From the Top Down and From the Top Down and From the Ground Up: From the Ground Up:

Getting Everyone on the Getting Everyone on the Same Page Through Same Page Through

Professional DevelopmentProfessional Development

Bev EngelBev Engel

Vicki RexroatVicki Rexroat

Oklahoma & Authentic Oklahoma & Authentic AssessmentAssessment

• History of State ProjectsHistory of State Projects– Nationally Recognized Program to Nationally Recognized Program to

Develop a Framework for ProgramsDevelop a Framework for Programs– Focused PortfoliosFocused Portfolios

• Visionary LeadersVisionary Leaders– Implementation of Leadership Academy Implementation of Leadership Academy

IIII– Investing in peopleInvesting in people

Introducing Authentic Introducing Authentic Assessment through Entry Assessment through Entry Level CDA CoursesLevel CDA Courses• Early Education: Pathway to CDAEarly Education: Pathway to CDA

• Online CDA ClassesOnline CDA Classes

• Oklahoma Department of Career Oklahoma Department of Career Technology Education’s Early Care Technology Education’s Early Care Programs (Daytime Programs)Programs (Daytime Programs)

Leadership Academy II: Leadership Academy II: Prerequisite for Focused Prerequisite for Focused PortfoliosPortfolios• In-depth education opportunities for In-depth education opportunities for

Directors to move beyond the basics Directors to move beyond the basics • Requiring Directors to accompany Requiring Directors to accompany

their Teachers to learning sessionstheir Teachers to learning sessions– Everyone uses the same languageEveryone uses the same language– Everyone has the same basis for Everyone has the same basis for

understanding child development, understanding child development, documentation, and implications for documentation, and implications for curriculumcurriculum

Introducing Teachers to Introducing Teachers to Observation & AssessmentObservation & Assessment

• Accessible and User Friendly MethodologyAccessible and User Friendly Methodology– Does not overwhelm learnersDoes not overwhelm learners

• Allows time to interact with childrenAllows time to interact with children• Encourages asking questions to expand children’s Encourages asking questions to expand children’s

experiencesexperiences• Helps teachers step back from continuous Helps teachers step back from continuous

interaction with children to see what children KNOW interaction with children to see what children KNOW and CAN DOand CAN DO

• Observing is not a separate task – it relates to all Observing is not a separate task – it relates to all aspects of classroom decision-makingaspects of classroom decision-making

• Anecdotal notes inform the planning of activities and Anecdotal notes inform the planning of activities and family/teacher communicationfamily/teacher communication

Breaking Down the Big Breaking Down the Big Assessment PictureAssessment Picture

• Understanding that milestones and Understanding that milestones and benchmarks are not achieved all at oncebenchmarks are not achieved all at once– Dissecting milestonesDissecting milestones– Getting more skillful at using milestones in all Getting more skillful at using milestones in all

aspects of program planningaspects of program planning

• Teacher’s documentation and intentional Teacher’s documentation and intentional planning based on recognizing partial planning based on recognizing partial achievement of milestonesachievement of milestones

Working on MilestonesWorking on Milestones

• When you stop focusing on themes, you start focusing on development

• Focusing on development gives the teachers a better feel for individual needs and the class as a whole; ensures developmental appropriateness

• Planning of experiences becomes intentionally tied to observed interests and developmental levels

• Behavior management decreases when curriculum is individualized and children are known to be interested in the activities provided

Portfolios as Basis for Staff Portfolios as Basis for Staff Development: Development: Philosophy to PracticePhilosophy to Practice

• Observations, anecdotal notes, and resulting portfolios give teachers and directors concrete samples to compare to program philosophy

• Identifying practices that do and do not support the program’s philosophy provides a basis for reflection and discussion of appropriate classroom and teacher practices.

Dissecting MilestonesDissecting Milestones• Engages in dramatic play easily, cooperating with other Engages in dramatic play easily, cooperating with other

children, and showing lots of imagination and interest. children, and showing lots of imagination and interest. (5’s)(5’s)– Interacts with one other child, each pretending within the same Interacts with one other child, each pretending within the same

scene or context.scene or context.– Engages in dramatic play with one other child, verbalizing what the Engages in dramatic play with one other child, verbalizing what the

scenario is and what is going to happen.scenario is and what is going to happen.– Engages in dramatic play with one other child, making suggestions Engages in dramatic play with one other child, making suggestions

and listening to the other child’s suggestions about what will happen.and listening to the other child’s suggestions about what will happen.– Engages in dramatic play with more than one child, making and Engages in dramatic play with more than one child, making and

listening to suggestions, adding content, and bringing in new props listening to suggestions, adding content, and bringing in new props as play unfolds.as play unfolds.

– Engages in dramatic play with others, bringing in scenes/themes Engages in dramatic play with others, bringing in scenes/themes from previous days and building on them.from previous days and building on them.

Moving Beyond the Basics of Moving Beyond the Basics of Authentic AssessmentAuthentic Assessment

• Observing and Creating PortfoliosObserving and Creating Portfolios– Focused on MilestonesFocused on Milestones– More intentional (not a scrapbook)More intentional (not a scrapbook)

• Demonstrating a Greater Depth in Demonstrating a Greater Depth in Understanding the Evolution of Understanding the Evolution of Children’s Competence and Skills Children’s Competence and Skills MasteryMastery– Helps teachers at all levels develop Helps teachers at all levels develop

professionallyprofessionally

A Planning Matrix Using Developmental Milestones3 & 4 year old group

Goals = Milestones that children are working on. Themes may be used alongside milestones, but

not in place of them.

Thinking, Reasoning, Problem SolvingMilestonesUses one object to stand for another (3)

Groups objects - 2 or more attributes (4)

Small or large group ActivitiesPretend you are going to the beach; what could you use to play in the sand instead of a pail and a shovel?Look around the room.

Put all the objects that go together in a pile.

OutdoorsUses cardboard

tubes from wrapping paper for fire hoses.

Children use platform on the climber as

deck of their pirate ship.

Collects pebbles, rocks, shells and sorts them into self-selected categories.

Teacher/Child InteractionTeacher/Child Interaction

• Questioning during observation to Questioning during observation to deepen understanding of the child’s deepen understanding of the child’s thinking processthinking process

• Enhances teachers’ comprehension Enhances teachers’ comprehension of what it is that they are seeingof what it is that they are seeing

Bev Engel, Early Childhood and Organization

Development Consultant engelschrodt@earthlink.net

and Vicki Rexroat

Coordinator and Instructor of Early Care and Education Program

Caddo-Kiowa Technology CenterFort Cobb, Oklahoma

vrexroat@caddokiowa.comAll Power Point slides used in this

presentation can be found at: www.focusedportfolios.com

Focused Portfolios:A Complete Assessment for the

Young Childand the accompanying CD-ROMFocused Portfolios Electronic

Companionare available fromRedleaf Press:

www.redleafpress.org