CollaborativeAssessmentTool

Overview of the CAT◦ History of CAT◦ Purpose of CAT

Structure of the CAT◦ Reflective Practice◦ The Process◦ Documentation

Break Out Session/Questions

CAT = Collaborative Assessment Tool The CAT is a companion curriculum

document to the New Brunswick Curriculum Framework for Early Learning and Childcare – English and the professional support documents.

(See page 2)

2010: Initial meeting with Coordinators, Centre Directors, educators, UNB, and the Department.

The following question was asked:

When we walk into a child care centre , how do we know the curriculum is being enacted ?

Participants brainstormed evidence they would see and constructed groups that produced the following categories: Valuing Children, Valuing Environments, Valuing Interactions and Relationships, Valuing Culture and Languages, and Valuing Documentation.

2010-2011 A draft document was created and pilot sites were determined working in partnership with coordinators.

Pilot sites were given time to implement working closely with Coordinators and Early Learning Advisors.

In April 2011, Coordinator’s met to report on their regional experiences implementing the CAT.

The CAT draft went through intensive review and editing until November 2013 when it was published as the tool we are looking at now.

Pilot participants (see page 1):

The CAT is divided into three sections:

1. Working with the CAT – pages 2-5

2. Valuing – Documentation, Children, Interactions and Relationships, Culture and Languages, and Environments pages 6-11

3. Broad Based Learning Goals- Well-Being, Play and Playfulness, Communication and Literacies, Diversity and Social Responsibility pages 12-15

Celebrate strengths and identify areas for growth and improvement in the centre

Monitor the implementation of the NBCF-E Identify and reflect on areas of change that may be

needed to current policies, practices and procedures in centres

Support educators in their own use of the CAT Evaluate educators’ growth, learning and

engagement

Reflect on their practice to:◦ Determine areas of focus ◦ Identify support needed◦ Plan and implement curriculum ◦ Document to make learning visible to children,

educators, families, and community

Monitor the implementation of the NBCF-E by centre administrators/operators, and educators for compliance to Regulation 83-85 under the Family Services Act

Assess educators’ and directors’ growth, learning and engagement in order to determine required compliance items

Provide consultation to help determine supports needed to meet compliance requirements.

What: Support the implementation of the CAT.

Who: Directors of licensed early learning and childcare programs.

When: Once directors have decided on an area of focus or inquiry and they have determined the support required.

How: Through individual director support i.e. conversation via phone, email, and in centres.

1.Questioning2.Participating3.Modeling

See page 4 of the CAT

Am I…?

First revisit:•CAT document•NBCF-E•Professional Curriculum Support documents

1. Decide on an area of focus or inquiry2. Determine support required

(collaboration with fellow educators, directors, families, ECS Coordinators, ELC Advisors, community partners)

3. Implement your plan4. Document what happened in a range

of ways (think about the learning; your own and the children’s) see p. 6 & 7

Curriculum work as being continuous and occurring over time

Valuing strengths, curiosities, questions and anxieties

Creating space and time to learn through self, team, and centre-based reflection, conversations, and documentation

Educator/administrator professional portfolio◦ May be in the form of a binder or

accordion file (think about ease of storage, display, transportation)

◦ Include examples of educator learning stories, photographs, group documentation and tools.

Other possibilities for making your learning visible will be contained in your portfolio

Distribute CAT to each educator

Explore the CAT◦ Week 1 and 2 – go through page

8 and 9, Valuing Children, Interactions and Relationships, Culture and Languages

◦ Week 3 – go through page 10 and 11, Valuing Environments

◦ Week 4 – go through page 6, Valuing Documentation

*Handout*Follow-up meetings to be held in October

Tools:◦ Template to help

guide your use of the CAT for educators administrators

◦ Add to portfolio

Break Out Questions and discussion Regroup

THANK YOU!!!