This mixed-methods study, conducted in partnership with the Council for Professional Recognition, will assess the feasibility of a national, competency-based lead teacher certification system for educators in all types of early childhood programs serving children from birth to eight years old. The study will focus on potential benefits, challenges, and equity concerns. RFA will conduct over 100 interviews and a national survey to garner the perspectives of stakeholders from across the field of early childhood education. Stakeholders include lead teachers, other early childhood educators, early childhood program leadership, parents/families, policymakers, program staff from institutions of higher education, leaders from accreditation organizations, and labor union leaders.
Boosting Children’s Language and Literacy Skills Through Blueprint: An Evaluation of Children’s Literacy Initiative’s Blueprint for Early Literacy 2017 – 2019
RFA’s three-year mixed methods evaluation of Children’s Literacy Initiative’s language and literacy supports found positive impacts despite higher-than-typical teacher turnover. In pre-K centers receiving CLI supports, teachers were more able to implement effective instructional practices…
A bibliography and suggestions for further reading, as well as the technical appendix to accompany Making It Work: Examining the Status of Non-Traditional Child Care in Pennsylvania.
As the number of jobs that require non-traditional work schedules (evenings, weekends, and overnight) increases, families’ need for child care during non-traditional hours has also grown. An estimated more than 150,000 Pennsylvania families with young…