns Teacher answers concerns Observers / coaches assist teacher

20 Play is Essential 21 Red Box Activity 22

Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf 23 iPoints 24

Foundations http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf 25 Red Box Activity 26

Formative Assessment Where Am I Going? Formative Assessment How Do I Close the Gap?

Where Am I Now? 27 Formative Assessment - Group At your tables, discuss:

What do you think the learning targets might have been for the red box activity for the group? How might Doyle have defined the criteria for success for the group for this activity? What skill(s) would she wish to observe that would indicate that the group was successful in offering and/or receiving compliments?

What feedback did Doyle give the group? What other feedback might she have given? How should Doyle change or adjust instruction for the group? What might be the next steps for this activity? 28

Formative Assessment - Individual At your tables, discuss: What might be learning targets for TJ in the red box activity? How might Doyle have defined success for TJ in this activity? What did you see him do? What is his skill level in offering a peer a compliment?

What feedback did Doyle give TJ? What other feedback might she have given him? How should Doyle change or adjust instruction for TJ? What should be TJs next steps -- or how could she scaffold TJ to the next skill level?

29 Relationships with Families/Caregivers 30 Relationships with Staff Members 31

Reflective Thought 32 Post-learning Activity Using Formative Assessment Reflection: Select and observe child Document skill level Determine next steps

Family Engagement and Communication: Share observation with family Collaborate to develop targeted activities Communication with Staff Members: Share targeted activities with staff members Determine data collection methods Discuss your self assessment checklist and decide which instructional practice you are going to improve Decide how you would like to change the amount of time you are directing , correcting or connecting.

33 Every child needs one person who is crazy about him. 34 Questions? 35

References Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First grade classroom behavior: Its short-and long-term consequences for school performance, Child Development, 64(3), 801-814. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71-81). New York, NY: Academic Press.

Bronfenbrenner, U. (1994). Who cares for the children? In H. Nuba, M. Searson, D.L. Sheiman (Eds.), Resources for Early Childhood: A Handbook. New York, NY: Garland. Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/

Dombro, A., Jablon, Johnson, & Ensler. (2015). Powerful Interactions. Retrieved from http://www.powerfulinteractions.com/ Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72 (2), 625-638. Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M.P., Babb, C., Nishino, T., Barch, D. (2013). The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events. JAMA Pediatrics, 167(12), 1135-1142. doi: 10.1001/jamapediatrics.2013.3139

Noddings, N. (2014). The ethics of care and education. London: Innovation in Youth Work Conference. NC Division of Child Development and Early Education. (2014, May 14). North Carolina Approved Early Childhood Formative Assessment Tools 2013. Retrieved from ncchildcare.nc.gov/general/whatsnew.asp. 36 References

NC FALCON. (n.d.). North Carolinas formative assessment learning communitys online network. Retrieved from https://center.ncsu.edu/ncfalcon/ North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh, NC: Author. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

Perry, B. D. & Pollard, R. (1997). Altered brain development following global neglect in early childhood. Society for Neuroscience: Proceedings from Annual Meeting. New Orleans, LA. Retrieved from http://www.juconicomparte.org/recursos/Altered_brain_development_ruu6.pdf Pianta, R. B. (2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal, 45(2), 365397

Ritchie, S. &. Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd Grade for African american, Latino, and Low-Income Children. New York, NY: Teachers College Press. Shonkoff, D. J. (2000). From Neurons to Neigthborhoods: The Science of Early Childhood Development in 2000. Washington, D.C.: National Academy Press.

U.S. Department of Health and Human Services, Administration for Children and Families, and Office of Head Start. (2011). The Head Start Parent, Family, and Community Engagement Framework. Arlington, VA: Head Start Resource Center. Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/family/resources.html 37

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