The Early Educator Support, Licensure, and Professional Development (EESLPD) Office conceptual framework : a narrative describing supporting early childhood educators as part of the North Carolina teacher evaluation process

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Taylor, H., Vestal, A., & Lambert, R. (2019). The Early Educator Support, Licensure, and Professional Development (EESLPD) Office conceptual framework : a narrative describing supporting early childhood educators as part of the North Carolina teacher evaluation process. Ceme Technical Report.
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Description

Faculty, The components included in this conceptual framework describe the types of supports and resources provided by the EESLPD Office to guide North Carolina (NC) Birth through Kindergarten (B – K) Early Childhood Educators (ECEs) who work in public and nonpublic school settings and have initial (formerly SP I) and/or continuing (formerly SP II) licensure status. The guidance provided by EESLPD Office mentors and evaluators supports ECEs through the licensure process and may positively influence teaching practices used in Pre-K classrooms to promote optimal child growth and development. The cycle of coaching used by mentors and evaluators to support ECEs during the Beginning Teacher Support Process (BTSP) is heavily rooted in forming relationships by using a strengths-based approach that is both individualized and holistic.

Details
Title

The Early Educator Support, Licensure, and Professional Development (EESLPD) Office conceptual framework : a narrative describing supporting early childhood educators as part of the North Carolina teacher evaluation process

Author(s)

Taylor, Heather
Vestal, Amanda
Lambert, Richard

UNC Charlotte Affiliate Type

Faculty

Extent

1 online resource

Date Published

2019

Genre

technical reports

Resource Type

text

Abstract

The components included in this conceptual framework describe the types of supports and resources provided by the EESLPD Office to guide North Carolina (NC) Birth through Kindergarten (B – K) Early Childhood Educators (ECEs) who work in public and nonpublic school settings and have initial (formerly SP I) and/or continuing (formerly SP II) licensure status. The guidance provided by EESLPD Office mentors and evaluators supports ECEs through the licensure process and may positively influence teaching practices used in Pre-K classrooms to promote optimal child growth and development. The cycle of coaching used by mentors and evaluators to support ECEs during the Beginning Teacher Support Process (BTSP) is heavily rooted in forming relationships by using a strengths-based approach that is both individualized and holistic.

Subjects--Topics

Educational evaluation
Early childhood education

Is Part Of

CEME technical report

Language

English

Publisher's Version

https://ceme.charlotte.edu/sites/ceme.charlotte.edu/files/media/EESLPD%2...

Permalink

http://hdl.handle.net/20.500.13093/work:878

Rights

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