Teachers Are Learners, Too: Individualizing Professional Development Through Coaching

posted by Diane Trister Dodge ’70, founder and president of Teaching Strategies, Inc.

As the investment in preschool programs increases, early childhood programs and teachers are being held accountable for meeting quality standards and demonstrating positive outcomes for children. Teachers are responsible for fully implementing a comprehensive curriculum, using ongoing assessment to inform their decisions, and ensuring the development and learning of all children. At the same time, resources are limited, and the guidance and support teachers receive to understand and implement their curriculum and assessment systems are rarely sufficient.

Curriculum developers have a responsibility to provide support to programs in effectively using their resources.  Traditionally, we at Teaching Strategies have developed and published training manuals on our curriculum and assessment systems and offered conferences and on-site training to support teachers and programs. Workshops certainly have a place, but they are not sufficient. We are now strengthening our efforts to build capacity within programs to provide the day-to-day, individualized support teachers need to enhance their practices and meet the challenges they face today.

Teachers have many different levels of experience and understanding, but they are all expected to implement a curriculum and assessment system. I know from my own experience as an education coordinator in Head Start and child care programs that the teachers I worked with benefited from very different kinds of support. Some needed help in setting up or reorganizing their rooms, planning a daily schedule, managing routines, and using interest areas as settings for learning. Their needs were immediate, and their survival as teachers was at stake. More experienced teachers often had the basics in place and were interested in specific support, such as how to manage small-group activities focusing on literacy or math, and how to introduce and implement a meaningful study. Advanced teachers who were refining their skills needed a different type of support and encouragement to inspire and validate their practices.

As coaches, our work with teachers must begin with building relationships, just as our work with children and families begins. The teachers with whom we work need to know that we respect them and care deeply about their ability to teach well. When teachers trust us, they are more likely to welcome us into their classrooms, reveal their struggles and challenges, and risk trying new approaches. An individualized, strength-based approach is just as important in coaching teachers. Because teachers are at very different stages in their understanding and implementation of a curriculum, the support and guidance we offer should first acknowledge each teacher’s strong practices and then address skills and knowledge that need strengthening. Setting realistic expectations and scaffolding learning conveys confidence in a teacher’s ability to develop and learn.

As a preschool teacher, I improved my practice and gained skills by working with knowledgeable and experienced teachers and seeing how they related to the children, created exciting classrooms, and inspired children to become active learners. I grew as an education coordinator in Head Start by working with supervisors who believed in me, recognized and valued my ideas, and encouraged me to try new approaches. I enjoyed presenting workshops for teachers, but their practice improved largely because of coaching in their classrooms. Observing their challenges firsthand enabled me to focus my support on their individual strengths, needs, and interests.

Coaches are often teachers who take on this role with very little guidance or training on how to coach and mentor other teachers. They need resources and professional development opportunities targeted to their role. To meet this need, we have just published a very exciting resource called The Coach’s Guide to The Creative Curriculum for Preschool: A Step-by-Step Resource for Individualizing Professional Development. It is a critical piece of our goal to build capacity within programs to provide the ongoing, in-classroom, individualized support that will truly help each teacher understand the curriculum and implement it well.

Diane Trister Dodge graduated from Bank Street in 1970 with an MS in Early Childhood Education.  She is the author of numerous books, articles, and training materials for early childhood educators. Diane has been a preschool and kindergarten teacher; served as the education coordinator for Head Start and child care programs in Mississippi and Washington, D.C.; and directed national projects in education and human services. In 2004, she received the BSCAA Recognition Award for her contributions to the field of education.

Are Children Becoming Computer-users or Communicators?

posted by Rosalind Rothman ’62, retired NYC teacher and guidance counselor

Dear Bankstreeters,

I am particularly upset that very young children are spending sooo much time on their computers. I find that so many of them cannot talk freely, ask or answer questions, or make conversation. They also cannot write and use language comfortably. They are receivers and not communicators. I feel that by the time they are in the 3rd Grade would possibly be a more appropriate time for them to get involved. The early childhood years would be better filled with social activities – games played with other children and experiencing the art of conversation. I very much appreciated my years at Bank Street which emphasized the importance of the EARLY CHILDHOOD YEARS.

Thinking of you,
Rosalind

About me…I will be 85 in April and give credit for all my teachings to Bank Street College. I began my career as an Early Childhood teacher in a co-op nursery school and went on to teach the first class of “brain-damaged” children in the NYC public schools (where I was able to use all the tools taught to me at Bank Street). I later studied at the Alfred Adler Institute and got my credentials as a “Marriage and Family Counselor.” I have taught Kindergarten, First Grade, a special experimental class of “misbehaving children,” and, eventually, I became a Guidance Counselor (all in the NYC school system). After retiring, I taught Adult Ed classes. Now that I live in Florida, I teach classes on stress and other topics to retired Seniors and also do short-term therapy for Seniors. Working with groups is my special favorite activity. I tell folks I am able to teach elephants if I had to. Bank Street gave me the proper tools and background for all I have done.

Stepping Into the River: Lessons From My Kindergarten Teacher on Learning, Living, and Hope

posted by Alisa Algava ’08, leader of a small Hudson Valley progressive school

“You could not step twice into the same river; for other waters are ever flowing on to you.”
Heraclitus, On the Universe
Greek philosopher (c. 535 BC – 475 BC)

Sitting backwards on the train has never bothered me.  I can look out the window and see where we’ve been.  And whether looking forward or back, I always appreciate watching the Hudson River go by–right now I’m struck by the ice cracking and buckling near the shore, the glassy surface in the middle, and a current I can’t see even though I know it’s there.

Circles

Last week I started a new old job at a school 60 miles north of New York City where I have lived and learned in different moments throughout my life.  As a four year old I walked onto the school’s wooden front porch and through the door painted with children’s handprints for my first day of kindergarten.  I made movies, explored the woods and the stream, and wrote books in elementary school.  During college I returned for a few months to do an informal internship with the teachers and students.  I taught art for a year, my first job, before venturing out into the world of public schools.  During the next five years, as a member of the Board of Trustees, I stayed in touch and stayed involved.  And when they asked, I returned to start a brand-new high school program and to participate as a co-administrator and teacher in the running of the school.  Three years ago, I journeyed away again–this time to live and teach in Brooklyn while I finished studying at Bank Street.  I graduated in December and had new visions and a new plan for my life in NYC.  A month ago, all that changed.

Mirrors

One of my kindergarten teachers from the days I spent woodworking, learning to read, and playing with dinosaurs is still one of the most important people in my life.  Eric Tomlins has lived and learned and helped countless others do the same at the school for more than thirty years.  He is one of those singular people in this world who blesses everyone he knows with understanding.  A magical teacher, Eric sees and values every child for who she is, for the gifts he shares, for the struggles she experiences.  He looks deeply and sees what is unique and beautiful inside each one of us.  And then he holds up a mirror.  Through his words, actions, interactions, and love, Eric helps each of us to begin to see and understand and appreciate ourselves.  And in his presence, we become more of who we are.

Hope

For the last three years, Eric has been struggling with an illness, first unknown and undiagnosed and eventually called ALS by experts from the best NYC hospitals.  Lou Gehrig’s disease has paralyzed him from the neck down.  And it is now affecting his ability to breathe and talk.  Throughout this time and this experience, Eric continues to teach everyone he knows.  He comes to school to teach a high school class two mornings each week, participates in administrative meetings, and talks and listens with the students and teachers.  In the way he has approached the illness–always hopeful, seeking out non-traditional medicines and approaches, continuing to read and write poetry, committed to each day and also to the future–Eric shows us what it means to be alive.  Although his body is compromised and his presence at the school is diminished, his spirit is strong.  He is still Eric and he still shares all of who he is so we can share all of who we are.

Guides

The school has never had a single person in charge.  There is no principal or head of school.  While a team of co-administrators (who are also full-time teachers) contends with the many administrative tasks and responsibilities, the school is very much run by the community of teachers.  But, in truth, Eric was the leader.  His voice and his opinions nurtured, questioned, and when necessary, influenced us.  He sustained a respectful community where students, teachers, and families could ask questions, take risks, try our best, reflect on our experiences, and listen to each other.  While the school was not perfect, Eric held the place safe and strong for thirty years with his wisdom, his appreciation for each child, teacher, parent, grandparent, and his deep philosophical and personal commitment to progressive education.  It is clear to me now that he never could have done it alone, but that is the essence of his leadership.  No one realized how we were being guided, that he created the opportunity for us all to share our strengths.  In many ways, Eric wasn’t even aware of his immeasurable impact as a leader without a title.

Cracks

And now, during the past two years, a complex unraveling among the faculty and administrators at the school seems to have mirrored Eric’s physical illness.  People speak about not being heard or seen or understood.  No one feels like they have a voice anymore.  There have been arguments and even tears in faculty meetings.  They are stuck, frozen.

Openings

Eric called me in December and asked me to return to lead the school through this difficult time.  And so, here I am, director of a school that has never before had a designated leader.  As a non-teaching member of the administrative committee, my first priority is to focus on the big picture and to support teachers in their work with kids, families, and each other.  I will work closely with the co-administrators as partners in leadership.  I hope to guide, facilitate, support, learn, nudge, talk, listen, and help renew a sense of shared vision among all of the members of the school community.  I want to be able to approach one another from a place of we’re in it together, learning together.  How can I support you?  What do you need or want from me?  What can I learn from you?  I want everyone in the school community to know that each of us is understood and valued for who we are, and that we are, in fact, all in it together.

Spirals

Eric has seen and loved me since I was four.  While I still have a long way to go and a lot to learn, I’m determined to share his lesson with those around me.  I may be returning, but I’m also traveling on.  Circling around again, spiraling forward with new skills and insights and passions.  The light on the ice is full of possibility.  To revisit and reflect.  To renew.  The river sliding by inspires movement and change.  To learn.  To grow.

Alisa Algava graduated from Bank Street’s Leadership for Educational Change program in December.  For the past 14 years, she has taught and learned in public, private, and charter schools in NY, NJ, and RI.  She loves learning.

Raise Your Hand for Quality Child Care

posted by Janine Fetters ’02, Senior Associate of Parent Engagement at NACCRRA

I want to announce a new advocacy opportunity for parents, grandparents, teachers and concerned citizens who care about quality child care.

Do you share our belief that high quality early learning experiences help children arrive at school eager and ready to learn?  Isn’t it time for all families to have access to affordable child care that is safe and educationally and developmentally sound? We think so, and we hope you will join us as we build a groundswell in support of children by becoming a member of the new Child Care Aware Parent Network (CCAPN). It’s FREE and open to anyone with an interest in children and child care.

The National Association of Child Care Resource & Referral Agencies (NACCRRA) is launching CCAPN in January 2009.  Sign up now at www.ChildCareAware.org/PNregistration and we will contact you when the site goes live.  Raise your hand to be counted for quality child care!

CCAPN will work to ensure that parents’ show of hands will be noticed! CCAPN will be an active, vital, virtual organization of parents, grandparents, child care providers, advocates for children, and anyone who cares about equal access to affordable, safe, and high quality child care. Our Parent Network will provide parent involvement and engagement resources, training, direct virtual contact with policy makers, social networking, and other great benefits – all at no charge!

Contact janine.fetters@naccrra.org if you would like more information.

Janine Fetters finished Bank Street’s Leadership in Early Childhood Education Master’s program in 2002.  She is so excited about her new job with NACCRRA working on the Child Care Aware Parent Network.

An Online Video Takes Us into the Classroom of an Exemplary Educator

posted by Margot Hammond, Director of the Center for Early Childhood Professionals

Dear Colleagues,

I am pleased to announce an innovative collaboration between Bank Street’s Division of Continuing Education and the Graduate School, and an exciting addition to the Bank Street website.

In partnership with Adrianne Kamsler, GS faculty, Lenore Furman, a Project New Beginnings teacher, and colleagues in the Division of Continuing Education and the Graduate School, Merrill Lee Fuchs has created Seeing is believing: Structures and strategies for learning in an urban public school classroom, a video resource for teachers and administrators.

Visit the website – www.bankstreet.edu/gsvideos1 – to enter the classroom of an exemplary practitioner. Then pass the word to other educators who you know.

Wishing you a peaceful and happy holiday season!

Margot Hammond, Director
Center for Early Childhood Professionals
Bank Street College of Education

Please note: This video resource can also be accessed through the Bank Street website.

Early Childhood in South Africa: The Developing Families Project

posted by Virginia Casper, Bank Street faculty member

It is 14 years since South Africa overturned apartheid and became a democracy. As you may know, extreme poverty, unemployment and health challenges, including HIV-AIDS and its stigma, continue to ravage the majority population. During this time, the South African government has designed and continues to implement Grade R (Reception Year), the first year of formal schooling, which parallels western kindergarten. In addition, great strides have been made in the quality of preschool programs for children 3 to 5. Yet, because increasing numbers of children are enrolling in Grade R, and because more mothers are joining the workforce, younger children are entering informal crèches and preschool programs cared for by women who are not yet trained in the group care of infants and toddlers.

Ntataise (“to lead a young child by the hand”) was founded in 1980 to help women in resource-poor rural communities gain the knowledge and skills necessary to establish preschools for vulnerable families with young children. To date, Ntataise has trained over 10,000 women, reaching 350,000 children, and, in the process, has strengthened the capacities of the rural townships it serves in seven of the nine provinces. Our approach builds on Ntataise’s training and support programs, using the integrated, community-based engagement and empowerment model previously piloted with Ntataise.

The Developing Families Project aims to utilize the preschool as the port of entry for addressing both health and education issues. Harnessing South African culturally-based understandings of who infants, toddlers and two-year-olds are with some western understandings of the rich learning and relationship possibilities of very young children is a challenge we and our South African colleagues look forward to sharing. At the same time, we hope to integrate HIV/AIDS training and advocacy into the birth-to-three curriculum. The project will feature Early Child Development (ECD) spirit and techniques to foster engagement and learning (including consensus-building, use of all of the senses, role playing, visual and auditory stimulation, metaphor, use of the arts, hands-on experiences, warm and supportive environment, relationships rich in interaction and nurturance, reflective practice, and mentoring).

In May 2008 we visited four Ntataise sites in four separate provinces that had expressed interest in collaborating. In over 50 preschools we saw programs for children age three and above that reflected the years of training and support that Ntataise has given to these rural organizations. We observed children actively engaged with art, block building, dramatic play, manipulatives, and books (often homemade). We witnessed interactive communications between teachers and children and children with their peers.

In stark contrast, sometimes in the same preschool, the under three’s tended to be in groups of 10-40 with one or two caregivers. There were few materials, children sat closely together with little to no interaction with each other or their caregivers. As always, there were extraordinary exceptions where a few women created warm, home-like family environments with few materials and little support. But, as a general rule, and as one caregiver casually remarked about infants and toddlers in rural care settings, “they are waiting to be 3.” These photos illustrate the stark contrasts we observed.

Finally, and perhaps most important, professionals working in economically deprived communities always run the risk of being seen as powerful and all-knowing, especially in international work. The power differential that automatically exists and can derail any good and well-intentioned work must be brought to mutual consciousness. Therefore, a planned, conscious effort is continually at the forefront of our work toward leveling the power differential and normalizing relationships among and between people.

This summer, informal “Listening and Sharing Groups” (some conducted by Emily Polidore, BSC alum) have provided data that will help us shape the training and advocacy components as we work with our Ntataise partners.  We look forward to continuing this exciting work together.

Five Ntataise ECD trainers will visit Bank Street on Wednesday, December 10th at 6:30pm. These women will share their expertise and points of view about early care and education in SA, and we will provide more details about the Developing Families Project.
Please join us!

Virginia Casper has been honored to work in South Africa in early childhood over the past 8 years and is thrilled to share some of what she has learned with the Bank Street alumni community. She currently is a Bank Street instructor, formerly served as Associate Dean of the Graduate School, and before that directed the Infant and Parent Development Program.

For more information about this work…
Casper, V. (2005). Beyond Feeders and Growers: Changing Conceptions of Care in the Western Cape. Journal of Child and Adolescent Mental Health, 77,16 (1) 55-59.

Lamb-Parker, F., & Motseneng, P. (2007). Preschools as Nodes of Support: Case Study of Community Engagement and Empowerment in Rural South Africa. Zero-to-Three, National Training Institute, Orlando, FL.