thinking ahead · learning something from it. it reminds us that videos are not particularly...
TRANSCRIPT
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Thinking Ahead
Engaging and Supporting Higher Education Faculty
in Growing Quality
Camille Catlett &Florianna Thompson
National QRIS ConferenceSan Diego CA July 16, 2018
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With a partner, discuss efforts in your state, territory, or QRIS to provide professional development and supports for faculty and instructors.
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What Vermont Learned
Faculty/Instructor Survey
Syllabus Review
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Instructor SurveyWe were interested in . . .• What instructors knew• What they wanted to know more about• How much they were emphasizing each topic in their
courses• Instructor priority for receiving free resources
We asked about . . .• Domains of development• Components of high quality teaching and learning for each
and every child and their family• Components of supporting the full participation of each
child• Vermont tools and quality frameworks
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Areas of Highest Current Knowledge: Faculty and Instructors
Social-emotional developmentDevelopment of play and explorationDevelopment of literacy skills
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Areas of Lowest Current Knowledge: Faculty and Instructors
Development of language and literacy for children who are dual language learners
DEC Recommended Practices for supporting children with disabilities
Newer Vermont assessment tools (CLASS, TPOT, TPITOS, ICP)
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Desire for Greater KnowledgeHow a child’s racial/ethnic identity development
impacts their learning and developmentHow a child’s cultural identity development
impacts their learning and developmentSupporting children who are dual language
learnersSupporting children with disabilities
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Current Level of Emphasis in Courses
Audience High Low
Faculty and
Instructors
Social and emotional
development
• Supporting children who are dual language learners
• How to develop, implement, and evaluate experiences and practices to support the needs of young children who are culturally, racially, and ethnically diverse
• The DEC Recommended Practices for supporting children with disabilities
• Development of math and science concepts
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Lack of consistent emphasis on
Vermont Early Learning StandardsChildren who are dual language
learners Issues of culture, diversity, and equityKnowledge application
Syllabus Review Findings
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What efforts are underway
in your area to learn more
about what faculty/
instructors know and do?
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What is Vermont
doing?
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Check your assignment alignment
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Vermont Resource
Collections
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Personas
Simon was adopted at birth by his moms, Julie whom Simon calls mama and Kathy whom Simon calls mommy. Simon is on the autism spectrum, a diagnosis that was made when he was 18 months old.
In PreK, Simon received early childhood special education services at his inclusive child care program. With great support from his teachers, therapists, and family, Simon made significant progress.
In Kindergarten, Simon’s teachers report that he excels in all academic areas. His teachers and family both identify outdoor play as Simon’s favorite activity. After time to run, jump, and climb, Simon is reported to return to the classroom calmer and more ready to learn.
In interactions with adults, Simon often avoids eye contact. His responses in social interactions with adults are often curt and inconsistent. When there are changes in the classroom routines or other unexplained occurrences, Simon’s teachers report that he becomes agitated and angry.
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Welcome to Master Class 3 November 10, 2017
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What is North Carolina doing?
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2014 Syllabus Review
Finding ResponseSuperficial emphasis on culture, diversity, equity, children who are dual language learners and inclusion
More explicit emphasis in required course titles, descriptions, and objectives
Professional development provided at NC ACCESS meetings
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Need for Diverse andWell-Prepared Workforce
Findings ResponseTeacher shortages
Lack of diversity among teacher candidates
State Articulation Agreements effective Fall 2018 Senate Bill 315
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Landing Pads
Handouts
PowerPoints
Recording
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolina
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Listservs
From Passive Viewing to Active Learning with VideosThis article points out that there’s a big difference between watching a video and learning something from it. It reminds us that videos are not particularly effective at driving critical thinking without facilitation from an instructor. The authors offer strategies for increasing the effectiveness of course videos. While the examples provided were intended to be used in online courses, all could easily be used in a face-to-face course as well.
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How are your states thinking ahead by supporting faculty and instructors?
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Young Children See Difference Differentlyhttps://www.youtube.com/watch?v=1MJrRvpjB1I
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