Guskey, T. R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 34-38.
Outcomes:
The Collarative Teachers Institute has identifed the following Outcomes using the Results-Based Accountability (RBA) framework.
- Children are strong, capable and resilient
Indicators:
The Collaborative Teachers Institute has identifed the following Indicators using the Results-Based Accountability (RBA) framework.
- # or % of children 0-4 years meeting social, emotional, cognitive, language & physical developmental milestones (DDA)
- % of children who are ready for kindergarten
Description:
Professional literature on early childhood teaching practices often suggests using children’s interests as a basis for organizing learning. And, indeed, numerous pedagogies have been implemented in early childhood classrooms across the United States and abroad that value the interests of children. Approaches such as emergent curriculum, the project approach, and the Reggio Emilia approach all focus on the study of children’s interests to guide classroom activities. The Collaborative Teachers Institute will refer to the use of children’s interests in curriculum planning as “Studies with Children.” This reflects the idea that children’s ideas, inquiries, and interests will be used for planning and implementing classroom activities. For example, a group of children might be curious about trains, building blocks, how the water fountain works or making music. Teachers would then encourage the children to pursue their interests in different ways – through painting or drawing, building sculptures out of different materials, telling stories, listening to stories, inviting adults to come to the class to build things, etc.
How is this training different?
The Collaborative Teachers Institute’s opportunities for learning will rely on teachers’ use of documentation and reflection to enhance their instructional practices while consistently and collaboratively studying the interests of children. This professional development will focus on how teachers begin to think and act differently as a result of participation in teacher meetings and how they begin to show evidence of change in their classroom activities. The professional development is, therefore, relevant, immediately applicable and part of a teacher’s daily work.
Progress made / News:
Since October 2013, teachers and directors from early childhood centers and home-based programs in Santa Fe County have been meeting at the Santa Fe Community Foundation to discuss the shared services model of collaboration. Shared services are community-based partnerships of early childhood educators. The goal of the partnership is to share costs and deliver services in a more efficient way. Cost savings are ploughed back into programs to offer more affordable, high-quality services for children and their families.
Two specific areas of interest emerged during these monthly meetings: the opportunity for advanced professional development and a shared pool of substitute teachers.
As a result of these conversations, the Collaborative Teachers Institute was created.
Key Documents: Results Based Accountability Part 1. Part 2
Partners:
- Santa Fe Baby Fund, SFCF. Katie Dry / Gigi Yu
- Assistant Professor, College of Education, UNM. Kersti Tyson
- La Casita Preschool. Helen McDonald
- First Presbyterian Child Development Center. Anne Liley
- Garcia Street Club. Rachel Waldrop
- Santa Fe School for the Arts and Sciences. Suzanne Shakespeare
- Santa Fe Public Schools Pre-K programs. Juliette Staveley
- SF Childrens Project, United Way of Santa Fe County. Pam Remstein
Contact Information:
Katie Dry, kdry@santafecf.org, 505-988-9715 x 7016
Gigi Yu, gigiyu.cti@gmail.com
