2015 State Policy Learning Table Session 1
Strong Foundations For Our Youngest Children

Session 1: In-Person Meeting

Providing a Framework - State Policy to Enhance High Quality, Culturally Competent Teaching

Tuesday, April 28 from 8:30 am to 5 pm & Wednesday, April 29 from 8:15 am to 12 pm in Chicago, IL

Meeting Agenda:

In-Person Meeting Participant Agenda - 2015 State Policy Learning Table

Pre-Session Assignments:

1) Prepare one PowerPoint slide for a short “data-walk” – a show-and-tell on our topic among the state participants. Please send the slide to Jana Martella at [email protected] by Friday, April 24.

Identify your state in the title and include two bullets on the PowerPoint slide:

  • A compelling piece of data on the current early childhood teaching workforce in your state – perhaps a data point that might be improved by actions/policy advances resulting from the Learning Table 
  • A similar statement of the current status of young children's learning in your state — most compelling data on children learning or school readiness and success

- State data slides will be posted in the room
- Individuals will conduct the data-walk with sticky notes and pens, noting questions and comments on the slides
- Slides will be moved to a section of the room for discussion purposes throughout the meeting

2) Begin populating Work Plan Template - 2015 State Policy Learning Table with your state team.

PowerPoint:

Session One PPT as PDF - 2015 State Policy Learning Table

Camille Catlett's Session One PPT as PDF - 2015 State Policy Learning Table

Aisha Ray's Session One PPT as PDF - 2015 State Policy Learning Table

Shannon Riley-Ayers' Session One PPT as PDF - 2015 State Policy Learning Table

Dorothy S. Strickland's Session One PPT as PDF - 2015 State Policy Learning Table

Resource Materials:

Cultural Competency: What It Is and Why It Matters

Early Childhood Literacy: Policy for the Coming Decade

Early Literacy: Policy and Practice in the Preschool Years

From All to Each and Every: Building Professional Development Systems that Support Each Child and Family

Linking Early Literacy Research and the Common Core Standards

Teaching Diverse Learners

Presenter Biographies:

Camille Catlett is a Scientist at the Frank Porter Graham Child Development Institute. In the past 35 years Ms. Catlett has been a Principal Investigator or Investigator on 11 federally funded professional development projects. Ms. Catlett also has extensive experience in the design, implementation and evaluation of state, regional and national professional development efforts, with emphasis on inclusive approaches that engage early childhood and early childhood special education/early intervention partners in collaborative planning to support each young child. In addition to leading efforts with early childhood college and university programs in nine states to increase the emphasis on cultural, linguistic and ability diversity in coursework and field experiences, Ms. Catlett co-designed the first national conference organized around DEC’s 2014 Recommended Practices (New Possibilities).

Aisha Ray has taught at the Erikson Institute for 20 years. She was named Senior Vice President for Academic Affairs and Dean of Faculty on July 1, 2009. Her areas of research include cultural and situational contexts of child development, early childhood professional development, father-child relationships in urban communities, and early childhood services for immigrant children and families. She is currently leading a project with Barbara T. Bowman to understand and improve teacher preparation to successfully educate children of diverse cultural, linguistic, and economic backgrounds. Dr. Ray also serves as a Senior Research Associate at the University of Pennsylvania's National Center on Fathers and Families. She has previously held faculty or research appointments at DePaul University and the University of Chicago. In addition, she has served as a consultant with the Annie E. Casey Foundation, Chicago Public Schools, Council of Great City Schools, the Illinois Fatherhood Initiative, National Center for Strategic Nonprofit Planning and Community Leadership, FirstSchool of the University of North Carolina, BUILD Initiative, Ounce of Prevention Fund and Child Trends.

Shannon Riley-Ayers conducts research at NIEER on issues related to literacy, performance-based assessment, and professional development – often working with teachers and master or mentor teachers. She is co-author with Dorothy Strickland of the policy brief Early Literacy: Policy and Practice in the Early Years (NIEER) and the book Literacy Leadership in Early Childhood: The Essential Guide (Teachers College Press). She is first author of the Early Learning Scale (NIEER), a comprehensive performance-based assessment system for preschool and kindergarten. It is currently used in several districts in NJ, the states of West Virginia and South Dakota, and as a training module with the New Teacher Project. Her work has been presented at professional conferences of the National Association for the Education of Young Children and the American Education Research Association. Before joining NIEER, Shannon was co-director of the Office of Early Literacy at the New Jersey Department of Education and was instrumental in developing and implementing the New Jersey Early Literacy Initiative. She is a certified teacher and reading specialist, with several years of experience in public school classrooms. She holds an M.Ed. in language and literacy and a Ph.D. in educational psychology from The Pennsylvania State University.

Dr. Dorothy S. Strickland is the Samuel DeWitt Proctor Professor of Education, Emerita of Rutgers, the State University of New Jersey and Distinguished Research Fellow of the National Institute for Early Education Research (NIEER). A former classroom teacher, reading consultant and learning disabilities specialist, she is a past president of both the International Reading Association and the Reading Hall of Fame. She received IRA's Outstanding Teacher Educator of Reading Award, the National Council of Teachers of English Award as Outstanding Educator in the Language Arts, and the National-Louis University Ferguson Award for Outstanding Contributions to Early Childhood Education, and most recently (April 2010), IRA’s William S. Gray Citation of Merit. She was a member of the National Early Literacy Panel and the panels that produced Becoming a Nation of Readers, Preventing Reading Difficulties in Young Children, the RAND Report on Reading for Understanding, and served on the National Academy of Sciences Committee on Teacher Education. She served on the Validation Committee for The Common Core State Standards and currently serves on the Technical Advisory Committee for the Partnership for the Assessment of Readiness for College and Careers (PARCC). Dr. Strickland is a member of the New Jersey State Board of Education.