The document provides information on various licensed provider trainings offered through ELC Hubs in Wayne, Oakland, and Macomb Counties. The trainings cover topics such as cultural competency, children with special needs, trauma in early childhood, screening and assessment, family partnerships, developmentally appropriate practice, outdoor time, child observation, temperament, and transitions. They range from 2-3 hours and satisfy continuing education requirements. Contact information is provided for scheduling advanced trainings or suggesting new topics.
NSI 2012: Planning for Success with Success PlannerNaviance
This presentation teaches participants how Minneapolis Public Schools utilized the Success Planner tool to implement their My Life Plan Graduation Requirement. This session is appropriate for any school staff or administrator looking to implement developmental guidance in a systematic college and career readiness program.
Danielle Jastrow, District Coordinator, Achieve! Minneapolis and Minneapolis Public Schools (Minnesota)
NSI 2012: Planning for Success with Success PlannerNaviance
This presentation teaches participants how Minneapolis Public Schools utilized the Success Planner tool to implement their My Life Plan Graduation Requirement. This session is appropriate for any school staff or administrator looking to implement developmental guidance in a systematic college and career readiness program.
Danielle Jastrow, District Coordinator, Achieve! Minneapolis and Minneapolis Public Schools (Minnesota)
Learn how Jazz Recruiting integrates Totango & Salesforce to predict and reduce churn. Kristen Hayer, former VP of Customer Success at Jazz, shares how they leverage Totango's powerful customer insights and product engagement data within Salesforce to drive their customer success efforts.
The Evolving Role of Social Media Technology in Delivering Improved Resultsrazorsocial
The social media technology industry has changed significantly over the last year and further significant developments will take place this year and in the years to come. In this presentation, Ian Cleary from RazorSocial.com explains how the landscape is changing and how this will affect your business.
You will also discover the tools that are leading the way and how they can be leveraged by your organisation for improved results from social media.
Background images on the slldes are courtesy of Shutterstock
Write an essay that describes your understanding of the NAEYC Standajameywaughj
Write an essay that describes your understanding of the NAEYC Standards for Early Childhood Teachers.. Define each standard in your own words and provide specific examples that demonstrate your knowledge.
NAEYC Standards
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development
knowledge base. They use their understanding of young children’s characteristics and needs, and
of multiple interacting influences on children’s development and learning, to create
environments that are healthy, respectful, supportive, and challenging for each child.
Key elements of Standard 1
1a:
Knowing and understanding young children’s characteristics and needs, from birth through
age 8.
1b:
Knowing and understanding the multiple influences on early development and learning
1c:
Using developmental knowledge to create healthy, respectful, supportive, and challenging
learning environments for young children
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates prepared in early childhood degree programs understand that successful early
childhood education depends upon partnerships with children’s families and communities. They
know about, understand, and value the importance and complex characteristics of children’s
families and communities. They use this understanding to create respectful, reciprocal
relationships that support and empower families, and to involve all families in their children’s
development and learning.
Key elements of Standard 2
2a:
Knowing about and understanding diverse family and community characteristics
2b:
Supporting and engaging families and communities through respectful, reciprocal
relationships
2c:
Involving families and communities in young children’s development and learning
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG
CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation,
documentation, and other forms of assessment are central to the practice of all early childhood
professionals. They know about and understand the goals, benefits, and uses of assessment. They
know about and use systematic observations, documentation, and other effective assessment
strategies in a responsible way, in partnership with families and other professionals, to positively
influence the development of every child.
Key elements of Standard 3
3a:
Understanding the goals, benefits, and uses of assessment – including its use in development
of appropriate goals, curriculum, and teaching strategies for young children
3b:
Knowing about and using observation, documentation, and other appropriate assessment
tools and approaches, including the use of
technology
in documentation, assessment and data
collection.
3c:
Understanding and practicing responsible assessment to promote positive outcomes for each
child, including the use of assistiv ...
Learn how Jazz Recruiting integrates Totango & Salesforce to predict and reduce churn. Kristen Hayer, former VP of Customer Success at Jazz, shares how they leverage Totango's powerful customer insights and product engagement data within Salesforce to drive their customer success efforts.
The Evolving Role of Social Media Technology in Delivering Improved Resultsrazorsocial
The social media technology industry has changed significantly over the last year and further significant developments will take place this year and in the years to come. In this presentation, Ian Cleary from RazorSocial.com explains how the landscape is changing and how this will affect your business.
You will also discover the tools that are leading the way and how they can be leveraged by your organisation for improved results from social media.
Background images on the slldes are courtesy of Shutterstock
Write an essay that describes your understanding of the NAEYC Standajameywaughj
Write an essay that describes your understanding of the NAEYC Standards for Early Childhood Teachers.. Define each standard in your own words and provide specific examples that demonstrate your knowledge.
NAEYC Standards
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development
knowledge base. They use their understanding of young children’s characteristics and needs, and
of multiple interacting influences on children’s development and learning, to create
environments that are healthy, respectful, supportive, and challenging for each child.
Key elements of Standard 1
1a:
Knowing and understanding young children’s characteristics and needs, from birth through
age 8.
1b:
Knowing and understanding the multiple influences on early development and learning
1c:
Using developmental knowledge to create healthy, respectful, supportive, and challenging
learning environments for young children
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates prepared in early childhood degree programs understand that successful early
childhood education depends upon partnerships with children’s families and communities. They
know about, understand, and value the importance and complex characteristics of children’s
families and communities. They use this understanding to create respectful, reciprocal
relationships that support and empower families, and to involve all families in their children’s
development and learning.
Key elements of Standard 2
2a:
Knowing about and understanding diverse family and community characteristics
2b:
Supporting and engaging families and communities through respectful, reciprocal
relationships
2c:
Involving families and communities in young children’s development and learning
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG
CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation,
documentation, and other forms of assessment are central to the practice of all early childhood
professionals. They know about and understand the goals, benefits, and uses of assessment. They
know about and use systematic observations, documentation, and other effective assessment
strategies in a responsible way, in partnership with families and other professionals, to positively
influence the development of every child.
Key elements of Standard 3
3a:
Understanding the goals, benefits, and uses of assessment – including its use in development
of appropriate goals, curriculum, and teaching strategies for young children
3b:
Knowing about and using observation, documentation, and other appropriate assessment
tools and approaches, including the use of
technology
in documentation, assessment and data
collection.
3c:
Understanding and practicing responsible assessment to promote positive outcomes for each
child, including the use of assistiv ...
Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
The “NEW” Wisconsin Comprehensive School Counseling Model
Licensed Provider Trainings
1. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
Licensed provider trainings are limited to 30 participants
-Please note: ELC Hubs will be responsible for securing training space, scheduling
participants, completing participant metrics, and providing copies of training materials
for their participants for all licensed provider trainings.
Workshop Name: Cultural Competency I
This workshop will satisfy requirements for the SAS section 6: Curriculum and
Instruction
Category: Early Childhood Advanced
Length of Class: 3.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Description: What does it mean to be culturally competent? In this training,
participants will discuss and gain a working knowledge of what is culture, explore
their own cultural ‘script’, and learn how to create a culturally competent
environment for families. Participants will draft a cultural competence plan for
their own program.
Core Knowledge and Competency Area: Teaching and Learning
Family and Community Engagement
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 4- Building Relationships with Families (1 hr)
6- Maintaining a commitment to professionalism (2 hr)
PQA Component: Preschool: I-H, III-E
Family Child Care: II-H, III-D
MDE Standards: Social, Emotional and Physical Health and
Development (SEP)
Dual Language Learning (DLL)
Workshop Name: Cultural Competency II
This workshop is an enhancement to Cultural Competency I
Category: Early Childhood Advanced
Length of Class: 3.0 hours
1 3/11/2016
2. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Description: After learning the basics in Cultural Competency I, it’s time to
continue on our cultural competency journey. In this training, participants will
learn how to support children’s identity and a sense of belonging, to help children
become comfortable with differences, how to foster critical thinking in children as
it relates to bias and how to empower children to stand up for themselves and
others in the face of bias. Participants will leave with specific ideas and strategies
on how to create a diverse learning environment for the children in their care.
Core Knowledge and Competency Areas: Teaching and Learning
Professionalism
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Area: 3- Supporting Children’s Social/Emotional
Development (2 hr)
6- Professionalism (1 hr)
PQA Component: Preschool: I-H, III-E
Family Child Care: II-H, III-D
MDE Standards: Social, Emotional and Physical Health and
Development (SEP)
Dual Language Learning (DLL)
_____________________________________________________________________
Workshop Name: Children with Special Needs
This workshop will satisfy requirements for the SAS section 6: Curriculum and
Instruction
Category: Early Childhood Advanced
Length of Class: 3.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Description: In this training, participants will learn about typical vs. atypical child
development, how to share concerns about development with parents, how to
read an IEP or IFSP for those children diagnosed with special needs, and how to
make accommodations in lesson planning and their overall program. Screening
tools available to families will be discussed. Participants will draft a special needs
plan for their own program.
2 3/11/2016
3. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
Core Knowledge and Competency Areas: Teaching and Learning
Child Development and Learning
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 4- Building productive relationships with families (1 hr)
8- Understanding principles of child development and
learning (2 hr)
PQA Component: Preschool: I-H, IV-C
Family Child Care: II-H
MDE Standards: Approaches to Learning (AL)
Social, Emotional and Physical Health and
Development (SEP)
Workshop Name: Trauma in Early Childhood
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Description: In this training, participants will learn about early childhood trauma,
its uniqueness and prevalence, the impact on brain development and beyond,
symptoms and behaviors of children who’ve experienced trauma and how best to
support those children and their families.
Core Knowledge and Competency Areas: Interactions and Guidance
Teaching and Learning
Infant/Toddler- yes
School Age- yes
SAS Indicator: 1 (Professional Development)
6 (Curriculum)
CDA Content Areas: 3- Supporting children’s social and emotional
development (1 hr)
8- Understanding principles of child development and
learning (1 hr)
PQA Component: Preschool: III-C Adult-Child Interaction
Family Child Care: III-B Provider-Child Interactions
3 3/11/2016
4. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
MDE Standards: Social, Emotional and Physical Health and
Development (SEP)
Workshop Name: Screening, Assessment and Curriculum
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
In this training, participants will learn the difference between screening and
assessment, examine screening and assessment tools, and learn about
curriculum options for their program.
Core Knowledge and Competency Areas: Teaching and Learning
Observation, Documentation and
Assessment
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Area: 5- Managing an effective program operation (1 hr)
7- Observing and recording children’s behavior (1 hr)
PQA Component: Preschool: IV-A, IV-E
Family Child Care: N/A
MDE Standards: Approaches to Learning (AL)
Workshop Name: The Teaching Cycle
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
In this training, participants will learn goal setting strategies with families, the
importance of regular assessment, and how to incorporate goals and
assessments in creating meaningful lesson plans.
Core Knowledge and Competency Areas: Teaching and Learning
4 3/11/2016
5. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
Observation, Documentation and
Assessment
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 6- Maintaining a commitment to professionalism (1 hr)
7-Observing and recording behavior (1 hr)
PQA Component: Preschool: IV-C, IV-D, IV-E
Family Child Care: N/A
MDE Standards: Approaches to Learning (AL)
Workshop Name: Family Partnerships
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Description: In this training, participants will gain a greater understanding of the
challenges and benefits of family partnerships and learn practical strategies to
use in partnering with families.
Core Knowledge and Competency Areas: Family and Community
Engagement
Professionalism
Infant/Toddler- yes
School Age- yes
SAS Indicator: 2 (Family Partnerships)
CDA Content Areas: 4- Building productive relationships with families (2 hr)
PQA Component: Preschool: V (Agency Items)
Family Child Care: N/A
MDE Standards: N/A
Workshop Name: Developmentally Appropriate Practice
Category: Early Childhood Advanced
Length of Class: 2.0 hours
5 3/11/2016
6. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
In this training, participants will learn about developmentally appropriate practice
and how to incorporate developmentally appropriate guidelines and teaching
strategies into their own classroom or program.
Core Knowledge and Competency Areas: Teaching and Learning
Child Development
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 6- Maintaining a commitment to professionalism (2 hr)
PQA Component: Preschool: III- Adult-Child Interaction
Family Child Care: III- Provider-Child Interaction
MDE Standards: Approaches to Learning (AL)
Workshop Name: Outdoor Time
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
In this training, participants will learn the benefits of outdoor play, how to choose
materials to extend learning outside, and practical strategies when developing
outdoor play plans.
Core Knowledge and Competency Areas: Health, Safety and Nutrition
Teaching and Learning
Infant/Toddler- yes
School Age- yes
SAS Indicator: 5 (Environment)
CDA Content Areas: 1- Planning a safe and healthy learning environment
(2 hr)
PQA Component: Infant/Toddler: I-F (Accessible, safe outdoor space),
II-H (nature-based outside times)
6 3/11/2016
7. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
Preschool: I-D (Outdoor space, equipment, materials),
II-L (Outside time)
Family Child Care: I-F (Outside play), II-C (Outside
space with equipment and materials)
MDE Standards: Approaches to Learning (AL)
Workshop Name: Child Observation
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Completing child observations can feel overwhelming! In this training,
participants will learn about the importance of observing children, how to use
observations in planning, and strategies that will help make completing those
observations a little easier.
Core Knowledge and Competency Areas: Teaching and Learning
Observation, Documentation and
Assessment
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 7- Observing and recording children’s behavior (2 hr)
PQA Component: Infant/Toddler: IV-B, C, D
Preschool: IV-C, D, E
Family Child Care: III- N/A
MDE Standards: Approaches to Learning (AL)
Workshop Name: Let’s Talk Temperament
Category: Early Childhood Advanced
Length of Class: 2.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Temperament influences a child’s thinking, behavior, and interactions with
others. In this training, participants will learn how to identify the three
7 3/11/2016
8. ELC Licensed Provider Trainings
Wayne, Oakland and Macomb Counties
temperament styles and choose goodness of fit strategies to match each
temperament.
Core Knowledge and Competency Areas: Child Development
Teaching and Learning
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 8- Principles of Child Growth and Development (2 hr)
PQA Component: Infant/Toddler:
Preschool:
Family Child Care:
MDE Standards: Social, Emotional and Physical Health and
Development (SEP)
Workshop Name: Terrific Transitions
Category: Early Childhood Advanced
Length of Class: 3.0 hours
Target Audience: all licensed child care providers (family and group child care
homes, center based staff)
Do transitions leave you feeling frustrated? Do you need some ideas to help your
transitions run smoother? In this interactive workshop, participants will learn
practical ideas for transitions that they will be able to implement immediately.
Core Knowledge and Competency Areas: Teaching and Learning
Interactions and Guidance
Infant/Toddler- yes
School Age- yes
SAS Indicator: 6 (Curriculum and Instruction)
CDA Content Areas: 5- Program Operations (3 hr)
PQA Component: Infant/Toddler:
Preschool:
Family Child Care:
MDE Standards: Approaches to Learning (AL)
To schedule advanced trainings at your location, or suggest future advanced training
topics, please contact:
8 3/11/2016