Scholar Practitioners Who Impact Future Change

 

As a scholar-practitioner in the early childhood field, it is my responsibility to inspire learning and contribute to the health and the well-being of children and families. Knowing that success comes through partnerships with parents and community I can maximize my abilities to meet the emerging needs of children, families, and communities by continuing my education and leading evaluation initiatives.

My greatest barrier to avoid when leading program evaluations is including all stakeholders. I tend to take the lead and fail to delegate; causing missed opportunities to grow from other people’s expertise. By working collaboratively with all stakeholders the valuable work we are doing is not “hampered by organizational fragmentation, infrastructure gaps, and inadequate tools and methods” (National Early Childhood Accountability Task Force (2013, p. 11).

To ensure that evaluations are effective I must work collaboratively with other state and local agencies within our unified and coherent system of standards, assessments, data, and professional development efforts to help design and implement an effective evaluation system or utilize the QRIS system that is in place to help strengthen early childhood education with well qualified educators, developmentally appropriate curriculum, and adequate learning time (National Early Childhood Accountability Task Force, 2013). As our country moves closer to an early childhood system of universal preschool perhaps this collaboration can take place on a national level.

 

Reference:

National Early Childhood Accountability Task Force. (2013). The report of the National Early Childhood Accountability Task Force: Taking Stock: Assessing and improving early childhood learning and program quality. Retrieved from: http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

Using Assistive Technology to Aide in Assessment

 

In early childhood education, our goal is to teach children independence and how to interact with their peers and environment, that is why assistive technology is important. There are tools that can help children with differing abilities build skills in areas they may be struggling in, these tools are known as assistive technology. Assistive technology can help with almost any skill and can be used by children from infancy to secondary education. By using assistive technology daily routines and activities become easier and children can achieve independence (Nielsen, 2011).

 

Two assistive and supportive technologies that can be used in an early childhood setting are visual systems and noise-blocking headphones. Customized to the child’s individual needs a visual system displaying the daily routine can help preschool and school-aged children with autism anticipate what comes next, be prepared for transitions, and keep on track. Visual systems are also great for helping children communicate their needs if they are non-verbal or have trouble with speech (Nielsen, 2011).

 

Even though it is a simple technology noise-blocking headphones can be very helpful for children (preschool – secondary education) with sensory processing disorders. Noise canceling headphones can increase focus and help small children so they do not become overwhelmed by sensory input (Pacer Center, Inc., 2015).

 To be culturally and developmentally appropriate assistive technology should be individualized based on a child’s needs. When used with assessments assistive technology can help make understanding and practicing daily tasks easier and more engaging for children with differing abilities (Pacer Center, Inc., 2015).

 

References:

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html

Pacer Center, Inc.  (2015).  Examples of assistive technology for young children.  Pacer.org.  https://www.pacer.org/stc/pubs/STC-29.pdf

 

Choosing the proper assessment scenario:

Purposeful assessment practices help teachers and students of all ages to understand where they are at in each developmental domain, what they have already learned, and what they need to learn next (Banerjee & Luckner, 2013). All children learn in different way’s but being knowledgeable in regards to developmental milestones and having background information on assessments that can be used for various age groups with differing abilities can be very beneficial to inform instruction when individualizing and planning. In this blog, I am going to provide you with two scenarios where assessment is need. The two children are from different age groups; therefore, they will be in different stages of development. Please read through the scenarios and see if you can suggest an assessment that would be beneficial to advance their learning.

Timmy is 4 years old enrolled in a half-day Head Start preschool classroom in the afternoon. Timmy only uses a few words and screams when he is upset. Mike has had a hearing test and it is fine. Prior to preschool, Timmy’s mom thought this was normal behavior for his age. Timmy lives in a homeless shelter with his mom and 3-month old sister so he spends a lot of time in his car seat watching his mom's phone. Timmy’s teacher wants to get a baseline assessment but Timmy has very few words and he does not know how to communicate besides screaming. Mom is tired, scared, and frustrated, and not sure what to do next. What assessments should this teacher perform?

Becky is starting 3rd grade. Becky used to love coming to school but now she cries when it is time to leave for school and is starting to act out in class, trying to get the other students to laugh at her. Last week Becky looked like she was taking her spelling test on Friday but when she turned it in she had drawn little pictures on each line. Becky refuses to do her homework and insists that she be allowed to "read in her head." Becky's class has a reading competition where if the students read 100 books and pass the STARS test (reading comprehension) they get to have a pizza party but everyone has to participate. During reading group, Becky said her eyes hurt could someone please read out loud. When she took the test she passed. Becky had her eyes checked a month ago and her vision is perfect. Last year Becky passed reading, spelling, and literacy but this year she is currently at a first-grade level. What assessments would you use to determine how to help Becky?

 

References

Banerjee, R., & Luckner, J. (2013). Assessment Practices and Training Needs of Early Childhood Professionals. Journal of Early Childhood Teacher Education, 34(3), 231–248. https://doi-org.ezp.waldenulibrary.org/10.1080/10901027.2013.816808

 

Blog: Scholar Practitioners as Program Evaluators

 

When I started thinking more about program evaluation and assessment I started viewing myself as a scholar practitioner, this is one way that this course is already having an impact on what I want to do and who I want to become in the field of early childhood education. Listening to other mentors and scholar practitioners reflect on the process of evaluating and assessing programs for certification it helped me to realize that every step I have taken on my professional and educational journey has been shaping me and increasing my professional effectiveness.

Our Head Start program is currently at the end of a 5-year grant. I am learning that an important part of program evaluation is self-assessment. Self-assessment is all inclusive (Administration for Children and Families (2018). It is not just administrators, it is teacher’s, food service workers, maintenance, fiscal, enrollment, and IT. As an agency we had a 4 hour all staff meeting last week where we conducted data carousel’s. As small groups (10 or less) we discussed our staff survey, parent survey, and outcome results. We asked 3 questions what we are doing right, what we are doing wrong and what we can do to improve. These questions will help to shape our program goals and help to ensure we are aligning our mission, vision and program standards.

In this process and through the learning materials I have realized that teaching staff who are directly implementing the curriculum and evaluating progress need to be equipped to gather and analyze data. As a high quality preschool program it is important that everyone is involved and you are setting timelines, action steps and following through for program evaluation to work effectively.

References:

Administration for Children and Families (2018). Voices from the Field: Plan to Succeed – Developing and Sustaining. Retrieved from: https://eclkc.ohs.acf.hhs.gov/video/voices-field-plan-succeed-developing-sustaining

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/file/naeyc/file/positions/CAPEexpand.pdf

EDDD 8083/EDSD 7083: Assessment Practices to Promote Healthy Development and Learning. Assignment: Blog: Policies and National Regulations and Standards for Early Childhood Education

 

·        Summarize your state’s policies and standards for Early Childhood Education. Link the source of your information. 

 

In the state of Washington our state’s policies and standards for Early Childhood Education is a QRIS system called Early Achievers. Early Achievers using a house framework, incorporates professional development and training, mentoring, planning, communities of practice, professional development and training, engaging interactions and environments, family engagement and partnership, curriculum and learning opportunities, screening and ongoing child assessment in collaboration with families into one comprehensive system of program quality standards.

Our Early Achievers standards and expectations were designed to align with Head Start and ECEAP Performance Standards. ECEAP refers to the Early Childhood Education and Assistance Program, Washington’s pre-kindergarten program for low income 3 and 4 year olds and their families. The rating system provides information about the quality of early learning programs so families can feel confident about their early learning choices for their child/children. Early learning professionals are continuously building on the skills they develop through Early Achievers. Their participation demonstrates a commitment to improving quality of education for children. Early Achievers uses a rating system to help families understand their provider’s progress in quality improvement.

https://www.dcyf.wa.gov/services/earlylearning-childcare/early-achievers/rating-system

 

·        Compare and contrast these policies with NAEYC principles of child development and learning that inform practice and NBPTS Standard V. Include your suggestions for improvement.

 

Early Achievers is closely aligned with NAEYC principles of child development and learning. Level 5 of Early Achievers includes National Accreditation. The Early Achievers Quality Standards focus on achieving positive outcomes for every child a facility serves, utilizing five quality standards areas much like the five core propositions outlined in the NBPTS Standards.
Having participated in Early Achievers for over 5 years I know that the quality standard areas help providers strive for high quality early childhood education for every child but are challenging to achieve, depending on the curriculum that is implemented. Each curriculum comes with its own assessment tools and can be misaligned and contradict each other. For example, Early Achievers uses The CLASS tool and ERS to asses’ programs while High Scope certified programs uses the PQA tool. The environment’s section for the PQA does not align with the ECERS-3.

 

Generate three questions for guests to answer based on your state’s policies on assessment and your readings for this module.

1)    Why is it important to complete a strengthening families’ self-assessment as part of your quality rating system?

2)    Why is it important to align your curriculum with best practice and your QRIS system?

3)    Why should programs use a developmental screening tool that is valid and reliable?

 

·        Cite at least three sources from the Learning Resources and a minimum of two additional sources from your own research to substantiate your thinking. Note: The resources should be in APA format.

 

Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying Instructional Targets for Early Childhood via Authentic Assessment: Alignment of Professional Standards and Practice-Based Evidence. Journal of Early Intervention, 33(4), 243–253. https://doi-org.ezp.waldenulibrary.org/10.1177/1053815111427565

 National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/file/naeyc/file/positions/CAPEexpand.pdf

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist’s standards (3rd ed.). http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf

National Center on Early Childhood Quality Assurance: QRS Resource Guide (2018). Retrieved from https://ecquality.acf.hhs.gov/sites/default/files/1812_Section_7_Data_Evaluation_FINAL.pdf

 WaKIDS: The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is our state’s kindergarten readiness process (2020). www.k12.wa.us/WAKIDS/ubdocs/IntroducingMe.pdf