How are you growing the capacity of your professional development providers (trainers, coaches, mentors, faculty) to support the people who work directly with young children who are culturally, linguistically, and ability diverse?
Effective professional development is a key component of successful early learning programs, especially as the population of Latinos and English language learners (ELLs) continues to grow. Early childhood education (ECE) educators need the knowledge and skills to work with culturally and linguistically diverse children and families—a knowledge set that is often not provided in traditional training courses and certification processes.
This chart from the McCormick Center for Early Childhood Leadership details the director-level credentialing requirements in each state’s professional development and quality rating and improvement systems.
This brief from the McCormick Center for Early Childhood Leadership focuses on the need to emphasize leadership development within an early childhood organization and to address leadership credentialing in QRIS.
This brief by the National Center on Child Care Quality Improvement is an examination of current standards that apply to varied types of early care and education programs. It contains an overview of the types of program quality standards in States, discusses challenges faced by States in establishing a common set of standards, and describes the applicability of standards to varied programs and settings for young children.
To gain more insight into different strategies for shaping and implementing QRIS, the Center for Law and Social Policy (CLASP) and the National Women’s Law Center (NWLC) interviewed 48 child care center directors from nine states (FL, IL, IA, KY, ME, NC, OK, PA, TN) about their experiences with QRIS.