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Getting In Sync Revamping Licensing and Preparation for Teachers in Pre-K, Kindergarten, and the Early Grades.

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Presentation on theme: "Getting In Sync Revamping Licensing and Preparation for Teachers in Pre-K, Kindergarten, and the Early Grades."— Presentation transcript:

1 Getting In Sync Revamping Licensing and Preparation for Teachers in Pre-K, Kindergarten, and the Early Grades

2 Problems Not enough focus on developmental sciences Admission requirements with minimal expectations Limited opportunities for high-quality practical experiences More breadth than depth in coursework Out-of-date licensure structures and hiring practices

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4 Promising Practices Programs that offer multiple and frequent classroom experiences More up-to-date, non-redundant licensing systems, with clear distinctions between early childhood licenses and middle childhood licenses Developing policies to improve principals knowledge about early learning

5 Recommendations The Early Education Initiative at the New America Foundation has made 15 recommendations for preparation programs, states, school districts, and the federal government. Here are a few: Teacher preparation programs should raise the bar on admission requirements in general, ensuring that elevated requirements also apply to early childhood preparation. States should require approved early childhood prep programs to provide multiple experiences that are woven into courses and include interaction with individual students and groups.

6 States should separate licenses to avoid overlap in the early grades. School districts and states should eliminate personnel policies and practices that limit principals options in assigning specific teachers to classrooms. School districts should provide professional development for principals that includes training in early childhood education, highlighting family engagement and how young children learn content.

7 Story Ideas Ask education schools about the types of classroom experiences they provide to prospective teachers and how they select mentors and supervisors Ask principals and superintendents about the knowledge and skills they believe are most important for teachers in the early grades Ask principals about district and state policies/practices that hinder their hiring decisions

8 More Story Ideas Ask teachers about whether they feel well- prepared to teach young children; look for evidence that they understand the stages of child development Examine whether a states licensing structure ensures that the teachers in the early grades are prepared to teach those age groups

9 Contact Information Laura A. Bornfreund Policy Analyst, Early Education Initiative New America Foundation


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