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What Do We Know about Principal Preparation, Licensure Requirements, and Professional Development for School Leaders? CEELO Policy Report
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Brown, Kirsty Clarke; Squires, Jim; Connors-Tadros, Lori; Horowitz, Michelle – Center on Enhancing Early Learning Outcomes, 2014
The Center on Enhancing Early Learning Outcomes (CEELO) reviewed data on 21 states' principal licensure requirements, conducted structured interviews with experts on principal preparation and professional development in 7 states, and spoke with staff at the National Association of Elementary School Principals and the National Institute for School…
Descriptors: Administrator Education, Principals, Certification, Structured Interviews
Case Studies of the Early Implementation of Kindergarten Entry Assessments
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Golan, Shari; Woodbridge, Michelle; Davies-Mercier, Betsy; Pistorino, Carol – Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Results in Brief: Case Studies of the Early Implementation of Kindergarten Entry Assessments
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Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Quality Improvements in the Early Care and Education Workforce: Outcomes and Impact of the T.E.A.C.H. Early Childhood[R] Project
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Miller, Joyce Ann; Bogatova, Tania – Evaluation and Program Planning, 2009
To date there has not been a systematic, longitudinal research to assess the efficacy of public investments in the professional development of early childhood educators that are funded through the T.E.A.C.H. Early Childhood[R] Project. This study of the T.E.A.C.H. Early Childhood[R] Project Pennsylvania provides a longitudinal analysis of the data…
Descriptors: Early Childhood Education, Professional Development, Longitudinal Studies, Inservice Teacher Education
Building Professional Development Partnerships for Inclusion. FPG Snapshot. Number 57. February 2009
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FPG Child Development Institute, 2009
While inclusion is a legal mandate, most early childhood teacher preparation programs are not doing an adequate job of preparing students to teach and care for young children with disabilities. Even if changes were made today to teacher preparation programs, states would still have to play catch-up with the existing early childhood workforce. This…
Descriptors: Inclusion, Teacher Education, Disabilities, Early Childhood Education
Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States
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Howes, Carollee, Ed.; Pianta, Robert C., Ed. – Brookes Publishing Company, 2011
Improving teacher quality in early education is a major part of ensuring young children's school readiness and closing the achievement gap. This is the book decision-makers and administrators need to begin developing coordinated, effective teacher quality systems--ones that not only get teachers ready for the classroom, but also promote continuous…
Descriptors: School Readiness, Teacher Effectiveness, Early Childhood Education, Incentives