TRANSITIONAL KINDERGARTEN COACHING AND SUPERVISION
Shirley Esau, Principal Wilma Hashimoto, Director Presented by: Kingsburg Elementary Early Care and Education Charter School District Fresno County Office of Education
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.
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
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.
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.
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
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
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
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
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 .
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 .
Learning Domains • English Language Arts • Mathematics • English Language Development • Social-Emotional Development
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
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
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
Parents Are the Best Advocates for a Cohesive Educational System They see their children as they are today… and tomorrow… and tomorrow…
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
Prepare for Success • Hand-on Activities • Setting Up for the Year • Planning Time - • Integrated and Differentiated Instruction - • Instructional Tools -.
TK K • Special Education Referrals • Centers • Writing Assessment • Differentiated Instruction • Mastery of Common Core • ELD • CELDT Standards • Professional Learning Community • District Benchmarks • Assessment • Dibels • Preschool Foundations • Transportation
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
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
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
K TK BOTH
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?
Activity – TK Classroom Video
Activity - K Classroom Video
Fresno County Office of Education Transitional Kindergarten TK Environmental Coaching and Support Plan Initial Site Visits I. • 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
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/#
Contact information: Shirley Esau: sesau@kingsburg-elem.k12.ca.us Wilma Hashimoto: whashimoto@fcoe.org THANK YOU!
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