Assignment:
Once a research question has been developed and agreed upon in the mentoring process, it is time to make meaning of documentation and strategize for curriculum and teaching. The purpose of the assignment is to construct a tool to help the teacher see how alignment or connection of these three big areas is the key to positive child outcomes. This form can be used to guide the coaching process and should be flexible enough to be used in parts only, for short-term or for long-term goals, observation, and for learning experiences. The power of coaching is partnering with teachers where they are. This requires and assessment of their knowledge and experience and the developmentally appropriate addition of skills to their repertoire.
After reading chapter six refer to Appendix A (at the end of the chapter), create your own version of this form tailoring it for use at the program you currently work at or an early childhood program you would like to eventually work with (i.e. Head Start, state-funded childcare, infant program, home day care, etc.). Make sure you capture all the elements of sections one, two, and three.
"Figure Coaching to Understand the Needs and Strengths of Teachers
Complete responses to these questions during a coaching session with a teacher.
What is the content about which the teacher is interested in learning?
How will the coaching process link a teacher's specific interest to the importance of aligning observation, curriculum planning, and teaching strategies?
What authentic (naturalistic) assessment or curriculum-based assessment tools does the teacher and program understand and use?
Do the teacher's skills need strengthening in order for the use of this tool to be more effective?
What program and child observation tools do the teacher or other program staff use and understand?
What is the overall quality of the classroom? of the program? Does the coaching process involve observing the program to give the mentor a baseline of information about the quality of the program?
Which program evaluation tool will be used (e.g., CLASS, ELLCO, ECERS**, etc.)?
After observing a teacher, does the coach consider and share with the teacher what the mentor believes is especially effective?
What professional-development needs have been identified by the coach and by the teacher? Do the two align?
Is the coach modeling informed-consent practices by obtaining permission from the program for use of any evaluation tools?
A Short List of Frequently Used Early Childhood Instructional (authentic curriculum-based) Instruments
Assessment, Evaluation, and Programming System (AEPS), Paul H. Brookes Publishing Co.
Carolina Curriculum for Infants and Toddlers, Paul H. Brookes Publishing Co.
Carolina Curriculum for Preschoolers, Paul H. Brookes Publishing Co.
Teaching Strategies GOLD, Teaching Strategies, Inc.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS), University of Oregon Center on Teaching and Learning.
Hawaii Early Learning Profile (HELP), VORT.
High Scope Infant Toddler COR, High/Scope Press. High Scope Preschool COR, High/Scope Press, The Work Sampling System, Pearson Early Learning.
A Short List of Frequently Used Early Childhood Program Evaluation Tools and Resources
Classroom Assessment Scoring System (CLASS), University of Virginia Press.
Early Childhood Environmental Rating Scale Revised Edition (ECERS-R), Teachers College Press.
Early Childhood Classroom Observation Measure (ECCOM), D. Stipek & P. Byler, Stanford University School of Education.
Early Language and Literacy Classroom Observation Tool (ELLCO), Paul H. Brookes Publishing Co.
Family Child Care Environmental Rating Scale-Revised Edition (FCCERS-R), Teachers College Press.
Infant Toddler Environment Rating Scale Revised Edition (ITERS-R), Teachers College Press.
School Age Care Environment Rating Scale (SACERS), Teachers College Press.
Supports for Early Literacy Assessment (SELA)."