1. Early Learning Systems: How to Promote Continuity Across the Grades
Cynthia C. Rice, Esq. Senior Policy Analyst Advocates for Children of New Jersey Princeton University June 20, 2017

2. PreK-3rd Leadership Training Seminar: Reasons for Developing the Series
Lack of an early learning background and experience
Limited professional development opportunities specifically on early learning
Need to cultivate advocates for PreK-3rd systems in schools and communities throughout NJ

3. Components of a PreK-3rd Grade System
Access to Programs
Teacher/Teaching Quality
Program Quality
Leader Quality
Whole Child Learning Standards
Child-based Assessments
Transitions
Infrastructure
Family and Community Engagement
Dr. Kristie Kauerz
Graduate School of Education
Harvard University
Working definition: The continuum of learning that transcends the traditional boundaries of Pre-School(learning based programs children experience before they enter school) and the early grades (K-3). B-3, Crucial brain development, PreK Foundation, Full-Day K(transition year), 1-3 buttresses for lifelong learning
Access: expand universal access to high quality programs across the continuum
Teacher/Teaching Quality: Ensure that teachers-across the Prek-3rd continuum:
have pre-service and in-service training, professional development and certification that address the full continuum of learning
demonstrate classroom effectiveness in understanding and supporting young children’s development and learning.
Program Quality: Ensure that programs across the continuum:
support the learning of young children
are assessed and supported for continual improvement
are addressed at classroom, building and site-levels

4. PreK-3rd Leadership Training Seminar: Course Objectives
Understand the PreK-3 continuum reflective of research and early childhood best practice
Increase knowledge about early development, high quality inclusive environments, specific best practices for content learning, and strategies for supporting teaching staff in these areas
Be introduced to tools to assess and refine classroom practices in collaboration with teaching staff

5. PreK-3rd Leadership Training Seminar: Course Objectives
Link effective professional development and purposeful supervision to instructional improvement 
Collaborate on how to use data driven decision making to promote student achievement and family engagement
Recognize the value of community-based partnerships in creating effective schools
Prioritize next steps for developing and advocating for PreK-3rd systems in schools and communities