This paper summarizes the challenges associated with expanding and enhancing the skills of the early care and education workforce to attract and retain qualified early childhood professionals. Strategies are presented for establishing an effective and efficient cross-sector system. Research suggests that collaboration and coordination should be modeled and promoted at a national level, and planning, implementation, and evaluation should be conducted at State and local levels to build a sustainable community-based foundation for more effective professional development.
This 2006 Microsoft PowerPoint presents background information on the issue of measuring early childhood professional development. A "common core" of items for State data collection is being developed. A distinction is made between formal education and training. How this distinction can be adopted in data collection and reporting is discussed. Some of the components of professional development include: (1) format, (2) auspice, (3) mode of delivery, (4) content, (5) recency or time frame, and (6) extent of training.
This brief presents a policy blueprint for State early childhood professional development systems. An integrated system of professional development should unite the early childhood sectors (i.e., child care, Head Start, prekindergarten, public schools, early intervention, and special education services). Integrated policies decrease duplication of efforts and increase accountability and sustainability.
This report presents Year 1 findings from a five-year study of six student cohorts at Antioch University, California State University-East Bay, Mills College, San Francisco State University, San Jose State University, and the University of La Verne in California. These cohorts are enrolled in B.A. completion programs, which target small groups of adults working in early care and education. The students in the study demonstrated a strong commitment to the early care and education field, having worked continuously in center- or home-based settings for an average of about 16 years.
This Microsoft PowerPoint presentation illustrates how technical assistance (TA) practitioners can become more intentional and effective in their efforts to improve the practice of TA and training. Examples of efforts to improve the practice of TA and training at the State and organization levels are included. TA efforts need to be coordinated with the work of States to avoid duplication, share knowledge, and improve the delivery and impact of TA.
This policy paper argues that maintaining and increasing the diversity of the early care and education workforce is critically important to attaining successful developmental and learning outcomes for America's increasingly diverse communities. Most school readiness efforts share an explicit commitment to reducing the disproportionately poor educational outcomes experienced by low-income and cultural and linguistic minority children and families. Programs need staff that can interact with children using the cultural orientations and spoken and written languages used in the home.