21 st Century Skills FDK Model Planning Team Everett Public Schools - PowerPoint PPT Presentation

21 st Century Skills FDK Model Planning Team Everett Public Schools February 1, 2016 1

Welcome and Entry Task  Enjoy a snack  Join a table group  Share feedback from your colleagues regarding the WA State FDK Guide  Record and post “big ideas” 2

Learning Agreements  Respond to quiet signal  Take care of personal needs  Be an active participants open to learning  Honor time  Enjoy the journey 3

TPEP Connections Early Learning Team Goal: Understand the Danielson Framework at a deeper level and focus on specific criterion, domains and components in our Professional Development

TPEP Goals Criterion 4: Providing clear and intentional focus on subject matter content and curriculum. Domain 1: Planning and preparation Components : 1a: Demonstrate knowledge of content and pedagogy 1c: Setting Instructional outcomes 1d: Demonstrating knowledge of resources 1e: Designing coherent instruction Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Domain 4: Professional responsibilities Components : 4d: Participating in a professional community 4e: Growing and developing professionally

Agenda  Purpose, Roles, Shared Leadership  Learning Environment  Elements of the Day  Next Steps 6

Purpose  EPS Strategic Plan  Purpose  Roles/Resp.  Decision Making  Consensus Our product will be a working document 7

Shared Leadership 8

Consensus Proposal /idea presented Decisions documented; Clarifying communication to questions; active stakeholders listening Consensus voting; Participants -strong agreement contribute to discussion; ideas -can live with it valued -struggling with it 9

Family Connections Early Learning Collaboration Whole Child Assessment Student centered, hands-on learning experiences promoting 21st century skills Balanced and Deep knowledge Rich learning Assessment of of child aligned Planning and preparation High Quality Instruction and for learning environments development curriculum Engaging Interactions and Integrated Content Washington Learning Standards for Kindergarten Emotional Communication World Large Math Science Arts Skills Skills Language Motor Skills Approaches to Social Physical Social Small Motor Approaches to Social Physical Literacy Health Learning Skills Education Studies Skills Learning Skills Education

Kindergarten is a Transition Year September-October May-June Transition through Looks and feels Looks and feels kindergarten more like preschool more like 1st grade

Maximize the Benefits  Beyond adding time to the day/week  Sustaining gains beyond kindergarten  Capitalize on the opportunity  Planning Team  Clear focus  Driven by research

Outcomes of High Quality Kindergarten Increase  in student time to develop skills and concepts at their own rate  competence in social, emotional, cognitive, language, literacy and math skills  coordination in physical skills  integration of new ideas, experiences, and concepts  in student engagement  in positive self-concept for students Decrease  in remediation of foundational skills  in behavior that disrupts learning  teacher air time

Think and Jot Thinking about the outcomes of high quality kindergarten –  Jot down 5 characteristics you would expect to find in a FDK classroom  Share your ideas with your table group 14

Characteristics of High-Quality Programs Understanding child development and learning  Teacher-child-family relationships  Developmentally appropriate learning environment  Effective instructional practices  Supports for students at risk  Comprehensive standards-based curriculum  Assessment   Professional Development

Based on the philosophy that children are competent and trustworthy, and can make powerful decisions if given the opportunity and practice! Developmentally Appropriate Practice in Action What It Is What It Isn’t  Create  Duplicate  Move  Wait  The teacher solving them  Attempt to solve his/her own problems  Listening passively  Speak  Being told  Make choices  Coloring inside the teacher’s  Make their own lines  Fill in workbooks  Write their own books  Do preplanned crafts  Passively submit  Learn through experience  Learn by rote  Appreciate the process  Than focus on the end product  Ask Questions  Being the told the facts  Then-figure out the answers  Then told what the answer is  Schedule based on child need  The needs of the adults 16

It’s August, Now What? Time to think about the physical environment…  The classroom is the 2 nd teacher  Room arrangement is critical  What are the areas within the room?  Need unique and dynamic learning spaces for every child to learn  Equipment needs to be easily accessible, in a definite location and clearly labeled

Being Intentional, Starting Day ONE!

“If you have 24 students, you only own 1/25 th of the wall space.” -Margaret Mooney Environment is not just about desk arrangement. It’s about the layout, the spaces, the walls and the feeling one gets when they walk into your environment.

The classroom is organized to provide settings for large groups, small groups and individuals . The room is arranged so children can self-select materials, plan activities and work independently.

Classroom as the “Second T eacher” Using the environmental principles and checklist note:  The strengths of your classroom environment  Areas that could be enhanced  General strengths and gaps within your school 21

Elements of the Day The interactive learning style of kindergarten students must be reflected in the structure of the daily schedule. Key elements include : A balance of whole ‐ group, small ‐ group, and independent activities   Sedentary components of the day are separated by the more active elements  Whole group times limited to 20-30 minutes at a time (at the beginning of the year much shorter)  A balance of teacher directed and student initiated activities  An extended uninterrupted student directed time (plan-do-reflect)  As the year progresses, kindergarten transitions from looking more like preschool to looking more like first grade

Elements of the Day Proposal Question: Should the elements of the day as presented be recommended for inclusion in Everett’s Kindergarten Guide? Proposal /idea presented Decisions documented; Clarifying communication to questions; active consensus stakeholders listening Consensus voting; Participants -strong agreement contribute to discussion; ideas -can live with it valued -struggling with it 23

Daily Schedule Review the daily schedule on page 32  Identify the differences between the beginning and end of year  Discuss the rationale for the changes  Draft a sample schedule for the beginning and end of the year with your table group – include your rationale 24

Wrap Up  Reflection forms  Next meeting – March 1, 2016  Focus – Continue the components of the environment  Share this evening’s information with your team  Have each kindergarten teacher complete the classroom environmental principles checklist to be collected at the next meeting Thank you for your time, leadership and thoughtful participation!