Transcript Why Bother With Higher Education? New Ways of Thinking

A Presentation at the 2013 QRIS National Meeting
Tracey Bennett
Vance-Granville Community
College (NC)
Camille Catlett
Frank Porter Graham Child
Development Institute (NC)
Aisha Ray
Erikson Institute (IL)
•Culturally responsive
•Reflective of diversity in its many forms
•Extensive knowledge & skill in early childhood content
•Skilled at interacting with and individualizing learning for each child
•Know where and how to access resources
•Lifelong learner
•Self-reflective
• Know that families are the first and most important teachers of every child
• Respect and support diverse roles for family members
• Collaborate effectively with adults – colleagues, family members, community
partners
• Know the content other colleagues bring (e.g., OT, PT, SLP) & how to integrate
shared knowledge to support children & families
•Advocate
•Change agent
•Possess the knowledge, skills, and dispositions to support each young learner
•Be familiar with the ways in which the quality of programs serving young children is
measured within the QRIS
•Be familiar with standards and guidelines that are part of the QRIS (e.g., state early learning
guidelines)
•Be familiar with competencies that are expected of professionals working within the QRIS
•Know how to connect authentic assessment results with decisions about effective
instruction
•Be familiar with the child and program assessment tools used in our QRIS
•Be skilled in engaging and supporting the authentic participation of diverse families in early
childhood programs
•Respect and support diverse roles for family members
Anecdotal Evidence
• Higher education faculty express frustration at not
“knowing what is going on” and feeling out of the loop
at the state level
• Early childhood program directors report that
graduates are not familiar with key tools and
structures that form the basic building blocks of
quality
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Can you answer these questions about
preservice preparation in your state?

How do course offerings build knowledge, skills, and dispositions related to key QRIS structures,
frameworks, and tools?

How do preservice experiences build the capacity of early childhood professionals to support
each young child and his or her family?

How do preservice field experiences expose students to programs participating in your QRIS?

Do you have a current list of all early childhood instructors, including adjunct instructors?

Do you regularly provide updates to higher education colleagues related to your QRIS?

Do you regularly invite higher education colleagues to participate in professional development
offerings?
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Aisha Ray
Senior Vice President for Academic Affairs
Dean of Faculty | Rochelle Zell Dean’s Chair
Erikson Institute , Chicago, IL

Because in the United States they represent a
significant repository of early childhood
expertise essential to quality improvement:
 Faculty and staff with knowledge and research
 Professional preparation
▪ Certification through degrees, licensure and certificates
 Training resources – print and electronic
 Capacity to deliver EC expertise across a state, region
or nation through distance learning
 Capacity to garner financial resources for training,
research, and evaluation

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
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
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
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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)
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1.
Development occurs in the context of culture
2.
Children’s cultural and language identity are essential to their
optimal development
3.
Children’s home culture and language should be used as platforms
for teaching and learning
4.
Children have a right to the knowledge and skills of power (e.g.,
literacy, “school English”)
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)
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
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)
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
…institutions of higher education (IHEs) that
teach early childhood teachers are
insufficiently preparing them:
 To effectively educate all children
 To work effectively with families & communities
 To use children’s home cultures, languages, dialects, and
competencies as platforms for school learning
 To be critical reflective practitioners regarding how their own beliefs
and biases may influence children’s learning and school adjustment
Challenge:
PD providers, researchers, TA providers, and policy
makers—largely White, Non-Hispanic, monolingual
Challenge:
Much of current policy development is “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 QRI Systems that infuse and integrate diversity
in all aspects in a deep and meaningful way
Opportunity:
Develop an EC and QRIS workforce that is culturally
competent and diverse
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
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
Early childhood teacher certification (still a
question???)

Specialized training in second language and
dialect acquisition; ability diversity and
inclusion; culture

Practice and clinical experiences with
‘diverse’ children
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
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 &
apply reflection in their work with children/adults

Specific coursework, professional development,
and practice regarding working effectively with
‘diverse’ families
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
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’
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
Examined state EC teacher standards for diversity
content

6O % 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)
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
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
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
Key barriers to effectively preparing EC
professionals to educate every child:
 Faculty time and load
 Faculty discomfort with addressing issues,
especially race
 Small numbers of EC faculty in 2-/4-year
programs
 Lack of knowledge of DLLs & 2nd dialect speakers
 Characteristics of students (lack of experience
with people unlike themselves)

Redefine teacher standards to reflect
expectations re. “diversity”

Statewide efforts (e.g., conferences) to support
and re-educate faculty in areas of need
(conducted over 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, recruit and invest in the development of 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)
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Aisha Ray, Ph.D.
(312) 893 7137
[email protected]
Erikson Institute
451 North LaSalle Street
Chicago, IL 60654
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186 degree programs at 150 institutions in 30 states
BUILD
Resources

Recent publications about the current content of
preservice coursework and field experiences
 Degrees in Context
 By Default or By Design

Maintain and use a current faculty contact list to
support ongoing dissemination of current, accurate
information

Include higher education colleagues in invitations to
professional development opportunities

Offer Master Classes and targeted PD that support
both what faculty teach and how they teach it
Crosswalks Sequence
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 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 the Crosswalks
process may be found in Maude,
Catlett, Moore, Sanchez, Thorp &
Corso, 2010
 Reconceptualization of field experiences
 Professional development and resources
to support shifts in both content and
practices
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Strategies
 Survey of instructors (higher education and
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Training for Early Care and Education/TECE)
Review of syllabi for alignment with Early
Learning Foundations and Competencies for Early
Childhood Professionals
Review of field experiences
Identification of areas of alignment and
opportunities to strengthen alignment
Toolbox of resources
The Journey Towards
Developing the CLEARR
Early Childhood
Professional
Tracey Bennett
Department Chair, Education
Vance-Granville Community College, NC
Awareness of the need to:
 Address the cultural, linguistic, and ability diversity issues of children
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and families.
Provide more opportunities for students to observe and participate in a
variety of centers and settings including settings with a culturally,
linguistically, and ability diverse population.
Incorporate more up-to-date instructional materials (e.g., texts that
provide more online experience and exposure to updated ideas,
examples, scenarios, and videos)
Develop consistency across courses (online and hybrid) in both content
and implementation.
Provide more opportunities for "application” or knowledge-to-practice
assignments.
Incorporate and reference NAEYC Standards, DEC Standards, NC
Foundations, and North Carolina Rated License.
BUT Where’s the Intentionality?
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Reflected on desired outcomes
Assessed and evaluated practices
Deconstructed/reconstructed syllabi
Expanded field experiences
Offered professional development
Implemented relevant approaches
Honed skills

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C- Collaborative professionals with the capacity to work with diverse
families and community partners
L- Lifelong learners possessing the desire for continued learning
E- Experienced in working with children of diverse backgrounds,
languages, and abilities and their families; as well as capacity in
learning additional communication in order to promote learning in
young children; such as sign, second language phrases/words)
A- Assured in their personal capacity to become positive change
agents and advocates
R- Resourceful in securing and utilizing professional resources
R- Reflective professionals who reflect on their own practice in order
to promote positive outcomes for each child
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Intentional recognition and incorporation of cultural,
linguistic, and ability diversity issues of children and families.
Development and implementation of an approved listing of
observation and practicum field sites.
Incorporation of online video resources such as CONNECT
modules.
Development and implementation of an instructor syllabi and
resource site to help ensure consistency across courses (online
and hybrid).
Development and incorporation of specific assessments
which provide opportunities for students to make
"application” of CLAD concepts throughout courses.
Incorporation and implementation of NAEYC Standards, DEC
Standards, NC Foundations, and North Carolina Star Rated
License.
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Strategies
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Intentional reflection and evaluation
Program faculty professional development
Revision of candidate assessments
What’s missing?

Statewide professional development for faculty of professional
preparation programs
Program-wide required faculty and student resources
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Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children
and ourselves. Washington, DC: NAEYC.
Foundations: NC's Early Learning Standards
Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines
and activities. Missoula, MT: DEC. Retrieved from http://www.decsped.org/Store/Additional_Resources
NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation
Programs
Sandall, S., Hammeter, M. L., Smith, B. J., & McLean, M. E., (2005). DEC recommended
practices: A comprehensive guide for practical application in early intervention/early
childhood special education. Missoula, MT: Division for Early Childhood. Retrieved from
http://www.dec-sped.org/Store/Recommended_Practices
Curriculum Planning:
Then:
Theme
Centers
Lesson
Plan
Now:
Foundations
Developmental
Domains
Concept
Area
Adaptations
Lesson Plan,
Activity
Plans, and
Unit Plans
Language and Literacy Experiences
Then:
Activity and
Assignment Based
Portfolio
Development
Now:
Foundations
Theoretical
Perspective
Best
Practices and
Strategies
Observation
and
Assessment
Early Childhood Capstone Practicum
Then:
Activity and
Assignment Based
Portfolio
Development
Now:
Foundations: NC
Early Learning
NAEYC Standards,
Best Practices, and
Strategies
Theoretical
Perspective
Observation
and
Assessment
Family
Engagement
Intentional, Consistent, Informed, and Collaborative with
regard to:
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Providing candidates opportunities to work with diverse
children, families, and community partners.
Developing the candidates personal capacity to become positive
change agents and advocates and desire for continued learning.
Providing candidates opportunities to work with children of
diverse backgrounds, languages, and abilities and their families
Integrating national and state standards into the curriculum
Developing reflective professionals who reflect on their own
practice in order to promote positive outcomes for each child
How are you supporting
intentional connections
with higher education
colleagues in your QRIS?
What will you do next
with the ideas you’ve
heard and the resources
you’ve discovered?
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“Even if you’re on the
right track, you’ll
get run over
if you just sit there.”
- Will Rogers