This presentation 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.
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.
Early Childhood Teacher Education Policies: Research Review and State Trends
This webinar 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.
2016 State Policy Learning Table
This 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.
State Pre-K Approved Curricula
This listserv summary 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.
Early Childhood Teacher Education Policies: Research Review and State Trends
This report 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.
Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: Full Report
This brief 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. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.
Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: Resources
This brief 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. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.
Sharpening the Focus: State Policy to Promote Effective Teaching that Improves Learning: Executive Summary
This brief 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. This report comes from an initiative from The BUILD Initiative and the Center for Enhancing Early Learning Outcomes (CEELO), who worked together with state leaders and national experts to strengthen policy that promotes effective early childhood teaching, birth through 3rd grade.
Annotated Bibliography on Leadership Resources
This annotated bibliography 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.
2015 Roundtable Summary
This 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.
The Common Thread: Crafting a Coherent Accountability System Focused on Great Teaching
This presentation 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.
Using Technology in Early Childhood Classrooms
This annotated bibliography 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.