The document provides information about online credential programs offered through UW-Platteville's Office of Continuing Education for various roles in early childhood education. It outlines the course requirements and schedules for credentials including Administrator, Infant-Toddler, Preschool, and others. The credentials are designed to help early childhood professionals achieve their goals and consist of online courses that provide face-to-face instruction through web conferencing from the comfort of the students' own homes.
Fall 2015 Child Care Credentials BrochureKelsey Adams
You complete The Afterschool Credential and acquire:
- Six related credits to meet the Registry Career Level 7 qualifications
- Training in the Wisconsin Afterschool Network (WAN) School-age Curricular Framework
This allows your center to acquire YoungStar points for:
- 1 point if 25% of group leaders have the six credits
- 2 points if 50% of group leaders have the six credits, required for 3-star rating
- 3 points if 100% of group leaders have the six credits, required for 4-star rating
Completing the credential benefits both you and your center's YoungStar rating.
1. The document outlines the agenda and teachers for a Kindergarten Roundup event at Press Elementary School to introduce the Kindergarten program to incoming students and their families.
2. The Kindergarten curriculum focuses on language arts, math, science, social studies and special subjects like art, music and PE, utilizing technology like SMART boards and computers.
3. Students will be assessed through screeners, reading assessments and other tests to monitor progress and determine flexible groups for instruction.
This document lists things that begin with the letter Z, including zoo, zebra, zero, zipper, zucchini, zig-zag, zinnia, and zeppelin. It then asks the reader to find pictures of different types of Zs, such as a yellow Z, red Z, zebra, rainbow Z, and purple Z.
Autism spectrum & spcl needs kids edu usa slideshareAvi Dey
This document contains information about resources for treating and educating children on the autism spectrum and with special needs. It includes articles and resources for teaching children with autism to swim, using art as a tool for emotions, community groups on LinkedIn for parents, and information about books available at the local public library on autism. The overall message is that treating autism effectively takes a team effort across different resources and therapies.
This document discusses autism, including what it is, potential causes, signs and symptoms, treatments, facts, and how autism manifests in classrooms. Autism is a disorder of brain development that exists on a spectrum, with some forms being more or less severe. Boys are more likely to be diagnosed than girls. Early intervention and therapies like behavioral, occupational and speech therapies can help treat autism, for which there is currently no cure. Visual aids, social stories and specialized teaching techniques can help students with autism in the classroom.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
What's Trending in Talent and Learning for 2016?Skillsoft
Skillsoft took a look at the top trends that will impact talent and learning efforts in 2016. For a number of reasons, it's a pivotal time for the HR industry to make its move. However, the landscape of work is changing fast and the most adept pace-setters will adapt to take advantage of the top trends. At the same time, companies need to be cautious of industry trends that may be overhyped. This infographic provides a balanced view of practices that will keep your talent and learning strategy moving in the right direction.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
Fall 2015 Child Care Credentials BrochureKelsey Adams
You complete The Afterschool Credential and acquire:
- Six related credits to meet the Registry Career Level 7 qualifications
- Training in the Wisconsin Afterschool Network (WAN) School-age Curricular Framework
This allows your center to acquire YoungStar points for:
- 1 point if 25% of group leaders have the six credits
- 2 points if 50% of group leaders have the six credits, required for 3-star rating
- 3 points if 100% of group leaders have the six credits, required for 4-star rating
Completing the credential benefits both you and your center's YoungStar rating.
1. The document outlines the agenda and teachers for a Kindergarten Roundup event at Press Elementary School to introduce the Kindergarten program to incoming students and their families.
2. The Kindergarten curriculum focuses on language arts, math, science, social studies and special subjects like art, music and PE, utilizing technology like SMART boards and computers.
3. Students will be assessed through screeners, reading assessments and other tests to monitor progress and determine flexible groups for instruction.
This document lists things that begin with the letter Z, including zoo, zebra, zero, zipper, zucchini, zig-zag, zinnia, and zeppelin. It then asks the reader to find pictures of different types of Zs, such as a yellow Z, red Z, zebra, rainbow Z, and purple Z.
Autism spectrum & spcl needs kids edu usa slideshareAvi Dey
This document contains information about resources for treating and educating children on the autism spectrum and with special needs. It includes articles and resources for teaching children with autism to swim, using art as a tool for emotions, community groups on LinkedIn for parents, and information about books available at the local public library on autism. The overall message is that treating autism effectively takes a team effort across different resources and therapies.
This document discusses autism, including what it is, potential causes, signs and symptoms, treatments, facts, and how autism manifests in classrooms. Autism is a disorder of brain development that exists on a spectrum, with some forms being more or less severe. Boys are more likely to be diagnosed than girls. Early intervention and therapies like behavioral, occupational and speech therapies can help treat autism, for which there is currently no cure. Visual aids, social stories and specialized teaching techniques can help students with autism in the classroom.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
What's Trending in Talent and Learning for 2016?Skillsoft
Skillsoft took a look at the top trends that will impact talent and learning efforts in 2016. For a number of reasons, it's a pivotal time for the HR industry to make its move. However, the landscape of work is changing fast and the most adept pace-setters will adapt to take advantage of the top trends. At the same time, companies need to be cautious of industry trends that may be overhyped. This infographic provides a balanced view of practices that will keep your talent and learning strategy moving in the right direction.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
The document describes the Training for Adoption Competency (TAC) program, which provides a comprehensive 12-session training for professionals working with adoption and kinship networks. The training covers clinical knowledge and skills through classroom modules, case studies, and role plays. It is followed by 6 months of case consultation sessions. TAC aims to equip professionals to effectively serve adopted persons, birth and adoptive families. Space is limited and priority is given to licensed clinicians who can commit to all training and consultation dates between 2015-2016. The class fee is $1550 and consultation fee is $275. Continuing education credits can be earned.
The document is a toolkit from Ages & Stages that provides resources for early childhood programs to conduct developmental screenings using the Ages and Stages Questionnaires, third edition (ASQ-3). It includes tips for screening children with ASQ-3, engaging families in the screening process, and activities to promote child development. The toolkit offers handouts, letters, forms, and other materials for early childhood professionals to explain ASQ-3 to parents and obtain their involvement in developmental screenings.
TEMPLATE - School District Foster Youth Strategic Support PlanAngela M. Vázquez
The document provides a draft strategic plan for Centinela Valley Union High School District to improve outcomes for foster youth students. The global goal is to close achievement gaps for foster youth by June 2017 by developing necessary staff capacity and administrative systems. Two initial SMART goals are outlined related to student engagement/equitable access and school stability. Core activities, tasks, timelines and measurements are defined for each goal around areas like immediate enrollment, partial credit policies, tracking student participation and transfers. Challenges implementing certain activities are also acknowledged.
This document provides information from the Maryland State Department of Education's Division of Early Childhood Development newsletter from Winter 2015. It discusses Maryland being awarded a $15 million federal grant to expand access to pre-kindergarten programs. It also discusses the first administration of the Kindergarten Readiness Assessment for over 3,500 public school kindergarten students to measure school readiness. Finally, it introduces new developmental screening requirements for child care programs to assess children ages birth to five years old.
Our aims: Welcome to the 1st edition of ‘What Works?’ journal by Quintin Kynaston.
What?
This journal is one of the first steps in our (CPD) Continued Professional Development journey to strengthen the
culture of action research for all of our staff. One of the many ways we as are sharing our findings with each
other at Quintin Kynaston, is through a publication of journals from a range of teaching and support staff
conducting long-term action research in and out of school.
CPD is also about sharing best practice; to consider ‘what works?’ and encourage staff to share collaboratively so that it has significant impact on professional practice, as well as the lives of our students here at QK.
‘What Works?’ is about making research available to our own staff, as well as with our local networks.
Why?
Teachers and support staff who engage in action research inevitably find it to be an empowering experience.
Using action research, what we actually mean is extrapolating any of the ways staff reflect on their practice
and improve it by self, peer and student evaluation. This will in many instances, require a disciplined process
of inquiry conducted by and for those taking the action. This will include bringing in and trying new ideas
identified from critical reading; selecting a focus, clarifying theories and analysing the results so that the researcher can take informed actions from what the quantitative and qualitative data reports.
How
As a group of staff that engage with action research, ?complete further degrees, or are in the process of
professional learning through inquiry, we are committed to using in-school research to improve our professional practice to become effective teachers.
‘What Works?’ is about communicating key findings and recommendations of research from our own practitioners, so that all staff recognise its relevance and importance for implementing a “research-proven” strategy to use with students. In our first edition, you will find a good range of questions, topics and action researchers who gain valid and reliable data as they develop efficacy.
Tweet us at @Qkynaston.
Shared by @TeacherToolkit
Christine Burke worked in various roles as an EDU/Noyce Success Coach from September 2015 to June 2016. She served on the Noyce Advisory Council from September 2015 to interview prospective Noyce Scholarship candidates in February and December 2016. From November 2015 to August 2016, she served on an Educator Preparation Program Review committee to evaluate programs seeking accreditation. She presented at several conferences, including the Rio Salado All Faculty conference in January 2016 and the NACCTEP annual conference from March to April 2016. Burke also attended workshops and orientations to engage with students and provide information on Rio Salado's teacher preparation programs.
Christine Burke worked in various roles as an EDU/Noyce Success Coach from September 2015 to June 2016. She served on the Noyce Advisory Council from September 2015 to interview prospective Noyce Scholarship candidates in February and December 2016. From November 2015 to August 2016, she served on an Educator Preparation Program Review committee to evaluate programs seeking accreditation. She presented at several conferences, including the Rio Salado All Faculty conference in January 2016 and the NACCTEP annual conference from March to April 2016. Burke also attended workshops and orientations to engage with students and provide information on Rio Salado's teacher preparation programs.
Vansh Vermani is a student at the University of California, Irvine pursuing a Bachelor of Arts in Business Administration. He has relevant work experience at Hamilton College Consulting and Scripps Memorial Hospital. Additionally, he holds leadership positions in the Investment Banking Association and Accounting Association Leadership Development Program at UC Irvine. Vermani also founded and led the Summer Math Club at the Rancho Penasquitos Library.
Mick Walker - Key Changes to the National Curriculum accountability measures ...FrogEducation
The document discusses recent changes to the UK's National Curriculum, accountability measures, and Ofsted inspections. Key changes include fewer attainment levels, a focus on mastery of core subjects, and more demanding assessments. Schools will be accountable based on attainment and progress standards rather than levels. Ofsted inspections will place greater emphasis on schools demonstrating pupils' progress through formative and summative assessments. While the changes aim to improve education, they also present challenges around developing clear standards, assessment practices, and transitioning to the new system.
The Good Spirit School Division Professional Development Plan for 2013-2018 outlines initiatives focused on building teacher capacity in response to intervention, environment, curriculum, assessment, and instruction. In the 2013-2014 school year, teachers are expected to create uncluttered teaching spaces, explore accommodations for student learning, unpack curriculum outcomes, implement pre-assessment and formative assessment strategies, and incorporate flexible groupings into instruction. Accountability measures include submission of documentation and classroom observations by administrators. The plan emphasizes an ongoing process of awareness, development and refinement of strategies over the five-year period to support student achievement.
Develop The Problem Solving Skills Among The Students At Elementary Level Thr...Zawarali786
Skilling Foundation
Download Free
Past Papers
Guess Papers
Solved Assignments
Solved Thesis
Solved Lesson Plans
PDF Books
Skilling.pk
Other Websites
Diya.pk
Stamflay.com
Please Subscribe Our YouTube Channel
Skilling Foundation:https://bit.ly/3kEJI0q
WordPress Tutorials:https://bit.ly/3rqcgfE
Stamflay:https://bit.ly/2AoClW8
Please Contact at:
0314-4646739
0332-4646739
0336-4646739
اگر آپ تعلیمی نیوز، رجسٹریشن، داخلہ، ڈیٹ شیٹ، رزلٹ، اسائنمنٹ،جابز اور باقی تمام اپ ڈیٹس اپنے موبائل پر فری حاصل کرنا چاہتے ہیں ۔تو نیچے دیے گئے واٹس ایپ نمبرکو اپنے موبائل میں سیو کرکے اپنا نام لکھ کر واٹس ایپ کر دیں۔ سٹیٹس روزانہ لازمی چیک کریں۔
نوٹ : اس کے علاوہ تمام یونیورسٹیز کے آن لائن داخلے بھجوانے اور جابز کے لیے آن لائن اپلائی کروانے کے لیے رابطہ کریں۔
Good Spirit School Division's 2013-2018 Professional Development Plan outlines initiatives to improve responsive teaching strategies over five years. The plan focuses on developing teachers' skills in response to intervention, creating supportive learning environments, unpacking curriculum outcomes, using assessment to inform instruction, and incorporating differentiated instructional strategies. Key initiatives include establishing school-based RTI teams, reducing classroom clutter, designing performance tasks, and providing flexible grouping and student choice. Progress in implementation is indicated by color coding, with the expectation that all strategies will be fully implemented by 2018.
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
This document provides a summary of continuing education courses offered through Penn State Worthington Scranton's Center for Business Development and Community Outreach in the spring of 2016. Courses are offered in several areas including professional development, engineering, graduate credit courses for educators, career credit certificates, and SAT exam preparation. Specific courses listed include production management, real estate prelicensing, human resources certification preparation, Spanish for law enforcement, supervision workshops, online graduate courses for educators, Revit introduction, project management workshops, an engineering leadership certificate program, supply chain management and financial accounting certificates, and SAT exam preparation. Details such as dates, times, locations, prerequisites, and fees are provided for each course.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
This document discusses teacher certification requirements in Washington state. It provides an overview of the various certification pathways and renewal processes. There are two main options for moving from a residency certificate to a professional certificate: ProTeach or National Board Certification. For certificate renewal, teachers must now complete four Professional Growth Plans over five years or 150 clock hours. National Board Certified Teachers have different renewal requirements. The Washington Education Association provides various support programs to help teachers navigate the certification and renewal processes.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Cpd 2016 17 final copy sent to cpdl leads (1)petski
The document provides information on the Continuous Professional Development and Learning (CPDL) offer for 2016-2017 across the Wellsway Multi-Academy Trust (WMAT). It outlines core induction programs for new staff, as well as a variety of Trust-wide CPD opportunities including training days, an annual conference, subject network meetings, sessions led by Leading Teachers and Specialist Leaders of Education. It also details the individual CPD programs on offer at each school within the Trust.
Lee Pamuspisan Malapad has over 20 years of experience in education, training, and business management. He currently works as the Training and Consultancy Manager for RIMANSI Organization for Asia and the Pacific, where he designs and implements training programs for partner organizations. He has a Bachelor's degree in Marine Biology from UP Los Baños and is trained in areas such as corporate governance, sales, and scuba diving. Prior work experience includes operating his own deli business, managing a coffee shop, teaching science and entrepreneurship, and representing a pharmaceutical company.
More Related Content
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The document describes the Training for Adoption Competency (TAC) program, which provides a comprehensive 12-session training for professionals working with adoption and kinship networks. The training covers clinical knowledge and skills through classroom modules, case studies, and role plays. It is followed by 6 months of case consultation sessions. TAC aims to equip professionals to effectively serve adopted persons, birth and adoptive families. Space is limited and priority is given to licensed clinicians who can commit to all training and consultation dates between 2015-2016. The class fee is $1550 and consultation fee is $275. Continuing education credits can be earned.
The document is a toolkit from Ages & Stages that provides resources for early childhood programs to conduct developmental screenings using the Ages and Stages Questionnaires, third edition (ASQ-3). It includes tips for screening children with ASQ-3, engaging families in the screening process, and activities to promote child development. The toolkit offers handouts, letters, forms, and other materials for early childhood professionals to explain ASQ-3 to parents and obtain their involvement in developmental screenings.
TEMPLATE - School District Foster Youth Strategic Support PlanAngela M. Vázquez
The document provides a draft strategic plan for Centinela Valley Union High School District to improve outcomes for foster youth students. The global goal is to close achievement gaps for foster youth by June 2017 by developing necessary staff capacity and administrative systems. Two initial SMART goals are outlined related to student engagement/equitable access and school stability. Core activities, tasks, timelines and measurements are defined for each goal around areas like immediate enrollment, partial credit policies, tracking student participation and transfers. Challenges implementing certain activities are also acknowledged.
This document provides information from the Maryland State Department of Education's Division of Early Childhood Development newsletter from Winter 2015. It discusses Maryland being awarded a $15 million federal grant to expand access to pre-kindergarten programs. It also discusses the first administration of the Kindergarten Readiness Assessment for over 3,500 public school kindergarten students to measure school readiness. Finally, it introduces new developmental screening requirements for child care programs to assess children ages birth to five years old.
Our aims: Welcome to the 1st edition of ‘What Works?’ journal by Quintin Kynaston.
What?
This journal is one of the first steps in our (CPD) Continued Professional Development journey to strengthen the
culture of action research for all of our staff. One of the many ways we as are sharing our findings with each
other at Quintin Kynaston, is through a publication of journals from a range of teaching and support staff
conducting long-term action research in and out of school.
CPD is also about sharing best practice; to consider ‘what works?’ and encourage staff to share collaboratively so that it has significant impact on professional practice, as well as the lives of our students here at QK.
‘What Works?’ is about making research available to our own staff, as well as with our local networks.
Why?
Teachers and support staff who engage in action research inevitably find it to be an empowering experience.
Using action research, what we actually mean is extrapolating any of the ways staff reflect on their practice
and improve it by self, peer and student evaluation. This will in many instances, require a disciplined process
of inquiry conducted by and for those taking the action. This will include bringing in and trying new ideas
identified from critical reading; selecting a focus, clarifying theories and analysing the results so that the researcher can take informed actions from what the quantitative and qualitative data reports.
How
As a group of staff that engage with action research, ?complete further degrees, or are in the process of
professional learning through inquiry, we are committed to using in-school research to improve our professional practice to become effective teachers.
‘What Works?’ is about communicating key findings and recommendations of research from our own practitioners, so that all staff recognise its relevance and importance for implementing a “research-proven” strategy to use with students. In our first edition, you will find a good range of questions, topics and action researchers who gain valid and reliable data as they develop efficacy.
Tweet us at @Qkynaston.
Shared by @TeacherToolkit
Christine Burke worked in various roles as an EDU/Noyce Success Coach from September 2015 to June 2016. She served on the Noyce Advisory Council from September 2015 to interview prospective Noyce Scholarship candidates in February and December 2016. From November 2015 to August 2016, she served on an Educator Preparation Program Review committee to evaluate programs seeking accreditation. She presented at several conferences, including the Rio Salado All Faculty conference in January 2016 and the NACCTEP annual conference from March to April 2016. Burke also attended workshops and orientations to engage with students and provide information on Rio Salado's teacher preparation programs.
Christine Burke worked in various roles as an EDU/Noyce Success Coach from September 2015 to June 2016. She served on the Noyce Advisory Council from September 2015 to interview prospective Noyce Scholarship candidates in February and December 2016. From November 2015 to August 2016, she served on an Educator Preparation Program Review committee to evaluate programs seeking accreditation. She presented at several conferences, including the Rio Salado All Faculty conference in January 2016 and the NACCTEP annual conference from March to April 2016. Burke also attended workshops and orientations to engage with students and provide information on Rio Salado's teacher preparation programs.
Vansh Vermani is a student at the University of California, Irvine pursuing a Bachelor of Arts in Business Administration. He has relevant work experience at Hamilton College Consulting and Scripps Memorial Hospital. Additionally, he holds leadership positions in the Investment Banking Association and Accounting Association Leadership Development Program at UC Irvine. Vermani also founded and led the Summer Math Club at the Rancho Penasquitos Library.
Mick Walker - Key Changes to the National Curriculum accountability measures ...FrogEducation
The document discusses recent changes to the UK's National Curriculum, accountability measures, and Ofsted inspections. Key changes include fewer attainment levels, a focus on mastery of core subjects, and more demanding assessments. Schools will be accountable based on attainment and progress standards rather than levels. Ofsted inspections will place greater emphasis on schools demonstrating pupils' progress through formative and summative assessments. While the changes aim to improve education, they also present challenges around developing clear standards, assessment practices, and transitioning to the new system.
The Good Spirit School Division Professional Development Plan for 2013-2018 outlines initiatives focused on building teacher capacity in response to intervention, environment, curriculum, assessment, and instruction. In the 2013-2014 school year, teachers are expected to create uncluttered teaching spaces, explore accommodations for student learning, unpack curriculum outcomes, implement pre-assessment and formative assessment strategies, and incorporate flexible groupings into instruction. Accountability measures include submission of documentation and classroom observations by administrators. The plan emphasizes an ongoing process of awareness, development and refinement of strategies over the five-year period to support student achievement.
Develop The Problem Solving Skills Among The Students At Elementary Level Thr...Zawarali786
Skilling Foundation
Download Free
Past Papers
Guess Papers
Solved Assignments
Solved Thesis
Solved Lesson Plans
PDF Books
Skilling.pk
Other Websites
Diya.pk
Stamflay.com
Please Subscribe Our YouTube Channel
Skilling Foundation:https://bit.ly/3kEJI0q
WordPress Tutorials:https://bit.ly/3rqcgfE
Stamflay:https://bit.ly/2AoClW8
Please Contact at:
0314-4646739
0332-4646739
0336-4646739
اگر آپ تعلیمی نیوز، رجسٹریشن، داخلہ، ڈیٹ شیٹ، رزلٹ، اسائنمنٹ،جابز اور باقی تمام اپ ڈیٹس اپنے موبائل پر فری حاصل کرنا چاہتے ہیں ۔تو نیچے دیے گئے واٹس ایپ نمبرکو اپنے موبائل میں سیو کرکے اپنا نام لکھ کر واٹس ایپ کر دیں۔ سٹیٹس روزانہ لازمی چیک کریں۔
نوٹ : اس کے علاوہ تمام یونیورسٹیز کے آن لائن داخلے بھجوانے اور جابز کے لیے آن لائن اپلائی کروانے کے لیے رابطہ کریں۔
Good Spirit School Division's 2013-2018 Professional Development Plan outlines initiatives to improve responsive teaching strategies over five years. The plan focuses on developing teachers' skills in response to intervention, creating supportive learning environments, unpacking curriculum outcomes, using assessment to inform instruction, and incorporating differentiated instructional strategies. Key initiatives include establishing school-based RTI teams, reducing classroom clutter, designing performance tasks, and providing flexible grouping and student choice. Progress in implementation is indicated by color coding, with the expectation that all strategies will be fully implemented by 2018.
Assessment for Learning and Development in K-3A RepoRt by .docxgalerussel59292
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
This document provides a summary of continuing education courses offered through Penn State Worthington Scranton's Center for Business Development and Community Outreach in the spring of 2016. Courses are offered in several areas including professional development, engineering, graduate credit courses for educators, career credit certificates, and SAT exam preparation. Specific courses listed include production management, real estate prelicensing, human resources certification preparation, Spanish for law enforcement, supervision workshops, online graduate courses for educators, Revit introduction, project management workshops, an engineering leadership certificate program, supply chain management and financial accounting certificates, and SAT exam preparation. Details such as dates, times, locations, prerequisites, and fees are provided for each course.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
This document discusses teacher certification requirements in Washington state. It provides an overview of the various certification pathways and renewal processes. There are two main options for moving from a residency certificate to a professional certificate: ProTeach or National Board Certification. For certificate renewal, teachers must now complete four Professional Growth Plans over five years or 150 clock hours. National Board Certified Teachers have different renewal requirements. The Washington Education Association provides various support programs to help teachers navigate the certification and renewal processes.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Cpd 2016 17 final copy sent to cpdl leads (1)petski
The document provides information on the Continuous Professional Development and Learning (CPDL) offer for 2016-2017 across the Wellsway Multi-Academy Trust (WMAT). It outlines core induction programs for new staff, as well as a variety of Trust-wide CPD opportunities including training days, an annual conference, subject network meetings, sessions led by Leading Teachers and Specialist Leaders of Education. It also details the individual CPD programs on offer at each school within the Trust.
Lee Pamuspisan Malapad has over 20 years of experience in education, training, and business management. He currently works as the Training and Consultancy Manager for RIMANSI Organization for Asia and the Pacific, where he designs and implements training programs for partner organizations. He has a Bachelor's degree in Marine Biology from UP Los Baños and is trained in areas such as corporate governance, sales, and scuba diving. Prior work experience includes operating his own deli business, managing a coffee shop, teaching science and entrepreneurship, and representing a pharmaceutical company.
Similar to Spring 2016 Child Care Credentials - WEB (20)
1. 1UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Spring 2016
Child Care
C R E D E N T I A L S
Online Wisconsin Model Early Learning
Standards training will benefit your program
See back page
Learn from experienced children’s
program administrators
Page 3
W.M.E.L.S.
Administrator Credential
Early Childhood Conference
Miss Carole launches this year’s
family engagement theme
Page 15
v
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2. 2 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
We know your days are full ...
Administrator Credential 3
Infant-Toddler Credential 4
Infant-Toddler Spanish Credential 5
Preschool Credential 6
AfterschoolCredential 7
Improve your YoungStar and
Registry Ratings 8–9
Program Development Credential 10
Leadership Credential 11
Inclusion Credential 12
Family Child Care Credential 13
Meet Chenoa Ruecking and Nicole Osborn 14
T.E.A.C.H. Scholarship 14
2016 Early Childhood Conference 15
W.M.E.L.S. Training BACK
... so we’ve planned the course of study for each child care credential with your schedule in mind. UW-Platteville’s
Office of Continuing Education is committed to improving early childhood education by offering online child care
credential programs that will help you achieve your goals. All courses are entirely web-based and you will receive
“face-to-face” instruction from the comfort of your home with our web-conferencing classes. To take advantage
of this state-of-the-art learning technology, you must have access to high-speed Internet and a webcam. You will
then be able to participate in live, online conversations with your instructor and peers. Join the exciting online
conversation and register today!
index 1 University Plaza
Platteville, WI 53818
continuing@uwplatt.edu
To request disability accommodations, please contact the Office of Continuing Education at 608.342.1314 or 888.281.9472.
3. 3UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care 3
AdministratorCredential
Administration/Supervision in Early
Childhood Programs #1
This course represents an overview of the roles
and responsibilities of administrators of various
early care and education programs and the groups
with whom they have role relationships, with an
emphasis on quality.
Online course dates: Jan 4–March 11, 2016; or
June 20–Aug 26, 2016
Operations Management in Early
Childhood Programs #2
This course includes an introduction to systems
and operations theory, and the identification of
concepts, processes, systems, and policies involved
in the internal management of early child care and
education programs. It offers opportunities to apply
this knowledge to plans for the improvement of
these necessary systems, and for the development
of standard operating procedures.
Online course dates: March 28–June 3, 2016; or
Sept 12–Nov 18, 2016
Financial Management and Planning in
Early Childhood Programs #3
This course develops knowledge of the principles
of sound financial management, and the ability to
apply those principles to the financial planning and
management of early childhood programs.
Online course dates: March 28–June 3, 2016
Early Childhood Programs and the
External Environment #4
This course covers the external factors and
relationships that provide constraints and
opportunities which affect an organization’s
quality and ability to survive. It includes predicting
supply and demand, marketing, licensing, and
other required regulation, funding, accreditation,
external evaluation, collaboration with community
organizations and agencies, public policy issues in
early care and education, advocacy, and working for
public policy changes.
Online course dates: Jan 4–March 11, 2016; or
June 20–Aug 26, 2016
Best Practices for Children and Families
in Early Childhood Programs #5
This course covers child care as a family friendly
community; integration of child growth and
development principles into all aspects of the
program; establishing and maintaining quality in
program; developing partnerships with families;
multicultural and anti-bias approaches in
curriculum, materials, activities, and relationships;
space design; and equipment.
Online course dates: Jan 4–March 11, 2016; or
June 20–Aug 26, 2016
Administrative Seminar #6—Capstone
Course
This is the last of six courses designed to prepare
participants to receive a credential as a child
care administrator. Focus in this course is on
the integration and application of the concepts
and skills acquired in the first five courses as
demonstrated in the development of a major
project by each student. Courses 1–5 can be
completed in any order prior to registering for the
Capstone Course.
Online course dates: March 28–June 3, 2016; or
Sept 12–Nov 18, 2016
The Registry Administrator Credential features the following six, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
AdministratorCredential
3
4. 4 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Infant-Toddler Development #1
This course is an introduction to the development, care, and education of children from birth to 3 years
of age. It includes principles of care giving, developmentally appropriate practice, diversity, curriculum,
guidance, observation, and assessment. Topics include quality, philosophy, structure, environments,
health, and safety.
Online course dates: Feb 15–April 22, 2016; or Aug 1–Oct 7, 2016
Group Care for Infants and Toddlers #2
The group care course focuses on caring for infants and toddlers in group settings, both center-based and
family care. It covers program safety, developmentally appropriate practice, inclusion, and diversity.
Online course dates: May 9–July 15, 2016; or Oct 24–Dec 30, 2016
Family and Community Relations #3
This course focuses on partnerships with parents and collaboration with the community. Topics covered
include parent education, involvement, inclusion, and issues regarding public policy, advocacy, community
resources, and professionalism.
Online course dates: Feb 15–April 22, 2016; May 9–July 15, 2016; or Aug 1–Oct 7, 2016
Infant-Toddler #4—Capstone Course
The capstone is the last course all students take prior to completing the Infant-Toddler Credential. The
intent is to provide the student with the opportunity to synthesize the information from the first three
courses, and demonstrate mastery of the competencies listed in those courses through the completion of
a portfolio. Courses 1–3 can be completed in any order prior to registering for the Capstone Course.
Online course dates: Feb 15–April 22, 2016; May 9–July 15, 2016; or Aug 1–Oct 7, 2016
4
Infant-ToddlerCredential
The Registry Infant-Toddler Credential features the following four, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
5. 5UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Obtenga la Acreditación Bebé/Niño en UW-Platteville en línea-Ahora en español!
Mientras que nuestro campus está situado en
Wisconsin, tenemos estudiantes e instructores de
diferentes estados y el aula en línea nos permite
intercambiar ideas a través de las fronteras. Usted
nunca tendrá que venir a Platteville para asistir a
clase. Usted será capaz de asistir a clases nocturnas
en directo, una vez a la semana desde su casa a
través de software de conferencia web. Usted será
capaz de acceder a su sitio el contenido del curso
en cualquier momento desde nuestro sitio web en
línea. Para inscribirse, debe tener acceso a Internet
de alta velocidad y una cámara web. Todas las
clases se llevarán a cabo en línea, en casa, en el
ordenador. Usted puede hacer esto y estamos aquí
para ayudarle.
Rosaura Richards es el instructor. Si tiene preguntas
favor de comunicarse con Rosaura Richards llame al
563.568.7562, email en rueckingc@uwplatt.edu o
texto del sitio web.
Plan de Estudio
Curso #1: Feb 15–April 22, 2016
Curso #2: May 9–July 15, 2016
Curso #3: Aug 1–Oct 7, 2016
Curso #4: Oct 24–Dec 30, 2016
Rosaura Richards
5
Infant-ToddlerSpanishCredential
¿Tiene preguntas? ¿Está lista para
inscribirse?
Por favor visite nuestro sitio web
www.uwplatt.edu/continuing/infanttoddler-
credential-spanish.
Si tiene preguntas o necesita solicitud de inscripción,
favor de comunicarse con Rosaura Richards a través
de email en rueckingc@uwplatt.edu, o llame al
563.568.7562 o envíe un texto del sitio web.
6. 6 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Early Childhood Education Foundations #1
Investigate the history of early childhood education
and early childhood education settings. Identify
components of quality early childhood education
programs and the responsibilities of early childhood
education professionals. Explore various curriculum
models.
Online course dates: March 28–June 3, 2016; or
Dec 5–Feb 17, 2016
Child Development #2
Examine child development within the context of an
early childhood education setting. Social, cultural,
and economic influences on the development of
children ages 3–8 are examined. Discuss the role of
heredity and the environment.
Online course dates: Jan 6–March 11, 2016; or
Sept 12–Nov 18, 2016
Nutrition, Safety, and Health #3
Examine health, safety, and nutrition within the
context of early childhood education settings. Learn
the regulations and standards as they apply to
health, safety, and nutrition to develop a safe and
healthy early childhood program. Study child abuse
and neglect mandates; apply Sudden Infant Death
Syndrome risk reduction strategies.
Online course dates: June 20–Aug 26, 2016
Guiding Children’s Behavior with the
Pyramid Model #4
Learn strategies to guide children’s behavior in early
education settings. Learn how to analyze the factors
affecting the behavior of the children, practice
positive guidance strategies, and develop guidance
strategies to meet individual needs. Develop a
guidance philosophy. This course counts towards
the YoungStar Pyramid Model criteria.
Online course dates: March 28–June 3, 2016; or
Dec 5, 2016–Feb 17, 2017
Language Arts, Music, and Art #5
Focus on beginning level curriculum development
in art, music, and language arts. Understand the
critical role of play; how to establish an appropriate
environment, activity plans that promote child
development, and analyze care giving routines as
curriculum. Create developmentally appropriate
language, literature, and literacy activities and
appropriate art, music, and movement activities.
Online course dates: June 20–Aug 26, 2016
Preschool #6—Capstone Course
The intent of the Capstone Course is to cover and
revisit some important themes from the prior
five courses. You will synthesize the information
and develop mastery of the material through the
completion of a portfolio. Courses 1–5 can be
completed in any order prior to registering for the
Capstone Course.
Online course dates: Jan 6–March 11, 2016; or
Sept 12–Nov 8, 2016
6
PreschoolCredential
The Registry Preschool Credential features the following six, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
6
7. 7UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Foundations of Afterschool and Youth Development #1
Develop the knowledge and skills you need to care for school-age children in a group child care setting.
Identify and understand the key components of a quality afterschool environment and how to implement
this in your own program. Identify the various models of afterschool and out-of-school programs for youth.
Learn the importance of informal education for school-age children. This course also fulfills the course
criteria for the Introduction to the School Age Profession course.
Online course dates: Feb 29–May 6, 2016
Engaging in Youth Groups #2
Analyze the skills and strategies necessary to effectively lead youth in a group setting. Examine youth
engagement, group dynamics theory, and how to guide children individually and within a group. Learn
positive guidance techniques and strategies to support children as they develop self-regulation, a positive
self-concept, coping mechanisms, conflict resolution skills, and positive interactions with others.
Online course dates: Dec 14, 2015–Feb 12, 2016; or May 23–July 29, 2016
Internationality in Programming #3
Examine models of programming in an afterschool program and the qualities that create a positive
informal learning environment, activity, or experience. Analyze the core 21st century skills, Wisconsin core
curriculum, and the Wisconsin Action Network curriculum, and examine strategies to incorporate these into
out-of-school activities. Learn to use observation to assess the needs of the individual child and group, and
to create individualized instruction and learning environments.
Online course dates: Feb 29–May 6, 2016; or Aug 15–Oct 21, 2016
Site Programming and Operations #4—Capstone Course
This Capstone Course will combine the material from the first three courses and identify how to integrate
the best practices of expanded, informal learning into the daily afterschool program operations. Learn
the foundations of risk management, regulations, developing family and community partners, financial
management, health, safety, wellness, and professionalism in practice. Courses 1–3 can be completed in any
order prior to registering for the Capstone Course.
Online course dates: Dec 14, 2015–Feb 12, 2016; May 23–July 29, 2016; or Nov 7, 2016–Jan 13, 2017
7
AfterschoolCredential
The Registry Afterschool Credential features the following four, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
8. 8 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
School-age Group
Leader Qualifications
Registry
Career Ladder
YoungStar Points Awarded
You complete You acquire Your center acquires
Group leaders with six related credits: The
first two courses in the Afterschool Credential
will fulfill both six related credits, and fulfill
the Introduction to the School Age Profession
course and the Wisconsin Afterschool Network
School-age Curricular Framework
Registry Career Level 7
1 pt.—if 25 percent of group leaders have
six related credits within a center
2 pts.—if 50 percent of group leaders have
six related credits within a center;
this is required for 3 star center rating
3 pts.—if 100 percent of group leaders have
six related credits within a center;
required for 4 star center rating
Group leaders with Afterschool Credential or 18
related credits for 50 percent of groups—all other
group leaders with 6 related credits
Registry Career Level 9 4 pts.—Required for 5 star center rating
Improve Your YoungStar and Registry Ratings
School-age—Site Supervisor/
Coordinator/Director/Administrator
Qualifications
Registry
Career Ladder
YoungStar Points Awarded
You complete You acquire Your center acquires
Site Supervisor/Coordinator/Director/
Administrator with Administrators Credential
Registry Career Level 10 3 pts.—Required for 3 star center rating
Site Supervisor/Coordinator/Director/
Administrator with 24 related credits—six of
those credits must be in Supervision/Personnel
Management and Financial Management
Registry Career Level
10 plus courses 1 and 3
from the Administrator
Credential
3 pts.—Courses 1 and 3 of the Administrator
Credential Program will fulfill this qualification
if you already have at least a Registry Level 10,
required for 3 star center rating
Site Supervisor/Coordinator/Director/
Administrator with an associate degree with 36
related credits—six of those credits must be in
Supervision/Personnel Management
Registry Career Level 12
plus six credits
5 pts.—Required for 4 star center rating
Site Supervisor/Coordinator/Director/
Administrator with Administrator Credential and an
associate degree or bachelor’s degree (unrelated)
Registry Career Level 13 7 pts.—Required for 5 star center rating
For more complete information, please check out the individual websites for the Registry or YoungStar.
www.the-registry.org l dcf.wisconsin.gov/youngstar
9. 9UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Family Child Care
Provider Qualifications
Registry
Career Ladder
YoungStar Points Awarded
You complete You acquire Your center acquires
Six related credits—two courses Registry Career Level 7 3 pts.
Infant/Toddler, Inclusion Credential, Family Child
Care Credential or 18 related credits
Registry Career Level 9 4 pts.—Required for 3 star center rating
Provider has CDA and Infant/Toddler,
Family Child Care, Inclusion Credential,
or 18 related credits
Registry Career Level 9
and CDA
6 pts.
Administrator Credential, Preschool
Credential, or 24 related credits
Registry Career Level 10 10 pts.—Required for 4 star center rating
Center Child Care Lead
Teacher Qualifications
Registry
Career Ladder
YoungStar Points Awarded
You complete You acquire Your center acquires
Lead teachers with six credits beyond high school—
completed two courses
Registry Career Level 7
1 pt.—if 25 percent of classrooms
have qualified lead teacher
2 pts.—if 50 percent of classrooms have qualified
lead teacher, required for 3 star center rating
Lead teachers with Infant/Toddler, Afterschool,
Program Development, Inclusion Credential, or 18
related credits
Registry Career Level 9
3 pts.—if 50 percent of classrooms have a lead
teacher with credential or 18 credits; all other
classrooms have a lead teacher with at least six
credits, required for a 4 star center rating
Lead teachers with Administrator,
Preschool Credential, or 24 related credits
Registry Career Level 10
4 pts.—if 50 percent of classrooms have a lead
teacher with credential or 24 credits; all other
classrooms have a lead teacher
with at least six credits
Lead teachers with associate degree
Lead teachers with associate degree
and Registry Credential
Registry Career Level 12
Registry Career Level 13
6 pts.– for 50 percent of classrooms and lead teachers
with associate degrees, all other lead teachers with
Registry Credentials
Center Director Qualifications
Registry
Career Ladder
YoungStar Points Awarded
You complete You acquire Your center acquires
Administrator Credential Registry Career Level 10 1 pt.—Required for 3 star center rating
Administrator Credential and either
associate degree (related)
or bachelor’s degree (unrelated)
Registry Career Level 13 4 pts.
10. 10 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Introduction to Program Development #1
Learn an overview of program development by exploring definitions, roles, ethics, and responsibilities. This
course will define and describe what an early care and education/youth care program is and what it means to
be responsible for developing and implementing a high quality program.
Online course dates: Oct 24–Dec 30, 2016
Observation, Assessment, and Evaluation #2
This course includes discussions and practical application of techniques and tools for observation,
assessment, and evaluation of individual children, the curriculum, classrooms, and staff. Systems for planning,
goal setting, and monitoring will provide continuous information on the quality of early childhood program,
teachers, and student outcomes.
Online course dates: Jan 18–April 1, 2016
Staff Supervision, Coaching, and Professional Development #3
The quality of the program for children is dependent on the knowledge and performance of the staff working
directly with children. This course provides program supervisors and lead personnel with the tools to develop
excellent learning environments through staff development, coaching, supervision, and community building.
This course uses the Wisconsin Model Early Learning Standards as a framework for program quality and both
supervisory and teaching staff expectations.
Online course dates: Dec 14, 2015–March 4, 2016; or April 18–July 1, 2016
Designing Environments for Learning #4—Capstone Course
Environments are a reflection of program philosophy and either assist or hinder children’s learning. This
course imparts how to create quality program environments that accommodate the physical and social
needs of children and reflect cultural sensitivity and diversity. This course also provides students the
opportunity to demonstrate competency proficiency covered in the previous courses. Courses 1–3 can be
completed in any order prior to registering for the Capstone Course.
Online course dates: March 14–May 27, 2016; or July 18–Sept 30, 2016
10
ProgramDevelopmentCredential
The Registry Program Development Credential features the following four, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
10
11. 11UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care 11
vLeadershipCredentialLeadershipCredential
The Personal Disposition of a Leader #1
Learn definitions of leadership and leadership roles.
Examine the role of vision, emotional intelligence,
resilience, optimism, and reflective practice in
successful leadership of early childhood programs.
Explore the importance of excellence and diversity
in early childhood programs, and the role vision and
reflective practice plays in reaching these goals.
Online course dates: Oct 24–Dec 30, 2016
Leading in Your Program #2
Explore the leadership roles, responsibilities, and skills
necessary for excellence in early childhood programs.
Leadership models will be presented. Explore the
importance of excellence and diversity in early
childhood programs, as well as, the role of vision and
reflective practice in reaching these goals.
Online course dates: Dec 14, 2015–Feb 26, 2016
Leading in Your Community and in the
Field #3
Examine the leadership skills necessary to go
beyond individual programs to leadership
in communities and in the child care field.
Here the focus is on collaboration,
interconnections, relationships, and
advocacy.
Online course dates:
March 14–May 27, 2016
Leading for Change #4—
Capstone Course
Examine the concept of
transformational leadership—
theories of change, action
research, and advocacy. You will
participate in a research project to
effect change.
Online course dates:
June 13–Aug 22, 2016
Are you looking to meet the new regulations or work toward a degree?
We can help you with a pathway to a degree. We can help you achieve
a Registry Credential which exceeds the CDA requirements. Call Chenoa
Ruecking with your questions today at 608.342.1314 or 888.281.9472.
degree 11
The Registry Leadership Credential features the
following four, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
This is the only credential requiring its courses to be completed in
numerical order.
12. 12 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care12
InclusionCredential
Children with Differing Abilities #1
Examine your history, experiences, attitudes, and
beliefs toward special needs children. As society
changes, viewpoints, opportunities, and even the
language used changes. Self-awareness about your
attitudes towards and about special needs childen is
examined.
Online course dates: July 18–Sept 30, 2016
Children with Behavior and Emotional
Challenges #2
Help children succeed by creating supportive
environments. Learn to demonstrate positive
social-emotional teaching strategies, individualized
intensive interventions, and strategies to determine
the meaning of challenging behavior. Focus on the
need for positive, consistent, team approaches
to include children with challenging behaviors in
typical community settings.
Online course dates: Jan 18–April 1, 2016
Children with Special Health Care Needs #3
Explore frequently encountered specialized health
care needs of children with special needs. Look at
team approaches for health promotion in children
and the care of children with altered body system
function, including sensory, gastrointestinal, bowel
and bladder elimination, respiratory, cardiovascular/
blood, musculoskeletal, neurological, and skin/
immune and endocrine-related issues.
Online course dates: April 18–July 1, 2016
Family and Team Centered Practices #4
This course is designed to enhance your
understanding of family systems and family-centered
practice and to highlight the impact of disability
on family systems. You will partner with a special
needs child and their family during their daily
routine (e.g. church, child care, grocery store, library,
pool, medical settings, etc.) to help formulate your
personal philosophy of inclusion. Courses 1–3 can be
completed in any order prior to registering for the
Capstone Course.
Online course dates: July 18–Sept 16, 2016
The Registry Inclusion Credential features the following four, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
12
13. 13UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Curriculum for Family Child Care #1
This first course examines the unique aspects of planning curriculum for family child care settings and
integrates inclusive strategies through exploration of play-based learning and the utilization of observation and
assessment techniques to promote child outcomes. This course is also aligned with the Wisconsin Model Early
Learning Standards and National Association for Family Child Care Quality Standards.
Online course dates: March 14–May 20, 2016; or June 6–Aug 12, 2016
Special Topics in Family Child Care #2
This course explores special topics relevant to the family child care setting. Topics include quality standards,
professional development, community resources, health and wellness practices, and family partnerships.
Online course dates: Dec 21, 2015–Feb 26, 2016; June 6–Aug 12, 2016; or Aug 29–Nov 11, 2016
Financial Management and Planning #3
This course develops knowledge of the principles of sound financial management and the ability to apply
those principles to the financial planning and management of early childhood programs and family child care
programs.
Online course dates: March 14–May 20, 2016; or Aug 29–Nov 11, 2016
Family Child Care #4—Capstone Course
In this course, students will integrate and apply specific concepts and skills of family child care including mixed-
age curriculum, quality standards, professional development, community resources, health and wellness
practices, family partnerships, and financial management. This capstone experience reflects the learner’s
knowledge of family child care through the development of a major project. This Capstone Course is the final
course in the Family Child Care Credential sequence. Courses 1–3 can be completed in any order prior to
registering for the Capstone Course.
Online course dates: Dec 21, 2015–Feb 26, 2016; or June 6–Aug 12, 2016
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FamiyChildCareCredential
If you have already earned your Administrator Credential
(or successfully completed its course #3), you will not be required to
take the Financial Mangement and Planning course or vice versa.
bonus
The Registry Family Child Care Credential features the following four, three-credit courses:
Each course runs for 10 weeks. Multiple course dates are available.
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14. 14 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Meet Chenoa Ruecking and Nicole Osborn
Nicole Osborn is the Education and Training
Coordinator. She earned a Bachelor of
Science in Elementary Education from Ball
State University in 2010. Since graduation,
she has worked with children ranging from
6 weeks to 5 years old in nanny and child
care environments in Indiana, Colorado,
and Iowa. In her free time, you could
find her enjoying the outdoors with her
husband and two huskies.
Improve your YoungStar Rating—Enroll today!
For group center staff, T.E.A.C.H. will cover 75% and the
sponsor’s share will be 15% and the recipient’s share will
be 10%. For family child care providers, T.E.A.C.H. will
cover 90% of tuition and the recipient’s share will be 10%.
T.E.A.C.H. Early Childhood® WISCONSIN is a licensed program of Child Care Services Association and funded by the Wisconsin Department of Children and Families.
Apply today! If approved, your scholarship
will be available when classes begin.
QUESTIONS?
Email teach@wisconsinearlychildhood.org
or call 800.783.9322, option 3.
To view eligibilities and download an application,
go to www.wisconsinearlychildhood.org.
T.E.A.C.H. COVERS 75% OF TUITION COSTS!
CHILD CARE PROFESSIONALS:
Chenoa Ruecking is the Program Manager
for the Early Childhood Continuing Education
Programs. She earned her bachelor’s degree
from the University of Chicago. She has been
an early childhood teacher, center director,
administrator, and advocate for quality early
childhood education since 2000. She is also
a mother of three children and working
towards her online degree.
registerChoose the Credential Program
you’d like to enroll in at
www.uwplatt.edu/child-care.
Call 608.342.1314 or email us
at continuing@uwplatt.edu if
you have questions or need
further assistance.
Visit the “Scholarships” Quick
Link on UW-Platteville’s Child
Care page for possible financial
assistance opportunities.
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15. 15UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
2016early
childhood conference
family
engagement
Join us for great speakers, choose from
break-out workshops, and shop the vendors
for learning materials.
where:
Velzy Commons, Ullsvik Hall
University of Wisconsin-Platteville
when:
Saturday, March 12, 2016, 7:30 am–4 pm
register today at
uwplatt.edu/continuing/early-childhood-conference
featuring:
miss carole
Presenting “Active Music:
Brain Food, Body Fuel”
www.macaronisoup.com
lilly irvin-vitela
Presenting “ABC’s of
Family Engagement”
www.commonworth.net
16. 16 UW-PLATTEVILLE OFFICE OF CONTINUING EDUCATION | 608.342.1314 | 888.281.9472 | WWW.UWPLATT.EDU/child-care
Non-Profit Org
U.S. Postage
PAID
Platteville, WI
Permit No. 130
1 University Plaza | Platteville WI 53818-3099
608.342.1314 or 888.281.9472
uwplatt.edu/continuing/training
Wisconsin Model Early Learning Standards (W.M.E.L.S.)
100% ONLINE TRAINING COURSE
Earn one undergraduate credit from home and
learn how to implement the W.M.E.L.S. in your
program. Plus, this live, interactive four-
week web-conferencing training can help
your program earn points for YoungStar.
April 2, 16, 30,
and May 14, 2016
Scholarships are available. Contact us today for more
information or to request disability accomodations.
Is what you’re doing today getting you
closer to where you want to be tomorrow?
If not, we can help.
Register today for online Child Care Credential courses at www.uwplatt.edu/child-care.