12 th national early childhood inclusion institute may 14–16, 2012
DESCRIPTION
Shelley deFosset & Tracey West FPG Child Development Institute Sandy Wilberger VCU T/TAC. A Great Early Childhood Education Workforce We all Want One but How Can Do we make it happen? . 12 th National Early Childhood Inclusion Institute May 14–16, 2012. Participant Poll. - PowerPoint PPT PresentationTRANSCRIPT
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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 WestFPG Child Development InstituteSandy WilbergerVCU T/TAC
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Participant Poll
What sector do you represent?
What is your role?
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The goal of NPDCI isto assist states in developing cross-sector professional development plans to increase opportunities for high quality preschool inclusion.
What is NPDCI?
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What is “cross-sector” professional development?
Who should be part of the cross-sector system of PD?
For Discussion
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5
Early Learnin
g
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.
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National Context Race to the Top – Early Learning Challenge
(RTT-ELC) Early Childhood Advisory Council (ECAC) Quality Rating & Improvement Systems (QRIS) Early Childhood Outcome Reporting BUILD (Early Childhood Systems Working Group) Early Childhood Registries Multiple Quality Initiatives Inclusion: DEC & NAEYC Joint Position
Statement on Inclusion
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Quality Movement = Multiple Quality Initiatives
7
QRISlicensing program
standardsaccreditation criteriaD
AP
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Fiefdoms of Early Childhood
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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
EarlyIntervention
Health
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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?
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The Big Picture Planning Guide is designed to support state-level planning leading to an integrated professional development system across all early childhood sectors.
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Big Picture Planning Guide: Planning Sequence
Step 1: Set the Stage Step 2: Develop a Vision and Focus
Areas Step 3: Develop an
Implementation Plan Step 4: Create a Structure for
Ongoing Improvement
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Part 1: WWH – Learners
Who are the major funding agencies for early childhood PD?
To whom does this agency provide PD?
What is the content of the PD?
How is the PD delivered?
Is this PD integrated with
quality initiatives & infrastructure
supports?
Part 2: WWH – PD ProvidersWho are the PD
providers?Who provides
support & resources to the PD
providers?
What is content of the PD for PD providers?
How is it delivered? Link to infrastructure?
Professional Development Who, What and How Planning Matrix (NPDCI, 2011)
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Professional Development Planning Matrix
For use at state, regional and local level The Matrix provides information that can be
used to facilitation and inform discussion of: 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)?
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?
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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?
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Landscape For 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 provided
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Virginia’s Story
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Virginia Cross-Sector Professional Development (VCPD) State Team
Membership
VA Office of Early Childhood Development
( EC AC) VA Department of Education VA Department of Health VA Department of Social Services VA Resource and Referral Network VA Part C Office VA Integrated Training Collaborative
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Virginia Cross-Sector Professional Development (VCPD) State Team
Membership, con’t
The ARC of VA Partnership for People with Disabilities
(UCEED) Head Start Collaboration Office VA Early Childhood Foundation VA State Technical Assistance Centers VA Institutes of Higher Education VA Military Childcare VA Star Quality Rating Initiative
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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 agreement
A 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)
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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/network
The 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 colleges
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Virginia’s Landscape
In Virginia, a team identified PD providers and these providers were invited via email to complete the Landscape.
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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%
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ResultsWHO were the learners who participated in PD?
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Practitioners Work Setting
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Age Groups Served
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Groups Served
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Characteristics of PD providers
Almost all survey respondents were female 96%, Not Hispanic or Latino
White 79%
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Primary Employer
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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%
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Content of the PD (con’t)
Strategies for improving inclusion, participation, & learning for children…
%
At risk for learning disabilities or with challenging behaviors
50%
With identified disabilities 54%
From diverse cultural and linguistic groups 42%
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Content of the PD (con’t)
Content %
Strategies for communicating and collaborating with other professionals
53%
Assessment approaches 45%
Other 12%
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How were PD activities delivered ?
Type of PD Activities %Workshops or institutes 94%Consultation 47%Mentoring 49%Coaching 44%Technical assistance 50%Distance learning approaches 50%COPs/practitioner study groups 23%Co-teaching 14%Other 3%
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Recommendations for Strong Cross Sector State Infrastructure
A coordinated needs assessment process Accessibility and availability of
early childhood credential and licensure A career lattice that is broad and aligned A cross-sector trainer registry Coordinated PD standards:
trainer competencies and content State policies and regulations that support
a coordinated system
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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 educators Articulation from entry level training through
higher education.
Recommendations (cont.)
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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
trainings
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Regional Professional Development Consortiums
PD Consortiums coordinated out of the following cities: Fairfax, Richmond, Harrisonburg, Blacksburg and Norfolk.
Consortium Tasks, con’t
Coordinate distance learning opportunities with other consortiums
Maintain 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 regions
Participate in activities coordinated by State Lead and VCPD
Regional consortium leads will attend an annual planning meeting.
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Part 1: WWH – Learners
Who are the major funding agencies for early childhood PD?
To whom does this agency provide PD?
What is the content of the PD?
How is the PD delivered?
Is this PD integrated with
quality initiatives & infrastructure
supports?
Part 2: WWH – PD ProvidersWho are the PD
providers?Who provides
support & resources to the PD
providers?
What is content of the PD for PD providers?
How is it delivered? Link to infrastructure?
Professional Development Who, What and How Planning Matrix (NPDCI, 2011)
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Small Group DiscussionHow could these tools be used to support your work around building a professional development system that supports inclusion?
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Additional Resources
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Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC
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Recommendations for States for Linking PD, Quality and Inclusion
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Research Synthesis Points on Quality Inclusive Practices
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NPDCI Professional Development Concept Paper
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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 & standards
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