Workforce We all Want One but How Can Do we make it happen 12 th National Early Childhood Inclusion Institute May 1416 2012 Shelley deFosset amp Tracey West FPG Child Development Institute ID: 133172
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Slide1
A
Great Early Childhood Education
Workforce We all Want One but How Can Do we make it happen?
12th National Early Childhood Inclusion InstituteMay 14–16, 2012
Shelley deFosset & Tracey West
FPG
Child Development Institute
Sandy
WilbergerVCU T/TACSlide2
Participant Poll
What
sector do you represent? What is your role?Slide3
The goal of NPDCI is
to assist states in developing cross-sector professional development plans to increase opportunities for high quality preschool inclusion.
What is NPDCI?Slide4
What is “cross-sector”
professional development?
Who should be part of the cross-sector system of PD? For DiscussionSlide5
5
Early Learning
Health, Mental Health and Nutrition
Family Support
Special Needs/ Early Intervention
State Early Childhood Development System
Early care and education opportunities in nurturing environments where children can learn what they need to succeed in school and life.
Economic and parenting supports to ensure children have nurturing and stable relationships with caring adults.
Early identification, assessment and appropriate services for children with special health care needs, disabilities, or
developmental
delays
Comprehensive health services that meet children’s vision, hearing, nutrition, behavioral, and oral health as well as medical health needs.Slide6
National Context
Race to the Top – Early Learning Challenge (RTT-ELC)Early Childhood Advisory Council (ECAC)Quality Rating & Improvement Systems (QRIS)Early
Childhood Outcome ReportingBUILD (Early Childhood Systems Working Group)Early Childhood RegistriesMultiple Quality Initiatives Inclusion: DEC & NAEYC Joint Position Statement on InclusionSlide7
Quality Movement = Multiple Quality Initiatives
7
QRISlicensingprogram standardsaccreditation criteria
DAPSlide8
Fiefdoms of Early ChildhoodSlide9
Collaborative Approach to PD
Collaboration
:a commitment to work together to address a problem and achieve a goal that could not be accomplished by the organizations working individually (Mattessich et al., 2004)
Collaborative PD Initiatives
Early
Childhood
Higher
Education
EarlyInterventionHealthSlide10
Small Group Discussion
How could a cross-sector system of PD that supports inclusion be beneficial to you in your work?What might be the challenges in building a cross-sector system? Slide11
The Big Picture Planning Guide is designed to support state-level planning leading to an integrated professional development system across all early childhood sectors.Slide12
Big Picture Planning Guide: Planning Sequence
Step 1: Set the StageStep 2: Develop a Vision and Focus AreasStep 3: Develop an Implementation Plan
Step 4: Create a Structure for Ongoing ImprovementSlide13Slide14
Professional Development Planning Matrix
For use at state, regional and local levelThe Matrix provides information that can be used to facilitation and inform discussion of:U
nnecessary duplications in PD practices across agencies (e.g., multiple agencies providing PD on the same content areas to the same target audiences without intentional planning)?Gaps in PD efforts (e.g., important content not being addressed in PD, content not aligned with competencies and standards, lack of support for PD providers)?Collaboration across sectors in how PD is funded, planned, and implemented? How could collaboration be improved? Slide15
Professional Development Planning Matrix
Are there unnecessary duplications in PD practices across agencies (e.g., multiple agencies providing PD on the same content areas to the same target audiences without intentional planning)?Are there gaps in PD efforts (e.g., important content not being addressed in PD, content not aligned with competencies and standards, lack of support for PD providers)?
Is there collaboration across sectors in how PD is funded, planned, and implemented? How could collaboration be improved? Slide16Slide17
LandscapeFor Use at the State Level
The Landscape provides information about:The PD content that is being addressed most/least often (e.g., general knowledge, practice knowledge)The characteristics of the learners (e.g., level of education, age group served, work settings
)The PD approaches that are being used most/least often The level of intensity representative of the majority of the PD providedSlide18
Virginia’s StorySlide19
Virginia Cross-Sector Professional Development (VCPD) State Team
MembershipVA Office of Early Childhood Development ( EC AC)VA Department of Education
VA Department of HealthVA Department of Social ServicesVA Resource and Referral Network VA Part C Office VA Integrated Training Collaborative Slide20
Virginia Cross-Sector Professional Development (VCPD) State Team
Membership, con’tThe ARC of VA Partnership for People with Disabilities (UCEED)
Head Start Collaboration OfficeVA Early Childhood FoundationVA State Technical Assistance Centers VA Institutes of Higher EducationVA Military ChildcareVA Star Quality Rating Initiative Slide21
Accomplishments of VCPD
Formation of an active, engaged cross-sector forum of all relevant PD providers in VA that includes a statement of purpose and a letter of agreementA systematic statewide exploration of the status of Early Childhood PD in Virginia through NPDCI tools (Landscape and Matrix)
Examination of gaps and coordination of new PD initiatives: Center for Early Learning and Literacy (CELL),Center for Social Emotional Foundations for Early Learning (CSEFEL) and SpecialQuest(SQ), with these Initiatives building off each other’s efforts Two cross sector train-the-trainer initiatives(CELL and SQ) Slide22
Accomplishments con’t
More communication between pre-service and in-service through new Federal Office of Special Education Programs (OSEP) paraprofessional grant and SQ Updated the Competencies for EC Professional to support inclusive practices, with interest in incorporating other at-risk populations
Assessed needs of state PD from all sectors to develop a statewide collaborative framework/networkThe expansion of the ECSE Institutes of Higher Education Council to become the Preparing Educators of All Young Children (PEAYC) Group, linking to community Colleges, locality PD providers, and 4 year collegesSlide23
Virginia’s Landscape
In Virginia, a team identified PD providers and these providers were invited via email to complete the Landscape. Slide24
Response rate
VA (n = 256)of those who followed the link in the invitation email to the Web site with details about the survey 69%
of the total number invited 33%Slide25
Results
WHO were the learners who participated in PD?Slide26
Practitioners Work SettingSlide27
Age Groups ServedSlide28
Groups
ServedSlide29
Characteristics of PD providers
Almost all survey respondents were female 96%, Not Hispanic or Latino White 79%Slide30
Primary EmployerSlide31Slide32
WHAT was the content of the PD?
Topic
%Knowledge about children’s development and learning 86%Strategies for improving general classroom practices, learning environments, and program quality to support development and earning for all children 75%Strategies for collaborating, communicating with, and/or supporting families 71%Knowledge about children’s health, safety, and nutrition 59%Slide33
Content of the PD (con’t)
Strategies
for improving inclusion, participation, & learning for children…%At risk for learning disabilities or with challenging behaviors50%With identified disabilities54%From diverse cultural and linguistic groups42%Slide34
Content of the PD (con’t)
Content
%Strategies for communicating and collaborating with other professionals53%Assessment approaches45%Other12%Slide35
How were PD activities delivered ?
Type of PD Activities%
Workshops or institutes94%Consultation47%Mentoring49%Coaching44%Technical assistance50%Distance learning approaches50%COPs/practitioner study groups23%Co-teaching14%Other3%Slide36
Recommendations for Strong Cross Sector State Infrastructure
A coordinated needs assessment process
Accessibility and availability of early childhood credential and licensureA career lattice that is broad and aligned A cross-sector trainer registryCoordinated PD standards: trainer competencies and contentState policies and regulations that support a coordinated systemSlide37
Recruitment & retention (tiered reimbursement, scholarships, incentives, etc.)
Content aligned with other local, state & federal standards across sectors A training and technical assistance structure to support mentoring & coaching (for providers and recipients of PD)Aligned ECE professional competencies
Unified birth-five licensure for all early childhood educatorsArticulation from entry level training through higher education. Recommendations (cont.)Slide38
Regional Professional Development Consortiums
PD Consortiums coordinated out of the following cities: Fairfax, Richmond, Harrisonburg, Blacksburg and Norfolk.
Consortium TasksIdentify priorities through routine needs assessmentsDevelop a work plan to address identified regional needs Convene quarterly regional consortium meetings (F2F or virtual)Develop and maintain a Web site for their regionCoordinate and promote cross-sector regional trainingsSlide39
Regional Professional Development Consortiums
PD Consortiums coordinated out of the following cities: Fairfax, Richmond, Harrisonburg, Blacksburg and Norfolk.
Consortium Tasks, con’tCoordinate distance learning opportunities with other consortiumsMaintain a list of trainers that provide training on special initiatives (i.e., SpecialQuest, CSEFEL, etc.)Maintain communication with other regions to maximize use of resources and expertise across regionsParticipate in activities coordinated by State Lead and VCPDRegional consortium leads will attend an annual planning meeting.Slide40Slide41
Small Group DiscussionHow
could these tools be used to support your work around building a professional development system that supports inclusion?Slide42
Additional ResourcesSlide43
Early Childhood Inclusion
: A Joint Position Statement
of DEC and NAEYCSlide44
Recommendations
for States for Linking PD, Quality and InclusionSlide45
Research Synthesis Points on Quality Inclusive PracticesSlide46Slide47
NPDCI Professional Development
Concept
PaperSlide48
The Inclusive Classroom Profile
(ICP): Moving Beyond Global Quality
The Inclusive Classroom Profile, developed by Elena Soukakou, is a tool designed to complement existing classroom quality measures & standardsSlide49
Reflections
I am interested in …I want to know more about …