MAKING SENSE OF DATA TO INFORM PROFESSIONAL ...
Transcript of MAKING SENSE OF DATA TO INFORM PROFESSIONAL ...
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MAKING SENSE OF DATA TO INFORM PROFESSIONAL
DEVELOPMENT AND PBC DECISIONS
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WE ARE GOING TO..
• Discuss key ideas for using data to help inform decision about PD and PBC
• Explore child data and teaching practices for BEACON and discuss how the data might inform decisions about PD and PBC
• Consider what data your program might
have available to use to inform PD and PBC decisions
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KEY IDEAS
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DATA-BASED VS. DATA-DRIVEN DECISION MAKING
• Who is “driving”?
• Not the data!
• Team is the driver in data-based decision making
• Team is using data as information to “fuel” decisions
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DIGGING INTO DATA
Data level: • Grantee
• Broken out by cluster sites or programs
• Classrooms
What do they tell us? How are we doing overall?
How are sites or programs doing (look for patterns)?
How are teachers and
children doing?
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Think about…
Where do we start?
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SCHOOL READINESS GOALS
• Broad statements that articulate expectations for child learning
• Help staff to choose and implement
curricula, assessments, and effective teaching practices
• Set the stage for professional development
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Select Goals from BEACON’s School Readiness Plan
BEACON School Readiness Goal TS Gold Indicators
Measurable Outcome
Soci
al &
Em
otio
nal D
evel
opm
ent
• Children will develop and demonstrate positive interactions and relationships with adults and peers.
• Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses, and behavior.
• Children will develop confidence and positive self-awareness.
Obj 2a, 2c, 2d Obj 1a, 2b Obj 1c
85% of children proficient by end of year 85% of children proficient by end of year 85% of children proficient by end of year
Lang
uage
& L
itera
cy
• Children will utilize language to express their wants and needs, engage in conversations, and follow directions.
• Children will be able to demonstrate knowledge of print and develop the awareness that print conveys meaning.
• Children who are DLL will demonstrate competency in their home language while acquiring beginning proficiency in English.
Obj 8b, 9a, 10a Obj 17a, 17b Obj 37, 38
85% of children proficient by end of year 85% of children proficient by end of year 80% of children who are DLL proficient by end of year
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WHAT DOMAIN WILL YOU WORK WITH?
We are asking you to work through planning activities for one of your school readiness goal domains.
Discuss and confirm with your table which domain
and goals you will work with while we are here. 1. Do you know how you will measure these
goals? 2. Have you set your measureable outcome for
these goals? 3. Complete the grid on Handout 1
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TEACHING PRACTICES
Framework for Effective Practices
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TEACHING PRACTICES
• Specific statements of the actions and behaviors of teachers that support child learning
• Help plan targeted professional development
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IDENTIFYING TEACHING PRACTICES
Source: https://www.teachingstrategies.com/national/creative-curriculum-preschool-system-planning.html
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IDENTIFYING TEACHING PRACTICES
Source: https://www.teachingstrategies.com/national/creative-curriculum-preschool-system-planning.html
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Social Emotional Goals for Children
Examples of Teaching Practices that Teachers Can Use to Support This Goal
Children will develop and demonstrate positive interactions and relationships with adults and peers.
• Initiate frequent and extended conversations with children, actively listen, contribute relevant responses, and ask related questions.
• Provide opportunities for children to interact with their peers.
Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses, and behavior.
• Clearly teach, explain, and review the classroom rules and behavior expectations with children.
• Teach children about emotions, how to recognize feelings in themselves and others, and how to express their feelings.
Children will develop confidence and positive self-awareness.
• Use clear descriptive positive feedback, more than statements that provide general praise.
• Incorporate pictures, stories, and artifacts from children’s home life into classroom activities, have visual representation of children’s family on display in the classroom.
Let’s Look at An Example
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EVIDENCED-BASED TEACHING PRACTICES
Where to find specific teaching practices that have evidence for effectiveness:
• Classroom observation measures (CLASS,
TPOT, ELLCO, ECERS-R)
• Practice lists or checklists
• Instructional strategies guides or briefs
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GENERATE A LIST OF KEY PRACTICES
• SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers
• Possible Sources: – NCQTL Tools for Supervisors – CLASS observation tool – CSEFEL practice list – ECERS-R observation tool
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SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers.
Screenshot from: NCQTL Tools for Supervisors – Fostering Connections In-
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SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers.
Screenshot from: Classroom Assessment Scoring System (CLASS; Pianta et al., 2008).
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SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers.
Screenshot from: CSEFEL Inventory of Practices
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SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers.
Screenshot from: Early Childhood Environment Rating Scale (ECERS-R; Harms et
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GENERATE A LIST OF KEY PRACTICES
SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers.
Possible Priority Teaching Practices: • Teachers join in children’s play activities • Teachers have a positive affect and show warmth
to children through smiles and appropriate touch • Teachers acknowledge children’s emotions • Teachers call children by name
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LISTS OF TEACHING PRACTICES CAN BE USED TO CREATE A NEEDS ASSESSMENT FOR PBC
CONNECT TO PBC
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APPLY IT
Think about the School Readiness Goal you identified. List possible teaching practices.
• How do those teaching practices support child learning ?
• What sources did you use to select teaching practices ?
• Write these practices on Handout 2; only complete the first 3 columns.
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CONNECTING TEACHING & LEARNING
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PROFESSIONAL DEVELOPMENT
PD Puzzle Pieces developed by McLaughlin & Snyder, Center for Excellence in Early Childhood Studies at the University of Florida
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THEORY OF CHANGE
Pd w/Coaching Use of Effective Child Learning Teaching Practices
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Teacher needs guide PD Child needs guide what teachers do in classrooms
WORK BACKWARDS
PD w/Coaching USE OF EFFECTIVE CHILD LEARNING TEACHING PRACTICES
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THEORY OF CHANGE FOR BEACON
Social Emotional Goals for Children
Children will develop and demonstrate positive interactions and relationships with adults and peers.
Teaching Practices that Teachers Can Use to Support This Goal
• Initiate frequent and extended conversations with children, actively listen, contribute relevant responses, and ask related questions.
• Provide opportunities for children
to actively interact with their peers.
Current T/TA Plan
Training led by BEACON Education Specialist, Written/Visual reference materials
Possible PD Strategies to Support Teachers
• Training in Pyramid Model
• Online resources and videos
• Teacher-to-teacher support groups
• Practice-Based Coaching
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APPLY IT
Work with your table to add possible PD strategies to your own “Theory of Change.”
Consider: • The SR goal you selected • The aligned teaching practices • Your current professional development efforts • What PD strategies will you add in the last column of
handout 2?
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BRINGING IT BACK TO DATA
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REVIEW OF BEACON’S SOCIAL-EMOTIONAL SR GOALS, ALIGNED TEACHING PRACTICES, AND
PD
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BEACON’S SOCIAL-EMOTIONAL SCHOOL READINESS GOALS: GRANTEE LEVEL
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0
10
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40
50
60
70
80
90
100
Program-Wide Child Outcomes TS Gold: Social Emotional Scores in
September
CURRENT PROGRAM DATA
GOAL: 85%
69
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Social Emotional Goals for Children
SE 1: Children will develop and demonstrate positive interactions and relationships with adults and peers.
Teaching Practices that Teachers Can Use to Support This Goal
• Initiate frequent and extended conversations with children, actively listen, contribute relevant responses, and ask related questions.
• Provide opportunities for children
to actively interact with their peers.
T/TA Plan
Training led by BEACON Education Specialist, Written/visual reference materials
PD Strategies to Support Teachers
• Training in Pyramid Model
• Online resources and videos
• Teacher-to-teacher groups
• Practice-based coaching at 4 sites
Example from BEACON’s T/TA Plan and PD Strategies: Linkages with social-emotional SR goals
and teaching practices
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EXPLORING SR CHILD LEARNING DATA FOR BEACON
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PD w/Coaching USE OF EFFECTIVE CHILD LEARNING TEACHING PRACTICES
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QUESTIONS TO CONSIDER AS REVIEW DATA
‘Do we think what BEACON is doing related to PD and PBC
appears to be making a difference with respect to social-emotional school readiness goals?’
‘What else might be helpful to know?’
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0
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September January May
Program-Wide Child Outcomes TS GOLD: Social Emotional Scores Over the School Year
GOAL: 85%
WHOLE PROGRAM
69 74 85
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TS Gold -Social Emotional Scores Over School Year
September
DATA BY SITE
GOAL: 85%
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TS Gold -Social Emotional Scores Over School Year
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DATA BY SITE
GOAL: 85%
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TS Gold -Social Emotional Scores Over School Year
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DATA BY SITE
GOAL: 85%
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TS Gold: Positive Interaction Scores Over the School Year
September
DATA BY CONTENT AREA: Social Emotional Goal #1
GOAL: 85%
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TS Gold: Positive Interaction Scores Over the School Year
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GOAL: 85%
DATA BY CONTENT AREA: Social Emotional Goal #1
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DATA BY CONTENT AREA: Social Emotional Goal #1
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LET’s try it!
• Work with your team (you can do it!)
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BEACON SOCIAL-EMOTIONAL GOAL #2
• How are the different sites performing in relation to the benchmark at each time point?
• Have they made progress? • How do these data inform decisions
about PD and PBC? • What other information do we need?
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TS Gold: Emotions Scores Over the School Year
September
DATA BY CONTENT AREA: Social Emotional Goal #2
GOAL: 85%
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TS Gold: Emotions Scores Over the School Year
September
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DATA BY CONTENT AREA: Social Emotional Goal #2
GOAL: 85%
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TS Gold: Emotions Scores Over the School Year
September
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DATA BY CONTENT AREA: Social Emotional Goal #2
GOAL: 85%
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BY CLASSROOMS IN A PROGRAM
TS Gold - Social Emotional Scores in May % of Children Proficient
Mean for Location
St. Francis Center (72%
proficient overall)
BEACON
benchmark = 85%
Location 1
C1 84
81 C2 76
C3 85
C4 80
Location 2
C1 75
74 C2 74
C3 74
Location 3
C1 62
61 C2 64
C3 60
C4 56
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BY CLASSROOMS IN A PROGRAM
TS Gold - Social Emotional Scores in May % of Children Proficient
Mean for Location
Wendell (79%
proficient overall)
BEACON
benchmark = 85%
Location 1
C1
68
71
C2
74
Location 2
C1
88 86
C2
84
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BY CLASSROOMS IN A PROGRAM
TS Gold - Social Emotional Scores in May % of Children Proficient
Mean for Location
Washer Lake (90%
proficient overall)
Location 1
C1 82
81 C2 79
C3 81
Location 2
C1 93
97 C2 98
C3 97
C4 97
Location 3
C1 95 89
C2 83
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SUMMARY
‘Do we think what BEACON is doing related to PD and PBC at these three sites appears to be making a difference with respect to
social-emotional school readiness goals?’
‘What else would be useful to know to answer this question?’
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EXPLORING TEACHING PRACTICES DATA FOR BEACON
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PD w/Coaching USE OF EFFECTIVE CHILD LEARNING TEACHING PRACTICES
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EXAMPLE DATA SOURCES
• Program quality indicators/measures • Classroom quality indicators/measures* • Quality teaching and learning practices
indicators/measures • Counting intentional teaching trials • Curricular Implementation checklists • Other indicators or sources of data?
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BEACON Grantee-Level Data: CLASS – FALL AND SPRING
1
2
3
4
5
6
7
Emo. Supp. Class. Org. Inst. Supp.
Clas
s Sc
ores
Fall
Spring
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BEACON Grantee Level Data: CLASS – FALL AND SPRING
1
2
3
4
5
6
7
Emo. Supp. Class. Org. Inst. Supp.
Clas
s Sc
ores
Fall
Spring
All HS Spring
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DATA BY SITE
1
2
3
4
5
6
7
CLAS
S Sc
ore
CLASS Domain Scores in Spring
Emo. Supp.
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DATA BY SITE
1
2
3
4
5
6
7
CLAS
S Sc
ore
CLASS Domain Scores in Spring
Emo. Supp.
Class. Org.
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DATA BY SITE
1
2
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7
CLAS
S Sc
ore
CLASS Domain Scores in Spring
Emo. Supp.
Class. Org.
Inst. Supp.
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BY FOCUS AREA
1
2
3
4
5
6
7
CLAS
S Sc
ore
Emotional Support Scores Fall/Spring
Emo. Supp. Fall
Emo. Supp. Spring
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BY CLASSROOMS IN A PROGRAM
CLASS Emotional Support Scores in May Mean for Location
St. Francis Center
(Child SE outcome
=72% proficient overall)
Location 1
C1 6.8
6.6 C2 6.9
C3 6.6
C4 6.3
Location 2
C1 6.5
6.5 C2 6.4
C3 6.7
Location 3
C1 5.2
4.6 C2 5.5
C3 4.3
C4 3.5
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BY CLASSROOMS IN A PROGRAM
CLASS Emotional Support Scores Mean for Location
Wendell (Child SE outcome
=79% proficient overall)
Location 1
C1 3.7 3.9
C2 4.0
Location 2
C1 5.5 5.6
C2 5.7
• How did they do over time? • How are they doing overall? • How are different locations and classrooms
doing? • What are some recommendations for PD
and PBC?
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BY CLASSROOMS IN A PROGRAM
CLASS Emotional Support Scores Mean for
Location
Washer Lake (90%
proficient overall)
Location 1
C1 4.8
4.6 C2 4.5
C3 4.6
Location 2
C1 6.8
6.8 C2 6.7
C3 7
C4 6.4
Location 3
C1 6.6 6.4
C2 6.2
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SUMMARY
Do we think what BEACON is doing related to PD and PBC for the
sites we have looked at appears to be making a difference with respect to social-emotional teaching practices?
‘What else would be useful to know to answer this question?
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DOCUMENTING PD AND PBC IMPLEMENTED AS INTENDED
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WHAT CAN BEACON DO?
• Brainstorm ideas about what kinds of data BEACON can collect regarding their implementation of PD and PBC
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DOCUMENTING IMPLEMENTATION OF PD AND PBC
Related to:
Did we do what we said we would do related to PD and PBC to support implementation of effective
teaching practices and attainment of school readiness goals?
Example PD/PBC data BEACON gathered: • Number and duration of Pyramid Model trainings • List and cost of materials or resources purchased • Training content implemented as intended (workshop fidelity
forms) • Amount (dose) of coaching provided • Coaching implemented as intended (coaching logs)
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WRAP UP: MAKING SENSE OF DATA TO
INFORM PD AND PBC
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OVERARCHING QUESTIONS TO CONSIDER
• Is what we are doing with PD and PBC making enough of a difference to support implementation of effective teaching practices and attainment of school readiness goals?
• Are we implementing PD and PBC as intended?
• What other implementation supports will be needed to support implementation of effective teaching practices and attainment of school readiness goals? (Link to 3Ps)
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IMPLEMENTATION NOTES
• What data do you have related to school readiness goals that could help inform decisions about PD and PBC?
• What data do you have related to effective teaching practices that could help inform decisions about PD and PBC?
• What data do you have related to whether you implemented PD and PBC as intended?
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ADDITIONAL RESOURCES
• National Center on Program Management and Fiscal Operations (PMFO)
http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/operations/center
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hg Handout 1: School Readiness, Teaching Practices, and Professional Development
Part 1
Use the table below to describe the domain and goals you will work with during our time together.
What Domain Area?
Which school readiness goals are you focusing on?
How are these goals measured?
What is your measurable outcome?
Part 2
Handout 5.1: Apply It: School Readiness, Teaching Practices, and Professional Development 1
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BEACON used several sources to identify evidence-based teaching practices (EBP) that will support children’s schools readiness goals related to social and emotional development. They wrote a list of key teaching practices that teachers can use to support children’s learning.
Social Emotional Goals for Children Examples of Teaching Practices that Teachers Can Use to Support This Goal Sources* for EBP
Children will develop and demonstrate positive interactions and relationships with adults and peers.
Initiate frequent and extended conversations with children, actively listen, contribute relevant responses, and ask related questions.
Provide opportunities for children to actively engage with their peers, activities in which they
work together.
House Framework CLASS TPOT ECERS-R Incredible Years *sources for EPB will vary based on domain area.
Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses, and behavior.
Clearly teach, explain, and review the classroom rules and behavior expectations with children.
Teach children about emotions, how to recognize feelings in themselves and others, how to
express their feelings.
Children will develop confidence and positive self-awareness.
Use clear descriptive positive feedback, more than statements that provide general praise, so children know exactly what they are doing well.
Incorporate pictures, stories, and artifacts from children’s home life into classroom activities,
have visual representation of children’s family on display in the classroom.
Think about your agency. Select one or two goals to work with and complete the chart on Handout 2. Write possible teaching practices that will support the children’s goal. Consider:
• What teaching practices support child learning? • What sources did you or might you use to select teaching practices for that goal? • For this activity, complete the columns for Children’s Goals, Teaching Practices that Teachers Can Use to Support this
Goal and Sources for Evidence-Based Practices (EBP)
Handout 5.1: Apply It: School Readiness, Teaching Practices, and Professional Development 2
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Handout 5.1: Apply It: School Readiness, Teaching Practices, and Professional Development 3
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Handout 2: School Readiness, Teaching Practices, and Professional Development Chart
Children’s Goal Evidence-Based Teaching Practices that Teachers Can Use to Support This Goal Sources for EBP Possible PD Strategies to Support
Teachers
Handout 5.2: School Readiness, Teaching Practices, and Professional Development Chart
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Handout 2: School Readiness, Teaching Practices, and Professional Development Chart
Making Sense of Data: Notes for Back Home
Question to Consider Data We Already Have Available Data We Might Want to Gather
What data do we have related to school readiness goals that could help inform
decisions about PD and PBC?
What data do we have related to effective teaching
practices that could help inform decisions about PD
and PBC?
What data do we have related to whether we
implemented PD and PBC as intended?
Handout 5.2: School Readiness, Teaching Practices, and Professional Development Chart
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Handout 2: School Readiness, Teaching Practices, and Professional Development Chart
Handout 5.2: School Readiness, Teaching Practices, and Professional Development Chart
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MAKING SENSE OF DATA
NOTES FOR BACK-HOME
Question to Consider Data We Already Have Available
Data We Might Want to Gather
What data do we have related to
school readiness goals that could
help inform decisions about
PD and PBC?
What data do we have related to
effective teaching practices that
could help inform decisions about
PD and PBC?
What data do we have related to
whether we implemented PD
and PBC as intended?
NCQTL Leadership Academy – August 2013