leveraging technology for quality improvement · leveraging technology for quality improvement...
TRANSCRIPT
2015 QRIS National Meeting
Leveraging Technology for
Quality Improvement
Linda Askew, NM Department of Health
Allyson Dean, ZERO TO THREE
Raquel Diaz, University of Florida
Harriet Dichter, ICF International
Evelyn Keating, DE Office of Early Learning
Today’s Agenda
• Welcome and Introductions
• Overview and Discussion– Early Educator Central
– FL Master Teacher Initiative
– DE Early Learning Leadership Initiative
– NM Using Video in Early Intervention
• Discussion Groups
• Report Out and Wrap Up
Florida Master Teacher Initiative: Cultivating Master Teachers, Teacher
Researchers, and Teacher Leaders
Raquel Munarriz Diaz, Ed.D.Professor in ResidenceUniversity of Florida
Miami-Dade Schools & the Florida Master Teacher Initiative
• Funded by an Investing in Innovations (i3)US Department of Education Grant (49 funded out of
1600 applications)
• Focus: Rigorous scale up and evaluation of innovative practices with preliminary evidence of impact
• $5,000,000 federal funding plus $1,000,000 in matching funds from private foundations
The Partners
• Miami-Dade County Public Schools (M-DCPS),
• University of Florida• School of Teaching and Learning
• School of Special Education, School Psychology, and Early Childhood Studies
•W.K Kellogg Foundation
Project Goals
• Improve early childhood teacher quality
• Improve educational outcomes for students by starting with a strong foundation in early grades
• Improve school environment and collaborative culture to support learning for all
What informed our program development?
• Review of the literature and professional standards
• Formative and summative evaluation data from existing programs
• Series of focus group interviews with stakeholders “on the ground” in Miami
• 4th largest and one of the most diverse school district in the country.
• 163,251 children at 255 elementary and K-8 schools.
• > 60% of children in the school district qualify for free or reduced lunch.
• > 70% speak a language other thanEnglish at home.
Miami-Dade Public Schools
Project Supports
(Guided by TLSI principles)
Early Childhood Education Master’s Degree Program• Job-embedded graduate
coursework situated within teachers’ contexts and that meets NAEYC guidelines
• Online and in-person implementation support from professors-in-residence
• Demonstration of inquiry and reflection through completion of a portfolio of projects
• Cohort of school-based, preK-3rd
grade teachers
Teacher Fellows Program• Year-long inquiry project
• Onsite facilitated learning communities to support inquiry
• Cross-school presentations
Principal Fellows Program• Professional development on
leadership skills
• Inquiry projects
• Interactions with principals across the district and state
Summer Institutes• Facilitator training• Leadership institutes
Professional Learning Community• Distributed leadership
• Dedicated time for structured collaboration within and across grades
• Data-based decision-making about teaching and learning using multiple data sources
• Trusting relationships between teachers
• Administrator and infrastructure support for school-wide implementation
Improved Classroom Practices
Instructional practices that are:
• Research-based
• Differentiated
• Emphasizing higher-order thinking skills
• Learner-centered
• Culturally responsive
• Developmentally appropriate
• Based on data and informed by an array of assessment methods
• Supporting emotional development
Positive classroom climate
Family-school partnerships
School-early learning partnerships
Learner Outcomes
• Increased academic achievement
• Strong social and emotional foundations for learning
• Increased student engagement
Teacher ProfessionalismMaster teacher• Uses effective classroom practices• Has enhanced knowledge of early childhood
education
Teacher leader• Facilitates professional learning
communities• Advocates for children• Reaches out to the early childhood
community• Has knowledge of and cross-sector
collaboration around early childhood issues• Supports transitions across early childhood
years
Teacher researcher• Engages in inquiry to improve teaching and
learning
Florida Master Teacher Initiative
State and Local Policies
Community of Practice: Defined
Communities of Practice are groups of people
who share a concern or a passion for
something they do and learn how to do it
better as they interact regularly. Etienne Wenger
Communities of Practice: The “Cookie Framework”
The essential elements of Structure, Process, Conditions & Content
Graduate ProgramTeacher Leadership for School Improvement Graduate ProgramReinventing graduate education as job-embedded professional development
Opportunities:
• Master’s or Specialist degree
• Job-embedded coursework in teacher leadership and early childhood studies
• Full Tuition Scholarship
• Professors-in-Residence in schools
• Cohort-based
Program Goals
To develop…
• Master Teachers• Teacher Researchers• Teacher Leaders
The Students• 49 students in two cohorts
• All students taught at one of the 20 treatment schools.
• All students were teachers of children in Pre-K through 3rd grade.
Cohort Support Structure
• A community of learners dedicated to improving their practice.
• Supports program retention, especially when a critical mass of teachers of teachers is not present at a school.
Early Childhood Teacher Leadership for School Improvement (ECTLSI)
• Guided Teacher Inquiry • Cultural Responsive Classroom Management• Families • Transforming the Curriculum and Developmentally
Appropriate Practice• Assessment and Portfolio Part I• Instructional Coaching• Policy & Transitions • Teacher Leadership and School Change & Differentiated
Instruction • Meeting the Educational Needs of Children Living in
Poverty• Portfolio Development
Inquiry Oriented
• Trying something new
• Collecting and analyzing data
• Learning with colleagues
• Making teaching public at Showcase
Doing inquiry empowers teachers.
–Leia
Job-Embedded Design Features
• Learning is situated within teachers’ contexts
• Emphasis on implementation of new learning
• Literature is accessible and introduces new ideas with a focus on the knowledge ofpractice
The Professors in Residence
• Based on Miami-Dade County.
• Professors in Residence are available for one-on-one support and guidance.
• Create connections between course content and classroom and school practice.
This project was fund by in Investing in Innovation grant from the U.S. Department of Education
For more information, contact Dr. Raquel Munarriz Diaz at [email protected]
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Early Learning Leadership Initiative
July 16, 2015
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Administrative Leadership
• Rigorous, Interactive Content
• Self-Paced
• Access to Materials & Resources
• Professional Learning Community
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Key Features of a Professional Learning Community
• Sustained Focus on Learning
• Culture that Promotes Collaborative Inquiry
• Learning by Doing
• Reflection
• Commitment to Continuous Improvement
• Focus on Results
• Shared Core Beliefs & Values
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Aim4ExcellenceNational Credential
• Nine Online Modules
• Focus on Essential Skills and Knowledge
• Link to NAEYC Accreditation, Articulates into College Credit, Delaware’s Professional Development System & QRIS
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Supports
• Self-Contained Course through Your Computer – free computer
• 16 Clock Hours per Module
• Assessments & Assignments
• Research-Based
• Cross-Sector Community of Practice
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Module Content
1. Leading the Way2. Recruiting, Selecting & Orienting Staff3. Promoting Peak Performance4. Managing Program Operations5. Building A Sound Business Strategy6. Planning Indoor & Outdoor Environments7. Supporting Children’s Development &
Learning8. Creating Partnerships with Families9. Evaluating Program Quality
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Leadership Matters
• Ability to Attract & Retain Teachers• Benefits of Specialized Training in Leadership
& Management• Quality Professional Development Makes a
Difference• Improved Practices with Mentoring &
Coaching• QRIS is an Effective Strategy for Increasing
Qualifications• Incentives Support Credential Attainment
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Why Leadership?
• Our early educators lag in education
• Only 1 in 5 has a BA or higher and 1 in 4 has only a high school diploma
• On average, our educators earn just $19,000 per year – the poverty line for a family of 3
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Delaware’s Professional Development System
• Coordinated through the Delaware Institute for Excellence in Early Childhood (DIEEC)
• Cross Sector• Funded through CCDF and State General
Funds• Qualifications through the Department of
Education and Office of Child Care Licensing
Governor Jack Markell | Susan Perry-Manning, Executive Director | www.greatstartsdelaware.com | www.facebook.com/greatstartsdelaware | www.twitter.com/greatstartsde
Linkages
• Articulation Agreements between 2 and 4 year Institutions of Higher Education
• TEACH Early Childhood• Articulation between McCormick and
Delaware Technical Community College
• CORE Awards
Using Video in Early Intervention:The FIT FOCUS Video Demonstration Project
QRIS National Meeting: Higher Ground – Taking Quality to Scale
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FOCUS on Young Children’s Learning
New Mexico Department of Health
Family Infant Toddler Tiered
Quality Rating & Improvement
System (TQRIS)
Goals of the FIT FOCUS Video Demonstration Project
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Primary Goal:
Support FIT early intervention personnel to learn how to use video, video conferencing and related technology to:
• enhance a range of early intervention practices;
• support their program’s Continuous Quality Improvement process.
Other Goals:
• Produce educational videos that can be used to help other FIT early intervention personnel learn new skills.
• Support programs to use video for a number of programmatic purposes, including illustrating quality practices, making presentations to boards, community organizations, and policy makers, and producing documentation to submit with grant proposals.
Professional Development Activities in 2015
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March 10 April 14 June 2 Sept. 3-18 Nov. 10
Receive video equipment
Editing and compressing
video
Video conferencing
Advanced application
Final F2F session
Other Supports:
1. Coaching
2. Application assignments
3. Weekly check-ins
4. TA whenever requested
FIT FOCUS VIDEO DEMONSTRATION PROJECT Training Date Participants Purpose
December 10th, 2014
ECN Coaches • Provide Coaches with examples of the use of video to improve practices (reinforcing the “Why”)
• Provide coaches with “hands-on” instruction and experience using video equipment.
March 10th
2015Video Demonstration Project Participants:• 32 Participants • Representing 6 FIT
Providers• Representation from all 4
FIT Regions
• Provide Participants with examples of the use of video to improve practices.
• Provide Participants with “hands-on” instruction and experience using video equipment.
• Provide Coaches with “hands-on” experience coaching (everything gets practiced).
March 11th, 2015
ECN Coaches • Provide Coaches with example of the use of video to improve practices
• Provide Coaches with “hands-on” instruction and experience in editing and compressing video.
April 14th, 2015 Video Demonstration Project Participants
• Provide Participants with example of the use of video to improve practices
• Provide Participants with “hands-on” instruction and experience in editing and compressing video.
• Provide Coaches with “hands-on” experience coaching.
April 15th, 2015 ECN Coaches • Discuss rationale for the use of video conferencing to improve practices.• Introduce ECN Coaches to the use of Zoom for video-conferencing• Work with ECN coaches to practice using video conferencing
June 2nd, 2015 Video Demonstration Project Participants
• Discuss rationale for the use of video conferencing to improve practices.• Introduce Participants to the use of Zoom for video-conferencing• Work with Participants to practice using video conferencing• Provide Coaches with “hands-on” experience coaching.
FIT FOCUS VIDEO DEMOSTRATION PROJECT
In Their Own Words:
ECE and EI providers use video for:
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Documenting children’s learning, development, and progress
Evaluation and assessment
Consultation
Coaching
Family education
Collaborative planning
Progress monitoring
Self-reflection
Reflective supervision
Individualized planning
Video modeling
Professional Development, Technical Assistance, and Dissemination Projects use Video for:
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Illustrating practices
Tutorials
Orientation
Consultation
Coaching
Dissemination
Marketing
Archiving activities
Exchanging information
Research and evaluation
Collecting, analyzing, and reporting data
Some Ways that Families are Using Video
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Document learning, development, progress
Share home life with practitioners and other families Participate in evaluation
Participate in assessment
Provide documentation for individualized planning
Request and provide consultation
Assist with transition
Celebrate with practitioners and family
members
Other
Discussion
•Do you have similar experiences to share?
•What resonated with you?
•What will you take back and why?
Need More Information?
Early Educator Central
Harriet Dichter– [email protected]
Allyson Dean- [email protected]
Florida Master Teacher Initiative
Raquel Diaz- [email protected]
Delaware Early Learning Initiative
Evelyn Keating- [email protected]
New Mexico Video and Early Intervention Initiative
Linda Askew- [email protected]