1 / 90

On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems

On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems. Build Conference on Quality Rating/Improvement Systems Minneapolis, MN June 4, 2008 Sharon L. Kagan, Ed.D. Teachers College, Columbia University. Presentation Overview. Part I: Defining Systems

aliza
Télécharger la présentation

On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. On Buckets, Banks, and Hearts:Aligning Early Childhood Standards and Systems Build Conference on Quality Rating/Improvement Systems Minneapolis, MN June 4, 2008 Sharon L. Kagan, Ed.D. Teachers College, Columbia University

  2. Presentation Overview Part I: Defining Systems Part II: Defining Standards Part III: The Heart of the Matter Part IV: Role of Standards in Advancing an Early Learning and Development System Part V: Examples Part VI: Next Steps

  3. Part I:Defining SystemsA. The GardenB. The Line ChartsC. The Venn Diagram

  4. Defining Systems • There is a great deal of talk in our field regarding the development of a system. • But we are not always clear regarding a system of what: • Early Care and Education? • Early Childhood Education? • Services for Young Children?

  5. Defining Systems System Type A: The Garden or the System of Early Care and Education

  6. Defining Systems • One conceptualization, advanced in the late 1990s by the Quality 2000 Initiative, built on the work of 350 experts in the field. • It focused on early care and education. • It was graphically represented as a garden.

  7. The Early Care and Education System Programs FPCC PK HS CC FS/FL Infrastructure

  8. The Early Care and Education System Programs HQ FPCC HQ PK HQ FS/FL HQ HS HQ CC Infrastructure Source: Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system. New Haven, CT: Yale University Bush Center in Child Development and Social Policy.

  9. Gears: Need to work in all areas to move the infrastructure Personnel & Professional Development Improving Quality and Regulation Financing Informed Families, Informed Public Standards, Assessment, and Accountability Governance ECE/K-12 Linkages

  10. The Early and Education System • It advanced two major propositions, each framed as a formula: System = Programs + Infrastructure and 8-1 = 0

  11. Defining Systems • In building upon this approach, some wanted it to embrace more than young children and the services they received before attending formal school. • These folks said, true to our developmental focus, that we needed to advance a system that focused on children birth through 8. • And we needed to include a broader array of services. • This became known at the Early Childhood Education System.

  12. Defining Systems System Type B: The Line Charts or the System of Early Childhood Education

  13. K-3 Education • Education in • the Early Grades • Early Care and Education • Quality Settings • ECE Professional and Workforce • Development • Informed Families, Informed Public • Accountability/Results Orientation • Adequate ECE Financing The Early Childhood System Comprehensive Services VIII. Health, Mental Health, Oral Health Governance VI. Governance and Coordination BIRTH AGE 5 AGE 8

  14. The Early Childhood System Approach Took Root in the Policy Matters Project • Policy Matters developed 100 key policies in eight domains that, when implemented, would characterize an early childhood system for: • Children birth to age 8 • Both public and private providers • Home-, center-, school-, and community-based programs

  15. Phase I Taking Stock Phase II Political Context Phase III Setting Priorities Assessing the Early Childhood System • Policy Matters takes place in three phases: • I. Taking Stock—the policy audit • II. Political Context—survey analyses • III. Setting Priorities—goal setting

  16. Assessing the Early Childhood System • In the first phase, the policy audit, states assessed their system in eight policy domains: • Quality ECE Settings • Professional and Workforce Development • Informed Families, Informed Public • Accountability and Results Orientation • Financing • Governance • Education in the Early Grades • Health, Oral Health, Mental Health

  17. The Early Childhood System Policy Matters has taken place in Florida, Ohio, Mississippi, North Carolina, Colorado, Utah, and West Virginia.

  18. Phase I Taking Stock Domain I: Quality ECE Settings

  19. Phase I Taking Stock Domain II: Professional and Workforce Development

  20. Phase I Taking Stock Domain III: Informed Families & Informed Public

  21. Phase I Taking Stock Domain IV: Accountability & Results Orientation

  22. Phase I Taking Stock Domain V: Adequate ECE Financing

  23. Phase I Taking Stock Domain VI: Governance and Coordination

  24. Phase I Taking Stock Domain VII: Education in the Early Grades

  25. Phase I Taking Stock Domain VIII: Health, Oral Health, Mental Health

  26. Defining Systems • While the Policy Matters projects was going on, others felt that even this was not a broad enough definition of a system. • They developed another meaning that addressed all service domains for young children.

  27. Defining Systems System Type C: The Venn Diagrams or the System of Services for Young Children

  28. System of Services for Young Children • State Early Childhood Policy Technical Assistance Network • Has written a good deal about planning and governance • Has described an early learning and development system • Supported by many groups • Alliance for Early Childhood Finance, The Build Initiative, The Children’s Project, Center for Law and Social Policy, Council of Chief State School Officers, National Center for Children in Poverty, National Child Care Information Center, National Conference of State Legislatures, National Governors Association Center for Best Practices, Smart Start National Technical Assistance Center, State Early Childhood Policy Technical Assistance Network, Zero to Three

  29. System of Services for Young Children

  30. System of Services for Young Children

  31. System of Services for Young Children

  32. System of Services for Young Children

  33. System of Services for Young Children

  34. System of Services for Young Children

  35. System of Services for Young Children

  36. System of Services for Young Children

  37. System of Services for Young Children

  38. Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention

  39. Governance Standards for Children, Practitioners, and Programs Capacity-Building and Professional Development Planning, Monitoring, R&D Engagement and Outreach Quality Improvement and Accountability Financial Supports Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention

  40. System of Services for Young Children

  41. Defining Systems • So, we have several different definitions of system. • None is better or worse than the other. • They are different. • We need to be clear about which we are advancing, taking into consideration: • Feasibility • Strategy • Timeliness • State Variation

  42. Part II:Defining Standards

  43. Defining Standards • At the same time that some folks were working on developing a system, others were focusing on thinking about standards. • Standards are defined as statements that are used as a basis of comparison in measuring quality, value, or quantity.

  44. What Are Standards? Common Standards… the weight a child should achieve at birth to be considered healthy

  45. What Are Standards? The skills one demonstrates to be certified as a (teacher, doctor)

  46. Lend precision to vague constructs Help to clarify what we want to achieve Provide an opportunity to build consensus Establish a base for measurement Can produce more equitable outcomes But… there are many different kinds of standards Why Are Standards Important?

  47. Buckets of Standards I. II. III. Early Learning & Development Family Competencies Teacher Standards Standards IV. V. VI. Program/School StandardsAccess to Services Systemic Effectiveness

  48. Defines what children should know and be able to do. I. Early Learning & Development Standards Example: Four-year-old children will be able to state name, where they live, parents’ names, and siblings’ names. Note: These are usually manifest in children’s behavior or discourse.

  49. Defines what families should know and do to advance their young children’s health, development, and education. II. Family Competencies Example: A family member should read or tell stories to their children at least three times a week. Note: These are usually manifest in adult’s behaviors or discourse.

  50. III. Defines what teachers should know and do to advance their students’ learning. Teacher Standards Example: All teachers should know how to assess their students’ competence and report such findings to parents. Note: These are usually the basis for teacher preparation programs.

More Related