Creating and Supporting a Highly Qualified Workforce during Pre-K Expansion. Guide to Support Pre-K Expansion: Workforce

Autor/inn/en	Weisenfeld, G. G.; Connors-Tadros, Lori
Institution	National Institute for Early Education Research; Rutgers, The State University of New Jersey, Graduate School of Education
Titel	Creating and Supporting a Highly Qualified Workforce during Pre-K Expansion. Guide to Support Pre-K Expansion: Workforce
Quelle	(2020), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Educational Policy; Policy Formation; Labor Force Development; Preschool Teachers; Early Childhood Teachers; Educational Quality; State Policy; Alternative Teacher Certification; Faculty Development; Salary Wage Differentials; Teacher Salaries; Diversity (Faculty) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Arbeitskräftebestand; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Lehrerbesoldung; Lehrervergütung
Abstract	One of the goals of pre-K programs funded by states is to support the learning and development of young children. Research finds that only high-quality programs can achieve positive, long-term outcomes in areas such as student achievement, educational attainment, personal and social behavior (e.g., reductions in crime), and adult health and economic productivity. As states plan for expansion of public preschool programs, the working conditions, qualifications, and compensation of the current workforce need to be addressed as well as strengthened to recruit future pre-K teachers who are highly-qualified and prepared to meet each child's physical, cognitive, social, and emotional development in partnership with parents. The following are some of the policies and actions states, as well as school systems that operate preschool programs, can implement that will create, support and retain a high-quality early learning teaching staff: (1) Create a Unified and Informed Statewide Vision for developing an Early Childhood Education (ECE) workforce; (2) Establish Career Pathways that are Comprehensive, Aligned and Accessible; (3) Offer Continuous, On-going Professional Development; (4) Establish Salary Parity and Equity; and (5) Develop a Diverse Pre-K Workforce . (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: https://nieer.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01