Early Educator Support, Licensure and Professional ...



7229475152400 NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide(Teacher/Site Administrator) Year Two00 NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide(Teacher/Site Administrator) Year Two20002006602000154940Early Educator Support, Licensure and Professional Development Office 6900096000Early Educator Support, Licensure and Professional Development Office Introduction:Licensed early childhood educators, serving as the lead teacher in a nonpublic NC Pre-Kindergarten or NC Developmental Day (preschool) Classroom, are required to be enrolled and served by the Early Educator Support Licensure and Professional Development (EESLPD) Unit. The EESLPD Unit serves as the Statewide Local Education Agency (LEA) for nonpublic educators who are required to attain and maintain NC Birth-through-Kindergarten Continuing (formerly SPII) Licensure. The EESLPD Offices at the University of NC at Charlotte and East Carolina University administer the mentoring, evaluation, and professional development services to enrolled educators across North Carolina. Early Childhood Educators who are enrolled and working with the EESLPD Unit to attain and/or maintain NC Birth-through-Kindergarten Licensure are required to align their classroom instruction with NC Foundations for Early Learning and Development. This alignment supports implementation of effective instructional practices, engaging and stimulating learning environments, and development in all domains for all children.?Teachers will implement these standards in their work as the NC Standard Course of Study (NCSCOS) appropriate to the age group of children being taught. The NCSCOS (NC Foundations for Early Learning and Development) is required as part of the NC Teacher Evaluation process. To inform and support the alignment of curricula and the NC Standard Course of Study for Pre-K, enrolled lead teachers are required to complete all NC Foundations for Early Learning and Development – version 2013, online modules. Teachers who were previously served by EESLPD Mentors and/or Evaluators, and competed Modules 1-6 of the NC Foundations for Early Learning and Development, self-paced online modules, will complete Modules 7-11 over the course of the 2017-18 program year. In addition, they will continue to receive individualized classroom-based support from their assigned mentor and/or evaluator. EESLPD Mentors and Evaluators will track progress and completion of the online modules using the tracking document included in this packet. At the end of the 2017-18 program year, teachers who have completed all related activities will receive a certificate of completion from their assigned EESLPD Office. Evaluators will collect documentation of completed activities during the Summary Conference at the end of the year. This will be turned in to the assigned EESLPD office for issuance of certificate and Continuing Education credits.Public schools (Districts or LEA’s) and/or the counties’ NC Pre-Kindergarten Contracting Agencies may have already provided the 11 NC Foundations for Early Learning and Development training (via face-to-face or hybrid platform) for teachers in the public and nonpublic schools. If you are enrolled in the EESLPD Unit and have completed the 11 modules, please provide a copy of your certificate(s) to your assigned EESLPD Mentor and/or Evaluator. If in process, please inform your EESLPD Mentor and/or Evaluator. Foundations for Families is designed to support early childhood professionals’ conversations with families around their child’s overall development. It is aligned with the 2013 North Carolina Foundations for Early Learning and Development.? Teachers may also use the former version “Foundations for Preschoolers (2005)” to send age-appropriate ideas for families to use with their children at home (“Strategies for families is located under each domain.)”Instructions for Teachers: Teachers enrolled with the EESLPD Unit and receiving mentoring and/or evaluation services from the EESLPD Office at East Carolina University or the University of NC at Charlotte who previously completed Modules 1-6 will complete Modules 7-11 of the self-paced online modules during the 2017-18 program year. By adhering to the pacing guide below, all served teachers will complete the modules on the same schedule, allowing EESLPD Office Mentors and Evaluators to provide meaningful classroom based feedback pertaining to the modules completed. The pacing guide has also been developed to offer a timeframe that allows for 5 modules to be completed, discussed, and meaningfully implemented into the classroom over time. For teachers holding Initial (formerly SPI) or Lateral Entry Licensure, your mentor will provide individualized classroom based support as you complete the modules. This support will be guided by questions that have been developed to ensure an in-depth understanding of the content of each module, the implementation process, and the implications to your own effectiveness in the classroom. Teachers holding the Continuing (formerly SPII) license will complete modules via independent study format with support from their assigned EESLPD Office Evaluator throughout the year. The guiding questions will be utilized to support each observation, during the scheduled post-conference. Each module will begin with a Pre-Learning Activity and end with a Post-Learning Activity that will be accessed at the links on the next pages.Links for the Instructional Practice Checklists for Teachers are included also.Detailed Pacing Guide by Role Month/ModuleTeachers will…Mentors will…Evaluators will…Site Administrators will…October7: Directions and FeedbackComplete Pre-Learning Assignment View Video Module and Pass QuizComplete Post Learning ActivityUse Instructional Practices Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as neededPrint Certificate and Teacher ChecklistDiscuss engaging activities, What does that look like? How do you facilitate engagement?Review giving directions using The Big FiveEngage Teacher in reflecting on the importance of how feedback to children impacts their sense of self. Review lesson plans during pre and post conference and provide feedback about how plans align with FoundationsHelp teachers make connections between Foundations Module and Standard IV on the RubricSupport teachers to allow time for viewing modules.View modules with teachers or independently to gain understanding of NC Foundations for Early Learning and Development. Review Foundations Alignment with NC Teaching Standards.This is ongoing for all modules.November8: Promoting Emotional Literacy and EmpathyComplete Pre-Learning Assignment View Video Module and Pass QuizComplete Post Learning ActivityUse Instructional Practices Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as neededPrint Certificate and Teacher ChecklistReview classroom characteristics that foster emotional vocabulary. Discuss Teacher checklistShare Crosswalk between Pyramid Model Strategies and Foundations. Look closely during post conference at the connection between this and Standard II as well as Standard I and VDiscuss extensions into the classroom and home or across the center, how were Teachers able to promote emotional literacy and empathy among children, with families and staffConsider ways to apply this training with other staff members and classroom teachers.Identify ways to use this information site wide with all staff and families.December9: Recognizing and Controlling Anger and ImpulsesComplete Pre-Learning Assignment View Video Module and Pass QuizComplete Post Learning ActivityUse Instructional Practices Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as neededFollow up and review Instructional Practices and discuss with Teacher: What are your social emotional teaching strategies?Review lesson plans and identify activities and goals that support children’s social emotional development. Review the center wide Behavior Management Plan January9: Recognizing and Controlling Anger and Impulses (cont.)(Cont.)Print Certificate and Teacher ChecklistReview best practice for guiding children’s behaviorDiscuss Standard II element a. Establishing and embracing nurturing relationships.Visit the CSEFEL Website for additional resourcesFebruary 10. Problem SolvingComplete Pre-Learning Assignment View Video Module and Pass QuizComplete Post Learning ActivityUse Instructional Practices Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as neededPrint Certificate and Teacher ChecklistReview Critical Thinking and Problem Solving SkillDiscuss Pro-Active Steps to Problem SolvingBrainstorm ways to incorporate teaching problem solving skills intentionally throughout the day. During Post Conference Discuss Standard IV element e. Teacher Helps Students Develop Critical Thinking and Problem Solving and evidences of that in the classroom. Support Teachers in sharing Critical Thinking and Problem Solving Solutions with others during Staff Meetings March11. Developing Friendships Complete Pre-Learning Assignment View Video Module and Pass QuizComplete Post Learning ActivityUse Instructional Practices Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as neededPrint Certificate and Teacher ChecklistDiscuss Pro-Social Development and ways to implement every day in the classroom as well as model them. Review with and reflect on with the Teacher the Instructional Practices with Developing Friendship ChecklistAt Post Conference identify ways in which Developing Friendship can help meet Standard I-V Reflect on, How are we as an early childhood program embedding social skills in our program on a daily basis?What else could we be doing? How do we involve families in this practice?Access to Resources Live Links for Completion of Online Modules – (Second EESLPD Program Year)MonthModule(s )to CompleteAccess LinkOctober7: Directions and Feedback: Promoting Emotional Literacy and Empathy: Recognizing and Controlling Anger and Impulses: Recognizing and Controlling Anger and Impulses (cont.) 10. Problem Solving March 11: Developing Friendships Practice Checklists for TeachersInstructional Practice Checklists for ObserversiPoints for TeachersiPoints for AdministratorsNC Foundations at a GlanceNC Foundations for Early Learning and Development - NC Standard Course of Study Crosswalks NC Professional Teaching Standards NC Foundations for Early Learning and Development Access to Resources - ContinuedTracking Sheet for Completion of ActivitiesTeacher Name: _____________________________________________________________________________________________Mentor/Evaluator: __________________________________________________________________________________________Site: ______________________________________________________________________________________________________Module #Module/Certificate Completion DateTeacher Instructional Practices Checklist Completion DateEvaluator/Mentor Follow Up Date Verification of Alternate Completion(Eval. Initial)EvaluatorSignature7891011Completion of NC Foundations of Early Learning and Development training is a requirement for all NC-Pre-K teachers as set forth in the Annual Team Agreement. This form, along with supporting materials, must be kept as documentation of completion of NC Foundations for Early Learning and Development modules and assignments. It will also serve as verification of training participation to receive CEU credit. Completion of all five modules and activities: Teacher Signature:______________________________________________________________ Date:__________________________________Evaluator Signature:_____________________________________________________________ Date:___________________________________________ ................
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