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Curriculum Learning Communities

Curriculum Learning Communities. Our goals. To build on previous quality improvement initiatives. To empower programs and teachers by building onsite capacity through innovative strategies, systematic training and support

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Curriculum Learning Communities

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  1. Curriculum Learning Communities

  2. Our goals • To build on previous quality improvement initiatives. • To empower programs and teachers by building onsite capacity through innovative strategies, systematic training and support • To develop curriculum specialists and a pool of curriculum trainers in Miami-Dade • To improve fidelity and accountability for curriculum implementation through job embedded professional development • To assist centers in making progress in their quality rating/star level

  3. Challenges Many curriculum trainings teach content and participants can pass a test, but their teaching BEHAVIOR and SKILLS in classroom do not change significantly For curriculum training to be most effective it must take place over time, provide opportunities to try out the information, and forums to come back and share successes with peers No one in the field has figured out how to consistently, on a large scale, significantly improve the teaching skills of the workforce

  4. Our Strategy Combine: Best practices from the comprehensive, research-proven early childhood curricula High/Scope Creative Curriculum Best practices and lessons learned from the successful Ready Schools work and job-embedded master’s program Best practices and lessons learned from other curriculum implementation trainings Create a cost-effective, efficient, and scalable model for curriculum training

  5. Learning Communities

  6. How? Through the creation of curriculum learning communities early childhood program staff can: learn a new curriculum focus on teacher practice share experiences create relationships and gather adequate support for implementation Learning Communities

  7. Onsite Learning Communities - OLC • Participating early childhood programs will create their onsite learning communities of existing staff to support curriculum implementation • Trained peer facilitators (one Infant/Toddler, one Preschool) will guide the process as teachers learn and implement the curriculum • Onsite meetings and peer observations will be used to support implementation in the classroom

  8. Curriculum Learning Community - CLC

  9. Curriculum Learning Community - CLC • A group of 8-10 early childhood programs close to each other that are implementing the same curriculum be grouped into a Curriculum Learning Community to facilitate exchange and modeling of best practices • Curriculum Learning Coordinator: early childhood program that meets curriculum standards and will serve as host, coordinator and guide to other early childhood programs • Implementation will start with 4 CLCs - 2 North, 2 South, 2 High/Scope, 2 Creative Curriculum.

  10. Peer Facilitators Learning Community - PFLC

  11. Peer Facilitators Learning Community - PFLC • Peer facilitators will develop skills to facilitate curriculum implementation in their early childhood programs • Training up front and over time on: • implementing learning communities • the particular curriculum used • Peer facilitators will form a PFLC and meet to share/give feedback on their experiences implementing the curriculum

  12. Training

  13. Training • Training and work between trainingsto strengthen the different roles: • orientation session for early childhood program directors • Facilitating Learning Communities training for peer facilitators up front; 2-day training deepening facilitation skills around month 6 • curriculum overview for all teachers • specialized curriculum training sessions for peer facilitators over 10-12 months • on-site Learning Community and homework for staff to complete between trainings • PFLC will work together to assess what worked/didn’t and provide feedback to trainer • Peer facilitators will work with peers on-site on curriculum implementation

  14. Roles and Responsibilities • All participating programs will: • Embrace curriculum philosophy • Understand requirements and expectations for implementation • Know that there will be challenges

  15. Curriculum Learning Community (CLC) Coordinator • Participates in required trainings • Hosts/facilitates Peer Facilitator Learning Community (PFLC) meetings • Models facilitation of learning communities • Showcases learning experiences in own center

  16. Peer Facilitators • Participate in required trainings and in PFLC • Engage in reflective practice, serve as role model and provide curriculum support to peers • Lead the On-site Learning Community (OLC) as collaborative effort, provide constructive feedback, and support inquiry process of peers • Devote 5-10 hours per week with peers onsite

  17. Roles and Responsibilities (cont.) Center Director • Participates in required trainings • Nurtures and supports OLC by providing time away from classroom and guidance/support to staff • Participates and motivates staff to participate in planned learning community activities

  18. Teachers and Assistants • Participate in trainings • Engage in reflective practice, seek and provide support and feedback among peers; • Participate in OLC with enthusiasm and open mind and share new knowledge and experience; • Participate and contribute to planned learning community activities such as Learning Showcases.

  19. Learning Showcases • All staff of all early childhood programs in a Curriculum Learning Community come together twice a year to showcase their learning/curriculum implementation and problem solve together Learning Showcase

  20. Learning Communities

  21. The ELC and its partners will provide: • All training and orientation sessions; • Curriculum materials; • Learning materials to improve implementation; • Incentives to participating centers to cover staff time; • Support of all learning communities to ensure successful implementation and adjust strategies as needed; • Ongoing coordination and follow up.

  22. Potential Participants • Quality Counts programs • 4 and 5 star programs may serve as “coordinator” sites • Other Quality Counts programs • United Way Director Institute participants • ELC Curriculum recipients and participants in training initiatives • Programs in the existing Ready Schools feeder pattern • VPK providers

  23. Implementation Timeframe • February • Selection Process • March • Overview • Orientation • Pre-test data collection for evaluation • April • Initial Peer Facilitator Training • Creative Curriculum and High/ScopeCurriculum training begins at four locations (2 North, 2 South)

  24. Population served in first round • 32-40 early childhood programs • 160-200 teachers • 64-80 Peer facilitators • 3200-4000 estimated children

  25. Evaluation • Pre-post assessments using: • ARNETT (infant classrooms) • CLASS (preschool classrooms) • PQA (High/Scope programs) • Creative Curriculum Implementation Checklist (Creative Curriculum programs) • Program culture survey (all staff) • Focus groups (directors, teachers and trainers)

  26. Questions and comments

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