Resources for Supporting Engagement for Each and Every Family

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Learning Table Session on Family Engagement

Resources from

Ask yourself...

• Have you incorporated an explicit and intentional emphasis on authentically engaging families who are culturally and linguistically diverse? Are you also engaging families who have children with disabilities?

• Is communication with family members shaping the quality of your work?

• Are family members helping you to intentionally and effectively support practices that connect home cultures and experiences to their learning?

Do your environments reflect your intentionality?

Are you saturating environments with the children, families, and staff of the program and the community?

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High-quality, culturally

responsive early learning

environments are critical to

closing the achievement

gap between children living

in poverty, especially

children of color, and their

peers16.

Do your practices reflect your intentionality?

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Culturally responsive interactions between

personnel and young children are more

likely to support progress toward children’s mastery

of language, literacy, science, and math skills 17

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An effective teacher can have a stronger influence on student achievement than poverty, language

background, class size, and minority status 18

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Resources for Supporting Diverse Young Children in Early Childhood Settings

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Resources from

Delaware Inclusion Guides

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Anti-bias Education for Young Children and Ourselves

Louise Derman-Sparks and Julie Olson Edwards

Chapter 2: Creating an Anti-Bias Learning Community• Positive interactions with

children• Positive interactions with

and among families• The visual and material

environment• Curriculum planning

Learning Table Session on Improving Experiences

Multifaceted Resources for Language & Literacy

National Center on Cultural and Linguistic Responsiveness

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Ask yourself...

• Are you intentionally and effectively supporting practices that connect children’s cultures and experiences to their learning?

• Are you shaping teachers’ personal capacities and attitudes to support each child’s achievement?

• Do program characteristics (e.g., teacher-child ratios, time for small groups or one-on-one interactions, materials in multiple languages) support individual children?

• Do environments authentically reflect the children, families, and communities you serve?

Are your professional development efforts growing the capacity of early childhood professionals to support young children who are culturally, linguistically, and ability diverse?

One thing we can say with certainty about professional development is that workshops are not effective if building skills or dispositions is the desired outcome19

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. . . and yet

A national survey recently indicated that workshops were the primary method for delivering training and technical assistance 20

While training workshops are consistently the PD method of preference in early childhood, short-term, one-time trainings have little or no impact on quality improvements 21

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Recent findings

Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development 22

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Based on these findings, effective professional development . . . Is intensive and ongoing, with multiple,

sequenced, active learning experiences Is grounded in specific practice-focused content Builds on the learner’s current level of understanding Includes large doses of learner self- assessment of his/her learning against a set of standards, criteria, or expert feedback Is aligned with instructional goals, learning standards, and curriculum materials

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 OUTCOMES

PD Methods % of participants who could demonstrate

KNOWLEDGE

% of participants who could demonstrate

SKILL

% of participants who could USE NEW

SKILL IN THE CLASSROOM

Theory and Discussion 10% 5% 0%

Training with Demonstration 30% 20% 0%

Training with Practice and

Feedback60% 60% 5%

Training with Onsite Coaching 95% 95% 95%

Impact of Different PD Methods 23

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Resources for Designing Professional Development That Will Grow the Capacity of Professionals to Support Each Child

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