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About Preschool Instructional Expectations
About Preschool Instructional Expectations
The Preschool Instructional Expectations (PIE) is meant to support Newark Board of Education's implementation of a high quality preschool educational program. PIE is a one stop resource for administrators, faculty and the Office of Early Childhood staff to access the non-negotiables that underpin the interdisciplinary approach to learning. Our three building blocks driving this approach are our academic priorities of Academic Rigor, Quality Interactions, and Oral Language development.
Office of Early Childhood Policies/Protocols
Office of Early Childhood Policies/Protocols
Every preschool classroom will have at least one certified teacher and one teacher assistant. All preschool classrooms must be staffed with one appropriately certified teacher and one appropriately qualified teacher assistant.
All general education classrooms shall have no more than 15 children. PSD classrooms shall have no more than 12 children (no more than 8 students with Autism).
Prep Periods/Specials
Prep Periods/Specials
Prep periods are devoted to the preparation of teaching materials; conferring with parents, students, peers and/or administrators. With the exception of physical education, the content of specials is best delivered in the context of the children’s classroom and curriculum.
Staff will adhere to the Newark Board of Education’s Wellness (Nutrition) Policy which provides a detailed protocol and frequently asked questions about nutrition.
Classrooms will adhere to the Newark Board of Education’s Hygienic Care of Students Memorandum which outlines proper procedures for toileting and diapering, as well as the recording of this information.
Nap time routines should be established in preschool from the beginning of the school year, with the time to rest being usually after lunch. Teachers should go through a similar routine every day for children to understand what is expected of them so they can feel safe and secure. There must be “at least one alert staff member always in the room” for sufficient supervision. Children’s nap schedules may vary depending on age or individual needs. The length of nap time varies; however an approximately one hour nap suffices.
Instructional Non-Negotiable
Instructional Non-Negotiable
The Newark Board of Education's Office of Early Childhood chosen curriculum, The Creative Curriculum for Preschool, 6th Edition is a comprehensive, research based curriculum system designed to help educators at all levels of experience, plan and implement a developmentally appropriate, content-rich program for children with diverse backgrounds and skill levels.
The learning environment is the starting point for effective, profound opportunities and interactions for individual children, whole groups of children as well as adults. There are three major aspects of the learning environment: (1) Setting Up and Maintaining the Classroom, (2) Establishing a Structure for Each Day, and (3) Planning Each Week. It is required that the learning environment accommodates planned and unplanned, as well as structured and unstructured experiences.
Resources: CC Vol. 1, Chapter 2; NJPTLS-Preschool Teaching Practices for the Learning Environment; pgs.12-14
Resources: CC Vol. 1, Chapter 2; NJPTLS-Preschool Teaching Practices for the Learning Environment; pgs.12-14
The daily schedule allows children to predict the sequence of the day while building a sense of security and trust. An interactive daily schedule is utilized throughout the day and the children have the opportunity to discuss what comes next in their day.
Resources: CC Vol. 1 pgs.77-84;
Resources: CC Vol. 1 pgs.77-84;
Lesson plans, including Teacher Assistants planning page should kept up-to-date and posted in an easily accessible place.
Resources: CC Vol. 1 pgs. 85-90
Resources: CC Vol. 1 pgs. 85-90
Teacher tailors instruction to move all students toward mastery. There is differentiation of instruction to ensure inclusion of all students (IEP, Accommodations/modifications and ELL).
Resources: Universal Design for Learning-UDL; Newark Board of Education Teacher Evaluation Guidebook pg. 8; CC Vol. 1 pgs. 158-172
Resources: Universal Design for Learning-UDL; Newark Board of Education Teacher Evaluation Guidebook pg. 8; CC Vol. 1 pgs. 158-172
Performance-Based Assessments allows teachers to gather information about each child in order to plan instruction and ensure that children are making progress. MyTeachingStrategies GOLD assessment system is the formative tool used by the district. Teachers should utilize the OAPD (Observe, Analyze/Assess, Plan, and Deliver) Cycle in conjunction with GOLD as well as participate in regular assessment meeting with their peers to improve their practice.
Resources: CC Vol. 1 pgs. 173-188, Vol. 6; NJPTLS-Preschool Teaching Practices for the Documentation/Assessment Process pgs. 15-19; MyTeachingStartegies Support Portal
Resources: CC Vol. 1 pgs. 173-188, Vol. 6; NJPTLS-Preschool Teaching Practices for the Documentation/Assessment Process pgs. 15-19; MyTeachingStartegies Support Portal
Large group occurs for 15-20 minutes in the AM (literacy) and PM (Math). Literacy Large Group should consist of an opening routine, discussions and Modeled Writing. Three times a week Second Step is built into Literacy Large Group.Math Large Group is based on components of Eureka Math. Large Group provides an opportunity to discuss what the children are learning and to inform of what is coming next.
Resources: CC Vol.1 70-71, 167;
Resources: CC Vol.1 70-71, 167;
Modeled Writing occurs during Large Group and is infused throughout the day. Children will have opportunities to experience literacy as a source of enjoyment, expand vocabulary and oral language, increase phonological awareness, develop knowledge of print, letters and words, and build an understanding of books.
Resources: NJPTLS-Preschool Teaching Practices for Writing pgs. 51-53; CC Volume 3 pgs.75-86; Intentional Teaching Card LL01; ECERS-3 pgs. 44-45;
Resources: NJPTLS-Preschool Teaching Practices for Writing pgs. 51-53; CC Volume 3 pgs.75-86; Intentional Teaching Card LL01; ECERS-3 pgs. 44-45;
The Small Group experience consists of three groups. The teacher and teacher assistant each facilitate a groups of children at the same time while a third group is in either literacy or math centers. When the teacher is done, they take the third group and the TA supports students in the literacy or math centers. This occurs twice a day with literacy in the morning and math in the afternoon. Every child should have a small group experience twice a day. Each lesson is intended to introduce new concepts or new materials, individualize instruction and focus the teacher and teacher assistant’s observations of a particular group of children and documentation of their learning. Successful small group experiences should be carefully structured so they are succinct, purposeful, engaging for children and based on student data.
Resources: CC Vol. 1 pgs. 71-72, 80, 163-165; Vol. 3 pg. 47; How to Use Intentional Teaching Cards; ECERS-3 pgs.70-71
Resources: CC Vol. 1 pgs. 71-72, 80, 163-165; Vol. 3 pg. 47; How to Use Intentional Teaching Cards; ECERS-3 pgs.70-71
“Interactions among adults and children before, during and after a text in a Read Aloud help children develop comprehension skills, offers information and relates the text to real-life experiences. It also helps children process the meaning of the language they are hearing. Teachers who use Creative Curriculum formally read aloud to children at least twice a day.” Each read aloud is preplanned and there should be a repeated read aloud weekly.
Resources: CC Vol. 3 pgs. 75-86; NJPTLS - Preschool Teaching Practices for Reading Literature pg. 39; ECERS-3 pgs. 40-41
Resources: CC Vol. 3 pgs. 75-86; NJPTLS - Preschool Teaching Practices for Reading Literature pg. 39; ECERS-3 pgs. 40-41
Choice Time should occur for at least 6o minutes twice a day. Children choose the areas where they'd like to work, with whom they want to work with and what materials to use. This important skill requires a systematic approach to effectively teach children how to make choices to enhance their play. The extended play time allows children to become involved in in-depth learning. During this period all interest areas are available to children. Teachers observe children actively by noticing what they are doing, and determine how to get involved by asking open-ended questions to extend and support their learning without taking over the child's play.
Resources: CC Vol. 1 pgs. 72-73, 81
Resources: CC Vol. 1 pgs. 72-73, 81
Best practices around Social Emotional learning should occur throughout the day. Teachers should be listening and observing to support children's individual social and emotional needs. In addition, Teachers should be enfusing the Second Step Curriculum into daily routines to introduce and practice new skills.
Resources: NJPTLS-Preschool Teaching Practices for Social/Emotional Development pgs. 20-25; Second Step Website
Resources: NJPTLS-Preschool Teaching Practices for Social/Emotional Development pgs. 20-25; Second Step Website
Gross motor play is necessary for children’s health and well-being. Children need to run, climb, jump, catch, and throw as it supports their development and learning. Gross motor time is just as essential to their learning as the academic component to the Preschool program.
Resources: NJPTLS-Preschool Teaching Practices for Health, Safety and Physical Education pg. 36; CC Vol. 2 pgs. 254-281; ECERS-3 pgs. 24-25
Resources: NJPTLS-Preschool Teaching Practices for Health, Safety and Physical Education pg. 36; CC Vol. 2 pgs. 254-281; ECERS-3 pgs. 24-25
All children receive comprehensive developmental within 30 days of program entry. These screenings provide an initial assessment of the child’s development and allow us to identify those children with potential developmental delays as they first enter our program. In addition, these screenings provide up-to-date information about all aspects of a child’s development and support Newark Board of Education efforts to provide the highest-quality services to children and families.
Resources: NJPTLS-Preschool Teaching Practices for the Documentation/Assessment Process pgs. 16-17
Resources: NJPTLS-Preschool Teaching Practices for the Documentation/Assessment Process pgs. 16-17
The Home School connection supports the child’s educational experience by increasing the parents’ knowledge of the program and it models for the students the value of school. Each study contains a letter to families, family partnership opportunities and related games. Developing positive partnerships with families helps bridge the gap between home and school, allowing children to feel more secure. This also allows families to support their children's development and learning.
Resources: NJPTLS - Preschool Teaching Practices for Home, School and Community Partnerships pgs. 9-10; CC Vol. 1 pgs. 204-210
Resources: NJPTLS - Preschool Teaching Practices for Home, School and Community Partnerships pgs. 9-10; CC Vol. 1 pgs. 204-210
Additional Resources
Additional Resources
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