Supporting the Development of Knowledge & Skills of Itinerant ECSE Teachers: PIECES

ODE

Office of Early Learning and School Readiness

Itinerant ECSE Services Conference

Columbus - September 6, 2007

PIECES: Performance Indicators for Itinerant Early Childhood Education Specialists

PRESENTERS

Angie Denov Cincinnati Public Schools Linda Hicks Cincinnati Public Schools William McInerney University of Toledo

Purpose of Session

Describe utility of PIECES for ECSE/SPED Supervisors in staff development

Describe how to use PIECES to assess current level of practice of Itinerant ECSE teachers

Describe how PIECES can support development a individualized or group PD plan (s) for Itinerant ECSE teachers

PIECES: Performance Indicators for Itinerant Early Childhood Education Specialists

Developed by a team of ECSE supervisors, Itinerant ECSE teachers, and Higher Education faculty

Designed for 2 primary purposes: Provide SUPERVISORS with tool to support high

quality Itinerant ECSE service delivery and guide professional development

Provide Itinerant ECSE teachers with tool to enhance reflective practice and guide professional development

Development Team-PIECES (06-07)Ohio Department of Education

Office of Early Learning and School Readiness Angie Denov - Itinerant ECSE TeacherLisa Garofalo - Supervisor Part B 619Linda Hicks- Itinerant ECSE Teacher

Cincinnati Public SchoolsAnn Loehrer - Lead Itinerant ECSE Teacher

Dublin City SchoolsAmanda Mueller - Supervisor Part B 619

Bellevue City SchoolsLaurie DinnebeilWilliam McInerneyThe University of ToledoJudith Herb College of Education

Components of PIECES

Part A: Requisite knowledge and skills related to ECSE service delivery

Part B: Communication skills and specialized knowledge related to coaching (CONSULTATION Model) and information sharing in order to develop family, professional, and community relationships that support learning in the pre-K LRE

Part C: Specialized knowledge to coordinate and facilitate integrated service delivery (‘embedded instruction’) to support learning in the LRE

Objective Indicators of Critical Knowledge and Skills Each Part (A,B,C) of

PIECES is organized around specific performance indicators that have been described with the use of observable examples

Rubrics to Assess Knowledge and Skill Level Each indicator is described using a continuum

of rubrics: Basic, Proficient or Distinguished A 2-page checklist provides an easy-to-read

overview of the Itinerant ECSE teacher’s performance in each of the 3 major parts and subsections of PIECES

Part A: Requisite K & S Related to ECSE Service Delivery

Part A:

• Knowledge of the organizational context of the child’s environment (preschool program, Head Start, home)

• Ability to design and implement child-focused interventions

Example - Part A

Part A: Itinerant ECSE teacher uses specialized knowledge and skills to collaborate and consult with parents, educators, related services professionals, administrators and children to support learning in LRE.

1) Demonstrates knowledge of the organizational context of the child’s environment:

a) When helping others to embed interventions, it is essential that the itinerant ECSE teacher understands the context of the ECE environment.

b) IECSE are aware of the reality of their partner’s (teacher or caregiver) day and make suggestions that are practical and realistic.

Example - Part APart A (cont.): Itinerant ECSE teacher uses

specialized knowledge and skills to collaborate and consult…

c) They can also identify the relevant characteristics of a routine or activity and describe its learning potential for children.

d) They are familiar with the operational and program standards of community-based programs.

Part A - Evaluation Rubric Basic Proficient Distinguish

ed

Demonstrates understanding of basic activities, routines, and procedures during the time of itinerant ECSE teacher’s scheduled visit

Demonstrates understanding of the activities, routines, and procedures of the child’s daily/weekly learning environment

Demonstrates understanding of all activities, routines, procedures & policies across all of child’s daily/weekly environments

Part B: Requisite K & S Related to Coaching and Information Sharing1. Ability to build a collaborative team2. Ability to establish and implement a plan for regular

communication among team members3. Demonstrates appropriate use of specific

interpersonal communication skills to establish ongoing relationships with families and providers.

4. Helps others to develop skills and use strategies via a coaching model that includes specific components

5. Provides information to partner teacher/parent to support the child’s success in community-based program.

Example - Part B

Part B: Itinerant ECSE teacher uses communication skills and specialized knowledge to develop family, professional, and community relationships, which support learning in the LRE.

3) Demonstrates appropriate use of specific interpersonal communication skills to establish ongoing relationships with families and providers.

Example - Part B

Part B: 3b. Uses appropriate communication strategies: Itinerant ECSE teacher uses appropriate communication strategies to facilitate open and effective lines of communication with others: i) Creates comfortable atmosphere for discussionsii) Body language demonstrates interest in partner

(teacher or caregiver)iii) Provides partner (teacher or caregiver) with

undivided attentioniv) Provides eye contact v) Encourages partner (teacher or caregiver) to talkvi) Lets partner (teacher or caregiver) steer or direct

conversation

Part B - Evaluation RubricBasic Proficient Distinguis

hed

Establishes 2-way communication w families and community based ECE providers by responding to staff and parent concerns in a timely manner.

Establishes open and respectful communication with families and community based ECE providers when opportunity arises and uses some open communication strategies.

Establishes open and respectful communication with families and community based ECE providers through the intentional use of a variety of communication strategies, which include questioning, summarizing, problem solving and active listening.

Part C: Requisite K&S to Coordinate and Facilitate Integrated Service Delivery

• Coordinates and monitors service delivery

• Designs and implements professional development (PD) activities for partner teacher

Example - Part C

Part C: Itinerant ECSE teacher uses specialized knowledge to coordinate and facilitate integrated service delivery to support learning in the LRE.

Example - Part C

Part C: a) Effectively plans for visits:i) The itinerant ECSE teacher develops plans for visits

that reflect an efficient use of time and effort for both herself and the partner (teacher or caregiver).

ii) Plans are developed in collaboration with partner (teacher or caregiver) and the itinerant ECSE teacher works to ensure that the plans can be implemented effectively. (1) For example, if the plan for the visit includes time for the itinerant ECSE teacher and partner (teacher or caregiver) to work on skill development via a coaching method, the itinerant ECSE teacher works with the partner (teacher or caregiver) to ensure that the partner has uninterrupted time to participate in a coaching session.

Part C - Evaluation Rubric Basic Proficient

Distinguished

Meets with partner (teacher or caregiver) periodically to discuss child’s progress, plan learning activities, provide information and make intervention suggestions

Organizes consultation visits by identifying visit goals for child/partner/self, preparing for appropriate consultation/coaching activities and arrangements, documenting visit data, and determining interim activities for partner/self.

Meets with partner (teacher or caregiver) on a regular basis to engage in a collaborative and systematic process for planning, reflecting, and prob-solving. Partners make refinements to the process as consultation relationship develops.

Glossary and Resources

A glossary of terms relevant to Itinerant ECSE service delivery will provide further support as will………

A listing of web-based and print resources designed to help supervisors and Itinerant ECSE teachers learn more about providing high quality itinerant ECSE services

Perspective of Supervisors of IECSE Teachers: PIECESSurvey Demographics and Comments62 surveys submitted74% of respondents were supervisors of Itinerant Early Childhood Intervention Teachers

80% of respondents reported that PIECES document was thorough and comprehensive.

Perspective of Supervisors:Utility of PIECES

Document would be most useful as a tool to help define the role of the itinerant teacher Guide Part B 619 supervisors in selecting staff to fill the position

Respondents indicated need for highly qualified teachers to fill the role of itinerant ECSE teacher

Perspective of Supervisors : Additional Areas of Interest Respondents indicated that these competencies also should be included in PIECES:

A strong foundation in early childhood growth and development

Knowledge of the Ohio Early Learning Content Standards

Knowledge of ECE Special Education laws

Ability to review, interpret and design research-based interventions

Perspective of Supervisors:Interpersonal Communication Skill

Respondents indicated that interpersonal communication skills were essential for success as IECSE teachers

Respondents indicated that communication skills were essential in supporting all team participants in effective delivery of IECSE services

Perspective of Supervisors : Observational Skills

Respondents suggested an additional section focused on observational skills of IECSE teachers. The effective itinerant teacher needs keen powers of observation in order to assess strengths/weaknesses in the learning environment and also to identify obstacles and roadblocks to child development.

Perspective of Supervisors: Challenges in Role of IECSE

Respondents suggested that IECSE teachers could not assume responsibility for organizing other personnel (e.g IEP team members) to complete paperwork or to carry out instruction (e.g ECE partner/parent)

Respondents also indicted that ECSE supervisors are ultimately responsible for making sure staff has time to do their job and collaboration time with ECE partner, for example, would be difficult to work into a day without substitute staff or other financial considerations.

Perspective of Supervisors: CBA and Scope of PIECES

Respondents concern about potential use of PIECES as a personnel evaluation tool were consistent. Respondents suggested that this could violate negotiated bargaining unit contracts.

Respondents also concerned that adoption of PIECES would require an inordinate amount of observation time on the part of the supervisor

Perspective of Supervisors:Summary of Value of PIECESSummary of Respondents Perspective on PIECES

Excellent tool for defining IECSE professional responsibilities

Guiding teacher interview process Providing Itinerant ECSE teachers with an appropriate tool for self-reflection

Using PIECES to Support PD

PIECES can help differentiate between levels of practice of Itinerant ECSE teachers

PIECES can identify specific areas of strength of individual IECSE teachers or cohorts of IECSE teachers

PIECES addresses K&S that are specific to IECSE service delivery and specific to ECE community programs and home settings vs. SPED classroom-focused skills

Using PIECES to Develop IECSE Services: Proactive Use of the Tool

PIECES can help guide LEA hiring decisions

PIECES can help prospective Itinerant ECSE teacher applicants understand the challenge of effective itinerant instruction

Using PIECES to Develop IECSE Services: Proactive Use of the Tool

PIECES can help prospective teachers to better understand career development opportunities and direction for professional development (‘basic’ to ‘ distinguished’)

PIECES can help prospective teachers to better understand the distinctions between career expectations for itinerant ECSE professionals who practice in ECE community programs and home settings vs. a classroom.

Next Steps: Use of PIECES in Ohio Revise PIECES content and organization

based on feedback from Ohio supervisors and itinerant ECSE teachers

Pilot use with Itinerant ECSE teachers in Ohio Pilot use with Part B 619 Supervisors in Ohio Solicit comments/recommendations from

experts outside of Ohio Post PIECES on Project DIRECT website for

universal access, adoption and comment

The End!

Questions???