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Teaching and Learning

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The early childhood field is in the midst of a significant transformation with the influx of public investments targeted to provide more young children with access to high quality early education and care. Multiple policy drivers impact effective teaching, such as quality rating and improvement systems, state teacher evaluation systems, and program quality expansion. We know that in order to impact children’s learning these policies must be implemented at a sufficient scale and depth at the local level to promote effective teaching and learning from birth through kindergarten.

This project is designed to address the following questions:

  • What are the consistent supports and sensible accountability systems needed to drive teaching quality that will result in improved outcomes for children?
  • What guidance, advice or best practice can we give to states about the “powerful and few” core state policies that improve teaching quality and result in significant outcomes for children?

The resources and products of this project conducted by BUILD and CEELO are supported by their participation as National Partners in the Alliance for Early Success.

NEW! Early Education and Care Career Pathways and Compensation Report: Opportunities for Massachusetts summarizes the work of the 2016 Massachusetts Learning Table workgroup, comprised of stakeholders at Department of Early Education and Care, Department of Elementary and Secondary Education, Department of Higher Education, early childhood experts from institutions of higher education and Strategies for Children staff. The report summarizes initiatives in Massachusetts and across the country designed to address the addresses the low compensation of early care and education professionals and to provide pathways for credentials and degrees to early care and education providers.

Additional Resources:

2016 State Policy Learning Table Resources houses materials from the Credentialing and the Instructional Tools Cohorts.

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.

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.

A Discussion Guide was also created which focuses attention on the important role of teaching conditions in fostering quality early childhood teaching. Supportive teaching conditions are critical to promote a culture of collaboration, mutual respect, and sustained professional learning in which teachers and children thrive. To support state systems-builders and policymakers, the “Enhancing Teaching Conditions to Support Quality Teaching: Discussion Guide and Crosswalk” reviews available tools that assess teaching conditions and poses policy and systems questions to assist leaders to craft the most effective policy-to-practice supports in this area.