In your role as coach and/or mentor you will likely need to help teachers understand how to make connects between the following three processes (a) making meaning of documentation evidence to (b) planning for goals and (c) learning experiences for children. After reading chapter six, and the scenario below, respond to the discussion prompt:
Imagine that you are a coach who is supporting a teacher who is observing her students during small group activity time. The teacher records a lot of dialogue (words and actions) of the children arguing about “the rules” for putting away materials. You ask the teacher to identify a question of interest for both her and the children based on what she learned from her documentation. The question is, “What are the rules (procedures) in our classroom?” As her mentor, you want to begin her inquiry with “backwards planning.” The formula you present to the teacher is as follows:
Together, you and the teacher decide to approach the inquiry the following way:
In your group response address the questions below. Groups are encouraged to share thoughts and options for answering the questions, and use the Chapter 6 Appendix A Form, to support your explanations. Each group member must provide potential answers to at least two of the questions and must contribute to deciding on the response for all five questions. As in the previous weeks, one group member should post the groups final responses and include the name of the contributing
National Association for the Education of Young Children (2009). NAEYC standards for early childhood professional preparation programs (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Professional%20Prep%20stdsRevised%204_12.pdf
Abramson, S. (2008). Co-Inquiry: Documentation, communication, action. (Links to an external site.) Retrieved from http://journal.naeyc.org/btj/vp/pdf/Voices_Abramson_Co-Inquiry.pdf
Servage, L. (2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, 35(1), 63–77. Retrieved from http://www.teqjournal.org/
Abramson, S., & Atwal, K. (2003). Teachers as co-inquirers. In Next steps in teaching the Reggio way, J. Hendrick (Ed.), pp. 86–95. Englewood Cliffs, NJ: Merrill.
Buyssee V., & Wesley, P. (2005). Consultation in early childhood settings. Baltimore: Paul H. Brookes Publishing Co.
Neumann, S. B. (2010). The research we have. In S. B. Neuman & M. L. Kamil, (Eds.), Preparing Teachers for the Early Childhood Classroom: Proven Models and Key Principles (pp. 221–236). Baltimore: Paul H. Brookes Publishing Co.
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