Presentation Transcript

1. Camille Catlett (moderator) Frank Porter Graham Child Development Institute The University of North Carolina at Chapel Hill July 25, 2012

   Welcome to the Learning TableCalifornia, Connecticut, Florida, Georgia, Illinois, Oregon, and Pennsylvania

2. Questions & commentsare invited Try it out now. Type in where you’re calling from, and what the temperature is. Use the “Chat” pod
3. QuickPoll What do you think is the most commonly used professional development approach in early childhood? One-time training Multiple session training Coaching Mentoring
4. Logistics for today’s Live Session Mute/UnMuteyour phone Please mute your phone during the Live Session (*6) and unmute it when you want to say something (*6) Identify yourselfPlease identify yourself when you speak (“Hi, this is Camille from California . . . “) Chime in Share your questions and comments in the part of the screen marked”Chat”
5. Camille Catlett (moderator) Frank Porter Graham Child Development Institute The University of North Carolina at Chapel Hill July 25, 2012

   Welcome to the Learning TableCalifornia, Connecticut, Florida, Georgia, Illinois, Oregon, and Pennsylvania

6. Growing CapacityHow are you growing the capacity of your work force to support young children who are culturally, linguistically, and ability diverse?? Evidence and Resources Camille Catlett Who, What, and How Hannah Matthews (CLASP) Sharon Ritchie (First School) Applications and Discussion Everyone
7. What do we know about effective PD? One thing we can say with certainty about professional development is that workshops are not effective if building skills or dispositions is the desired outcome (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)
8. . . . and yet A national survey of Part C and 619 state coordinators indicated that workshops were the primary method for delivering training and technical assistance (Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009) While training workshops are consistently the PD method of preference in early childhood, short-term, one-time trainings have little or no impact on quality improvements (Zollitsch & Dean, 2010)
9. Recent findings Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development (Trivette, 2005; Trivette, Dunst, Hamby, & O’Herin, 2009; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009)
10. Based on these findings, effective professional development . . . Is intensive and ongoing, with multiple, sequenced, active learning experiences Is grounded in specific practice-focused content Builds on the learner’s current level of understanding Includes large doses of learner self- assessment of his/her learning against a set of standards, criteria, or expert feedback Is aligned with instructional goals, learning standards, and curriculum materials
11. Promising practices Relationship-based training efforts (coaching, consultation, technical assistance, mentoring, communities of practice, peer study groups) are promising but largely unproven methods. To date studies are “far from conclusive and offer little in the way of showing advantages of one over the other (Zollitsch & Dean, 2010; Winton, 2006)
12. Impact of Different PD Methods (Joyce & Showers, 2002)
13. Early childhood personnel . . . Are not adequately prepared to work with children with disabilities or children who are culturally diverse or children who are linguistically diverse (Chang, Early, & Winton, 2005; Lim, Maxwell, Winton, & Zimmer, 2009; Chang, 2006; )
14. All providers and caregivers need a set of skills for working effectively across cultures (Chang, Early, & Winton, 2005; Lim, Maxwell, Winton, & Zimmer, 2009)
15. Research on building culturally responsive dispositions The following types of program experiences influenced the development of culturally responsive dispositions and teaching practices: Readings on issues of race, culture, poverty, and social justice Experiences with different colleagues in different settings Interactions with diverse families Critical reflection Discussion and dialogue (Kidd, Sánchez, & Thorp, 2009)
16. Interviews with 13 QRISs revealed that . . . The focus of PD across states was similar, with environments and social emotional growth cited as frequent content areas. Fewer states reported emphasis on language, individualizing supports for children’s learning, and improving teachers’ ability to help family members promote their children’s learning. Most states reported that most non-credit bearing sessions are offered as single events, and relatively few PD opportunities are offered as part of a series of sessions covering one topic or related topics. (Smith, Schneider, & Kreader, 2010)
17. Perspectives on PD from recent RTT-ELC applications Louise Stoney’s analysis of trends & challenges related to QRIS priorities addressed in the 35 state applications for RTT-ELC (2012) noted the “need for greater cultural competence and workforce diversity” as well as PD and supports in multiple languages. Only one state was cited for focused attention to children with disabilities.
18. “Grassroots” Perspectives on QRIS & Inclusion Survey of child care directors (n=48) in 8 states about benefits and challenges of participating in QRIS indicated appropriately addressing program quality for children with disabilities was a concern (Schulman, Matthews, Blank, & Ewen, 2012)
19. Grassroots Perspectives: Findings from Survey (continued) Childcare directors discussed “the importance not only of standards appropriate for children with special needs, but also of assessors with knowledge in special education who could recognize appropriate practices for children with special needs” Example: for children with autism, room set-up to reduce distractions is not in accordance with requirements for specific number of materials of certain types in the classroom (Schulman, Matthews, Blank, & Ewen, 2012, p.27)
20. Reactions to the evidence?
21. QuickPoll Do you have a definition of professional development that you use in your QRIS work? Yes No Don’t know
22. A Framework for Thinking About Professional Development
23. NPDCI Definition of Professional Development “Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..
24. Definition(continued) The key components of professional development include: characteristics and contexts of the learners (i.e.,the “who”); content (i.e., the “what” of professional development); and organization and facilitation of learning experiences (i.e., the “how”).”
25. Two Whos Early childhood colleagues who work directly with children and families in a variety of settings (e.g., child care, home visiting, Head Start, PreK)
26. Two Whos Early childhood colleagues who provide professional development in a variety of settings (e.g., faculty, mentors, coaches, TA providers, and consultants)
27. What informs the content of PD? Early learning guidelines / standards Evidence-based practices Culturally and linguistically responsive practices Competencies Laws and policies Values
28. Many forms of How Workshops Courses Coaching Mentoring Technical Assistance Communities of Practice Learning Tables
29. Hannah Matthews Director, Child Care and Early Education Center for Law and Social Policy (CLASP)

    Growing Capacity

30. WHO?
31. The Early Childhood Workforce Most child care workers (79 percent) and preschool/Kindergarten teachers (81 percent) are White, non-Hispanic. Language capacity of early childhood workers varies, no national data. Current workforce is highly stratified. Bureau of Labor Statistics, 2007; Saluja, et al., “Demographic Characteristics of Early Childhood Teachers and Structural Elements of Early Care and Education in the United States.”
32. The Early Childhood Workforce Providers caring for children in multiple settings. Subject to different sets of standards and with varying training and education requirements. Vast majority of child care programs currently are outside of existing state QRIS.
33. Children Are With Caregivers in Multiple Settings Primary Child Care Arrangements for Children 0-5 With Employed Mothers Source: Urban Institute, 2002 National Survey of America’s Families.
34. Many high needs children are in FFN care Sources: NSAF 2002 data and FFY2010 CCDF Data Tables (Preliminary Estimates). Low-income children (living below 200% of the poverty level) are more likely to be in FFN care Children of immigrants and Latinos are more likely to be in FFN care Nationally, 20 percent of children receiving CCDBG subsidies were served in legally unregulated care, although it varies by state
35. Multiple Pathways to Building Capacity Grow a diverse early childhood workforce Increase diversity of workforce by supporting caregivers who are culturally and linguistically diverse. Support training and education of diverse providers. Increase competency of early childhood workforce working with diverse children.
36. WHAT?
37. Diversity Can Be Addressed Throughout Early Childhood System, Standards Quality Rating and Improvement Systems Professional Development Systems Child Care Licensing Standards Home Visiting Standards Core Knowledge and Competencies Early Learning Standards Higher Education System
38. Yet, Few Early Childhood Standards Include Attention to Diversity For example, existing early learning standards are insufficient Training on standards, therefore, doesn’t provide base teachers need to effectively work with diverse children.
39. QRIS and Diversity Few QRIS include measures of cultural, linguistic competency Measures often apply only to highest quality ratings. Training and Professional Development Standards lack attention to cultural, linguistic competency Child care center directors report interest and need for support to better serve diverse children and families. CLASP and NWLC, A Count for Quality.
40. QRIS and Diversity QRIS can be a tool to increase cultural and linguistic competency in early childhood programs by Promoting new measures of quality related to diverse children and families. Providing training and TA to programs and providers.
41. “What” isimportant?A review of explicit and intentional content related to supporting young children who are culturally, linguistically, andabilitydiverse and their families
42. An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status (Aaronson, Barrow, Sander, 2007; Darling-Hammond, 2000; Jacob, Lefgren, & Sims, 2008; Kane & Staiger, 2008; Nye, Konstantopoulos, & Hedges, 2004; Rivkin, Hanushek,& Kain, 2005; Rockoff, 2004; Rothstein, 2010) [He/she must be able to] see, value, and build on family strengths and culture
43. From Kathryn Tout Knowledge, attitudes and beliefs (particularly child-centered vs. adult centered caregiving beliefs) are important predictors of global quality Beliefs and attitudes also are hypothesized to be related to family-sensitive caregiving and culturally responsive practice No QRIS currently has indicators related to attitudes and beliefs.
44. North Carolina is in the process of revising its rating structure. In the future, programs that excel at supporting young children who are culturally, linguistically, and/or ability diverse will be recognized as programs of distinction
45. From Kathryn Tout Kathryn also reminded us of a very important dimension of effective professional development: measuring the difference PD makes in outcomes for young children. Strategy: Incorporate an emphasis in PD on effective practices to help learners make the transition from what they know to what they are able to do.
46. Focus on PracticesResearch Synthesis Points on Quality Inclusive Practices
47. NPDCI Resource Sheets on Evidence-based Practices that Support Inclusion NPDCI
48. From LindaHalgunseth Content Related to Family Engagement How will can PD support staff to know about and effectively using strength-based approaches that view family members as having unique skills and interests? How can PD focus on the knowledge, skills, and dispositions for building reciprocal relationships? taking a partnership approach to children’s learning, in which both programs and families collaborate emphasizing respect for families and a value for their knowledge and skills Promoting two-way communication and co- planning
49. From Cristina Gillanders Essential Content for Supporting Young Dual Language Learners Skill in using instructional enhancements that take into account children’s process of second language acquisition Skill at tailoring instructional enhancements to each child’s stage of second language acquisition Skill in conducting ongoing and frequent assessments to monitor children’s English language acquisition Skill in providing intensive oral English language development, especially explicit vocabulary and academic English instruction Skill in supporting opportunities for young DLLs to express themselves in a variety of forms and languages
50. HOW?
51. Range of PD Necessary Diversity of professional development strategies should reflect diversity of workforce. For example, need for: Early childhood coursework in non-English languages. English language/ESL coursework. Monetary and non-monetary supports for minority students. Meaningful cultural competency training for teachers/caregivers.
52. Grow a Diverse Workforce Support career ladders for bilingual early childhood professionals, as well those who speak languages other than English. Provide supports for providers who speak languages other than English, including community-based professional development that articulates to higher education language access support recognition of degrees earned outside of US peer networking/cohort experiences.
53. Grow a Diverse Workforce Ensure that health and safety and other basic training is available in multiple languages through community-based providers. Provide training and TA to LEP providers. Assess language access to regulations, information and forms.
54. Grow a Diverse Workforce Include family, friend and neighbor caregivers in diverse communities in professional development opportunities. Play and learn groups. Home visiting with FFN also promising approach. Some caregivers may be interested in licensing opportunities but need language support.
55. Increase Cultural Competency of Workforce Ensure that Core Competencies include provisions around cultural competence and second language acquisition. Provide research-based training to early childhood professionals on second language acquisition and working with ELLs.
56. How Can QRIS Grow Capacity? Recognition of new measures of quality Staff Qualifications Fluency in languages other than English Deep understanding of cultural practices Proficiency in second language acquisition strategies Professional Development Meaningful cultural competency training Training in second language acquisition strategies
57. Final Thoughts Articulate a vision for young children Align standards, training and TA to that vision Examine all policies, standards and activities for impact on diverse children, families and providers Collaborate with experts from diverse communities Use a diverse set of strategies to grow a culturally competent early childhood workforce
58. CLASP Resources CLASP and NWLC, A Count for Quality: Child Care Center Directors on Rating and Improvement Systems, http://www.clasp.org/admin/site/publications/files/ACountforQualityQRISReport.pdf. Home Away From Home: A Toolkit for Planning Home Visiting Partnerships with Family, Friend, and Neighbor Caregivers, http://www.clasp.org/admin/site/publications/files/Home-Away-from-Home.pdf. Meeting the Early Learning Challenge: Supporting English Language Learners, http://www.clasp.org/admin/site/publications/files/ellsandelc.pdf. Early Education Programs and Children of Immigrants: Learning Each Other's Language, http://www.clasp.org/resources_and_publications/publication?id=0802&list=publications.
59. Contact Information Hannah Matthews Director, Child Care and Early Education CLASP (202) 906-8006 hmatthews@clasp.org @HNMatthews www.clasp.org/childcare
60. From Abby Thorman“How” can these capacities be built within the context of a QRIS? Create Curriculum Learning Communities Ongoing professional development for teachers, directors, TA providers and/or college faculty focused on building meaningful curriculum for diverse communities Using protocols from the National School Reform Faculty to derive best practices and lessons learned from comprehensive, research-based early childhood curricula (HighScope, Creative Curriculum) with
61. From Minnesota Master Cadre on Cultural and Linguistic Diversity Year 1 Cross-sector representatives selected for each region 2-day retreat followed by webinars every 6-8 weeks Community of practice Video feedback on PD provided Year 2 Master Cadre members available as PD resources to their region Master Cadre members developing e-Modules for use across state
62. Lessons Learned from First School: Promote Caring We believe that this work is difficult and complex-that seeking simple answers to pervasive problems is not productive. We support teachers as they look at their classrooms through the lenses of race, language, culture, and poverty We developed a set of guiding principles and intentional approaches that focus on different things than have traditionally defined quality.
63. Culture of Caring Nurturing Positive Relationships Developing the Whole Child Strengthening Self-Efficacy & Identity FirstSchool 2012
64. Culture of Competence Prioritizing communication Promoting self-regulation Supporting independence Fostering peer interactions FirstSchool 2012
65. Culture of Excellence Balancing Teaching Approaches Integrating and Balancing Curriculum Building Higher Order Thinking FirstSchool 2012
66. Applications How might you incorporate a more explicit emphasis on cultural, linguistic, and ability diversity in your professional development work? How might you be more explicit about who? How might you be more explicit about what? How might you be more explicit about how?
67. New Mexico example Staff/Caregiver PD Plan For 3 or more Stars, all staff are required to take a 6-hour course on inclusion
68. Resources to Support Your Work Pathways to Cultural Competence (program guide, program checklist, teacher checklist) Quality Benchmark for Cultural Competence Tool Seven core concepts of cultural competence, ideas for implementing culturally competent approaches in early childhood programs, and ideas for evaluating or measuring levels of cultural competence
69. Questions address 8 concepts Concept 1: Children are nested in families Concept 2: Identify shared goals among families and staff Concept 3: Authentically incorporate cultural traditions and history in the classroom Concept 4: Acknowledge child development as a culturally-driven, ongoing process that should be supported across contexts in a child’s life (e.g., school and home) Concept 5: Individuals and institutions’ practices are embedded in culture Concept 6: Ensure decisions and policies embrace home languages and dialects Concept 7: Ensure policies and practices embrace and respect families cultural values, attitudes, and beliefs toward learning Concept 8: Equalize balances of power; counter stereotyping and bias through intentional teaching
70. Pathways Use New Hampshire using the tool developed pre-test 12-14 programs got training + coaching New York, North Carolina, New Hampshire looking at how to incorporate in QRIS
71. QuickPoll To what extent are programs serving young children with disabilities part of your QRIS? Completely Somewhat A little bit Not at all
72. What makes PD challenging in early childhood: Many kingdoms
73. Assess the cross-sector PD landscape
74. Landscape Purpose: The Landscape provides information about: The characteristics of the learners (e.g., level of education, age group served, work settings) The PD content that is being addressed most/least often (e.g., general knowledge, practice knowledge) The PD approaches that are being used most/least often The level of intensity representative of the majority of the PD provided Respondents: PD providers from multiple sectors Format: Online
75. Landscape Survey Online survey Uses NPDCI framework Takes 15-20 minutes to complete Gathers information about early childhood PD across multiple early childhood sectors from PD providers: those who provide learning opportunities and support for practitioners (the learners) who work directly with young children and their families
76. Who are the learners?
77. Knowledge Acquisition Less than half of PD providers reported PD activities related to assessment
78. Level of Intensity & Supports * In most states, over of half of PD providers typically provide one-time PD events with some amount of short term follow up
79. Closing Thoughts “One of the most important challenges facing the field of early care and education is ensuring that its norms, practices and policies respect and draw upon the languages, cultures and contributions of children and families of other backgrounds. Doing so requires an educated and well trained workforce that reflects the children and families being served. It is also important for the early care and education workforce to have the knowledge, propensities, and language abilities necessary to form sincere and authentic bonds with children and families from culturally and linguistically diverse communities and immigrant parents who are frequently unfamiliar with the norms of mainstream American society and institutions.” Hedy Chang, page 4
80. Closing Thoughts Increase access to PD for family child care providers and family, friend, and neighbor providers Assess the extent to which PD is available to better equip early childhood professionals to meet the needs of diverse children Support the development of state infrastructure for coordinating professional development resources, developing PD standards and curricula, promoting outreach, and evaluating the effectiveness of programs

81. “Even if you’re on the right track, you’ll get run over if you just sit there” - Will Rogers

82. Before Session 6 Review the ideas you have discussed during your participation in the Learning Table. Identify up to three specific actions that you will implement to more explicitly and intentionally incorporate an emphasis on cultural, linguistic, and ability diversity in your QRIS. Please post a list of your actions in the Session 6 Discussion Forum by August 24, 2012. Each state will also be asked to share their actions during the August 29 Live Session.
83. Wednesday, August 29 1:00 – 3:00 PM Eastern Session 6: How are you growing the capacity of your professional development providers to support the people who work directly with young children who are culturally, linguistically, and ability diverse?How will you be using ideas from the Learning Table in your QRIS?
84. EVALUATION The evaluation of this Live Session is already heading for your in-box. PLEASE let us know what you think by responding to the brief online survey.
85. Thank you Presenters and participants for your contributions today!
86. References Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135. Bruder, M. B., Mogro-Wilson, C., Stayton, V., & Dietrich, S. (2009). The national status of inservice professional development systems for early intervention and early childhood special education practitioners. Infants and Young Children,22(1), 13-20. Bruner, C., Ray, A., Wright, M. S., & Copeman, A. (2009). Quality Rating and Improvement Systems for a multi-ethnic society: A BUILD brief on diversity and equity. http://www.buildinitiative.org/files/QRIS%20for%20a%20Multi-Ethnic%20Society%20Policy%20Brief.pdf Chang, F., Early, D., & Winton, P. (2005). Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. Journal of Early Intervention, 27, 110-124. Chang, H. (2006). Getting ready for quality: The critical importance of developing and supporting a skilled, ethnically and linguistically diverse early childhood workforce. Sacramento, CA: California Tomorrow. http://www.californiatomorrow.org/media/gettingready.pdf Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives,8(1). http://epaa.asu.edu/ojs/article/view/392/515 Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute.
87. References Jacob, B. A., Lefgren, L., & Sims, D. P. (2008). The persistence of teacher-induced learning gains [Working paper 14065]. Cambridge, MA: National Bureau of Economic Research. Joyce, B., & Showers, B. (2002). Student achievement through professional development. In B. Joyce and B. Showers (Eds.), Designing training for peer coaching: Our need for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation [Working Paper 14607]. Cambridge, MA: National Bureau of Economic Research. Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2005). Cracking the challenge of changing dispositions: Changing hearts and minds through stories, narratives, and direct cultural interactions. Journal of Early Childhood Teacher Education, 26(4), 347-359. Kidd, J.K., Sanchez, S.Y., & Thorp, E.K. (2008). Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood pre-service teachers, Teaching and Teacher Education, 24,316–329.
88. References Lim, C-I, Maxwell, K., Winton, P., & Zimmer, C. R. (2009). Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica. Early Childhood Research Quarterly, 24(1), 64-76. http://www.sciencedirect.com/science/article/pii/S0885200608000768 National Professional Development Center on Inclusion. (2011). Research synthesis points on practices that support inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author. http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI-ResearchSynthesisPointsInclusivePractices-2011_0.pdf National Survey of America’s Families (NSAF). (2002). http://www.icpsr.umich.edu/icpsrweb/ICPSR/sdatools/studies/4582 Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. Resource sheets on evidence-based practices that support inclusion http://www.nectac.org/~docs/meetings/inclusionMtg2012/Catlett_EBPsessionoutline-handout.docx Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. Rockoff, J. E. (2004). The impact of individual teachers on student achievement: evidence from panel data. American Economic Review, 94(2), 247–252. Rothstein, J. (2010). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics, 125(1), 175–214.
89. References Saluja, G., Early, D. M., & Clifford, R. M. (2002). Demographic characteristics of early childhood teachers and structural elements of early care and education in the United States. Early Childhood Research and Practice, 4(1). http://ecrp.uiuc.edu/v4n1/saluja.html Schulman, K., Matthews, H., Blank, H., & Ewen, D. (2012). A count for quality: Child care center directors on rating and improvement systems. Washington, DC: Center for Law and Social Policy and National Women’s Law Center. http://www.clasp.org/admin/site/publications/files/ACountforQualityQRISReport.pdf Smith, S., Schneider, W., & Kreader, J. L. (2010). Features of professional development and on-site assistance in child care Quality Rating Improvement Systems: A survey of state-wide systems. New York: National Center for Children in Poverty. http://www.nccp.org/publications/pub_970.html Stoney, L. (2012). Unlocking the potential of QRIS: Trends and opportunities in the Race to the Top-Early Learning Challenge applications. http://www.qrisnetwork.org/sites/all/files/resources/gscobb/2012-03-07%2008:29/LouiseStoneyMemo.pdf Urban Institute. (2007). National survey of America’s families. http://www.urban.org/center/anf/nsaf.cfm/ Winton, P. (2006). The evidence-based practice movement and its effect on knowledge utilization. In V. Buysse and P. Wesley (Eds.), Evidence-based practices in the early childhood field (pp. 71-115). Washington, DC: ZERO TO THREE. Zollitsch, B., & Dean, A. (2010). Early childhood professional development: A synthesis of recent research. Portland, ME: Muskie School of Public Service, University of Southern Maine. http://webapp.usm.maine.edu/MuskieWebDBfrontend/publicationView.action?publicationId=7735