ERIC ED379105: Professional Development: Growing and Interacting as a Teacher. Kentucky Preschool Programs Technical Assistance Paper Number 7.

7 Pages·1991·0.31 MB·English

by  ERIC

DOCUMENT RESUME
ED 379 105
PS 023 017
Professional Development: Growing and Interacting as
TITLE
a Teacher. Kentucky Preschool Programs Technical
Assistance Paper Number 7.
Kentucky State Dept. of Education, Frankfort.
INSTITUTION
PUB DATE
[91]
7p.; For other Technical Assistance Papers, see PS
NOTE
023 011-018. Photos in document may not reproduce
well.
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Guides
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MF01/PC01 Plus Postage.
DESCRIPTORS *Classroom Environment; Family School Relationship;
Inservice Teacher Education; Measures (Individuals);
*Personnel Evaluation; *Preschool Children; Preschool
Education; *Preschool Teachers; Professional
Development; *Self Evaluation(Individuals); *Teacher
Characteristics; *Teacher Role; Teacher Student
Relationship
IDENTIFIERS
Developmer;,..ally Appropriate Programs; Kentucky
ABSTRACT
In addition to the appropriate equipment and
curriculum, a necessary ingredient of an effective preschool program
is the quality of the interpersonal climate within the classroom.
This interpersonal aspect of the preschool program is the focus of
this paper. It begins by discussing the role of the early childhood
educator in establishing the classroom climate, noting that the
teacher's responsibilities in this respect are:
(1) developing
teacher-child relationships;
(2) designing effective home-11School
relationships; and (3) building relationships with the support
resource staff. It also notes that the personal qualities considered
important in early childhood teachers are ..wareness of the uniqueness
of each child, flexibility, and a wide range of interests. Checklists
of characteristics and skills of good early childhood teachers are
included. The developmental stages of teachers are examined to assess
the different kinds of learning opportunities that would benefit each
stage and strengthen professional commitment. The paper suggests
workshops, conferences, inservice training, and periodicals as ways
to enhance professional growth. It also notes that an additional way
to grow professionally is through self-assessment of teaching
performance in the classroom setting, and of interactions in the
non-classroom setting. Of the several models for staff evaluation,
the paper recommends the "enabler model," because it supports
developmentally appropriate early childhood education. Contains 13
references. (BAC)
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Professional Development:
Growing And Interacting As A Teacher
"PERMISSION TO REPRODUCE T (IS
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
The Role Of The ,:arly
Introduction
Childhood Educator
I
t has been said that the people who work
Teaching in preschool programs of-
roles of teachers will vary, usually they will
with young children determine the quality of
professional a lifelong learning
include the following responsibilities: (1 )
fers
each
the program. No matter hose extensive the
challenge. The teacher's role can be de-
establishing the classroom climate; 12 i de-
equipment or lavish the facilities, no matter
veloping teacher-child relationships; (31
manding and be physically and emotion-
es-
how comprehensive the curriculum, the
designing effective home-school relation-
ally taxing as well as being highly satisfying
of any successful program is the quality
5ellie
ships; and (4) building relationships with
and rewarding( Nlachado and Meyer, 198-I).
of the interpersonal climate within the indi-
the aide, volunteers and other support re-
offunc-
Preschool teachers perfori
n a variety
vidual classroom.
tions as they work with children, families,
source staff.
and other staff members. Although the
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developmentally appropriate experiences. This understanding
provide
quality program is stalled by adults who understand child development and
A
courses.
and additional educational
can be enhanced by becoming involved in conferences, workshops, in-srvici,traMing
4
L
Personal Qualities
iary personnel such as aides and volun-
Classroom Climate and Preparation
Planning for the best use of these
teers.
A growth-producing climate is formed
Of Early Childhood
helpers is an important aspect of the
bythe staff: administrators, teachers, aides,
teacher's job. In order to work well with
volunteers and support personnel working
Teachers
aides and volunteers, teachers should learn
in cooperation to help children discover
something about them, their strengths and
the wonderful world around them. These
Teachers of young children need to
interests. Aides and volunteers will need to
p ogle must work in harmony, and have
interact with all kinds of people. Friendly,
learn the particular styles ofclassroom man-
faith and trust that both children and adults
flexible men and women with many differ-
agement and methods of instruction used
want to learn and that such learning can be
ent interests, who are aware of their envi-
by the teachers with whom they work. It is
fostered in a comprehensive developmen-
ronments will often be successful in the
important that adults have similar require-
talTy appropriate fashion.
early childhood profession (See Figure
ments for children since consistency helps
Early childhood teachers are respon-
1
and 2). This is as true of aides and volun-
children feel secure.
sible for developing classrooms where chil-
teers as it is of teachers.
Aides and volunteers can be good
dren feel secure and comfortable with them-
sources of information about particular
selves and their surroundings. The fur-
Awareness
children since even the best teacher cannot
nishings and equipment in these classrooms
From an early age children have dif-
see everything that goes on in the class-
are chosen with the characteristics of chil-
ferent experiences, abilities and interests.
room at all times. Teachers should listen to
dren in mind. The colors are pleasing, and
The need to discover these idiosyncrasies
their helpers and use their suggestions
the floors easy to keep clean.
Teachers
and build upon them which requires a high
whenever feasible.
organize the room so that materials are
degree of observation and awareness on the
accessible and can be easily replaced by the
part of the teacher. Although each child is
Resource Staff
children themselves. For more informa-
unique, there are many similarities among
Early childhood teachers in the public
tion refer to "Planning the Environment",
children and a basic knowledge of child
schools are not isolated in their jobs. They
Technical Assistance Paper #4.
development is essential for those who work
have the advantages of support staff as well
with youngsters. When an adult under-
as aides and volunteers. Special education
Teacher-Child Involvement
stands that a particular child is acting the
teachers, speech, occupational and physi-
The early childhood teacher has a vi-
way many children of the same age would
cal therapists, school nurses and social
tal role in the young child's development.
act in similar circumstances, out -of- hounds
workers and the principal of the school are
The role is that ofguide, facilitator, preparer
behavior may not seem so troubling.
all available as part of the team when a
of the environment, rather than simply
particular problem is encountered. De-
imparter of information, although that too
pending on the circumstances one or all of
is necessary. Teacher like and respect their If the early childhood teacher is flex-
these people can be of assistance. Although
ible and the curriculum is based on the
young charges, making sure that they listen
all preschool teachers should develop basic
children's stages of development, a child
to the children as well as talk to them. For
skills in working with children with a vari-
with special needs can he mainstreamed
specific tecl niques and strategies, refer to
ety of abilities and needs, the teacher is not
into the early childhood classroom with
"Guiding Children's Behavior,- Technical
expected to be an expert in all of these areas
In a typical family, each
little difficulty.
Assistance Paper #5.
and should not hesitate to ask for help
individual family member has his or her
when it is needed.
Teacher-Parent Involvement
own interests, needs and abilities. Because
Parents can be valuable resources in
In many cases, preschool teachers may
children are used to such variations within
the early childhood class although it is im-
also have access to additional resource staff
the family, they are not likely to expect
at the elementary school, such as the art,
portant that there is a clear understanding
everyone to be alike.
music or physical education teachers. These
of their roles. Some parents, or even grand-
Teacher Interests
parents, might want to prepare flannel
persons may offer suggestions for activi-
Children learn from activities that arc
ties, provide resource materials and team
board figures or other instructional aids at
personally meaningful to them, so the early
teach with the preschool teacher. How-
home. Parents often like to accompany the
childhood curriculum follows the interests
class on field trips or volunteer for some
ever, they should not be viewed as a relief
and needs of the children. Thus the early
instructor, providing a time when the pre-
specific event even though they might not
childhood teacher must have a wide range
school teacher can take a break. As de-
he able to come in to the classroom on a
of interests from which to draw approl 'l-
regular basis. Teachers an I parents main-
scribed in "Classroom Environment Pa-
ate materials. For example, if a beetle is
tair close contact througl rrequent notes,
per". Technical Assistance Paper #4, such
found in the classroom, the early child-
areas as art, music and gross motor devel-
pho.te calls and home visits. Other sugges-
hood teacher uses this opportunity to gen-
tions for strengthening the home-school
opment are integrated by the preschool
tly capture it and examine its attributes,
linkages can be found in "Family/School
teacher into a total curriculum, not frag-
later releasing it outside. In this way the
Involvement", Technical Assistance Paper
mented as separate "courses". Therefore,
teacher demonstrates reverence for life and
the preschool teacher and aide should gen-
#6.
responds to children's natural fascination
erally provide instruction in these areas
Teacher Aides and Volunteers
with the environment. Meanwhile chil-
and should accompany the children to par-
The individual needs of children can
dren learn some of the properties of all
ticipate in any special activities which are
he met most effectively when there is a low
living things. A unit on insects could be a
Staff-child
directed by the resource staff.
staff/child ratio and small groups of chil-
logical outcome of such an unexpected
ratios are important to maintain in all in-
dren (Day, 1988). This necessitates auxil-
encounter with nature.
structional settings.
2
Effective early childhood teachers are
.
.
the world of ideas and love
interested
, -
learning (Feeney and Chun, 1985). Such
teachers understand themselves and their
own needs and make sure that these needs
do not intrude on their work with children.
,t?'A good" arly childhood
Good teachers are able to invent curricu-
lum which satisfies children's needs while
keeping the aims of the school in mind.
is wan and caring
for ChBdren to
Since the early childhood classroom is sel-
4 is patient and flexible
Otahlems
dom static, teachers must he comfortable
F"f.
has a good Sense of hunter
n S i p p n i t i a t t a c t i v i t i e s for in-
with open-endedness and able to adapt to
y
respects and underStanthts as
changingcircumstances. Teachers of young
hicatesWellwithotherstaff
children enjoy people and are able to work
children's first teaCtiert0
effectivel:' with families, aides, volunteers,
welcomes diversity*ongdiiitken
provides meal ingkiactivities for
and other staff.
aides and volunteers
builds upon childreiiiinterests
Works effecP.velY With ;Other
Per-
models desired behavibis
redirects inapproPriate behaVtais:,
k 4: chooses books; poster*, putles
Professional
and other learning materials with
is sensitive to chitdren's individual
i;
nonsexist andimittictiftural aware-
Growth
needs
r.
runs
is aware of eac t. tild and the total
uses his or her voice effectively
As defined by Betty Sawyers, I cited in
maintains an orderly classroom.
group
Machado & Meyers, 1984
professional-
likes children and enjoys working with
ism, entails understanding children and
Figure 2. Skills forEffectiveEatlyChild-
oneself plus "plain old hard work" 1971
them
hood Teachers (Adapted from Feeney
Sawyers has identified some of t he demands
has many interests and shares them
and Chun, 1985; and Gross, 1972.)
that professional earls childhood teachers
with children
make on themselves:
is creative and encourages creativity
listens to children and converses with
Hitt tilt alit ht ts (At', ',Ian(
them,
Lowtortabh to child', F)
(/ Oin.
praises aPProPtiatelY*Itenttin*
!O-On, bilqs. of
f'
is
is rellabfeandoSpopskie
i.
listens to children and,converses with
them
tlj
.
more iwo+tedge-
strives to become
able
is iOteretted inideakandpossibIlibes.
*tributes
tpitieg
..has energy* stunt
self-un
tifneYand
194k f
N1%;
(
raw.
Pkt.
BEST COPY AVAILABLE
3
Being a professional requires that
ers need to have opportunities to exchange
in pursuing original research to find an-
1.
teachers give full measure of devotion
ideas with those who are more experienced.
swers to some of these questions.
The
to the job.
The setting for inservice training can now
inservice opportunities useful to teachers
A professional joins with others in
move out of the individual classroom into
at the first stage of development would
2.
professional organizations.
the larger school or central office.
probably he of little interest to mature pro-
During Stage Three
A professional treats children as people
Stage Three.
3.
fessionals.
with feelings.
teachers will probably be interested in fur-
At all stages of development it is im-
A professional is an educator who is
thering their skills. These professionals are
4.
portant for teachers themselves to have
informed about modern trends in
tired of doing the same things and want to
some input into the kinds of inservice op-
education ( 1971).
learn more about the cutting edge of the
portunities they would find most helpful
field. Attending conferences with a variety
since adults need to have sonic control over
Teachers' awareness of their own
of workshops from which to choose can he
their own learning.
stages of development and training needs
particularly effect ive. Reading professional
can lead to a strengthened professional com-
journals and discussing topics of interest
Continual Learning
mitment. An examination of a wide range
with other experienced teachers can also he
of alternative routes for continual learning
rewarding. Visits to exemplary programs
No matter how well trained a staff
such as workshops, conferences, inservices
can he beneficial as this teacher learns more
member is, periodic refresher courses can
and prokssional reading can lead to pro-
about the possibilities in the field of early
he worthwhile. Because adults need to be
fessional growth.
childhood education.
in charge oftheir own learning, opportuni-
Stage Four. The final stage of teacher
ties should be chosen that are in keeping
development is maturity, which can be
Developmental Stages of Teachers
with the learning style, personality and stage
reached in as few as three years according to
of development of the individual teacher or
lust as children go through stages of
Katz (1977). During this stage teachers arc
aide. Once the need is determined by the
development it has been hypothesized that
interested in more philosophical questions
teacher and supervisor together, the super-
teachers also develop from the insecure
such as: Can schools change society? What
visor can recommend resources where the
is the aim of education?
beginning teacher to the mature teacher
Advanced
desired training is available.
with several years' experier.,:e ( Katz, 1977 ).
Training for early childhood staff is
coursework at a universitY, introspective
Teachers at different stages would benefit
seminars, or participation in conferences
conducted by a number of organizat ions in
from different types of inservice opportu-
might help to shed light on these questions.
Kentucky. Depending upon the area, there
nities. When teachers understand the vari-
Perhaps these teachers would be interested
are local resources which can help and teach-
ous stages they will realize that their ques-
tions and needs for inservice might be ex-
7
pected to differ from those of other teach-
.1 I
ti
ers.
Stage One. In Stage One, beginning
teachers are concerned with survival. The
primary need for these teachers is for secu-
----
They are learning what Young chil-
rin .
dren arc like and what one can expect of
them. Specific ideas that can be adapted to
the individual class might be useful. The
tT
need is for technical assistance, support
and on-site help from those who are both
familiar \v,dt the situation and who can be
genuinely helpful. If the beginning, teach-
ers are interns, this helping role can be
perforir:d by their resource teachers, pro-
s 'ding that these individuals have both the
appl.opriate skills and personalities.
Stage "I Nvo can be ex-
S .age Two.
pected to occur by the cad of the first year
of teaching.
Teachers at this stage feel
secure and are able to tOcuson the children's
needs rather than on their own. Teachers
might be interested in learning how to help
children in particular circumstances. Spe-
cialists, consultants and colleague advice
are some of the important ways to provide
Teachers on, intensify and support imaginatio. play by asking questions at the right time.
assistance during Stage Two. These teach-
4
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Self Evaluation
like to see changed about your job?" or
ers should pursue these professional op-
"What aspects of your job do you like best?"
portunities.
Self-assessment is an additional way
Workshops. Universities, colleges and
to grow professionally. Each individual
Non-Classroom Setting
technical assistance agencies such as the
program can develop its own criteria for
early childhood regional training centers
It is helpful for teachers also to think
evaluating teaching performance (Decker
(RTC) for children with special needs often
about their interactions with other school
and Decker, 1988). The following charac-
present workshops with particular empha-
personnel and with parents. They might
teristics are frequently evaluated:
ses which would be valuable for early child-
ask themselves whether they are using the
hood educators. Teachers should familiar-
available support staff effectively and
physical characteristics
the physical
1)
ize themselves with those agencies in their
whether or not there is a problem in con-
health and vitality conducive to effec-
area which provide workshops that pertain
ducting home visits. Often just brainstorm-
tive performance;
to early childhood.
ing with another professional can help to
mental ability - ability to conceptual-
2)
Conferences. The Kentucky Associa-
ize the philosophy of the program,
see a problem in a fresh way, perhaps lead-
tion for the Education of Young Children
ing to a solution.
needs of children and adults involved;
( KAEYC 1, the Kentucky Association on
professional qualifications - knowl-
3)
Children Under Six (KACUS), and the Ken-
edge of methods and materials used in
tucky Head Start Association (KHSA) offer
one's performing role; and
valuable conferences in Kentucky each year.
personal attributes
enthusiasm,
4)
Local affiliate groups as well as regional
poise, ability to adjust to frustrations,
Preschool/Infant Planning Councils
ability to cooperate with colleagues,
(P1PCs) offer periodic meetings with inter-
and ability to accept constructive criti-
esting speakers for various topics. Some-
Staff Evaluation
cism (Decker and Decker, 1988, p.
times national organizations such as the
231).
National Association for the Education of
Young Children (NAEYC) or the Council
Public schools are mandated to con-
Evaluation procedures may include
for Exceptional Children, Division of Early
duct periodic staff evaluations but the evalu-
observations, video taping, checklists, ques-
Childhood (DEC) hold their annual con-
ation process itself can be helpful for all
tionnaires, interview-discussions or other
ferences in Kentucky or a neighboring state.
early childhood personnel if they consider
locally devised procedures. Self-evaluation
Such conferences can be particularly valu-
it an opportunity to develop more fully as
includes examining both classroom and
able for teachers at later stages of develop-
professionals. There are many models for
non-classroom settings.
ment.
staff evaluation but the "enabler model"
inservice. The central office ofa school
(Hegland, 1984) is congruent with the phi-
Classroom Setting
district will offer worthwhile opportunities
losophy which supports developmentally
for further learning as part of their inservice
appropriate early childhood education. In
Periodic self-evaluation should be a
training. Teachers can request particular
this model the first step is for the teacher
part of every early childhood program. The
types of inservice help from those who are
and supervisor to come to agreement on
effective teacher thinks through the events
responsible for this form of professional
the goals and philosophy of the program.
of each day to see where new insights can he
development. Schools also have access to
The climate of the school must be such that
discovered that will help in planning for the
professional development consortia, the
supervisor and teacher have mutual trust
future. Besides daily and weekly reflection,
early childhood regional training centers
The supervisor helps the
and respect.
more formal assessment should be a part of
(RTC) funded to assist in children with
teacher to realize her/his strengths while
the evaluation process. The Early Child-
special needs, as well as various regional
the teacher identifies the areas for desire
hood Environment Rating Scale (Harms,
technical assistance staff.
improvement. The supervisor provides the
1980), is helpful in bringing to mind vari-
There are many good
Periodicals.
opportunities and resources to enable the
ous areas where teachers might want to
journals for early childhood professionals.
teacher to meet these specified goals for
examine their work in their classrooms.
Young Children, published by NAEYC, Di-
improvement.
The National Association for the Educa-
mensions, published by SACUS, Kaleido-
The process then continues in circular
tion of Young Children Accreditation Cri-
scope, published by KACUS, Childhood
fashion with new goals for improvement
teria (1984) can be used as a resource to
Education, the Journal of the Association
identified once the original goals are met.
examine all aspects of one's class. Various
for Childhood Education International,and
This model has the advantage of being
checklists such as the Hartman Assessment
the Journal of Early Intervention published
nonthreatening and growth-producing with
Tool (1985) can be used to help teachers
by DEC are some of the most well known.
both participants acting as professionals. A
examine their own performance. Such in-
Articles pertaining to early childhood can
written evaluation in narrative form can he
struments help educators realize the
also be found in such periodicals as Teach-
entered into the personnel file for each staff
strengths of their own programs as well as
ers' College Record, the Harvard Educa-
member with appropriate comments on
those areas where they sense a need for
tional Review, and the Phi Delta Kappan as
the improvement that has taken place. There
improvement. Less formal means would be
well as journals dedicated to specific cur-
should be provision for comments from
open-ended questions that might he posed
ricular areas or special needs.
the teacher as well as the supervisor.
by a supervisor, such as "What would you
5
6
A Final Ivutz
Teaching young children reouires
many skills and abilities. Early childhood
educators interact with many different in-
dividuals and this interaction is crucial to
Because of this, the early
their success.
childhood teacher's job is perhaps more
Mar
demanding than many other professions,
but it is also very rewarding. By continually
developing and improving their skills year
by year, teachers ofyoung children will find
their profession even more satisfying.
REFERENCES
Many teachers have found that commu-
nication with parents through home vis-
its, conferences, meetings, and telephone
Abbott-Shim, M.S. (1990). In-service train-
calls are well worth the time involved.
ing: A means to quality care.
Young
Children, 45 (2).
Benham, N., T. Miller, and S. Kontos (1988).
Pinpointing staff training needs in child
care centers. Young Children, 43 (4), 9-
Hegland, S. (1984). Teacher supervision: A
Feeney, S. and R. Chun (1985).
Effective
16.
model for advancing professional
teachers of young children. Young Chil-
Bredekamp, S. ed., (1986). Developmentally
growth. In Administering Programs fir
dren, 41 (1), 47-52.
Appropriate Practice. Washington, D.C.:
Young Children, ed. J. Brown. Wash-
Gross, D.W.
Teachers of young
(1972).
National Association for the Education
ington, D.C.: National Association for
children need basic inner qualities.
of Young Children.
In
the Education of Young Children.
Ideas that Work with Young Children,
Day, B. D. ( 1988). What's happening in early
Kati, L. (1977). Talks with Teachers. Wash-
K.R. Baker, editor. Washington, D.C.:
childhood programs across the United
ingtun, D.C.: National Association for
National Association for the Education
States? In A Resource Guide to Public
the Education of Young Children.
School Early Childhood Proms, C.
of Young Children.
Machado, J. & Meyer, H.
(19841.
Early
Harms, T., and Clifford, R. (1980) The Early
Warger, editor. Alexandria, VA: Asso-
practicum _guide:
childhood
Childhood Environment Rating Scale.
A
ciation for Supervision and Curriculum
son riebook for beginninqieachers of
New York: Teachers College Press. Co-
Development.
unq_children. Ness' York: Delmar.
lumbia University.
ye,
Dobson, R.L., J.E. Dobson and I. R. Koetting
Whitebook, NI., C. Howes, D. Phillips, and C.
Hartman. (1985, September). The Hartman
(1985). Looking at, talking about and
Pemberton
Research report.
(1989 ).
assessment tool. Child Car.! Informa-
living with children. Lanham, MI): Uni-
Who cares? Child care teachers and the
tion
, ttf!, 19-20.
versity Press.
quality of care in America. ''cunt Chil-
dren, 45, 41-45.
r.
Teachers can increase their skills and knowledge through coursework, in-service and other professional development.
7
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6
Printed with state funds contracted to Berea Early Childhood Regional Training Center.