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Archive for the ‘Professional development & preparation’ Category

Presentation begins at the 10:40 time mark.

 

California has a brand new plan for early childhood education.

It has arrived in the nick of time, with sweeping changes that will benefit children and families, and with lessons for Massachusetts and other states.

“Few would argue that California’s child care system is in need of major reform,” public radio station KQED reports. “Today, a whopping 77% of children statewide lack access to a licensed child care program, and many of those who teach and care for the state’s youngest are making marginally above minimum wage.

“The system is currently ‘at a crisis level,’ according to Michael Olenick, head of the Los Angeles-based Child Care Resource Center. Yet he’s hopeful that things will improve. Olenick just finished participating in a state Assembly blue-ribbon commission, which released a report on Monday suggesting major improvements to the state’s early childhood education system.”

This report, from the Assembly Blue Ribbon Commission on Early Childhood Education, draws on two years of hearings, meetings, and focus groups. (more…)

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Source: Massachusetts Department of Early Education and Care

 

“The Department of Early Education and Care (EEC) is excited to announce the launch of Massachusetts StrongStart, an integrated system for supporting early educators and programs in providing high quality early education and care for young children.”

“Massachusetts StrongStart resources will include:

• Professional Development Centers that will provide training, technical assistance, career advising and coaching.

• Early Childhood Support Organizations that will provide targeted training and coaching to programs on higher quality standards.

• An Online Professional Development System that offers training, an educator registry, and a credentialing process.

“StrongStart will also support educator core knowledge and competencies, and program improvement through an interim Quality Rating and Improvement System (QRIS) and the next generation of QRIS: StrongStart to Program Quality.”

“As EEC rolls out Massachusetts StrongStart, we ask for your assistance in spreading the word. Please share this email with your programs, partners and peers, and encourage them to subscribe to EEC’s mailing list for future updates.”

The Department of Early Education and Care, April 25, 2019

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“ ‘I noticed the kids who did not understand English were just sitting off to the side, but the moment the assistant would come and speak their language, they blossomed, their eyes opened up,’ Ponce said.

“Ponce, now a coach for other Head Start teachers, is one of hundreds of preschool teachers and supervisors across California who are getting training this year on how to support children whose families speak a language other than English at home. These students account for 60 percent of children under 5 years old in the state and are often referred to as ‘dual-language learners’ because they are learning two languages as they grow — their home language and English.”

“ ‘These are very exciting times,’ said Patricia Lozano, executive director of Early Edge California, a nonprofit organization that advocates for young children and is helping the California Department of Education implement the grant. ‘We’ve come so far in recognizing the benefits of speaking more than one language. All kids benefit from learning two languages. Hopefully California will be a leader in implementing this everywhere.’ ”

 

“New training for California preschool teachers to help bilingual children prepare for kindergarten,” by Zaidee Stavely, EdSource, March 19, 2019

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Mayor Martin Walsh greets kids on the playground after the Universal Pre-K announcement at ABCD Head Start Walnut Grove. (Mayor’s Office Photo by John Wilcox)

 

Yesterday, at the ABCD Head Start Walnut Grove program in Boston’s Dorchester neighborhood, Mayor Marty Walsh announced that the City of Boston is investing $15 million to expand access to free, high-quality pre-K.

“ ‘This is a game-changer for the young people of our city,’ Walsh said Tuesday, surrounded by school administrators and representatives from community groups set to partner with the city to fully implement pre-K programming,” the Boston Globe reports.

The funding will support the “Quality Pre-K Fund,” which will guarantee equitable access “for all 4-year-olds living in Boston within five years,” a press release explains.

The Quality Pre-K Fund will “support the creation of 750 high-quality seats in the nationally recognized pre-K programs in Boston Public Schools (BPS) and in community-based organizations, such as ABCD Head Start, Boys & Girls Clubs, YMCA, and many others,” the press release says, adding, “When Mayor Walsh took office, the gap of high-quality pre-K classroom seats stood at 1,500, and over the last six years this number has been cut in half.” (more…)

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Interns are an important part of our community here at Strategies for Children. They bring fresh eyes and new ideas, and they enable us to extend our reach in the work we do with communities and legislators.

Currently, we have four interns whom we’re happy to introduce: Vivian Terkel-Gat, Annapurna Ayyappan, Marisa Fear, and Casey Peeks. Here’s a little more about each of them.

 

Vivian Terkel-Gat

Vivian Terkel-Gat

I am currently a student in the Graduate Program of Gender, Policy, and Leadership at the University of Massachusetts Boston. I received a master’s degree in Educational Counseling for Early Education from Tel-Aviv University. In Israel, I worked for the Ministry of Education for 15 years as an educational counselor.

As a graduate intern with Strategies for Children, I research local governance models in different states. This research helps inform Strategies’ local Community Readiness initiative as well as its state-level advocacy and policy agenda for high-quality early education.

During my Strategies internship, I have learned about Massachusetts’ complex early education system. I have also learned about how advocacy works on the local and state level: how organizations form coalitions and work together to achieve mutual goals. Amy and Titus welcomed my participation in community meetings and at various events that Strategies has hosted. They also answered my many questions about early education and helped me choose a topic for a policy brief that I wrote. My internship has been an insightful experience. (more…)

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In “other industries across many states, apprenticeships are a well-established and effective way to train workers with ongoing mentorship, on-the-job experiences, and corresponding coursework. The success of this model has encouraged places like Philadelphia to utilize Registered Apprenticeships to train early childhood educators.

“Not only are Registered Apprenticeships about providing indispensable on-the-ground experience for prospective early educators, but they are paid. With many early educators earning near-poverty level wages, the earning while learning element of the Registered Apprenticeship model is crucial. Apprenticeships can also serve as a route to earning a college degree and a pathway for career advancement, further breaking barriers that current and future early educators potentially face.”

“Earning While Learning with Early Educator Apprenticeship Programs,” by Cara Sklar and Julie Brosnan, New America, February 21, 2019

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“As most any couple will tell you, you’re never actually fighting about the dishes. You’re fighting about what doing the dishes says about how you’re valued and respected. In Congress, likewise, and in our early childhood education (ECE) community, we’re often not fighting about the thing we appear to be fighting about. Instead we are grappling with questions about motives and compromises. We’re wrestling with questions about whose voices get to lead, get sidelined, and get dismissed. And we’re confronting questions of control, fear, privilege, power, and trust. Let’s call this the ‘work beneath the work.’

“As a new Congress struggles to find a way forward, and ECE attempts to detangle its ‘thorny knot,’ policymakers, advocates, and influencers are engaging with (or avoiding) that deeper work. But as early childhood advocates who must engage, it is imperative that we assume responsibility for the systems and sequences we design, especially those of us (and I count myself among them) who have, in some way and because of some unearned attributes, benefitted from one or many of these systems.”

“The Work Beneath the Work: What We’re Fighting About When We’re Fighting About Our Profession,” by Lauren Hogan, New America, February 19, 2019

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