Preparing for Early Childhood Education Professional Learning Community in Your Program

 

A preschool director, Artena announces during the staff meeting “the program is going to implement an early childhood education professional learning community for different age levels.  We will start first with the pre-k teachers and then proceed with other age groupings until we have moved to infants/toddlers teachers”.  One teacher responds, “We talked a little bit about this concept in an early childhood course I took last semester”.  Another teacher states, “What is an early childhood education professional learning community?”  The director says, “Our early childhood education professional learning community is where we will have age level teachers meeting to discuss issues and map out ways to resolve them with the support of administration, board of directors, and others in the center.  In addition, we are calling ours early childhood education professional learning community to empower teachers through highly interactive, specific time to meet and talk openly, the willingness to accept feedback working toward improvement for issues, respect and trust among colleagues to make a better overall high quality program.

Artena, sitting at her desk reviewing federal and state mandates for preschool age children (e.g., ready to learn upon entering kindergarten, increase children’s literacy that promote phonemic awareness, letter recognition, segmenting words into sounds, and decoding print text) recalls attending an annual state early childhood education conference where the presenter spoke on professional learning communities at the K-12 public school system.  Artena recognizes that the components could be modified and implemented at her program to fully have teaching staff and others who are fully functioning to exhibit the best quality program for children and families.  Honestly, she was not sure if teachers and staff would embrace this or think it is something else they did not have time or be compensated for extra time spent on this idea.  When teachers and others in the program understand the concepts of professional learning community it give a voice to those who need to understand what is culturally developmentally age appropriate practices is ensuring the best high-quality education.  In addition, teachers are “more inclined to want to know what others know and how they can help” (Lieberman et al 2009 p. 462) facilitate becoming colleagues and forming the basis foundation for a professional learning community.

Artena researched more information on professional learning community before presenting the concept to teachers and staff then found out the positives outweighed barriers for not to work effective where age level teachers are working together from observations, analyze of classroom and children work, and find solutions through continuous dialogue (Wood 2007).  Teacher who participate in professional learning community have a reduction of feeling isolated in situations faced in their classroom, an increased commitment of the program’s responsibility for all children enrolled and more satisfaction in the early childhood education profession through higher morale and lower rate of absenteeism (Hord 1997).  In addition, Artena learned the professional learning community benefits the children by having greater academic gains, reduce the achievement gap of children and a lower rate of children absenteeism (Hord 1997).

Starting an early childhood education professional learning community can be a challenge particularly in a setting that does not bring teachers and others together to discuss the betterment for children and meeting program’s mission and goal statements.  Some barriers identified for professional learning communities cited for K-12 sites were schedule time to meet, reserve time with non-classroom teachers, and stay focused of mission and goal of meeting (Lujan & Day 2010).  Child development programs can incorporate professional learning communities to be designed that will meet the needs of individual program mission and goal statements.  This additional community vision will have a tremendous impact as parents and future employees on collaborating on culturally developmentally age appropriate practices.

Steps to starting an early childhood education professional learning community

            What are the steps to planning an early childhood education professional learning community at your site?

Review purpose.  Meet with teachers and discuss the mission, vision and goals of the early childhood professional learning community.  Through the conversation everyone understands the purpose and can carry out what’s best for children and their families and program at-large.

Plans prior to first meeting.  A specific date (e.g., once week, once month), time (e.g., naptime, afterschool) and timeframe (e.g., 1 hr., 2 hrs.) must be set and arrangements made to cover classrooms.  For example, if meeting is set during naptime ask parents to sign-up (volunteer) assisting with coverage with other teachers/staff not attending meeting.  Secure a meeting room so the time allotted is spent on agenda items.  Ask each member to bring a list of issues for the first meeting for discussion and prioritization

Format for first meeting.  Select a member of the group to facilitate, record minutes that can be discussed at future meetings and be a timekeeper.  A different person should be selected for each meeting so one person is not always responsible for carrying out the meeting.  Establish rules for members to adhere to for discussion (e.g., no side bars, be honest, remember confidentiality, focus on children, no hierarchy of expertise, be respectful).  Ask members to share their list of issues, discuss and prioritize in the order to work on remaining the mission and goals of the group. 

Format for implementation.  The recorder will read minutes from last meeting and continue planning as needed to accomplish mission and goal of issue.  Teachers are working together to pose, analyze and find solutions to issues and secure outside resources, if needed.  Outside resources may need to be invited to share with members and action taken from information.  Also, there will be times that an assigned task will not require members to meet face-to-face and the goals can be accomplished through technology.  This process is continued until members feel confident about actions before moving to next issue.  During this process teachers are building their pedagogical knowledge and advocate what are culturally developmental age appropriate practices.    Periodically review the mission, vision and goals to ensure the members are acting accordingly.  In addition, conduct evaluations and assessments on what is working well and areas that need to be redefined for positive effectiveness.

Learn more.

            These resources can be helpful in implementing professional learning community at your site:

Bolam, R., A. McMahon, L. Stoll, S. Thomas, & M. Wallace.  2005.  Creating and sustaining effective professional learning communities.  http://www.dcsf.gov.uk/research/data/uploadfiles/RB637.pdf.

Burnette, B.  2002.  “How We Formed Our Community”.  Journal of Staff Development 23(1):  51-54.

Hughes, T. A., & W. A. Kritsonis.  2007.  Professional learning communities and the positive effects on achievement:  A national agenda for school improvement.  http://www.allthingsplc.info/pdf/articles/plcandthepositiveeffects.pdf.

Jessie, L. G.  2007.  “The Elements of a Professional Learning Community”.  Leadership Compass 5(2).  http://www.naesp.org/resources/2/Leadership_Cp,[ass2007/LC2007v5n2a4.pdf

Conclusion

Professional learning communities when structured well will have educators constantly learning together and working towards expanding one's knowledge facilitating culturally linguistic high-quality environments.  Within the space, constantly trying out new strategies to facilitate children's learning which is culturally developmental age-appropriate practices in domain skills along with needed resources put in place.

References

Hord, S. M.  1997.  Professional learning communities:  Communities of continuous inquiry and

            improvement.  Austin:  Southwest Educational Development Laboratory.

Lieberman, A., & D. H. P. Mace. 2009.  The role of ‘accomplished teachers’ in professional

            enabling leadership.  Teachers and Teaching Theory and Practice, 15(4):  459-470.

Lujan, N., & B. Day.  2010.  Professional learning communities:  Overcoming the roadblocks. 

            The Delta Kappa, Gamma Bulletin, 10-17.

Webb, R., G. Vulliamy, A. Sarja, S. Hamalainen, & P. L. Poikonen.  2009.  Professional learning

            communities and teacher well-being?  A comparative analysis of primary schools in

            England and Finland.  Oxford Review of Education, 35(3):  405-422.

Wood, D. R. 2007.  Professional learning communities:  Teachers, knowledge, and knowing. 

            Theory into Practice, 46(4):  281-290.

Why and should African American preschoolers be suspended or expelled?

 As early childhood educators prepare to provide high-quality culturally developmentally age appropriate learning experiences for preschool age children one major issue being faced by them is challenging behaviors where they are unsure how to manage behaviors effectively. Therefore, the alternative from the consistent challenging behaviors is to suspend or expel the preschooler from the program.  Research data has shown that African American children are 2.5 times more likely to be suspended or expelled than other children and boys represent 82 percent at least once (https://www.americanprogress.org/issues/early-childhood/news/2017/11/06/442280/new-data-reveal-250-preschoolers-suspended-expelled-every-day/).  If strategies are not put in place for African American preschoolers, they are more likely to drop out of school, be incarcerated, and fail a grade or grades.  Early childhood educators must reverse these statistics to ensure African American preschoolers are given the early foundations for school success into adulthood.  There is no research that supports suspending or expelling African American preschoolers have a positive outcome.  Students who are expelled or suspended in preschool are more likely to (a) lose opportunities to learn, socialize with other children, and have positive adult models, (b) develop ongoing behavior problems, (c) view themselves negatively or not capable of learning and (d) develop negative views about learning, school, teachers, and the world around them (https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/understanding-eliminating-expulsion-early-childhood-factsheet.pdf.

Before implementing strategies, early childhood educators need to conduct self-reflection on these three things that are (a) implicit bias, (b) adultification and (c) microaggression.  Afterward, redirect actions towards being more conscious than incorporate strategies for the reduction or elimination of suspending/expelling African American preschoolers.

 1.      Early childhood educator’s implicit bias – One factor that affects the high-quality of education for preschoolers is racial bias of African American students which is denoted through program’s discipline policies along with curricula choices that are displayed in physical environment, child-teacher interactions, child-child interactions and learning materials for engagement.  The implicit biases can take the form of being subconscious stereotypes of African American students with low expectations in particular by white teachers.  A Stanford study (https://news.stanford.edu/2015/04/15/discipline-black-students-041515/) found that African American students were treated differently by teachers when they did not follow given directives.  In 2014 the American Psychological Associated (https://www.apa.org/news/press/releases/2014/03/black-boys-older) research found African American boys were viewed as less innocent than their white age peers and have a greater chance of being mistaken as being older that unfortunately contributed to how their behaviors were viewed by teachers.  A study was conducted by Walter Gilliam (https://news.yale.edu/2016/09/27/implicit-bias-may-explain-high-preschool-expulsion-rates-black-children) with 135 educators who watched video clips with a black boy and girl and white boy and girl.  The teachers were asked to look for challenging behaviors.  The results showed that teachers depicted 42% of challenging behaviors exhibited were done by African American boys; however, none of the clips had challenging behaviors.   In addition, Gilliam research found “ten percent of all teachers reported having permanently expelled at least one child in the past year because of challenging behaviors” that was “2 times higher than students in grades K through 12.  As one takes a closer look at child care programs outside state prekindergarten systems … Thirty-nine percent . . . reported at least one expulsion . . . creating an expulsion rate more than 13 times higher than K through 12” (https://psychologybenefits.org/2014/12/13/preschool-expulsions/).    Therefore, early childhood educators must take a closer look at self in the mirror through conducting self-evaluation on their philosophy of being a teacher of African American preschool students and if biases are prevalent in their learning environment due to a disproportionate number of African American preschoolers are being suspended or expelled. 

2. Adultification -- The “Girlhood Interrupted:  The Erasure of Black Girls Childhood” report funded by Casey found where adults view black girls as less innocent and more adult-like than their white same age peers.  Black girls were looked upon as (a)  needing less nurture, protection, support, and comfort, (b) more independent, (c) seem older than same white peer, (d) needing less support and (e) knowing more about adult topics (https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/. 

3.      3. Microaggression – The term microaggression was coined in 1970 by Chester M. Pierce where he regularly witnessed non-black American inflicting insults and dismissing toward African Americans.  According to Wikipedia.org microaggression is a term “used for brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile derogatory, or negative prejudicial slights and insults toward any group, particularly culturally marginalized groups such as African Americans.

Here are five strategies that can be implemented in educating African American preschoolers toward lessening and/or eliminating the need to suspend/expel them. 

 

A.      Learning environment - Within the learning environment students’ behaviors influence every aspect of the classroom through appropriate and inappropriate actions.  It is the inappropriate actions of African American students that can be overwhelming for some early childhood educators and they unprepared to work with these students.  After the classroom is set up take a closer look to see if the African American culture is depicted to incorporate the true sense of classroom community.  First, conduct home visits and have casual conversations with student and family members.  Take pictures of the student that will be printed and displayed throughout the classroom in appropriate areas.   Find out from the student or family members what’s their interests to include those items, when possible.  Also, embed this knowledge in conversations with the student.  Before leaving the community take pictures of various buildings, parks and so forth that will be displayed with caption and discussed.  This shows the student that their neighborhood is important.  Second, display mirrors throughout the classroom and tape accompanying statements with pictures (if possible) like “I see a scientist”, “I see a smart student”, “I see someone who is loved” and so forth.  And third, display pictures and posters of African Americans with caption (if possible) then place in related center or area within the classroom.  Remember it is important for African American students to them to see themselves in the environment and engage in conversations with them as well.

B.      Positive affirmations - African American students need to hear our voices through the words spoken which have the power to build their self-worth; whereas, negative words tear down their overall being.  Therefore, post positive affirmation with related picture(s) which is crucial to be heard daily.  The teacher will read, expand the affirmation and then display in the classroom.  For example, read the book Riley Knows He Can by Davina Hamilton and use this for the positive affirmation to say in your head “I can do this, I can!” and view children popular PBS children’s shows like Daniel Tiger’s Neighborhood then edit song/words as needed such as “A classmate is here to help” which builds a sense of community.  Create a space where students can engage in various yoga poses for self-regulation to move them into a state of calmness.  It is important for African American students to regain behaviors of self-first when inappropriate behaviors are occurring, then rejoin group when ready.

C.      Mirrored books - Rudine Sims Bishop coined “mirror” books which are books that reflect themselves, their families and the community in positive ways(https://www.weareteachers.com/mirrors-and-windows/).  Seeing characters who like yourself builds stronger sense of self including abilities that s/he can do and pursue their goals to tell their own story.  Remember, to intergrade the storyline throughout center activities and classroom at-large.  Here are some books to add not just in the reading center only but throughout the classroom (1) Dad Who Will I Be? (b) Riley Knows He Can, (c) Stephen Curry:  The Children’s Book:  The Boy Who Never Gave Up, (d) Parker Looks Up, (e) Lola at the Library, (f) I’m A Pretty Princess and (g) Sulwe.

D.     Building positive relationships with parents/family members – First, during the initial home visit (does not have to take place in the home but wherever parents/family members are comfortable to meet).  Discuss best means of ongoing communication (e.g., text, email, class Facebook page) where you can reach out with positive comments and not just when student has exhibited inappropriate behaviors.  Take pictures with short messages of student then text to parents/family members to see.  Second, during initial engagement ask parents/family members what their goals are for their child who is enrolled in your class.  Write their goals and collaborate ways as partners for the student to accomplish them.  Third, remember to use the sandwich approach when talking with parents/family members by starting with positive comments, middle layer concerns along with ways to work collaboratively towards resolutions and last layer end with positive comments.  This is where you can end the conversation with a positive affirmation you told and discuss with student that day.  In addition, ask the parents/family members to reiterate the positive affirmations as well with the student at home and throughout the day as well.  And fourth, ask parents/family members to inform you of different events the student will participate in and attend when possible.  This is the beginning in coming an extended member of the student’s family.  Remember to take pictures that can be displayed with captions in the classroom.  Also, engage the students in conversation of the feelings, thoughts and so forth about events attended.

E.      Engaging community members – First, visit barbershops and hair salons where African American students go and solicit employers/owner to come to school and talk about what they do and/or discuss other ways to volunteer through reinforcing the African proverb “It takes a village to raise a child”.  While in the businesses, take pictures then display in classroom with captions.  And, second talk with local churches and other organization leaders for them to come volunteer on-site or share ways they can incorporate developmentally age appropriate activities such as discussing character traits (e.g., kindness, courage, compassion, humility, dependability, patience) and how to implement at school.

We must work to end disciplinary practices that result in suspending or expelling African American preschool students, but create learning environments where they feel safe, nurtured and supported ensuring their cognitive, emotional and social development through building a sense of belong to this classroom community.  There is no significant difference in behavior between African American and white students; however, African American students are punished more severely less serious actions which more subjective to teacher interpretation reflect back to implicit bias, adultification and microaggression.

 

References:

 

Black Boys Viewed as Older, Less Innocent Than Whites, Research Finds (March 6, 2014).  American Psychological Association.  Retrieved from https://www.apa.org/news/press/releases/2014/03/black-boys-older

 

Gilliam, W. S.  (December 13, 2014).  What Could Make Less Sense Than Expelling A Preschooler?   Retrieved from https://psychologybenefits.org/2014/12/13/preschool-expulsions

 

Hathaway, B.  (September 27, 2016) Implicit Bias May Help Explain High Preschool Expulsion Rates for Black Children.  Retrieved from https://news.yale.edu/2016/09/27/implicit-bias-may-explain-high-preschool-expulsion-rates-black-children

 

Malik, R. (November 6, 2017).  New Data Reveal 250 Preschoolers Are Suspended or Expelled Every Day. Retrieved from https://www.americanprogress.org/issues/early-childhood/news/2017/11/06/442280/new-data-reveal-250-preschoolers-suspended-expelled-every-day/

 

Moran, K. (July 12, 2018) What are Mirrors and Windows.  Retrieved from https://www.weareteachers.com/mirrors-and-windows/.

 

Parker, B.  (April 15, 2015).  Teachers More Likely to Label Black Students as Troublemakers, Stanford Research Shows.  Retrieved from https://news.stanford.edu/2015/04/15/discipline-black-students-041515/

 

The Annie E. Casey Foundation (July 26, 2017).  New Study:  The “Adultification” of Black Girls.  Retrieved from https://www.aecf.org/blog/new-study-the-adultification-of-black-girls

 

Understanding and Eliminating Expulsion in Early Childhood Programs (n.d.)  National Center on Early Childhood Health and Wellness.  Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/understanding-eliminating-expulsion-early-childhood-factsheet.pdf

 

Wikipedia – Microaggression. Retrieved from https://en.wikipedia.org/wiki/Microaggression