NC pre-k teacher portfolio standards

As a licensed NC pre-k teacher a professional portfolio must be kept for each school year.  The professional portfolio provide evidences and/or artifacts highlighting what the teacher has done throughout the school year.

NC pre-k teachers use the North Carolina Teacher Evaluation Process” as the guideline to reflect the following required Standards and Elements to show if evidences/artifacts are rated developing, proficient, accomplished or distinguished.  Listed below are the required Standards and Elements for NC pre-k teachers.

1.      Standard 1:  Teachers demonstrate leadership
Element A:  Teachers lead in their classroom
Element B:  Teachers demonstrate leadership in the school
Element C:  Teachers lead in teaching profession
Element D:  Teachers advocate for schools and students

Element E:  Teachers demonstrate high ethical standard

2.      Standard II:  Teachers establish a respectful environment for a diverse population of students

Element E:  Teachers work collaboratively with families and significant adults in the lives of their students

3.      Standard V:  Teachers reflection their practice

Element A:  Teachers analyze student learning

Element B:  Teachers link professional growth to their professional goals

Element C:  Teachers function effectively in a complex, dynamic environment

NOTE:  It is optional if the teacher wants to collect and document evidences/artifacts for the other Standards and Elements.  When submitting pre-conference questions be thorough and detailed in replying to content related to observed Standards/Elements.  This will give the evaluator (administrator) more in-depth information planned to check accurate levels (e.g., developing, proficient) per Elements.

Therefore, the ratings for the other Standards and Elements will be based upon what is observed within the learning environment from the Evaluator/Administrator.  It is crucial that teachers review the two (main) sources throughout the school year to ensure staying abreast of “proficient” or higher levels on the rubric.  The resources are as following:

1.       NC Teacher Evaluation Process, and

2.      Resource Manual for Administration and Principals Supervising and Evaluating Teacher of Young Children.

As you continue throughout the school year remember to collect evidences/artifacts for Standards I and V (all Elements) and Standard II (Element E only) that will represent the professional educator you are working with colleagues, children (students) and families.  Knowledge is powerful.

K-W-L chart child initiated learning tool

As the school year will start in a couple of weeks, pre-k teachers will start thinking about lessons and how to incorporate the K-W-L chart concept.  This concept may be one not as familiar to pre-k teachers but is being integrated more for intentional teaching based on children’s interests.  In case unsure, the “K” stand for “know” what children already know on the topic.  The “W” stand for “what” questions do they have about the topic. And the “L” is what is “learned” about the topic.  On a large sheet of paper at the top write the topic with date(s) then draw three (3) columns with “K-W-L” for each individual section.

When the K-W-L chart concept is started some children may need the teacher to ask probing questions to find out what they already know on topic.  However, if the responses are redundant or none at all, the teachers can share what they know on the topic to trigger children’s thought processes.  Write the statements in the children’s voice followed by their name.  As the school year continues teachers will record less and less of their input on topics.

During the large group, small group, centers, lunch time and other times throughout the day teachers engage children in “what” they would like to know on the topic.  Record, the children’s questions (name next to them) of what they would like to investigate.  There will be times when all of the questions cannot be researched; therefore, the children can vote then select the top 2 or 3 to provide materials to investigate.   Place an asterisk next to the ones that are researched to assist anyone visiting the class to know what was occurring in the learning space.  Also, post a caption statement what’s happening and align to state Standard for your program.

Once the children have investigated the materials set for manipulation record statements what was learned under the “L” column with their names.  After, the lesson topic has concluded, classroom storybooks can be created where statements are dictated on individual sheet of paper accompanied with picture and/or drawing. 

If pondering whether or not to use the K-W-L chart think about enhancing children’s critical thinking skills, language, vocabulary skills, articulation of thought, experimentation, application and so much more to ensure children are well rounded in knowledge.  While using the K-W-L chart compare and contrast the initial ones written to end-of-school year charting growth that can be discussed during parent-teacher conference.  Knowledge is powerful and this is a child initiated tool of using K-W-L chart giving a voice to their interest.

Effective teacher practices supporting high quality learning environments

Almost every state has developed early learning standards for pre-kindergarten age students.  This article will focus on the state of NC Foundations for Early Learning and Development http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf that reference infants to preschool ages (birth to 60 months+).  The domain areas referenced on the continuum are (1) approaches to play and learning, (2) emotional and social development, (3) health and physical development, (4) language development and communication, (5) cognitive development and (6) supporting dual language learners.

As you view the information remember development is a continuous process with a predictable sequence, this is unique for every individual child. The goals are listed for each sub-domain of Foundations with developmental indicators along the continuum of development from birth to 60 months+.  The developmental continuum shows how skills emerge over time.  Here is an example for domain “Cognitive Development” goal 3 on page 123.  As infants, show awareness of others’ reactions to people, objects, and events.  As older toddlers, use words like “think,” “remember,” and “pretend”.  At the younger preschoolers use words like “think” and “know” to talk about thoughts and beliefs.  Finally, older preschoolers use language to describe their thinking processes with adult support.

The developmental indicators are examples of skills and behaviors children show at various age levels.  The state standards work in conjunction with program selected curriculum both work hand-in-hand to align with teacher facilitation of intentional activities that address developmental domains in the standards.  These developmentally appropriate play and learning activities can be teacher directed, child directed or embedded in classroom routines.  Remember intentional lesson plans identify the domains and goals that activities will target individually or collaboratively as a group. 

NC professional teacher standards reflect on teaching instruction and interactions of learning environment.  Here are the Standards.

1.      Standard 1:  Teachers demonstrate leadership.

2.      Standard 2:  Teachers establish a respectful environment for a diverse population of students.

3.      Standard 3:  Teachers know the content they teach.

4.      Standard 4:  Teachers facilitate learning for their students.

5.      Standard 5:  Teachers reflect on their practice.

6.      Standard 6:  Teachers contribute to the academic success of students.

As you get ready to start the upcoming school year here are some questions and/or comments to self-reflect on with ratings of (always, sometimes, never).

1.      Set clear and specific learning targets for children to meet or exceed skill activities?

2.      Have a process for collecting child observation data (anecdotal notes, work samples, video) for individualization or collaboratively workings?

3.      Call children by name and engage in brief and extended conversation throughout the day.

4.      Respond to children’s comments and ideas by asking open-ended questions and by making comments that expand their learning and encourage critical thinking skills,

5.      Establish and display no more than five rules for a given area (circle, centers, outdoor play, etc.) connecting them throughout the day for behavior expectations, and

6.      Use reflective strategies to enhance instructional practices ensuring learning and understanding of content, rules and behavior expectations of learning environment.

An effective teacher will align state early childhood education Standards with selected curriculum to provide high quality learning environments for all children.  The above list will assist in providing a culturally developmentally age appropriate settings for all in high quality education.