Train-the-trainer workshop

1. Key messages from the QKLG, Continua and online PD materialsTrain-the-trainer workshop: Session 1

2. Train-the-trainer workshop • The Train-the-trainer workshop acknowledges the: • diverse roles trainers and facilitators play • dynamic and complex nature of early years service delivery • variety of new and interconnected initiatives. • The workshop focuses on quality early years programs.

3. Train-the-trainer workshop • Session 1 • Key messages and introduction to the: • Queensland kindergarten learning guideline (QKLG) • Continua of learning and development: Queensland kindergarten learning guideline companion (Continua) • online professional development modules. • Session 2 • Facilitating intentional conversations to support the implementation of the QKLG. • Session 3 • Where to from here?

4. Overview of Session 1 • National and state context • Key messages: • the QKLG • the Continua • links to onlinePD materials.

5. Melbourne Declaration on Educational Goals for Young Australians Goal 1: Australian schooling promotes equity and excellence. Goal 2: All young Australians become: successful learners confident and creative individuals active and informed citizens. National and state context

6. Current curriculum materials aligned to the Melbourne Declaration goals: Early Years Learning Framework for Australia (EYLF)(for children birth to 5 years) QKLG Australian Curriculum. National and state context

7. National and state context 2009 • EYLF was released. • Office for Early Childhood Education and Care (OECEC) was formed to manage the national and state agenda for early childhood education and care. • OECEC asked the QSA to develop and trial the QKLG. • 2010 QKLG trial • QKLG (draft) was trialled in 27 kindergarten services. • QKLG (draft) was also available to services participating in the kindergarten funding pilot program. • Wide-ranging consultations were conducted. • Feedback informed the final version of the QKLG.

8. Queensland context 2011 • The QKLG and supporting document, the Continua are available. • QKLG professional development materialsare available on the QSA website: <www.qsa.qld.edu.au>. • Additional professional development materials will be added to the website as they are developed.

9. QKLG in context • The QKLG: • aligns with the EYLF • guides curriculum decision making (see National Quality Standard 1.1) (NQS) • meets Queensland legislative requirements for an approved kindergarten guideline • provides more specific advice for the Queensland Kindergarten Year (the year prior to Prep) • supports teachers to develop quality kindergarten programs • supports early years educators to work collaboratively to deliver the kindergarten program.

10. Implementing the QKLG • Implementing the QKLG in Queensland contexts: • requires ateam approach within a service • supports the focus on quality programs as services: • implement the NQS • implement the EYLF through the QKLG • promotes a focus on: • continuity in learning • pedagogy — adult’s role in play, effective teaching and learning in the early years • requires supportive leadership.

11. QKLG online professional development

12. QKLG online professional development • Module 1: Getting started • Introduction to the Queensland kindergarten learning guideline • Links to the EYLF and the NQS. • Module 2: Knowing children, families and communities • Responsiveness to the diversity of children, families and communities • Promoting cultural competence. • Module 3: Planning for learning and development • Ways to plan for and with children to promote learning through emergent and planned experiences.

13. QKLG online professional development • Module 4: Observations to guide decision making • How observation and documentation of learning inform planning. • Module 5: Continuity and reflective practice • Professional practices that promote continuity in learning and reflection. • Resources • A variety of resources to assist teachers in their professional practice: • templates and completed samples • professional topics.

14. QKLG online professional development Module structure

15. Queensland kindergarten learning guideline • Introduction

16. Overview • Background information about the QKLG • Introduction to the QKLG: • Purpose • Perspectives and principles • Decision-making practice — processes and elements • Learning and development areas • The Continua • Professional practice • Leadership.

17. Related online professional development • Module 1: Getting started • Explore — A vision for the early years • Examine — Introduction to the guideline • Engage — Embracing the vision in our service • Extend — Leadership: Embracing quality

18. Purpose • The EYLF • Vision: • learning that is engaging • building success for life • belonging, being, becoming. • Outcomes • Children: • have a strong sense of identity • are connected with and contribute to their world • have a strong sense of wellbeing • are confident, involved learners • are effective communicators.

19. Purpose • The QKLG: • shares EYLF vision: • learning that is engaging • building success for life • belonging, being and becoming • describes five learning and development areas based on the EYLF outcomes: • Identity • Connectedness • Wellbeing • Active learning • Communicating.

20. Purpose • The QKLG: • is more specific than the EYLF • targets programs for kindergarten children(the year prior to Prep) • identifies specific knowledge, skills and dispositions (learning areas) • is for qualified teachers (working with an early years team) • guides professional practice • promotes continuity from early learning into kindergarten and into P–3 programs. 3 4 5 Prep to Year 3

21. Purpose • The QKLG recognises: • and values all early years educators, parents, families and other partners • the teacher’s role as a pedagogical leader who works with a team. Research link When qualified teachers work with early years educators, the quality of interactions and children’s outcomes are enhanced. (Siraj-Blatchford, I et al, 2002, Researching Effective Pedagogy in the Early Years: Research Report No. 356, Department for Education and Skills, UK, p. 147)

22. Purpose • The QKLG shares the national commitmentto: • improving outcomes for Aboriginal children and Torres Strait Islander children • building cultural competence • strengthening all children’s appreciation and understanding of Australia’s first peoples.

23. Perspectives • “Our image of the child is rich in potential, strong, powerful, competent, and most of all connected to adults and other children.” • (Malaguzzi, L 1993, “For an education based on relationships”, Young Children, November, p. 10)

24. Perspectives • The vision “belonging, being and becoming” is enacted by adopting: • the view that interactions between children and adults shape learning • a connected view of: • engaged learning and teaching • the engaged child • the engaged parent • the engaged teacher.

25. Principles that guide practice • High expectations and equity • Respect for diversity • Holistic learning • Respectful relationships • Continuity in learning • Shared decision making • Intentional teaching • Reflective practice • Builds continuity by integrating: • EYLF principles and practice • Queensland P–3 principles and practice.

26. Related online professional development • Module 2: Knowing children, families and communities • Explore — Knowing children and embracing diversity • Examine — Making connections • Engage — Action plan: Valuing children, families and communities • Extend — Building connections

27. Decision-making practice

28. Decision-making practice • Teachers’ decision making: • is dynamic and interconnected • is informed by their perspectives • is framed by principles • involves short- and long-term decisions • is informed by their professional knowledge • focuses on balance between emergent and planned learning • is inclusive and responsive.

29. Decision-making practice • Elements: • responsivenessto children • building inclusive partnerships • creating inclusive learning environments • developing learning contexts — play, real-life engagements, and routines and transitions • promoting children’s learning and development. • Processes: • planningand organising for learning • interactingand co-constructing learning • monitoringanddocumenting children’s learning • assessingchildren’s learning • reflectingon learning and practice.

30. Related online professional development • Module 3: Planning for learning and development • Explore — Planning a kindergarten program • Examine — Planning using an emergent curriculum approach • Engage — Planning from a child’s interests • Extend — Making learning visible • Module 4: Observations to guide decision making • Explore — Exploring observation • Examine — Examining observation practices • Engage — Observation in practice • Extend — Engaging partners in observation

31. Specific advice is provided about the decision-making processes: planningand organising for learning interactingand co-constructing learning monitoringanddocumenting children’s learning assessingchildren’s learning reflectingon learning and practice. Decision-making processes

32. Decision-making processes Informed decision making

33. Decision-making elements • Specific advice is provided about the decision-making elements: • responsivenessto children • building inclusive partnerships • creating inclusive learning environments • developing learning contexts—play, real-life engagements, and routines and transitions • promoting children’slearning and development.

34. Learning and development areas Identity Connectedness Wellbeing Active learning Communicating

35. Promoting continuity of learning and development • Teachers promote continuity by: • using the continua to make judgments about learning progress • sharing information about children’s learning throughout the year • promoting the understandings, skills and dispositions that help children to make smooth transitions • collaboratively developing a transitionstatement to summarise and share information about learning to supporttransition into the Prep Year.

36. Related online professional development • Module 5: Continuity and reflective practice • Explore — Continuity of learning and development • Examine — Promoting continuity and reflection • Engage — Continuity and reflection in practice • Extend — Leadership: Continuity and reflective practice

37. Exploring the learning and development areas

38. Learning and development areas * In the Communicating learning area, childrencommunicate using first language, signed (alternative) or alternative augmentative communication (AAC) and Standard Australian English (SAE) as or when appropriate. Nonverbal children may substitute alternative or AAC for words.

39. Exploring the learning and development areas Learning and development area Key focuses Related EYLF learning outcome

40. Exploring the learning and development areas Significant learnings (related to one key focus) Key focuses Intentional teaching ideas Knowledge, skills and dispositions

41. Continua of learning and development

42. Continua of learning and development

43. Continua of learning and development • Supports teachers to make informed judgments about a child’s learning and development based on a collection of evidence of learning.

44. Sample continuum of learning and development

45. Continuum of learning and development • Teacher-provided “collections of descriptions”: • support teachers to make judgments about learning that are consistent with those of other teachers • are examples,and teachers add their own examples.

46. Professional practice

47. Professional practice • The QKLG provides additional advice related to: • intentional teaching (Appendix 1) • making decisions to support children with additional needs (Appendix 2) • teachers’ thinking processes that support children’s learning (Appendix 3) • transition statements (Appendix 4). • It also provides: • a glossary • references and readings.

48. Professional practice • The QKLG promotes ongoing reflective practice, including reflecting: • on what we know about children • on the effectiveness of the program (evaluation) • on practices to improve outcomes for children • with colleagues.

49. Leadership — promoting professionalism • Leaders can facilitate the implementation of the guideline by: • maintaining effective and ongoing communication with all staff • valuing the diverse expertise and skills of all staff • providing time and support for colleagues to work together to identify and negotiate roles and responsibilities • being open and flexible, so staff can explore new ways to plan, interact, monitor and assess learning • identifying and building on strengths • maintaining and encouraging a positive approach to change and challenge/s • supporting collaborative planning for quality improvement • celebrating and sharing successes.

50. Leadership — promoting professionalism The online professional development materials expand on the following aspects of professional practices: • In addition, a resources section provides: • a wide variety of materials to support professional practices • templates and samples of transition statements, planning and observation.