KNOW SEE DO IMPROVE FRAMEWORK - Early Educator Central
KNOW – SEE – DO – IMPROVE FRAMEWORKINTRODUCTIONThe Know, See, Do, Improve framework is provided for course developers to use, and includesbackground information explaining the basis of this framework, followed by the tool andinstructions about its use.BACKGROUNDTo ensure effective professional development that improves the quality of caregiver childinteraction, Early Educator Central has designed a framework for use by course developers andother professional development planners to ensure that their state/territory infant-toddlercredentials and degrees employ a Know, See, Do, Improve approach. The graphic belowprovides a visual depiction of the framework followed by a summary of each aspect of theframework.Know: content alignedwith NAEYC teacherpreparation standards;CDA Competencies,HS Relationship-BasedCompetencies and StateCKCs as appropriateSee: Multimediaexemplars of experts,peers, selfImprove: Self-reflect andreview application oflearning with PDprofessional; repeat andresubmit self-selectedexemplarDo: Apply learning fromcontent and modelingKnow – Content that aligns with NAEYC Teacher Prep Standards, Head Start RelationshipBased Competencies, CDA Competencies and state core knowledge and competencies canpromote a seamless career pathway from state to state and within states across sectorsEarly Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators1
Know – See – Do – Improve Framework(portable) for the infant toddler workforce (US Department of Education, 2010; NAEYC, 2009).Aligning with NAEYC standards is also a useful strategy to promote articulation (stackable).See – Content that includes field-based or web-mediated examples of competency promotesthe link between course content and a course participant’s ability to understand what thatcompetency looks like in a setting similar to their own (Hamre et al., Joseph & Brennan, 2013;2012; Pianta et al., 2008).Do – Infant toddler professional development that provides an opportunity to apply knowledgein work/practicum settings allows caregivers to practice what they have learned and to reflect ontheir own demonstration of competency (Joseph & Brennan, 2013; US Department ofEducation, 2010; NAEYC, 2009).Improve – Infant toddler professional development that includes self-reflection andassessment by a PD professional who uses an evidence-based tool provides the necessarycomponents for competency-based learning and assessment (Joseph & Brennan, 2013; USDepartment of Education, 2010; NAEYC, 2009). The final step in the framework provides anopportunity for caregivers to submit a new demonstration (self-selected exemplar) and reflect onchange with an expert PD professional. This final step can help to solidify understanding andapplication of new knowledge and skill (US Department of Education, 2010; NAEYC, 2009).TOOL TO ASSESS COMPETENCY-BASED APPROACHEarly Educator Central has developed a self-assessment tool to aid course developers,professional development staff, and others who work to improve early childhood teacherpractice ensure a competency-based approach to teaching and learning. This self-assessmenttool is based upon a Know, See, Do, Improve model of competency-based learning wherebylearning may be demonstrated in actual classroom practice and result in improved teacher childinteractions.Using the ToolThe tool is meant to provide examples of criteria related to the Know, See, Do, Improveframework. The tool also includes a continuum of examples to guide users’ assessment ofwhether a coursework or training currently includes competency-based assessment strategies.After examining existing coursework with the tool, users can look at criteria where strongevidence for a competency-based approach was lacking to plan for current and futureprofessional development offerings.Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators2
Know – See – Do – Improve FrameworkFebruary, 2015THE KNOW-SEE-DO-IMPROVE FRAMEWORKThe tables in this section include descriptions for each criterion within the Know, See, Do, Improve framework to help assess whether courseworkor training includes 1) strong evidence of the criterion within coursework content or delivery; 2) some evidence of the criterion within courseworkcontent or delivery; and 3) criterion not addressed by coursework content or delivery.The coursework articulates measurable learning objectivesStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Learning objectives are provided for Learning objectives are provided for Learning objectives are not identifiedeach content modulesome of the content modules onlyKNOWNotes:Learning objectives identify competencies to be demonstrated as a result of completing courseworkStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Learning objectives are written so that Some learning objectives may be Learning objectives are not measurablethey can be demonstrated throughpractice in an infant toddler settingdemonstrated in an infant toddlerpractice settingthrough demonstration in an infanttoddler practice settingNotes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators3
Know – See – Do – Improve FrameworkFebruary, 2015Competencies to be demonstrated are aligned with national standards to support the potential use of thecoursework in portable and stackable state/territory or national credentialsStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Course objectives are aligned with one Course materials suggest alignment Course objectives are not aligned withor more set of national standards Individual course objectives include thesuggested relationship with the specificnational standard in the coursematerialswith national standards or containsimilar contentnational standards Suggested relationships are notdefined at the level of the courseobjectiveKNOWNotes:Competency-based course assessment includes a transparent rubric so that participants understand how theircompetency is measuredStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Rubric is developed and accessible to Rubric is developed but not made No rubric has been developed toparticipants in the courseaccessible to participants or is notwritten in a way that participantsunderstand what they must do todemonstrate competencymeasure participants’ competencyNotes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators4
Know – See – Do – Improve FrameworkFebruary, 2015KNOWThe coursework includes a form of competency-based pre- and post-assessment of learningStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Pre- and post-assessment of learning Pre- and post- assessment of Course does not assess learning pre-includes a mechanism to observeparticipants applying course content inan infant toddler settingparticipants’ learning is included butdoes not include observation ofpractice in an infant toddler settingand post-course completion Post- or pre-assessment only availableNotes:SEEThe coursework includes best practice examples of content being delivered across infancy, mobile infant, andtoddler age settings through the use of multiple mediaStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Course content includes digital video of Course content includes digital video of Course content does not include digitalbest practices in all three age settingsbest practices in settings that servechildren within the infant toddler agerangevideoNotes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators5
Know – See – Do – Improve FrameworkFebruary, 2015Best practice examples take place in infant toddler caregiving settings similar to those in which courseparticipants workStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Course content includes digital video of Course content includes digital video in Course content does not include digitalbest practices across center- andhome-based (family child care or homevisiting) programs Course content includes digital video ofonly one type of settingvideo Course content incudes digital videowith some images of children or adultswho are racially and ethnically diverseinfants, toddlers and caregivers whoare racially and ethnically diverseSEENotes:The coursework provides participants an opportunity to identify and describe the content or practicesexamined in the courseworkStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes opportunities for Coursework includes opportunities for There are no opportunities within theparticipants to view materials (in personor through digital or other media)critically to identify and describe whenand how the practices they are learningabout are demonstratedparticipants to describe or summarizecontent or practices examined in thecoursework but there is no activitywhereby participants identify (in personor through digital or other media) thepractices they are learning aboutcoursework for participants to identifyand/or describe practices examined aspart of the course contentNotes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators6
Know – See – Do – Improve FrameworkFebruary, 2015The coursework includes opportunities for participants to observe and provide feedback on their own practiceof skills in an infant toddler settingStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes opportunities for Coursework includes opportunities for Coursework does not includeparticipants to view digital recordings oftheir own practice in an infant toddlersetting and to provide a self-reflectivereview of their observed practiceparticipants to reflect upon their ownpractice of skills in an infant toddlersetting but does not include a digitallyrecorded observation as a referenceopportunities for participants to reflectupon their own practice of skills in aninfant toddler settingSEENotes:The coursework includes opportunities for participants’ peers and course instructor(s) to observe and providefeedback on participants’ practice of skills in an infant toddler settingStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes activities where Coursework includes activities where Coursework does not include activitiesparticipants demonstrate practice withinfants and toddlers (in person orthrough digital media) Coursework includes opportunities forothers in the course, includinginstructors and peers, to viewparticipants’ classroom practice andprovide feedback on what they seeparticipants demonstrate practice withinfants and toddlers (in person orthrough digital media) but only theinstructor views and provides feedbackon participants’ practicewhere participants demonstratepractice with infants and toddlers (inperson or through digital media)Notes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators7
Know – See – Do – Improve FrameworkFebruary, 2015The coursework includes opportunities for participants to plan how they will take what they have learnedduring the course and apply it in their practice in an infant toddler settingStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Course includes activities for Coursework includes some Coursework does not provideparticipants to strategize about how toimplement course content into theirpractice in an infant toddler setting Course activities give participantsopportunities to practice thesestrategies in an infant toddler settingopportunities for participants tostrategize about incorporating learninginto an infant toddler setting but theseactivities involve written or discussionactivities rather than opportunities forparticipants to follow through withstrategies in a real settingparticipants with an opportunity toimplement course content in an infanttoddler settingDONotes:The coursework allows participants to practice course learning in infant, mobile infant, and toddler caregivingsettingsStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes practice-based Coursework includes practice-based There are no opportunities foractivities for all competency areascovered by content so that participantscan practice and demonstrate skillswith infants, mobile infants, andtoddlers in a caregiving settingactivities for some but not allcompetency areas covered by contentparticipants to practice course learningin an infant toddler caregiving setting Participants can practice anddemonstrate some skills covered bycourse content in an infant toddlercaregiving setting but not across alldevelopmental ranges (infant, mobileinfant, and toddler)Notes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators8
Know – See – Do – Improve FrameworkFebruary, 2015DOThe coursework includes opportunities for participants to practice and “do” what they have learned during thecourse in an infant toddler settingStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes activities where Coursework includes activities where Coursework does not includes activitiesparticipants demonstrate practice withinfants and toddlers (in person orthrough digital media)participants practice skills with infantand toddlers but these activities requireparticipants to provide a writtensummary or reflection of their practicerather than present the actualobservation as evidencewhere participants demonstratepractice with infants and toddlers (inperson or through digital media)Notes:IMPROVEThe coursework provides an opportunity for participants to receive feedback on their application of coursecontent from instructor(s) and peers within the courseStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes opportunities for Coursework includes opportunities for Coursework does not includeparticipants to demonstrate a change inpractice in response to feedback frominstructor(s) and peers by sharingmultiple examples of teaching (inperson or through digital video)throughout the period of thecourseworkparticipants to demonstrate a change inpractice through the use of live ordigitally recorded observation ofclassroom practice but this may not beshared in a way that allows forfeedback from instructor(s) and peers,or may only occur at one point during acourse of studyopportunities for participants todemonstrate a change in practice inresponse to feedback from instructor(s)and peers by sharing examples ofteaching (in person or through digitalvideo)Notes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators9
Know – See – Do – Improve FrameworkFebruary, 2015The coursework includes a joint planning process between the instructor(s) and participants to increasemastery of learning materialStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery There is an opportunity within the There is an opportunity within the There is no opportunity in thecoursework for participants andinstructor(s) to develop goals forincreasing competency Joint planning includes a clearmechanism for assessing that goalsare met through observation of practicecoursework for participants to plan theirgoals for increasing competency withinstructor(s) but no clear way tomeasure that goals are met throughdemonstrated classroom practicecoursework for participants andinstructor(s) to jointly plan goals forimproved practiceIMPROVENotes:The coursework offers multiple ways for participants to demonstrate competency (observation, presentation,discussion post, journal reflection, portfolio or other)Strong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Multiple mechanisms to demonstrate Coursework offers one or two Coursework assessment mechanismcompetency are present withincoursework activitiesmechanisms for participants todemonstrate competencydoes not offer mechanisms forparticipants to demonstratecompetencyNotes:Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators10
Know – See – Do – Improve FrameworkFebruary, 2015The coursework includes opportunities for participants to summarize, synthesize and learn about their ownpractice in an infant toddler setting within a community of peersStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes opportunities for Coursework includes opportunities for Coursework includes opportunities forparticipants to reflect upon their ownclassroom practice in an infant toddlersetting and summarize what they seeas strengths and areas of improvementin the observations they reviewIMPROVE Participants have opportunities to sharetheir reflection with peers throughfacilitated discussions with peers andinstructor(s)participants to reflect upon their ownclassroom practice in an infant toddlersetting and summarize what they seeas strengths and areas of improvementin the observations they review butthese are not shared with peersthrough facilitated discussions withpeers and instructor(s)participants to reflect upon their ownclassroom practice in an infant toddlersetting but these do not includeactivities to summarize and sharereflectionsNotes:Competency-based assessment includes some form of self-reflection so participants may identify their ownlearningStrong evidence of the criterion withincoursework content or deliverySome evidence of the criterion withincoursework content or deliveryCriterion not addressed by courseworkcontent or delivery Coursework includes opportunities for Coursework includes opportunities for There is no opportunity for participantsparticipants to reflect
Course content includes digital video of best practices in settings that serve children within the infant toddler age range Course content does not include digital video Notes: Early Educator Central: Pathways to Credentials and Degrees for Infant-Toddler Educators 5
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1st Framework Workshop – April 03, 2013 Completed – April 08, 2013 . Identify Common Practices/Themes – May 15, 2013 . 2nd Framework Workshop at CMU – May 29-31, 2013 . Draft Outline of Preliminary Framework – June 2013 3. rd. Framework Workshop at UCSD – July 10-12, 2013 4. th. Framework Workshop – September 2013
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Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .
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Provide an overview of the Baldrige Excellence Framework 2. Share how we have used the framework to improve our performance 3. Share our lessons learned 4. Share how you can get started. 5 What We Don’t Want. 6 What We Do Want. 7 “I see the Baldridge process as a powerful set of mechanisms for disciplined people engaged in disciplined thought and taking disciplined action to create great .
