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Supporting the Development of Knowledge & Skills of Itinerant ECSE Teachers: PIECES

Supporting the Development of Knowledge & Skills of Itinerant ECSE Teachers: PIECES. ODE Office of Early Learning and School Readiness Itinerant ECSE Services Conference Columbus - September 6, 2007. PIECES: Performance Indicators for Itinerant Early Childhood Education Specialists.

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Supporting the Development of Knowledge & Skills of Itinerant ECSE Teachers: PIECES

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  1. Supporting the Development of Knowledge & Skills of Itinerant ECSE Teachers: PIECES ODE Office of Early Learning and School Readiness Itinerant ECSE Services Conference Columbus - September 6, 2007

  2. PIECES: Performance Indicators for Itinerant Early Childhood Education Specialists PRESENTERS • Angie Denov Cincinnati Public Schools • Linda Hicks Cincinnati Public Schools • William McInerney University of Toledo

  3. Purpose of Session • Describe utility of PIECES for ECSE/SPED Supervisors in staff development • Describe how to use PIECES to assess current level of practice of Itinerant ECSE teachers • Describe how PIECES can support development a individualized or group PD plan (s) for Itinerant ECSE teachers

  4. PIECES: Performance Indicators for Itinerant Early Childhood Education Specialists • Developed by a team of ECSE supervisors, Itinerant ECSE teachers, and Higher Education faculty • Designed for 2 primary purposes: • Provide SUPERVISORS with tool to support high quality Itinerant ECSE service delivery and guide professional development • Provide Itinerant ECSE teachers with tool to enhance reflective practice and guide professional development

  5. Development Team-PIECES (06-07)Ohio Department of EducationOffice of Early Learning and School Readiness Angie Denov - Itinerant ECSE Teacher Lisa Garofalo - Supervisor Part B 619 Linda Hicks- Itinerant ECSE Teacher Cincinnati Public Schools Ann Loehrer - Lead Itinerant ECSE Teacher Dublin City Schools Amanda Mueller - Supervisor Part B 619 Bellevue City Schools Laurie Dinnebeil William McInerney The University of Toledo Judith Herb College of Education

  6. Components of PIECES • Part A: Requisite knowledge and skills related to ECSE service delivery • Part B: Communication skills and specialized knowledge related to coaching (CONSULTATION Model) and information sharing in order to develop family, professional, and community relationships that support learning in the pre-K LRE • Part C: Specialized knowledge to coordinate and facilitate integrated service delivery (‘embedded instruction’) to support learning in the LRE

  7. Objective Indicators of Critical Knowledge and Skills • Each Part (A,B,C) of PIECES is organized around specific performance indicators that have been described with the use of observable examples

  8. Rubrics to Assess Knowledge and Skill Level • Each indicator is described using a continuum of rubrics: Basic, Proficient or Distinguished • A 2-page checklist provides an easy-to-read overview of the Itinerant ECSE teacher’s performance in each of the 3 major parts and subsections of PIECES

  9. Part A: Requisite K & S Related to ECSE Service Delivery Part A: • Knowledge of the organizational context of the child’s environment (preschool program, Head Start, home) • Ability to design and implement child-focused interventions

  10. Example - Part A • Part A: Itinerant ECSE teacher uses specialized knowledge and skills to collaborate and consult with parents, educators, related services professionals, administrators and children to support learning in LRE. 1) Demonstrates knowledge of the organizational context of the child’s environment: a) When helping others to embed interventions, it is essential that the itinerant ECSE teacher understands the context of the ECE environment. b) IECSE are aware of the reality of their partner’s (teacher or caregiver) day and make suggestions that are practical and realistic.

  11. Example - Part A Part A (cont.): Itinerant ECSE teacher uses specialized knowledge and skills to collaborate and consult… c)They can also identify the relevant characteristics of a routine or activity and describe its learning potential for children. d) They are familiar with the operational and program standards of community-based programs.

  12. Part A - Evaluation Rubric

  13. Part B: Requisite K & S Related to Coaching and Information Sharing • Ability to build a collaborative team • Ability to establish and implement a plan for regular communication among team members • Demonstrates appropriate use of specific interpersonal communication skills to establish ongoing relationships with families and providers. • Helps others to develop skills and use strategies via a coaching model that includes specific components • Provides information to partner teacher/parent to support the child’s success in community-based program.

  14. Example - Part B Part B: Itinerant ECSE teacher uses communication skills and specialized knowledge to develop family, professional, and community relationships, which support learning in the LRE. 3) Demonstrates appropriate use of specific interpersonal communication skills to establish ongoing relationships with families and providers.

  15. Example - Part B Part B:3b. Uses appropriate communication strategies: Itinerant ECSE teacher uses appropriate communication strategies to facilitate open and effective lines of communication with others: i) Creates comfortable atmosphere for discussions ii) Body language demonstrates interest in partner (teacher or caregiver) iii) Provides partner (teacher or caregiver) with undivided attention iv) Provides eye contact v) Encourages partner (teacher or caregiver) to talk vi) Lets partner (teacher or caregiver) steer or direct conversation

  16. Part B - Evaluation Rubric

  17. Part C: Requisite K&S to Coordinate and Facilitate Integrated Service Delivery • Coordinates and monitors service delivery • Designs and implements professional development (PD) activities for partner teacher

  18. Example - Part C • Part C: Itinerant ECSE teacher uses specialized knowledge to coordinate and facilitate integrated service delivery to support learning in the LRE.

  19. Example - Part C Part C: a) Effectively plans for visits: i) The itinerant ECSE teacher develops plans for visits that reflect an efficient use of time and effort for both herself and the partner (teacher or caregiver). ii) Plans are developed in collaboration with partner (teacher or caregiver) and the itinerant ECSE teacher works to ensure that the plans can be implemented effectively. (1) For example, if the plan for the visit includes time for the itinerant ECSE teacher and partner (teacher or caregiver) to work on skill development via a coaching method, the itinerant ECSE teacher works with the partner (teacher or caregiver) to ensure that the partner has uninterrupted time to participate in a coaching session.

  20. Part C - Evaluation Rubric

  21. Glossary and Resources • A glossary of terms relevant to Itinerant ECSE service delivery will provide further support as will……… • A listing of web-based and print resources designed to help supervisors and Itinerant ECSE teachers learn more about providing high quality itinerant ECSE services

  22. Perspective of Supervisors of IECSE Teachers: PIECES Survey Demographics and Comments • 62 surveys submitted • 74% of respondents were supervisors of Itinerant Early Childhood Intervention Teachers • 80% of respondents reported that PIECES document was thorough and comprehensive.

  23. Perspective of Supervisors:Utility of PIECES • Document would be most useful as a tool to help define the role of the itinerant teacher Guide Part B 619 supervisors in selecting staff to fill the position • Respondents indicated need for highly qualified teachers to fill the role of itinerant ECSE teacher

  24. Perspective of Supervisors : Additional Areas of Interest Respondents indicated that these competencies also should be included in PIECES: • A strong foundation in early childhood growth and development • Knowledge of the Ohio Early Learning Content Standards • Knowledge of ECE Special Education laws • Ability to review, interpret and design research-based interventions

  25. Perspective of Supervisors:Interpersonal Communication Skill • Respondents indicated that interpersonal communication skills were essential for success as IECSE teachers • Respondents indicated that communication skills were essential in supporting all team participants in effective delivery of IECSE services

  26. Perspective of Supervisors : Observational Skills • Respondents suggested an additional section focused on observational skills of IECSE teachers. The effective itinerant teacher needs keen powers of observation in order to assess strengths/weaknesses in the learning environment and also to identify obstacles and roadblocks to child development.

  27. Perspective of Supervisors: Challenges in Role of IECSE • Respondents suggested that IECSE teachers could not assume responsibility for organizing other personnel (e.g IEP team members) to complete paperwork or to carry out instruction (e.g ECE partner/parent) • Respondents also indicted that ECSE supervisors are ultimately responsible for making sure staff has time to do their job and collaboration time with ECE partner, for example, would be difficult to work into a day without substitute staff or other financial considerations.

  28. Perspective of Supervisors: CBA and Scope of PIECES • Respondents concern about potential use of PIECES as a personnel evaluation tool were consistent. Respondents suggested that this could violate negotiated bargaining unit contracts. • Respondents also concerned that adoption of PIECES would require an inordinate amount of observation time on the part of the supervisor

  29. Perspective of Supervisors:Summary of Value of PIECES Summary of Respondents Perspective on PIECES • Excellent tool for defining IECSE professional responsibilities • Guiding teacher interview process • Providing Itinerant ECSE teachers with an appropriate tool for self-reflection

  30. Using PIECES to Support PD • PIECES can help differentiate between levels of practice of Itinerant ECSE teachers • PIECES can identify specific areas of strength of individual IECSE teachers or cohorts of IECSE teachers • PIECES addresses K&S that are specific to IECSE service delivery and specific to ECE community programs and home settings vs. SPED classroom-focused skills

  31. Using PIECES to Develop IECSE Services: Proactive Use of the Tool • PIECES can help guide LEA hiring decisions • PIECES can help prospective Itinerant ECSE teacher applicants understand the challenge of effective itinerant instruction

  32. Using PIECES to Develop IECSE Services: Proactive Use of the Tool • PIECES can help prospective teachers to better understand career development opportunities and direction for professional development (‘basic’ to ‘ distinguished’) • PIECES can help prospective teachers to better understand the distinctions between career expectations for itinerant ECSE professionals who practice in ECE community programs and home settings vs. a classroom.

  33. Next Steps: Use of PIECES in Ohio • Revise PIECES content and organization based on feedback from Ohio supervisors and itinerant ECSE teachers • Pilot use with Itinerant ECSE teachers in Ohio • Pilot use with Part B 619 Supervisors in Ohio • Solicit comments/recommendations from experts outside of Ohio • Post PIECES on Project DIRECT website for universal access, adoption and comment

  34. Questions??? The End!

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