How to Know it When you See it:

How to Know it When you See it: ì Defining Quality in P3 Alison Wishard Guerra, Ph.D. Associate Professor UC San Diego Today’s Session Alison Wi...
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How to Know it When you See it:

ì

Defining Quality in P3

Alison Wishard Guerra, Ph.D. Associate Professor UC San Diego

Today’s Session Alison Wishard Guerra Ø  Associate Professor Ø  UC San Diego, Dept. of Education Studies

Quality in P-3

Karen Manship Ø  Senior Researcher Ø  American Institute for Research

Transitional Kindergarten in California

Lucia Garay Ø  Executive Director of Early Education Programs & Services Ø  San Diego County Office of Education

San Diego Quality Preschool Initiative (QPI)

Discussion Ø  Q & A with Panel Ø  Gems, Wonders, Dreams for P-3 Quality in San Diego

Understanding Quality in P3 & Implications for (at risk) children ì  Quality is consistently linked with positive academic

& social outcomes

ì  Concurrent and longitudinal benefits of high quality

ECE on PreK School Readiness through 3rd grade

ì  Progress in Measuring & Defining Quality in the Field ì  Basic Benchmarks of Quality (NIEER) ì  Early Childhood Environmental Rating Scale (ECERS) (Harms & Cryer, University of North Carolina)

ì  Classroom Assessment Scoring System (CLASS) Pianta, University of Virginia)

(Hamre &

Definitions of Quality in 0-5 ì  NIEER 10 Research-Based Benchmarks of quality

(National Institute for Early Education Research)

ì  Teacher qualifications, curriculum, class size, ratio, health

screenings, family engagement services ì  Commonly used to assess State PreK None of the 10 benchmarks predict developmental outcomes ì  ECERS-R: Quality of the ECE environment ì  Structural & Process Quality Predicts Expressive language ì  CLASS: Quality of Emotional and Instructional

Interactions

Consistent positive associations with academic and social outcomes

Definitions of Quality in 0-5 ì  NIEER 10 Research-Based Benchmarks of quality

(National Institute for Early Education Research)

ì  Teacher qualifications, curriculum, class size, ratio, health

screenings, family engagement services ì  Commonly used to assess State PreK Ø  None of the 10 benchmarks predict developmental outcomes ì  ECERS-R: Quality of the ECE environment ì  Structural & Process Quality Ø  Positively Associated with Expressive language ì  CLASS: Quality of Emotional and Instructional

Interactions Ø 

Consistent positive associations with academic and social outcomes Mashburn, et al. (2008).

Threshold Theory of Quality Is there a minimum threshold of quality that must be met in order to reap positive effects? ì  With a minimum threshold of “Good” quality, T-C

interactions predict more positive social outcomes.

ì  Quality of instruction predicted math and reading

ONLY in higher quality classrooms

ì  Quality of instruction is a much stronger predictor of

language skills in higher quality classrooms

Burchinal, et al. (2010).

What is Quality in Early Education? ECERS-R

• Physical Environment • Teacher qualifications • Ratios

Process Quality • Daily Routines • Interactions • Use of materials

• Relational • Organizational • Instructional • Cultural

Structural Quality NIEER

Responsive Teaching CLASS

Quality as Responsive Teaching ì 

Relational, Organizational & Instructional aspects of a classroom

ì 

Nested within cultural communities

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Children and adults both contribute to the cultural community of the classroom.

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Prioritizes Relationships: Teacher-child, child-child, teacher-teacher, teacher-family

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Child Brings: ì  ì  ì  ì 

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Caregiver Brings: ì  ì 

ì 

Disposition & Communicative abilities Home cultural community & practices Relationship history with caregivers at home Child care history

Internal processes & relationship history Practices and beliefs

Professional Development must include establishing trusting relationships with adults, modeling highly skilled caregiving, providing opportunity for reflection.

Howes (2015) Framework

What is currently happening in P-3 classrooms?

Overall Inconsistency in classroom quality

Declining Emotional Support from PreK-3rd Grade

Ritchie & Gutman, (2013). FirstSchool, North Carolina

Changes in daily routines & activity Settings from Pk-3rd

What Happens to Choice Time from K – 2nd?

What Happens to Whole Group Time from K – 2nd?

(Ritchie, 2013)

What happens when Curriculum, Standards & PD are aligned in Pk-3? Generative Curriculum

Funds of Knowledge State/District/ School Core Programs

Common Core

A-BIRD Framework

Aligned Balanced Integrated Relevant Developmental

What would school look like if we united best practices in Child Development & Education? Responsive Teaching

Improved Child Outcomes Aligned Organizations & Systems

A-BIRD Framework

Aligned Balanced Integrated Relevant Developmental

Gems, Wonders, Dreams ì  Gems? ì  Local and national examples of high quality P-3? ì  Montgomery County, MD, New Jersey, San Mateo, San

Francisco, Washington State

ì 

Wonders? ì 

I wonder how we provide more effective professional development across P3 to improve responsive teaching

ì 

What is the role of ECE teacher salary & training requirements in defining quality

ì  Dreams? ì  ì 

Dream that district is aligned with local 0-5 programs Dream that responsive teaching becomes the norm for all children

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