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Positive, respectful, and reciprocal relationships therefore provide children with a strong foundation for their continued development. Educators — for example, the principal, special education resource teachers, the school librarian, and the Kindergarten educators — collaborate in various ways to ensure that all children receive the support they need. Kindergarten educators also collaborate continually with one another, engaging in critical reflection and inquiry, testing theories, and discussing and questioning approaches.

With appropriate instruction and through experience, children come to see how an applied effort can enhance learning and improve achievement and well-being.

Profound Improvement: Building Capacity for a Learning Community

Over time and with ongoing practice, children develop the dispositions, strategies, and skills that support learning. As they mature and as they develop the ability to persist, to manage their behaviour and impulses, to take responsible risks, and to listen with understanding, children become better able to take more responsibility for their learning and progress.

There are some children, however, who are less able to take responsibility for their learning because of unique challenges they face. The attention, patience, and encouragement of educators can be extremely important to the success of these children. To help children develop their capacity for learning,the educators create a warm and accepting learning environment that supports creative and complex thinking, while also giving the children opportunities "to extend their ideas and actions through sensitive, informed, well-judged interventions and support" New Zealand Ministry of Education, , p.

Through play-based inquiry, children learn about themselves and the world around them. Interactions with other children, with the educators, and with other adults provide a rich social world for children, where they will have varied opportunities to learn through responsive relationships and to experience points of view that differ from their own. In this learning environment, educators support the children in their interactions and inquiries by:.

Studies show that children perform better in school if their parents are involved in their education. By becoming familiar with the Kindergarten program, parents can better appreciate the value of play-based learning and learn about the attitudes, skills, and strategies that their children are developing.

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Parents offer learning opportunities that are based on the deep knowledge they have of their children. Parents and other caregivers nurture and teach children at home and in the community, supporting the dynamic process of early learning. Parents are an integral part of the Kindergarten program, and are often present in the school and classroom. At the same time, parents can "learn by watching and listening to educators working with their children — responding to the preferences and observed development of individual children, guiding care routines, negotiating conflicts, extending play opportunities, using teachable moments, and encouraging emerging literacy, informal mathematical thinking and inquiry skills" Pascal, a, p.

Families bring with them rich knowledge and varied viewpoints about child-rearing practices, childhood, and development. Mutual respect and reciprocal learning between parents and educators can only benefit the children in the program. It is important to understand that families' level of comfort with the school develops over time.

While the goal is to engage parents and family members in the life of the school, it needs to be recognized that some families may be reluctant to engage for various reasons — for example, their own past experience or cultural beliefs may make them see schools as an authority. Families should be able to expect that educators will be culturally aware and sensitive to the school-community relationship and that they will support family involvement in school life.

The starting point is a welcoming environment for all parents in all families — "raising their comfort level is a prerequisite to involving them in the program" Pascal, a, p. Educators and administrators can nurture family and community involvement by maintaining a warm, friendly, and welcoming atmosphere, one in which the customs, languages, and teachings of the cultures of people within the school community are respected and reflected.

The following resources can provide support for educators when they are talking with parents about their children in Kindergarten. The following resources may be of interest to parents and are available in a variety of languages. Information for parents on what they can do to help their children once school starts can be found on the ministry website and other related sites.

In Kindergarten classrooms that have an educator team, with a teacher and an early childhood educator, the team members have the benefit of a collaborative and reflective partnership.

Process indicators | Education Review Office

Educator team members have complementary skills that enable them to create a nurturing and stimulating learning environment that supports the unique needs of each child. While an educator team will reflect the uniqueness of its members, the hallmark of all successful partnerships is an atmosphere of mutual respect, trust, and open communication. Teachers and early childhood educators work together See s. They collaborate in observing, monitoring, and assessing the progress and development of the children in Kindergarten and in communicating with families.

The teacher ensures that the appropriate Kindergarten Communication of Learning templates are fully and properly completed and processed Ontario Ministry of Education, , p. In all Kindergarten classrooms, educators provide numerous and varied opportunities for children to develop and refine their learning strategies, attitudes, skills, and knowledge.

They continually engage the children in critical reflection and inquiry, in testing theories, and in discussing and questioning approaches. They use a variety of instructional, assessment, and evaluation strategies to meet the needs of individual children. The learning experiences they provide enable children to make meaningful connections between what they already know and can do and their new learning. Educators reflect on the impact of the learning opportunities they provide to determine next steps in the learning, so that every child can reach his or her full potential.

As a part of good practice, educators communicate with parents about what their children are learning, through ongoing formal and informal conversations, special events, and other means of regular communication see the previous section, " Parents and Families ".

Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and learning in a family context. Kindergarten educators provide children with frequent opportunities to communicate their understanding, practise their skills, and apply new learning. Through ongoing assessment, they give children the specific, descriptive feedback they need in order to further develop and refine their learning.

By creating a learning environment that promotes the development of collaborative skills and critical and creative thinking skills, educators also help children become thoughtful problem solvers and effective communicators. Opportunities to relate what they know and can do in Kindergarten to contexts beyond the classroom and the school motivate children to learn and to become lifelong learners.

Reflective educators constantly test traditional views and accepted routines or approaches and consider new ways of thinking about their work. In the same way that children learn by questioning and testing their theories, educators engage in research to explore and test new ideas and adjust their practice to best meet the needs of children and families.

In this way, educators engage in both formal and informal collaborative inquiry. Information on the critical function of the educator as researcher can be found in the resource given below. The principal works in partnership with educators and parents to ensure that each child has access to the best possible educational experience. The principal is a community builder who plays an important role in creating and sustaining a positive school environment that is welcoming to all, and who ensures that all members of the school community are kept well informed.

The principal is an integral part of the Kindergarten team, working in partnership with the educators, families, and caregivers to ensure that every child has access to the best possible early learning experiences.

Time Commitment

The principal ensures that the Kindergarten program is being properly implemented in all classrooms and learning environments, and that teaching approaches align with the research-informed, pedagogically sound, and developmentally appropriate practices outlined in this document. J; Cheng, B. H; and Sabelli, N. Robinson, V. Wellington: New Zealand Ministry of Education. New York: Basic Books.

Seashore Louis, K.

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The International Encyclopaedia of Action Research. In Bush, T. The Principles of Educational Leadership. Educational Action Research , 17 3 , Vescio, V. Teaching and Teacher Education , 24 1 , Wenger, E. Cambridge: Cambridge University Press. Ylimaki, R. Dordrecht: Springer-Kluwer. Tweets about Knowledge Transfer and Exchange.

Page manager: patrick. Contact LiU Maps. The English Policy Context In recent years, governments in the UK have engaged in a series of radical structural and curriculum reforms intended to transform the governance, structures and cultures of schools, the curriculum and processes of learning and teaching in classrooms and, through these, to build capacity for improvements in teaching and learning and close the achievement gap. The Project The professional capital of school staff is an essential lever for improving student learning. I t was timely, therefore, to build upon, apply and extend academic knowledge about effective school leadership and effective classroom practice through the design and application of research informed strategies for improvement in these new forms of schools.

Objectives The project had six central objectives: To apply research-based knowledge and to co-construct new knowledge on the effective leadership of student learning and achievement in a secondary academy and a primary teaching school alliance serving disadvantaged urban communities. To achieve this through the sustained engagement of academics with school leaders in school-based participatory research and development groups in one teaching school alliance consisting of seven primary schools and one secondary academy.

To evaluate and document the knowledge exchange working processes, development of teaching and learning strategies and results.

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To organise an end of project conference of schools serving disadvantaged urban communities in the East Midlands region in order to disseminate these to the wider teaching community. To establish a permanent knowledge transfer and exchange network, initially with the participant schools. To provide an archive of web based best practice project materials in the form of research informed practice based tools for school leaders which would be accessible to network members.