Preparing School Leaders for Young Learners in the United States

Autor/in	Mongillo, Maria Boeke
Titel	Preparing School Leaders for Young Learners in the United States
Quelle	In: Global Education Review, 4 (2017) 3, S.37-55 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Leadership Training; Early Childhood Education; Educational Change; Standards; Best Practices; Developmentally Appropriate Practices; Institutional Mission; Educational Objectives; Ethics; Equal Education; Culturally Relevant Education; Curriculum Development; Inclusion; Play; Educational Environment; Caring; Faculty Development; Communities of Practice; Family School Relationship; School Community Relationship; Compliance (Legal); Educational Improvement + Suchen Sie Ihr Suchwort? Führungslehre; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Standard; Entwicklungsbezogene Bildung; Educational objective; Bildungsziel; Erziehungsziel; Ethik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Spiel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Community; Teaching improvement; Unterrichtsentwicklung
Abstract	In the United States there has been a recent movement to expand access to preschool for children aged 3 to 4 through "universal pre-k" in states that fund programs for all age-eligible students. This has caused an increasing number of preschool programs to be housed in public schools and led by principals who often have little or no experience or training in early childhood. At the same time, the Global Education Reform Movement (GERM) is taking hold and pressuring schools to utilize educational methods that are opposed to best practices in early childhood education. In response to current research about teaching and learning and challenges facing schools, the Professional Standards for Educational Leadership 2015 (PSEL 2015) were created to influence how leaders are prepared, hired, evaluated, and supported in their work. This article brings together these three current forces in public education in the US, and describes how they complement and conflict with each other. The underlying premise of this work is (a) to meet the PSEL 2015, leaders will need a greater understanding of early childhood education; (b) by understanding early childhood education, leaders will have an expanded framework from which to make decisions about how to address GERM; and (c) leaders need to find appropriate ways to respond to GERM in order to meet the PSEL 2015. Thus, developing a force of school leaders who understand and support best practices in ECE may ultimately improve learning outcomes for all students. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01