The Center on Enhancing Early Learning Outcomes reviewed data on 21 states' principal licensure requirements, conducted structured interviews with experts on principal preparation and professional development in seven states, and spoke with staff at the National Association of Elementary School Principals and the National Institute for School Leadership. Their research reveals an array of administrator licensure titles assigned to grade-level authority across states, some permitting principals or adminstrators the flexibility to oversee programs ranging from early childhood through high school. Early childhood content is not a required element of principal preparation or professional development for principals in most state, according to the findings. Very few states have any formal requirement for early childhood content in licensure for principals responsible for early education programs. Some states have developed policies and programs that acknowledge a need for integrating early childhood content but very few have progressed beyond initial stages of providing training or outlining policies.
A source of scientific evidence for what works in education. Resources include intervention reports summarizing the most reliable research on a particular program, practice or policy; practice guides making recommendations for addressing challenges in classrooms and schools; and quick reviews of recent research.
This resource provides teachers with a process to carefully study how the standards are structured to support English language arts and content area learning and to arrange them into a yearlong plan that makes instructional sense for their students. The resource addresses two essential steps in the process of lesson planning from college and career ready standards: (1) gaining a deep understanding of the content in clusters of standards and the connections between and among the clusters and (2) creating a yearlong roadmap that arranges and orders the standards in preparation for instruction.
This resource provides the first step for merging mathematical content and practice standards in daily instruction. It helps teachers organize and arrange content standards into a meaningful yearlong sequence of learning, while taking a big-picture view of where particular practice standards fit especially well into this plan. The resource addresses two essential steps in the process of lesson planning from college and career ready standards: (1) gaining a deeper understanding of the mathematical content in clusters of standards and the connections between and among the clusters, and (2) creating a yearlong roadmap that arranges and orders the content standards in preparation for instructional planning.
This issue of Connect: Making Learning Personal, from the Center on Innovations in Learning, focuses on personal competencies. "A student's personal competencies--cognitive, metacognitive, motivational, and social/emotional--propel learning and other forms of goal attainment....They are enhanced by families and teachers and youth groups and other venues that intentionally build them. For schools, the challenge is how to reach each student to ensure that he or she continues constructing this underlying architecture of personal competencies so that school learning is facilitated."
Why Understanding the Costs of Preschool Quality is Important, a webinar for preschool development grantee states, presents and demonstrates the use of the Cost of Preschool Quality Tool (CPQ) by the Center on Enhancing Early Learning Outcomes, an Excel-based model that can be used at the state or district level to estimate the cost of expanding high quality preschool for 3 and 4 year olds.