Texas District Learns the Building Blocks of Pre-K

Autor/inn/en	Fox, Betsy; Gaona, Irma Jean; Wilkinson, Larrisa
Titel	Texas District Learns the Building Blocks of Pre-K
Quelle	In: Learning Professional, 42 (2021) 2, S.34-38 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Preschool Education; Preschool Teachers; Teacher Competencies; School Districts; Faculty Development; Partnerships in Education; School Community Relationship; Access to Education; Educational Quality; Developmentally Appropriate Practices; Culturally Relevant Education; Principals; Preschool Curriculum; At Risk Students; Teacher Aides; Credentials; Communities of Practice; Teacher Collaboration; Texas (San Antonio) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrkunst; School district; Schulbezirk; Hochschulpartnerschaft; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Entwicklungsbezogene Bildung; Principal; Schulleiter; Handreichung; Lehrerhilfe; Studienbuch; Community; Lehrerkooperation
Abstract	States and local communities are increasing access to preschool, but there is a significant divide when it comes to the quality of these early learning programs. Education and training requirements for preschool educators vary based on setting and state regulations, and while districts and nonprofits may offer professional learning, effective job-embedded coaching and school-based leadership support are rare. Developmentally appropriate and culturally relevant teaching and learning practices set the stage for ensuring that learning experiences are suited to each child's developmental level. The ultimate goal of the district's early childhood professional learning is that educators understand and implement specific strategies that support each child's development across cognitive, language, social-emotional, and physical domains. This article presents how San Antonio's East Central ISD partnered with Pre-K 4 SA, a local tax-funded workforce development initiative whose mission is to improve San Antonio's workforce in one generation by changing the educational trajectory of 4-year-olds across the city. In addition to directly serving 2,000 children, Pre-K 4 SA provides over 10,000 hours of high-quality professional learning to 2,000 early educators in public and private settings across the city annually. Through this partnership, the district expanded its program to include pre-K classrooms on every elementary campus for a total of 24 classrooms. Just as importantly, East Central ISD receives grant-funded support for curriculum implementation and educator professional learning. All of this means that the district's pre-K educators, and the leaders who support and oversee them, have greater opportunities to learn, share, question, and grow to provide the strongest pre-K program possible. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01