Assignment 2: Learning Outcomes Project: Becoming a Data Storyteller and Change Leader

Assignment 2: Learning Outcomes Project: Becoming a Data Storyteller and Change Leader
By Day 1 of Week 11
Each person submits his or her individual assignment pieces (individual data story summary and your reflections related to the presentation and to the work of the group) as a paper following the APA style guide as Assignment 2. You will convey the learning gained related to using data to inform your plans as a change leader.  Your paper will include all pieces that comprise your Learning Outcomes Project for the course. Please review the document Overview of Learning Outcomes Project #4 and Group Project found in Required Readings. Support your findings with in-text citations and references from course Learning Resources and your own resources.
The Major Findings
            The major findings include the principles of effective practice. They include invitation of families and caregivers in goal-setting and decision-making regarding children’s future (National Association for the Education of Young Children, 2022). Involvement of families and relatives into decision-making processes is crucial as they understand the children well thus are able to identify the decisions that can be useful in the child’s lives. Additionally, the survey found that teachers ought to involve parents and guardians in two-way communication. In this regard, teachers are supposed to tell parents the information concerning children’s developmental and educational needs and progress (NAEYC, 2022). On the other side, parents and guardians are also expected to communicate with teachers and provide any crucial information relating to children’s developmental and, psychological, and emotional conditions. Teachers can then understand children fully thuds will be better positioned to customize instruction to the needs and unique characteristics of the children.
            Another finding is that it is crucial for teachers to engage families and caregivers in ways that are reciprocal in nature. For instance, parents should be encouraged to share their unique skills and input that can significantly increase the quality and effectiveness of instruction and instruction methods (NAEYC, 2022). The unique information include children’s characteristics, customs and social practices that can improve the quality of education. Further afield, the survey found that educational programs ought to incorporate learning activities in school and in the community, and families should actively participate. Inclusion of educational aspects in community-school programs ensures that the programs are aligned to educational missions and visions, and encourage the learning culture. Additionally, the program found that families and teachers should actively participate in advocacy initiatives especially in matters relating to education and the quality of life for children’s development at the local levels. Finally, a comprehensive family engagement is crucial at the program-level, and programs should institutionalize family-engagement to ensure teachers’ and administrators’ support.
Program Strengths
            The strengths of the program include its ability to increase cooperation between teachers, education administrators, and families. The importance of the cooperation is that it encourages information exchange between teachers and families, which ensures that teachers are supplied with crucial information that they can apply to increase the quality of education (Dykes, 2016). Furthermore, the program emphasizes on education and developmental needs of young children. Concentrating on young children ensures that children’s developmental and educational needs are upheld (Early Childhood Learning & Knowledge Center, 2022). Furthermore, the program provides advocacy advice regarding children’s education, which can lead to the improvement of early childhood education.
Opportunities for Improvement
            The opportunities for improvement include the use of data to increase the quality of instruction in schools. Since teachers and administrators have stored data on children’s developmental and academic tendencies, they can use the information to increase study the most common challenges that obstruct learning to make appropriate changes. Common trends that emerge from historical data can be processed to yield useful information that can be used to create effective strategies for children’s developmental and academic needs (Early Childhood National Centers, 2020). Another area of improvement is the creation of an effective model for engaging with parents and members of the community. Although communication with members of the community can be easy, extracting useful information such as cultural and social resources that can be incorporated to improve learning from them can be difficult. Therefore, a proper engagement strategy needs to be created.
How Effective the Program can be
            The program can be highly effective if implemented well. The agenda of stakeholder engagement including parents and community members is crucial for increasing the quality of education. For instance, engaging parents ensures that they provide useful input about the children, which makes it possible for teachers to customize education in ways that promote children’s developmental and educational needs (NAEYC, 2022). Furthermore, the program’s effectiveness is reflected in the high levels of cooperation by major stakeholders including teachers and community members. Since parents are willing to provide their input and participate in advocacy activities regarding children’s educational and developmental needs, the program can be regarded as a success.
Community Toolbox. (2022). Section 7: Building culturally competent organizations.       Community Toolbox.     competence/culturally-competent-organizations/main
Dykes, B. (2016, March 31). Data storytelling: The essential data science skill everyone needs.   Forbes. essential-data-science-skill-everyone-needs/#63d7604352ad 
Early Childhood Learning & Knowledge Center (2022). Data and ongoing monitoring. ECLKC.   
Early Childhood National Centers. (2022). Measuring what matters: Exercises in data      management. Administration for children and Families.
National Association for the Education of Young Children. (2022). Principles of effective family             engagement. NAEYC.         engagement/principles
Janet Grigg 
RE: Group A Discussion – Module 3
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The evaluation reviewed was the Program Administration Scale (PAS), used to inform administrators on high-value criteria associated with the administrative function of an early childhood education (ECE) program. This is a valid component of effective reflective practice. Quality classrooms can only be sustained through effective management and leadership. The validated documentation includes staff development, supervision, evaluations, compensation, and benefits. Additionally, student assessment, family engagement, and pubic relations are covered in this in-depth evaluation.
Yaya-Bryson et al. (2020) compared ECE programs between Turkey and North Carolina within the context of a global study. Turkey is new to ECE program standards, and North Carolina has an established system. The Early Childhood Environmental Rating Scale (ECERS) was the tool used to evaluate classrooms, and the PAS was utilized to gauge the quality of administrative functions in the two countries. Turkey’s total PAS score was 85 percent, and North Carolina scored 87 percent. The authors suggested that both scores were too low and that administrative processes should be improved on staff professional development.
I reviewed the significant findings related to the NAEYC self-assessment teaching and family surveys. The teaching staff noted a lack of knowledge of the NAEYC program standards. Also, they shared some inconsistencies in staff development based on the lack of using assessments to produce data to drive instruction. The NAEYC (2003a) states that high-quality programs use data gained to support learning and teaching and identify children that are at risk. There is no way to differentiate instruction without rigorous assessment procedures. The families also validated this when asked if teachers and the program work to meet the student’s needs with supportive practice. However, the NAEYC (2003) stated that the self-study cycle helped programs determine strengths and weaknesses and build capacity through continuous improvement on the ten program standards.
National Association for the Education of Young Children. (NAEYC, 2003). Accreditation tips and tools.
National Association for the Education of Young Children. (NAEYC, 2003a). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8.
Yaya-Bryson, D., Scott-Little, C., Akman, B., & Cassidy, D. J. (2020). A comparison of early childhood classroom environments and program administrative quality in turkey and north carolina. International Journal of Early Childhood, 52(2), 233–248.
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Evaluation 5
NAEYC Accreditation Decision Report
NAEYC Accreditation is an essential measure of the standard of excellence for early childhood education. This system of accreditation ensures that early learning curriculums can demonstrate commitment in high-quality education for the early learners. The accreditation has several stages designed to appreciate the programs and provide direction for ease of implementation and ability to meet the standards. The accreditation standards outline what the early learner’s programs should provide. They were created with contribution from educators and experts based on their research on the education of the young learners (Boyd and Herbst., 2020).
There are 10 standards designed by NAEYC for the early childhood programs that can guide care givers to make better decision when raising children or when looking for preschool. The standards entail first enhancing a positive relationship between children and adults. This is vital as it encourages the learners to have a sense of belonging to the community and helps them contribute positively to the community. The second standard is the curriculum, this function ensures that there is consistency of syllabus to promote learning and development. The third standard of teaching ensures that there is a suitable and effective teaching approach that foresters the early learners development. Assessment of the children’s progress is essential and forms part of the standards which is set to ensure the quantity of the program is adhered to at every step. This is done through either formal or informal assessments (Dustin., 2017).
Health of the children and staff is paramount and as a result forms part of the standards that is set to ensure the program upholds nutrition and health of learners or staff and protects them. Part of the NAEYC Accreditation standard is to ensure educators are well prepared, supported and are competent to handle children. This is done through ensuring staffs employed have the right qualification and have undergone necessary training to take care of early learners. Family standard ensures enhanced collaboration between the family and the child. The community relationships, physical environment and leadership and management standards help children cope with the community and ensures implementation of policies that forester high quality experiences (Garrity et al., 2019). Implementation of the NAEYC Accreditation standards evolves around the children themselves, educators, their families and the community at large. As a result we would need clarity on whether to include the codes of conduct or ethics during individual analysis.
Boyd-Swan, C., & Herbst, C. M. (2020). Influence of quality credentialing programs on teacher characteristics in center-based early care and education settings. Early Childhood Research Quarterly, 51, 352-365.
Dustin, E. (2017). Influential Factors Determine Parental Choice for Preschool Selection.
Garrity, S. M., Longstreth, S. L., Linder, L. K., & Salcedo Potter, N. (2019). Early childhood education centre director perceptions of challenging behaviour: Promising practices and implications for professional development. Children & Society, 33(2), 168-184.