Identify learning resources, supports and strategies. Evaluate the availability of the following resources and the learner's confidence in accessing them.
Agree on how this will occur. Target dates for contact with facilitators should specify: Informal query or concerns How can a learner access you if they have a query or concern?
For example, e-mail, telephone etc Progress review dates When will formal contact be initiated to check on progress and how will this be done? For example, by telephone, face-to-face meeting etc. Assessment event due dates When are assessment events due and how will they be submitted? For example, by post, e-mail etc Feedback.
When will feedback be available on assessment performance and how will that be delivered? Many learners will want to develop knowledge and skills in a number of areas. Overlapping content across the units has been identified in the individual modules. It is recommended that this unit be completed before undertaking the other units in alcohol and other drug work. In particular, the module How Drugs Work provides underpinning knowledge about the action of a drug on the individual.
Learners' may choose to do one, several or all of the units, depending on their needs. If learners want information about young people and ways of working with young people, choose unit CHCYTH1C: Perspectives on Working with Young People - Explores the stage of adolescence and a range of factors that impact on the development of young people Young People, Risk and Resilience - Provides a framework for understanding and working with young people Working with Young People - Provides a broad framework for understanding and working with young people, explores goals of working with young people and the development of specific skills.
If learners want information about the alcohol and other drug sector and a greater understanding of drug use in society, choose unit CHCAOD2B: Young People, Society and AOD - Looks at ways of understanding drug use in society and by young people in particular and presents an overview of patterns and trends of AOD use by young people. Broad societal factors that influence work on AOD issues are also explored.
How Drugs Work - Provides information about drugs and how they act on the body. Drawing from multiple bodies of research about change, leaders provide and align resources, including time, staff, materials, and technology, to initiate and sustain implementation.
Individuals, peers, coaches, and leaders use tools and metrics to gather evidence to monitor and assess implementation. Leaders and coaches model salient practices and maintain a sustained focus on the goals and strategies for achieving them. Leaders create and maintain a culture of support by encouraging stakeholders to use data to identify implementation challenges and engage them in identifying and recommending ongoing refinements to increase results.
They engender community support for implementation by communicating incremental successes, reiterating goals, and honestly discussing the complexities of deep change. Understanding how individuals and organizations respond to change and how various personal, cognitive, and work environment factors affect those experiencing change gives those leading, facilitating, or participating in professional learning the ability to differentiate support, tap educators' strengths and talents, and increase educator effectiveness and student learning.
Professional learning produces changes in educator practice and student learning when it sustains implementation support over time. Episodic, periodic, or occasional professional learning has little effect on educator practice or student learning because it rarely includes ongoing support or opportunities for extended learning to support implementation.
Formal professional learning, such as online, on-site, or hybrid workshops, conferences, or courses, is useful to develop or expand knowledge and skills, share emerging ideas, and network learners with one another. To bridge the knowing-doing gap and integrate new ideas into practice, however, educators need three to five years of ongoing implementation support that includes opportunities to deepen their understanding and address problems associated with practice.
Ongoing support for implementation of professional learning takes many forms and occurs at the implementation site. It may be formalized through ongoing workshops designed to deepen understanding and refine educator practice.
It occurs through coaching, reflection, or reviewing results. It may occur individually, in pairs, or in collaborative learning teams when educators plan, implement, analyze, reflect, and evaluate the integration of their professional learning into their practice.
It occurs within learning communities that meet to learn or refine instructional strategies; plan lessons that integrate the new strategies; share experiences about implementing those lessons; analyze student work together to reflect on the results of use of the strategies; and assess their progress toward their defined goals. School- and system-based coaches provide extended learning opportunities, resources for implementation, demonstrations of the practices, and specific, personalized guidance.
Peer support groups, study groups, peer observation, co-teaching, and co-planning are other examples of extended support. When educators work to resolve challenges related to integration of professional learning, they support and sustain implementation. Professional learning is a process of continuous improvement focused on achieving clearly defined student and educator learning goals rather than an event defined by a predetermined number of hours.
Constructive feedback accelerates implementation by providing formative assessment through the learning and implementation process. It provides specific information to assess practice in relationship to established expectations and to adjust practice so that it more closely aligns with those expectations. Feedback from peers, coaches, supervisors, external experts, students, self, and others offers information for educators to use as they refine practices.
Reflection is another form of feedback in which a learner engages in providing constructive feedback on his or her own or others' practices. Public sector programs have special responsibility to be accountable and to have a positive impact. Programs should be well designed with a clear set of goals and objectives that are strengths based, data informed, and results oriented.
Well-designed, public sector programs that are inclusive, equitable, and effectively implemented set a strong foundation for achieving positive outcomes for all children and families. Unlike any other time in recent history, the global coronavirus disease COVID pandemic has exacerbated the crisis experienced by the early childhood education ECE community in this country.
Far too many families cannot afford child care, making it hard for them to work or attend school or training.
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