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Module 2: Envisioning, Designing, and Supervising Equitable TK Classrooms

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Module 2 Learning Outcomes:

● Leaders can identify specific “look-fors” in TK classrooms to develop their instructional leadership for implementing California’s UTK.

● Connect the California Preschool Curriculum Frameworks to support the intentional design into children's play, including the implementation of child-directed and teacher-guided activities; the design of learning environments, and individualizing curriculum based on children's knowledge, skills, needs and interests.

● Develop next steps as leaders to ensure systems and structures support high-quality, equity-focused TK classrooms.

● Actively engage in module activities, whether attending in person or online.

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Digging Deeper into the Look-Fors: Language Development

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Digging Deeper into the Look-Fors: Language Development

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Read or skim pages 4-15 of the Language and Literacy PTKLF.

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What questions are you holding?

-What equity considerations, or challenges come to mind?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

-How do you intend to share it?

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Digging Deeper into the Look-Fors: Integrated Learning Domains

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Digging Deeper into the Look-Fors: Integrated Learning Domains

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Read or skim pages 14-21 from the Integrated Nature of Learning (CDE).

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What questions are you holding?

-What equity considerations, or challenges come to mind?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

-How do you intend to share it?

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Digging Deeper into the Look-Fors: Social Emotional Development

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Digging Deeper into the Look-Fors: Social Emotional Development

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Read or skim pages 1-10 of the Social Emotional Development PTKLF.

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What questions are you holding?

-What equity considerations, or challenges come to mind?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

-How do you intend to share it?

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Digging Deeper into the Look-Fors: Purposeful Play

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Digging Deeper into the Look-Fors: Purposeful Play

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Read or skim pages 1-3 of the article, Is Play a Right or a Privilege?

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What equity considerations come up for you?

-What is your responsibility to ensure that all children have the opportunity to engage in school-based play?

-In your leadership context, who would immediately benefit from the content of this article?

-What specific information would you like to share?

-How do you intend to share it?

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Digging Deeper into the Look-Fors: Physical Space and Environment

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Digging Deeper into the Look-Fors: Physical Space and Environment

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Read or skim pages 5-12 of the article, Reggio Emilia As Cultural Activity Theory in Practice.

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What can US-based public schools learn from the Reggio Emilia philosophy?

-What equity considerations come up for you?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

-How do you intend to share it?

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Digging Deeper into the Look-Fors: Schedule, Transitions, and Routines

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Digging Deeper into the Look-Fors: Schedule, Transitions, and Routines

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Read or skim pages 1-15 of the article, Timing Is Everything: Understanding the Importance of Timing, Length, and Sequence of Activities (NAEYC).

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What equity considerations come up for you?

-How does this information apply to your outdoor spaces?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

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Digging Deeper into the Look-Fors: Intentional Planning for Instruction

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Digging Deeper into the Look-Fors: Intentional Planning for Instruction

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Read or skim pages 1-8 of the P-3 Learning Progressions (CDE).

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What equity considerations come up for you?

-What questions are you holding?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

-How do you intend to share it?

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Digging Deeper into the Look-Fors: Assessment through Observation

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Digging Deeper into the Look-Fors: Assessment through Observation

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Read or skim pages 1-8 of the article, Using Observation to Guide Your Teaching (NAEYC).

Create an artifact that details your response to the following:

-What are some key take-aways from the reading?

-What equity considerations come up for you?

-What questions are you holding?

-In your leadership context, who would immediately benefit from understanding this information?

-What specific information would you like to share?

-How do you intend to share it?

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Language and Literacy Development (PTKLF)

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Language and Literacy Development (PTKLF)

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Social and Emotional Development (PTKLF)

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Social and Emotional Development (PTKLF)

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1) Children learn best in the context of supportive, affirming, and nurturing relationships and environments that make them feel emotionally and physically safe and experience security and a sense of belonging.

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2) Every child is unique and has diverse strengths rooted in their families’ and communities’ cultures, languages, practices, and experiences.

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3) Children’s home languages are an asset and establish a strong foundation for learning and development across domains.

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4) Family and community partnerships create meaningful connections and support children’s sense of belonging.

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5) Play is a primary context for learning and creating joyful learning spaces.

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6) Children demonstrate varying strengths and needs in their development and learning across domains.

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7) Children have different ways of knowing and may express their knowledge and skills across domains through different means and modalities.

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8) Intentional teaching enhances children’s development through planned learning experiences designed to support individual children.

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9) Children’s learning and development are integrated across domains.

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Intentional Planning for Instruction and Environment

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Intentional Planning for Instruction and Environment

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Copy of Is play a privilege or a right?.pdf

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Reggio Emilia As Cultural Activity Theory in Practice

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Reggio Emilia As Cultural Activity Theory in Practice

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Reggio Emilia As Cultural Activity Theory in Practice.pdf

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Timing is everything: Understanding the importance of timing, length, and sequence of activities (NAEYC)

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Timing is everything: Understanding the importance of timing, length, and sequence of activities (NAEYC)

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Timing Is Everything _ Understanding th...th, and Sequence of Activities _ NAEYC (1).pdf

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Using Observation to Guide Your Teaching (NAEYC)

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Using Observation to Guide Your Teaching (NAEYC)

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Using Observation to Guide Your Teaching _ NAEYC.pdf

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Multilingual PTKLFs + Progression Documents from CPIN

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Preschool and Transitional Kindergarten Learning Foundations (PTKLFs) (English, Spanish, Chinese)

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Preschool and Transitional Kindergarten Learning Foundations (PTKLFs) (English, Spanish, Chinese)

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M2.Vignette: Ms. Jin – A Study of Flowers that Integrates Learning Across Content Areas

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M2.Vignette: Ms. Jin – A Study of Flowers that Integrates Learning Across Content Areas

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M2.Vignette: Cross-Pollinating – A Study of Flowers that Integrates Learning Across Content Areas

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Ariticle-Calendar Time for Young Children

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Ariticle-Calendar Time for Young Children

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Article-7 Reasons Why Worksheets Are Not Appropriate for Preschoolers.

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Article-7 Reasons Why Worksheets Are Not Appropriate for Preschoolers.

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7 Reasons Worksheets are Not Appropriate for Preschoolers Development

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Why administrators should become early learning leaders 

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Why administrators should become early learning leaders 

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Why administrators should become early learning leaders

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The following article was written by Dr. Kelly Fountain, director of Early Learning at Lancaster School District. Several years ago, California initiated a Universal Prekindergarten Program to provide access to a play-based learning year prior to kindergarten entry for all 4-year-old children across the state. This new initiative reached full implementation in the fall of