Amy started out her career in early childhood education as a teacher after completing her undergraduate degree from Brown University. She went on to get her JD at Northeastern University School of Law and an MS in Leadership and Policy in Early Care and Education from Wheelock College. Amy worked as a National Head Start Fellow for the federal Administration for Children and Families (ACF), after which she consulted with early childhood education agencies on a range of topics. She served as adjunct faculty at both Wheelock College and Eastern Connecticut State University and co-authored a chapter with Joan Lombardi on Head Start’s legislative history in The Head Start Debates. Throughout Amy’s career, she has been an active member of affiliates of the National Association for the Education of Young Children (NAEYC). She was first introduced to the CLASS tool as an MTP Coach with the National Center for Research on Early Childhood Education (NCRECE)’s Professional Development Study. Since joining Teachstone in 2010, Amy has served as an MTP Specialist and MTP Coaching Program Manager. An avid runner and mother of three, when she’s not coaching teachers, Amy can be found coaching kids on the soccer field. Or eating chocolate.
Favorite Teacher: Mr. Denny-Brown, 3rd Grade
Last Friday, the federal Office of Planning, Research, and Evaluation (OPRE) published an evaluation of the Office of Head Start’s (OHS) Designation Renewal System (DRS). Given the complex nature of the study, from the recruitment of the sample to the numerous quality measures, we thought it would be helpful to put the findings in context and begin to address the important questions raised in this report. We also are pleased to provide this snapshot summary of the research on the CLASS® involving thousands of classrooms and tens of thousands of students across the age levels, from infant care through secondary education. In collaboration with practitioners, researchers, and policymakers across the field, we are learning and building on our commitment to ensuring outstanding early childhood education for every child in every classroom.
There are many systems and tools available for programs to in their assessment and quality improvement. Some measure similar things and some measure very different things. Depending on your program goals, you may feel that one assessment tool is all you need, while others may feel that they need to use several tools.
This is why we are thrilled to be part of a true collaboration: a jointly produced document providing an overview of the alignment between the domains of the pre-K CLASS measure and the NAEYC Accreditation for Programs Serving Young Children (NAEYC Accreditation) standards and criteria.
Whether it’s an infant cooing in response to a teacher’s gentle voice in an Early Head Start classroom or a second grader delighting in their teacher’s positive feedback in an elementary school classroom down the street, interactions matter in every education setting across the country.
Following up on my blog post from a month ago, I’m pleased to share our final comments submitted to the Office of Head Start. We applaud the work of the Office of Head Start (OHS) in proposing new program performance standards stemming from a review of the current, applicable research on early childhood education and child and family development, and we appreciated the opportunity to submit comments.
For me, this is a dream assignment: review the proposed new Head Start Performance Standards! I love diving into regulations and analyzing how they may be interpreted and applied in real-world settings, and, equally, I love advocating for young children and their families, teachers, and caregivers.
Last week at the National Head Start (NHSA) Annual Conference in Washington, DC, we were honored to recognize the winners of the 2015 NHSA-Teachstone Scholarship Awards. These NHSA members embody the spirit of our work at Teachstone, where we recognize the parallel process centered on supporting teachers in their most critical role in the classroom: educating and nurturing the youngest members of the next generation.
“Of course!” That was the reaction of many in the field of early childhood when the Head Start Reauthorization of 2007 (Improving Head Start for School Readiness Act) highlighted a critical component of high quality early childhood education by requiring the federal Office of Head Start (OHS) to include a reliable and valid way of observing and measuring teacher-child interactions in its program monitoring. Early childhood educators know, first-hand, how the individual, minute interactions between a teacher and child can serve as the foundation for strong relationships that have the power to change the lives of children at-risk of a host of lifelong challenges caused by poverty.
The rapid pace of human development in the first three years of life requires teachers and caregivers to be nimble. Whether a family member or teacher, you must be on your toes to effectively support a baby’s development, constantly gauging the child’s needs and changing your approach to meet those needs. With all this change occurring, how do we ensure that consistent, high quality care is provided during this critical time period, in which brain development profoundly impacts success later in life? Thankfully, we now have a plethora of brain science to understand the implications of the quality of experiences, like this excellent report from the Institute for Child Success.
As I reflected on yesterday's momentous day for early childhood education in the US, several key quotes and ideas stuck in my mind from the many eloquent speakers I heard. They happen to fit nicely into an acrostic poem (INTERACTIONS):