Roadmap to Results: A Focus on School Readiness School Readiness Plan Update 2014-2015

1. Roadmap to Results:A Focus on School ReadinessSchool Readiness Plan Update2014-2015 Early Childhood Education

3. 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.

4. School Readiness Frameworks Based on OHS Parent, Family, and Community Engagement Framework (PFCE) Based on OHS Child Development and Early Learning Framework (HSCDELF)

5. 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

6. 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

7. STRATEGY # 3: Effective Leaders and Mentors 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

8. STRATEGY # 3: Effective Leaders and Mentors 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

9. STRATEGY # 3: Effective Leaders and Mentors 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

10. Welcome to Mentoring/Coaching in the Classroom

11. 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

12. What is Mentoring/Coaching? Mentoring/Coaching is a technique that builds a supportive relationship between a mentor and a teacher.

13. 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.

14. When I Hear, I Forget When I See, I Remember When I Do, I Learn When I Reflect, I Improve

15. So, Why Should I Mentor/Coach? Because mentoring/coaching… • Enhances teachers skills and knowledge • Improves the quality of teaching in the classroom • Encourages teachers to reflect on their teaching practices

16. 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

17. Mentor/Coach’s Roles include… 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

18. Mentor/Coach’s Roles include… 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

19. Where should I start? 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.

20. 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).

21. 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 ()

22. Planning Supportive Classroom Visits

23. The Assessment Cycle ASSESSMENT Collecting Data Parent Information Teacher Observations Red-e-Learner Child Report Red-e-Learner Class Summary Lesson Plans TEACHING Bringing Learner to New Understandings EVALUATION Determining Next Learning Step Implementation of Lesson Plan/Individualization Child/Classroom Needs PLANNING Choosing Resource And Approach Curriculum Resources Materials

24. The Mentoring Cycle ASSESSMENT Collecting Data Formal Monthly Observations Red-e-Learner Class Summary Lesson Plans Classroom Environmental Checklist TEACHING Bringing Learner to New Understandings EVALUATION Determining Next Learning Step Implementation of Plan Teacher Needs PLANNING Choosing Resource And Approach Mentoring/Coaching Approach

25. Settings for Mentoring/Coaching Teachers • Side-by-Side Coaching • Mentor interjects briefly during teacher working with children • Teacher Reflective Follow-up Visit • 1 on 1 follow up visit – guiding reflection, planning, setting goals, creating action plan • Mentor Modeling • Planned modeling of new concept or idea • Professional development • Discussions regarding content and teaching strategies

26. 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?

27. Observations Areas to address: • Curriculum • Cognitive instruction • Progress monitoring • Professional development • Teacher-Child interactions • Classroom Environment

28. Strengths & Areas of Improvement General versus specific statements 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.

29. 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)

30. Strengths and Areas of Need Teacher: Diana Smith Date11-2-13 Center:___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

31. 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?

32. Ms. Hernandez is not doing any phonological awareness activities except an occasional rhyming activity. How would your follow up visit look?

33. 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?

34. Change 2 things about yourself!!

35. Change does not happen over night!!!

37. 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;

38. 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;

39. Discussions/Questions