Click to listen to this session: Mastering_math_CDA_to_BA_ECE.mp3
Presneters: Darla Aguilar, Alicia Engelstad, Ahanna Kukla, Pima CC, AZ
Average student takes 7 years to complete AA in ECE. How can we speed up this process?
1. ENLACE community of practice (braid, enmesh)
a. 2009 PCC Ctr for EC Studies and U of AZ College of Ed joined w 6 other community orgs as part of an innovative prof dev grant awarded by First Things First, AZ. (cig tax)
2. Innovative Prof Dev Grant
a. Identify and dev evidence based Prof Dev (PD) opportunities for ŇGapsÓ that existed in current system.
b. Use DAP as the platform, Systems Thinking as the framework.
c. Bring National eperts in the field to local community for prof dev & consulting
d. Create a PD system ŇCDA Credential to MasterŐs Degree.Ó
3. Our work with the grant: Facilitating Early Childhood Associate degree completion at Pima CC and smooth transition to Early Childhood BachelorŐs degree programs with a special focus on using departmental supports at PCC and UA.
4. Why do we name ourselves ENLACE?
a. Connection or coherence of one thing with another; link, lacing
b. Kindred, affinity
c. Educate Nurture Learn Advocate Communicate Envision
5. June 2010, 40 ECE ss from our associateŐs degree program & students from U AZŐs ECE bachelorŐs program came together. Identified selves as ENLACE interconnected.
6. Relevant characteristics of our program
a. Works FT in EC field. Stssrngth: works in a community that requires complex problem solving. Strategy component idŐd: accessible to working adults and comprised of EC ss.
b. Female. Has exper wkg as pt of grp of women. Strategy: course conceptualized as a community of learners w opportunities for shared meaning making
c. Eng Lang learner or bilingual, L1=Spanish. Has multiple ways of communicating and has a broad array of cultural knowledge to draw on. Strategy: include Math Coaching outside of class time & with dedicated Math Coaches who are Spanish speaking
d. Is a parent. Is going to college not just for self but for family. Strategy: Dedicated time for ed focus away from family responsibilities.
e. Age > 40 years. Persistent and courage in achieving goals. Connect ss with resources and supports within community
f. first in family to attend college. Leader who believes in the value of education. Strategy component: provide access to advisors with knowledge of the EC profession to serve as a connector to college culture
7. ENLACE Strategy launched in Fall 2010 with a section of Math 86 7th grade pre-algebra
a. Relationship based
b. Cohort of ECE sts
c. Sequence of math courses for transfer
d. Classes held one weeknight +one weekend day
8. ENLACE Math Success Rates
a. Math 86 Pre-algebra 100%
b. Math 092 89%
c. Math 122 75%
d. Math 142 89%
9. Opened up to non-cohort all EC ss one evening per week and on Sat
a. 77% of PCC EC ss taking dev math w access to ENLACE math coaching successfully completed. Higher pass rates than general PCC 49%.
10. Expanded access to math coaching with 3 math coaches. Math coaching only
a. 83% of PCC EC ss taking math with participation in ENLACE math coaching successfully completed. 55% of all PC ss taking math successfully completed.
11. Outcomes for college ss
a. Success in dev & college math
b. Barrier of math lowered re: degree completion
c. More math in their teaching, increase of math experiences for their ss
d. Increased agency, confidence resulting from success in math
e. Increased abilities as parents supporting their childrenŐs math learning
12. Outcomes for young children
a. Educators w math fluency planning their early ed experiences
b. Educators more intentional in connecting math to those early ed experiences
c. Early educators who are not afraid of math donŐt avoid it in their pedagogy
13. PCC Early Childhood Associate degrees awarded 2002-2012 increased measurably
14. Outcomes for Pima CC
a. Increased EC AS grad rate
b. Growing number of ss planning to transfer to BA prog
c. Increased efficacy of college faculty, staff, math coaches
d. Continued grant funding.
e. Math Coaching supports early childhood ssŐ success in dev & college-level math
f. The more time students have to learn in a community, the greater the impact
g. Math coaching combined w specialized classes for EC ss to learn together is more effective than match coaching without specialized classes.
15. Seven essential life skills
a. Skill 1: focus and self-control
b. Skill 2: perspective taking
c. Skill 3: communicating
d. Skill 4: making connections
e. Skill 5: critical thinking
f. Skill 6: taking on challenges
g.
Skill 7: self-directed, engaged learning
Galinsky, E (2010). Mind in the making: The seven
essential life skills every child needs. New York City, NY: HarperCollins
Publishers