roadmap to results: a focus on school readiness school readiness plan update 2014-2015

Early Childhood Education

Roadmap to Results:A Focus on School Readiness

School Readiness Plan Update2014-2015

TMC’s School Readiness Definition

Upon school entry, children who participated in TMC’s programs will demonstrate age-appropriate cognitive development, physical and health development, language and literacy development, social and emotional development, and development in their approaches to learning.

School Readiness Frameworks

Based on OHS Child Development

and Early Learning Framework

(HSCDELF)

Based on OHS Parent, Family, and Community Engagement Framework

(PFCE)

STRATEGY # 2: Effective Teachers

Indicators of Success

• Understand purpose of the Classroom Assessment Scoring System (CLASS)

• Participate in:– on-going professional development in emotional

support, classroom organization, and instructional support

• Implement curricula and address the HSCDELF domains, including English Language Development

• Identify, track, and monitor children’s progress and adjust routines and instruction as needed

STRATEGY # 3: Effective Leaders and Mentors

Indicators of Success

• CMs and CDAs become CLASS reliable• Monitor progress towards school readiness

goals across all service areas• Review teacher progress and develop

individualized strategies and tailor professional development opportunities

• Encourage parent engagement on student progress


Indicators of Success, cont’d

• Assess preschool teachers using the CLASS assessment tool (3X) per program year; assessed (2X) per program year, centers in operation 120 days or less

• Model effective teaching strategies in the classroom using mentor/coaching approach


One must:• be partners with your staff• continually lift and support co-workers• ask and solicit feedback from staff• seek the answer… not always saying you “know”

the answer• use purpose to inspire commitment and outcomes;

it’s not about the requirements, it’s about why we are here

• focus on the process and results• get the best from people


Approach, cont’d

• Make connections between what they learn and what they do at work

• Receive feedback they want and need to improve performance

• Feel valued and respected• Become more committed and motivated• Feel empowered to take initiative to

improve and assume new challenges

Welcome to

Mentoring/Coaching in the Classroom

Today we will…

Explore the roles and characteristics of a mentor/coach

Examine the mentor-teacher relationship

Plan for supportive classroom visits

Write effective classroom goals

Explore mentoring/coaching strategies for cognitive readiness

What is Mentoring/Coaching?

Mentoring/Coaching is a technique that builds a supportive relationship

between a mentor and a teacher.

What is a Mentor/Coach?

Mentor/Coaches impact change by encouraging teachers to reflect upon their teaching

practices, specifically in regard to a deeper understanding of

content and developing warm, sensitive relationships with

children.

When I Hear, I Forget

When I See, I Remember

When I Do, I Learn

When I Reflect, I Improve

Because mentoring/coaching…• Enhances teachers skills

and knowledge• Improves the quality of

teaching in the classroom• Encourages teachers to

reflect on their teaching practices

Mentor/Coach’s Roles include…

Observing:• teaching strategies• teacher/child interactions• children• classroom environment

–strengths and areas of improvement of the classroom

–small group activities–circle/center time activities–Individualization–cognitive instruction


Modeling:• reading to a small group of

children• shared writing activities• transitional ideas• appropriate teacher/child

interactions• teaching strategies• using a classroom management

plan• interactive letter wall activities


Assisting with:• arranging rooms• incorporating CIRCLE activities• reviewing and modifying lesson plans• selecting appropriate materials• developing appropriate activities• evaluating LAP-3 assessment results

(Red-e-Learner reports) for individualization

• connecting centers and activities with the theme

• providing resources and materials• curriculum implementation• developing a daily schedule• helping the teacher reflect on

teaching practice

In order to begin, mentor/coaches need to gather some basic information regarding their teachers and establish a system of

keeping track of that information.

What is the mentoring/coaching schedule?

– Mentor/coach complete monthly formal observations - at least 1 hr long.

– Mentor/coach meets with teacher to reflect on strengths, areas of improvement, and together they develop a plan of action –at least 30 min to reflect on observation, provide feedback, and complete plan together.

– Based on the needs identified and the plan of action, mentor/coach applies mentoring/coaching strategies during weekly informal classroom visits (this can be the side-by side coaching of a lesson, role modeling, developing questioning strategies and observing the application of them, Teachstone professional development resources, etc.).

– During the informal visits (mentor/coaching time), the mentor/coach and teacher discuss what is working and what is not and make changes if applicable (this is a part of the gradual release model).

1. Place your staffing, transition, field trip, etc. meeting dates on the calendar/grid2. Review your list of teachers3. Number each teacher4. Then place the time of each visit on the calendar (if more than 5 teachers, add more than one visit per day)5. Place the follow-up meeting times on the calendar/grid ()

T17:45-8:45 (Formal Observation)

(12:30 – Formal Reflection)

T28:30-9:30(Formal Observation)

(3:00– Formal Reflection)

T3 8:45-9:45(Formal Observation)






T110:45-11:45 (Mentoring)

(12:30 – Informal Reflection)


(3:00– Informal Reflection)


(12:45 – Informal Reflection)

T4 10:15-11:15 (Mentoring)


Field trip T58:30-9:30 (Mentoring)


T17:45-8:45(Mentoring)


Staffing10:00-12:003:00-5:00



T3 9:00-10:00(Mentoring)(12:00– Informal Reflection)

T4 10:15-11:15(Mentoring)




T1 T2 T3 T4 T5

Planning Supportive Classroom Visits

Before the Visit

Schedule a time and be on time Review the previous Formal Monthly Observation (classroom visits must be intentional and have a purpose for effectiveness)

During the Visit

Observe while mentoring/coaching in the classroom Model appropriate teaching techniques

After the Visit

Schedule a follow up visit (preferably within the same day) Follow up with discussion, reflection, information and/or material Document the visit if it’s a Formal Monthly Observation Informal classroom visits are for mentoring/coaching opportunities and reflect with teacher what is working, and what is not. Informal visits do not need to be documented.

ASSESSMENTCollecting Data

EVALUATIONDetermining Next

Learning Step

PLANNINGChoosing Resource

And Approach

TEACHINGBringing Learner to New Understandings

Curriculum

Resources

Materials

Implementation of Lesson

Plan/Individualization

Parent Information

Teacher Observations

Red-e-Learner Child Report

Red-e-Learner Class Summary

Lesson Plans

Child/Classroom Needs

The Assessment Cycle

ASSESSMENTCollecting Data

EVALUATIONDetermining Next

Learning Step

PLANNINGChoosing Resource

And Approach

TEACHINGBringing Learner to New Understandings

Mentoring/Coaching Approach

Implementation of Plan

Formal Monthly Observations

Red-e-Learner Class Summary

Lesson Plans

Classroom Environmental Checklist

Teacher Needs

The Mentoring Cycle

Settings for Mentoring/Coaching Teachers

Settings for Mentoring/Coaching Teachers

• Side-by-Side CoachingoMentor interjects briefly during teacher

working with children• Teacher Reflective Follow-up Visito1 on 1 follow up visit – guiding

reflection, planning, setting goals, creating action plan

• Mentor ModelingoPlanned modeling of new concept or

idea• Professional developmentoDiscussions regarding content and

teaching strategies

Writing Goals and Objectives

Goals and objectives should be SMART:

___pecific- what needs to happen?

___easurable-did I achieve this objective?

___ttainable-is it realistic and do-able?

___esult-oriented-will it help to meet my goal?

___ime limit-when is it due?

Goals are the things that you would like to happen over a long period of time.Objectives are the smaller steps you take to make progress toward your goal.

Observations

Areas to address:

• Curriculum• Cognitive instruction• Progress monitoring• Professional development• Teacher-Child interactions• Classroom Environment

Strength:General: Great Classroom!

Specific: All centers are labeled with words and pictures including places for children’s names.

Areas of Improvement:General: Work on your letter wall.

Specific: Choose words from your read alouds, place word and picture on a sentence strip and have children involved in placing them under the correct letter.

Strengths & Areas of Improvement

General versus specific statements

Reflective Follow Up

•Build on teacher strengths•Ask for teacher to identify what went well•What would be the steps to improve •Develop Plan of Action•Discuss and Reflect•Plan for informal classroom visit (mentoring/coaching time)

Strengths and Areas of NeedTeacher: Diana Smith Date 11-2-13Center:___XXXX__________ Room 14

Strengths: You did a fabulous job with your letter wall, it is appropriately placed at the child’s eye level with all of the children’s names and pictures on name cards!You used a variety of activities to make the letter wall interactive. (including pointers and matching games)

Areas of Improvement: Include a variety of word cards on your letter wall, including words and pictures from your next theme and from appropriate books.

Plan of Action: This week you will review your next

theme and select 25 appropriate words. Cut out pictures that reflect the 25 words that you have selected. Write the words on the sentence strip and add the appropriate pictures. Involve children in placing them under the correct letter.

Mentor/Coach will provide sentence strips. My next visit will be Monday, November 9, 2013

Ms. Smith’s lessons plans are generic and do not follow the research-based curriculum. There are individually selected “topics” like “apples” or “colors” that are not the curriculum themes.

How would your follow-up visit look?

Ms. Hernandez is not doing any phonological awareness activities except an occasional rhyming activity.

How would your follow up visit look?

Ms. Rubio teaches 4 year old children and every day they do the same circle time activities. The activities are rote and do not include any higher order thinking activities.

How would your follow-up visit look?

Change 2 things about

yourself!!

Change does not

happen over night!!!

Desired Outcomes

• Improve teacher outcomes;• Build capacity of reliable staff;• Monitor all preschool classrooms;• Engage in regular classroom

observations;• Support social and academic

outcomes of children;

Desired Outcomes Cont.

• Align professional development to CLASS data results and formal monthly classroom observations;

• Evaluate curriculum, instructional programs and strategies;

• Use data to analyze individual, classroom, and programmatic;

• Promote family engagement and provide a seamless transition;

Discussions/Questions

roadmap to results: a focus on school readiness school readiness plan update 2014-2015

Documents

school readiness domains

school readiness goals

child school

growth development

child development

emotional development

health development

literacy development