to kindergarten teachers about how they felt the process was for (school “We talk them.” Geelong) schools visit the kindergarten and this is highly valued by the kindergarten staff “Some and it is useful to have feedback and give (prior to school Lilydale) feedback.” follow up meeting with prep teachers both at the school in the classroom and “Informal when they visit the (prior to school Lilydale) kinder.” about relationship with other ECEC (school Moonee Ponds) “Proactive settings.” between prep and kindergarten teachers especially co-located.” (prior to “Discussions – school Moonee Valley) The nature of this feedback was both formal, such as a discussions taking place during a scheduled visit, and informal, for example, conversations at a network meeting. Prior to school participants attending the Moonee Valley focus group also commented on how co-located environments better facilitate communication and strong relationships between sectors. Importantly, however, the use of feedback as a tool for evaluating transition to professionals’ school practices appeared to vary widely across consultations. Relationships with schools were relied on as a resource and indicator of success only where collaborative and respectful relationships existed. Participants at two focus groups in particular identified this concern. A Moonee Valley prior to school professional commented, no way to measure unless “[There is] relationships This sentiment was echoed by a participant in the Horsham and Mildura continue”. teleconference, This genuinely evaluate without a connection with the “We can’t school.” emphasises the importance of relationships in all aspects of transition practices, including evaluation. The most useful indicator of success was seen to be feedback from families and children. A number of prior to school services actively sought this by ringing families in the first term of the following year or by having kindergarten staff visit or ring the school for an update on how
“We talk to kindergarten teachers about how they felt the process was for them.” (school Geelong) “Some schools visit the kindergarten and this is highly valued by the kindergarten staff and it is useful to have feedback and give feedback.” (prior to school Lilydale) “Informal follow up meeting with prep teachers both at the school in the classroom and when they visit the kinder.” (prior to school Lilydale) “Proactive about relationship with other ECEC settings.” (school Moonee Ponds) “Discussions between prep and kindergarten teachers – especially co-located.” (prior to school Moonee Valley) The nature of this feedback was both formal, such as a discussions taking place during a scheduled visit, and informal, for example, conversations at a network meeting. Prior to school participants attending the Moonee Valley focus group also commented on how co-located environments better facilitate communication and strong relationships between sectors. Importantly, however, the use of professionals’ feedback as a tool for evaluating transition to school practices appeared to vary widely across consultations. Relationships with schools were relied on as a resource and indicator of success only where collaborative and respectful relationships existed. Participants at two focus groups in particular identified this concern. A Moonee Valley prior to school professional commented, “[There is] no way to measure unless relationships continue”. This sentiment was echoed by a participant in the Horsham and Mildura teleconference, “We can’t genuinely evaluate without a connection with the school.” This emphasises the importance of relationships in all aspects of transition practices, including evaluation. The most useful indicator of success was seen to be feedback from families and children. A number of prior to school services actively sought this by ringing families in the first term of the following year or by having kindergarten staff visit or ring the school for an update on how
finalconstransition.docx