Overview of Changes to NIEER Quality Standards Benchmarks

Transcript

1 Research National Insitute for Early Educatio n Overview of Changes to NIEER Quality Standards Benchmarks New quality standards benchmarks raise the bar for quality supports and reflect the importance of more direct supports for process quality – the actual experiences children have within classrooms, primarily through interactions with teachers and peers. h interactions are significantly linked with children’s development. New benchmarks focus Suc quality interactions, such as professional development and - on policies that can foster high coaching for all teaching staff and continuous improvement quality systems through which teachers receive constructive feedback on their teaching practices. Recent research shows coaching focused on improving interactions with children can both improve teaching practices quality classroom environments. and ensure high - al updates focus on the content of classroom instruction, including policies to support Addition curriculum implementation and early learning standards aligned with both other state standards quality standards and child assessments. The figure below shows the list of current and new benchmarks, as well as the changes. Changes to NIE ER Quality Standards Benchmarks Current Standard New Standard Change? Comprehensive Early Learning and Comprehensive Early Learning Enhanced Development Standards that are Standards and vertically aligned, horizontally supported, and culturally sensitive Supports for Curriculum Implementation None New Lead Teacher Degree (BA) No change Lead Teacher Degree (BA) Lead Teacher Specialized Training in Lead Teacher Specialized Training in No change ECE/CD ECE/CD Assistant Teacher Degree (CDA) Assistant Teacher Degree (CDA) No change - 15 hours/year of professional Enhanced Service (15 hours/year) Teacher - in development, individualized plans professional development plans, and coaching for lead and assistant teachers Maximum Class Size (20) Maximum Class Size (20) No change Staff No change Child Ratio (1:10) Child Ratio (1:10) - Staff - Screenings & Referrals Slight Change Screenings & Referrals & 1 Support Service None Meals (At least 1) Discontinued Enhanced Continuous Quality Improvement System Monitoring (Site Visits at least once every five years) - 4360 73 Easton Avenue, New Brunswick, NJ 08901 • nieer.org • p. 848 - 932 - 4350 • f. 732 - 932

2 Additional detail on the requirements to meet the four New or Enhanced Benchmarks Standards (ELDS): Comprehensive Early Learning & Development ELDS in effect during the current school year   ELDS is comprehensive, covering the following domains: - being and motor development o Physical well Social/emotional development o Approaches to learning o o Language development Cognition and general knowledge o  ELDS are vertically aligned with: o - 3 standards or State developed college and career ready standards for the State K early grades State Infant and Toddler Standards (if the state has them) o ELDS are horizontally aligned with required child assessme nts (or are required to be  aligned with child assessments)  State provides supports for use of the ELDS including: Professional development opportunities to support the use of ELDS o o Additional resources to implement the ELDS t related to serving Dual Language Learners such as  ELDS (or guidance) include conten world languages, foreign language acquisition, and/or cultural awareness Supports for Curriculum Implementation  At least one of the following supports to assist programs in selecting a curriculum: o Offers guidance on criteria for selecting evidence - based curriculum models o - approved curricula Provides a list of state Provides a list of state recommended curricula o - Requires adoption of a specific curriculum by all programs/sites o o Requires alignment of curricula with ELDS At least one of the following supports to assist programs with implementing curricula  o Provides SEA/Office of Early Learning sponsored training - going technical assistance on curriculum implementation o On o Provides funding to support curriculum imple mentation or training Professional Development  At least 15 clock hours per year (or the equivalent) of approved professional learning activities for (The majority of these hours should be on topics other than health & safety): o Lead teachers Assistant teachers o Written individualized annual professional development plans for:  o Lead teachers o Assistant teachers  Coaching is required for all lead teachers (or all classrooms) Continuous Quality Improvement System  All classrooms receive a structured observation of classroom quality at least annually  A reliable and valid classroom observation measure must be used  Results from classroom observations are fed back to the classroom to improve practice

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