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ERS . . . Survive or Thrive. It’s up to you!. Objectives . Brainstorm stressors related to ERS assessment and develop strategies for overcoming that stress. Review the role of the ERS in Pennsylvania’s Early Childhood Education quality initiatives.

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Ers survive or thrive

ERS . . . Survive or Thrive

It’s up to you!


Objectives
Objectives

  • Brainstorm stressors related to ERS assessment and develop strategies for overcoming that stress.

  • Review the role of the ERS in Pennsylvania’s Early Childhood Education quality initiatives.

  • Link ERS content to children’s experiences and opportunities.


Ers stress
ERS Stress

What are the things related to the ERS that cause stress, anxiety, worry, confusion?

What do programs feel they

have to “survive”?


Survive or thrive what s the difference
Survive or Thrive – What’s the Difference?

Surviving

Thriving

Definition from Webster’s:

1. a: the act or fact of living or continuing longer than another person or thing

  • b : the continuation of life or existence

    2. a: one that survives

  • Definition from Webster’s:

    1. a: to grow vigorously :flourish

    2 a: to gain in wealth or possessions :prosper




Making the choice to thrive

  • Be persistent . . .

  • Keep learning

  • Keep asking questions

  • Be open . . .

  • To new ideas

  • To the possibility that it won’t work

  • To taking risks

  • To help

  • Be prepared . . .

  • Know your kids, families, staff

  • Set goals

  • Learn about the ERS

  • To start, stop, revise, and start again!

Making the choice to Thrive


Background of the ers
Background of the ERS

  • Developed in North Carolina


Background of the ers1
Background of the ERS

  • Used in all of Pennsylvania’s ECE initiatives

    • PA Position Statements


Background of the ers2
Background of the ERS

  • Designed to be used in varied ECE settings and with varied curriculums

  • Used across the US and

    internationally

  • Employs if/then thinking



If this1
If this . . .

Then That . . .




Why the ers
Why the ERS?

  • Consistent data source for documentation

    and comparison

  • Designed for all age groups and program settings

  • Provides detail about daily practice that can be used in developing a quality improvement plan

  • Cross walked with the PA Early Learning Standards


Ch ch ch changes
Ch, ch, ch, changes

And choices!


Change
Change

is

change,

All

requires

progress.

but not

change

progress

all


Decide what you want, decide what you are willing to exchange for it. Establish your priorities and go to work.

H. L. Hunt


Just as your car runs more smoothly and requires less energy to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance.

Brian Tracy


Quality improvement as a value
Quality Improvement As A Value to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance.


What are we trying to balance
What are we Trying to Balance? to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance.


Cognitive development, Emotional development, Physical development, and

Individual interests and skills


Basic needs of children

Basic needs of children development, and

Health and safety

Building positive relationships

Opportunities for stimulation and learning


In our haste to deal with the things that are wrong, let us not upset the things that are right.

- Unknown

What is best for our children and families?



Quality is a moving target
Quality is a moving target you just sit there.

Where we are.

Where we want to be.

How?

Why?


Sometimes, you just sit there.

getting there is NOT half the fun.


Group Activity you just sit there.





Group Activity you just sit there.


What goes at the top of the to do list
What goes at the top of the to-do list? you just sit there.

Can everything be “the most important”?


What makes a really fabulous meal you just sit there.

“really fabulous”?



Environment interactions materials

IT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES

(page xii ECERS-R)

Environment, interactions, materials


Environment rating scales are a resource for the classroom
Environment Rating Scales are a resource for the classroom DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES

  • Indicators are based on best practice for children

  • Classrooms will function differently based on the individual needs of the child and the group

  • No right or wrong answers

  • “What is best for our children and families?”


The best way to predict your future is to create it
The best way to predict your future DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVESis to create it.

Stephen Covey


Addressing ers stress
Addressing ERS Stress DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES


Star 3 & 4 DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES


Fiscal Year 2010-2011 DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES

In the first half of FY 10-11, 93% (out of 285 total assessed statewide) Keystone STARS providers at STAR 3 and STAR 4 levels successfully met required overall facility scores.


Environment rating scales are a resource for planning
Environment Rating Scales are a resource for Planning DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES

and a tool for thriving!

  • By submitting an ERS request you are asking for feedback to assist you in your quest for continuous quality improvement

  • Assume there will be items that score high as well as those that score low

  • Lower scoring items are those ones you may choose to focus on improving ( or not!)


Relax breathe enjoy the process
Relax, Breathe, Enjoy the process DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES

Young children from the beginning cannot help but learn—they don’t have to be taught to learn, they are naturally wired up to learn. From the very beginning children are learning about the world. They are also learning about what learning is about. So everything that is going on is a learning experience.

Jack P. Shonkoff, MD, Dean, Heller Graduate School, Brandeis University


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