Levels of education among early learning professionals in
Washington, and around the country, vary significantly. Research is clear that
children who attend high-quality early learning programs are more likely to be ready
for Kindergarten and perform successfully in school and beyond.
We know that the
quality of any early childhood education program depends significantly on the
qualifications of its teachers.
Several studies on teacher preparation indicate
the importance of a highly-skilled and trained workforce when it comes to
positive child outcomes:
· “The professional development of practitioners is universally recognized in Quality Rating and Improvement Systems (QRIS) as a key ingredient to improving the quality of early care and education. Research also shows that qualified and well-compensated care providers and teachers are the cornerstone of high-quality early childhood programs.”[1]
· “Well-educated teachers with specialized training in early childhood education have the knowledge and skills to positively impact child outcomes. Research shows that the most effective preschool teachers have a four-year degree with specialized training in teaching young children.”[2]
· “Preparation programs, training, mentoring and coaching, and in-service professional development are all critical direct mechanisms for developing and sustaining the knowledge and competencies of professionals.”[3]
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DEL staff and state partners at the National Academy of
Medicine state convening in early May. Washington State Department of Early Learning, Thrive Washington,
Office of Superintendent of Public Instruction, Child Care Aware, Head Start
Collaboration Office, Early Childhood Teacher Preparation Council and Higher
Education Partners.
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State and national momentum is increasing
to support policy change to address low wages, accessibility of professional
development and highlighting the connection between teacher preparation and
child outcomes. The Department of Early
Learning is working alongside state and national partners in state planning
efforts and national learning tables. A recent workforce survey went out to early
learning programs all around the state to learn more about experiences related
to educator hiring and retention. Stay
tuned for the results of that survey and more information about our state’s
work to support the early learning workforce.
Footnotes:[1] Building an Early Childhood Professional Development System (2010) NGA Center For Best Practice Issue Brief
Full Report [2] J. Coffman and M.E. Lopez, “Raising Preschool Teacher Qualifications,” Montclair and New York: The Schumann Fund for New Jersey and The Trust for Early Education, 2003).
Full Report[3] Institute of Medicine (IOM) and National Research Council (NRC). 2015. Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.
Full report