1 / 20

Valuing Early Learning and Child Care in Action

Valuing Early Learning and Child Care in Action. C ollaborative A ssessment T ool. Agenda. Overview of the CAT History of CAT Purpose of CAT Structure of the CAT Reflective Practice The Process Documentation Break Out Session/Questions. What is the CAT?.

Download Presentation

Valuing Early Learning and Child Care in Action

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Valuing Early Learning and Child Care in Action Collaborative Assessment Tool

  2. Agenda • Overview of the CAT • History of CAT • Purpose of CAT • Structure of the CAT • Reflective Practice • The Process • Documentation • Break Out Session/Questions

  3. What is the CAT? • CAT = Collaborative Assessment Tool • The CAT is a companion curriculum document to the New Brunswick Curriculum Framework for Early Learning and Childcare – English and the professional support documents. • (See page 2)

  4. History of the CAT:UNB Process • 2010: Initial meeting with Coordinators, Centre Directors, educators, UNB, and the Department. • The following question was asked: When we walk into a child care centre , how do we know the curriculum is being enacted ? • Participants brainstormed evidence they would see and constructed groups that produced the following categories: Valuing Children, Valuing Environments, Valuing Interactions and Relationships, Valuing Culture and Languages, and Valuing Documentation.

  5. History of the CAT:UNB Process (cont’d) • 2010-2011 A draft document was created and pilot sites were determined working in partnership with coordinators. • Pilot sites were given time to implement working closely with Coordinators and Early Learning Advisors. • In April 2011, Coordinator’s met to report on their regional experiences implementing the CAT. • The CAT draft went through intensive review and editing until November 2013 when it was published as the tool we are looking at now.

  6. History of the CAT • Pilot participants (see page 1):

  7. Structure • The CAT is divided into three sections: • 1. Working with the CAT – pages 2-5 • 2. Valuing – Documentation, Children, Interactions and Relationships, Culture and Languages, and Environments pages 6-11 • 3. Broad Based Learning Goals- Well-Being, Play and Playfulness, Communication and Literacies, Diversity and Social Responsibility pages 12-15

  8. Who will Use the CAT?

  9. How will Operators and Administrators Use the CAT? • Celebrate strengths and identify areas for growth and improvement in the centre • Monitor the implementation of the NBCF-E • Identify and reflect on areas of change that may be needed to current policies, practices and procedures in centres • Support educators in their own use of the CAT • Evaluate educators’ growth, learning and engagement

  10. How Will Educators Use the CAT? • Reflect on their practice to: • Determine areas of focus • Identify support needed • Plan and implement curriculum • Document to make learning visible to children, educators, families, and community

  11. How Will ECS Coordinators Use the CAT? • Monitor the implementation of the NBCF-E by centre administrators/operators, and educators for compliance to Regulation 83-85 under the Family Services Act • Assess educators’ and directors’ growth, learning and engagement in order to determine required compliance items • Provide consultation to help determine supports needed to meet compliance requirements.

  12. How Will ELC Advisors Use the CAT? What: Support the implementation of the CAT. Who: Directors of licensed early learning and childcare programs. When: Once directors have decided on an area of focus or inquiry and they have determined the support required. How: Through individual director support i.e. conversation via phone, email, and in centres.

  13. How exactly do you USE the CAT? Am I…? • Questioning • Participating • Modeling See page 4 of the CAT

  14. How exactly do you USE the CAT?(cont’d) • First revisit: • CAT document • NBCF-E • Professional Curriculum Support documents

  15. How exactly do you USE the CAT?(cont’d) • Decide on an area of focus or inquiry • Determine support required (collaboration with fellow educators, directors, families, ECS Coordinators, ELC Advisors, community partners) • Implement your plan • Document what happened in a range of ways (think about the learning; your own and the children’s) see p. 6 & 7

  16. Ask yourself how your centre will document your curriculum strengths, plans, and learning. Think about: • Curriculum work as being continuous and occurring over time • Valuing strengths, curiosities, questions and anxieties • Creating space and time to learn through self, team, and centre-based reflection, conversations, and documentation

  17. Documenting Your Focus of Inquiry • Educator/administrator professional portfolio • May be in the form of a binder or accordion file (think about ease of storage, display, transportation) • Include examples of educator learning stories, photographs, group documentation and tools. • Other possibilities for making your learning visible will be contained in your portfolio

  18. What happens tomorrow…? • Distribute CAT to each educator • Explore the CAT • Week 1 and 2 – go through page 8 and 9, Valuing Children, Interactions and Relationships, Culture and Languages • Week 3 – go through page 10 and 11, Valuing Environments • Week 4 – go through page 6, Valuing Documentation *Handout *Follow-up meetings to be held in October

  19. Planning templates • Tools: • Template to help guide your use of the CAT for educators administrators • Add to portfolio

  20. Break Out • Questions and discussion • Regroup • THANK YOU!!!

More Related