Faculty Perspectives and Recommendations for the Future. Share. Mirar esta p. Cramerton Christian Academy in Cramerton, North Carolina (NC) serves 374 students in grades Prekindergarten - 12. Find data, photos, and reviews about this school. GENERAL ASSEMBLY OF NORTH CAROLINA. AN ACT to make base budget appropriations for current operations of state. We challenged candidates to take a position in 15 words or less: What is your position on county-funded school resource officers in each of the county. Official Learn4Good Site: Performing Arts High School, Performing Arts School Florida, Art School, Dance Classes, Theater Arts Program, Music Classes in Broward. Morris. George Mason University. Abstract. Approximately 1,2. United States offer a degree in early childhood education, but recent research questions the strength of the relationship between teachers having a degree and benefits to child development and learning. However, there has been little empirical focus on the quality of degree programs. This exploratory study examined faculty perspectives on program priorities and factors that may facilitate or impede program quality- improvement efforts. Data were obtained from an online survey of early childhood education program administrators and faculty (N = 2. Faculty reported relying on national and state standards for guidance in designing and implementing their programs. Results indicated inadequate knowledge of current early childhood research and theory on the part of some faculty. Faculty- reported priorities to enhance program quality included strengthening student competencies (the highest priority being implementing curriculum effectively), building faculty capacity, and accreditation. When describing their program’s organizational climate, most faculty reported being in implementation or maintenance mode, building mode, and change mode. Those who described themselves as being in survival mode were more likely to report low philosophical and financial support from their institutions. To improve program quality, faculty cited the following needs: more faculty, more time, institutional recognition of their program’s value, financial support, professional development opportunities, and institutional understanding of the larger context of early childhood education. The panelists brought to bear their expertise in teacher education at the associate, baccalaureate, and graduate program levels as well as perspectives from state and national initiatives to improve the quality of early childhood professional preparation. Linda M. The quality of the higher education program—that is, how well it prepares new teachers by, for example, grounding them in knowledge of child development and academic subject areas and providing opportunities to practice new teaching skills—may be a more critical factor in a teacher’s ability to influence children’s development and learning in a positive way than having a degree per se. We do this not by directly assessing this relationship but by exploring the contexts for quality improvement in these programs as viewed through the eyes of faculty and other program leaders. We begin by discussing the significance of quality issues within higher education programs and why there is cause for concern about their quality. Although teacher education programs within the U. S. By itself, no teacher education program—however high its quality—can be entirely responsible for ensuring teachers’ continuing knowledge and skills or children’s healthy development and productive learning. Sustained, high- quality teaching requires continuous high- quality support through professional development opportunities, worthy compensation, and other factors. Much research suggests that new- teacher supports like public schools’ “induction year” initiatives or various coaching and mentoring models are necessary complements to teacher education programs (Burchinal, Hyson, & Zaslow, 2. Darling- Hammond, 1. Scherer, 1. 99. 9). NC Pre-K North Carolina Prekindergarten Program What is NC Pre-K? The NC Pre-K Program is designed to provide high-quality educational experiences to enhance school. Welcome to Voyager Sopris Learning. We are committed to partnering with school districts to meet and surpass their goals for student achievement. District Of Columbia Public Schools; Location; 1200 First Street, NE, Washington, DC 20002 Mid-Atlantic, Southeast United States: District information. General Assembly Of North Carolina Session 2015 House Bill 1030-Fourth Edition Page 3 1 AGRICULTURE AND NATURAL AND ECONOMIC RESOURCES 2. Many Kids 'R' Kids locations offer Pre-Kindergarten and full-day Kindergarten programs. Use our Location Search to find the program in your area. South Carolina General Assembly 121st Session, 2015-2016 Journal of the Senate. Additionally, the characteristics of the centers, schools, and other settings in which graduates work certainly contribute to differences in children’s developmental and educational gains (Vu, Jeon, & Howes, 2. Within this broader context, there are persuasive reasons to give special attention to the quality of higher education programs. Of these, roughly 4. Based on national average graduation rates, these programs are producing great numbers of early childhood educators—at least 3. Although limited by the measures available for the reanalysis, the results call into question previous correlational research that has tended to associate higher levels of teachers’ education with better teaching and better outcomes for children (e. Burchinal, Cryer, Clifford, & Howes, 2. NICHD Early Childhood Research Network, 2. Phillipsen, Burchinal, Howes, & Cryer, 1. However, neither these studies nor the more recent analyses have examined quality, and quality- improvement efforts, in teacher education programs. It is unlikely that a degree from a low- quality program would result in excellent or perhaps even adequate teaching and, therefore, in significant benefits for children. For this reason, a productive next step may be to examine the extent to which high quality may or may not be present in early childhood teacher education programs and what factors may facilitate and/or impede efforts by these programs to raise their quality. Defining Quality in Early Childhood Teacher Education Programs Although there is agreement that early childhood teacher professional development (both preservice and inservice) should be of high quality, the nature of that quality has not been consistently defined. Researchers have recently made efforts to articulate quality criteria for professional development that occurs in settings beyond the higher education system (e. Tout, Zaslow, & Berry, 2. Winton, Mc. Collum, & Catlett, 2. Zaslow & Martinez- Beck, 2. The accreditation system led by the National Council for the Accreditation of Teacher Education (NCATE) has been influential in shaping this trend (http: //www. Standards provide one approach to defining and assessing quality in early childhood teacher preparation. The National Association for the Education of Young Children (NAEYC) standards for early childhood professional preparation (Hyson, 2. Hyson & Biggar, 2. NAEYC, 2. 00. 1) are the only national standards for programs that prepare early childhood educators. As defined in the five NAEYC standards and detailed in their key elements, high- quality programs produce students who have knowledge, skills, and professional dispositions within each of five areas: Standard 1—knowing how young children develop and learn (e. Standard 2—building family and community relationships (e. Standard 3—using assessment responsibly (e. Standard 4—teaching to promote children’s learning (e. Standard 5—becoming a professional in the early childhood field (e. Consistent with discussions of “evidence- based practice” (Buysse & Wesley, 2. Standards- Based Recognition and Accreditation. Besides proposing these standards as a vision for high- quality professional preparation in all settings (Hyson, 2. NAEYC, 2. 00. 1), NAEYC uses the standards in reviewing higher education programs for national recognition and accreditation. In the case of baccalaureate and graduate degree programs, this is done under the auspices of the National Council for the Accreditation of Teacher Education (NCATE). NAEYC has also recently initiated a system to accredit associate degree programs using the same standards, but with reference to the specific contexts and expectations of community colleges and other associate degree institutions (http: //www. Reviewers focus primarily on programs’ evidence of their students’ competence, including students’ positive effects on young children’s learning. Peer reviewers—faculty and others with significant higher education experience—make recommendations regarding accreditation based primarily on student performance on multiple assessments selected by the institution, such as student teaching evaluations, action research papers, and child case studies. Program faculty compiling the report must show reviewers that the selected assessments, the scoring guides (e. NAEYC standards. Faculty also must show that their students are showing acceptable (as defined by the program) performance in each standards area and therefore have the knowledge, skills, and dispositions that NAEYC expects of beginning teachers. If reviewers conclude that students generally emerge from the program with acceptable performance across the five standard areas, they recommend national recognition/accreditation. A review of the NCATE/NAEYC archives from 2. Hyson, 2. 00. 7) showed that about 2. The review teams’ reports showed substantive weaknesses that were typical of many of these non- accredited programs. For example, reviewers often noted that (1) assignments and assessments did not align with and support the key teacher competencies represented in NAEYC standards; (2) programs assessed generic knowledge of teaching, rather than assessing a specific early childhood education knowledge base; (3) programs assessed knowledge but not skill; they did not assess, for example, whether students could actually implement good curriculum and teaching practices with children; (4) the student assignments and assessments lacked sufficient cognitive challenge; (5) assessments of students’ competence did not yield useful information about which students had achieved mastery and which students had not; (6) students’ field experiences were not adequate; there was a lack of quality in the field placements and supervision, few or no opportunities to work with children below kindergarten age, or few or no opportunities to work with families; and (7) faculty lacked specific early childhood expertise. Taken together, these observations do not paint a rosy picture of program quality. Quality, and Quality Improvement, in ECE Teacher Education Programs Whatever the current status of early childhood teacher education programs, the potential for improvement is always present, with the goal of building the capacity of all programs to produce effective teachers of young children. In this study, our primary focus was on the “insider” perspectives of those faculty and administrators who are responsible for maintaining and improving program quality. To begin to assess these perspectives, in the spring of 2. ECE program administrators and faculty in U.
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