Early Educator Support, Licensure and Professional Development Office

Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide

Introduction:

Licensed early childhood educators, serving as the lead teacher in a nonpublic NC Pre-Kindergarten or NC Developmental Day (preschool) Classroom, are required to be enrolled and served by the Early Educator Support Licensure and Professional Development (EESLPD) Unit. The EESLPD Unit serves as the Statewide Local Education Agency (LEA) for nonpublic educators who are required to attain and maintain NC Birth- through-Kindergarten Continuing (formerly SPII) Licensure. The EESLPD Offices at the University of NC at Charlotte and East Carolina University administer the mentoring, evaluation, and professional development services to enrolled educators across North Carolina.

Early Childhood Educators who are enrolled and working with the EESLPD Unit to attain and/or maintain NC Birth-through-Kindergarten Licensure are required to align their classroom instruction with NC Foundations for Early Learning and Development. This alignment supports implementation of effective instructional practices, engaging and stimulating learning environments, and development in all domains for all children. Teachers will implement these standards in their work as the NC Standard Course of Study (NCSCOS) appropriate to the age group of children being taught. The NCSCOS (NC Foundations for Early Learning and Development) is required as part of the NC Teacher Evaluation process. To inform and support the alignment of curricula and the NC Standard Course of Study for Pre-K, enrolled lead teachers are required to complete all NC Foundations for Early Learning and Development – version 2013, online modules. Teachers who are being served by EESLPD Mentors and/or Evaluators for the first time this year, will complete Modules 1-6 of the NC Foundations for Early Learning and Development, self-paced online modules, over the course of the 2017-18 program year. In addition, they will receive individualized classroom-based support from their assigned mentor and/or evaluator. EESLPD Mentors and Evaluators will track progress and completion of the online modules using the tracking document included in this packet. At the end of the 2017-18 program year, teachers who have completed all related activities will receive a certificate of completion from their assigned EESLPD Office. Evaluators will collect documentation of completed activities during the Summary Conference at the end of the year. This will be turned in to the assigned EESLPD office for issuance of certificate and Continuing Education credits. Public schools (Districts or LEA’s) and/or the counties’ NC Pre-Kindergarten Contracting Agencies may have already provided the 11 NC Foundations for Early Learning and Development training (via face-to-face or hybrid platform) for teachers in the public and nonpublic schools. If you are enrolled in the EESLPD Unit and have completed the 11 modules, please provide a copy of your certificate(s) to your assigned EESLPD Mentor and/or Evaluator. If in process, please inform your EESLPD Mentor and/or Evaluator.

Foundations for Families is designed to support early childhood professionals’ conversations with families around their child’s overall development. It is aligned with the 2013 North Carolina Foundations for Early Learning and Development. Teachers may also use the former version “Foundations for Preschoolers (2005)” to send age-appropriate ideas for families to use with their children at home (“Strategies for families is located under each domain.)” Instructions for Teachers: Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide Teachers enrolled with the EESLPD Unit and receiving mentoring and/or evaluation services from the EESLPD Office at East Carolina University or the University of NC at Charlotte will complete 6 of the self-paced online modules during the 2017-18 program year. Completion of the remaining modules (7-11) will occur during the following program year. By adhering to the pacing guide below, all served teachers will complete the modules on the same schedule, allowing EESLPD Office Mentors and Evaluators to provide meaningful classroom based feedback pertaining to the modules completed. The pacing guide has also been developed to offer a timeframe that allows for 6 modules to be completed, discussed, and meaningfully implemented into the classroom over time.

For teachers holding Initial (formerly SPI) or Lateral Entry Licensure, your mentor will provide individualized classroom based support as you complete the modules. This support will be guided by questions that have been developed to ensure an in-depth understanding of the content of each module, the implementation process, and the implications to your own effectiveness in the classroom. Teachers holding the Continuing (formerly SPII) license will complete modules via independent study format with support from their assigned EESLPD Office Evaluator throughout the year. The guiding questions will be utilized to support each observation, during the scheduled post-conference. To get started, using the pacing guide below, you will first complete an introductory module that will serve to familiarize you with the technology and logistics used in maneuvering through each module. Each subsequent module will begin with a Pre-Learning Activity and end with a Post-Learning Activity. Links to modules, Instructional Practice Checklists for Teachers as well as other resources are included in this document.

Detailed Pacing Guide by Role

Month/Module Teachers will… Mentors will… Evaluators will… Site Administrators will… September/Beginnin  Complete brief Intro Module  Review lesson plans and  Review lesson plans  Support teachers to allow time g October  Complete Pre-Learning discuss aligning plans with during pre and post for viewing modules. Assignment Foundations (use post- conference and provide  View modules with teachers or Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide

Intro and  Self-Assessment learning activity to guide feedback about how independently to gain 1:Foundations  View Video Module and Pass conversation) plans align with understanding of NC Overview Quiz  Lesson plan discussions can Foundations Foundations for Early Learning  Complete Post Learning happen individually, in small  Help teachers make and Development. Activity groups or at PLC meetings connections between  Review Foundations Alignment  Use Instructional Practices Foundations Module and with NC Teaching Standards. Checklists for Teachers for Standard 3 on the Rubric  This is ongoing for all modules. self- assessment-and “Ipoints for Teachers” as needed Mid October  Complete Pre-Learning  Review autonomous support,  Review lesson plans. Do  Consider ways to apply this Assignment what is it why would we they continue to include training with other staff 5: Behavior  View Video Module and Pass want to do that? teaching of behavior members and classroom Expectations and Rules Quiz  Share Crosswalk between expectations, rules and teachers.  Complete Post Learning Pyramid Model Strategies social-emotional Activity and Foundations. behaviors?  Use Instructional Practices Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as needed November  Complete Pre-Learning  Follow up and review  Discuss extensions into  Identify ways to use this Assignment Instructional Practices to the classroom, how were information site wide with all 3: Promoting Positive  View Video Module and Pass Promote Positive Teachers able to staff. Relationships Quiz Relationships promote positive  Complete Post Learning relationships among Activity children, with families or  Use Instructional Practices staff Checklists for Teachers for self- assessment-and “Ipoints for Teachers” as needed

December  Complete Pre-Learning  Discussion points with  Review how classroom  Talk with teachers about Assignment teachers: design impacts student classroom needs. What 4: Classroom Design  View Video Module and Pass Revisit classroom design and learning outcomes across resources are available? Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide Quiz function. Is it working? Is the Standards.  Complete Post Learning there anything you would Activity want to change?  Use Instructional Practices What changes can be made Checklists for Teachers for that would enhance student self- assessment-and outcomes? (Thinking about “Ipoints for Teachers” as needs of each learner). needed  How does this information correlate to ECERS? January  Complete Pre-Learning  Looking closely at transitions  Review how classroom  Consider ways scheduling Assignment “Teaching Strategies for schedules and routines impacts the entire center. 6: Schedule and  View Video Module and Pass Transitions” Handout. have changed or adapted What changes can be made to Routines Quiz  Discussion Points: to meet the needs of the better support teachers and  Complete Post Learning How are transitions, children. enhance learning outcomes for Activity schedules and routines  Begin discussion of what students?  Use Instructional Practices planned for? How do they changes will be put in Checklists for Teachers for change throughout the year? place for next year based self- assessment-and Have they changed since the on the strategies learned “Ipoints for Teachers” as beginning? in this module. needed February & March  Complete Pre-Learning  Review teacher’s assessment  In reviewing teachers’  Review I Points and/or Assignment system and discuss collected assessment systems Instructional Practices 2: Formative  View Video Module and Pass data (Is it objective? Enough provide feedback about Checklists for Observers for Assessment Quiz data to determine the amount and types of Module 2.  Complete Post Learning performance level? Use post- data collected. Help  Use this information to provide Activity learning activity to support teachers make feedback and stimulate  Use Instructional Practices teachers in determining new connection between discussion with teachers to Checklists for Teachers for assessment strategies Foundations Modules increase teacher effectiveness. self- assessment-and  Use” Ipoints” and and Standard 4 on the “Ipoints for Teachers” as Instructional Practices Rubric. needed Checklists for Observers as  Use” Ipoints” and needed Instructional Practices Checklists for Observers as needed. Access to Resources Live Links for Completion of Online Modules – (First EESLPD Program Year) Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide Month Module(s )to Access Link Complete September/Beginnin Introduction and https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeeintro/ g of October 1: Foundations https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule1/ Overview Mid October 5: Behavior https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule5/ Expectations and Rules November 3: Promoting Positive https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule3/ Relationships

December 4: Classroom Design https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule4/

January 6: Schedules and https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule6/ Routines

February 2: Formative https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule2/ Assessment

March 2: Formative https://unc-fpg-cdi.adobeconnect.com/_a992899727/dcdeemodule2/ Assessment Continued

 Instructional Practice Checklists for Teachers http://modules.nceln.fpg.unc.edu/foundations/module-intro  Instructional Practice Checklists for Observers  iPoints for Teachers  iPoints for Administrators  NC Foundations at a Glance  NC Foundations for Early Learning and Development - NC Standard Course of Study Crosswalks Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide

 NC Professional Teaching Standards http://modules.nceln.fpg.unc.edu/sites/modules.nceln.fpg.unc.edu/fil es/imce/documents/TeachingStandards.pdf

 NC Foundations for Early Learning and Development http://modules.nceln.fpg.unc.edu/sites/modules.nceln.fpg.unc.edu/fil es/imce/documents/NCFoundations2013.pdf Access to Resources - Continued

Tracking Sheet for Completion of Activities

Teacher Name: ______

Mentor/Evaluator: ______

Site: ______Early Educator Support, Licensure and Professional Development Office NC Foundations for Early Learning and Development: Detailed Instructions and Pacing Guide Module Module/Certificate Teacher Evaluator/Mentor Verification of Evaluator # Completion Date Instructional Follow Up Date Alternate Signature Practices Checklist Completion Completion Date (Eval. Initial) Intro & 1 5

Completion of NC Foundations of Early Learning and Development training is a requirement for all NC-Pre-K teachers as set forth in the Annual Team Agreement. This form, along with supporting materials, must be kept as documentation of completion of NC Foundations for Early Learning and Development modules and assignments. It will also serve as verification of training participation to receive CEU credit.

Completion of all six modules and activities:

Teacher Signature:______Date:______

Evaluator Signature:______Date:______