judy jablon 10/5/16 - early childhood webinars · judy jablon 10/5/16 ©judy jablon 2016 3 looks...
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Judy Jablon 10/5/16
©Judy Jablon 2016 1
EngagingStaffMee,ngs:ProfessionalConversa,onsthatFosterCon,nuousQualityImprovement
Judy Jablon 10.5.16
JudyJablonEarlyChildhoodConsultant
a. Director/Supervisor/Manager/Owner
b. Education Specialist or Coordinator
c. Coach/Specialist/Mentor
d. Teacher/Provider/Caregiver/Assistant Teacher
e. Home Visitor/Family Outreach Counselor
f. Consultant/Higher Ed Faculty
Judy Jablon 10/5/16
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� Engagement:Whatdoesitlooklike?
� Yourrole
� TheSubstanceofmeetings
� Makingtime
STAFF MEETINGS
� Anengagingstaffmeeting.
� Whatmightit…
§ looklike?§ soundlike?
� Jotdownsomethoughts.
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Lookslike:� Peoplelookcomfortable
andrelaxed.� Peoplearesittingattables
orstandinginclusters.� Peoplearetalkingwith
eachother.� Youseesmilesonfaces
andeyesthatarelitup.� Therearesnacksand
beveragesontables.
Soundslike:� Youhearbackandforth
conversation.
� Youhearlaughter.
� Youhearpeoplemovingaroundfromplacetoplaceinteractingwitheachotherand/orwithmaterials.
For me, engagement in a meeting means…
a. I’m able to talk to colleagues about content that interests me.
b. I learn something new.
c. I’m encouraged to think about ideas in new ways.
d. I can readily apply the discussion to my work.
� Doesengagementmatterwhengatheringyourstaffforameeting?
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Researchshowsasubstantialeffectonstudentachievementbystructuringhowteachersworktogethertopromoteeachother’slearning.
Ikemoto,Taliaferro,Adams
� activatespriorknowledge
� fostersactiveinvestigation
� promotegroupinteraction
� encouragecollaboration
� allowforchoice
� includehumors
� nurturesindependentthinking
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� Buildtrust
� Strengthenrelationships
� Fosterlearning
BoringModelsBoring
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� Effectiveadult-adultinteractionsaremorelikelytoleadtobetterteacher-childinteractions.
� Thinkaboutthe5principlesofaPIstance.
§ Useastrengths-basedapproach§ Promotearticulation§ Allowforindividualization§ Encouragelearningpartnerships§ Beamodel!
1. Plans
2. ContentandProcess
3. Logistics
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� Doyoucreateplansaloneorwithothers?
� Howfarinadvance?
� Whatinputdoyougetandfromwhom
� Howoftenareyourmeetingsandforhowlong?
� Istheresomedegreeofpredictability?
� Collaborationandengagementbeginswithplanning.§ What’sourpurposeandwhatdowewanttoaccomplish?
§ Howwillwhatwedohelpusachievebetteroutcomesforourchildrenandfamilies?
§ Whoarethebestpeopletocometogethertodesigntheplan?
Teacherswhofeeltheyhaveavoiceintheirprofessionaldevelopmentaremoreengaged.Knowingeveryoneisfocusedonacommonthemeofprofessionallearninghelpsbuildacollegialcultureandastrongersupportstructure.
Sterling
*Thisedweekarticletalkedabouthowengagingstaffmeetingsreducesstaffburnout.
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� Canwebeginwithdeepthinkingaboutteachingandlearning?
� Arethererelatedpoliciesandproceduresweneedtoaddress?
� Whatwilltheylearn?
� Whatwilltheydo?
� Whatwilltheytakeaway?
� Howcanwerevisitit?
� Howwillweknowthatwhatwedidismakingadifference?
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� Buildfluencyaboutchildoutcomes.
� Haveeachteacherbringaphotothatshowsadecisiontheymadeabouttheenvironment.
� Invitethemtoannotatethephotowiththisstatement:
� Idecidedto________becauseithelpschildrenlearn_____.
I decided to use library pockets, popsicle sticks with each child’s photo at each interest area. This helps children learn to make a choice and it also reinforces one-on-one correspondence.
� Continuephotostudywithlinkstochildoutcomes
§ Takepicturesofteacherchildinteractions.
§ Use“Inotice”statementstoinviteexaminationofteacheractionsthatleadtochildoutcomes.
I notice ________ and this helps children learn ______________.
� Exploreand"unpack"learningoutcomesforchildren.
� Brainstormmaterialsandopportunitiestoprovidethatsupportthedevelopmentofthisskill.
� Teachersreturntoclassroomsandsetupanexperience/invitationtoexplore.
� Doagallerywalkofclassroomstoseehowdifferentteacherssetupexperiencestopromotelearning/developmentofthesameskill.
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� Studyvideoclipstogodeeperintoteacherchildinteractions,listeningforvocabulary,backandforthexchanges,questionsthatelicitchildren’sthinking.
§ Chooseshortsnippets.
§ Focusonstrengths.
� Consideraspectsofyourprogramyouwanttoenhance.
� Inviteteacherstobringphotosthatreflectthisprogramcomponent.
� Besuretolinktochildoutcomes.
� Examineexamplesofchildren’slearning.
§ Whatlearningdoesthisexampleshow?
§ What“indicators”doesitlinkto?
§ Whatmightyouhavedocumentedtolearnmoreaboutthechild’sthinking?
t
r rut I
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� Considernewwaystouseamaterial.§ Eachteacherbringsonematerialfromherclassroom.
§ Brainstormandchartmanydifferentwayschildrencanusethematerial.
§ Brainstormandchartthelearningthatispossibleforchildrenwhileusingthismaterialinvariedways.
� Visitclassroomsusingtripsheetsandcameras.§ Findexamplesofhowteachershelpchildrenlearnself-regulation.
§ Findexamplesofmathematicalthinkingintheenvironment.
§ Findexamplesofhowfamiliesareincludedintheclassroom.
Usematerialstoreflectonteachingandlearning
� Forexample:Blockbuilding
§ BUILD!§ Thinkaboutconceptsthatchildrenarelearning
§ Reflectonvocabularyyoucanuse§ Considerquestionsthatinvitedescription,explanation,hypthesizing
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Usematerialstoreflectonteachingandlearning.
� Forexample:Collage
§ Useawiderangeofmaterials.• Considertornpaper• Fabrics• Textures
§ Thinkaboutconceptsthatchildrenarelearning.§ Reflectonvocabularyyoucanuse.§ Considerquestionsthatinvitedescription,explanation,hypothesizing
� Consideranemailorscreencastinadvance.
§ Housekeepingissues§ Prepworkforthe“content”
� Providetheagenda(andareflectivequestionorassignment)inadvance.
� Besuretostartandfinishontime.
� Trytosticktotheagenda.
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� Thephysicalenvironment§ Seatingarrangements§ Aesthetics
� Snacksandbeverages§ Broughtbyyou§ Broughtbyothers
� Openingandclosing§ Tosetthetone§ Toensurefollowup
1. Adequatepreplanning
2. Communicationthatencouragesdifferentperspectivesandinterpretations
3. Shareddecision-making
4. Establishmentofsafeandnurturingenvironment
5. Collectively-designedgroundrules
6. Effectiveuseoftimeandpunctuality
7. Appropriatemeetingspace
8. Selectiveinvitationwhennecessary
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