2020 ACPS Handy-book

ACADEMIC PRESCHOOL- TEACHER’S GUIDE

PRESCHOOL MOTTO “Every Child Matters Because We Care” WHAT WE BELIEVE At Little Learners Preschool, we understand learning is meant to be fun. We adhere to age appropriate practices for preschoolers and include the basic building blocks for success. We provide a rich environment of hands-on learning, carefully balanced between teacher and child-directed discovery. We offer a wide range of varied instructional strategies including multi- sensory learning and thematic units to incorporate individual learning styles. We encourage and allow children to discover, explore, and even get messy! Teacher observation and child progress are communicated regularly to parents, helping them become an active partner in their child’s education. VISION To nurture the inquisitive minds of young children, create lasting confidence, and inspire joy in learning. MISSION We build academic, social, emotional and physical confidence through our comprehensive curriculum thereby encouraging a thirst for knowledge, a desire to achieve, and a foundation for success. VALUES We provide a safe, loving and developmentally appropriate program that promotes active learning and supports the whole child. We strive for excellence. We commit to build confidence. We respect and support families. We respect and appreciate individuality. We actively listen and seek to understand. We communicate openly and productively. We abide by the NAEYC Code of Conduct. Our carefully designed curriculum, with emphasis on physical development, encompasses Utah’s Early Childhood State Standards and ensures kindergarten readiness. Dance, tumbling, music, art, creative play, reading, writing, math, and science provide balance for a well-rounded education. Our letter based thematic program works in harmony with academics and makes each week a unique and exciting adventure. We promote values such as kindness, empathy, courage, responsibility, and good manners. Learning these things in a loving and nurturing environment will build the strongest foundation for academic, social, emotional, and physical strength. 2

DIRECTOR’S PRESCHOOL PROGRAM OBJECTIVES AND GOALS As teachers you should be aware of and strive to accomplish the Director’s objectives for our preschool program:  Have a stand out preschool program that children \"graduate\" from more than prepared for Kindergarten.  Our program emphasizes academic excellence in reading and writing.  We provide a very structured, organized, themed, and original curriculum that is nothing like anywhere else.  Art is a skill that students develop themselves, not just something the teacher does for them.  We provide opportunities for children to become self-reliant: bathroom, clean up, put school work away on own, etc.  We are music oriented. We teach concepts and skills using songs and rhymes.  We have a consistent, organized curriculum that is easy for teachers to follow year to year.  Have a 100% return rate for second year students because of happy parents. PRESCHOOL ATMOSPHERE Our goal is to establish positive self-esteem in each child as they grow socially, emotionally and academically. Do everything you can to communicate that you believe each student will succeed. For starters, smile! It’s contagious, and it offers your students a sense of comfort by conveying warmth, approval, and caring. That’s only one way to send the message that each student is competent and valued. Give compliments often, every child in every class has something to offer. Treat your students the way you would want to be treated by a teacher.  Our goal is to establish positive self-esteem in each child as they grow socially, emotionally and academically. 3

Preschool Faculty Policies & Expectations Taking Roll It is the Lead ACPS teacher’s responsibility to take attendance each class unless she arranges with the other teacher to handle it. Dropbox Teacher Files The Preschool Dropbox file includes all lesson plans and class outlines, so you can access them and prepare from home. Lesson Plans and Teacher Updates will be emailed to you each week. You will be invited to be a member of any applicable Dropbox folders you need access to at home. You must have a Dropbox account to accept the invitation. Please create a free account if you don’t already have one. The staff phone list is in this Dropbox folder, you can access the updated version whenever you need it. Attendance at Meetings and Studio Events Academic Preschool Teachers are expected to attend all orientations, fieldtrips, parent teacher conferences, party in the park, special preschool events, and preschool graduation. Teachers are needed at dress rehearsals and concerts. Teachers are encouraged to attend all studio events and activities such as family appreciation days, open houses, parades, etc. Your presence boosts morale and confidence in the students, especially the ones you teach. We work as a team, always available to support each other. Faculty and staff are expected to participate in all staff meetings, prep parties, and trainings. Meeting and training dates for the entire year are given in August and you are expected to schedule around these dates. New Student/Trial Student Procedure Trial classes are not allowed for Academic Preschool. However, if you someone pops in and wants a preschool tour you are required to get their contact information. Occasionally students might come for a trial class in dance and tumbling if there is space available. Trial students must be given a trial/release form located in the lobby/hallway of each studio. It is the teacher’s responsibility to have the parent fill this out. Make notes on the bottom section for the office and leave it in the complete trial form box. We will follow up on them and try to get them to come back based off of your notes on the trial form. Introduce yourself to the parent and child. Make a good first impression and do everything in your power to ensure that child has a positive experience at our studio. Students Evaluations and Parent Teacher Conferences Teachers are expected to attend all first of year orientations. We assess students three times a year: Sept (only NEW 4/5-year olds), January, and May. Progress reports will be completed outside of class time in January and May. Be working towards mastering skills listed in our evaluations by following the lesson plans and including these skills in your daily routines. Parent teacher conferences will be scheduled in January and May. Please arrange for your own children to stay home at PTC. Having them with you while meeting one-on-one is unprofessional. Parent Satisfaction Parent satisfaction surveys will be given during our Parent Teacher Conferences in May. 4

Classroom Policies & Expectations Parent Observation and Participation Parents are invited to observe dance and tumbling classes the last week of the month. Parents are not invited to enter the preschool classrooms to observe class unless prearranged with the teacher. We encourage parent participation at our in-class parties. A parent chaperone for each student will be required at all fieldtrips. Assistant Teacher Role at Preschool Assistant teachers are amazing. They easily have the most complicated job of anyone at the studio. They are expected to be helpful to all teachers all at once while completing many of their own duties and deserve our upmost respect. Assistants are not paid to do your job for you. Lesson plans have been written in a manner that one teacher can complete them on their own, with very little need for an assistant. Please do not abuse use of the assistant in your classes. They are teachers in training and are there to be able to step in and take over in any preschool classroom without skipping a beat if we ever get into a bind. Assistants are not your substitutes. In the case of an emergency or last resort, you must get permission to have the assistant teach your classes for you. It is hard on everyone when we are down a teacher with no extra hands. STUDIO DISCIPLINE POLICY Classroom Rules: 1. Keep myself safe. 2. Keep my friends safe. 3. Keep my toys safe. Behavior Cards If you need more support for a student and need to involve the Director, please fill talk to the Director. Together we can decide if we should consider a behavior plan. Music All classrooms have iPads with music loaded onto them for teachers to use. There are playlists for academic preschool in the music app. We encourage you to play music as much as possible during your classes. Respect for the school’s sound equipment is expected. Before leaving the classroom, shut down all components to the sound system. Report any equipment problems to the director. 5

Classroom Guide ACADEMIC PRESCHOOL TEACHER’S CLASSROOM GUIDE The ST56 Way Nine Things to Do on the First Day of Classes It is very important for families to have a great experience their first day of class, because it sets the tone for the rest of the year! Here are ten things that teachers can do to ensure your families get off on the right foot on their first day. 1. Greet families at the door. Show them the proper area to line up and wait for their first class. 2. Smile and say, “You must be Mrs. Chandler. We’ve been expecting you and Lilly for the 4:00 class. 3. Introduce yourself to the student and the parent. 4. Take them on a tour (if they haven’t been on one yet). Explain the programs/classes available in addition to the one they are registered for, where the bathrooms are, cubbies, and explain where parents can observe on the last week of each month. 5. You must develop a “relationship” with the new family, period! Mention their kids, their hair or clothes, anything to make a connection. 6. TAKE ROLL! 7. At the end of class, teachers should walk students out to parents and do three things: 1. Use the student and/or parent’s name. 2. Give positive feedback about the student. “She did great today!” “Ask her to show you her tuck jump that she learned today!” 3. Mention an upcoming event to look forward to. 8. At the end of class, teachers should walk students out and mention something positive about the child to the parents while using the child’s name. 9. Remember the Rule of 3′s… they take 3 seconds to assess you, 30 seconds to trust you, 3 minutes to see if you meet their needs and wants. That means you need to greet them with eyebrows stuck to your forehead and a smile on your face. Be likable, friendly, create a common like or interest, and show a genuine effort to make them happy. Customer Service and First Impressions All staff is expected to be a responsible representative of the studio. Often times you will be the first contact a potential customer has with our program. You should always do everything you can to ensure that you give them a good first impression of Studio 56 Dance Center. Always be friendly, informative, helpful, and involved! Getting and keeping a student requires a team effort, with everyone contributing to the satisfaction of the customer. It is your responsibility to establish a relationship with your students and parents and is necessary for your success as a teacher at Studio 56 Dance Center. The First Class The first class of the season is the most important one of the year, because everything you do in it sets the tone for the entire season. Time spent planning and organizing the first class is one of the best investments you can make as a teacher. Prepare for the various skill levels of your classes by setting goals for what you wish to accomplish with each group. Preparing a class structure that is appropriate for each age group is key to a successful year. As you become acquainted with your students, gently establish your expectations and show your enthusiasm for school as well as your interest in them. You want to convey that you are organized, in control, and love what you’re doing. Be prepared! 6

Scan the entire room when communicating with your class, establishing eye contact with every student. Make sure that you do not focus only on those who happen to be front and center or more outgoing. During the first few weeks of classes we use nametags; however, learning your students’ names quickly is the first step to promoting their sense of self-worth. Be sure to say each child’s name in the first class. If you pronounce a name wrong, remember the correct pronunciation the next time. Learning the correct spelling of all names is imperative as a preschool teacher! Keep your class lists handy and be sure you are not misspelling anyone’s name. The first day of classes can be unpredictable, so expect the unexpected and be prepared to handle it graciously. The studio is always hectic that day—you will have late arrivals and you might even have students who are in the wrong class. Remain calm and flexible. Acting flustered does not make a good first impression. Plan to be at the studio early so you can greet students and their parents as they arrive. If you are there early, your students will be less likely to run around the room or hang from the ballet barres. Classroom atmosphere and management style are set the first day. Be friendly but firm. If you tolerate a behavior in the first class, be ready to tolerate it all season.  Classroom atmosphere and management style are set the first day. Be friendly but firm. Choosing Your Words Your choice of words and your body language make a big difference in the message you send to your students. Avoid harsh, judgmental words or a sarcastic tone. Ignoring students can be just as detrimental to their self-esteem as a negative comment.  Offer an even balance of compliments and constructive corrections. Set the Right Example If we expect our students to respect the rules and policies of our school, then teachers and staff must set the standard. It doesn’t do much good to establish policies if you don’t have the fortitude to enforce them. A great way to create the desire to follow the school’s policies is to offer encouraging words to those students who do. For example, saying, “Thanks, Susie, for always putting your notebook away” is a simple yet effective way to encourage other students to follow directions. It is your responsibility to encourage your students to practice healthy nutritional habits and to be an example yourself! We need to model healthy habits and practice what we preach! Please don’t bring “Monsters” or other big-time energy drinks into the studio. Understanding Classroom Management Discipline problems are often a reaction to boredom or a lack of interest in the material being taught. A high-energy class that keeps students constantly engaged leaves little opportunity for misbehavior. Most bad behavior occurs when your attention is pulled away from the class (for example, when you aren't prepared for class and have to go find something). Once students have enough time to be distracted, it is hard to bring their focus back to the class. The solution? Don’t give them enough time to act up! 7

Another way to keep students engaged is by utilizing a dynamic tone of voice. A soft voice or monotone can cause students to lose interest in the class. Use words and tone to communicate confidence, excitement, and compassion. If you sound tired or bored, students will feel the same way. Students will test the boundaries in a class and it is important to react to their behavior immediately but calmly. Be consistent. If you react to a certain behavior from one student (such as hanging from the ballet barre), you must react to every student who does it. Sending mixed messages is more detrimental than not reacting at all. Never overreact; if you lose your composure you’re no longer in control. Sometimes you don’t have to say a word—a glance in the student’s direction or a moment of eye contact can send the message that you disapprove of a particular behavior. This type of reaction avoids public ridicule, which can have a negative influence on your students’ self-esteem. Sometimes silence is the best form of discipline. As a preschool teacher, you should have a positive, caring attitude at all times. When a problem arises with a child or between children, the children should be redirected to a different activity to encourage a peaceful solution. Help each child to express their feelings using words instead of negative behavior. Never use negative words or have a negative attitude as a result of a problem and never sit children in time out. If a child repeatedly does not respond to this method, you can then discuss the behavior with the parent and work together to resolve the issue. Be sure to be sensitive to a parent's feelings when discussing their child and always inform them of the positive things their child is doing at school. You must be a model of the behavior that is expected from the children. Always show respect and love for each child.  A glance in the student’s direction or a moment of eye contact can send the message that you disapprove of a particular behavior. Remember that most behavior is AGE APPROPRIATE and you need to handle it appropriately as the adult. When you do speak up concerning misbehavior, be sure the student understands that it’s the behavior you are upset about, not them. Avoid comments that make children feel like failures. When they understand that everyone makes mistakes, they are more likely to learn from the error rather than resent the criticisms. If you react to the situation in a respectful way, most students won't make the same mistake a second time. For extreme disruptions or behavior problems, discuss with the Director to consider a behavior plan for that student. Don’t allow those who continually create problems to be in the back of the room or hide behind other students. Move those students to the front of the room. By doing so you’re discouraging negative behavior and making them feel important at the same time. Try to keep students with behavior problems separated from each other. Be prepared to go overboard with compliments (and express criticisms with care) in an effort to establish trust. Using Appropriate Behavior Methods It is important to us for teachers to be educated on using appropriate methods for redirecting behavior. Remove the problem, distract them with something else, or move onto another activity. Don't emphasize the bad behavior, just redirect them to do something else that is okay. Here is some help with using redirection:  Precision commands  When/then  Redirection involves guiding the child to an alternative area in the center or assisting with the child making a choice of a different activity. 8

 Motivating with substitution. When using substitution to deal with behaviors, there is an attempt to substitute the undesirable behavior with a more acceptable one.  Sending \"I\" messages. These are used to isolate and concentrate on the problem at hand. Many times, they are effective by themselves because they label the problem and what needs to be done about it. \"I\" messages are nice because they do not downgrade the person. The child gains ownership of the behavior and the results with this technique. An example of an \"I\" message is \"When you hit, I feel sad because it hurts. I want you to use your words instead of hitting.\"  Praising students for appropriate behavior  Getting down on eye level to communicate with them.  Giving the child a choice between two acceptable options. TIPS: CONTROLLING YOUR CLASSROOM  A constantly moving, high-energy class keeps misbehavior at bay.  Use your voice to keep students on task.  React to misbehavior consistently; sending mixed messages is detrimental.  Sometimes silence is the best form of discipline.  Comment on the behavior, not the person.  Keep troublemakers in the front of the class and separated from each other. Maintaining Enthusiasm Although classes always have a certain structure, it’s OK to be creative. Enhancing the class with variety or the unexpected helps to avoid the potential for boredom, while constantly using the same format leads to a lack of enthusiasm in both teacher and students. The change can be as simple as starting your class in a different part of the room or using some unexpected music. Be aware that many of today’s children are accustomed to continual stimulation, so do what it takes to keep them focused and enthusiastic. The first few minutes of class are critical since that’s when students often lose interest, so starting with something unique could make all the difference. Also, know what you want to accomplish before you enter the classroom. Investing time in planning eliminates the “dead time” it takes you to figure out what you want to do next, which is when you will lose students’ attention. Habitually winging it instead of planning your classes eventually catches up with you because students know you’re unprepared. Planning includes organizing your materials and supplies.  Students often lose interest during the first few minutes of class, so starting with something unique could make all the difference. Once class is under way, move around frequently so that the students have to pay attention to where you are. They may lose focus when teachers sit in a chair or stand in the front of the room for the entire class. Offer a change of pace every 10 or 15 minutes. It can be as simple as changing direction—if you are facing the mirrors, ask the class to face the back wall for a few minutes. It is important to realize that students’ lack of interest might have nothing to do with the teacher or the material. They could be dealing with life issues such as divorce, conflicts in the home, problems with friends, or abusive situations. Being Prepared Lesson plans are provided for you each week in Dropbox. However, your time and preparation are necessary to create a successful learning experience. Read through all ideas in advance so you can be familiar with what is coming up and take time to think of additional activities to make your lessons 9

complete. It is your responsibility to come to class well prepared so that you can have a great class and children will go home talking about what they did at school each day. Always position yourself so that you can see all of your children at all times. NEVER leave your classroom unattended. If you need to use the bathroom or must leave for any reason, please ask the assistant to supervise your class. It is unacceptable to leave your class because you were unprepared. We expect you to gather all supplies needed before your classes begin. Using Toys, Props and Supplies Teachers are responsible for ensuring that all toys, props and supplies are used appropriately. If a student is being destructive with a toy, then take it away. Use clear instructions on the appropriate way to use our supplies so that they don’t get broken. They need to last a long time. Make sure anything you use is accounted for and gets put away. Missing pieces to games and themed sets is unacceptable. Using examples, visuals and motivating questions There are endless ways to keep children's attention and help them learn quickly. Visual aids are great. The optic nerve is twice as large as the auditory nerve. Use your imagination when teaching concepts to your students. We have worked hard over the years to provide our classes with great visual aids. Please use them! Get your students actively involved by asking motivation questions and concepts. Ex. “What do you think about...\" Supplies Supplies are purchased at the beginning of the year. There will be specific supplies you need that cannot be pre-purchased. Coordinators are responsible for purchasing needed items or delegating it to another teacher. Please save your receipts and turn them into Amy’s box AND email the totals for supplies for reimbursement. Throughout the year new supplies requests can be turned in at monthly staff meetings or added to the ToDoist. Any necessity items (glue, paint, etc) that we are running low on needs to be added to the office ToDoist, so we can put it in the restock order. Prep Time- For Coordinators Prep time is NOT to be done the 15 minutes before class starts. All prep work will be done at the studio each Friday after class. Friday prep includes gathering supplies, preparing projects, making copies, putting away supplies from last week’s lessons, etc. It is your responsibility to be prepared for class before you even come into the classroom that morning. When you get to class the 15 minutes early that is expected of you, you should only be setting up for your day. If parents get the idea that you are \"flustered\" or \"exasperated\" then you are obviously not prepared to do your job. Drop Off Students are not to be left in our supervision any earlier than 5 minutes before our classes start. We have informed parents of our policy on drop off, and it is never appropriate to be rude or act inconvenienced if parents come a little bit early. If you are having continuous problems with early drop off for the same student, please discuss with director. It is usually a misunderstanding and the last thing we want to do is make a parent feel on edge about what time it is. We are not a public school, we are in the service industry and our jobs depend on how our parents feel they are being treated. Ending the Class Class should end on a positive note. The last 10 minutes should not be chaotic and rushed. Please stick to the schedule and begin cleaning up the classroom when it is time. We want to make a good impression on parents. There should be no reason for us to not be ready to go home. Children need 10

to learn to clean up and should be asked to help as much as they are capable of. This includes putting away toys, stacking chairs, etc. As soon as your class has been picked up, please finish your responsibilities for clean up. Student Pick Up All classes are escorted to the front lobby and prepared for class walk out. Teachers are responsible for making sure they do not leave the building alone and that the child goes home with an adult on the student’s pick up authorization form. If you are EVER unsure about someone picking up, think safety first and ask the office to call the main guardian on the account. Students are not to be left unsupervised in the lobby. If a parent has not picked up their child and you must start your next class then they need to come to your class to wait. Families are required to participate in our “pick up plan” Late pick up If a student has not been picked up after 5 minutes of class getting out, then the parent needs to be called. If you do not get a hold of a parent within 15 minutes of class getting out, please notify the office staff. Please inform the Director by adding a note in the “Office Follow Ups” ToDoist if you are having recurring late pick up problems. We can send them the late pick up warning email if necessary that reminds them of our policy to add late pick up charges on their account. Teacher Announcements After Class As teachers we work with two clients: the students, and the parents. Teachers are required to escort their students out after each class and briefly connect with their parents. Announce how well they all did in class, about a new skill they learned and can practice at home or build excitement about an upcoming studio event. Connecting with parents helps to put a face to a name and creates a more personal experience for our parents at the studio. Referring Parents with Questions to the Office Occasionally you will be asked questions by parents. If you get asked questions and don’t have time to help because you are starting your new class, be sure to be professional. Always use good customer service skills. DO NOT ever tell them you don’t know. They expect you to know, and you should! If you aren’t sure then respond in a helpful way. If no one is in the office, direct them to the newsletter on the bulletin board, hand them a business card and tell them that you have the office follow up with them about their question. Then follow through and add it to the “office follow up” on ToDoist. Clean Up Duties First impressions are important. The studio needs to be left clean at all times. Preschool teachers are responsible for cleaning up and putting all props and supplies in their classroom away. This includes:  Cleaning the mirrors if they have handprints on them.  Sweep the floors and the front lobby/hallway areas.  Garbage- empty bags that are more than 3/4 full and take to dumpster.  Bathroom check- tidy and restock soap, hand towels, toilet paper as needed.  Tidy Up- check that your classroom studio is organized, props are put away, and lost and found items are placed in the bin. NOTHING should be left out top of the counters or stereo.  Vacuum carpets and rugs as needed in the classrooms, hallways and offices.  Tables wiped down (no markers, paint, crayons, or glue should be left on).  Clean all art supplies used (brushes, sponges, bowls, easel).  Lights off and stereos turned off. 11

Other Preschool Administrative Systems/Procedures  Bathroom Accidents- In the event of a bathroom accident, use a grocery sack for messy clothes. Give them a potty outfit (shirt and shorts) and fill it out on the clipboard so we can get them returned. Staple the “potty accident” poem to the bag and be sure to communicate what happened with the parent at pick up.  Forgot Snack- In the event that a parent forgets snack use something from our supply bin. Remind the parent at pick up that we missed their snack and see if they would like to bring something to restock our snack, or if they would like us to charge them the $15 snack fee for this time. Add a note into the “Office Follow Ups” ToDoist if they would just rather us charge them the $15 fee to provide it for them. You are responsible for making sure that a parent brings in their missed snack if that’s what they chose to do.  Picture Uploads- All pictures from classes each month must be uploaded to Dropbox/Facebook by the 5th of the next month. Each set of teachers will have a different album for the year.  Birthdays/Spotlights! On student’s birthday they get to be the special class helper, should be given a crown, and the HWT Candles song should be sang to them during circle time! Ask the spotlight student how old they are, and that is how many questions they get to answer from their class mates. If they are four, you can call on four different kids to ask them a question. Spotlight posters need to be sent home with the parent at the end of spotlight! We will not be displaying them anymore.  Spotlight posters need to be sent home after ONE week! We don’t have room for longer than that.  Allergies- All student allergies will be posted in each classroom. Please be knowledgeable and very aware of all allergies within your classes.  Assessments- are an important part of our program and should be carefully completed by following the Assessment Guide that will be included in your assessment kit. Seesaw App It's what we'll be using to get kids to post pictures into their own \"journals\" so that we can comment on their work and help to keep a more personal connection with our students! All of our lesson plans will end with a \"challenge\" or assignment for them to complete and then we'll be telling them to take a picture and send it to us in Seesaw! I Please do three things to be in the know about Seesaw: 1. Watch the tutorial video for parents here: https://vimeo.com/399738568 2. Watch the tutorial video for teachers here: https://www.dropbox.com/s/phr4fbt1bx9bgy6/SeeSaw%20Teacher%20How%20To.MP4? dl=0 3. Download the seesaw app on your phone and log in! Login [email protected] PW: #Studio56Dance 12

Miscellaneous Preschool Guide  Losing shoes in ACPS o Use a sharpie to write name in shoes when you sell them. If you sell ballet shoes, hand them a sharpie and tell them to write their name inside them! We have had a few very frustrated parents about lost ballet shoes. I don’t blame them. They don’t have any control over making sure their kids shoes come home with them because we do curbside pick-up! It ultimately is on us as teachers to establish clear routines for our classes to make sure that kids are getting the right bag and putting their shoes inside of it. If you are struggling with this, please talk to other teachers about it and get help with this! We can do it! Words we should never say to parents: “deviant “and “defiance” have negative connotations and are not in our vocabulary here. Appropriate subs for classes no paint in the window sill or ANYTHING. the windows need to be left alone and are not tables or shelves Vacuum needs to be used daily and emptied weekly Bathroom Assistance: Teachers and assistants should TEACH kids how to be independent in the bathroom. How often are we just doing it for them to get it done faster when we could be encouraging them to do it themselves on their own? We needs to spend time the first month “teaching” them to do it themselves. bubble art video Transitioning classes- Fun ideas Dads and Donuts, Moms and Muffins details set up, speech, pictures on parents phones Estimation jar training Teachers are encouraged to learn Mom's names and to address them by name. it makes a difference! Art Tips: Carpet rules: no paint, food, play dough or anything else messy on the rugs Birthday cups and water bottles MORE COMING SOON! 13