Introduction to Preparing Program & Classroom Portfolios

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1 Introduction to Preparing Program & Classroom 2013 Annual Conference & Expo Washington, DC Session Goals Creating : who, what, when, why and how Tips and Examples; Do s and Don ts Using portfolio creation to guide reflective practice 1

2 Key Idea for this Session tell the story of your program and classrooms through plans, documents, photos, and other evidence. NAEYC Accreditation: Four Steps Enrollment in Self-Study Becoming an Applicant Becoming a Candidate Meet and Maintain Standards 2

3 How the Standards are Organized Standards essential elements of quality (1 through 10) Topic Areas big ideas within standards (A, B, C ) Criteria specific details within topic area (01, 02, 03 ) Indicators parts of criteria (a, b, c ) Age Categories Preschool Kindergarten Universal Infant Toddler & Two 3

4 Assessment Categories Assessment Evidence compiled during Self Assessment for all criteria Required Always Random Emerging Sources of Evidence Written/Photographic Sources of Evidence Observable Source of Evidence Program Portfolio Classroom Family Surveys Teaching Staff Surveys Observable Criteria 4

5 PP Program Portfolio Evidence represents current practices of the entire program CP Classroom Portfolio Evidence represents current practices of an individual group Why do we ask you to do them? Who should do one? How many do you need? What is included? How are they organized? When do you have to update them? 5

6 Demonstrate consistency Give YOU feedback Why do we ask you to do them? Who should do one? Administrators Program Portfolio Teaching staff Classroom Can others help? colleagues other teaching teams families and children 6

7 How many do you need? One Program Portfolio per program Usually one Classroom Portfolio per group, but consider: Classroom Sharing Considerations for Sharing Classroom Collaboration among groups One for all, all for one Age specific criteria and DAP Other options: Streamline evidence! Consider shared or common spaces, practices, curriculum, assessment, and materials. 7

8 Program What is included? Classroom What is included?

9 What is included? 9

10 Sources of Evidence Checklist Self Assessment Tools 10

11 What is included? Examples of Evidence Children are provided with varied opportunities and materials For your portfolio, varied means MORE THAN ONE example Giving too many examples is unnecessary and counter productive! Addressing Indicators 2.E.07 Children are given opportunities to: a. recognize and b. write letters. 11

12 Classroom How are they organized? Physical Organization Classroom Content Organization How are they organized? Alpha numeric Order (1.A.01, 1.A.02, etc.) Index Approach (details in later slides) 12

13 How are they organized? Label, highlight, describe Addressing indicators Placeholders LABEL: Include the criterion number with each piece of evidence in the portfolio. How are they organized? 2.E.05 13

14 How are they organized? HIGHLIGHT: How are they organized? DESCRIBE: Add a caption telling the assessor what the photograph represents 2.C.04.c: The children are developing controlled movement skills when they do this hula hoop exercise. 14

15 Placeholder A reference in the portfolio to evidence elsewhere in the portfolio 2.L.01: How are they organized? See the photo evidence for 2.E.05. When do you have to update them? What is current evidence? A practice that has taken place within 12 months of Candidacy or Renewal Materials Due Date What is NOT current evidence? A practice that has NOT taken place within 12 months of Candidacy or Renewal Materials Due Date 15

16 Examples NOTE: the following examples are for illustrative purposes only CPs might include examples from: Photographs 16

17 CPs might include examples from: Lists of equipment and materials CPs might include examples from: Child work product examples 17

18 CPs might include examples from: Lesson plans Reading Monday Tuesday Wednesday Thursday Friday The Foot Let s Eat! Fantasticos Colors! The Foot Book Book vehiculos para Colores! la contruccion Math Trace Feet Measure things in room using Science Measure bean sprouts; Review life cycle of a bean foot tracing (pencil, desk, carpet) (in pairs) Put foot measurements into graph Art Trace Feet Finish pictures from last week s Field Trip to Romare Bearden exhibit Dramatic Play Language Music Gross Motor Introduce measuring tape Measure bean sprouts; Draw pictures of bean sprout in weekly log Measure same things measured with feet with measuring tape (in pairs) Make a collage of our foot tracings; Hang on wall Doctor s Office Add Patient Care Sheets to Doctor s Office Add checkbooks Add clipboards with notes Put out ABC puzzles Trace Name in Small Group Time Work on letter H Use Kazoos Use Maracas Free Play in Head, Shoulders Knees and Toes Music and Movement Obstacle Opposite Obstacle Opposite Hop Scotch Course Simon Says Course Simon Says CPs might include examples from: Classroom schedules 9:00 a.m. Breakfast 9:30 a.m. Multipurpose Room Gym Time 10:00 a.m. Outdoor Play yard Activities (parachute, tricycles, balls, climbers, sand box, garden, etc. 10:45 a.m. Circle Time Sharing Time, Music, Creative Movement Activities, etc. 11:00 a.m. Center Time art activities, cooking activities, science, literacy, math activities, computer, blocks, dramatic play, etc. 11:40 a.m. Clean up time 11:50 a.m. Story Time 12:00 p.m. Lunch 18

19 CPs might include examples from: Notes, s, newsletters CPs might include examples from: Forms you use routinely 19

20 CPs might include examples from: Assessments Classroom Observational Assessment Form -- Skills Group: Ms. Jennie s Kindergarten Who Observed can tie Skill: their shoes? Ratings code: NY = Not Yet; E = Emerging Skill; P = Proficient Name: Oct Jan Apr Notes Maddy NY NY E Maddy is really trying hard. Joelle NY E P Joelle has persisted in her practice this year to master this skill Mei-Mei E E P Michael NY E P Emily E P P Emily has been helping others learn to tie their shoes! 2.E.03 (T-P-K) Children have opportunities to become familiar with print print is accessible throughout the classroom 20

21 One photo can meet several criteria/indicators 2.A.08.a: Equipment reflects childrens family life. 2.F.01.b: Infants see & touch shapes, sizes, colors, patterns 2.C.02: Infant fine motor skills 2.G.01: Infants can discover they can make things happen 2.G.04 (P-K): Children are provided varied opportunities to use simple tools to observe objects and scientific phenomena. Using magnifiers to observe dirt Balance scales for comparing weights of things Microscope 21

22 9.A.07 Rotated materials are stored on high shelves Materials are organized and grouped on low, open shelves for children to use independently 2.L.02: Children are offered opportunities to become part of the classroom community so that each child feels accepted and a gains a sense of belonging. Children dancing to Let s make friends during our February theme on friendship. 22

23 Program may include examples from: Employee handbook Program may include examples from: Parent handbook 23

24 Curriculum resources Program may include examples from: Program may include examples from: Brochures, web pages 24

25 Program may include examples from: Budgets and spreadsheets Program may include examples from: Contracts, inspection reports 25

26 Program may include examples from: Notices and policies Program may include examples from: Program forms and lists 26

27 Additional Tips for Program Start by gathering all the manuals, forms, and other documentary evidence you already have Count on having to create additional written policies and procedures Start compiling evidence on the Required and Always Assessed criteria Additional Tips for Program Don t work from Standard 1 to Standard 10! (Why?...) Consider the full language of the criteria How to handle confidential evidence? 27

28 Does the evidence clearly convey the intent of the criterion? All confidential personnel files are kept in a locked cabinet in the director s office. Files include: applications; transcripts; healthassessments; professional development records; performance evaluations. 10.E.08 Is the evidence highlighted? Classroom 1: 14 3 year olds Dimensions: 28 ft x 20 ft Total = 560 sf (40 sf/child) Classroom 2: 12 2 year olds Dimensions: 23 ft x 20 ft Total = 460 sf (38.3 sf/child) CORRIDOR STORAGE KITCHEN Classroom 3: 20 5 & 6 year olds Dimensions: 28 ft x 28 ft Total = 784 sf (39.2 sf/child) Classroom 4: 16 4 yr olds 660 sf total (L shaped room) 41 sf/child Admin. C O R R I D O R OFFICE Staff Lounge 9.C.01: This diagram of our center shows how many children are in each classroom group, the square footage of each classroom, and the number of square feet per child in each room. 28

29 Tell us the story of YOUR unique program! NAEYC Accreditation of Programs for Young Children Support & Resources 29

30 Program Support Resources NAEYC Academy Website 30

31 Consultation Request Form Schedule a consultation with an expert Accreditation Coordinator today! Accreditation Training Center NAEYC s Annual Conference & Professional Development Institute Affiliate & National Conferences Full day workshops Short seminars Listen & Learn webinars 31

32 Local Support Accreditation Facilitation Projects (AFPs) State and Local Affiliates e Update Sign up at 32

33 TORCH TORCH Tools for Self Assessment 33

34 TORCH Criteria Search Streamlining Classroom Portfolio Evidence Resource Electronic Portfolio Tip Sheet Electronic Portfolio Options: SchoolChapters (www.schoolchapters.com) PowerPoint We re here to help Contact the NAEYC Academy , option 3, option 1 Website TORCH Conference sessions, seminars, and webinars e Updates Local Support 34

35 I think one of the greatest advances to child care was the creation of NAEYC s accreditation system, which has helped so much to raise the quality of programs. T. Berry Brazelton 35

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