We strive to support quality improvement through partnerships with program administrators and teachers, in which the Infant/Toddler Specialist serves as a facilitator of change but the program participants direct the path of success.
Our Infant/Toddler Specialists work side by side with directors and teachers to help develop an action plan that meets the individual needs of each program and builds on the strengths of each provider.
Our delivery model is unique in that we move with participants from child development theory to teaching practices.
Overall quality is measured using the following standards and tools:
- Georgia Child Care Rules and Regulations
- Infant and Toddler Environment Rating Scales (ITERS -R)
- Classroom Assessment Scoring System (CLASS)
- Six Essential Practices of the Program for Infant and Toddler Care (PITC)
Supports to help you Succeed
The GA PITC provides your program with the following supports to maximize your success.
- On-Site Technical Assistance - Hands-on support based on program needs.
- Environmental Enhancements - Small mini-grant packages to support program improvement.
- Certificate of Participation - Individuals who participate in GAPITC will receive a certificate upon completion of the action plan.
- State Approved Training Hours - 18 hours of free professional development offered at our statewide conferences.
GAPITC offers three interactive conferences each year. Conferences are designed to help child care administrators and infant/toddler teachers become sensitive to infants’ cues; connect with each infants’ family and culture; and develop techniques to provide responsive, relationship-based care.
Built on Partnership
Georgia’s PITC recognizes that a program’s capacity for change is tightly bound to the leadership of its director. Our Infant/Toddler Specialists offer guidance to support that leadership and facilitate the achievement of goals. The impact of the GA PITC Network services in a program is directly linked to the commitment and participation of the director. We seek to support change through the establishment of strong partnerships in the program.
GA PITC embraces a reflective technical assistance process. Reflection is a continuous cycle of inquiry that supports a responsive environment and curriculum. The cycle moves from observation to documentation to reflection & planning to implementation of curriculum. In order to provide responsive care, teachers need to be thoughtful and purposeful in the choices they make about all aspects of the care they provide to young children. The reflective process provides teachers with a method for reflecting on the development of each child individually and the group of children as a whole. Investing in the reflective process also helps keep the job of the teacher interesting. They become researchers in their classrooms observing the children to decipher the meaning behind their play, uncover their interests, and determine developmental progress. In doing this the teacher acquires a deep understanding of the individual children in her/his care and can use her/his focused observations to inform her/his preparation of new learning experiences for the children that are appropriate and personalized. This continuous cycle allows the teachers to remain in tune with the ever changing interests, and development of the children.