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.
At our recent 2016 InterAct CLASS Summit, we asked a group of educators to share their biggest difficulties in implementing professional development within their organizations. Despite the group’s diverse backgrounds, they reported similar challenges:
Uneven teacher skill sets
Planning and logistics
We're excited to introduce the next post in our four-post series discussing strategies to help with these common challenges.
At this year’s InterAct Summit, Bridget Hamre delivered a powerful message during the opening keynote. We pulled out some of her key points into a two-part blog series, Interactions Are Our Core. Below is the second part of a two-part series on Interactions Are Our Core. You can find the first part here.
“Nearly half of all beginning teachers will leave their classrooms within five years, only to be replaced by another fresh-faced educator.”
Teacher turnover is a huge problem with costly effects. There are many reasons why retaining teachers is tough: low wages, lack of time and support to plan and individualize instruction, and a growing need for ongoing professional development (just to name a few). As the former director of a large university-based early child care center and a consultant to Head Start and Early Head Start programs throughout the Southeast United States, I had the opportunity to observe this revolving door of early childhood educators one too many times. I saw teachers enter their classrooms with the best of intentions and a high need for support.
When I was in middle school and high school, I frustrated teachers at every turn. I had plenty of ability but wasn’t motivated to put forth much effort and was the source of constant behavioral issues. I would trade stories with my friends, and it was clear that everyone knew I was as big a problem in the classroom. I always wondered, "Why do I never receive a referral when my friends often do?" I now realize the answer may have been in the mirror the whole time: my skin tone.