Take heart! For too long, one of the least heartening perspectives on the federal government budget came from early childhood education advocates, who, year in and year out, felt left out of the political dialogue during budget talks. They were either ignored or, worse, the recipients of unwanted attention as federal spending on education was slashed or level-funded as costs increased. However, during a time when we see much division in our country, especially coming out of Washington, D.C., it actually is a bit –just a bit – encouraging to look at early childhood education programs which are garnering more and more bipartisan support.
The statistics around exclusionary discipline practices, like suspension or expulsion, are grim. Kids who get kicked out, especially repeatedly, are often already behind academically, become less engaged in school, and are monumentally more likely to drop out of high school. And while exclusionary discipline affects all students, it’s essential to keep in mind that children of color are suspended and expelled at rates disproportionate to their white peers.
Early childhood folks are a special breed. We know how great an impact our work can have (Perry Preschool Program! Abecedarian! Heckman!), and we’re proud of it. At the same time, we’re aware that when children leave our classrooms, we have no control over the rest of their educational experiences. The fadeout effect—when children’s gains from preschool diminish in elementary school—has shown up in several large studies, including the Head Start Impact Study and a randomized control trial in Tennessee.
On the morning of March 23rd, 2018, Congress approved an omnibus spending package that included a historic bipartisan provision to increase funding for the Child Care Development Block Grants (CCDBG) to $5.226 billion. This $2.37 billion increase from FY2017 levels nearly doubles CCDBG discretionary funding and represents the largest funding increase in the program’s history. Additionally, the omnibus bill also included provisions to allot $9.86 billion to Early Head Start & Head Start, and $250 million to the Preschool Development Grant program. Such increases in funding will enable states to implement critical quality improvements for child care programs to better serve the nation’s children.
It’s been a great year. You have just conducted some professional development trainings for the group of teachers you are coaching. You got the opportunity to visit their classrooms and see them in action, do formal and informal CLASS observations, and had countless coaching conversations. You see that it’s all beginning to click. You have the teachers’ buy-in, and the motivation is high.
Regardless of the various journeys we take or paths we find ourselves on when we discover CLASS, we all believe in the power of interactions to change children’s lives. While our focus is on classrooms (broadly defined), as educators and passionate education advocates we believe in the right of all children to experience nurturing interactions, both inside and outside any classroom walls.
While preparing for a recent presentation on "My CLASS Philosophy," I had many thoughts running through my head. There was no firm agenda that I was asked to follow, just to share my philosophy. Coming from a business background, I did what I have been trained to do—a SWOT Analysis. According to Wikipedia, a SWOT Analysis or SWOT matrix is:
A recently published issue brief by the Learning Policy Institute examines exactly what it would take to create cooperative early childhood education (ECE) policy change in California. The issue brief presents recommendations to California policymakers on how to improve early childhood education for all children. These recommendations are based on a previous report: Understanding California’s Early Care and Education System.
Greetings! One of my New Year’s resolutions is to blog more than last year. While I’m not the most prolific, when I do post, please know it comes from the heart. And, there’s nothing I’m more passionate about than Head Start and its mission to support young children and families through a program of comprehensive services that can move mountains for our most vulnerable young children.
Is this your program’s first year conducting CLASS observations? Do you have new teachers who have never been observed? Implementing any kind of change in an organization can be challenging, so it’s important to provide many opportunities to discuss the factors behind the change and allow your staff to engage in open-ended discussions.
Here are some conversation points to help your team feel at ease before CLASS observations begin.