Leadership & Professional Development
Through funding from the Division of Child Development and Early Education, a Race to the Top Early Learning Challenge Grant, Child Care Services Association (CCSA) conducted a statewide survey of the early care and education workforce in North Carolina. This study provides comprehensive data on teachers, assistant teachers and directors in early care and education centers and on the licensed early care and education programs in which they work. Additionally, information gathered from this study is compared to similar studies conducted by CCSA in 2014, 2011 and 2003.
Town Square understands that family child care is essential to providing quality care for all children. This resource understands the unique challenges family child care providers face balancing the needs of their homes and small businesses. Town Square has organized resources so providers can quickly get answers, have resources at their fingertips, and stay connected to colleagues and other professionals.
The Lead Learn Excel Library was created for instructional leaders of early education schools and centers who aspire for instructional excellence and kindergarten readiness for all children. The tools in this library focus on the skills and systems leaders can build to fuel everyday teacher learning and continuous improvement. Lead Learn Excel emphasizes three core ideas:
California Early Childhood Online offers free online overview modules covering key California Department of Education’s Early Learning publications and resources and other state-approved content. Each overview module is between 1 and 4 hours, and provides basic overviews of the foundations, frameworks, state child assessment system (Desired Results), Healthy and Active Preschoolers (Nutrition Services), California CSEFEL, Strengthening Families, and the 3R’s of Early Childhood. Registration is required.
Georgia’s Pre-K Professional Development Evaluation is a three-year, Race to the Top-funded study of the impact of specific professional development models on teacher-child interactions. The purpose of the study, conducted by scientists from the University of North Carolina’s Frank Porter Graham Child Development Institute and Child Trends, was to evaluate the impact of two professional development models, Making the Most of Classroom Interactions (MMCI) and MyTeachingPartner (MTP), on teacher-child interactions in Georgia’s Pre-K classrooms when tested under real-world conditions.
This 2013 report by Louise Stoney, compares wages and benefits across market-based child care, school-based Prek and Head Start programs in Louisiana. Wage data are reported from existing sources, coupled with information on employee benefits obtained via an email survey. A range of policy options to help narrow the wage gap are discussed. Appendix A includes a summary of ECE compensation issues in other states.
Thanks to the support of the W. Clement and V. Jessie Stone Foundation, the Center for the Study of Child Care Employment has developed the Early Childhood Higher Education Inventory, a tool designed to assist policymakers and other stakeholders develop a more nuanced understanding of the early childhood higher education programs currently available. CSCCE recently conducted the Inventory in three states, and we are excited to share reports on the State of Early Childhood Higher Education in New Hampshire, New Jersey and Rhode Island.
Keystone STARS Technical Assistance Research Brief
This new framework from the North Carolina Division of Child Development and Early Education is based on federal guidelines and encompasses early care and education and the school age care system. These competencies are focused on adult professional development and organized across five domains - the role of the Technical Assistance Practitioner and Professional Growth, technical assistance approaches and processes, and systems knowledge.
This document provides a description of the progress Pennsylvania has made in developing a professional development system framework for early learning and school-age practitioners.