This 2008 Microsoft PowerPoint by Zero to Three presents the implications of quality rating and improvement systems (QRIS) for infant/toddler child care. It is important to define quality, measure quality, support quality, and consider QRIS within the larger early childhood system. States should examine their developing and existing QRIS to assure that their systems do not allow for loopholes in infant/toddler quality. Contact information is included for the National Infant & Toddler Child Care Initiative.
This 2008 Microsoft PowerPoint presentation from the North Carolina Institute for Early Childhood Professional Development reviews the research on whether teacher education and/or training influences the quality of early care and education. Research is also presented that examines the interaction of education and training with other classroom factors. Supports that are needed for teachers include: (1) teacher preparation programs, (2) mentoring and supervision, (3) quality work environments, (4) increased salaries and benefits, (5) scholarships, and (6) online classes.
This Microsoft PowerPoint presents data to explore whether the quality of North Carolina child care has improved over time. It is examined whether center participation in Smart Start-funded activities has an effect on quality. Data show a significant relationship between Smart Start participation and classroom quality. The development and testing of a quality rating and improvement system (QRIS) is briefly addressed.
This Microsoft PowerPoint describes the use of technical assistance (TA) to improve the quality of early child care and education programs. The following levels of TA are addressed: (1) individualistic assessment and advice; (2) systematic assessment/individualistic advice; (3) reliable, systematic assessment/consistent advice; and (4) reliable, systematic assessment/consistent, holistic, in-depth advice. An example of a concern, along with a plan of action and follow-up are provided for different levels of TA (e.g., staff never read informally to children).
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 Microsoft PowerPoint indicates that it is important to collect early childhood outcomes data to respond to Federal reporting requirements and to meet provider/teacher and local/State need for outcome information. It is assumed that some States want to use outcome data to improve programs for children and families. The question is not whether children made progress, but rather, the percentage of children that made more progress than would have been expected without the program. It is important to note that program improvement can occur at many levels and in different ways.
This Microsoft PowerPoint on Early Childhood Professional Development Constructs was presented at the Leadership Symposium of the National Center for Research on Early Childhood Education in February, 2008. The focus is on common measurement approaches and alignment of goals and data across professional development, quality rating systems, and early childhood educator competencies. It is explored whether the core constructs of education, training, and credentials function to predict quality and child outcomes. Areas that need to be addressed are listed for research and systems.
This Microsoft PowerPoint presentation looks at the point of intersection between professional development (PD) systems and quality rating and improvement systems (QRIS). It is shown that in 2006, 76 percent of States have a PD system. The author presents a series of questions to move the research forward.
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 Microsoft PowerPoint presentation describes how States are using Quality Rating Systems (QRS) to improve the quality of early care and education programs. Common elements of QRS include: (1) standards, (2) accountability, (3) program and practitioner outreach and support, (4) financing incentives linked to compliance with quality standards, and (5) parent/consumer education. Accreditation is included in 10 of the 11 Statewide QRS. Thirty States have Statewide tiered reimbursement. State evaluations have found positive impacts of QRS on quality.