Preschool directors wear many hats in the programs they work in—overseeing operations, licensing, and budgets, just to name a few such hats. One critical function of school directors is leading staff, which can include both supervisory functions and fostering professional growth. Often the management aspects of the job take precedence, but teachers need support in order to build on effective teaching practices.
First 5 California just released an evaluation report for their CARES Plus program. The results show that teachers who participated in MyTeachingPartner (MTP) Coaching significantly improved their Classroom Organization and--most important--their Instructional Support scores! To quote from the report:
I spent last week at the World Forum on Early Care and Education conference in San Juan, Puerto Rico. It was my first opportunity to connect with the international education community. The World Forum Foundation promotes the on-going exchange of ideas on the delivery of quality services for young children in diverse settings around the globe.
Recently I overheard someone say they were going to “do CLASS.” This caught my attention, mostly because it's not the first time I've heard this phrase—or the first time I found it confusing. Hearing it again made me realize that a conversation on “doing CLASS" might be useful.
Editor's Note: Over two years ago, Marcy Whitebook wrote this blog on the SEQUAL, a classroom and program assessment tool to provide teachers and administrators, the people who spend large parts of their lives caring and teaching young children, with data on the quality of their work environments. At Teachstone, we recognize school and classroom environments must be healthy, positive places where adults can thrive in order to unlock their own potential to provide the best teaching to children of all ages.
Today, we continue to be inspired by Dr. Whitebook and her colleagues who shine the spotlight on ECE work environments, and ECE compensation, in particular, a critical facet of work environments measured by the SEQUAL. Dr. Whitebook is a featured speaker in this recent story on the PBS Newshour about the issue.
We are thrilled to have Marcy Whitebook, PhD, guest blog for us today on the subject of adult learning environments.Marcy began her career as a teacher of young children in the 1970s. Over the last four decades, she has been engaged in research, public education, policy development, training, and advocacy efforts focused on the early care and education workforce. She now directs the Center for the Study of Child Care Employment (CSCCE) at the University of California, Berkeley.
I’ve just spent four days in Roanoke at this year’s VAECE annual conference. As it always does, this organization—so dear to my heart—put on a high quality experience for more than 1100 attendees. I’m honored to have been the past president of this organization and an active member for over 20 years. The passion for children and families and dedication I have witnessed has not dissipated one bit!
We are thrilled to have Marla Muntner guest blog for us today. Marla has spent most of her professional life supporting teaching and learning—inside and outside of the classroom. She’s worked for newspapers, nonprofits, public schools, and education companies. As the former Marketing and Communications Manager for Teachstone, she thrived on creative work through designing instructional programs, managing complex projects, leading creative teams, and designing engaging communications materials.
The morning after the President's 2013 State of the Union address, I sent an email to Teachstone staff with the subject line "Inspiring Words to Begin Your Day." As an early childhood advocate, I was elated to finally hear words so many of us in education had been waiting a lifetime to hear and couldn't wait to share them with my colleagues: