Program Goals

As a result of completing this program, participants will:

Know…  

  • Current learning standards PreK – 3rd Grade
  • Current research about brain development in young children
  • Current research on learning indicators for children and developmental approaches to assessment
  • Best practices for teacher and program evaluation
  • Best practices in child development and intentional teaching, including those for dual language learners
  • Best inclusion practices for children with learning differences
  • Systemic models for building collaborative cultures and continuous improvement
  • Advocacy and communication strategies for working with stakeholders, including family engagement

Understand that

  • Alignment of curriculum, instruction, and assessment from PreK – 3rd grade sustains and improves learning outcomes for children through grade 12
  • Quality early learning experiences matter to closing opportunity and achievement gaps
  • Cultivating a rigorous and regulated (R2)1 learning environment, based on understanding child and brain development, supports the healthy growth of children
  • Intentional teaching that fosters play, imagination, communication, self-regulation, and rigorous/relevant learning experiences supports engaged learners
  • Educators need job-embedded, meaningful professional learning opportunities with processes that build their capacity to meet the cognitive, emotional, and physical needs of the diverse children and families they serve
  • Systems, structures, and cultures can move or impede the change process
  • The value of partnerships and effective communication with a broad range of stakeholders to ensure better futures for children

be able to Do

  • Approach challenges with a growth mindset and a willingness to reflect, change and tolerate ambiguity
  • Use effective adult learning practices to foster a collaborative culture focused on continuous improvement
  • Create a strategic action plan that includes all stakeholders, to improve coherence and high quality early learning in a school or district, based on a comprehensive PreK-3rd grade approach
  • Observe classroom instruction and environment and identify quality indicators as well as practices that interfere with learning
  • Lead for equity and excellence with a focus on dispositions and strategies for socially just classrooms and schools
  • Communicate clearly and with credibility on this topic with diverse stakeholders

 

[1] Lesaux, N., Jones, S., Harris, J., Kane, R. (2014). A New Era for Early Care and Education. Brief 1. Retrieved from http://isites.harvard.edu/lesaux