These survey results reflect responses from nearly 600 new principals, from all 50 states.

Rise&ShineInsights from new principals

NATIONAL PANEL OF NEW PRINCIPALS NOVEMBER 2014 SURVEY HIGHLIGHTS PAGE1

Early childhood learningPreschools are becoming much more common on elementary school campuses.

Who has preschools? 53% of you now have a pre-school on your school site. The majority are part of your state education system, but there’s also a mix of Head Start, Early Head Start and other early learning programs co-located on your grounds.

Who’s in charge of your preschools? Two-thirds of the time, it’s you who are ultimately responsible: either directly, or as the supervisor of the director. n50% You/principal n15% Preschool Director who reports to you n24% Preschool Director who does not report to you

Kindergarten has nearly completed its evolution into a full-day program. It’s now the norm at 8 out of 10 schools.

T-K has appeared on the radar and could be an emerging trend: Transitional Kindergarten (enrolling children whose 5th birthdays fall beyond typical cut-off dates) is now offered in 6% of your schools.

Class sizes in the early grades are being kept fairly manageable. n40% of preschools enjoy student-teacher ratios of 10:1 or less and virtually all are capped at 20 students. nJust a little over half of Kindergarten classes have student-teacher ratios of 20:1 or less.

Early learning is largely uncharted territory for you and your staff.

Only 1 in 5 panelists feels well-trained in instructional methods

and developmentally appropriate perspectives for early education.

Teacher PD is a top priority, and is currently lacking in many schools.

n Building the professional capacity of teachers in Pre-K and Kindergarten is the priority most often cited by panelists in the area of early learning.

n Only 58% of panelists report that your teachers have solid, specialized training in how young people learn.

n Just slightly over half of schools currently provide regular opportunities for teachers to share data and plan across early grade levels.

Districts are the most frequent providers of teacher PD.

n 8 in 10 schools plan to offer early learning training for teachers through their district this year; about 2/3 are planning onsite training by either a principal or staff specialist.

n Half of schools are planning cross grade-level PD in early education.

n 47% are planning to engage an outside early education specialist.

TOPIC OF THE MONTH

Rise&ShineInsights from new principals

The good news: The majority of your students arrive physically ready to start school. That’s the case in 72% of your preschools, and 82% of your kindergarten classes.

However, you have serious concerns about their behavioral and cognitive readiness. Over 50% of you report that the majority of your Kindergarten students arrive either “somewhat ready” or “not at all ready” for school in very key areas – and it’s even more worrisome for your preschoolers.

And how school-ready are your new parents?Here’s what you’re seeing:

Virtually all (96%) say the majority of your new parents feel welcome at school.

And 2/3 of you believe that the majority of parents think of themselves as equal-partners with the school in their child’s education.

62% of you think the majority of your parents expect their child to go to college.

But only 42% believe that more thanhalf of your parents read to their children at home.

YOUR JOB IN NOVEMBER

About how many hours did you work per week this month?

Less than 40 0%

40-50 14%

50-60 46%

60-70 29%

70+ 12%

This past month, how satisfying was your job?

This past month, how stressed were you?

74% high

22% medium

4% low

NATIONAL PANEL OF NEW PRINCIPALS DECEMBER 2014 SURVEY HIGHLIGHTS PAGE2

Ready or not, here they come! How prepared are your entering students?

Communication and language skills

Cognition and general knowledge

Social and emotional development

66% 64%60%

51% 52% 52%% of your schools where the majority of preschool students are not ready

% of your schools where the majority of kindergartenstudents are not ready

includes 9% who have found your dream job and give it a ten on a 10-pointscale!

SCHOOLS IN WHICH THE MAJORITY OF EARLY LEARNERS ARE NOT SCHOOL READY

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72%

22%

3%

Rise&ShineInsights from new principals

NATIONAL PANEL OF NEW PRINCIPALS NOVEMBER 2014 SURVEY HIGHLIGHTS PAGE3

You’ve found some great resources for Early Learning PD

Sources you cited as the most effective for your teachers and you include:

Blueprint for Early LiteracyCurriculum developed by Children’s Literacy Initiative cli.org

Brain-Based Learning Programs developed by Marcia Tate

developingmindsinc.com

CGI-Cognitively Guided InstructionProgram available through multiple sources

Conscious Discipline Training consciousdiscipline.com

Daily 5 and CAFÉ Programs and online resources developed

by Gail Boushey & Joan Moser the2sisters.com

Explicit Instruction: Effective and Efficient Teaching Program developed by Anita Archer

explicit instruction.org

Kagan Strategies Materials and PD developed by Dr. Spencer Kagan

kaganonline.com/workshops

LETRS Training – Language Essentials for Teachers of Reading and Spelling program developed

by Dr. Louisa Moats (available through multiple sources)

Leveled Literacy Intervention and Guided Reading (LLI) Program and books developed

by Irene Fountas and Gay Su Pinnell fountasandpinnellleveledbooks.com

Reading Recovery Training Program readingrecovery.org

NOTE: College courses and hands-on practice in early childhood education can really help! Panelists frequently mentioned their

best early childhood training came from college classes, advanced degrees or credentials – or previous positions

as literacy or early learning coaches.

“Visiting other schools is so powerful! It is tremendously helpful to get to observe other programs and spend time with other principals.” Rhonda Kelsey, Ebinport Elementary, Rock Hill, SC

“Professional Learning that provides educators the opportunity to work across age ranges to understand the learning trajectory that we ask students to take is very effective. Looking at student work samples across this trajectory has also proven to be a powerful way to understand the strengths children have and how to build on those strengths.” Kimberly Hempton , Davisburg Elementary, Davisburg, Michigan

“We’ve found that teachers really need to meet as grade levels the majority of the time, specifically addressing child development and instructional strategies, looking at standards and breaking them down. Then they meet vertically to make the connections for the progression from pre-school to kinder.” Beth Buettner, Eaton Elementary, Fresno, California

“Our best PD is cross-campus ‘residencies’ in which teachers get together and spend several days studying a particular topic and observing and discussing what they see in classrooms.” Jennifer Jordan, Memorial Drive Elementary, Houston, Texas

HAVE A GREAT HOLIDAY BREAK! Thanks again for all you do for all our children. We wish you a wonderful holiday and here’s to a great 2015! Please invite your new principal colleagues to join the panel at newprincipal.org

Our panelists share their most effective PD tips