The Kentucky Teacher Internship ProgramThe Kentucky Teacher Internship Programforfor

Interdisciplinary Early Childhood EducationInterdisciplinary Early Childhood Education

Advanced OrganizerAdvanced Organizer

► IntroductionsIntroductions What is your role on the Intern Committee?What is your role on the Intern Committee? What is your experience with young children?What is your experience with young children?

► Training assumptions and objectivesTraining assumptions and objectives► The nature of early childhoodThe nature of early childhood► Early childhood in KentuckyEarly childhood in Kentucky► Interdisciplinary Early Childhood Education Interdisciplinary Early Childhood Education

(IECE)(IECE)► KTIP IECEKTIP IECE► ResourcesResources

Training AssumptionsTraining Assumptions

►Participants will already:Participants will already: have completed KTIP (TPA) training.have completed KTIP (TPA) training. understand how their role as coach and understand how their role as coach and

mentor contributes to the success of the mentor contributes to the success of the intern.intern.

be familiar with the KTIP materials.be familiar with the KTIP materials. have an understanding of how to gather have an understanding of how to gather

performance evidence and score intern performance evidence and score intern performance.performance.

Training ObjectivesTraining Objectives

►Participants will:Participants will: describe the diversity of early childhood describe the diversity of early childhood

settings.settings. identify features of appropriate early identify features of appropriate early

childhood curriculum, instruction and childhood curriculum, instruction and assessment.assessment.

describe the multiple roles of early childhood describe the multiple roles of early childhood educators.educators.

demonstrate the ability to use the IECE demonstrate the ability to use the IECE Teacher Standards in the KTIP IECE process.Teacher Standards in the KTIP IECE process.

Working in Pairs…describe what an Working in Pairs…describe what an early childhood environment looks early childhood environment looks

like like ► What are the children doing?What are the children doing?► What does the physical environment look like?What does the physical environment look like?► What is included in the daily routine / What is included in the daily routine /

schedule?schedule?► What is the teacher doing?What is the teacher doing?► What are the other adults in the environment What are the other adults in the environment

doing?doing?► How do we know children are learning?How do we know children are learning?► How are all children included in all activities?How are all children included in all activities?► How are the families included?How are the families included?

Group DiscussionGroup Discussion

► What are the children doing?What are the children doing?► What does the physical environment look like?What does the physical environment look like?► What is included in the daily routine / schedule?What is included in the daily routine / schedule?► What is the teacher doing?What is the teacher doing?► What are the other adults in the environment What are the other adults in the environment

doing?doing?► How do we know children are learning?How do we know children are learning?► How are all children included in all activities?How are all children included in all activities?► How are the families included?How are the families included?

Professional Professional Resources for Early Resources for Early

Childhood EducationChildhood Education

The National Association for the The National Association for the Education of Young Children (NAEYC)Education of Young Children (NAEYC)

►Website: Website: www.naeyc.org

►Mission: NAEYC's mission is to serve Mission: NAEYC's mission is to serve and act on behalf of the needs, rights and act on behalf of the needs, rights and well-being of all young children and well-being of all young children with primary focus on the provision with primary focus on the provision of educational and developmental of educational and developmental services and resources.services and resources.

►NAEYC defines early childhood as NAEYC defines early childhood as birth through age 8.birth through age 8.

NAEYC Position on Developmentally NAEYC Position on Developmentally Appropriate PracticeAppropriate Practice

► As NAEYC defines it, As NAEYC defines it, developmentally developmentally appropriate practice appropriate practice (DAP) is a framework of (DAP) is a framework of principles and guidelines for best practice in the principles and guidelines for best practice in the care and education of young children, birth care and education of young children, birth through age 8. It is grounded both in the through age 8. It is grounded both in the research on how young children develop and research on how young children develop and learn and in what is known about education learn and in what is known about education effectiveness. The principles and guidelines effectiveness. The principles and guidelines outline practice that promotes young children's outline practice that promotes young children's optimaloptimal learning and development. learning and development.

►http://www.naeyc.org/DAP

Developmentally Developmentally Appropriate Practice in Appropriate Practice in

Early Childhood Early Childhood Programshttp://www.naeycProgramshttp://www.naeyc.org/store/DAP-and-Basics-.org/store/DAP-and-Basics-

of-DAP-Set (3of-DAP-Set (3rdrd edition) edition)(Copple & Bredekamp, (Copple & Bredekamp,

2009)2009)

Basics of Developmentally Appropriate Practice An Introduction for Teachers of Infants and Toddlers (Gonzalez-Mena, Copple & Bredekamp, 2013)Basics of

Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners (Phillips & Scrinzi, 2013)

Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Children 3 to 6 (Copple & Bredekam, 2006)

http://www.naeyc.org/store/DAP-and-Basics-of-DAP-Set

The developmentally appropriate classroom environment is one The developmentally appropriate classroom environment is one where children most often:where children most often:

Lead...rather than follow the teacher. Lead...rather than follow the teacher. Create...rather than duplicate. Create...rather than duplicate. Move...rather than wait. Move...rather than wait. Make the lines...rather than color in the lines. Make the lines...rather than color in the lines. Speak...rather than listen passively. Speak...rather than listen passively. Initiate...rather than imitate. Initiate...rather than imitate. Raise questions...rather than answer the teacher's Raise questions...rather than answer the teacher's

questions. questions. Solve their own problems...rather than the teacher's Solve their own problems...rather than the teacher's

problems. problems. Make art...rather than do crafts. Make art...rather than do crafts. Emphasize the process...rather than the product. Emphasize the process...rather than the product. Use authentic skills...rather than drill and practice. Use authentic skills...rather than drill and practice. Make books...rather than fill in workbooks. Make books...rather than fill in workbooks. Decide...rather than submit. Decide...rather than submit. Choose wisely...rather than being told. Choose wisely...rather than being told. Make a plan...rather than follow the teacher's plan. Make a plan...rather than follow the teacher's plan. Try again...rather than fail. Try again...rather than fail.

Crosser, S. (n.d.). The butterfly garden: Developmentally appropriate practice Crosser, S. (n.d.). The butterfly garden: Developmentally appropriate practice defined. defined. Early Childhood News. Early Childhood News. Retrieved June 19, 2008, from Retrieved June 19, 2008, from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleId=115

Age-specific DAP Resources for Teachers

http://www.naeyc.org/DAP/resources

The Division for Early Childhood The Division for Early Childhood of the Council for Exceptional Children of the Council for Exceptional Children

(DEC)(DEC)►Website: Website: http://www.dec-sped.org

►Mission: The Division for Early Mission: The Division for Early Childhood promotes policies and Childhood promotes policies and advances evidence-based practices advances evidence-based practices that support families and enhance the that support families and enhance the optimal development of young children optimal development of young children who have or are at risk for who have or are at risk for developmental delays and disabilities. developmental delays and disabilities.

►DEC defines early childhood as birth DEC defines early childhood as birth through age 8.through age 8.

DEC Position on Developmental DEC Position on Developmental DelayDelay

► DEC believes:DEC believes: in the uniqueness of the young childin the uniqueness of the young child that services and interventions must be that services and interventions must be

responsive to the …child’s needs and patterns of responsive to the …child’s needs and patterns of developmentdevelopment

that disability categories …are often inappropriate that disability categories …are often inappropriate for …children birth through 8 yearsfor …children birth through 8 years

and that…developmental delay can be a more and that…developmental delay can be a more appropriate designation of disability for special appropriate designation of disability for special education eligibility.education eligibility.

► http://dec.membershipsoftware.org/content.asp?contentid=180

DEC Recommended Practices: DEC Recommended Practices: A Comprehensive GuideA Comprehensive Guide

Sandall, Hemmeter, Smith and Sandall, Hemmeter, Smith and McLean (2005)McLean (2005)

DEC Recommended Practices in Early

Intervention/Early Childhood Special Education (2014)

http://dec.membershipsoftware.org/recommendedpractices

AssessmentChild-Focused

PracticesFamily-Based

PracticesInterdisciplin

ary ModelsTechnology Applications

Direct Services

Indirect Services

Interdisciplinary Early Interdisciplinary Early Childhood Education Childhood Education

in Kentuckyin Kentucky

The Early Childhood Age Range in KYThe Early Childhood Age Range in KY

► KY agrees with DEC and NAEYC that the early KY agrees with DEC and NAEYC that the early childhood age range is birth through 8 years.childhood age range is birth through 8 years.

► The IECE certification was established as birth The IECE certification was established as birth through kindergarten since KY already had a through kindergarten since KY already had a certification addressing the primary years.certification addressing the primary years.

► The IECE certification age range is consistent The IECE certification age range is consistent with DEC’s and NAEYC’s recommendations that with DEC’s and NAEYC’s recommendations that preservice programs focus on two of the 3 age preservice programs focus on two of the 3 age ranges: infant/toddler, preschool, and primary.ranges: infant/toddler, preschool, and primary.

► The KY Early Childhood Standards focus on The KY Early Childhood Standards focus on birth through 4 years as KY has standards for K-birth through 4 years as KY has standards for K-12. 12.

KY IECE CertificationKY IECE CertificationFrom 16 KAR 2:040 Section 4 found at From 16 KAR 2:040 Section 4 found at

http://www.lrc.state.ky.us/kar/016/002/040.htm

(1) The professional certificate for interdisciplinary early (1) The professional certificate for interdisciplinary early childhood education, birth to primary, shall be valid childhood education, birth to primary, shall be valid for teaching children from birth to entry into the for teaching children from birth to entry into the primary program, including teaching children in primary program, including teaching children in kindergarten or another program for five (5) year old kindergarten or another program for five (5) year old children if the program is operated separately from children if the program is operated separately from the primary program.the primary program.

(2) A person holding this certificate shall serve as a (2) A person holding this certificate shall serve as a primary developer and implementer of an individual primary developer and implementer of an individual program for children with or without disabilities program for children with or without disabilities including an individual education plan (IEP) and including an individual education plan (IEP) and individual family service plan (IFSP) with consultation individual family service plan (IFSP) with consultation and support from a specialist according to the needs and support from a specialist according to the needs of the child.of the child.

Kentucky Department of Education Kentucky Department of Education Definition of PreschoolDefinition of Preschool

► Kentucky's preschool education programs are available Kentucky's preschool education programs are available for all four-year-old children whose family income is no for all four-year-old children whose family income is no more than 150% of poverty; all three and four-year-old more than 150% of poverty; all three and four-year-old children with developmental delays and disabilities, children with developmental delays and disabilities, regardless of income; and other four-year- old children as regardless of income; and other four-year- old children as placements are available based on district decision.  The placements are available based on district decision.  The preschool program is designed to be developmentally preschool program is designed to be developmentally appropriate for young children.  "Developmentally appropriate for young children.  "Developmentally appropriate" is defined in law to mean that the program appropriate" is defined in law to mean that the program focuses on the child's physical, intellectual, social and focuses on the child's physical, intellectual, social and emotional development, including interpersonal, emotional development, including interpersonal, intrapersonal, and socialization skills.intrapersonal, and socialization skills.

► From From http://education.ky.gov/educational/pre/Pages/default.aspx

Kentucky Preschool Kentucky Preschool RegulationsRegulations

Let’s take a look at Kentucky Let’s take a look at Kentucky

Preschool Regulations…Preschool Regulations…

KY Early Childhood KY Early Childhood StandardsStandards

KY Early Childhood StandardsKY Early Childhood Standards►The entire “Building A Strong Foundation The entire “Building A Strong Foundation

for School Success” includes :for School Success” includes : Early Childhood StandardsEarly Childhood Standards Continuous Assessment GuideContinuous Assessment Guide Quality Self StudyQuality Self Study

►Additionally, there are Parent Guides for Additionally, there are Parent Guides for the Standards and now the application the Standards and now the application document of who to “use” the document of who to “use” the Standards…. “road map”Standards…. “road map”

http://kidsnow.ky.gov/School%20Readiness/Pages/Early-Childhood-Standards-2013.aspx

Building a Strong FoundationBuilding a Strong Foundationfor School Successfor School Success

► Kentucky’s Early Kentucky’s Early Childhood Standards Childhood Standards (KY ECS) (KY ECS)

► Kentucky's Kentucky's Continuous Continuous Assessment GuideAssessment Guide

► Kentucky Early Kentucky Early Childhood Quality Childhood Quality Self StudySelf Study

http://kidsnow.ky.gov/Improving-Early-Care/Pages/Tools-and-Resources.aspx

Building a Strong FoundationBuilding a Strong Foundationfor School Successfor School Success

► Parent GuidesParent Guides ► Field GuidesField Guides

http://kidsnow.ky.gov/engaging-families/Pages/Parent-Guides.aspx

http://kidsnow.ky.gov/Improving-Early-Care/Pages/Tools-and-Resources.aspx

KY ECS…KY ECS…

►The main goals of the KY ECS were toThe main goals of the KY ECS were to

(1) ensure a linkage of early childhood (1) ensure a linkage of early childhood standards and Kentucky Core Academic standards and Kentucky Core Academic Standards across the Birth – Four age span; Standards across the Birth – Four age span; andand

(2) ensure linkage of early childhood standards (2) ensure linkage of early childhood standards and Kentucky Core Academic Standards with and Kentucky Core Academic Standards with the Kentucky Program of Studies, K-12.the Kentucky Program of Studies, K-12.

The guiding principles of the KY The guiding principles of the KY ECSECS

► Ensure the use of Ensure the use of developmentally developmentally appropriateappropriate practices practices

► Support and enhance Support and enhance qualityquality in early care in early care and education settingsand education settings

► Address a Address a rangerange of developmental needs of developmental needs► Ensure attention to Ensure attention to social/emotionalsocial/emotional

needsneeds► Reflect Reflect culturalcultural sensitivity sensitivity► Reflect an understanding of the Reflect an understanding of the ecological ecological

naturenature of early childhood of early childhood

The KY ECS are broken down The KY ECS are broken down into…into…

StandardsStandards

BenchmarksBenchmarks

Developmental ContinuumDevelopmental Continuum

Example BehaviorsExample Behaviors

**Take note of the KY Common Core **Take note of the KY Common Core Academic Standards and Head Start Academic Standards and Head Start Outcomes**Outcomes**

Activity with the KY ECSActivity with the KY ECS

► In small groups or pairs, identify the In small groups or pairs, identify the Standard, Benchmark and Developmental Standard, Benchmark and Developmental Continuum that is being addressed in the Continuum that is being addressed in the provided scenario.provided scenario.

►Let’s discuss our findings as a large group.Let’s discuss our findings as a large group.

►Next, we’ll see how the KY ECS align with Next, we’ll see how the KY ECS align with the KY Common Core Academic Standardsthe KY Common Core Academic Standards

KY Core Academic KY Core Academic StandardsStandards

http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---

new.aspx

NAEYC Position on KY Core Academic Standards

http://www.naeyc.org/topics/common-core

Goal 1 -Basic Communication and Mathematics

Skills

Goal 2- Application of Core Concepts

Goal 3 - Developing Self-Sufficiency

Goal 4 - Responsible Group Membership

Goal 5 - Think and Solve Problems

Goal 6 - Connect and Integrate Knowledge

KY Core Academic Standards Learning Goals

Kentucky Early Childhood Standard (KYECS)

aligned toKentucky Core Academic Kindergarten Standards

(KYCAS) 

Mathematics

Counting and Cardinality (KCAS)•Know number names and the count sequence.

Counting and Cardinality (KCAS)•Count to tell the number of objects.•Compare numbers.

Operations & Algebraic Thinking (KCAS)•Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Number & Operations in Base Ten (KCAS)•Work with numbers 11-19 to gain foundations for place value.

Measurement and Data (KCAS)•Describe and compare measurable attributes.Geometry (KCAS)•Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).•Analyze, compare, create, and compose shapes.

Kentucky Core Academic Mathematics Standards

Kentucky Early Childhood Standards MATHEMATICS (3S AND 4S)

Standard 1: Demonstrates general skills and uses concepts of mathematics.

•Benchmark 1.1: Demonstrates an understanding of numbers and counting.

•Benchmark 1.2: Recognizes and describes shapes and spatial relationships.

•Benchmark 1.3: Uses the attributes of objects for comparison and patterning.

•Benchmark 1.4: Uses nonstandard and/or standard units to measure and describe

Kentucky Early Childhood Standard 3s and 4s (KYECS)

aligned toKentucky Core Academic Kindergarten Standards

(KYCAS)

English/Language Arts

Reading Literature •Key Ideas and Details•Craft and Structure•Integration of Knowledge and Ideas•Range of Reading and Level of Text ComplexityReading Informational Texts•Key Ideas and Details•Craft and Structure•Integration of Knowledge and Ideas•Range of Reading and Level of Text ComplexityFoundational Skills•Print Concepts•Phonological Awareness•Phonics and Word Recognition•Fluency

Writing•Text Types and Purposes•Production and Distribution of Writing•Research to Build and Present Knowledge•Range of WritingSpeaking and Listening•Comprehension and Collaboration•Presentation of Knowledge and Ideas Language•Conventions of Standard English•Knowledge of Language•Vocabulary Acquisition and Use

Kentucky Core Academic English/Language Arts Standards

English/Language Arts Standard 1: Demonstrates general skills and strategies of the communication process. •Benchmark 1.1: Uses non-verbal communication for a variety of purposes.•Benchmark 1.2: Uses language (verbal, signed, symbolic) for a variety of purposes.•Benchmark 1.3: Communicates with increasing clarity and use of conventional grammar.English/Language Arts Standard 2: Demonstrates general skills and strategies of the listening and observing processes. •Benchmark 2.1: Engages in active listening in a variety of situations.•Benchmark 2.2: Observes to gain information and understanding.English/Language Arts Standard 3: Demonstrates general skills and strategies of the reading process. •Benchmark 3.1: Listens to and/or responds to reading materials with interest and enjoyment.•Benchmark 3.2: Shows interest and understanding of the basic concepts and conventions of print.•Benchmark 3.3: Demonstrates knowledge of the alphabet.•Benchmark 3.4: Demonstrates emergent phonemic/phonological awareness.•Benchmark 3.5: Draws meaning from pictures, print, and text. •Benchmark 3.6: Tells and retells a story. English/Language Arts Standard 4: Demonstrates competence in the beginning skills and strategies of the writing process. •Benchmark 4.1: Understands that the purpose of writing is communication.•Benchmark 4.2: Produces marks, pictures, and symbols that represent print and ideas. •Benchmark 4.3: Explores the physical aspect of writing.

Kentucky Early Childhood Standards – English/Language Arts (3S AND 4S)

IECE Teacher IECE Teacher StandardsStandards

KY IECE Teacher StandardsKY IECE Teacher StandardsStandard I: Designs/Plans InstructionStandard I: Designs/Plans Instruction

Standard II: Creates/Maintains EnvironmentsStandard II: Creates/Maintains Environments

Standard III: Implements InstructionStandard III: Implements Instruction

Standard IV: Assesses & Communicates Learning ResultsStandard IV: Assesses & Communicates Learning Results

Standard V: Reflects/Evaluates Professional PracticesStandard V: Reflects/Evaluates Professional Practices

Standard VI: Collaborates with Colleagues/Families/OthersStandard VI: Collaborates with Colleagues/Families/Others

Standard VII: Engages in Professional DevelopmentStandard VII: Engages in Professional Development

Standard VIII: Supports FamiliesStandard VIII: Supports Families

Standard IX: Demonstrates Implementation of TechnologyStandard IX: Demonstrates Implementation of Technology

Standard X: Standard X: Provides Leadership within Provides Leadership within School/Community/ProfessionSchool/Community/Profession

KY IECE Teacher StandardsKY IECE Teacher Standards

►Let’s take time for review of the Let’s take time for review of the Standards and IndicatorsStandards and Indicators

►What is unique in the IECE Standards?What is unique in the IECE Standards? How do these standards reflect the How do these standards reflect the

environment being created?environment being created? Review the information you shared on the Review the information you shared on the

charts and compare to the IECE charts and compare to the IECE Standards.Standards.

KTIP IECEKTIP IECE

4444

Cycles:Cycles: In order toIn order to provide opportunities for growth and provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 guidance throughout the internship, assessment is divided into 3

increments of time.increments of time.

Orientation Orientation

First First Committee Committee

MeetingMeeting

Held: Prior to Held: Prior to any formal any formal classroom classroom

observationobservation

Cycle 1Cycle 1

Second Second Committee Committee

MeetingMeeting

Held: 1-60 Held: 1-60 instructional instructional

days days following the following the orientation orientation meeting meeting

Assess Assess Tasks A-FTasks A-F

Cycle 2Cycle 2

Third Third Committee Committee

MeetingMeeting

Held: 61-110 Held: 61-110 instructional instructional

days days following the following the orientation orientation

meetingmeeting

Assess Assess Tasks A-FTasks A-F

Cycle 3Cycle 3

Fourth Fourth Committee Committee

MeetingMeeting

Held: 111-Held: 111-140 140

instructional instructional days days

following the following the orientation orientation

meetingmeeting

Assess All Assess All TasksTasks

4545

Task E: Assess & Manage Professional Task E: Assess & Manage Professional GrowthGrowth

See pages 25-33 in KTIP IECE TPA Handbook See pages 25-33 in KTIP IECE TPA Handbook ►Prior to Prior to orientation meeting:orientation meeting:

Intern completes self-assessmentIntern completes self-assessment Intern reviews self-assessment with Intern reviews self-assessment with

resource teacherresource teacher Resource teacher asks guided questionsResource teacher asks guided questions

►AtAt orientation meeting: orientation meeting: Discuss results of self-assessmentDiscuss results of self-assessment

4646

Task A-1: Teaching and Learning Task A-1: Teaching and Learning ContextContext

►Task A-1: Using a shoulder partner, Task A-1: Using a shoulder partner, describe the work completed for Task describe the work completed for Task A-1 page 19 of the IECE TPA A-1 page 19 of the IECE TPA Handbook. Handbook.

4747

Discoveries for Task A-1Discoveries for Task A-1

►When does the intern complete A-1?When does the intern complete A-1?Complete before each class for which Complete before each class for which the intern is being observed.the intern is being observed.

►How does the intern connect A-1 to A-2?How does the intern connect A-1 to A-2?Connect the insights gained in Task A-1 Connect the insights gained in Task A-1

Student Diversity, Patterns of Achievement, Student Diversity, Patterns of Achievement, Implication for Instructions with the lesson plan, Implication for Instructions with the lesson plan, Context, Assessment Plan, and Procedures.Context, Assessment Plan, and Procedures.

4848

Task A-2: Lesson PlanTask A-2: Lesson Plan

►When does the intern complete A-2?When does the intern complete A-2? Before each lesson being observed. In Before each lesson being observed. In

Task I, for each lesson being observed in the Task I, for each lesson being observed in the instructional unit, or instructional unit, or only only one if the lesson of one if the lesson of the instructional unit is video recorded.the instructional unit is video recorded.

►Review each of the requirements of Task Review each of the requirements of Task A-2 on page 20 of your IECE TPA A-2 on page 20 of your IECE TPA Handbook.Handbook.

Task A-2: Lesson PlanTask A-2: Lesson PlanWhat are the children doing? Are the activities developmentally

appropriate?What does the physical environment look like?

How will the environment be used in teaching and learning?

What is included in the daily routine / schedule?

How does the intern plan for transition?

What is the teacher doing? How does the intern plan for her/his teaching?

What are the other adults in the environment doing?

How does the intern plan for the other adults to participate in teaching?

How do we know children are learning?

Are the assessments appropriate?

How are all children included in all activities?

Is intern planning for individual needs?

How are the families included? How does the lesson plan reflect family collaboration?

5050

Task B: Demonstrate Teaching Task B: Demonstrate Teaching Skills During ObservationSkills During Observation

► Using the Task A-2 that you have developed, Using the Task A-2 that you have developed, discuss how that observation may look.discuss how that observation may look.

► For example:For example: What are the children doing?What are the children doing? What will the environment look like?What will the environment look like? What is included in the daily What is included in the daily

routine/schedule?routine/schedule? What is the teacher doing?What is the teacher doing? What are the other adults in the What are the other adults in the

environment doing?environment doing? How do we know children are learning?How do we know children are learning? How are all children included in all activities?How are all children included in all activities? How are families included?How are families included?

5151

Task C: Lesson Analysis and ReflectionTask C: Lesson Analysis and Reflection

► Analysis of student performance data and Analysis of student performance data and reflection on the impact of instruction are reflection on the impact of instruction are critical to improve teaching.critical to improve teaching.

► Review page 22 of the IECE TPA Handbook.Review page 22 of the IECE TPA Handbook.

► Discuss with a shoulder partner mentoring Discuss with a shoulder partner mentoring suggestions for Task C.suggestions for Task C. What methods does the intern use to What methods does the intern use to

collect assessment data on the children?collect assessment data on the children? What methods does the intern use to What methods does the intern use to

analyze assessment data on the children?analyze assessment data on the children? What methods does the intern use to What methods does the intern use to

communicate learning results to children communicate learning results to children and families? and families?

5252

The Post-Observation ConferenceThe Post-Observation Conference

►All committee members conduct a All committee members conduct a post observation conference post observation conference prior to prior to the committee meetingthe committee meeting..

►The post-observation conference The post-observation conference should take place as soon as possible should take place as soon as possible after the observation.after the observation.

5353

Task D: Collaborate to Address Task D: Collaborate to Address Special Learning Needs Special Learning Needs

► Using a shoulder or face partner describe Using a shoulder or face partner describe sequence of completion for Task D (pgs. sequence of completion for Task D (pgs. 23-24). 23-24).

► Use the schedule of activities on pages 10-Use the schedule of activities on pages 10-11 of the TPA Workbook as your guide.11 of the TPA Workbook as your guide. What happens at:What happens at:

• OrientationOrientation• Cycle 1Cycle 1• Cycle 2Cycle 2• Cycle 3Cycle 3

5454

Task E: Assess and Manage Task E: Assess and Manage Professional GrowthProfessional Growth

►The professional growth task is a critical The professional growth task is a critical source of documentation that shows the source of documentation that shows the intern has been afforded due process intern has been afforded due process during the internship. during the internship.

►When assisting the intern in choosing When assisting the intern in choosing professional development activities, it is professional development activities, it is important to direct the intern to activities important to direct the intern to activities that will specifically address priority that will specifically address priority growth needs.growth needs.

5555

Task F: LeadershipTask F: Leadership

►Read directions for Task F on pages Read directions for Task F on pages 34-35 the IECE TPA Handbook.34-35 the IECE TPA Handbook.

►Discuss possible leadership projects. Discuss possible leadership projects.

5656

Tasks G-J: The Instructional UnitTasks G-J: The Instructional Unit(pages 36-47 of the IECE TPA handbook)(pages 36-47 of the IECE TPA handbook)

►Task G: Designing the Instructional UnitTask G: Designing the Instructional Unit►Task H: The Assessment PlanTask H: The Assessment Plan►Task I: Designing Instructional Task I: Designing Instructional

Strategies and Activities Strategies and Activities

Organizing and Analyzing the Results:Organizing and Analyzing the Results:►Task J-1: /Reflecting on the Impact of Task J-1: /Reflecting on the Impact of

InstructionInstruction►Task J-2: Communication and Follow-UpTask J-2: Communication and Follow-Up

The Instructional Unit The Instructional Unit in Early Childhood Programsin Early Childhood Programs

► Where does the content for the unit come Where does the content for the unit come from?from?

► How do you use child assessment data to help How do you use child assessment data to help prepare the instructional unit? (Task H: prepare the instructional unit? (Task H: Assessment Plan page 41)Assessment Plan page 41) What is pre-assessment data collection?What is pre-assessment data collection? What is formative assessment data What is formative assessment data

collection?collection? What is post-assessment data collection?What is post-assessment data collection?

► All of the numbered items on the Assessment All of the numbered items on the Assessment Plan MUST be included in the instructional unit.Plan MUST be included in the instructional unit.

Introduction to the IECE IPRIntroduction to the IECE IPR

► In pairs / small group, review the IECE In pairs / small group, review the IECE IPR.IPR.

►Again, identify what you find as unique Again, identify what you find as unique about IECE.about IECE.

Resources…Resources…► Kentucky Department of Education

http://education.ky.gov/► KDE Preschool Education Programs for

Teachers/Administratorshttp://education.ky.gov/educational/pre/Pages/default.aspx► Building a Strong Foundation for School Successhttp://kidsnow.ky.gov/Improving-Early-Care/Pages/Tools-

and-Resources.aspx ► First Steps – Kentucky’s Early Intervention System

http://chfs.ky.gov/dph/firststeps.htm ► National Association for the Education of Young Children

http://www.naeyc.org/► Division of Early Childhood http://www.dec-sped.org/

ResourcesResources► Center in the Social and Emotional Foundations for Early

Learning http://csefel.vanderbilt.edu/► Technical Assistance Center on Social Emotional

Intervention http://www.challengingbehavior.org/ ► CONNECT Modules http://community.fpg.unc.edu/► Kentucky Autism Training Center

http://louisville.edu/education/kyautismtraining► Transition One Stop http://www.transitiononestop.org/► The National Early Childhood Technical Assistance

Center http://ectacenter.org/► Early Childhood Standards: 2013http://kidsnow.ky.gov/School%20Readiness/Pages/Early-

Childhood-Standards-2013.aspx