Navigating the New PTKLF Standards
for TK-6 Instructional Leaders
Discover how the new PTKLF empowers instructional leaders to build a strong foundation for their learners. Watch the webinar replay and explore practical strategies for success.
As early childhood education continues to evolve, instructional leaders in Transitional Kindergarten (TK) through 6th grade (TK-6) must stay informed about the latest standards guiding curriculum design and instructional practices. The newly introduced Preschool Transitional Kindergarten Learning Foundations (PTKLF) bring key changes that impact how we approach teaching and learning, from preschool through to elementary grades.
During a recent webinar titled “Navigating the New PTKLF Standards for TK-6 Instructional Leaders,” Andrea Rodich-Vitek, a seasoned expert in early childhood education, shared invaluable insights into how these standards affect instruction, assessment, and professional development at the TK-6 level.
What’s New in PTKLF?
The PTKLF standards, developed for California’s early learners, are aligned with both Common Core State Standards (CCSS) and the latest research on child development, making them essential for creating a strong foundation for K-12 learning. Unlike previous standards, which referred to these as “standards,” PTKLF focuses on “foundations,” recognizing that each child is in a distinct stage of development that needs nurturing and support to ensure lifelong success.
For TK-6 educators, the integration of PTKLF provides an essential bridge between early childhood and elementary education. The standards focus on five key domains:
Rodich-Vitek highlighted that early intervention in areas like language and math, starting in TK, is critical for later success in subjects like statistics and complex problem-solving in higher grades. “What we’re doing in the early years truly sets the stage for academic achievement in later grades,” she emphasized.
Watch the Webinar: “Navigating the New PTKLF Standards for TK-6 Instructional Leaders”
The Importance of Play and Approaches to Learning
One of the major shifts in PTKLF is the integration of Approaches to Learning (ATL) as a key domain. While PTKLF continues to emphasize early literacy and math skills, ATL highlights the role of play, motivation, and social interactions in a child’s cognitive and emotional development. Rodich-Vitek explained that play is not just recreational but a foundational element in learning, fostering creativity, problem-solving, and language development.
For TK-6 educators, integrating ATL into everyday classroom practices is vital. Teachers should focus on creating opportunities for children to engage in imaginative play and hands-on activities. This could be as simple as encouraging role-play in dramatic play centers or guiding students through collaborative games like Simon Says or Red Light, Green Light, which help build essential cognitive skills in a fun, interactive way.
Practical Tips for TK-6 Leaders
Rodich-Vitek shared several practical strategies for instructional leaders in TK-6 settings to support the successful implementation of PTKLF:
1. Simplify Implementation
The PTKLF framework can feel overwhelming, but leaders should take a gradual approach. Start small, focusing on integrating visual supports and ensuring all learners have access to foundational concepts in a manageable way.
2. Foster Collaboration Across Grade Levels
To support students transitioning from TK into 1st grade, leaders should prioritize collaboration between early childhood educators and elementary staff. This includes regular PLC (Professional Learning Community) meetings and vertical articulation of the PTKLF standards.
3. Integrate Data for Continuous Improvement
Assessment is a cornerstone of the PTKLF framework. Rodich-Vitek advocates for moving from traditional paper-pencil assessments to observational methods that highlight the child’s natural developmental progression. Tools like the Desired Results Developmental Profile (DRDP) and unit planners in platforms like Learning Genie help seamlessly track student progress while aligning with the PTKLF standards.
Inclusive and Equitable Education for All Learners
Another essential component of PTKLF is its focus on inclusive, equitable education for all students, including multilingual learners and children with disabilities. Rodich-Vitek stressed the importance of recognizing and valuing diversity in the classroom, as well as adjusting instructional practices to meet the individual needs of all students.
“It’s all about ensuring that all students, regardless of background, have equal access to learning opportunities,” Rodich-Vitek explained. Inclusive teaching strategies such as differentiated instruction and collaboration with support staff (e.g., speech-language pathologists and occupational therapists) are key to creating a supportive learning environment.
Preparing for the Future
As TK-6 educators, embracing the new PTKLF standards means committing to a student-centered approach where play, language development, and foundational academic skills are prioritized. This shift is not just about meeting academic standards; it’s about nurturing the whole child, fostering critical thinking, and laying the groundwork for success across all subjects and grade levels.
Rodich-Vitek’s message to instructional leaders: “Start with a strong foundation in TK, and watch your students build upon it through each grade level. The future of education starts here.”
For instructional leaders in TK-6 settings, understanding and implementing PTKLF provides an opportunity to reshape how we approach early childhood education, ensuring that every student has the tools to succeed.
When the Learning Genie was introduced to me, I was very excited about sharing with the parents what I was teaching to the children on a more personable level. One of the most valuable features that I used was taking photos of the children doing activities and being able to send the pictures electronically to the parents on a daily basis. The parents were very excited each day to receive their email and see what their child had learned. The parents would use information we provided on a daily basis and talk about what they learned at school. This was a great conversation starter. Most children would come home from school and ask their child what they learned at school today and most would say “nothing I just played”. With the daily information I found that the children showed what they learned at school sometimes teaching their parents some things.
