Early Childhood Collaborative
Early Childhood Education Collaborative
Early Childhood Education Collaborative is a network of early childhood teachers, paraprofessionals, and providers that reside in the surrounding community of the West Branch Area School District. We strongly believe that through providing high quality professional learning opportunities, it results in stronger instructional practices, student engagement, and overall improved learning for our students. When we collaborate, our community has opportunities to grow in literacy and learning.
Researchers from five universities, led by the Harvard Graduate School of Education, analyzed 22 high-quality studies, which were conducted between 1960 and 2016. This meta-analysis found that children who attended high-quality ECE programs were less likely to be placed in special education, less likely to be retained in a grade, and more likely to graduate from high school than peers who didn’t attend such programs (Feldman, 2018, para. 2).
Educators CHOOSE the Content of our Sessions!
At the conclusion of every school year, a survey goes out to collect needs and interests for the next school year. In this way, teachers and paraprofessionals are able to receive professional learning that best suits their current needs through the feedback they provide.
ECE Collaborative
2023-2024
Pre-K teachers and staff chose to focus our efforts on Bee-Bots and Scientific Thinking and Technology Pre-K Standards. Participants engaged in the National Air and Space Museum's Inquiry Cycle. Sessions for adult learners took place both on-site, at West Branch Area School District, or at local Pre-K community partnerships. Some teachers partnered with Stacy Ricciotti, West Branch Instructional Coach, to bring the new learning into their classrooms. Pennsylvania has NEW K-12 STEELS Standards, and we are bringing those into our West Branch and community Pre-K classrooms!
All sessions feature picture books that can be incorporated into the instruction to build background knowledge or assist with the reflection portion of the inquiry cycle. Participants then keep the book to continually build and refine their classroom libraries.