Evaluating Early Childhood Educators Prekindergarten .

2y ago
28 Views
2 Downloads
1.07 MB
46 Pages
Last View : 1m ago
Last Download : 2m ago
Upload by : Kamden Hassan
Transcription

Center onGREAT TEACHERS & LEADERSat American Institutes for ResearchEvaluating Early Childhood EducatorsPrekindergarten Through Third GradeSupplement to the Practical Guide to Designing Comprehensive Educator Evaluation SystemsOCTOBER 2014

AcknowledgementsThe authors wish to acknowledge the expertise and valuable feedback provided by those whohelped create this supplemental guide. CEELO and GTL Center staff members recruited inputfrom Lynn Holdheide, Jenni Fetters, Mariann Lemke, Lisa Lachlan, Jayne Sowers (AIR Staff),Diane Schilder, Thomas Schultz, Jim Squires (CEELO managers), Michelle Horowitz (NIEER),Vincent Costanza (Division of Early Childhood, New Jersey Department of Education), andJim Lesko (Technical Assistance Lead, Early Learning Challenge, TA Center).

Evaluating Early Childhood EducatorsPrekindergarten Through Third GradeSupplement to the Practical Guide to DesigningComprehensive Educator Evaluation SystemsJana MartellaEducation Development Center (EDC)Lori Connors-TadrosNational Institute for Early Education Research (NIEER)

ContentsOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Content of ThisSupplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Audience for This Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose of This Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Early Childhood Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Definition of Early Childhood Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Unique Characteristics of Early Childhood Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Elements to Consider in Early Childhood Teacher Evaluation Design and Implementation . . . . . 4Element 1: Statutory and Regulatory Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Element 2: Differentiation of Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Element 3: Professional Learning for Evaluators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Element 4: Professional Learning for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Practical Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

OverviewThe Center on Great Teachers and Leaders(GTL Center) has developed two resources,the Practical Guide for DesigningComprehensive Educator Evaluation les/docs/practicalGuideEvalSystems.pdf)and the Practical Guide for DesigningComprehensive Principal Evaluation es/PracticalGuidePrincipalEval.pdf), bothof which are designed to facilitate problemsolving and decision making in the designand implementation of educator evaluationsystems. As states and districts roll outnew models of educator evaluation,questions arise about how best to includeall personnel within their various systems.In response to requests from the field, theGTL Center enlisted the Center on EnhancingEarly Learning Outcomes (CEELO) to developthis supplemental guide for early childhoodteachers. This document is one of a seriesof supplemental guides designed to supportregional comprehensive center staff, statepolicymakers, state education agency staff,and district leaders in designing or revisingeducator evaluation systems that accountfor the unique roles and responsibilitiesof various teacher and leader positions(e.g., early childhood teachers, specializedinstructional support personnel (SISP), andassistant principals).In the future, additional supplemental guideswill be developed to address demonstratedneeds and technical assistance requestsfrom the field.Content of ThisSupplemental GuideThis supplement provides guidance to stateand district teams related to the evaluation ofearly childhood teachers for prekindergarten(PK) through third grade for the followingelements:¡¡ Statutory and Regulatory Requirementsthat guide the development of educatorevaluation systems and that are used todetermine which personnel are subject toevaluation requirements as defined inregulation, statute, and policy.¡¡ Suitability and Need for Differentiationwithin measures of instruction and teacherpractice, child development and studentgrowth, and, as appropriate and available,national and state professional educatorstandards.¡¡ Professional Learning for Evaluatorsdesigned to guide and assist state andlocal teams in the evaluation and supportof best practices for early childhoodteachers.¡¡ Professional Learning for Teachersdesigned to assist all early childhoodteachers to improve their practice.EARLY CHILDHOOD TEACHER DEFINITIONFor the purposes of this guide, we have defined“early childhood teachers” to mean teacherslicensed by the state department of educationto teach children in prekindergarten throughthird grade (PK–3).This supplement is organized in sections,each of which begins with a discussion ofthe relevance of and key considerations forspecific elements in the context of earlychildhood educator evaluation design andimplementation. Each section concludes witha series of questions to facilitate decisionmaking during the process of designingsystems that account for the unique roles andresponsibilities of early childhood teachers.Audience for ThisSupplemental GuideAudiences for this supplement includeregional comprehensive centers, statedepartments of education, and localeducation agency personnel chargedwith designing and implementing educatorevaluation systems. As states and districtsimplement evaluation systems, specificconsiderations for early childhood teachersshould inform system design andimplementation. To ensure that theseviewpoints are heard, policymakers andsystem designers should convene advisorsfrom in-state PK, kindergarten, and primary1

2grade teachers along with elementaryprincipals, early childhood center directors,related faculty from institutions of highereducation, and other state and nationalexperts to contribute to the decision-makingprocess. Their input is valuable on issuessuch as child assessment, teacherpreparation, and other considerations forteacher evaluation development, design,and implementation.Purpose of This SupplementalGuideThe guide is intended to facilitate decisionmaking to ensure that state and districtevaluation systems consider the uniquecontexts in which early childhood teacherswork. Garnering input from early childhoodexperts adds credibility as systems aremodified. Their input helps ensure that thesystems reflect evidence-based practices forearly learning and align with early learningstandards or child outcomes frameworksused by the states. Such examination andanalysis of educator evaluation policies canlead to fairer and more credible systems forearly childhood educators. Early childhoodstakeholders may recommend a preliminaryor pilot phase of the evaluation system forearly childhood teachers, and they alsomay recommend informed improvementsand changes as the pilot is expanded.Stakeholder groups also can be key partnersin ensuring that a consistent and strategiccommunication plan is deployed to appriseall stakeholders of implementation of the newsystem and any suggested modifications.This guide offers considerations for developingpolicies and practices that differentiate theevaluation system so that early childhoodteacher performance and impact on studentlearning can be fairly and accurately captured,supported, and reinforced.PERSPECTIVE ON DIFFERENTIATING THE EVALUATION PROCESS FOR EARLY CHILDHOOD EDUCATORS“Early childhood teachers are rightly concerned with implementing a system that was, at least in the initial stages,designed with a different set of teachers in mind—teachers of older students who have standardized achievementdata. In most states, policy, practices, and guidance for early childhood teachers are just now being developed oradapted from materials developed for K–12 teachers of core subjects. While much about good teaching is thesame for all teachers, it is important that the unique considerations of teaching young children are addressed ineducator evaluation systems’ methods and measures.“ (Connors-Tadros & Horowitz, 2014, p. 6)Early Childhood TeachersResearch shows that children whoparticipate in high-quality early childhoodclassrooms experience improvements inlanguage and literacy, social-emotional andcognitive development, and overall schoolperformance as measured by academicgrades and consistent school attendance.At the same time, research has shownthat these benefits of early learning arefundamentally dependent on the quality ofteaching and adult interactions the childrenreceive in their early learning environments.Enhanced early learning outcomes requirethat early childhood teachers have the skills,knowledge, and competencies needed topromote learning and development startingat birth and extending through the earlyelementary years (Guernsey, Bornfreund,McCann, & Williams, 2014). A well-designededucator evaluation system for early childhoodeducators, like one in the later grades, shouldprovide impetus to improve teaching practiceand teacher–child interactions, increasechild growth and learning, and inform theprofessional learning opportunities thatearly childhood educators are provided.

Definition of Early ChildhoodTeachersState policies specify the preparation,qualifications, and ongoing developmentrequirements for teachers to attainlicensure to teach kindergarten throughthird-grade, and state statute or regulationdefines the educator classifications to beincluded in the educator evaluation system,typically those licensed by the state. Statesvary, however, in their definitions for earlychildhood professionals and providers ofservices for preschool or PK children.Increasingly early learning and earlychildhood education is defined as spanningbirth through age eight (National Associationfor the Education of Young Children & NationalAssociation of Early Childhood Specialists inState Departments of Education [NAEYC &NAECS-SDE], 2003). Because infant andtoddler programs are not regularly in statepublic education systems, for the purposes ofthis guide, we have defined early childhoodteachers to mean teachers licensed by thestate department of education to teachchildren in PK through third grade (PK–3).Unique Characteristics ofEarly Childhood EducationTo set the context for this guide and thedecisions on performance evaluation that itsupports, it is important to note the specificattributes of high-quality teaching andlearning in the early years and how they maydiffer from those in the later grades.1. Variations in Early Childhood SettingsThe policies and requirements for PKteacher preparation and certification differwidely across and within states. Moreover,PK teachers may practice in publiclyfunded school-based programs that arehoused within public elementary schools,or PK may be offered in community-basedprograms or PK centers such as childcarecenters or Head Start programs, with theschool having fiscal responsibility. It isimportant to note that these variedsettings for PK also are charged withimplementing an array of standards,including early learning, program, andteacher standards. In addition, teacherpreparation requirements, along withthe ongoing professional development,compensation, and benefits that PKteachers receive, varies with whether theywork in a public school, childcare center,or Head Start program. The challenge isto try to develop common expectationsacross context, environments, and fundingsources. Holding consistent expectationsacross these varied settings can beproblematic. PK teachers should be heldto the same professional performancestandards as those required of teachersworking in kindergarten through third-gradeclassrooms or to standards similar tothem. At the same time, the methods ofeducator evaluation need to reflect uniqueskills and competencies required of earlychildhood teachers across these variouscontexts. The evaluation system shouldallow for the fact that to reflectdevelopmentally appropriate learningfor young children, effective teachingmight look different in PK, kindergarten,and the primary grades than effectiveteaching in the later grades.2. Early Learning StandardsThe early childhood field has a long historyof developing standards and utilizing themto improve practice. The National EducationGoals Panel in 1998 defined the contentareas or domains that now are widelyagreed as essential in developmentallyappropriate practice in early childhoodeducation. They are the standards forphysical development and motor skills,social and emotional development,approaches to learning, languageliteracy-communications, and cognitivedevelopment. Each major federal fundingstream for early childhood educationrequires meeting a set of standards: theHead Start Child Outcomes Framework,Early Childhood Outcomes for the specialeducation early intervention programs PartC and Part B 619 (Pub. L. 101-476), and inthe voluntary standards required by theChild Care Development Fund (CCDF). Inaddition to these learning standards forchildren in federal programs, virtually allstates have standards for children in PKsettings. States have undergone various3

4alignment efforts to ensure that thesepredecessor early learning standardscreate a rational trajectory to the newCommon Core State Standards (http://www.corestandards.org/) in Englishlanguage arts and mathematics for K–3.Many states, however, are still in theprocess of aligning these varied anddifferent standards.The early learning field has long regardedthe importance of early childhoodprogram standards: quality measureson the characteristics of classrooms,environments, and curriculum that youngchildren experience, along with thequalifications held by the adults inthe classroom. These program andprofessional standards are distinctfrom child outcome standards thatdefine expectations for child learning anddevelopment. Together, these standards—child outcome standards, program qualitystandards, and professional competencystandards—should complement a welldesigned educator evaluation system forearly childhood teachers. For instance,the observation rubrics used to evaluateteacher practice should align with theevidence-based approaches outlined inthe professional practice standards forearly childhood teachers. Likewise, boththe student growth measures and thegrowth targets should be appropriate foryoung learners as defined in the earlylearning standards.3. Assessment ConsiderationsChallenges exist in measuring earlychildhood student achievement (also calledchild growth and development) that aredistinct from those of measuring thestudent achievement of older children.Children’s learning and development duringthe early years is sporadic and variable,and their performance on any particular dayis susceptible to environmental influencesthat can make a reliable assessment oftheir abilities and knowledge challenging.Though this variability can be true witholder students as well, rapid changes insocial, emotional, and cognitive growthrates are more common in young childrenand create added complexity for educatorevaluation systems.As early education standards reflect, earlylearning is multidimensional—in additionto the cognitive domain, we know socialand emotional learning and approachesto learning—such as initiative, planning,curiosity, and self-regulation—are criticalto student success from PK to third grade.Growth in one domain is often integratedwith and dependent on learning in another.These considerations make it particularlyimportant that early childhood educatorsuse multiple measures to assesschildren’s learning reliably and to assessall domains and competencies. It also isimportant to use these tools at severalintervals throughout the year.There are still very few standardizedmeasures of learning and developmentthat are valid and reliable for earlylearning, and that account for the variabilitywe have noted. Those that do exist oftenare focused on single domains of learning,such as language and literacy, whichdepend on the child’s access to certaincontent. More common are informal orformative assessments involving teacherobservations of small groups and one-onone interactions. These assessments arenot standardized, are resource-intensive,and may introduce elements of teacherbias, particularly when used for higherstakes purposes like teacher evaluation.Elements to Consider inEarly Childhood TeacherEvaluation Design andImplementationDespite all these considerations andcautions, the weight of research shows thatthe quality of instruction is the most crucialvariable in ensuring school readiness andsuccess in the ensuing years (Center forAdvanced Study of Teaching and Learning[CASTL], 2007). All children benefit fromhighly effective teachers, but in the criticalearly years, teacher effectiveness is ofutmost importance. These considerations

warrant a measure of caution as the fieldproceeds. The press for measures of effectiveteaching for young learners does, however,provide a significant new opportunity forimproving the early childhood teachingworkforce. Raised expectations for studentsresulting from the Common Core StateStandards and the expanding focus on schoolreadiness and emerging grade-level readingrequirements adds impetus to holding higherexpectations for teachers as well. Therefore,ensuring that the educator evaluationsystems are designed to evaluate andsupport early childhood educators isessential. The sections that follow provideguidance to state and district leaders on fourkey elements that should be considered inthe context of educator evaluation systemdesign and implementation. Each sectionbegins with a short discussion of theelement’s relevance. Each section highlightspractical examples and concludes with aseries of questions to help facilitate decisionmaking for designing systems that accountfor the unique context and teaching strategiesof early childhood educators.ELEMENT 1Statutory and RegulatoryRequirementsMost states already have developedstatutory and regulatory requirements fortheir educator evaluation systems. Despitethis, an opportunity to address earlychildhood teachers within the evaluationsystems may emerge as states developpolicy guidance and support materials forthe implementation of their systems.Inclusion of Early Childhood TeachersState statute or regulation mandates theinclusion of the educator classificationsin the educator evaluation system, typicallythose licensed by the state as teachers.From June 2013 to January 2014, CEELOconducted a scan of state teacherevaluation, collecting data from publicdocuments and interviews with state earlychildhood specialists and their teacherevaluation peers in state education agencies(SEAs). Our scan revealed the following:¡¡ All states include kindergarten throughthird-grade teachers who are licensed bythe state in the educator evaluationsystem. In addition, states includepreschool special education in both theirteacher licensure and their teacherevaluation systems.¡

early childhood educators. Early childhood stakeholders may recommend a preliminary or pilot phase of the evaluation system for early childhood teachers, and they also may recommend informed improvements and changes as the pilot is expanded. Stakeholder groups also can be key partners in ensuring that a consistent and strategic

Related Documents:

Oct 28, 2013 · for English Language Arts and Literacy, as well as for Mathematics at the Prekindergarten level. The revision process has resulted in one document, the New York State Prekindergarten Foundation for the Common Core. The New York State Prekindergarten Foundation for the Common Core is organize

Understand the importance of early childhood education for 0-6 years Learn the need and scope of early childhood education. 18.2 Importance/ Need for early childhood care and education 18.2.1 Significance of early childhood years i. Early childhood is a period of life not just quantitatively different from that of an adult

T.E.A.C.H. Early Childhoodâ PENNSYLVANIA Certification Only Scholarship What is the Purpose of the T.E.A.C.H. Early Childhood Certification Only Scholarship? The purpose of the T.E.A.C.H. Early Childhood Certification Only Scholarship is to assist early childhood teachers in obtaining their PA Early Childhood Education (PreK-4) teaching certificate.

Early Childhood Practice Brief. OPRE Report #2022-74. Recognizing and Supporting Early Childhood Educators and Program Administrators as Agents of Change: An Exploration of Distributed Leadership in Early Care and Education. Anne Douglass, Tamara Halle, Gretchen Kirby, and Kerensa Nagle. High quality early care and education (ECE)

Pay Penalty for Early Educators With Bachelor's Degrees, by State, 2019_ 57 Figure 2.11. Poverty Rates for Early Educators & K-8 Teachers, 2019_ 58 3. State Policies to Improve Early Childhood Educator Jobs Figure 3.1. Seven Policy Areas to Improve Early Childhood Educator Jobs _ 64 .

The Early Childhood Leadership Commission (ECLC) is pleased to endorse Colorado's Early Childhood Workforce 2020 Plan. Ensuring a high-quality, effective, and diverse early childhood workforce is a critical component in meeting our shared . Early childhood educators are significant contributors to children's healthy development; a myriad .

Early Childhood Education I L1 Early Childhood Education II L2 Early Childhood Education III L3C Early Childhood Education Advanced Studies AS The core course sequencing with the complementary courses provided in the following table serves as a guide to schools for their programs of study.

RM0008 Contents Doc ID 13902 Rev 9 3/995 4.3.1 Slowing down system clocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57