Provide formal training, ongoing supervisory support, and colleague collaboration when introducing new child assessments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends that early childhood programs support teachers acting on assessment information through three channels: more opportunities for formal training, ongoing supervisory support, and collaboration with colleagues both within and across classrooms and grades. It states that these supports "can help them to act effectively on the information" from assessment tools.

Design Implications¶

Context¶

Requirements¶

• Teachers must have been given the opportunity to integrate a new assessment tool into their practice.

Constraints¶

• The recommendation is drawn from one state-funded preschool program in Northern California.

Target Learners¶

• preschool teachers in state-funded early childhood programs

Target Learning Goals¶

• using child assessment information to inform instructional practice and support school readiness

Related Strategies¶

• Provide LLI interventionists with 3-day formal training including follow-up on-site coaching
• Use ongoing assessments to tailor early-childhood learning experiences
• Layered implementation support for teachers adopting a new science curriculum: preservice training, follow-up training, and a science coach
• Designate a Spalding coordinator and provide 45-70 hours of formal teacher training with ongoing mentoring to support implementation fidelity
• Train teachers to analyze student work as ongoing assessment using research-based learning progressions

Examples¶

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Key Sources¶

• Kamler, C., Moiduddin, E., & Malone, L. (2014). Using Multiple Child Assessments to Inform Practice in Early Childhood Programs: Lessons from Milpitas Unified School District. Issue Brief. Oakland, CA: Mathematica Policy Research. https://www.mathematica.org/publications/using-multiple-child-assessments-to-inform-practice-in-early-childhood-programs-lessons-from