Enhancing the Quality of Coursework and Field Experiences in Early Childhood Programs An OSEP-sponsored Session at the DEC International Conference October 3, 2019 0
The handout, PowerPoints, and additional resources are all posted at https://fpg.unc.edu/ presentations/wiifm 1
To strengthen higher education, the report calls for high-quality training programs . . . that foster a shared fundamental knowledge base and competencies to support child development for professionals in all sectors who work with young children
Power to the Profession
• Focus on the individual early childhood educator rather than on preparation programs • Address potential missing elements identified in the Transforming the Workforce report, including teaching subject matter specific content, addressing stress and adversity, fostering socioemotional development, working with dual language learners and integrating technology in curricula • Consider competencies from sister organizations (e.g., Council for Exceptional Children, DEC Recommended Practices, Council for Professional Recognition -Child Development Associate (CDA) Competency Standards) • Elevate inclusion, diversity and equity beyond the currently integrated approach to fully capture the depth and breadth of these issues
History of Funding 2010 – Funded 6 grantees; 2011 – Funded 7 grantees. • 2014 - OSEP provided a supplement to 7 grantees from 2011 to • support the sustainability of the redesigned program curricula. The Blueprint Process for Enhancing Preservice programs and • courses was developed to be used to implement the revised curriculum in other community colleges. The supplement was the first step in supporting the sustainability of • the work done by community colleges; however, this blueprint needs additional support to be implemented in additional community colleges throughout the country for paraprofessionals. 8
Associate Degree Preservice Program Improvement Grants to Support Personnel Working with Young Children with Disabilities Focus : to improve the quality of existing associate degree programs so • that associate degree-level personnel are well prepared to work with infants, toddlers, preschool and early elementary school children ages birth through 8 with disabilities and their families in inclusive early childhood programs and elementary schools. • Funding : $150,000 annually to 6 grantees Project period: 60 months starting by January 1, 2019 • Grantees: University of North Carolina at Chapel Hill; University of • Connecticut Health Center; University of Colorado, Denver; University of Toledo; San Diego State University; and University of Washington. • 9
Early EdU for Inclusion • What? – Inclusive content through the intentional teaching framework • How? – Co-facilitated webinar series – Faculty CoP to revise specific courses & materials, refine teaching procedures
Early EdU for Inclusion: Our approach • Webinar series highlights aspects of intentional teaching framework for inclusion • Uses the power of video – examples, teacher voice, guest speakers • Uses the power of video – share and comment on each other’s inclusive teaching practices • Transforms the instructor into a job-embedded coach • Links knowledge and practice through authentic, practice-based assignments
Project PIPELINES P reparing I ntervention P ersonnel Laura as E arly L earn I ng N avigators using J. Hall E vidence- based S trategies Yasemin Sarah Turan Garrity Qian Paul Camille + Luelmo Catlett 15
One of 2 California community colleges to receive Dr. John W. Rice Diversity & Equity Award Many are advised toward the Child Development Major El Cajon - 2nd largest home to Chaldean refugees after Detroit Some CD classes have 2 English Speakers - the remainder DLLs 16
4 Satellite Campuses 1 2 Noted for a strong program focused on INCLUSION & several targeted courses on this topic 3 4 Hispanic White Pauma Military 43% Indian Base Asian 37% Tribal African Land Amer
2 nd largest Community College District in California Includes an Urban campus in downtown San Diego 8% Hispanic 27% 14% White Asian Filipino 37% 18
Topics of Focus for PIPELINES *What are the barriers & facilitators for inclusion in the communities served? *What are the shared & discrepant beliefs & values regarding a) child development & b) professional development between CC faculty & their students? 19
EPIC-ECE E nsuring P reparation of I n C lusive E arly C hildhood E ducators Partnership between University of Colorado Denver and Four Community Colleges
The Syllabus Rubric First Level: This size ▪ – Second Level: This size 21
Compiled Data T0P Three indicators ( Areas of strength ) Ranked by partner scores 1 . Supporting young children with disabilities’ social -emotional development across the age span 2. Building respectful partnerships and communicating effectively with families of children with disabilities 3. Collaborating and working effectively with other professionals Lowest Three Indictors (Areas with gaps) 14. Emphasis on partnering with families around their children with disabilities’ literacy and STEM development 15. Emphasis on providing high interest science, technology, engineering, and mathematics activities that involve active exploration, reasoning, and problem solving for young children with disabilities 16. Using assistive technology to enhance children’s development, access to, and participation in routines and learning activities 22
Satisfaction Survey Completed on June 17, 2019 EPIC-ECE Satisfaction Survey Data Quantitative Data Results The Five point Likert scale: 1=Very dissatisfied 2=Dissatisfied 3= Neither 4= Satisfied 5=Very Satisfied. Please indicate Your level of How your How the Project your level of engagement in perspective project is deadlines. satisfaction with: the EPIC-ECE has been progressing so project so far. valued. far to meet its goals # of respondents 9 9 9 9 Mean 4.78 4.89 4.56 4.56 23
Satisfaction Survey Completed on June 17, 2019 EPIC-ECE Satisfaction Survey Data Qualitative Data Results: Overall Engagement and Project Processes. Respondents indicated that: Individual college level meetings and group meetings have been • helpful and important and should continue as well as the individual and group work for team members. Their contributions and how their perspectives have been valued. • The project communication has been prompt, clear and detailed and • is clearly important to maintain in order to meet project goals. Allowing more time for community college partners to dialogue with • each other would be beneficial 24
Next Steps (October 1, 2019- December 30, 2020) • Banks of Resources (BoRs) • Revising previous 325 N products • One on one coaching with instructors • Summer institute • Practicum enhancements at inclusive sites – Training of mentor, coaches 25
https://scriptnc.fpg.unc.edu
FREE 2020 FACULTY WEBINAR SERIES February 11, 2020, 2:00 – 3:00 PM EST: Practicing What You Teach: Tips for Using Practice-Based Assignments Presenter: Kathleen Artman Meeker, University of Washington April 21, 2020, 2:00 – 3:00 PM EST: Early Literacy for All! Presenter: Patsy Pierce, Meredith College, Raleigh NC September 15, 2020, 2:00 – 3:00 PM EST: Supporting Each and Every Adult Learner Presenter: Paul Luelmo, San Diego State University November 10, 2020, 2:00 – 3:00 PM EST: Early STEM Learning for Children with Disabilities Presenters: Staff from the STEM Innovation for Inclusion in Early Education (STEMIE) center
Enhancing CT Early ly Child ildhood Community Colle llege Preparation Programs wit ith Content And Methods for In Infants and Young Child ildren wit ith Dis isabili litie ies October 3, 2019 DEC Annual Conference Dallas, TX Mary Beth Bruder, PhD Elizabeth Howe University of Connecticut, A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research, and Service UCONNUCEDD.ORG
Grant Objectives • Objective 1.0: to develop a strategic plan with all community colleges with a vision of a revised early childhood core to include and embed knowledge and skills about infants and young children with disabilities into coursework, practicum and assignments required for the associates degree in early childhood in CT. • Objective 2.0 To revise all early childhood core courses to embed knowledge and skills about infants and young children with disabilities and their families • Objective 3.0 To revise early childhood associates degree programs in each of the community colleges to meet CT core competencies, the DEC recommended practices and knowledge and skills, and national standards. • Objective 4.0 To evaluate the project
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