Building a Relationship with Your Teacher Assistant Valuable

Building a Relationship with Your Teacher Assistant: Valuable for You & Your Students Karla Carpenter, Transition Specialist, Catawba Co. Schools Juliana Harris, Assistant Principal, Beaufort County Schools

Goals for this session: • Learn about the NC OEL Demonstration Prek/K Program and how demo classrooms can offer support • Learn and share strategies for building positive relationships with TAs • Learn ways to maximize classroom quality and effectiveness with your TA

NC’s Demonstration Program NCaeyc Conference September 2016

NC’s Demonstration Program Vision Statement: 487 Guided ▪ Pre-Kindergarten Classes ▪ Kindergarten Classes Observation Visitors 2015 -16 http: //www. dpi. state. nc. us/earlylearning/demo/ 4

Demonstration Programs 10 Demonstration Programs in NC ▪ 8 Pre-K Classrooms ▪ 6 Kindergarten Classrooms ❑POK (Power of Kindergarten) Teachers 5

Background ▪ Preschool Demonstration Programs Began 2001 -02 ▪ Kindergarten added 2010 -11 6

Demonstration Program: Mission Pre-Kindergarten & Kindergarten Lead by modeling, sharing, promoting, and articulating effective learning environments, curricula, and instructional practices 7

Guided Observations ▪ Offer the opportunity to visit inclusive preschool and kindergarten classrooms to observe evidence-based practices ▪ Reflect cultural, linguistic, & ability diversity 8

Guided Observations ▪ Professional development process ▪ Visitors select areas of early childhood practice they are interested in observing and discussing Commonalities: ▪ Pre Observation Discussion ▪ Guided Observation Conducted ▪ Post Observation Discussion 9

Interesting Demo Facts (2015 -16)… ▪ ▪ 6 of 14 teachers National Board Certified All classes have children with disabilities Preschool ECERS scores: 5. 65 -6. 36 Preschool funding: Title I, EC, NC Pre-K, Dev Day, Fee for Service ▪ Demo teachers led 45 PD sessions with 1, 229 total participants

Use of “CLASS” & “Edu. Snap” Also: “TPOT” (SEFEL)Pre-K Demos 12

Current Reality

Relationship Building We spend hours thinking about the children we work with and how to build a classroom community that helps them to learn and grow. How much time do we spend thinking about and working on our relationship with our teacher assistant? We learned so much in college and through trainings about lesson plans, assessments, theory, and on…. . but, did we ever learn how to work with other adults. Sometimes this can be a natural fit and sometimes it can be one of the most challenging relationships we have. Age old quote. . . “You get out what you put in. ”

Table Talk… What strategies do you use to build a positive relationship with your Teacher Assistant? How does this impact your relationship with each other, children, and the classroom environment?

Share Your Ideas!

Thoughts to Consider…Communication is KEY! • Make a designated time to talk each day • Establish clear expectations and roles • Identify one another’s strengths and build on them • Provide support for weaknesses • Do not assume you know what each other wants/needs • Provide feedback to one another

Establish Mutual Respect • Seek input from your TA in planning, decision-making, etc. • Create a shared to-do list • Say ‘thank you’ • Take turns with the ‘tough stuff’ • ALWAYS display respect for each other in front of children, families, and colleagues

Information to Share in Writing from the Beginning • Your philosophy of education • Classroom management strategies (Conscious Discipline, SEFEL, personal strategies) • TA responsibilities • Expectations during lessons • Expectations for student needs • Develop a contract to clearly define roles

Guess the Role Look at the photos and try to determine whether the adult is a teacher or teacher assistant…

Teacher or Teacher Assistant? ?

Teacher or Teacher Assistant?

What Did You Notice?

Role as Teacher • • Share information about students’ needs Share information from trainings Plan activities/lessons Lead large and small group activities Observe and collect data for portfolios Facilitate parent conferences Other ideas…

Role as Teacher Assistant • • Observe and collect data for portfolios Provide small group instruction Support large group instruction Prepare materials for activities Provide support for behavior management Monitor zones during centers Perform clerical duties Other ideas…

What would you do if… …your Teacher/TA handles discipline in a way that you feel is inappropriate…what do you do? How do you respond to it in your current role?

What would you do if… …your TA seems to be standing around and doesn’t know what to do…how can you help?

What would you do if… …your TA is on his/her phone or doesn’t seem engaged?

Closing Thoughts… Your TA is your colleague. He/She is there to support you and your students. Share ownership and encourage input. Value each other and the possibilities are endless for your students!

Stay Connected! Office of Early Learning Listserv join-office_of_early_learning_pre-k-grade 3@lists. dpi. state. nc. us

Resources ▪ OEL Demonstration Programs http: //www. dpi. state. nc. us/earlylearning/dem o/ ▪ NC Guide for the Early Years http: //www. ncpublicschools. org/docs/curricul um/primaryk 3/guide 4 early-years. pdf ▪ NAEYC’s Developmentally Appropriate Practice Position Statement http: //www. naeyc. org/files/naeyc/file/positi ons/position%20 statement%20 Web. pdf 36

Resources ▪ The Power of K Position Statement https: //docs. google. com/viewer? a=v&pid=sit es&srcid=c. GVu. ZGVy. Lmsx. Mi 5 u. Yy 51 c 3 xhb Xkt. Ymxlc 3 Npbmd 8 Z 3 g 6 Njky. NTNk. NGJj. N m. M 4 NDM 2 MA ▪ The Power of Play in Kindergarten http: //www. wsfcs. k 12. nc. us/cms/lib/NC 01 001395/Centricity/Domain/3386/Powero f. Play_K_brochure 1. pdf 37

Resources ▪ Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners https: //www. naeyc. org/store/basics-ofdevelopmentally-appropriate-practicekindergarten ▪ NC Office of Early Learning http: //www. dpi. state. nc. us/earlylearning/ 38