Coach's
Column

We had such an incredible and interactive time at our last professional development day. We welcomed Dr. Angela Eckhoff, Professor of Teaching and Learning at Old Dominion University, as she presented Reggio Emilia - Make learning and teaching visible in early learning spaces. Together we investigated the nature of learning in early childhood environments, discovered what our image of the learner is and what our role is as the teacher. We also learned what it means to document learning and how documentation can help us become more effective educators. As we are visiting centers, we have greatly enjoyed seeing the technical assistance, following Dr. Eckhoff's training, being used throughout your classrooms.

For more Reggio inspired hanging art ideas, check out our friends at Fairy Dust Teaching!

Rob Kelly, teacher and learning specialist from the Department of Education, tells us as teachers, we often find ourselves in positions of authority and knowledge, guiding our students through their learning journeys. However, it is essential to recognize that we, too, are constantly learning and growing. One of the most valuable lessons we can teach our students is the importance of making mistakes and using them as opportunities for growth.

The Classroom Assessment Scoring System (CLASS) teaches us that children's self-regulation and resiliency function in the classroom is increasingly recognized as an indicator of school readiness. Children who are motivated and connected to others in the early years of school are much more likely to establish positive trajectories of development in both social and academic domains. Teachers' abilities to support self-regulation and resiliency function in the classroom are therefore central to any conceptualization of effective classroom practice. The dimensions we will cover at our next workshop and are included in the Emotional Support domain on the CLASS include the following:

• Positive Climate: The emotional connection, respect, and enjoyment demonstrated between teachers and students and among students.

• Negative Climate: The level of expressed negativity such as anger, hostility, or aggression exhibited by teachers and/or students in the classroom.

• Teacher Sensitivity: Teachers' awareness of and responsivity to students' academic and emotional concerns.

• Regard for Students' Perspectives: The degree to which teachers' interactions with students and classroom activities place an emphasis on students' interest, motivations and point of view.

We thank you for your dedication and willingness to pour into the next generation through education as we elevate and promote the highest quality early childhood development and education in Indian River County.

Wishing you all the best,

Amanda & Todd