Leadership & Professional Development

Leadership & Professional Development

Early Education Essentials: Illustrations of Strong Organizational Practices in Programs Poised for Improvement

A result of collaboration between the Ounce of Prevention Fund and the University of Chicago Consortium on School Research, the Early Education Essentials measurement system is now available nationwide for use in early childhood school- and community-based settings. This new research provides valuable qualitative descriptions of strong organizational environments and how they empowered leaders, teachers, and families to aspire to and realize higher-quality practices and better outcomes for young children.

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.

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.

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.

Strengthening the Early Childhood and School-Age Workforce

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.