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Initiating Leadership as Early Educators: Examples from the Classroom
CAEYC 2016Amber Friesen, Annie Reissiger, Nicole Kelly,
and Katie Handelman
In this workshop...● The importance of leadership in early childhood
settings● A framework for initiating change● Examples from three early educators
What does leadership in the early childhood classroom include?
Leadership in Early Childhood ● To lead refers to the capacity to guide someone or
something along a way. ● The need to purposefully build and sustain leadership
capital● Leadership as a process involving mutual influence and
shared responsibility (DEC, 2015)
Leadership in Early Childhood● Leadership in early childhood may encompass five forms:
○ Community leadership○ Conceptual leadership○ Pedagogical leadership ○ Advocacy leadership○ Administrative leadership
(Kagen & Bowman, 1997)
Leadership in Early Childhood (Resources) ● Division of Early Childhood. (2014). DEC recommended practices in early
intervention/early childhood special education 2014. Retrieved from http://dec.membershipsoftware.org/files/Recommended%20Practices/DEC%202014%20Recommended%20Practices.pdf
● Division of Early Childhood. (2015). DEC Position statement: Leadership in early intervention and early childhood special education. Retrieved from http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/LdrshpPositionStatement_final_Mar%202015%20(1)(1).pdf
A Framework To Initiate Change● An intentional and systematic approach that can be individualized
and used to promote leadership within a classroom. ● Based on a teacher action research approach (Henderson, Meier, Perry, &
Stremmel, 2012; Meier & Henderson, 2007)
● Provides an opportunity to reflect on areas within a teacher’s practice that they would like to improve or enhance, and then initiate a leadership process with this focus.
Identifying a Focus
Reviewing Resources/ Research
Initiating a Plan/
Collecting Data
Reviewing and
Reflecting
Initiating Effective Communication
with Families on Difficult Topics
Annie Reissiger, [email protected]
Step 1: Identifying a Focus/IssueThe first-hand issue:
Observation of the negative reaction of a preschool parent who was reacting to information shared with her about her child’s development.
Question: How can ECE educators gain enhanced skills related to having difficult conversations with parents about their child’s development?
Informal inquiry to understand issue:Talking with teachers about the issue:
● Teachers in this preschool felt like they were the first people “on the ground” who may identify many children’s developmental delay or challenge each year
● They felt that preschool educators in general have little to no training on having these difficult conversations with parents
● The teachers did not feel like the “expert” on atypical development
● Teachers were really open to thinking about these types of conversations and learning more about how to have effective difficult conversations
More informal inquiry about the issue:Talking with a parent about the issue:
From the parent’s perspective:
● Teachers may not fully grasp the weight of their words when discussing a child’s development with parents
● These conversations may permanently change the parent’s view of his/her child.
● Parent didn’t know what to do about the concerns and stated that she was overwhelmed.
Step 2: Identifying/Reviewing Informal Resources and Research 1) Literature Review about the topic:
Reviewed published literature regarding: a) strategies for effective parent-teacher conferencesb) effective communication/collaboration with parents
2) Informal Resources: Learn more about parents’ experienceInitiated a Survey Monkey to find out more from other parents of children with special needs-- “What positively or negatively affected their experiences of difficult conversations with professionals?”
Best Practice From Literature
Preparation- Pre-conference meeting with teachers/director (Manning & Schindler, 1997)- Consider family member roles - Reflect on expectations for behavior and performance and how they might differ culturally; Other cultural implications - Plan setting for conference (Jordan, Reyes-Blanes, et al. 1998)
Relationship- Acknowledging shared concerns (Manning & Schindler, 1997)- Develop trust- Invite participants to join in collaborative conversation- Discover a mutual goal (Koch & McDonough, 1999)
Empathy/validation - Understand the weight of your opinion and use empathy to connect with parents- Acknowledge that this is not an easy conversation to initiate with the parent (Manning & Schindler, 1997)
Concrete observations/ expanding discussion/Set goal- Be prepared for parents to express feelings of anger and stay focused on concrete observations that you have seen and heard- Respect the parents choices; Highlight how much you value their child and the parents’ efforts to do best for their child. (Manning & Schindler, 1997)- Listen to all points of view and expand the understanding of the problem- Make a collaborative goal (Koch & McDonough, 1999)
Follow up- Restate the goal, measure it, and decide who will do what. (Koch and McDonough (1999), Manning & Schindler (1999)).
Results from Survey Monkey
What makes a conversation feel good?“When starting a discussion with positive information about my child it sets the tone of the conversation to be more open. Talking about strengths before focusing on weakness and areas needed for improvement. Then circling back around to what as a team we can do to support my child. Never blaming the family for a delay or behavioral issue” - Anonymous parent
“The number one thing a parent feels when discussing their special needs child is that they failed. They are heartbroken that they don't have a typical developing
child and he will never be normal.” -anonymous parent
Step 3: Initiating a Plan and Collecting DataTraining teachers using the gathered knowledge seemed to be the best way to impact these conversations
1) Talk to teachers about holding an inservice to share resources2) Gather/organize/synthesize resources to share in training3) Implement4) Request feedback from training
Examples from the training
- Make sure that the physical space is comfortable:- Light- Privacy- informal seating arrangement- Allow ample time for the meeting
Things you may want to bring to the meeting:
- Samples of the child’s work- Anecdotal records- Names and phone numbers of referral contacts if necessary
Most importantly, bring an open, respectful attitude that allows for active listening and wondering with the family for the good of their child(Abbott & Gold, 1991)
Preparation...
When a meeting is in order...
Examples from the training
Conversation Starters:
“Today I saw _______. What are you seeing at home?”
“I’m noticing that she’s trying to __________. Have you noticed her trying this at home?”
“You must spend lots of time reading to him at home. I’ve noticed that he really likes books. What else does he really like to do?”
Giving some tips for carry-over to home:
I’ve noticed that she’s just starting to be interested in stacking some blocks. Today I helped her by supporting the tower a little so it wouldn’t topple over and she could be successful. Stacking is a great way to build some hand-eye coordination, if you wanted to try it at home
National Training Institute for Child Care Health Consultants (2010)
Concrete Observations/ Expanding Discussion/Set Goal
Inviting parents into the discussion
Examples from the trainingExpanding Discussion
Communication Skills: Active ListeningActive listening is a process where the listener shows their appreciation and understanding of the other person’s message. It’s about being open to what is said, avoiding judgment, and conveying sincere interest in the other person’s ideas. (Swick, 2003)
Active listening is the act of listening to and stating back to the person the message that you are hearing, without judgement or response. It allows a person to hear, think about, and clarify what they are trying to communicate.
● Active listening also involves paying attention to nonverbal cues:○ body language○ facial expression (Whiteman, 2010)
Examples from the training
Active listening… Something to try
Step 4: Reviewing and Reflecting… what happened?
● There are real world challenges of finding time to implement training with busy preschool setting.
● Acting as a “leader” can be intimidating and may shift the dynamics between the “leader” and his/her colleagues
● Initiating a training based on a relevant topic can lead others to begin inquiring about issues/challenges that they are seeing
● If you demonstrate “home-grown” leadership, you can also encourage others in your school to do the same.
Collecting Meaningful Data on Children’s Learning and Development
Nicole Kelly
Step 1: Identifying a Focus/Issue
Data Collection is a Necessity ● Data Collection is integral aspect of each child’s IEP
○ How we gauge progress, identify further areas of need
● Data required once every two weeks, personal preference is weekly○ Two sessions of: 12 children, 2.5 hours daily, 12 hours/week
● What we were doing wasn’t working○ Small groups of 2-4 children ○ Two days/week during centers, “one man show”
Goal of Project: Work together with classroom team to develop a data collection & recording system
Step 2: Identifying/Reviewing Resources and Research ● Teaching IEP goals and objectives in the context of classroom routines and activities.
(Grisham-Brown, Pretti-Frontczak, Hemmeter, & Ridgley, 2002)
● Improving child outcomes with data-based decision making: Collecting data. (Hojnoski,
Gischlar, Missall, 2009)
● Children in context: Portfolio assessment in the inclusive early childhood classroom. (Lynch
& Struewing, 2001)
● Interventionists’ perspectives about data collection in integrated early childhood classrooms. (Sandall, Schwartz, & LaCroix, 2004)
● Evaluating child behavior change in natural settings: Exploring alternative strategies for data collection. (Schwartz & Olswang, 1996)
Step 3: Initiating a Plan and Collecting Data● 1st Week: Implement a portfolio for one child: all developmental domains
included, most focus on IEP goals. Only part of action plan to continue over all four weeks
Step 3: Initiating a Plan and Collecting Data (Continued)...● 2nd Week: data collection embedded throughout natural routines, 1:1
work on select goals as needed● 3rd Week: Staff assigned to take data during specific blocks of time● 4th Week: No clear plan, take what was most effective throughout first
three weeks and continue to streamline process
Step 4: Reviewing and Reflecting
● Portfolio process was AWESOME and enjoyable but not feasible for 20+ students
● Too many changes in too short of time = constant reminders (nagging teacher)
There is no “one” perfect approach to collecting meaningful data.
Two Years Later● Every student has a portfolio
○ Includes letter of the week art project, thematic art projects, moments in time of greatness!
● Students are put into groups, groups are separated by staff member, each staff member has a day in which they collect data, groups are switched every other week to achieve generalization
○ Data collection embedded throughout day, 1:1 work on more intensive, or specific goals
Reflections
● It can be difficult to be a leader● Continually evolving as an educator,
as a classroom team member, as someone who others may look up to
● If you don’t become a leader, who will?
Embedding Meaningful Play Opportunities into Each Preschool Day
Katie Handelman
Step 1: Identifying a Focus/Issue
•Teaching the importance of play
1. Classroom paraprofessionals set in their ways
2. Inconsistency from year to year
•Embedding more play opportunities
Step 2: Identifying/Reviewing Resources and Research •In Defense of Play: Beginning the Dialog About the Power of Play (Myck-Wayne, 2010)
•Encouraging Social Skill Development Through Play in Early Childhood Special
Education Settings (Jamison, Forston, & Stanton-Chapman, 2012)
•Teaching Pretend Play to Young Children with Autism (Barton & Pavilanis, 2012)
•Encouraging Peer Interaction in Preschool Classrooms (Stanton-Chapman & Hadden, 2011)
•Teaching Paraeducators to Support the Communication of Young Children
with Complex Communication Needs (Douglas, Light, & McNaughton, 2012)
Step 3: Initiating a Plan and Collecting Data
● Share the Information● Set up a Schedule
● PLAY
Stages of Play Play Category Definition Age of Typically Developing
ChildBehavior Example
Unoccupied Singular behavior, not participating in any play activity
all ages A child is staring out a window, not involved in any activity
Solitary Singular behavior, playing with objects that are different than those other peers are using in play
1-2 years (may occur at brief periods of times at all ages)
A child is playing with a toy car on a beanbag chair away from the rest of the children
Onlooker Acknowledging of other social person. watching other children play
1-3 years A child is sitting on a beanbag chair watching another group of children play in the block area
Parallel Similar play behaviors as peers (i.e. sam toys), little or no interactive techniques
1-3 years Two children are playing with toy cars in a center area. Each one has a car. They are doing separate actions with the cars although they might talk with each other about their separate actions.
(Jamison, Forston, & Stanton-Chapman, 2012)
Stages of PlayPlay Category Definition Age of Typically Developing
ChildBehavior Example
Associative Peer interaction by sharing toys, working with the same object, or inquiring about the other peer’s behavior, no specific play roles
2-5 years Two children are playing with toy cars. Each one has a car. The children are driving the cars around the same “race track”.
Cooperative Peer interaction by sharing toys and incorporating roles and complex interactive patterns that support structured pretend play
3-5 years Two children are playing in the dramatic play center. One is pretending to be the mother and the other is the father. There is a baby doll asleep in the crib, and the “mother” is rocking the crib while the “father” is making dinner.
(Jamison, Forston, & Stanton-Chapman, 2012)
Step 4: Reviewing and Reflecting•The project did not go exactly as planned.
•We did have four weeks of play centers for data collection.
•Several students made small gains in their play skills during the four week time period.•Two years later I see huge progress in the social and play skills of the students who were in my class at that time and/or still are in my class.
Contact Information Amber Friesen
San Francisco State University
Department of Special Education and Communicative
Disorders, Burk Hall 201
1600 Holloway Ave
San Francisco, CA 94132
(812) 331-2707
Annie Reissigner
Nicole Kelly
Dayton Elementary School, San Lorenzo Unified School
District
Preschool Special Day Class Teacher
1500 Dayton Ave
San Leandro, CA 94579
(510) 317-3683
Katie Handelman
El Granada Elementary School
Preschool/Kindergarten Special Day Class Teacher
400 Santiago
El Granada, CA 94018
(650) 712-7150
ReferencesBarton, E., & Pavilanis, R. (2012). Teaching pretend play to young children with autism. Young Exceptional Children, 15(1), 5-17.
Douglas, S.N., Light, J.C., & McNaughton, D. B., (2012). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-101
Grisham-Brown, J., Pretti-Frontczak, K., Hemmeter, M.L., Ridgley, B. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18-27.
Henderson, B., Meier, D. R., Perry, G., & Stremmel, A. J. (2012). The nature of teacher research. Voices of Practitioners, 1-7. retrieved from https://www.naeyc.org/files/naeyc/file/vop/Nature%20of%20Teacher%20Research.pdfHojnoski, R.L., Gischlar, K.L., Missall, K.N.. (2009). Improving child outcomes with data-based decision making: Collecting data.Young Exceptional Children 12(3), 32-44.
Jamison, K. R., Forston, L.D., & Stanton-Chapman T.L. (2012). Encouraging social skill development through play in early childhood special education classrooms. Young Exceptional Children, 15(2), 3-17.
Jordan, L., Reyes-Blanes, M. E., Peel, B. B., Peel, H. A., & Lane, H. B. (1998). Developing teacher-parent partnerships across cultures: Effective parent conferences. Intervention in School and Clinic, 33(3), 141-147.
Koch, P., & McDonough, M. (1999). Improving parent-teacher conferences through collaborative conversations. Young Children, 54(2), 11–15.
References (continued)Lynch, E.M., & Struewing, N.A. (2001). Children in context: Portfolio assessment in the inclusive early childhood classroom. Young Exceptional Children 5(1), 2-10.
Manning, D., & Schindler, P. (1997). Communicating with parents when their children have difficulties. Young Children, 52(5), 27-33.
Meier, D. R., & Henderson, B. (2007). Learning from young children in the classroom. The art and science of teacher research. New York: Teachers College press.
Myck-Wayne, J. (2010). In defense of play: Beginning the dialog about the power of play. Young Exceptional Children, 13(4), 14-23.
National Training Institute for Child Care Health Consultants (2010). Infant/Toddler Development, Screening, and Assessment Manual 2. Zero to Three. 1-69.Stanton-Chapman T.L., & Hadden, D.S., (2011). Encouraging peer interaction in preschool classrooms. Young Exceptional Children, 14(1), 17-28.
Sandall, S. R., Schwartz, I. S., & LaCroix, B. (2004). Interventionists’ perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26, 161-174
Schwartz, I.S., & Olswang, L.B. (1996). Evaluating child behavior change in natural settings: Exploring alternative strategies for data collection. Topics In Early Childhood Special Education, 16(1), 82-101.
Swick, K. J. (2003). Communication concepts for strengthening family–school–community partnerships. Early Childhood Education Journal, 30(4), 275-280.
Whiteman, J. (2013). Connecting with Families: Tips for those difficult conversations. Young Children. 68(1), 94-96.
The views and opinions expressed by presenters or others who have provided materials to and for the CAEYC Conference and Expo are not those of CAEYC, its members, governing board or planning committee. CAEYC assumes no responsibility for, nor endorses, any of the comments, recommendations or materials that are provided.
