This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 organized by Thiagarajar College of Preceptors, Madurai.

1. By
Kowsalya. E
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

2. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

3.  Strength Items- plotting higher scored items
 “Each staff member, list strengths of the team”
 “Additional strengths provided by the ECS”
 Modifiable Items- plotting lower scored items
 what is “short-term”?
 what is “long-term?”
 ALSO . . . listening to the teacher voice (not just
about highs and lows)
 This plotting is your menu
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

4.  Let’s try plotting using the PQA summary and
some of the anecdotal evidence that was
collected.
 Working in PAIRS
 What about classrooms that are scoring with
very high quality across the PQA?
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

5.  What has been working well?
 What have you experienced as challenges?
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

6.  ECS facilitated, Teacher decided
 Based on Strengths and Modifiable Items
 Based on PQA and COR data
 Could be a GSRP Implementation Area
 Start with
 “teachers will . . .” (for a classroom quality goal)
 “children will . . .” (for an early learning goal)
 Goals are not actions
 —not how the teachers will get there
 Move from “goal areas” to “goal statements”
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

7.  Classroom Quality Goal
 Use the PQA item descriptor or row for language
 EXAMPLE
 PQA Item III-E:
 “Teachers will use many strategies to support
communication with children whose primary language
is not English”
 Early Learning Goal
 Use COR item level descriptors for language
 EXAMPLE
 COR Item V:
 “Children will begin to create unique simple patterns
with at least three repeats”
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

8.  Let’s try goal setting using one of the
LEARNING ENVIRONMENT modifiable items
that you identified in the previous example.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

9.  Specific
 Measurable
 Achievable/Attainable
 Results-focused/Realistic
 Timely
 Use the S.M.A.R.T. Questionnaire to Revise Goals
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

10.  GOALS  PLANS
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

11.  “If you don’t know where you are going,
you’ll end up someplace else.” —Yogi Berra
 “There are no shortcuts to any place worth
going.” —Beverly Sills
 “Although goals are important, having a plan
of action is vital to the success of those
goals. Having a goal with no plan of action is
like wanting to travel to a new destination
without having a map.” —Steve Maraboli
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

12.  Start each action with a VERB
 Most common verbs for GSRP classroom action
planning
 Brainstorm
 The action planning is where your ECS expertise
is especially valuable
 prompts
 teacher reflection- checklist
 explore root causes (what is going to create change?)
 keep actions realistic
 anticipate any barriers
 use HighScope resources (i.e. textbook, training
participant guides)
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.

13.  Using the example provided, develop a goal
statement and action plan.
 How can the teaching team’s strengths be
used to help facilitate this process?
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.