Welcome sticker on the chart YELLOW- …...Welcome As you enter, please read the graph and place a...
Transcript of Welcome sticker on the chart YELLOW- …...Welcome As you enter, please read the graph and place a...
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WelcomeAs you enter, please read the graph and place a colored sticker on the chart to represent your response.
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RED- Teacher/Asst. Teacher
YELLOW- Administrator
GREEN- Community Partner
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Ideal Learning in Action:A Community-wide Effort in New Haven
NAEYC 2018 Annual ConferenceNovember 14-17
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Davia Brown-FranklynSenior Director of Partnerships
Bank Street College of Education
Allyx SchiavoneExecutive Director
Friends Center for ChildrenLocal Implementation Director
NH ChILD
Our Team
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Session ObjectivesIn this session, we will…
1. Explore the core elements of a community supporting early childhood with a comprehensive approach.
2. Discuss the aspects of NH Child and the tenets of “ideal learning” 3. Share Bank Street‘s partnership with the district to align early
childhood supports to the broader New Haven context.4. What we have learned, considerations and course corrections we
have made to date.
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Why we do this workTED Talk:How America’s Public Schools Keeps Kids in Poverty
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Turn & Talk:How America’s Public Schools Keeps Kids in Poverty
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● Discuss what resonated for you in the excerpted TED Talk.
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NH ChILD VisionNew Haven Children’s Learning District (NH ChILD) envisions a city where all 15,000 children ages 0-8 living in New Haven have access to high quality early learning experiences.
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NH ChILD Partners
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NH ChILD Guiding Principles1. Our work is anchored in world-renowned, developmentally
appropriate, place-based, culturally relevant, early childhood education.
2. Parents, caregivers, educators and community stakeholders influence, inform and shape our collective work. (collaboration and voice)
3. A commitment to equity: just and fair inclusion into a society in which all can participate, prosper, and reach their full potential.
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Comprehensive Approach to Early Childhood Education for New Haven
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● 9,000 children are ages 0 to 5○ 6,700 want care
■ 4,700 have access to care■ 2,000 need access to care
● 6,000 children are ages 6 to 8○ 3,300 in NH public schools○ 2,700 in alternative schooling options
There are 15,000 Children ages Zero to Eight in New Haven.
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New Haven at a Glance
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1 US Census Bureau, 2015 5-year estimate2 US Census Bureau, 2010 Census3 US Census Bureau, 2011-2015 ACS - year estimate4 DataHaven profiles, 2015: http://www.ctdatahaven.org/profiles/new-haven
130,612 residents 1
7,956 Families with
children under age 6
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14,758 children ages
0-8 3
27% of residents live in poverty 4
38% of children
(ages 0-17) live in
poverty 4
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Child
Concentric circles represent levels of
proximity to the child’s lived experience
Care and Education
Health
Social ServicesOther Influencers
Parents, Family, and Community
NH ChILDOffice of Early
Childhood
Bank Street College of Education
Early Childhood Council
NH ChILD Montessori, Waldorf, Friends Center
NH ChILDCommunity Foundation
NH ChILDUnited Way
Parents
Public School District
Early Childhood Teachers
NH C hILD Yale Child Study
Center/Yale School of Medicine
Health Centers
Elm Cities Communities
Police and Fire
Departments
NH ChILDNH City
Department of Economic
Development
NH ChILDCONNCAT
Southern CT State University
NH ChILDAll Our Kin
Mayor’s OfficeCity Transformation Plan
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Landscape of Impact
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Child
Concentric circles represent levels of
proximity to the child’s lived experience
Care and Education
Health
Social ServicesOther Influencers
Parents, Family, and Community
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Landscape of Impact
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Turn & Talk: Who is in the room?
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● Using the graphic on the table, review the overall visual and place yourself in the appropriate box (write your name/organizations name).
● Reflect on the other areas and answer the following question:1. Do you or your organization have relationships with any of the
other quadrants?2. How could you build additional relationships to support early
childhood in your community?3. What noticings do you have about the visual?
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NH ChILD
Revolutionize the early care and education landscape in New Haven by bringing the community together around a common vision of Ideal Learning that is developmentally meaningful, play-based, and culturally and emotionally responsive.
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What is Ideal Learning?
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Principles of Ideal Learning
commitment to play
strength-based & inquiry-based
approach
relationship-based interactions
equity
ecologically-focused, child-centered
perspective
● Core concepts that form the foundation of quality early childhood education or “ideal learning.”
● Essential beliefs that balance principles of attachment and independence that are meaningfulfor young children’s development.
● Allow for multiple pathways, approaches, and models takes into account the varied contexts within which early educators and care providers work
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Read the Ideal statement & discuss: ● What does this look like in your own
context?● How would you explain this statement
to a stakeholder who is situated in different area of the Landscape of Impact?
Turn & Talk: What is Ideal Learning?
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NHPS & Ideal Learning Principles
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NHPS engaged with Bank Street Education Center (the Center) to generate learnings that informed the district’s early childhood strategy and approach.
Recommendation 3
Strengthen relationships with families and existing community partners to embed best early childhood practices and build capacity district-wide.
Recommendation 1
Deepen collaboration with key stakeholders to develop a clearly articulated vision for early childhood education for all classrooms across the three NHPS program strands.
Recommendation 2
Create a plan for implementing a district-wide vision through Pre-K curriculum and assessment supports, and aligned professional learning expectations and structures.
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Principles of Ideal Learning
• There is a continuous learning environment to support adult development.
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Our PartnershipDevelopmentally Appropriate Instruction Pre-K/K
• Knowing about child development and learning.
• Knowing what is individually appropriate.
• Knowing what is culturally important.
3 Core Considerations of DAP(Developmentally Appropriate Practice)
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Principle of Ideal Learning
• The teacher is a guide, nurturing presence and co-constructor of knowledge.
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Reflection of Visual Arts Experience
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Principle of Ideal Learning
• The environment, as “teacher,” is intentionally designed to facilitate children’s exploration, independence and interaction.
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Reflection onLearning through Experience
● What roles did people take?● Did disagreements/frustrations
arise? How were they dealt with?● What were the big takeaways?● What did you notice about the
facilitation?
Teacher’s Role in Block Play
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Principle of Ideal Learning
• Young children and adults learn through relationships.
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Early Childhood Belief Statement
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NH ChILD Work Streams
Access Quality
Access Pathway:• Infrastructure• Public Funding• Common Application,
Information and Referral System
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NH ChILD Work Streams
Access Quality
Quality Pathway:• Family Engagement,
Empowerment & Partnerships
• Professional Learning & Quality Measures
• Degree Granting & Professionalization of Workforce
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Quality & Stakeholder Engagementindicated “there is no time in my day for professional learning opportunities” as a barrier.
indicated “the professional learning opportunities I need access to are not offered anywhere near me” as a barrier.
listed coaching and/or mentorship as the most helpful support in the development of a personalized growth plan and reaching their goals.
77%
80%
1 in 4
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NH ChILD Professional Learning
Orientation
NH ChILD Leadership Support Model
NH ChILD TeacherCoaching Model
Principles of Ideal LearningResource Bank
NH ChILD Professional Learning Communities
These components work together to create a comprehensive system for support and all rely on the development of a core of NH ChILD coaches who would be responsible for collaborating with educators and also working as mentors, ambassadors, teachers, coaches, and leaders of ideal learning in New Haven.
NH ChILD Professional
Learning
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NH ChILD Professional Learning
Orientation● Introduction to NH ChILD’s mission and vision● Collaborate & develop a locally adapted
version of the Principles of Ideal Learning● Recruit educators to participate in professional
learning opportunities
NH ChILD Professional Learning Communities
● Deep investigation of one topic or practice over a sustained period of time
● Provide specialized supports to individual teachers
● Gradual release to teachers who emerge as leaders
Principles of Ideal LearningResource Bank
● articles, videos, etc. that “explain” the Principles of Ideal Learning in action
● Promote the adoption of the principles for high quality early learning experiences
● Coaches would become responsible in years2 and 3
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NH ChILD Professional Learning
NH ChILD Leadership Support Model
● Leadership Certificate:○ Certificate program building the
leadership skills of program/school administrators and principals
● PK-3 Leadership Program:○ Customized for leaders of early
childhood programs and anchored in the Principles of Ideal Learning in a variety of settings.
NH ChILDCoaching Model
● Hire expert coaches who○ demonstrate a deep knowledge
of early childhood education○ a minimum of 7 years experience
in the early childhood care and education
○ demonstrated an understanding and commitment to the Principles of Ideal Learning.
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Situating this work in your Community and Lessons learned along the way
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1. Stakeholder Engagement2. Vision3. Learning Community4. Communication 5. Process and Structures6. Ongoing Refinement &
Reflection on Process
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Your system...any system isperfectly designed to producethe results you are obtaining.
- (Adapted from Carr, 2008)
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— Appendix —
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Closing Thoughts...
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As we gear up to provide PL supports to teachers and leaders with a comprehensive set of supports and opportunities...
What kinds of metrics would provide meaningful feedback and a vehicle for holding this initiative accountable for offering the quality PL experiences connected to ideal learning we aim to offer?
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NH ChILD Data Dashboard