Leadership & Professional Development
This Research-to-Policy Resource list by Child Care & Early Education Research Connections is a collection of publications written on early childhood career pathways and career ladders or lattices.
Build it Better: Indicators of Progress to Support Integrated Early Childhood Professional Development Systems
This resource, which builds on Workforce Designs' four principles and six policy areas, provides a set of indicators to benchmark the quality and effectiveness of state early childhood professional development systems, stimulate strategic planning, and help policy makers, administrators, educators, and advocates work together to build a better professional development system for early childhood educators working with children birth through age 8.
This brief is based on findings from the ECE Higher Education Inventory conducted in several states: California, Indiana, Nebras
Assessing Quality in Family & Provider-Teacher Relationships: Using the FPTRQ Measures in Conjunction with Strengthening Families™ & the Head Start Parent, Family & Community Engagement Frameworks & Self-Assessments
This research-to-practice brief is intended to help policymakers, program managers, and practitioners learn how the newly released Family and Provider/Teacher Relationship Quality (FPTRQ) measures can be used to complement or supplement two approaches, Strengthening Families™ and the Head Start Parent, Family and Community Engagement (PFCE) frameworks, and their related self-assessments, that have been frequently used by Early Care and Education (ECE) stakeholders to support their work with families and to assess their programs, providers and teachers in these efforts.
Understanding & Measuring Providers’ Teachers’ Cultural Sensitivity with Families - Lesson Learned & Measurement Recommendations
This brief describes the process of measuring cultural sensitivity in the Family and Provider/Teacher Relationship Quality project. Researchers measuring cultural sensitivity in other fields may also find the information contained within this brief useful.
This brief introduces the Family and Provider/Teacher Relationship Quality (FPTRQ) measures for early care and education stakeholders. The brief introduces the constructs and elements included in the measures, the measures’ reliability, how the measures might be used, and how to use them.
Family-Provider Partnerships: Examining Alignment of Early Care and Education Professional and Performance Standards, State Competencies, and Quality Rating and Improvement Systems Indicators in the Context of Research
Interest in the quality of provider-family relationships in early care and education (ECE) settings has sharpened the focus on defining and measuring elements of these relationships across settings for program improvement purposes. In this brief, authors examine the alignment of research-based elements of family-provider partnerships with professional and performance standards from three national ECE organizations as well as selected professional competencies and Quality Rating and Improvement System (QRIS) family partnership indicators from two states.
To support the Office of Child Care’s and the Office of Head Start’s priority of a strong early childhood (EC) and school-age (SA) workforce, the PDW Center developed the Strengthening the EC and SA Workforce briefs, guide, presentation, and tool.
Number and Characteristics of Early Care and Education (ECE) Teachers and Caregivers: Initial Findings from the National Survey of Early Care and Education (NSECE)
Number and Characteristics of Early Care and Education (ECE) Teachers and Caregivers: Initial Findings from the National Survey of Early Care and Education (NSECE) describes the Early Care and Education (ECE) workforce data developed in the National Survey of Early Care and Education (NSECE). The survey focuses on individuals providing direct care and education for children birth through five years and not yet in kindergarten.
Many states are preparing for the possibility that President Obama's preschool plan calling for degreed teachers may become a reality, and are continuing to engage in efforts to revamp and expand their professional preparation and development systems. As these efforts progress, there is increased attention focused on the capacity of higher education to meet the demand for skilled early childhood teachers and a range of professionals who educate and support them.