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 this week 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.
Additionally, create your own section (numbered four) that will be inspired by an outside source (i.e. program evaluation tool, instructional resource, etc.). See figure 6.1 for more ideas for your designed section
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One – Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Appropriate Practice in ECE Programs Serving Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
| A. Specific Teacher Objective | B. Specific Child(ren’s) Objective |
| 1. What will I (the teacher) eventually be able to do consistently?
Examples: Promote a positive climate in my preschool classroom community, establish a classroom routine, facilitate problem solving between preschoolers, have guidance talks with individual children, etc. Source: Use a child guidance reference or classroom evaluation tool with specific teacher interaction suggestions, (e.g., Gartrell, 2011; Pianta et al, 2008) 2. What do I (the teacher) need to understand and be able to do to be more effective? Examples: Ways to . . . build supportive relationships by encouraging children with specific feedback; model respectful interactions by using culturally relevant greetings and social interactions; use proactive child guidance by clearly communicating expectations. 3. What am I especially wondering about, or what misunderstandings do have? Developmentally appropriate limits vs. punishment Preventing conflict by establishing classroom agreements vs. reacting to challenging behavior Importance of modeling positive behavior vs. talking to children about class rules Differences between expectations in school and in a child’s home |
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support from the teacher, follow a daily routine, ask for help, understand classroom rules, show empathy for others, etc. Source: Use social–emotional development milestones or other child standards or curriculum objectives, such as Head Start Child Outcomes or Teaching Strategies GOLD (2010). 2. What specific issues or content do the children need to learn? Examples: What rules are there in my classroom community, and why do we have them? How can I work with my classmates? What is a friend? 3. What skills do the children need to practice in their everyday interactions? Use verbs to describe what you hope to see or to discuss with the children. Examples: Children will be able to . . . Give examples of . . . how to share materials with their friends. Describe . . .how to play on the playground so that everyone is safe. Observe . . . the feelings that another person is Expressing, and react in a caring way. Compare and contrast . . . Draw . . . Play the roles . . . Examine the similarities and differences . . . . |
| II. Section Two—Assessment Evidence:
How will I document what I (the teacher) and the children already know? What do I already know about . . . ? What will I document, take anecdotal notes about, videotape, collect, etc.? What resources do I need in order to interpret the interactions that I describe or the information that I collect? How will I compare and contrast what happened before and after my planned changes? |
|
| A. Teacher Evidence | B. Child(ren)’s Evidence |
| BEFORE
Examples: In previous interactions . . . I tried before . . . Another teacher suggested based on . . . I noticed . . . I videotaped myself . . . Another teacher observed me . . . My supervisor used a checklist of “best practices” and noted my strengths and areas for growth are . . . |
BEFORE
Examples: My summary of anecdotal notes on children’s behaviors, comments is . . . I have noticed . . . Checklists of participation indicated . . . Video and audio recordings show . . . The parents of this child have noticed . . . Another teacher gave me her notes about . . . Work samples of drawings show . . . |
| AFTER Reflect on the teacher–child interactions in the areas of planned activities or planned changes to achieve both the teacher and child goals and objectives. What other evidence (e.g., work samples, observations, journals, pictures) will be used to demonstrate achievement of desired goals for both the teacher and child(ren)? | |
| Cite Sources used to interpret the meaning of the results after examining evidence. For example: | |
| Gartrell, D. (2011). A Guidance Approach for the Encouraging Classroom. Belmont, CA: Wadsworth, Cengage Learning.
Teaching Strategies (2010). Teaching Strategies GOLD. Washington DC: Teaching Strategies, Inc. Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom assessment scoring system (CLASS) manual K–3. Baltimore: Paul H. Brookes Publishing Co. |
|
| III. Learning Experience:
What strategies did I use in the past? How will I teach, facilitate, or alter the environment to support planned learning? What strategies and child experiences do I anticipate will happen? What are my alternative plans? |
|
| A. Teacher Strategies | B. Child(ren)’s Experiences |
| BEFORE: Describe one or more strategies that you plan to use?
AFTER: What strategies were used? How did you demonstrate the desired understandings? How will reflection and self-assessment occur? |
BEFORE: Describe what you anticipate the children doing.
AFTER: Describe what happened. What other evidence (e.g., work samples, observations, journals, pictures) demonstrated achievements and other outcomes related to the desired goals? |
| Learning Activities/Instructional Strategies:
What learning experiences and instruction will enable the teacher and children to achieve the desired results? How will the design support the the teacher and children to . . .? (Use action words such as observe, attempt, practice, refine, listen, watch, question, take notes, answer, give a response, construct, examine, compare, classify, collaborate, connect, brainstorm, explain, argue, revise, and reflect.) Resources: What materials do you need? Final Reflection: How did you (the teacher) use what you knew about the children (assessment) to support and monitor their learning goal? Compare and contrast your teaching strategies used before this learning experience and after. Have you changed anything? What was especially effective that you want to continue? If you were to do this over, what would you do more of, or less of, or differently? |
|
| Concepts based on: McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development (p. 30). |
Alternate – Short Planning Form to Connect Goals, Evidence and Learning Experience Use this simplified form with a teacher just beginning to learn about planning.
One: Teacher and Child Goals: What will we be able to do if we are successful?
| Teacher Goal: What will teacher eventually be able to do consistently? | Child(ren’s) Goal: What will the child(ren) eventually be able to do? |
Two: Evidence: What will I observe, videotape, collect, etc.? What does it mean?
| Teacher Evidence
BEFORE: In previous interactions or I tried before…. |
Child(ren’s) Evidence
BEFORE: Brief summary of anecdotal notes, or what you noticed previously. |
| AFTER: Reflect on the teacher-child interactions. I noticed that…… |
Three: Learning Experience: What will happen? What did happen? Next steps are…
| Teacher Strategies
BEFORE: Describe one or more strategies the teacher plans to use. AFTER: What strategies did you use? Next time I will….. |
Child(ren’s) Experiences
BEFORE: Describe what you anticipate the child(ren) will do. AFTER: Describe what happened.” |
Child(ren’s) Experiences BEFORE: Describe what you anticipate the child(ren) will do. AFTER: Describe what happened.”
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