Members throughout the district are dealing with “rigor walks,” with lesson inspections that can feel invasive and unhelpful. In particular, early childhood educators have been shaking their heads at the expectation that they should be posting objectives and learning targets on their boards. These are in classrooms where students are 3, 4 and 5 years old. How can such young children benefit from these when reading isn’t an appropriate expectation yet?

On August 15, Vice President Jackson Potter along with representatives of the Early Childhood Committee, Diane Castro, Kirstin Roberts, and Tomas Lobato, as well as their CTU liaison, Lynn Cherkasky-Davis met with CEdO Bogdana Chkoumbova and other members of CPS: Felicia Sanders (Chief Schools Officer, Landscape and Rigor Walks); Jeff Mosley (Deputy Chief); Gabrielle Brown (Manager of Instructional Quality); and, Syreeta Gordon-Brown (Director of Professional Development, ONS) regarding the Landscape and Rigor Walks conducted by the Networks and administrators.

During this conversation, members of the Early Childhood Committee expressed that the expectations being set forth by administrators and Network chiefs to post objectives, learning targets and focus boards in their classrooms were not developmentally appropriate. CEdO Chkoumbova and her team heard our statements.

In mid-October, we received an updated PreK Rigor Walk Taxonomy from the Office of Early Childhood. The addendum was updated in August 2023 to include our requests and language that

  • objectives being posted is not developmentally appropriate;
  • including network PreK content experts on the observations; and,
  • lessening the focus on the “right” answers as PreK students learn through exploration and inquiry.

Early Childhood Specialists across the Network should have included this in your Network’s Google Classroom and your administrators should also have access to this addendum.

Please make sure that your school is following the guidance as indicated in the PreK Rigor Walk with Taxonomy and continue to advocate for developmentally appropriate practices in your classrooms!