chapter%2014 - February 1 , 2010 “In fact, to every young...

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Unformatted text preview: February 1 , 2010 “In fact, to every young person listening tonight who's contemplating their career choice: If you want to make a difference in the life of our nation; if you want to make a difference in the life of a child — become a teacher. Your country needs you” ­­Barack Obama State of the Union Address 1/25/2011 Happy Chinese New Year (February 3) Announcements • • • • • • • • • Chapter 1 Discussion due February 3 by 11:59 PM Chapter 2 Quiz due February 3 by 11:59 PM February 4­Survey to request field placement for child observation closes Chapter 2 Discussion due February 10 by 11:59 PM Chapter 16 Quiz due February 10 by 11:59 PM Remember to bring your textbook to class each week and always wear your name­tag Remember to bring your clicker and set to CH______; Observation Only in a School Setting Quizzes will be released on the Friday before they are due Agenda • • • • • Chapter 1 Quiz Results Lindsey Jeffries Reads “Bad Kitty” Discussion of Great Media Hunt and In Class Activities Chapter 1 5E Lesson Plan Assignment •Chapter 1 Quiz Results •Lindsey Jeffries Reads “ Bad Kitty” Think Pair Share Building a Classroom Community: Give one idea for how you can build a Community of Learners in Your Classroom? Chapter One Aldridge Elementary in Richardson (PISD) recently recognized its 2010-2011 teacher of the year from a stellar staff. Stanley has been a first-grade teacher at Aldridge for the past 13 years. She is certified in Gifted Education and has served the district in many committee roles. She also is a 2010 Plano ISD Education Foundation Grant winner and was honored Nov. 11 with her program Math R.U.L.E.S. — A Real Life Understanding of Logical Thinking Equals Success. Stanley was awarded $1,500 to implement the program, which provides backpacks filled with basic supplies and math materials for at-risk students. You and Early Childhood Education Texas Teacher of the Year Award (TOY) Daniel Leija Texas New Teacher of the Year What is a professional? How would you explain the term early childhood professional? Read pp. 2 in the text Allen ISD Teacher, Anette Terry, Teacher of the Year NAEYC: 6 Standards for Professional Preparation Standard 1: Promoting Child Development And Learning Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families Standard 2: Building Family and Community Relationships Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 3: Observing, Documenting, and Assessing to Support Young Children And Families Standard 6: Becoming a Professional 6 Standards for Professional Preparation Go to the web site and download this document Do you know? • You can download and print the PDF in the lab on the 3rd floor of Matthews Hall. 1 Standard 1: Child Development and Learning Know young children’s characteristics and needs and the multiple influences on children’ development and learning. Standard 1: 1 Child Development and Learning Name some antibias strategies to follow in your classroom. (p. 7­8) What are some pedagogical approaches to use with English Language Learners (ELLs)? (p.10) 1 Standard 1: Child Development and Learning Create: 1. Healthy environments 2. Respectful environments 3. Supportive environments 4. Challenging environments 1 Healthy Environments Preschoolers Grades 1­3 Infants and Toddlers Meals and snacks Areas used for Use eco­ diapering and toileting are nutritious friendly paints, are separate from foods crayons and areas used for cooking, Playgrounds are markers eating and children’s age appropriate Safe and age activities and safe. appropriate All toys are made of school supplies nontoxic materials and are sanitized regularly Pages 255-258; 304-307 Respectful Environments 1 Infants and Toddlers Play with toys that Preschoolers Teachers are include more than one child Play games and activities that include small groups of children Respect for each respectful of individual child, cultural needs and abilities or and disabilities, family backgrounds of context, and children community Grades 1-3 Supportive Environments 1 Infants and Toddlers Meet needs in warm, Relate to the Preschoolers children in warm, caring ways Kindergarten­3 sensitive ways Give infants and toddlers your undivided attention. Tell them “I love you” Believe each child can learn and help children understand and make meaning of their experiences Challenging Environments 1 Infants and Toddlers Provide materials for tactile and sensory stimulation Include materials for large and small muscles Preschooler Grades 1-3 s Relate subject Provide materials for “hands­on” learning matters to real life experiences Teachers and support staff are committed to students Early Childhood Environment Rating Scale Environment Rating Scales: ECERS, ITERS, FDCRS, SACERS, ECERS-R, ITERS-R - assessment instruments for early childhood and child Multiple learning materials Standard 2: Building Family and Community Relationships 2 A. Knowledge and understanding of family and community characteristics Support and empower families through respectful, reciprocal relationships Involve families and communities in children's development and learning A. A. Standard 3: Observing, Documenting, and Assessing to support young children and families 3 • Understand the goals, benefits and uses of assessment • Know about and uses observation, documentation, and other appropriate assessment tools and approaches Know about assessment partnerships with families Chapter 3: ECE and other professionals Today • 4 Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families Design, implement and evaluate experiences • Connecting with children and families • Creating responsive relationships Standard 4: Using Developmentally Effective Approaches to Connect with Children and 4 Families Use developmentally effective approaches (DAP, DEA) Early Childhood Education Today, 12th Ed. Appendix B: p. 516 Standard 4: Using Developmentally Effective Approaches 4 to Connect with Children and Families Understand the content knowledge of early education • • Language and literacy The Arts: music, creative movements, dance, drama and art Mathematics Physical activity —physical education • • • • • Social studies Geography History Economics Social relations/civics • • 4 Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families • • Collaborative planning • • Teachers plan in groups Teachers plan to meet standards Teachers plan curriculum daily, weekly, and monthly 4 • Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families • Reflective practice • • • Think about how children learn Thinking about learning Thinking about teaching Before After During Study and Know: Figure 1.3, p. 14 5 Standard 5: Using Content Knowledge to Build Meaningful Curriculum Students use their own knowledge and other resources to: • design • implement • evaluate meaningful, challenging curriculum They know: • essential concepts • inquiry tools • structure of content areas They can: • can identify resources to deepen their understanding. 6 Standard 6: Becoming a Professional Know about and uphold ethical guidelines see the Ethical Dilemma at the end of each chapter Code of Ethical Conduct Ethical Dilemma • • A situation an individual encounters in the workplace for which there is more than one possible solution, each carrying a strong moral justification. A dilemma requires a person to choose between two alternatives; each has some benefits but also some costs. • “My principle rewards her favorites.” Ethical Dilemma­ Chapter 1 “My principal rewards her favorite teachers…” • First year Kindergarten teacher Emily Wittmer is happy in her classroom teaching. She loves her children and enjoys helping them learn and grow. However, she is having second thoughts about whether or not she wants to continue teaching at her school next year. The problem is that Emily’s principal Sunny Mariglow has her favorite teachers and involves them, and only them in school­based decisions. For example, last week Sunny and five of her favorite teachers went off campus for a day­long retreat to develop plans for new school programs. Several days later at a faculty meeting, Sunny announced that “she and her faculty representatives set goals for the rest of the school year.” Emily thinks that this process is unfair and she is upset that only the principal’s favorites get to make any decisions. • What should Emily do? Should Emily schedule a meeting with her principal and tell her that she does not approve of how decisions are made—possibly risking her career as a Kindergarten teacher? Or, should Emily keep quiet and do nothing? Or, should Emily inquire about procedures for making a transfer to another school? What do you recommend that Emily do? Appendix A page 493 Standard 6: Becoming a Professional 6 • Advocacy • Join an early childhood professional organization • Participate in community activities that support children and families • Investigate issues that face children and families today • Become familiar with organizations that advocate for children and families. • • • Children’s Defense Fund Stand for Children Voices for America’s Children 1. 2. 3. 4. 5. I am honest and trustworthy. I am fair and strive diligently not to discriminate. I respect the privacy of others. I honor confidentiality. I acquire and maintain professional competence. 10 Tips for Being a Professional 1. 2. 3. 4. 5. p. 16 I know and respect existing laws pertaining to my profession. I honor contracts, agreements, and assigned responsibilities. I improve public understanding of teaching and the profession. I communicate effectively. I care about my appearance­I am professionally attired. On­Going Professional The early childhood professional’s responsibilities, expectations, and Development roles are constantly changing and evolving. Today the early childhood profession responsibilities include: • • • • • • • • • Instructional leaders Teacher of Federal State, district and program goals and standards Teacher that maximizes full­instructional time Teacher of performance­based accountability for learning 1st Grade Teacher Dana K. Wagner Teacher of literacy and reading Sam Houston University 2009’s Teacher of STEM Distinguish Teach of The Year Anderson­Shiro Elementary Teacher of 21st Century Teacher in Inclusive classrooms Teacher as Continuous Leader On­Going Professional Development • Professional Learning Community • • • • Just in Time Professional Development • Team of early childhood professional working collaboratively to improve teaching and learning Support a school culture that focuses on learning Improve practice and contribute an ongoing emergence of knowledge At times teachers need help and assistance in their classroom to help implement effective teaching methods. Some school provides, “just in time” staff development which provides teachers with instructional leaders work with teachers in the classroom to help them implement effective teaching methods • The New Early Childhood Professional • Teacher as instructional leader • Intentional teaching of state, district, and program goals and standards The New Early Childhood Professional • • • • • Performance­based accountability for learning Highly effective teacher ( this replaces highly qualified teacher) Teacher of literacy, reading, science, math, and engineering Increased emphasis on assessing what children learn (Everything is assessed) • Common assessments • Teaching based assessment New meaning of child­centered education Read pp. 27­28 •Highly Effective Teacher • Highly effective means a teacher whose students achieve high rates (e.g., at least one grade level in an academic year) of student growth. US Department of Education Accessed from on August 16, 2010 2010 Region 20 Elementary Teacher of the Year Maricela Alacorn, Bilingual Teacher Burke Elementary School, San Antonio, TX Student Growth • • Austin ISD 2010 Teacher of The Year Heather Lea Fleming, 5th Grade Teacher Summit Elementary School Student Growth: change in achievement data for an individual student between two points in time. Growth may be measured by a variety of approaches, but any approach used must be statistically rigorous and based on student achievement data, and may also include other measures of student learning in order to increase the construct validity and generalizability of the information. Accessed from US Department of Education at on August 16, 2010 Multiculturalism and Professionalism Read the Diversity Tie­ In, page 10. Identify the six strategies for Professionalism and Multiculturalism • Be concerned about • Collaborate with your your own multicultural colleagues. development. • Become active in your • Make every child community welcome • Make every parent welcome The FUTURE Increased emphasis on young children • Acceleration of early childhood teacher education and training • Rapid change • Increased use of technology • Politicization of early childhood education • ...
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This note was uploaded on 02/08/2011 for the course EDEC 3613 taught by Professor Georgemorrison during the Spring '11 term at North Texas.

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