Education Commons^™

A Framework For Coaching In Early Childhood Settings: Drawing On Bank Street College Of Education’S Developmental-Interaction Approach (Dia), Virginia Casper, Milenis Gonzalez, Tarima Levine, Emily Sharrock, Annie Schaeffing

Bank Street Education Center

Coaching helps teachers activate and better articulate their previous knowledge, skills, values, and belief systems, along with new concepts, to construct and continually refine an approach that is meaningful in their everyday work. This framework captures some commonalities of a positive coaching stance across contexts while allowing enough flexibility to make use of these ideas in ways that will serve that setting and teachers best.

Honoring Knowledge And Experience: Highlighting Caregiver Voices In A Professional Development Curriculum, Margie Brickley

Occasional Paper Series

Infant/toddler caregivers are often portrayed as undereducated and unprofessional. The same is true for family child caregivers. In this piece, the author describes an approach that takes a different point of view – assuming competence and knowledge - and building on the existing experiences of the people working with infants, toddlers and their families. The philosophy behind the professional development experience is delineated. The voices of the caregivers, instructors, and coaches who participated in this program are highlighted.

The Best Of Both Worlds: Partnering With The Community To Create The Guttman Center For Early Care And Education, Robin Hancock

Occasional Paper Series

The Guttman Center for Early Care and Education was established in the fall of 2016 at Bank Street College with the intention of providing quality professional development and support to Family Child Care Providers (early childhood educators running small private daycares out of their homes) in Brooklyn, New York. Completely free to all participants, the Center seeks to attract providers, regardless of age, education level or years of experience, who were interested in deepening their understanding of early childhood development. Through a deep touch community engagement strategy and utilization of Bank Street's renowned Infancy Masters Program, early educators are encouraged …

Getting It Right From The Start: A Retrospective And Current Examination Of Infant-Toddler Care In Jamaica, Zoyah Kinkead-Clark, Kerry-Ann Escayg

Occasional Paper Series

Despite acknowledging that early childhood spans from birth to eight years, in Jamaica, similar to many other developing countries, predominant interest in early childhood care and education has typically been centred on the education children three to six years receive rather than the care of infants and toddlers. With the current thrust towards improving access to childcare in Jamaica it warrants an examination of the sector and the issues affecting infants/toddlers and the persons who care for them.

Guided by the findings of the ground breaking 1993 UNICEF funded report which evaluated the state of nursery care in Jamaica, this …

Implementing Nh Child: A Comprehensive Approach To Professional Learning To Reach All New Haven Early Childhood Educators, Emily Sharrock, Courtney Parkerson

All Faculty and Staff Papers and Presentations

New Haven Children’s Learning District (NH ChILD) envisions a city where all children have access to high quality early learning experiences. In order to turn this vision into reality for the 14,800 children ages 0-8 living in New Haven, NH ChILD is working to increase the number of spaces in high quality programs while simultaneously improving the quality of early learning experiences in existing programs. The following paper outlines NH ChILD’s beliefs, commitments, and plan for action with respect to NH ChILD’s citywide efforts for in-service professional learning.

Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler

Occasional Paper Series

Describes the issue's purpose, which is a "modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires" -- author.

Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone

Occasional Paper Series

The authors document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math.

Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar

Occasional Paper Series

The authors share their experience in designing a blended multicultural education course that they hoped would increase the likelihood that the teachers they were educating would take up socially just dispositions. They examined their own learning using a critical friend relationship with a colleague experienced in developing technological responses that honor relational aspects of teacher education within a framework of sociocultural theory.

Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber

Occasional Paper Series

The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.

From Silence To Collaboration: Supporting Children With Incarcerated Parents In The Classroom, Lily Cavanagh

Graduate Student Independent Studies

To better support children with incarcerated parents in the classroom, teachers must first know themselves and their biases. Teachers and schools must work to train staff and create a school environment that supports families to form a collaborative relationship with teachers in order to provide the best care for the child. Through the creation of a handbook for teachers and a three-part professional development workshop, this thesis aims to fill this gap in teacher education and proposes some concrete examples for ways teachers can support children with incarcerated parents in the classroom.

Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.

From Idea To Practice: The Brain-Based Research Team, Alexis Wright

Progressive Education in Context

A cohort of teachers in the Bank Street School for Children spent a year in professional development around brain-based research and shared their knowledge with the rest of the teaching faculty with the plan to incorporate the research into practice.

A Look At What Are The Best Practices For Infant And Toddler Care, Tara Greaney

Graduate Student Independent Studies

The first part of this project looks at what qualifications and trainings are currently required to be an infant/toddler caregiver in New York City. This is followed by a literature review of the professional development training program's best practices for infant/toddler care in five states. Interviews with seasoned directors of infant/toddler programs and surveys are also included.

Moving From The What To The How : The Effects Of Instructional Coaching On Student Engagement, Mark Maranto

Graduate Student Independent Studies

This study details the process of one-to-one instructional coaching and explores the question: what effect does one-to-one instructional coaching have on teacher pedagogical skill to improve student engagement?.

Designing A Professional Development Program For Teachers That Builds On Their Knowledge And Inspires Continued Commitment And Interest In Early Childhood, Susan Malone

Graduate Student Independent Studies

This study investigates teachers' participation in several forms of professional development activities, and it describes teachers' assessments of the various opportunities offered by their school.

Professional Learning Communities For Early Childhood Teachers, Kristen Scotese

Graduate Student Independent Studies

This study describes research related to professional development, mainly professional learning communities. The author created two professional learning communities within a child care facility in Queens, New York. This study implies that professional learning communities can be beneficial to early childhood teachers.

Lesson Study At The Bank Street School For Children, Ryan Harrity

Graduate Student Independent Studies

Lesson study, the primary form of professional development in Japan, is receiving increased attention in the U. S. Its efficacy in Japan is well documented, and it has been successfully implemented in the U. S. Other educator-scholars have adequately argued for its use in American schools. What is needed, however, is more documented evidence of its implementation and outcomes, as well as school-specific frameworks for conducting lesson study in various schools, especially independent schools. There has been extensive documentation of lesson study in public schools across the U. S., but none, as we know, in independent schools. This paper establishes …