Transcript Engaging Diverse Families

Camille Catlett (moderator)
Frank Porter Graham Child Development Institute
The University of North Carolina at Chapel Hill
August 29, 2012
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Camille Catlett (moderator)
Frank Porter Graham Child Development Institute
The University of North Carolina at Chapel Hill
August 29, 2012
Evidence and Resources
Camille Catlett
Who, What, and How
Aisha Ray (Erikson Institute)
Alisa Ghazvini (Assoc. of Early Learning Coalitions)
Applications and State Stories
Everyone
Find this
document in the
Tools You Can Use
section of the
Landing Pad
“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…..
The key components of professional
development include:
a) characteristics and contexts of the learners
(i.e., the “who” );
b) content (i.e., the “what” of professional
development); and
c) organization and facilitation of learning
experiences (i.e., the “how”).”
Early childhood
colleagues who provide
professional development
to support the learning
and performance of
people who work directly
with young children and
their families
 Faculty
 Mentors, coaches, TA
providers, and
consultants

What do professional
development providers need
know and be able to do to
perform in ways that are
evidence-based, as well as
responsive to and supportive of
cultural, linguistic, and ability
diversity?

How can professional
development for PD providers
build their capacity to
incorporate a more intentional
focus on cultural, linguistic, and
ability diversity?
Aisha Ray
Senior Vice President for Academic Affairs
Dean of Faculty | Rochelle Zell Dean’s Chair
Erikson Institute , Chicago, IL
Percent of Hispanic and or Population of Color by Age
Age
22.3%
0-4
44.9%
18.6%
5-17
40.8%
14.0%
18-64
32.4%
6.4%
65+
18.9%
6.5%
Teachers (1-8)
Hispanic
population
17.9%
Source: United States Census Bureau, 2005 American Community Survey (age)
Current Populations Services, Bureau of Labor Statistics, 2006 (teachers)
14
Children from culturally diverse
communities, poor children, and children
from marginalized racial groups have better
educational outcomes when teachers have
knowledge and practice skills that support
home culture and language
(Au & Mason, 1981, 1983; Dee, 2004; Knapp & Associates, 1995; Pewewardy, 1994)
15
Challenge:
PD providers, researchers, TA providers, and policy
makers—largely White, Non-Hispanic
Challenge:
Much of current policy development largely
“diversity neutral,” with issues of ethnicity, language,
culture, ability, sexual orientation and expression,
and social class not central to the work—
lack of cultural competence across the field
Opportunity:
Develop a field that affords addresses diversity from the
outset rather than after-the-fact
Opportunity:
Early childhood programs and services represent a
beginning time where families and communities are
seen as essential and there is a receptivity to learning
and change
16
 What do we mean when we use terms like ‘diverse’ children?
(Are there “non-diverse” children?)
 Are there special competencies staff (e.g., directors, teachers,
aides) need to have to work with particular groups?
 Is knowledge of & proven competence in teaching ‘diverse’
children essential in defining a “high quality” teacher or
program?
 Should EC teachers/staff speak the language/dialect of
children in their programs?
 How should teachers be educated and prepared for
multilingual and multicultural classrooms?
 How do we develop the competencies of trainers, mentors,
coaches and higher education faculty?
17

Research suggests that both
pre- & in-service EC teacher
training have failed to prepare
educators who can effectively
teach children for whom
English is a new language or
second dialect, children of
color, and children from
economically marginalized
communities
(Ray & Bowman, 2006; Ray, Bowman, & Robbins, 2006)
18

Teachers’ beliefs about poor, immigrant and children of
color suggest that they have little knowledge of the
families and communities that have nurtured children in
their classrooms (Pang & Sablan, 1998; Vàldes, 1996).

Teachers doubt their ability to effectively teach African
American children (Pang & Sablan, 1998).

Teachers frequently deny or fail to address children’s racist
behavior in schools (Rizvi, 1993; Van Ausdale & Feagin,
2001).

Teachers feel unprepared to teach in multicultural and
multilingual classrooms (Ray & Bowman, 2003; Valli &
Rennaert-Ariev, 2000).
19

Research (Webb-Johnson, et al. 1998; Sleeter, 1993) on
the efforts of teacher educators to change teachers
stereotyped attitudes towards racial, ethnic, and
cultural diversity has had only moderate success.

Sleeter (1993) concludes that for many active
examination of one’s own socialization regarding racial,
ethnic and cultural biases, and racial and class privilege
is very hard, difficult, and personally painful intellectual
and psychological work (emphasis mine).
20

Early childhood teacher certification

Specialized training in second language and
dialect acquisition; ability diversity and
inclusion; culture

Practice and clinical experiences with
‘diverse’ children
21

General and specific knowledge regarding the
developmental and educational needs of children
with a variety of characteristics culture, race,
language, ethnicity, gender, immigrants & special
needs

Demonstrated ability to engage in reflection &
application to work with children

Specific coursework, professional development,
and practice regarding working effectively with
‘diverse’ families
22

Research on the EC infrastructure & diversity
 Study of novice and expert teachers regarding their
readiness to educate culturally & linguistically diverse children
 226 accredited, 4-year EC teacher education programs &
diversity
 State EC teacher standards & diversity
 EC professional accreditation organizations
 Illinois study of 2- & 4-year EC programs & faculty
23

29 teachers interviewed for 1 ½ hours and
completed a questionnaire

Regardless of years teaching or training
(degrees) the majority of teachers felt
unprepared to effectively teach culturally &
linguistically diverse children

Teachers learned how to work with children &
families from the children, the families and
colleagues
24




Examined 1/3 of 4-year accredited IHEs in the
U.S. for diversity content in professional
course work
Average of 68 hours of professional
coursework
13% addressed diverse abilities; 12%
addressed all other forms of diversity
7% required a student placement in a ‘diverse
setting’
25

Examined state EC teacher standards for
diversity content

60% of states have either
EC teacher standards (N=12), or
Elem. Ed with an EC endorsement (N=18)

Majority of states with EC teacher standards
address diversity in less than
1/3 of 18 competency areas
(e.g., working with families; literacy)
26

4-year programs (27)

2-year programs (40)
 58% of semester hours of
 75% of semester hours of
professional course work
appear to not address
diversity of any kind
professional course work
appear to not address
diversity of any kind
 70% offer 18 credit hours
 87% have no course work
of bilingual / ESL
coursework toward the
Illinois Bil/ESL
endorsement
on ESL or working with
bilingual children
27

Fragmented PD systems across &
within states

Under funded

Insufficiently aligned to
teacher competencies

Insufficiently site/teacher specific

Little integration between training and
EC classrooms

Need for credit bearing/anchored to
credentials
28

Who have a deep understanding of child development

Who understand cultural models of child competence
relevant to children, families and students

Who can use their knowledge of themselves
(their own cultural insights)

Who can work effectively with all families

Who can teach all adult students effectively

Who can manage student anxiety regarding diversity
29

Statewide efforts (e.g., conferences) to
re-educate faculty in areas of need
conducted over a several years

Pilot models that are shared across
institutions and state lines

Small grants from state boards of education
to support inter-institutional efforts

Create a more diverse faculty and faculty with
specialized knowledge

Develop legislation and policies that require
all early childhood staff receive relevant
cultural competency education
(e.g., Minnesota’s efforts)
30
Aisha Ray, Ph.D.
(312) 893 7137
[email protected]
Erikson Institute
451 North LaSalle Street
Chicago, IL 60654
31
Think
about it…
What questions do you have
for Aisha about the evidence
she has shared?
Camille Catlett
Quick
Poll
Do you have a current list of the
early childhood faculty in your state,
including adjuncts?

Yes

No

Don’t know

Maintain a current faculty contact list to support ongoing
dissemination of current, accurate information

Find out about the current content of preservice
coursework and field experiences
 See Degrees in Context in the Read All About It section of the
Landing Pad
 See By Default or By Design in the Read All About It section of the
Landing Pad
 A higher education survey, designed to examine the four dimensions
mentioned in this publication, is currently being field tested. If you are
interested in additional information about the survey, contact Fran Kipnis
at the Center for the Study of Child Care Employment

Offer Master Classes and targeted PD that support
both what faculty teach and how they teach it (see
Pennsylvania Diversity Institutes in the Tools You Can
Use section of the Landing Pad)

Encourage efforts that support change
 Community colleges in IL and PA have US Department of
Education 84.325N grants that are changing early childhood
associate degree programs across the state

Encourage efforts that support diverse graduates
 Use of a cohort model to support diverse graduates (see
Learning Together in the Read All About It section of the
Landing Pad)
Program
Practices
Coursework
Practica
 Needs assessment and planning process
to identify strengths, challenges and
needed changes to increase reflection of
and responsiveness to cultural, linguistic,
and ability diversity
 Syllabus deconstruction and
reconstruction
An overview of Crosswalks and an
article summarizing research
findings are in the Tools You Can
Use section of the Landing Pad
 Reconceptualization of field experiences
 Professional development and resources
to support shifts in both content and
practices

What do professional
development providers need
know and be able to do to
perform in ways that are
culturally responsive?

How can professional
development for PD providers
incorporate a more
intentional focus on cultural,
linguistic, and ability
diversity?
Quick
Poll
Which of these does your state have (check all
that apply)?

Definitions of coaching, mentoring, and
consultation?

Competencies for coaches, mentors, and
consultants?

Professional development on how to
provide culturally responsive coaching,
mentoring, or consultation?

Effective technical assistance (TA) and coaching help
teachers intentionally practice strategies for
promoting children’s learning (Powell et al, 2010;
Wasik et al, 2006; Neuman & Cunningham, 2009)

Frequent and sustained coaching may be needed to
help teachers acquire complex skills (e.g., for
promoting language growth) and to promote
development in multiple domains (Zaslow et al., 2010)

Across all areas, a sizable percentage of TA providers
do not focus frequently on helping teachers improve
support for children’s early learning

Improving teacher/provider practices that support the
learning of Dual Language Learners and improving
teacher/provider practices that support children with
disabilities were the two areas that TA providers
reported as getting the smallest amount of focused
attention

The largest number of TA providers report that their on-site work
focuses on helping teachers improve features of the classroom or
home-based setting that will help them earn a higher QRIS rating

Across all areas, a sizable percentage of TA providers do not focus
frequently on helping teachers improve support for children’s early
learning

Few TA providers report frequently helping teachers increase
parent involvement or provide individualized learning supports

Under 12% of TA providers frequently plan an observation in which
a teacher intentionally practices teaching strategies
 Policies related to technical assistance professionals are fragmented within
and across sectors and funding streams, rather than conceptualized and
developed as part of a systemic approach
 There is a lack of consistency in definitions of terms, required specialized
knowledge and competencies, preparation, credentials, career pathways,
compensation distinctions, and quality assurance
 The roles and responsibilities of mentors, coaches, and consultants need to
be transparent to the individuals in those roles, to the providers and
programs that make use of these roles, and to the other professionals in the
professional development system, such as higher education institutions and
resource and referral agencies
 The pathways to becoming a mentor, coach, or consultant, including the
preparation for these roles, need to be more evident and intentional
Alisa Ghazvini
Early Childhood Consultant
Assoc. of Early Learning Coalitions
Tallahassee, Florida

State-level Early Childhood Professional
Development Initiative Steering
Committee
 Focus on helping practitioners
implement Early Learning Guidelines
 Built on local & national
work/standards
 Cross-sector input from state
agencies, higher education, provider
association representatives, and
Expanding Opportunities

Core Competencies for Practitioners

Core Competencies for Directors

Core Competencies for School-age Care

Core Competencies for Trainers

Core Competencies for Technical
Assistance Specialists

Targeted Competencies for Inclusion

Core Competencies for Career Advisors

Consultants who understood the importance of
collaboration across sectors and invited participation from
multiple agencies and state-wide work groups

Champions in early childhood sectors who participated in
the development of both the core competencies for early
care and education providers and the targeted
competencies for inclusion

Willingness of agencies to pool technical assistance
resources

Involvement of higher education and doctoral students

Persistence in the face of challenge

Revising standards
 Greater focus on teacher-child interactions
 Participating in NAEYC project: building out family
engagement and other sections

Supports
 Targeted for vulnerable programs – deeper, more
responsive
 Flexibility in expanding definition of ‘support’

Ongoing staff professional development
 Racial equity training, community of practice
 Poverty simulation
Combine best practices and lessons learned from:


Comprehensive,research-based early childhood curricula
(High Scope, Creative Curriculum)
Ready Schools Miami work and job-embedded master’s program





Protocols from the National School Reform Faculty
Other curriculum implementation trainings
Create a cost-effective, efficient, and scalable model for
curriculum training
Outcomes: improved curriculum fidelity, cannot tell
who teachers, directors, TA providers or college faculty
are (CLASS scores coming…)
Define Your
Terms
Define Your
Terms
Assess Your
Practices
Examine your priorities
Who are the targets of your professional
development efforts? Faculty? Coaches? Mentors?
TA providers?
What forms the basis of the content addressed in
professional development?
 Have you prioritized the shift from an
emphasis on knowledge to an emphasis on
practices?
 Do those include evidence-based practices
for supporting young children who are
culturally, linguistically, and ability diverse?
How are you supporting sustained, systematic
opportunities to grow the capability of your PD
providers?
Sharing
State Plans
for Change
• Very briefly share your state’s plans
• If appropriate, mention specific influences
from the Learning Table (e.g., the ideas
Sharon Ritchie shared from First School)
• If appropriate, mention specific Learning
Table resources that will support your
work (e.g., the NPDCI definition of
professional development will help us to
be clear about the definition we’re using
for our QRIS)
• If you have a question for a state team
about their goals, please unmute your
phone (*6) and ask it verbally.
California
Plans
Implement the following steps and focuses
to integrate more deeply a cultural,
linguistic, and ability appropriate approach
into our Race to the Top Early Learning
Challenge (RTT-ELC) Quality Continuum
Framework (Framework) and Regional
Leadership Consortia (Consortia) QRIS work:
1. QRIS Tools and the Appropriateness/ Validity
of Their Use with Diverse Populations;
2. Teacher Preparation and Professional
Development;
3. QRIS Raters/Observers Policy;
4. Family Engagement;
5. Potential Project to Develop Standards Around
Cultural and Linguistic Diversity in QRIS; and
6. Professional Learning Community.
Connecticut
Plans
1. Provide a presentation to the QRIS
workgroup on the Learning Table and our
recommendations
2. Share this information with the Cabinet and
its other workgroups
3. Share the valuable resources obtained with
others who can benefit from this
information as the above work continues
(each Learning Table participant has a disk
of all of the resources provided to us by
FPG).
Recommendations
1. Construct a definition of diversity that includes
ability, culture, language, economic and other
forms of individual differences.
Connecticut
Plans
Recommendations:
2. Embed a progression of criteria addressing
diversity across the 5 component areas of the
QRIS (learning environment, leadership and
management; staff qualifications and professional
development; health and safety; family
engagement and support). Do not create a
separate component area to address diversity.
Crosswalk and align the existing elements of
NAFCC, NAEYC, Head Start, licensing, Caring
for Our Children to inform the development of
criteria across the 5 component areas.
3. Establish a self-assessment process that would
provide guidance and direction to programs with
regard to diversity of ability, culture and language
This would provide evidence for the process
that takes place within a program that would
serve as material to be submitted for
verification to the QRIS system.
Connecticut
Plans
Recommendations:
4. Ensure that the population of faculty, trainers,
coaches, consultants, mentors, TA providers is
culturally and linguistically competent to support
the growth of staff and programs.
Utilize as a reference The Early Childhood
Education Professional Development: Training
and Technical Assistance Glossary developed by
NAEYC and the National Association of Child
Care Resource and Referral Agencies
(NACCRRA) for those who provide professional
development, state policy makers, early
education advocates, and program
administrators working to connect professional
development activities and initiatives into an
integrated system.
Florida
Plans
Florida’s local QRIS efforts do not include explicit
requirements for professional development providers,
such as coaches, mentors, and technical assistance
specialists. Professional development standards are
included in QRIS standards, but there are no explicit
requirements relative to supporting diversity.
Action Steps based on Learning Table Participation
• Reconvene a statewide QRIS Collaborative
Workgroup, provide them with the Learning
Community resources, and develop a plan for explicitly
addressing issues of cultural, linguistic, and ability
diversity; incorporate recommendations into local QRIS
efforts; and develop a model for statewide QRIS
• Develop a toolkit based on the Learning Community
resources
• Develop an implementation plan for increasing
knowledge and skill of technical assistance specialists
relative to issues of diversity
Florida
Plans
Action Steps based on Learning Table Participation
• Incorporate a goal of ‘valuing diversity’ of culture,
language, and ability within all QRIS efforts and
materials
• Review current training and education requirements
and offerings to ensure a focus on children with special
needs, language acquisition, appropriate instruction
and assessment techniques, and strategies to involve
diverse families
• Utilize the work in Miami-Dade and develop
mechanisms for expanding their strategies in other
areas of the state
• Utilize the work of Expanding Opportunities to
implement strategies for integrating children with
special needs into early learning programs and
expanding professional development opportunities
focused on inclusion
Florida
Plans
Action Steps based on Learning Table Participation
• Develop strategies for including language-minority
children into early learning programs and supporting
practitioners in classrooms with language-minority
children
• Develop strategies to support reflective practice and
family engagement in classrooms
• Identify important collaborative partners to assist
with meeting the needs of diverse children and families
• Partner with Head Start to share resources and
information regarding issues of diversity
Georgia
Plans
3) Revisions to structural quality
component of Quality Rated in January
2013 will include explicit criteria at each
point level relating to cultural competency
(cultural, linguistic, ability) –criteria will be
present in intentional teaching, education
qualifications, family involvement
standards. Toolkits to support meeting the
standards will be created.
4) Revisions to structural quality
component of Quality Rated in January
2013 will include explicit criteria with an
intentional emphasis on ENGAGING and
SUPPORTING the participation of families
(ALL) in early education programs.
Georgia
Plans
1) Adopt a statewide definition of cultural
competence ( 2 day meeting in October for
stakeholder/partner participation)
a. Publish in Quality Rated Program Manual and
Professional Development Standards
2) Provide training for trainers on cultural
competence and how to support caregivers in
developing their capacity to support young children
who are culturally, linguistically, and ability diverse.
Create trainers toolkit to support cultural
competence. Create beginner, intermediate and
advanced trainings on cultural competence topics.
a. Training and Tool Kit topics to include:
i. Cultural diversity
ii. Linguistic diversity
iii. Ability diversity
Illinois
Plans
1. IL has the opportunity to apply for Round 2 of the
RTT ELC Grant. As the grant response is developed,
IL will use information from the Learning Table and
look at other state models to help inform further
embedding of cultural/linguistic responsiveness
(CLR) into our new QRIS system. Options could
relate to training and consultation. IL would like to
see current assessment tools used in QRIS be
revised and updated to better reflect and measure
CLR practice. This is essential for long term
embedding of CLR in quality rating systems.
2. Recommend to INCCRRA that
cultural/linguistic/ability diversity remain on the
agenda for the annual Illinois Summit of Trainers. In
March 2012, Johnna Darragh-Ernst presented
sessions on CLAD and CLAD-related resources. The
plan for 2013 would be to dig even deeper into this
topic.
Illinois
Plans
3. In the past year or so, the Gateways to Opportunity
Core Knowledge has been reviewed and revised to
have stronger benchmarks related to
cultural/linguistic/ability diversity. Gateways
Credential Specialists will continue to work with
institutions of higher education to be sure these
benchmarks are appropriately reflected in
coursework. As an example, the ECE Level 1
Credential curriculum is currently being reviewed
and one of the goals of the review is to be sure that
awareness level cultural/linguistic/ability diversity
concepts are included.
4. The Illinois Early Childhood Diversity Initiative
(ECDI) convened a key stakeholder group to identify
strategies and guiding principles to inform program
practices, professional development, training,
public policy and a collective agenda. ECDI will
create a document to be shared with key public and
private organizations (agencies and councils) to
increase awareness about this work with a goal of
developing a memorandum of understanding to be
signed by yet-to-be-determined state agencies.
Oregon
Plans
1. As a team we reviewed Program Standards
feedback from an expert on cultural and
linguistic responsiveness and made
recommendations on changes using a cultural
and linguistic lens.
2. Use an existing Language Workgroup to
review and provide recommendations to the
Professional Development Needs of
Practitioners moving forward with the TQRIS.
3. Explore how to field test the TQRIS within
various cultures in a respectful and cost
effective way
4. We also feel it is important to add a fourth
and that is to bookmark the Landing Pad and
keep using the resources as we move forward!
Pennsylvania
Plans
1. Cultural, Linguistic and Ability Diversity
Framework and Guiding Principles
document will be developed and shared
with OCDEL’s Offices, programs and
partners. All will be encouraged to apply
the Diversity Guiding Principles in delivery
of services and programs to young
children and their families.
2. Pennsylvania has recently developed
Career Advising Guidelines (2012) and is
now in the process of developing Career
Advising Competencies. The goal is to
fully integrate cultural, linguistic, ability
and socio-economic competencies also in
the Career Advising Competency
document soon to be developed.
Pennsylvania
Plans
3. Pennsylvania is about to develop
Environmental Rating Scales (ERS)
Assessor Competencies. Attention will be
given to explicitly include cultural,
linguistic and ability competence in this
document.
4. In 2011, Pennsylvania created the “Good,
Better and Best” document as a
companion and resource document to
Keystone STARS Standards. The Good,
Better and Best document will be
revisited in the current Fiscal Year, 2012-13
for eventual updating in FY2013-14 to
explicitly integrate cultural, linguistic,
ability and socio-economic diversity into
the document.
Lessons
Learned
• Be explicit and be intentional. In most
cases, all does not yet really mean all.
• Be bold. Ask questions. Question
generalities.
• Know where to find good examples and
share them generously. If you don’t
know where to find a good example, you
now know who to ask.
• There are only 2,000 days between birth
and kindergarten. Make each one count
for each young child.
• From First School: This work is difficult
and complex. Seeking simple answers to
pervasive problems is not productive.
The evaluation of this Live
Session and the entire
Learning Table is already
heading for your in-box.
PLEASE let us know what
you think by responding to
the brief online survey.
•
Session resources will be mined
•
Landing Pads, PowerPoints, and
recordings will be made available
to national audiences
•
Webinar will be held to introduce
colleagues from other states to
the content and resources of the
Learning Table
NAEYC Conference
November 7-10, 2012
for your generous
participation and
your dedication to
supporting each
and every child and
their unique family.
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balance of rights. Discourse Processes, 6(2), 145-167.
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http://www2.ed.gov/programs/osepprep/applicant.html
Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of
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Knapp, M. S., & Associates, (1995). Teaching for meaning in high-poverty classrooms. New York: Teachers
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