transitional kindergarten support, observation, and coaching
TRANSCRIPT
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TRANSITIONAL KINDERGARTEN COACHING AND SUPERVISION
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Presented by:
Shirley Esau, Principal Kingsburg Elementary Charter School District
Wilma Hashimoto, Director Early Care and Education Fresno County Office of Education
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What do you know? What would you like to learn?
Step 1: Individually answer these two questions on individual post-it notes.
• What do you know about Transitional Kindergarten?
• What would you like to learn today?
Step 2: Discuss your responses with your group.
Step 3: Share as a group.
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Agenda
• Survey results
• Quality TK
• Prepare for Success
• Give the Gift of Time
• Form a Professional Learning Community
• Provide Teacher Training
• Observation
• Coaching and Support Plan
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The Quality TK Experience
• TK Instruction is Integrated
• TK Instruction is Individualized and Differentiated • TK Involves Family
• TK Classrooms are Culturally and Linguistically
Responsive
1 National Scientific Council on the Developing Child (2009). Young children develop in an environment of relationships. Center on the Developing Child. Harvard University. Working paper 1. http://developingchild.harvard.edu/activities/council/
2 Gay, G. (2003). Becoming multicultural educators. San Francisco, CA: Jossey-Bass. Tabors, P. O. (2008). One child, two languages: a guide for early childhood educators of children learning English as a second language (2nd ed.).Baltimore, Md.: Paul H. Brookes Pub.Co. Valdes, G. (2001). Learning and Not Learning English: Latino Students in American Schools. New York: Teachers College Press.
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TK Survey – Preschool California and Packard Foundation
• Survey of over 200 schools, including administrators, coaches, and teacher.
• Over 300 had responded to identify the professional development needs of the TK teachers.
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Program Description
Is your TK program full day, half day, or both? Full day 44.8% 133
Half day 47.1% 140
Both 8.1% 24
Is your district in a rural or urban area?
Rural 31.0% 92
Urban 70.4% 209
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District Information
What is the size of your district? Small (under 5,000) 30.0% 89 Medium (5,001 – 30,000) 49.2% 146 Large (30,000+) 21.9% 65 Is your school/district Title I status? Yes 78.5% 233 No 14.8% 44 I do not know 6.7% 20
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Classroom and Instructional Planning
Providing a Developmentally Appropriate Classroom Environment: organizing the environment and materials to promote development; using learning centers effectively; coordinating self-directed, cooperative, and teacher-guided learning.
Strongly Agree 47.0% 135
Agree 43.6% 125
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Classroom and Instructional Planning
Providing Theme-Based and Integrated Lessons: planning appropriate themes and cross-curricular connections based on related standards and assessed needs of students; implementing strategies that provide opportunities to explore and make connections across the curricula.
Strongly Agree 46.0% 132
Agree 42.5% 122
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Classroom and Instructional Planning (cont.)
• Providing, Analyzing, and Using Standards-Aligned Formative Assessment: using informal curriculum–embedded assessment activities to differentiate daily instruction; administering and interpreting less frequent standards-aligned assessments to benchmark student performance; communicating with parents; evaluating and monitoring student performance.
• Differentiating Instruction: providing flexible grouping opportunities designed around the strengths and growth of all students; adapting questioning strategies to accommodate each student's readiness and comprehension.
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Classroom and Instructional Planning (cont.)
• Providing Culturally Responsive and Relevant Instruction: integrating cultural assets of children carefully and thoughtfully into the curriculum; ensuring that curriculum content is engaging and relevant to all students, etc.
• Encouraging Family Engagement: building relationships with families; communicating and working collaboratively with families to develop specific plans and strategies to ensure student success.
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Learning Domains
• English Language Arts
• Mathematics
• English Language Development
• Social-Emotional Development
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Common Themes of Quality TK Experience
Which of the following program themes is most critical?
TK Instruction is Integrated 16.7% 47
TK Instruction is Individualized and 20.6% 58 Differentiated
TK Involves Family 3.9% 11
TK Classrooms are Culturally and 4.3% 12 Linguistically Responsive
TK Supports the Social and Emotional 54.4% 153 Development of Children
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Strengths vs. Needs to Improve
Which of these common themes are you most well-prepared to support?
TK Instruction is Integrated 32.0% 90 TK Instruction is Individualized and 18.5% 52 Differentiated TK Involves Family 8.9% 25 TK Classrooms are Culturally and 8.9% 25 Linguistically Responsive TK Supports the Social and Emotional 31.7% 89 Development of Children
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Strengths vs. Needs to Improve
Which of these common themes is currently most challenging for you to implement?
TK Instruction is Integrated 13.2% 37
TK Instruction is Individualized and 41.6% 117 Differentiated
TK Involves Family 19.2% 54
TK Classrooms are Culturally and 14.6% 41 Linguistically Responsive
TK Supports the Social and Emotional 11.4% 32 Development of Children
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Parents Are the Best Advocates for a Cohesive Educational System
They see their children as they are today…
and tomorrow…
and tomorrow…
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Steps to successful implementation
• Possible Timeline for implementation
• What needs to be accomplished?
• Reminder:
• 2012-13 Nov.1 for TK
• 2013-14 Oct. 1 for TK
• 2014-15 Sept. 2 for TK full implementation
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Prepare for Success
• Hand-on Activities
• Setting Up for the Year
• Planning Time -
• Integrated and Differentiated Instruction -
• Instructional Tools -.
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TK K
• Special Education Referrals • Writing Assessment • Mastery of Common Core
Standards • Professional Learning Community • Assessment • Preschool Foundations
• Centers • Differentiated Instruction • ELD • CELDT • District Benchmarks • Dibels • Transportation
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Give the Gift of Time
• Highlight Social-Emotional Development.
• Create a Dynamic Classroom.
• Underscore Early Mathematics.
• Create an Assessment Plan.
• Welcome Families. www.tkcalifornia.org
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Form a Professional Learning Community
• Deepen understanding of child development and learning
• Explore best practices
• Study initial and ongoing assessment tools and
• Review student assessment data and plan differentiated instruction, and monitor and report children’s progress
• Districts have created PLCs that target TK teachers within a school, within a hub of adjacent schools, across their district, as well as across grade levels such as creating a pre-k through kindergarten PLC
www.tkcalifornia.org
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Provide Teacher Training
• Differentiated instruction to meet the needs of all students
• Use of integrated instruction across subject areas
• Best practices for meeting the needs of English learners
• Assessment, observation and reporting student progress over time and
• Family engagement to support instruction www.tkcalifornia.org
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TK K BOTH
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TK Observations
• Is there ongoing oral language development?
• Is there differentiated instruction?
• Is the environment appropriate for student use?
• Do you see student engagement and interaction?
• Is there constructive play?
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Activity – TK Classroom Video
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Activity - K Classroom Video
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Fresno County Office of Education
Transitional Kindergarten TK Environmental Coaching and Support Plan
I. Initial Site Visits • Pre-Evaluation of Sites and Classrooms • Site Administrator Feedback Form • Teacher Questionnaire • Initial Interview and Feedback Form • Initial Photo Documentation
II. Observations and Coaching
• Modifications and Adaptations of Learning Environment • Instructional Strategies • Dual Language Support • Data Collection (lessons, student work, photo documentation)
III. Exit Meetings and Next Steps
• Review Goals and Reflect on Growth and Progress • Next Steps for Implementation • Summative Feedback Form • Data Collection
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Resources
CCSESA School Readiness Writing Team, (2011). Transitional Kindergarten (TK) Planning Guide, A Resource for Administrators of California Public School Districts. Sacramento, CA: Sacramento County Office of Education.
Preschool California. (n.d.). TK California. Retrieved from http://www.tkcalifornia.org/#