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CEELO Resources – Workforce

Early childhood educators and program leaders are key ingredients to quality programming for young learners. The initial preparation and continuous growth and development of the adults in the classroom are essential parts of an aligned and effective system of early education. Research indicates sustained supports are needed to assure that classrooms are staffed by highly qualified adults with commensurate progressions of degrees, certificates and credentials and specialized expertise unique to the birth to grade three continuum.

CEELO publishes a range of material on systems in the early learning space. See below for our resources listed alphabetically.To view CEELO Resources by publication type, click here. For other workforce resources, click here.

New! Qualifications of Kindergarten Teachers shares responses from state contacts on the NAECS-SDE listserv on requirements for Kindergarten teachers in twelve states. It includes a table that lists responses from states and describes the state’s requirements, along with links to specific state resources and tools are included where applicable. (November 2016, Listserv Summary)

New! 2016 State Policy Learning Table supported state teams in addressing one of two areas: credentialing and instructional tools. Resources from the project are available, including state team slides for each session and general resources.

New! 2016 Roundtable Summary presents national and state resources shared during the 2016 Roundtable Mobilizing an Exceptional Early Childhood Workforce. Resources include policy briefs, tools, guides, and websites. (August 2016)

All CEELO Resources on Workforce

2015 Roundtable Summary provides a high level overview of the 2015 Roundtable (Leading for Excellence), a list of resources shared by presenters and attendees, and summaries of the sessions in the meeting. (August 2015, Presentations)

Annotated Bibliography on Leadership Resources shares resources used in CEELO’s Leadership Academy, which is designed to strengthen leadership and management competencies of individuals with responsibility for early childhood education programs in state departments of education, early learning agencies, and other state early childhood education agencies. (September 2015, Annotated Bibliography)

Best Practices for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in PK-Grade 3 highlights research on training DLL teachers, describes best practices for teachers and administrators to support development of English and children’s home language, shares a tool for coaching and professional development of teachers, and discusses policy trends and recommendations for improving outcomes of dual language learner children.  (February 2015, Presentation)

Building the Next Generation of Inclusion Leaders explores the qualities of great leaders and leadership, types of leadership, pathways and pitfalls to inclusion leadership, and building leadership within a program and state, as well as Vermont’s experience. Jim Squires co-presented with Janice Crow (Windsor Southeast Supervisory Union, VT) and Kate Rogers (Vermont Agency of Education) at the 2015 National Inclusion Institute. (May 2015, Presentation)

The Common Thread: Crafting a Coherent Accountability System Focused on Great Teaching addresses key questions and shared innovations and key resources from states in a learning table focused on teacher quality. What are the consistent supports needed to focus QRIS and public school accountability approaches on great teaching? How can we bring coherence to early childhood quality improvement policies? This presentation was given at the 2015 National QRIS meeting last week by CEELO’s Lori Connors-Tadros and Jana Martella with Build partners Debi Mathias and Kate Tarrant. (July 2015, Presentation)

Early Childhood Teacher Education Policies: Research Review and State Trends reviews key findings from a recent policy report by the Center on Enhancing Early Learning Outcomes which reviews published research on early childhood (ECE) workforce education and credentials as well as on the current status of ECE wages, recruitment and retention challenges, and promising practices. (May 2016, Webinar)

Early Childhood Teacher Education Policies: Research Review and State Trends provides policymakers with a review of published research on ECE workforce education and credentials as well as research on the current status of ECE wages, recruitment and retention challenges, and promising practices. It summarizes trends in state requirements regarding ECE teachers with bachelor’s degrees and specialized certification, licensure, or endorsements of pre-K teachers. The paper includes recommended actions and strategies, based on research and state suggestions, regarding approaches that states can use to recruit and retain teachers with bachelor’s degrees and ECE credentials. (April 2016, Policy Report)

Early Childhood Teachers in State Educator Evaluation Systems offers resources on observations of teacher practice, student learning and growth, professional development, legislation and policy guidance, and national resources to support early childhood teachers in state teacher evaluation systems.  (July 2014, Annotated Bibliography)

Evaluation of Early Childhood Teachers  highlights the development, recommended uses, and expected tools from the Evaluating Early Childhood Educators (Prekindergarten through Third Grade) supplement to the Center on Great Teachers and Leader’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems. (January 2015, Webinar)

Excellence for Every Child: Improving the Quality of Teaching Birth through Grade Three offers helpful resources on improving instructional practices from the 2014 CEELO Roundtable (see “presentations” and “resources” tabs). Roundtable Reflections 2014 provides broad highlights from the sessions and lists resources identified by participants.  (June 2014, Presentations)

Evaluating Early Childhood Educators: Prekindergarten through Third Grade, a Supplement to the Practical Guide to Designing Comprehensive Educator Evaluation Systems helps state and district teams to problem-solve and make design decisions to differentiate evaluation systems for early childhood teachers. Lori Connors-Tadros and Jana Martella designed this supplemental guide as an extension to the Great Teacher and Leader Center’s resource, Practical Guide to Designing Comprehensive Teacher Evaluation Systems. (October 2014, Tool)

How are Early Childhood Teachers Faring in State Teacher Evaluation Systems? provides state leaders and technical assistance providers with information about the design and requirements of teacher evaluations systems for early childhood teachers in 11 states. The report discusses the approach each state is taking to adapt the state system and develop resources for early childhood teachers. It identifies specific opportunities and challenges state leaders are addressing in implementing student learning objectives as an alternative method of measuring early childhood teachers’ contributions to children’s learning. The report concludes with questions for further research and recommendations for state policy makers.  (March 2014, Policy Report) Full Report | Executive Summary

Inclusion of Pre-Kindergarten and Other Early Childhood Staff in State Teacher Evaluation Systems provides a snapshot of the number of states that include pre-kindergarten teachers in state teacher evaluation systems. It also provides additional information related to infant/toddler and other early childhood staff.  (February 2014, Fast Fact)

Is NJ on the Right Track to Improving ECE Teacher Practice? shares information from a CEELO report on teacher evaluation systems in states as they relate to early childhood educators, including how the study was designed, findings, and recommendations. Lori Connors-Tadros and Michelle Horowitz gave this presentation to the New Jersey Early Childhood Academy. (May 2014, Presentation)

Instructional Practices that Support Literacy Achievement of Students Living in Poverty reviews research on the impact of poverty and identifies a dearth of literacy resources on the reading achievement of children in low-income households. The presentation highlights intentional instructional practices that focus on vocabulary development, integration of literacy instruction with science and math, and greater access to print and literacy-rich resources can help children as ways to close the achievement gap in literacy and other content domains. CEELO supported the participation of Susan Neuman (University of Michigan) as a presenter for this session at the Wisconsin Literacy (un) Conference.  (April 2013, Presentation)

New Early Childhood Indistar® Indicators introduces the audience to new Early Childhood Indistar® Indicators developed by CEELO in collaboration with the Center on Innovations (CIL) in Learning. Indistar® is a web-based system for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The new early childhood indicators provide an opportunity for stakeholders to use indicators and the associated research to align early childhood education with school improvement efforts. (August 2014, Webinar)

Peer Learning Community Guide delineates the steps to establish and sustain a peer learning community (PLC). It begins with a definition of a PLC and then presents the steps to take to establish a PLC. (July 2014, Fast Fact/Tool)

Professional Development Systems provides resources across three areas: professional development and planning, coaching and mentoring, and competency development. (October 2014, Annotated Bibliography)

Preparing Principals to Support Early Childhood Teachers summarizes what is known about principal licensing requirements and professional development in early childhood pedagogy and best practice, and provides selected state examples of professional development models for principals.  (July 2014, Fast Fact)

Professional Learning Academy: Supporting District Implementation of Early Childhood Policy presents information on a Professional Learning Academy model of professional development for district teams and some of the initial impacts of this work on participants. (October 2014, Fast Fact)

Resources for Supporting Teachers and Administrators to Improve Outcomes for Dual Language Learners in Pre-K through Third Grade  identifies selected resources on best practices and policy to support effective teaching and learning for dual language learners (DLL) in early childhood programs and early elementary school. (March 2015, Annotated Bibliography)

Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO) have been working together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade. A result of our ongoing collaboration, “Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning” encourages state policymakers and their partners to critically review professional development and accountability policies, offers guidance on policy implementation, and makes recommendations for the “powerful and few” core state policies that can improve teaching and learning for all young children. (2015)

Sharpening the Focus: Helping Fine-Tune Policies and Practices to Promote Effective Teaching and Learning in the Early Years explores what supports and systems are needed to drive teaching quality that will result in improved outcomes for children and the “powerful and few” core policies are needed to improve teaching quality and result in significant outcomes for children. CEELO’s Jana Martella and Kate Tarrant (BUILD Initiative) presented on June 7th, 2016 at the 2016 NAEYC PDI Conference in Baltimore, MD. (June 2016, Presentation)

State Pre-K Approved Curricula provides responses from state contacts on the NAECS-SDE listserv about state-approved curriculum models for pre-K programs in their state. The majority of respondents said the state did not provide an approved curricula list, though many provided some level of guidance around selection. Links to state resources are provided. (May 2016, Listserv Summary)

State Teacher Evaluation Systems: Fifty State Scan on Resources for Early Childhood Teachers provides a national view of how states include early childhood teachers in state educator evaluation systems. This scan was developed to follow up on the findings reported in CEELO’s policy report, How are Early Childhood Teachers Faring in State Teacher Evaluation Systems?, which analyzed 11 states’ early childhood teacher evaluation policy and practice in depth. (May 2015, Tool)

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P-3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education. The webinar was co-sponsored by the National Association of Elementary School Principals (NAESP), and the National Association of Early Childhood Specialists in State Departments of Education (NAECS-SDE). (March 2015, Webinar)

Tapping Teacher Evaluation Using Child-Level Data to Improve Teaching for All highlights research and tools to help states design their teacher evaluation system. CEELO’s Lori Connors-Tadros and Jana Martella gave this presentation at the DaSy Early Childhood Conference.  (September 2014, Presentation)

Teacher Evaluation | P-3 explores emerging trends in measuring child growth for teacher evaluation, differing state roles in teacher evaluation systems, and key policies in states. Jana Martella presented these slides at the National Governors Association Cross-State Policy Academy.  (July 2013, Presentation)

Tools to Support Principals as Evaluators of Early Childhood Teachers features speakers and respondents from school districts, who share information and resources to support principals as effective evaluators of early childhood teachers (PK-Grade 3). CEELO, in collaboration with the Great Lakes and Midwest Comprehensive Centers, sponsored this webinar for state and local leaders in Indiana, Michigan, Ohio, Illinois, Iowa, Minnesota, and Wisconsin. (November 2014, Webinar)

Training to Screen Young English Language Learners and Dual Language Learners for Disabilities recommends experts in the field of assessing young children who are English Language Learners (ELL) to train administrators and psychologists working in district preschool programs for young children with special needs. (July 2013, Fast Fact)

Trends in State Funded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012 discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012. (June 2013, Policy Report)

Using Technology in Early Childhood Classrooms provides resources and information about using technology in early education classrooms. It highlights issues to consider when introducing new tools, media, and devices, so that educators and policymakers can make informed decisions about using such resources, and preparing teachers and care providers to do so. (July 2015, Annotated Bibliography)

What Do We Know About Principal Preparation, Licensure Requirements, and Professional Development for School Leaders? describes findings from a CEELO review of data on 21 states’ principal licensure requirements, interviews with experts on principal preparation and professional development in seven states, and interviews with staff at the National Association of Elementary School Principals and the National Institute for School Leadership. Our research reveals an array of administrator licensure titles assigned to grade-level authority across states, some permitting principals or administrators the flexibility to oversee programs ranging from early childhood through high school. Early childhood content is not a required element of principal preparation or professional development for principals in most states, according to our findings. Very few states have any formal requirement for early childhood content in licensure for principals responsible for early education programs. Some states have developed policies and programs that acknowledge a need for integrating early childhood content, but very few have progressed beyond initial stages of providing training or outlining policies.  (July 2014, Policy Report)