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Foundations for Teaching Excellence


Foundations for Teaching Excellence

Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States
Series Editors: Carollee Howes Ph.D., Robert C. Pianta Ph.D.   Volume Editors: Carollee Howes Ph.D., Robert C. Pianta Ph.D.   Foreword Authors: Ivelisse Martinez-Beck Ph.D., Pamela J. Winton Ph.D.   Chapter Authors: Barbara Coccodrilli Carlson, Lori Connors-Tadros Ph.D., Jerlean E. Daniel Ph.D., Jill Haak, Tamara Halle Ph.D., Sandra L. Soliday Hong M.Ed., Youngok Jung M.Ed., M.A., Sarah LeMoine M.S., Alison Lutton M.Ed., Davida McDonald M.P.H., Tamar Mintz M.Ed., Kathryn Tout Ph.D., Cathy Tsao, Promjawan Udommana, Jennifer A. Vu Ph.D., Terri Walters, Debra Weinstein M.S.W., Tracey West Ph.D., Martha Zaslow Ph.D.

ISBN: 978-1-59857-122-6
Pages: 208
Copyright: 2011
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Size:  6.0 x 9.0
Stock Number:  71226
Format:  Paperback
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Improving teacher quality in early education is a major part of ensuring young children's school readiness and closing the achievement gap. This is the book decision-makers and administrators need to begin developing coordinated, effective teacher quality systems—ones that not only get teachers ready for the classroom, but also promote continuous learning of new skills and strategies.

Edited by renowned ECE experts Carollee Howes and Robert Pianta, this book is the first effort to integrate at a state level three critical components of teacher quality: Early Childhood Education Competencies, Professional Development, and Quality Rating Systems (see below). After an in-depth exploration of all three components and their role in high-quality education, readers will get detailed analyses of how six states are making progress toward integrating them. Through case studies on each state—Delaware, Kentucky, Maryland, New Mexico, Ohio, and Pennsylvania—readers will examine the diverse approaches these systems are taking to

  • determine early childhood education competencies and systematically link them with professional development and quality rating systems (QRS)
  • develop and manage the structure, content, and delivery of effective professional development
  • establish the staff qualifications required at each QRS level, encourage teachers to move beyond basic licensing requirements
  • organize and direct their funds
  • provide incentives and motivation for staff participation in professional development
  • create clear partnerships between state organizations to promote integration of systems
  • and more

A call-to-action volume on three of the hottest topics in ECE, Foundations for Teaching Excellence represents today's best thinking about teacher quality and accountability, straight from 20 expert researchers, program directors, and leaders in the ECE policy field. Decision-makers and administrators will consider this book an essential reference as they take the first steps toward statewide, integrated teacher quality systems—and ensure that every young child gets the best possible education.

Promote state-level integration of

  • Early Childhood Education Competencies (ECEC). Define the knowledge and skills teachers need to be successful.
  • Professional Development (PD). Help teachers acquire those critical skills and knowledge.
  • Quality Rating Systems (QRS). Implement accountability mechanisms that encourage higher levels of competence.
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Reviews

Review: Young Children, NAEYC
Early childhood decision makers will find this book to be an invaluable reference as they determine how to move the field forward in the next decade.
Review: Book News, February 2011
Reference and Research Book News, February 2011
Review: Midwest Book Review
"An important read for any educator who believes starting early is vital to educational success."
Review by: Anne Mitchell, Early Childhood Policy Research & Alliance for Early Childhood Finance
"A look into the complex world of early care and education in the US . . . presents a range of perspectives on current policy issues, including an excellent chapter on the historical roots of the present-day complexities of early care and education teaching policy and practice."

Series Preface
About the Editors
About the Contributors
Foreword Ivelisse Martinez-Beck
Preface

I: National-Level Concerns

  1. Early Childhood Professional Development Systems Definitions and Measurement Approaches
    Martha Zaslow, Tamara Halle, Kathryn Tout, & Debra Weinstein

  2. Integrating Quality Rating Systems and Professional Development Systems in Early Childhood
    Lori Connors-Tadros & Barbara Coccodrilli Carlson

  3. Integrating Professional Standards for the Early Childhood Workforce: Putting the Pieces Together
    Sarah LeMoine, Alison Lutton, Davida McDonald, & Jerlean Daniel

  4. Early Childhood Competencies: Sitting on the Shelf or Guiding Professional Development?
    Pamela J. Winton & Tracey West

II: Implementation at the State Level

  1. What Do State Quality Rating Systems Say About Early Childhood Education Competencies and Professional Development?
    Youngok Jung, Cathy Tsao, & Jennifer Vu

  2. Professional Development Systems for Early Childhood Educators within a State and Federal Policy Context
    Sandra L. Soliday Hong, Terri Walters, & Tamar Mintz

  3. Evaluating the Integration of Systems on Effective Teaching, Classroom Environments, and Children's Preacademic Learning
    Promjawan Udommana, Jill Haak, & Tamar Mintz

Appendix
Index