Primary Team, NC DPI Amy Smith, K-2 Consultant Eva Phillips, Title 1 Kindergarten Consultant

What is it? Why?

Why K? Universal point of entry for children Provides the foundation for success Public school credibility highest at kindergarten year Last position paper on Kindergarten –June, 1989

Why K? Kindergarten Challenges Today Lack of consistency Lack of understanding of effective practices Implementation of standards balanced with child development K-2 Retention rates continue to be high

Why K? State Board Goal - 21st Century Learners “Future Ready Students” –What does this mean for kindergarten programs in NC? –How can K support this goal? –What are the successes & challenges for K teachers to meet this goal?

Why K? Kindergarten Teachers Speak Out –January, “K Sharing Day” –50 teachers - regional representation –Administrators & B-K faculty –Purpose Begin the Conversation Successes & challenges Strategies and support systems Gather data - programs, SCOS, assessment, expectations –Recommendations

DPI Action Prioritize recommendations –NC Kindergarten Teacher Leaders –Kindergarten position statement

NC Kindergarten Teacher Leader Initiative

What is POK? 3 year comprehensive professional development initiative Application process –219 NC K teachers applied –Diverse review committee –36 NC K teachers were selected –Represent each region of the state

NC State Board of Education Regions

What are our goals? By the end of Year three KTLs will… –Be leaders –Understand, demonstrate & articulate –Integrate understanding of child development –Understand “who” kindergartners are –Provide appropriately challenging learning experiences –Provide and advocate for meaningful, integrated and play-based curriculum

What are our goals? By the end of Year three KTLs will… –Value family partnerships –Value the whole child –Develop a solid understanding of prior experiences of each child –Implement appropriate assessments –Develop observation skills –Develop cultural competence –Develop a classroom that is “ready” for all students

What have we accomplished? Enhanced our knowledge of –Child development & Brain research –Effective environments –Building a community of learners –Embedding SCOS goals and objectives in play –Transition practices –Retention practices –Teacher leadership skills

What have we accomplished? Shared the NC position paper across state Led book studies Written and received grants Started working on Administrator Certification Began National Board Certification Several Teachers of the Year Made the newspaper

What have we accomplished? Built a network of K teacher leaders Created a momentum

Where are we headed? Strengthen our knowledge of… –Content Areas –Intentional interactions, planning & teaching –Curriculum development –Assessment Increase teacher’s ability to articulate their philosophy and practice Strengthen leadership skills

Where are we headed? Kindergarten Reform! –Establish the foundation for 21st Century Learning Skills and Future Ready Students –Build stronger foundations for learning for all students –Support NC Ready Schools Initiative –Support other K teachers across the state –Strengthen connections between preschool, kindergarten and first grade

The Power of K North Carolina Position Statement Kindergartens of the 21st Century SBE endorsement - June, 2007 What is our framework?

Position Statement Letters of support / endorsement –NC Birth - Kindergarten Institutes of Higher Education Consortium –NC Community College System –NC Office of School Readiness –FPG / FirstSchool –NC Association of Elementary Educators –NC Association for the Education of Young Children –Action for Children

Intended Outcomes –Guidelines / Framework –Consistent and clear expectations / practices –Foundation for K Teacher Leader Initiative

The Power of K The Mandate The Power of K Kindergarten Today Kindergarten Children Today Kindergarten Programs of the 21st Century: Intentional Teaching and Learning North Carolina’s Charge

Identify the Power Words Record the Power Words from your assigned section of the Power of K on chart paper. Be prepared to share with other groups

The Power of K The Mandate –The guiding mission of the NC State Board of Education –Globally competitive students –“Future Ready Students” –Kindergarten “leads the journey”

The Power of K –“The early childhood years, birth through age 8, are the most powerful years for learning, growth and development in the life of a child” (Jensen, 1998). –Kindergarten is a foundation of a child’s and family’s attitude towards education

The Power of K Kindergarten Today –Must meet multiple demands –Feels the pressure of increased accountability –“suffers from the middle-child syndrome [and] straddles the worlds of preschool and elementary school” (Graue, 2006) –A delicate balancing act

The Power of K Kindergarten Children Today –“Although the 21st Century brings new experiences for young children, their developmental patterns, rates and ways of learning have not changed.” –“still in a very sensitive period for brain development”

The Power of K Kindergarten Children Today –“Kindergarten children must be appropriately challenged to progress academically and socially; however, when classroom experiences are not attuned to children’s developmental needs and individual characteristics, they undermine rather than foster children’s learning”. (Berk, 2006)

The Power of K Kindergarten Programs of the 21st Century: Intentional Teaching & Learning –“K programs must respond to the complex needs of children by linking instructional practices, the physical environment, and learning opportunities to the unique characteristics of 5 year olds.”

The Power of K Kindergarten Programs of the 21st Century: Intentional Teaching and Learning –Kindergarten classrooms must be engaging and interactive where children are guided by trusted and nurturing adults who provide challenging, yet achievable learning experiences –Requirements (page 3 of statement)

The Power of K Kindergarten programs of the 21st Century: Intentional Teaching and Learning –Play is the core of a kindergartner’s learning & development and is an essential element of a child’s education in the 21st Century. –“integral to the academic environment” –The absence of play is an obstacle

The Power of K North Carolina’s Charge –All students will graduate from a rigorous, relevant academic program. –Kindergarten programs must ensure rigor and relevance and guarantee supportive relationships for each student.

The Power of K Your Personal Charge –Awareness –Share information with colleagues & families –Reflect on your school practices and the Power of K framework What are your school’s strengths? What effective practices do you want to enhance?

The POK Position Paper in Action

NC Position Paper in Action PKK TPAI Update For Preschool: –To be revised for preschool classrooms to reflect currently drafted NC Professional Educator Evaluation System & NC Professional Teaching Standards For Kindergarten: –Support tool to use in conjunction with NC Evaluation System

NC Professional Educator Evaluation System Final Draft Stage Pilot Year Implementation –First Round ; 15 LEAs –Second Round ; 65 LEAs –Final Round ; 115 LEAs

NC Professional Educator Evaluation System Aligns with NC Professional Teaching Standards Teacher Self-Assessment Component Principal Observation Component Teachers Demonstrate Leadership Standard 1!

Photos of children and classrooms not included

POK Environments With a partner explore the KTL Environment Posters Discuss strengths of the environment from this “brief observation” (PKKTPAI) Discuss what you would do to further promote development of a high quality K environment Be prepared to share thoughts with large group.

NC Position Paper in Action Find a Partner What’s happening in the photo? What skills and concepts are the children developing? What SCOS objectives are being developed? Articulate what you observe. Record your thoughts. Share ONE idea with the large group

Photos of children and classrooms not included

A Ready School… provides a physical setting that is both safe and appropriate for the children’s level of development, ensuring children’s physical and emotional security, stimulating their imaginations and their intellects, and meeting their changing needs over time. (June, 2000)

Contact Information Lucy Roberts, Anne Barnes, Eva Phillips, Amy Smith, Stephen Carter,