Building a Collaborative Understanding of the Rubric
Transcript of Building a Collaborative Understanding of the Rubric
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BUILDING A COLLABORATIVE UNDERSTANDING OF THE RUBRIC
STANDARD II: TEACHERS ESTABLISH
A RESPECTFUL ENVIRONMENT FOR A
DIVERSE POPULATION OF STUDENTS
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PRE-LEARNING
Why is it important that we
be aware of implicit bias?
How can implicit bias affect
our work with teachers?
How can implicit bias affect
classrooms we serve?
preventexpulsion.org
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DOES BIAS & LIKABILITY IMPACT RATINGS?
• Why should we improve our observation skills as mentors and evaluators?
• To improve rater performance and consistency (Landy & Farr, 1980)
• Factors that may impact the quality of observation:
• Raters demographic characteristics (e.g., personal affect, cognition) (Parks, Sims, & Motowildo;
1986)
• A Phenomenon known as “liking” (Murphy & Cleveland, 1991)
• Personal Bias toward specific teachers
• Length of Time (Evaluation/Observation) (Antonioni & Park, 2001)
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OBJECTIVES
• Use the language of the rubric to develop a deep understanding of NC
Professional Teaching Standard II (Why start with the 2nd standard?)
• If training is not provided to evaluate Early Childhood Educators (ECEs), inconsistent
markings/ratings on the rubric used during the North Carolina Teacher Evaluation
Process could influence the levels of support offered, impacting the quality of
practices used in inclusive Pre-K settings with young children and families.
• Identify behaviors and evidences that demonstrate proficient and
accomplished performance
• Reflect on practice
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STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS
a. Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
b. Teachers embrace diversity in the school community and in the world.
c. Teachers treat students as individuals.
d. Teachers adapt their teaching for the benefit of students with special needs.
e. Teachers work collaboratively with the families and significant adults in the lives of
their students.
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STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS
KnowledgeAction Interaction Extension
Does the teacher know it?
Does the teachershow it?
Is it visible in the actions of thestudents?
Is it visible beyond the instructional space of the classroom?
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WHAT’S HAPPENING?
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WHAT’S HAPPENING?
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STANDARD II
IIa. Teachers provide an environment in which each child
has a positive, nurturing relationship with caring adults.
Teachers encourage an environment that is inviting, respectful,
supportive, inclusive and flexible.
What evidences would you look for related to this
element?
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STANDARD II
Action
Does the teachershow it?
Interaction
Is it visible in the actions of thestudents?
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Proficient Accomplished
Positive classroom rules and
routines are established
Children participate in the
development of rules, rules are
revisited and revised as situations
arise
Children follow rules and
routines most of the time
Children remind peers of rules
and routines
Children displaying challenging
behaviors self-regulate with
support
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Proficient Accomplished
Teacher uses a positive tone
and supportive facial
expressions
Children have positive interactions
with each other more often than not
All children are encouraged
to participate in activities and
contribute to discussions
Children are engaged in a variety
of activities and share their ideas
often
Positive, non-punitive
environment
Child-directed environment
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STANDARD IIIIb. Teachers embrace diversity in the school community and in the world.
Teachers demonstrate their knowledge of the history of diverse cultures
and their role in shaping global issues. They actively select materials and
develop lessons that counteract stereotypes and incorporate histories and
contributions of all cultures. Teachers recognize the influence of race,
ethnicity, gender, religion, and other aspects of culture on a student’s
development and personality. Teachers strive to understand how a
student’s culture and background may influence his or her school
performance. Teachers consider and incorporate different points of view
in their instruction.
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STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS
Focusing on Proficient = ACTION
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PROMOTING DIVERSITY
• Help children feel good about themselves, their families and their
communities
• Expose them to differences
• Challenge young children’s stereotypical thinking
• Promote tolerance and respect towards all differences
• On-going process rather than a lesson or activity
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LINGUISTIC DIVERSITY
• Visible signs of home language throughout the learning environment
• books and other reading material
• labels
• parent bulletin boards (language and reading level)
• Music and audio books in home language
• Teachers can learn a few words or phrases in the home language
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FAMILIES
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DIVERSE MATERIALS
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COUNTERACTING STEREOTYPES
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COUNTERACTING STEREOTYPES
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NON-STEREOTYPICAL PLAY
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INCORPORATING DIFFERENT POINTS OF VIEW
• Young children have different points of view that should be acknowledged and honored in
the Pre-K classroom,
• Young children who are encouraged to confidently express themselves, indicate
preferences, and make choices independently may be better prepared to do so as adults.
• Although, some different views in early childhood may seem simple, expressing
differences is an important step in the learning process.
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WHAT HAPPENED?
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STANDARD IIc. Teachers treat students as individuals. Teachers maintain high expectations,
including graduation from high school, for students of all backgrounds. Teachers
appreciate the differences and value the contributions of each student in the
learning environment by building positive, appropriate relationships.
High Expectations
THROUGH
Positive, Appropriate Relationships
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STANDARD II
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EVIDENCES OF HIGH EXPECTATION
• Teacher knows students
• Background, interests, strengths, needs,
• Listens to children as they share their thoughts
• Writes down what children say, uses interests and input when planning
• Encourages child-directed learning experiences
• Displays process art
• Plans activities that will be challenging
• Promotes self-regulation
• Promotes independence and shared responsibility for learning environment
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COACHING SPOTLIGHT
How would you support a teacher who does not
appear to hold high expectations for their students?
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inclusiveschools.org
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STANDARD IIS.
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STANDARD IID.: WHAT YOU NEED TO KNOW…
• Why is the Birth-Kindergarten license unique?
• Focus on a collaborative and inclusive approach for supporting teachers (e.g.,
child development, Early Childhood Education, Early Childhood Special
Education) (Myers, Griffin, Telekei, Taylor, & Wheeler, 1998).
• In NC, specialized form of coaching (EESLPD via the BTSP) for ECEs
• ECEs need a broad knowledge base for working with children in inclusive Pre –
K programs.
• Program standards and recommended practices in fields of ECE and Early
Childhood Special Education (ECSE) (e.g., DEC, NAEYC)
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NC INITIATIVES SUPPORTING HIGH-QUALITYINCLUSIVE PRE-K PROGRAMS
• The Race to the Top Early Learning Challenge grant
• NC’s Early Learning Challenge grant
• Go Big for Early Childhood
• Institute of Medicine and National Research Council
• NAEYC’s “Power to the Profession”
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WHY DO WE NEED A SPECIALIZED FORM OF COACHING?
• Teachers may benefit from the support of coaches and mentors by changing their
teaching practices and applying evidence-based practices (Hsieh, Hemmeter, MCollum,
& Otrosky, 2009; Kretlow & Bartholomew, 2010; Whitaker, 2000; Sibley, Lawrence, and
Lambert; Knight & Wiseman, 2005; Kretlow, Wood, & Cooke, 2011).
NC Teacher Evaluation Process Evidence-Based Practices
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COLLABORATION WITH SPECIALISTS
• IId. Collaborates with specialists who can support the special learning needs of
students.
• ECE professional…
• Gains skills to consult with families and other professionals for the benefit of individual children and
those with diagnosed disabilities and/or at-risk for Developmental Delays (DD) (DEC, 2007).
• Understands the importance of communication with team members, therapists and specialists and
family members to ensure the child’s goals and needs are being met and addressed by developmental
indicators (Foundations).
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COLLABORATION WITH SPECIALISTS
• IId. Collaborates with specialists who can support the special learning needs of
students.
• ECE professional…
• Understands that inclusive environments include and plan for individual children, including those
from diverse linguistic, cultural, and economic backgrounds as well as children with disabilities (Head
Start).
• Develops activities are developed for the full participation of all children (NAEYC).
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COLLABORATION WITH SPECIALISTS
• IId. Collaborates with specialists who can support the special learning needs of
students.
• ECE professional…
• Identifies individuals in the community who may have resources/supports for families and young
children, including both formal (e.g., library, local YMCA, parks and recreation, speech therapy, OT, PT,
Smart Start, etc.) and informal supports (e.g., friends, family members, neighbors and other individuals
who are able to support the child and family).
• Identifies communication methods to use with professionals to collaborate and address the strengths
and needs of children and families that are most convenient for them (e.g., phone, text, email).
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COLLABORATION WITH SPECIALISTS
• IId. Collaborates with specialists who can support the special learning needs of
students.
• ECE professional…
- Plans communication schedule and consistently implements this schedule with other professionals
(e.g., daily, weekly, as needed).
- When planning classroom activities, ECE teacher intentionally prepares for all children’s participation
in the classroom and takes all facets of the environment into consideration (e.g., room arrangement,
supplies, time of activity, instructions).
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PROVIDES UNIQUE LEARNING OPPORTUNITIES
• IId. Provides unique learning opportunities such as inclusion and research based
effective practices for students with special needs.
• ECE Professional…
• Incorporates multiple modes of facilitating learning to meet the individual needs of the child (e.g.,
collaboration with related services personnel, various levels of structure, use of a system of
decreasing prompts, child mediated to teacher-mediated solutions) (DEC, 2007).
• Adjusts and tailors their curriculum and learning instructional strategies ensure the full participation
of typically developing children and those children who have diagnosed disabilities and/or at-risk for
DD (Foundations).
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PROVIDES UNIQUE LEARNING OPPORTUNITIES
• IId. Provides unique learning opportunities such as inclusion and research based
effective practices for students with special needs.
• ECE Professional…
- Makes modifications as needed to materials in response to the needs and interests of individual children for
the enhancement of learning and for optimal engagement (NAEYC).
- Uses pictures and/or objects to communicate and demonstrate activities with children.
- Offers learning opportunities that are of interest to children based on individual preferences and modifies
these interest areas as needed full for participation by all children included the classroom, both typically
developing children and/or those at-risk for disabilities (e.g., adapted books, modified board games,
implementation of sensory tools as needed [weighted vest for compression or tonal needs]).
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RESEARCH-BASED APPROACHES: ACCESS
Universal Design for Learning
Weight Belt
Sensory Tool
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RESEARCH-BASED APPROACHES: ACCESS
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STANDARD IITeachers recognize that education is a shared responsibility
involving the school, parents or guardians, and the community.
Teachers improve communication and collaboration between the
school and the home and community in order to promote trust
and understanding and build partnerships with all segments of
the community. Teachers seek solutions to overcome cultural and
economic obstacles that stand in the way effective family and
community involvement in the education of their students.
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STANDARD II
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COMMUNICATES AND COLLABORATES
• Uses multiple methods of communication (newsletters, parent board, apps)
• Surveys (children’s interests, family beliefs and traditions, etc.)
• Listens to families and reciprocates ideas in the classroom
• Encourages families to participate in the classroom and school (volunteer opportunities,
family events)
• Conferences and home visits (flexible)
• Involves families in setting goals for their children
• Community member invited to the classroom and community field trips
• Makes families aware of community resources
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RECOGNIZES OBSTACLES AND SEEKS SOLUTIONS
• Connects children and families to community resources to help the family
and child
• Consistently provides information in the families’ native language
• Provides home activities and materials to enhance learning and support
families’ goals for the child
• Teacher regularly explains learning experiences to families and educates
families on best practices for children
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