Early Learning Systems: How to Promote Continuity Across the Grades Cynthia C. Rice, Esq. Senior Policy Analyst Advocates for Children of New Jersey Princeton University June 20, 2017

PreK-3rd Leadership Training Seminar: Reasons for Developing the Series Lack of an early learning background and experience Limited professional development opportunities specifically on early learning Need to cultivate advocates for PreK-3rd systems in schools and communities throughout NJ

Components of a PreK-3rd Grade System Access to Programs Teacher/Teaching Quality Program Quality Leader Quality Whole Child Learning Standards Child-based Assessments Transitions Infrastructure Family and Community Engagement Dr. Kristie Kauerz Graduate School of Education Harvard University Working definition: The continuum of learning that transcends the traditional boundaries of Pre-School(learning based programs children experience before they enter school) and the early grades (K-3). B-3, Crucial brain development, PreK Foundation, Full-Day K(transition year), 1-3 buttresses for lifelong learning Access: expand universal access to high quality programs across the continuum Teacher/Teaching Quality: Ensure that teachers-across the Prek-3rd continuum: have pre-service and in-service training, professional development and certification that address the full continuum of learning demonstrate classroom effectiveness in understanding and supporting young children’s development and learning. Program Quality: Ensure that programs across the continuum: support the learning of young children are assessed and supported for continual improvement are addressed at classroom, building and site-levels

PreK-3rd Leadership Training Seminar: Course Objectives Understand the PreK-3 continuum reflective of research and early childhood best practice Increase knowledge about early development, high quality inclusive environments, specific best practices for content learning, and strategies for supporting teaching staff in these areas Be introduced to tools to assess and refine classroom practices in collaboration with teaching staff

PreK-3rd Leadership Training Seminar: Course Objectives Link effective professional development and purposeful supervision to instructional improvement  Collaborate on how to use data driven decision making to promote student achievement and family engagement Recognize the value of community-based partnerships in creating effective schools Prioritize next steps for developing and advocating for PreK-3rd systems in schools and communities