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Good, Better, Best Building Early Childhood Programs That Support Each Young Learner. The Presentation Team Camille Catlett FPG Child Development Institute (NC) Brenda Blackburn Blue Ridge Community College (NC)
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That Support Each Young Learner
The Presentation Team
Camille Catlett FPG Child Development Institute (NC)
Brenda Blackburn Blue Ridge Community College (NC)
Melanie Nollsch & Susan Simon Kirkwood Community College (IA)
JohnnaDarragh Ernst Heartland Community College (IL)
AnuSachdev & Bina Patel Northampton Community College (PA)
Mary Skinner & Elizabeth Golen Johnson Tacoma Community College (WA)
An effective teacher can have a stronger influence on student achievement than poverty, language background, class size, and minority status
“Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..
The key components of professional development include:
characteristics and contexts of the learners (i.e.,the “who”);
content (i.e., the “what” of professional development); and
organization and facilitation of learning experiences (i.e., the “how”).”
identifying specific research-based practices that have been validated through a rigorous review process
Odom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005
Adecision-making process that integrates the best available research evidence with family & professional wisdom & values
Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006
FPG Child Development Institute University of North Carolina, Chapel Hill
Susan P. Maude
Iowa State University
resources and professional
The Center to Mobilize Early Childhood Knowledge
National Center on Cultural and Linguistic Responsiveness
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.
A sampling of evidence and resources, related to each feature, to support your learning and professional development needs
Find them online at http://npdci.fpg.unc.edu/resources/quality-inclusive-practices-resources-and-landing-pads
Supporting Change and Reform in Preservice Teaching in North Carolina