North America

This online magazine, from the Journal of the National Association of State Boards, shares the following articles: 

Looking Back, Looking Forward: Tracing the Arc of Early Childhood Policy

A 30-year-old NASBE task force on early education still holds water, even as the context and concerns of the field have shifted. Lori Connors-

Tadros and Madelyn Gardner

Transforming the Early Care and Education Workforce

It’s time to improve care for the youngest learners by improving preparation and support for those who teach them. Sara Vecchiotti

States Pave the Way for Smoother Transitions to Kindergarten

Four states back statewide initiatives to make sure children are ready for kindergarten. Aaron Loewenberg

Fully Funding Pre-K through K-12 Funding Formulas

While just 11 states have tried it, inclusion of state-funded pre-K in the school funding formula may well be the best option for extending access to

more children. W. Steven Barnett and Richard Kasmin

Serving Young Dual Language Learners in Illinois

Illinois puts the accent on interagency collaboration to achieve linguistically and culturally appropriate instruction. Luisiana Meléndez and Patricia Chamberlain

Leveraging Early Childhood Data for Better Decision Making

Most states now have the tools they need to make good decisions for early learners. Now they need to learn how to use them. Philip Sirinides and Missy Coffey

The Northern Lights Career Development Center is part of the Community College of Vermont. The Center is the hub of Vermont’s unified system of professional development for early childhood and afterschool professionals.
A primary goal of the professional development system is to maintain and enhance a comprehensive, quality, statewide professional development system that:

• Provides evidence-informed professional development opportunities for the workforce led by skilled instructors, mentors, or coaches;
• Aligns with program and professional standards, requirements, and regulations; and
• Recognizes accomplishments of professionals in the field.

The professional development system aims to be consistent, accessible, and responsive to the needs of early childhood and afterschool professionals from entry to advanced levels. Core knowledge and competencies provide the foundation of Vermont’s professional development system. They strengthen the system by creating common language and expectations for the professionals working with young children.

This book includes the knowledge and competencies and describes their development and uses.

2017 Home Visiting Yearbook is one of the first publications from the National Home Visiting Resource Center. It was developed with the recognition that, as many communities have implemented home visiting models aimed at improving outcomes for children and families, there has not been a comprehensive overview of how home visiting is across the country. This resource aims to inform readers as they make decisions in policy and practice. The following critical questions are addressed: 

Where do home visiting programs operate? 
How many families and children are being served by home visiting, and how many more could benefit? 
Who develops and administers home visiting? 
Who funds home visiting?

This first edition presents the most complete data available on home visiting in the United States.

6 Policies to Support the Early Childhood Workforce shares six policies that the federal government should include as part of significant federal financing reform for early care and education. The following policies will be implemented in partnership with communities: 

• Develop and maintain a comprehensive professional development system with stable funding and measures for quality assurance. 
• Develop or revise statewide career pathways that provide a road map for early childhood professionals to advance in their careers through increasing levels of education, experience, demonstrated competencies, and compensation. 
• Make progress toward compensation and benefit standards at parity with kindergarten teachers. 
• Promote data-driven policies and programs for the workforce with a statewide workforce registry.
• Bolster scholarship programs for early educators.
• Reward degree completion with wage supplements or tax credits.

These coordinated, integrated policies aim to promote a diverse early childhood workforce that is skilled, supported, and adequately compensated.

The relationship between teacher qualification and the quality of early childhood care and learning environment attempts to synthesize the empirical evidence on the relationship of teacher qualifications on the quality of early childhood learning environments. The study aims to answer one question:Is there a relationship between the level and type of education of the lead teacher, and the quality of the early childhood learning environment, as measured by the Early Childhood Environment Rating Scale, the Infant Toddler Environment Rating Scale and their revised versions?The authors review 48 studies with 82 independent samples from 1980 to 2014, examining the relationship between teacher qualification and the quality of ECEC environment. The results draw upon information from quantitative research data from a number of countries, showing that higher qualifications of teachers are significantly correlated with higher quality ECEC. 

Through Rethinking Credential Requirements in Early Education, New America takes a look into a recent policy change in the District of Columbia, which will require all lead teachers in licensed early childhood centers to hold an associate degree.Emphasizing the importance of ensuring young children have access to competent early educators, the report discusses several options for credentialing this workforce. Discussions of credentialing through a bachelor’s degree, as well as apprenticeship are included in the report.  

Proposed Revisions to the Definitions for the Early Childhood Workforce in the Standard Occupational Classification proposes changes to the titles, definitions, and placement for the detailed occupations involving the early childhood care and education workforce in the Standard Occupational Classification.

This paper does the following:

• summarizes the key principles and coding guidelines from the 2010 SOC that must be taken into account in proposing revisions to the SOC definitions for the ECCE workforce;
• presents the definitions for the current detailed occupational categories in the SOC pertaining to the ECCE workforce;
• summarizes the problems with the current categorization and definitions as identified by the NAS Committee, and further issues that the Workgroup has identified when considering how the current definitions align with the principles and coding guidelines for the SOC;
• proposes a revised set of categories and definitions, indicating how they address the problems with the current occupational categories and definitions while adhering to the current principles and coding guidelines for the SOC;
• indicates how the revised categories and definitions could be used in conjunction with data on employment by industry to identify key subgroups of the ECCE workforce that are of high priority to federal agencies and other public and private users of the data;
• discusses the important priority of time series continuity (noting the proposed addition of a new Classification Principle focusing on this priority in the May 22nd, 2014 Federal Register Notice), and the potential for conducting time series analyses if the new occupational categories and definitions are adopted;
• discusses the differing contributions of recurrent data collection on the ECCE workforce through the
• federal statistical system and such one-time or periodic efforts as the National Survey of Early Care and Education (NSECE); and finally,
• acknowledges key limitations that cannot be addressed through proposing changes to the SOC categories and definitions, because of the nature of federal data collection on occupations, as well as the need for parallel steps to be taken to review definitions for the workforce working with school-age children in out-of-school-time care.

Proposed Revisions to the Definitions for the Early Childhood Workforce in the Standard Occupational Classification was commissioned by the Administration for Children and Families, U.S. Department of Health and Human Services and submitted by the Workgroup on the Early Childhood Workforce and Professional Development.

2016 Alameda County Early Care and Education Workforce Study aims to inform policy, planning and advocacy efforts in California, specifically Alameda County. The study collected countrywide information about teaching staff employed by center-based ECE programs with the goal of identifying the demographic, education and employment characteristics of Alameda Country’s center-based workforce. The data is intended to inform policy makers and to serve as a resource for stakeholders interested in information on the state of the early childhood workforce to inform policymaking, planning and the investment of resources.

Teachers’ Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality presents the findings from the SEQUAL study focused on teaching staff. Supportive Environmental Quality Underlying Adult Learning (SEQUAL), developed by the Center for the Study of Child Care Employment (CSCCE), is used to document contextual information about workplace conditions that impact teacher practice and program quality and to build a vocabulary for the field around teachers’ needs for workplace support. The tool addresses five critical areas of teachers’ learning environments:

• Teaching supports;
• Learning opportunities;
• Policies and practices that support teaching staff’s initiative and teamwork;
• Adult well-being; and
• How supervisors and program leaders interact with staff to support their teaching practice.

In this study, assistant teachers, teachers, lead teachers and administrators employed at the 42 center-based early care and education programs reported assessments of their work environments for each of the five SEQUAL domains. This resource presents information for each of these domains, as well as recommendations for funders and policymakers.

You can find out more about SEQUAL on the CSCCE website here.

Child Protective Services Workforce Analysis and Recommendations looks at the growing issue of child abuse in Texas and the great challenge of retaining a high-quality workforce in the state’s Child Protective Services (CPS). This documents explores trends and past reforms in the state, before addressing the issue of workforce turnover. Several issues that contribute to turnover are addressed, as well as the stages of the system.