welcome mentors!

Welcome Mentors! Alignment Document TrainingApproximately 1 hour

Menu: This training is in 3 segments: 1. Orientation to the Milestones of Child Development (20 minutes)2. Using the Professional Development Lattice and the Competencies for Child Care Professionals for QIPs (30 minutes)3. Review and Certificate (10 minutes)

Return to each of the segmentsas often as needed.

Alignment documents: Milestones of Child Development, Competencies for Early Childhood Professionals, Early Childhood And Child Care Professional Development Career Lattice and your folder of handouts.Click here for documents.

Pen and paper

You may also wish to have your rating scales booklets, nearby.

You’ll need:

Rationale: By using core documents, we can begin to create a more coherent approach to quality improvements across the state.

Therefore, our Training Goal is: To learn to use the Virginia Alignment Documents as a resource for improving quality in programs participating in the Virginia STAR Quality System.

You may wonder why it is important to use the Alignment Documents as you work to improve quality.

You’ll need to use these Alignment Document throughout the training. If you want to know how these documents were created and who contributed to their development, refer to page iii of the Milestones Booklet.For e-copies to use in mentoring, click on the booklets to open and then save to “Desktop.” Encourage teachers to copy and use these resources.

Have access to research-based resources for planning and curriculum development.

Use approaches that reflect best practices for supporting children’s optimal development.

Understand the competencies and credentials that early educators need to pursue a career path in early care and education.

The Alignment documents were developed to ensure that early educators …

The Milestones Document illustrates milestones in development for young children. As mentors, you help teachers accomplish teaching milestones, enabling them to support children’s developmental outcomes. Rater’s summary reports will help you target some teacher milestones to facilitate.

Note the suggestions for ways teachers can use the Milestones booklet to respond appropriately to children. Challenge yourself to generate additional examples.

Consider also, how you can respond to teacher behaviors in supportive ways, and facilitate teacher development.

Think of some possible milestones teachers may need. You may mentor teachers to achieve milestones of their own!

As you look through the Milestones Booklet…

Possible Teacher Milestones: 1) To begin to view the child holistically, 2) To view self as a learning partner

Let’s look at how the Milestones Booklet presents these Domains:

Domains:

Social and Emotional Development

Approaches to Learning

Language and Literacy

Cognition and General Knowledge

Fine Arts

Physical Development

The Milestones booklet is organized for flexibility. Sometimes, you may need thumbnail sketches. At other times, a more comprehensive view with background information will be more helpful.

Three formats are provided.Format 1 Provides the domain overview and strands within domains . On page 3, find the Social Emotional Domain, strands, and developmental indicators.

Three formats are provided.Format 1 Provides the domain overview and strands within domains . On page 3, find the Social Emotional Domain, strands, and developmental indicators.

Three formats are provided.Format 1 Provides the domain overview and strands within domains . On page 3, find the Social Emotional Domain, strands, and developmental indicators.

Three formats are provided.Format 1 Provides the domain overview and strands within domains . On page 3, find the Social Emotional Domain, strands, and developmental indicators.

Because children have their own individual rates of development, some children may exhibit indicators at different times or in a different sequence.

Indicators are not intended to be used for assessments.

.

Format 2, page 4 ”Strands-at-a-Glance” This format shows age groups, includes samples of children’s behaviors (milestone indicators), and teacher strategies to support development.

Because children have their own individual rates of development, some children may exhibit indicators at different times or in a different sequence.

Indicators are not intended to be used for assessments.

.

Format 2, page 4 ”Strands-at-a-Glance”This format shows age groups, includes samples of children’s behaviors, and teacher strategies to support development.

Because children have their own individual rates of development, some children may exhibit indicators at different times or in a different sequence.

Indicators are not intended to be used for assessments.

Format 2, page 4 ”Strands-at-a-Glance”This format shows age groups, includes samples of children’s behaviors, and teacher strategies to support development.

Because children have their own individual rates of development, some children may exhibit indicators at different times or in a different sequence.

Indicators are not intended to be used for assessments.

Format 2, page 4 ”Strands-at-a-Glance”This format shows age groups, includes samples of children’s behaviors, and teacher strategies to support development.

Because children have their own individual rates of development, some children may exhibit indicators at different times or in a different sequence.

Indicators are not intended to be used for assessments.

Format 2, page 4 ”Strands-at-a-Glance”This format shows age groups, includes samples of children’s behaviors, and teacher strategies to support development.

Format 3 - Each domain section opens with an introduction to the domain, rationale, and definitions for the strands.

Format 3 provides the most expanded, comprehensive version of the domains. Please see page 47 for the Social-Emotional example.

On the left are milestone indicators (click). Supportive teacher strategies (far right) are given to support each developmental milestone (click). You may help teachers generate lists of similar strategies or activities.

Page 48 Format 3, The Expanded Version

indicators strategies

Note the color coding (light-dark shading) to indicate a continuum of development, suggesting that teachers should expect that children may accomplish the milestones at different rates and often in different sequences.

Find A3 in your booklet.

Click to expand

More ideas

After reading the suggestions for supporting the milestone given in A3 (far right column), could you mentor teachers to think of other suggestions for supporting the milestone in A3?

Sing while playing rhythm instruments;

or play with puppets, using an animated voice

Consider how A3 relates to the Rating Scales.

You may need to use the rater report to target competencies teacher’s need in order to support this Emotional Milestone.

If your rating scales booklets are handy, explore some of the rating scales indicators that relate to A3.

CLASS: Emotional Climate, Instructional Learning Formats,

Language Support; ECERS-R & ITERS-R: Interactions

and Activities

For each of the following indicators, give domain, strand, page #, age of child, and support strategy.

When you’ve found the answer in the Milestones booklet, click on the icon and check to see if your answer is correct.

Now, let’s get our feet wet! Prepare to fly though the Milestones booklet and see what you can find!

Be sure to try to find the answer in the booklet before clicking to

peek, though!

When do children usually refrain from doing something that will make another child cry?

Social Emotional, Strand 2 learning about selfAnswer: 48 mo + Pages 3, 5 Reference B13

When might you see children begin to use familiar words (e.g., mom, love) in writing and drawing?

Language and Literacy -Strand 5: Early Writing; Answer: 48 mo. Pp.12, 17 and 81; ref. E11

Children, within what age, range try to find and use materials to follow through on an idea?

Approaches to learning - Strand 2 Initiative and Curiosity Age: Answer: 36 – 48 mo. and 61; ref. A 9

Within what age range is it appropriate to expect children to use a tissue to wipe nose or to cover mouth when coughing?

Physical - Strand 3: Health and Well-Being Answer: 36-48 mo. Pp. 40, 43, 129; ref. C7

At which age range do children depend on others to provide for their wants and needs?

Social and Emotional Answer: Birth – 18 mo. Pp. 3,4, 48; ref. A1

When do children learn to set goals, develop plans, and complete tasks?

Approaches to LearningAnswer: 48 mo + Pp. 7, 8, 59; ref. D3

When is the earliest age range when children begin to show an increased understanding of gestures and words?

Language and LiteracyAnswer: Birth to 18 mo. Pp.12, 13, 70; Ref. A3

When do children begin to show an awareness of the relative size of objects?

Cognition and Knowledge Answer: Birth – 18 mo. Pp. 18, 21, 86; ref. B2

At what age range do children respond to variations in music, such as change in pitch, volume, tempo, beat, rhythm, and pattern?

Fine Arts MusicAnswer: 48mo.+ Pp. 35, 37, 115; ref. B10

At what age could you expect children to have coordinated movements to perform tasks such as throwing a ball into a basket or catching a large ball with two hands?

Physical Answer: 48 mo. + Pp. 40, 41, 124; ref. A9

Congratulations! You have a few more flight feathers and are almost ready to take off. Using the Milestones booklet can help you target supportive behaviors children need from adults. Can you think of other ways to use the Milestones booklet?

www.va-itsnetwork.org/files/Early-Math-workshop-presentation.pdf

Other ideas: Illustrate the importance of supporting a “whole child” approach to development

Parent Conferences

Best Practice Lesson Planning

Tracking Development

Developing prop boxes and activity cards

Training and mentoring resource

Here are some other ways the Milestones have been Used. The Infant Toddler Specialist Network power point for I/T Math is a great example. Check out this link:

Return to the home page and review segment 1 or continue to the next segment.

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Click image to return to menu page

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Training Segment 2Please refer to your Competencies booklet and the related handouts in your folder.

A best practice guide for adults - supporting the growth and development of children from birth to kindergarten entry

Illustrates:

What early childhood professionals should know and be able to do to provide quality care and education

The Competencies for Early Childhood Professionals is a . . .

Health, Safety, and Nutrition Practices

Understanding Child Growth and Development

Appropriate Child Observation and Assessment

Partnering with Families and Communication

Learning Environments

Effective Interactions

Program Management

Qualifications and Professional Development

8 Competency areas detail specific competencies needed to deliver quality care and education in programs for children.

Each area includes:

rationale,

related knowledge base,

practices based on knowledge (example: pages 1 & 2).

Let’s take a look at the Competency Areas

There are 4 Competency Levels (p.3)

There are 4 Competency Levels (p.3)

There are 4 Competency Levels (p.3)

There are 4 Competency Levels (p.3)

There are 4 Competency Levels (p.3)

Teachers

Counselors

Directors

Trainers

Mentors

Curriculum Developers

Higher Education

Policy Makers

The Competencies Document serves as a resource for many and has a myriad of possible uses. Who uses it?

As a resource for assembling a professional development portfolio

To track professional development activities

For self-assessment: Staff, Administrators, Trainers

As a Director resource for developing job descriptions, training plans, salary schedule (H/O)

HOW? Early Education Professionals use the Competencies document …

Counselors – to help plot a career path in CHDTraining/TA organizations – advertise training by competency area and level – assist providers tracking their training; evaluate whether training in the community is available for the competency areas – develop new training to meet the competency areas. Incorporate information into trainings. Higher education – See course matrix, with aligned course objectives and competencies in the Competency Document (H/O)

Other uses… (Competencies document)

Mentor program administrators and staff to develop competencies needed for delivering high quality care and education.

Your rater’s summary reports will serve as a guide to identifying the competencies you need

to mentor.

As a mentor, you will use the Competencies Document to…

Another useful document, with many possible uses is, The Early Childhood and Child Care Professional Development Career Lattice.

Develop a salary schedule

Plot a career path

Create a professional development plan

Develop a professional portfolio

The Lattice for Professional Development can be used to …

Please review your related

handouts before continuing.

You’ll need paper and pen, alignment documents and handouts.

Now, you are ready to Practice – to test your wings!

Targeting needed competencies

Writing clear goal statements

Mentoring improvements

You will use all of your documents as resources for:

Find the H/O entitled, “Raters Summary Report.” On this form, you will find a comment, resembling those found in rater’s summary reports. Read the comment and determine the skills the teacher needs to develop or improve.

Using the Competencies Booklet, write the competencies that are needed, including the competency reference numbers and areas.

Directions:

Rater Statement: “More than 80% of the activities consisted of worksheets, letter or shape identification activities, using charts or flash cards. Most activities were at the recall, identification level. A few hands-on activities were provided for children who arrived early. No real-world connections were observed.”

Click here for suggestions.

Find the competencies this teacher needs.Use your Competencies booklet.

Booklet: LEVEL I Area V, Learning Environment,pp.40-41 #3 Curriculum; 3.4 Approaches to learning; 3.6 Learning about Mathematical Concepts; 3.7 Learning about the World

Are there related pages in the Milestones Document that provide examples of more appropriate teacher responses?

How would you would emphasize the importance of increasing helpful teacher responses for the benefit of children?

Try writing the goal statements that you think are needed for this teacher.

Using the Milestones Document…

Milestones Indicators.

Goal Statement Suggestions

Click the tracks for suggestions.

Mentoring is needed to strengthen teacher support behaviors for almost all of the strand indicators in all

domains.

Goal: The teacher will plan a schedule that will provide access to activities for a Substantial Portion of the Day.

Goal: Activity centers will include real-life materials such as natural collections. Goal: Teacher will demonstrate open-ended questioning techniques, and responses that facilitate language and thinking

Are there Community College or University Courses that may help this teacher to develop some of the competencies you identified?

Can you think of other training that may be helpful?

Other considerations…

Methods and Materials courses such as: Language Arts, Math, Science, Social Studies,

Into to Child DevelopmentWorkshops on supporting language,

play/learning connections

Which of the rating scales indicators or areas could be affected by improvements in these competencies?

Rating Scales Connections:

ECERS: All “Activities,” Relaxation and Comfort, Books and Pictures, Interactions, Schedule and Whole Group CLASS: Language SupportConcept DevelopmentInstructional Learning Formats

Rater Statement: “Regard for children’s perspectives was sometimes shown, but at other times, their concerns and opinions were overlooked. For example, the children were often given choices of jobs and activities. However, while waiting for lunch to be served, the teacher selected a Halloween book and read it as one child protested that she did not like scary books. The teacher ignored her protestations and continued reading while the child buried her head in her

hands and covered her ears.”

Rater Summary Statement #2. What competencies could you mentor?Use your Competencies booklet.p.18 Area II Child Growth and

Development; #3 Individual Differences, 3.1 ; #5.1 Facilitation of Development

Strategies you would model or mentor?

Courses and training you would recommend?

Child Guidance and/or training in temperament, social/emotional development

In addition to suggestions given in Milestones, you could: model giving children words to describe feelings;Suggest not using scary books;Introduce “feelings” books and activities to develop emotional literacy

To ensure a grasp of the information in this training, complete the multiple-choice quiz. You may retake the quiz as often you need - until you achieve a score of 80% or better. Of course, you can review each segment of the module to find the answers, too.

QUIZ (click) At the conclusion of the quiz press the Esc key to end this training session.

A Quick Review