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Here's the latest news from The Long Island Pre-K Initiative, your source for
expert training and useful resources:
www.nassauboces.org/pre-k
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What's "hot" in literacy? New ILA survey reveals what's on educators' minds in 2020, including gaps in teacher preparation
The "What's Hot in Literacy Report" was just released last week by the International Literacy Association (ILA). This biennial survey is a
snapshot of what literacy professionals consider the most important topics, including top challenges and supports needed by those in the field.
Heading the list of the top five issues this time around: "Building early literacy skills through a balanced approach that combines both foundational and language comprehension instruction" with 51% scoring this as critical. In second place: "Determining effective instructional strategies for struggling readers" with 42%.
Perhaps more concerning: the report's findings when it comes to teacher preparation. Only 34%--just over a third--of teachers "felt equipped by their teacher preparation programs with the skills needed for effective early reading instruction." In fact, according to the ILA, the variability of teacher knowledge and teacher effectiveness is the greatest barrier to equity in education.
A bright spot when it comes to Pre-K: "Literacy professionals are almost unanimous that all children deserve access to a free, high-quality preschool education that lays a foundation for literacy development."
Click here to read more or to download the full 44-page report.
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STUDIES SAY
Looking back: what did education research tell us in 2019?
Draw, but don't doodle, if you want to remember something. That's one of the 10 research highlights for 2019. So says edutopia.org, which explains that studies show that drawing easily beats reading, writing or listening when it comes to learning and retention. Intentional sketching reinforces what is being learned vs. free-form doodling,
which is often a distraction.
Other significant findings include:
- Awards don't boost attendance--teachers do. In other words, students are more likely to show up for school if teachers notice their absences and engage with them. (Awards, on the other hand, can backfire.)
- Math circuitry looks the same in boys and girls. Studies conclude that gender differences in math are socially constructed and, in fact, in some countries the "gender gap" in math favors girls.
- Cut the arts at your own risk. Not only do the arts provide "cognitive, academic, behavior and social benefits," but researchers have found that a commitment to the arts--such as learning to play the violin--can boost executive function, working memory and other skills that are correlated to success.
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YOUR CLASSROOM
An "oldie but goodie:" 10 things children learn from block play
Most early educators believe that blocks have an important role in their classrooms. The National Association for the Education of Young Children (NAEYC) agrees, and a
few years ago it collected a list of 10 benefits of block play, including:
#1 Problem-solving. Sometimes intentional, as when a child tries to figure out how to build something, and sometimes it's in-the-moment when the child encounters a difficulty.
#4 Mathematics. Measurement, length, comparison, symmetry--the list of math concepts embedded in block play is a long one.
#8 Self-esteem. "Children discover they have ideas and that they can bring their ideas to life."
Click here to read more and discover the other seven benefits of block play.
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Editor's Note: Some of you have reported difficulty in accessing "Tear Down Your Behavior Chart," an article described in last week's e-news. We checked the link, and it is now functional, after being temporarily unavailable.
Click here to read the full article from
Educational Leadership
magazine.
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BOOKSHELF
This new book will support your search for engaging teaching strategies
Joan Rocchetta from the Child Care Council of Suffolk, Inc., has decades of experience in early childhood education. So we take her recommendations very seriously. Recently, she told us about a book she's reading:
"I just got my copy of the brand new book,
Growing Child Intellect: The Manifesto for Engaged Learning in the Early Years by Judy Harris-Helm and Karrie A. Snider. I saw Judy Harris--Helm at a national conference years ago; she is the author of several books on The Project Approach.
One of the things I love about this new book is that she writes about classrooms as "intellectual deserts" and suggests a way to turn that around through in-depth investigations. This is what we've been talking about. For those using Creative Curriculum, High Scope Curriculum or any other constructivist model curriculums, it provides affirmation and research to support their practices and clarifies the difference between "themes" and "studies." For those unfamiliar with The Project Approach, it is thought-provoking and gives guidance to create classrooms that enourage thinking and other executive function skills--"growing intellect." I already incorporated some of the book into professional development I did recently for South Country."
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PROFESSIONAL DEVELOPMENT
Schedule change for workshop on "Bodies, Curiosity & Touching"
NEW DATE: Thursday, March 12, 2020
NEW TIME: 9:00 a.m. to 12 noon
NEW PLACE: Nassau BOCES Administrative Center, Garden City
This workshop is one of three sessions on "Gender, Sexuality & The Family." You can participate in one or sign up for all three. Registration fee: $40
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Training in using the ECERS--Early Childhood Environment Rating Scale
Two sessions are being offered; each session is a complete training. Choose the workshop most convenient for you.
The ECERS is a preferred tool for assessing best practices in Pre-K and Kindergarten classrooms. The Scale covers such areas as space and furnishings; program structure; language-reasoning; and parent-staff relationships. In addition, the revised edition includes inclusive and culturally sensitive indicators for many items. You will receive a copy of the ECERS (third edition) and you will be introduced to its format and how to score it. Presenter: Joan Rocchetta, Child Care Council of Suffolk, Inc.
Session 1
Date: Monday, March 30, 2020
Time: 12:30 p.m. to 3:30 p.m.
Place: Eastern Suffolk BOCES Hines Administrative Building, Patchogue
Session 2
Date: Thursday, April 30, 2020
Time: 12:30 p.m. to 3:30 p.m.
Place: Western Suffolk BOCES Conference Center, Wyandanch
Registration fee: $60 (Note: These programs are being partially underwritten by the Regional Technical Assistance Center.)
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Free Two-Day Seminar on Explicit Direct Instruction
This introductory training is being offered by The Long Island Regional Partnership Center, Center for Community Inclusion (CCI) at LIU Post. It's designed for principals, assistant principals, curriculum coordinators, teacher leaders, teachers, teacher assistants and related service providers.
Dates: Wednesday, February 5 and Wednesday, February 12, 2020
Time: 9:00 a.m. to 3:00 p.m.
Place: Long Island University Brentwood Campus
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HELP WANTED
This week's job listings for early ed on Long Island
For the Long Island Head Start positions listed below
Email resumes to humanresources@liheadstart.org or fax to 631-758-2953
Full-Time Teacher
Full-Time Teacher I (Infant/Toddler)
Full-Time Teacher II (Infant/Toddler)
Full-Time Teacher Assistant
Full-Time Teacher Aide
Full-Time Family Educator/Home Visitor--Bilingual
Full-Time Family Advocate
Substitute Teacher Aide
Long Island Head Start, Various locations
Mental Health Consultant
EHS-CCP Mental Health Consultant
Family Community Partnership Specialist
EHS-CCP Assistant
EHS-CCP Disabilities Services Consultant (Birth to 2)
Long Island Head Start, Central Administration, Patchogue
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Here's how to add your school's staffing needs to this list:
In the body of the e-mail, include the following information:
For our records:
- Your name
- Your position
- Your e-mail and phone number
For the listing in our e-newsletter
- The name of your school and the town it's located in. You can include your web address, if you have one.
- A very brief description of the position or positions you want to fill. (For example: "Part-time Teacher Assistant" or "Full-time Pre-K Teacher."
- Information about how potential applicants should contact your for details or to apply. (For example: "Call Jane Smith at 631-xxx-xxxx" or "Send e-mail to jane.smith@schoolname.org")
It's important to understand that:
We will not include information about salary. We will not include any descriptions of your school or program, although we can include a link to your school's web site.
We will publish your information a single time. If you still have openings, you can e-mail us again with the details and we will run the information again.
Our e-newsletter is typically sent out on Wednesday mornings. However, it may be mailed on a different day, depending on content or technical considerations.
The Long Island Pre-K Initiative reserves the right to edit information; space in the e-newsletter is very limited.
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About Us
The Long Island Pre-K Initiative is a collaborating partner in the state-funded Regional Technical Assistance Center, which supports Pre-K and early childhood education on Long Island. The other collaborating partners are the three Long Island BOCES, the Child Care Council of Nassau, Inc., the Child Care Council of Suffolk, Inc. and the Family Leadership Network.
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NASSAU BOCES
71 Clinton Road, Garden City, NY 11530-9195
Phone: (516) 396-2220 Fax: (516)-396-2355
www.nassauboces.org
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