Teacher Training
Training Section 10
IPC also offers
an extensive Teacher
Training Program
The International Preschool Curriculum (IPC) was founded to strengthen and harmonize early childhood education standards. As a professional association that directly serves schools, learners, parents and governments, the IPC offers a unique set of products and services that promote active learning and effective practices in teaching. Headquartered in the United States, the IPC ‘s objective and research based curriculum meets the standards set by state departments and accreditation organizations. The IPC enjoys global recognition and works closely with governments to amend curricula materials if required to ensure local standard compliance. With the assistance of an advisory committee which consists of peers, consultants and academics, the IPC ensures the rigor and high quality of all published materials. The IPC also offers an extensive Teacher Training Program which culminates in the IPC Teaching Certificate. As a 6 month course, the program reinforces essential teaching skills and establishes a minimum standard for teaching practices in IPC schools. There are also a growing number of continuing education units (CEU) and professional development courses available upon completion of the IPC Teacher Training Program. With over 300 prospec tive and full members and with representation on 6 continents, the IPC has established an authoritative position in the field of international early childhood education. Since the inception of the franchise program, there are approximately 50 franchise locations with as many as 10 being added each month.
Section 10
IPC Teacher Training Course Course Title: Early Childhood Education: Theory and Application Program: IPC Teacher Training and Professional Development Course Credit: IPC Teacher Training Certificate Course Instructor: Sandy Middleton, Ed.M. Initiation/Revised: Assessment Goal per Outcome: Pass/Fail/Distinction Classification of Instruction: Professional Development
Course Description The IPC Teacher Training Program is offered as an online professional development opportunity for staff of IPC member and franchise schools. The course content covers a full range of Early Childhood Development topics and issues to support those working in the field who wish to acquire specific knowledge, skills, and experience critical to providing children and families with high quality learning experiences, programs and services. IPC teacher participants will learn to create positive environments, effectively facilitate curriculum, establish and maintain meaningful relationships with children, and provide developmentally appropriate assessments for three, four, and five year olds.
Prerequisites: There are no academic prerequisites for this course. Students should however come prepared for rigorous discussions, reading, and engagement of the course content and materials.
Requirements: IPC Member Teacher Participants will need to have computer and internet access to download and view course materials and resources. There are several text books required. These can be purchased directly from the publisher or press house of your choice.
Course Outcomes: Upon completion of Early Childhood Education: Theory and Application students will be able to: 1. Illustrate in multiple means the theoretical, philosophical, and social foundations of early childhood education as well as demonstrate an understanding of how these foundations influence current thought and practice; 2. Discuss the growth and development of a child from birth through age eight; and will have sufficient understanding of the physical, social, emotional, and cognitive areas of a child’s development and be able to identify typical and atypical behaviors and developmental patterns; and be capable of creating learning environments that meet the individual needs of children with and without disabilities; 3. Recognize and cite the principles of developmentally appropriate practice for children birth through age eight; 4. Understand the role curriculum plays in supporting or hindering student learning; 5. Demonstrate facility in the implementation of daily curriculum and lesson planning; 6. Be familiar with and able to conduct informal assessments, focused observations, and portfolio documentation of student learning; 7. Be aware of the techniques and importance of establishing positive relationships with parents and student families;
Teacher Training
8. Describe the role of technology in early childhood education; 9. Demonstrate an awareness of legislation and public policy as it effect on children, families, programs, and teachers.
IPC Teacher Training Course
IPC Teacher Training Course
On-Line review IPC Teacher Training Course Registration process and course requirements for assignments, and technology resources.
Module 1
Child Growth and Development
Module 2
Environments for Early Learning
Module 3
Curriculum and Lesson Planning for Early Learner Classrooms
Module 4
Observation, Documentation and Assessment in Early Childhood
Module 5
Language and Literacy Development in Early Learners
Module 6
Ethics and Professionalism in Early Education and Care
Module 7
Family Engagement in Early Education Settings
Section 10
IPC Teacher Training Pre-Assessment Survey Participant Name:
E-mail Address:
School Name: School Address:
Telephone:
City:
Country:
1. 2. 3. 4. 5. 6.
What do you most enjoy about working with young children? What aspect of your work in the classroom do you find most difficult? Who or what helps you to resolve your current classroom difficulty or challenge? Why are you taking the IPC Teacher Training Course? Is ongoing professional development a requirement of your school? Please describe your current knowledge level of Child Development and teaching practices for early learner classrooms. Please circle one of the following categories: a. NOVICE TEACHER (1-2 Years’ Teaching ) b. INTERMEDIATE EXPERIENCE (2-4 Years’ Teaching) c. EXPERIENCED TEACHER (5 -7 Years’ Teaching) d. MASTER TEACHER (8 + Years’ Teaching)
Please note that the above categories are not a necessary indicator of competency. A novice teacher could be an excellent teacher with level appropriate skill. 7. What credentials do you have currently? Please circle all that apply to you following: a. Training Certificate b. On the job training/learning c. Some College d. 2 Year Degree/Certificate e. 4 Year degree/Certificate f. Master’s Degree g. Ph.D. or Doctorate 8. Where have you received teacher training in the past? Please indicate name and approximate year.
Name of Training Facility/Program: Year Training Received:
THANK YOU FOR COMPLETING AND RETURNING THIS SURVEY TO: Ashley@internationalpreschoolcurriculum.com
Teacher Training
Module Assignment Guidelines 1. Written Assignments – are an opportunity for each student to express their understanding of the points made in the most recent module. Assignments are brief papers (2 page maximum) or Q/A requiring participants to provide a single word or several sentence responses. 2. Observe and Record Activity – each module will ask participants to spend some time observing an individual child or groups of children to document observable behaviors, classroom phenomena, or environmental characteristics. 3. Reflect and Discuss Activity – participants are encouraged to reflect upon their observation notes and records and then discuss with an immediate co-teacher(s),director, members of their respective cohort of IPC Teacher Training(those participants who are taking the course at the same time= cohort) 4. Journal Entries – Participant teachers are asked to keep a journal documenting “aspects” of their experiences of working with children. Protocols to preserve the privacy of children, parents, and staff are essential. Please use single initial or pseudonyms only to identify individuals and keep journals in private place. 5. Action Steps: Putting Theory to Work – this assignment provides teacher participants an opportunity to become active researchers in their own classrooms. 6. Submission Deadlines – Monthly assessment submissions prior to the 15th of each month will be assessed and communicated to the student by the 28th of each month; Monthly assessment submissions after the 15th of each month will be assessed and communicated to the student by the 15th of the following month. Monthly submissions for more than 3 modules submitted at the same time will be assessed and communicated to the student by the 28th of the following month; No more than 3 modules may be submitted in any given month.
Section 10
MODULE Formula Calculation Total Hours (Monthly)
Areas of Study
Percentage of Time Spent
Hours Per MODULE
1.5 Hours
Written
50%
1.5 Hours/Month
4.0 Hours
Observation
20%
1Hour/Week
Reflection
15%
4.0 hours
Discussion
1 Hour/Week
4.0 Hours
Journal
Included with Reflection and Discussion
20 Minutes/Daily
4.5 Hours
Activity
10%
20 Minutes/Daily
2.0 Hours
Forum
5%
30 Minutes/Daily
20 Hours Total
*Approximately 60 Days per MODULE
100%
Teacher Training
IPC Teacher Training Course Reading List MODULE 1
Text Books and Publisher Websites Mooney, C.G. (2000) Theories of Childhood: An Introduction to Dewey, Montessori, Erikson,Piaget & Vgotsky. Minneapolis: Redleaf Press Child Development Principles and Theories, The Goodheart-Wilcox Co, Inc. , pg. 68-87. (access article via provided link) https://www.g-w.com/PDF/SampChap/59070_8132_CH04.pdf McCartney,K. and Phillips, Editors, D., Blackwell Book of Early Childhood Development National Research Council, (2000) How People Learn: Brain, Mind, Experience, and School expanded edition. The Goodheart-Wilcox, Co Inc. chapter 4, Child Development Principles and Theories Websites Visit the following website for overview of current brain research: http://developingchild.harvard.edu
MODULE 2 Designs for Living and Learning: Transforming Early Childhood Environments, Deb Curtis, Margie Carter, Redleaf Press, 2003. Read the Licensing Requirement Guidelines for your state or country to become familiar with what is required for the design of your classroom. Perhaps there will be opportunities for continued training and access to resources to support your school and classroom.
MODULE 3 Curtis, Deb and Carter, Margie, 2008 Learning Together with Young Children: A Curriculum Framework for Reflective Teachers Grunlund, Gaye, 2003 Focused Early Learning: A Planning Framework for Teaching Young Children
MODULE 4 Focused Observations: How to Observe Children for Assessment and Curriculum Planning, Grundlund, G. and James, M., 2005, Redleaf Press FURTHER READING – Breadekamp, Sue and Copple, Carol, editors, 1997, Developmentally Appropriate Practice in Early Childhood: Revised Edition. Washington, D.C.: National association for the Education of Young Children
Section 10
MODULE 5 Ying Guo, Shayne B. Piasta, Laura M. Justice, Joan N. Kaderavek. Relations among preschool teachers’ selfeffacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 2010; 26 (4): 1094 DOI: 10.1016/j.tate.2009.11.005 http://developingchild.harvard.edu/index.php/faculty_and_partners/faculty/faculty_ spotlights/faculty_ spotlight_catherine_snow/ Emergent Literacy: A Polyphony of Perspectives David B. Yaden, Jr., University of Southern California Deborah W. Rowe, Vanderbilt University Laurie MacGillivray, University of Southern California Roessingh, H., Early language and Literacy development among Young ELL: Preliminary insights from a longitudinal study and the dual language book project, University of Calgary, Canadian Social Sciences and Humanities Research Council, 2006
MODULE 6 Kong, Y., 2011, Cultural Shifts in Teaching with Teacher Professionalism, International Journal of Information and Education Technology http://www.ijiet.org/papers/13-W159.pdf Dally, K., 2010, Early Childhood Australia, Inc. http://www.earlychildhoodaustralia.org.au/code_of_ethics/ code_of_ethics_literatur e_review.html NAEYC, 2006, Where We Stand on Standards for Programs to Prepare Early Childhood Professionals, National Association for the Education of Young Children http://www.naeyc.org/about/positions/pdf/ programStandards.pdf
MODULE 7 Sara Lawrence-Lightfoot, The Essential Conversation: What Parents and Teachers Can Learn From Each Other (Random House, 2003) Foundation for Child Development 2009 Annual Report: How Do Families Matter? Understanding How Families Strengthen Their Children’s Educational Achievement. http://www.fcd-us.org Young Children: Families and Teachers- Essential Partnerships http://www.naeyc.org/yc Harvard Family Research Project: http://www.hfrp.org/
Teacher Training
IPC Teacher Training Course Reading List This assignment will require that you observe a child, in a child development setting for at least 30 minutes. During your observation, you will record the description of the activity or behavior of one child. Please be very detailed in your recording. Be sure to focus only on one child for this assignment. You may record the interactions between the child and other children or adults, but focus on your subject. To write your paper, write the record, providing description of the activity and/or behavior of the child. Refrain from opinions, judgments, and inferences in this reporting section of the assignment. When you have provided your descriptive report, you will write a summary of the observation and include your opinions, support by statements from the description section, and you will make recommendations for curriculum and learning experiences for the child. Please follow the following format when completing your observe and record assignment: Location: Number of adults present: Number of children present: Date of observation: Age of child: Objective Reporting section: Approximately 3-5 paragraphs Subjective Summary section: Minimum 3 paragraphs  Â