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TRANSCRIPT
LESSONS FROM THE LEARNING TABLE ON GREAT TEACHING AND LEARNING
Lori Connors-‐Tadros and Jana Martella, CEELO Debi Mathias and Kate Tarrant, BUILD IniCaCve
Tuesday August 25, 2015
Goals for the Session
• Learn how two na,onal organiza,ons convened experts and state leaders to iden,fy the powerful and few state policies to improve teaching
• Share four cri,cal policy areas that impact effec,ve teaching iden,fied by Think Tank and research
• Hear about state ac,on plans, resources, and next steps for the Learning Table
Purpose of the Project on Teaching and Learning
• Engage a state level community of prac,ce • Apply research and best prac,ce to generate solu,ons to common policy problems
• Develop ac,onable plans to shiF early childhood policy to beGer promote effec,ve teaching and children’s development
Accomplishments of the Project
Think Tank, Working Paper, and State Learning Table are designed to help answer these ques:ons
• What are the consistent supports and sensible accountability systems needed to drive teaching quality that will result in improved outcomes for children?
• What guidance, advice or best prac,ce can we give to states about the “powerful and few” core
state policies that improve teaching quality and result in significant outcomes for children?
What is Teaching Quality?
Teaching Quality = Strong Instruction = Students Learn
Teaching quality = teachers’ knowledge, skills, dispositions + context of instruction
– curriculum and assessment system; – “fit” between teachers’ qualifications and what they are asked to teach; – teaching conditions, such as time, class size, facilities, and materials.
Policy (makers) must address the teaching and learning environment as well as the capacity of individual
teachers.
Children's Outcomes Teaching Quality
Teacher Quality Teacher Knowledge,
Skills and Dispositions
Teaching Context/Conditions
Instructional Tools
Adult Work Environment
Human and Organizational
Resources
Teaching Quality: Theory Of Change
Professional Development and Accountability Structures
Child’s Family &
Community
• What are effec,ve teaching prac,ces that result in significant learning outcomes for young children? – High quality learning environments coupled with highly inten,onal and developmentally appropriate instruc,on
• How do we move these prac,ces into policy and prac,ce? Implementa,on factors – Evidence-‐based Approaches – State and Local Capacity – Policy Coherence
Moving Toward SoluCons: Research – Policy – PracCce
1. Ensuring Racially, Culturally, and Linguis,cally Competent Teaching for Each and Every Child
2. Focusing Professional Development Policies on Effec,ve Teaching Prac,ces
3. Achieving Coherence in State Teacher Accountability Policy
4. Integra,ng Teaching Condi,ons into States’ Professional Development and Accountability Structures
Four Problems of PracCce
Crosswalk and Other Resources
Teaching CondiCons Discussion Guide and Crosswalk
Condi:ons The Vision Key Ques:ons Teaching and Instruc:on
For example: • Teachers’ qualifica,ons and
experience fit the developmental and cultural needs of their students.
• Teachers have the resources to implement instruc,onal tools to meet appropriate learning standards.
• Teaching teams are though[ully hired and supported as they collaborate to teach their students.
For example: • How are ins,tu,ons of higher
educa,on preparing teachers to use instruc,onal tools to maximize students’ learning?
• Are recommended instruc,onal tools aligned and complementary so that teachers have a coherent, developmentally, and culturally appropriate approach to instruc,on?
State Team AcCon Plans
• GA: Strengthen cross-‐sector professional development system and increase focus on leadership for ECE administrators
• NJ: Implement a Directors Track in the NJ Training Academy that promotes culturally responsive prac,ce
• PA: Support teacher effec,veness by revising performance standards and developing Infant-‐Toddler creden,al that emphasized cultural competent teaching
State Team AcCon Plans
• RI: Align and clarify expecta,ons/evalua,on processes with professional learning for teachers and administrators
• IL: Coordinate work across agencies to support EC workforce by conduc,ng workforce study, review creden,als, development toolkit on job-‐embedded professional development
• TN: EC strategies to meet State Board’s goal to expand students’ access to effec,ve teachers and leaders
State PerspecCves on ParCcipaCon in the Learning Table
Respondent: Aisha Ray, Ph. D Erikson InsCtute
Think Tank par:cipant, Learning Table presenter, and na:onal leader on culturally responsive teaching
What We’ve Learned: RecommendaCons for Powerful and Few Core State Policies
• States’ professional learning policy ensures that the EC workforce has ,me to collaborate align instruc,onal prac,ce, differen,ate teaching to address diverse needs, and engage families and communi,es.
• States’ teacher evalua,on policy promotes aligned expecta,ons for the range of EC workforce, from 0-‐5 and PK-‐Grade 3.
• Teacher evalua,on/effec,veness policy uses measures & methods valid for EC workforce in mul,ple domains and prohibits value added measures of child assessment.
… More Powerful Policies To Improve Teaching & Learning
• States’ teacher prepara,on and licensure/cer,fica,on policies require coursework in EC educa,on and culturally competent teaching.
• States review and revise QRIS, Pre-‐K, and other program standards to ensure the use of developmentally, culturally, and individually appropriate instruc,onal tools.
Next Steps and Resources
• The materials and resources from the Learning Table are posted on our websites
• Please share back your thoughts and ideas
Thank You
More Informa,on: hGp://ceelo.org/teaching-‐and-‐learning/
Contacts:
Lori Connors-‐Tadros -‐ [email protected] Jana Martella -‐ [email protected]
Debi Mathias -‐ dmathias@buildini,a,ve.org Kate Tarrant– [email protected]