Building a Better Early Learning Workforce

InspiringExcellence

Ounce of Prevention Fund 33 West Monroe Street, Suite 2400

Chicago, Illinois 60603 312.922.3863

ounceofprevention.org

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We serve 3,300

children and families through

Early Head Start and Head Start

programs we fund and operate

in Chicago, as well as through

our network of home-visiting

and doula programs throughout

Illinois.

We educate more

than 3,000 program, community

and opinion leaders about

key issues in early childhood

development.

We teach 150

low-income infants, toddlers,

preschoolers and their families

at Educare, our birth-to-fi ve

school in Chicago that has

become a national model for

early childhood education.

Across the nation, we serve

more than 2,000 children and families at the

13 operational Educare schools in the Educare

Learning Network, a collaboration of the Ounce

of Prevention Fund and the Buffett Early

Childhood Fund.

We advocate for

sound public policies for young

children in Illinois through the

Kids Public Education and Policy

Project (Kids PEPP) and nationally

through the First Five Years Fund.

We partner with

advocacy organizations in 16 states

and Washington, DC, to build their

capacity to advance policy change

and increase public investments in

effective birth-to-fi ve programs.

We train nearly 3,000

community-based early childhood

professionals throughout Illinois.

We also provide technical

assistance and training

to more than 650 staff members

working in 10 states where the

Educare Learning Network has

operating schools.

We reach an estimated 11,500

children and families through a network of

early childhood providers who have been

trained by the Ounce.

The Ounce of Prevention Fund gives children in poverty the best

chance for success in school and in life by advocating for and providing the highest quality care and

education from birth to age fi ve. The Ounce reaches thousands of infants, toddlers and preschoolers

through our programs, training, evaluation and advocacy efforts each year.

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On any given weekday, throughout the country, approximately four

million poor babies, toddlers and preschoolers enter childcare outside their homes as their parents head to work or school trying to provide for their families.1,2 Starting at birth, all children need nurturing care and stimulating environments to grow into healthy, curious, self-confi dent and capable children—young students who can enter school ready to take on the challenges of learning.

Yet, during the most formative moments of their lives, far too many low-income children are entrusted to settings where the quality of care comes nowhere close to making them school ready.3 The result: too many children who start school already behind, become disheartened struggling to catch up and ultimately get caught in a vicious cycle of school failure that contributes to intergenerational poverty.

In Illinois and nationwide, the Ounce of Prevention Fund leads efforts to narrow the achievement gap by making high-quality birth-to-fi ve learning programs more widely available, particularly for children at highest risk for school failure. Quality early learning experiences are fostered by teachers specifi cally trained to teach infants, toddlers and preschoolers, assess children’s learning and incorporate evaluations to plan meaningful interactions for children. These teachers use research-tested practices to help

Setting Great Expectations Leading Eff orts to Narrowth e Achievement Gap

young children develop literacy and math skills and build the social-emotional skills—persistence, self-confi dence, the ability to manage emotions, patience and empathy—that are crucial for them to be able to learn.

And because parents are their child’s fi rst teachers, early childhood professionals must know how to support parents in becoming lifelong champions for their child’s education.

The Ounce leverages its expertise to help build capacity and improve practices in early childhood programs, to overcome

barriers to quality and to improve outcomes for children in poverty. Our workforce-development programs for center-based teachers and home visitors are informed by research, expertise from the fi eld and almost three decades of practice delivering effective programs for young children and families in disadvantaged communities. Our experience creating exemplary learning environments for the most vulnerable young children tells us quality is achievable and has a life-changing impact on children and families.

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The pages th at follow outline how th e Ounce is leading th e fi eld in eff orts to:

• develop a workforce of skilled teachers and oth er early learning

professionals who are passionate about helping young children learn;

• cultivate early education leaders who understand and support

research, evaluation and exceptional practice;

• align birth -to-fi ve and K-12 education systems and teaching

practices to create seamless learning experiences; and

• advocate for public policies th at make quality learning a foundational

and widely available part of every child’s early experiences.

Research has shown th at children in poverty are

more likely to experience delays in cognitive, language and emotional

development, which can adversely aff ect later success in school and in life.

The achievement gap—th e disparity in school-readiness skills between

low-income children and th eir more advantaged peers—manifests shortly

aft er birth and can be detected as early as nine month s of age.4 However,

research also shows th at quality matters: at-risk children who attend

high-quality early childhood programs perform better on measures of

both intellectual and social-emotional skills, and th e positive eff ects of

participation extend th roughout th eir lives.5

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Guess Who Cameto School Today

Three teachers are scattered around the fl oor, each within arm’s reach of the

infants playing in the classroom. In unison, they sing a favorite toddler tune. “Guess who came to school today, Rhian, Rhian. Guess who came to school today, Rhian came to school.” At the center of the action is one-year-old Rhian, who claps her chubby hands and bounces up and down. The teachers know that’s a signal for them to start another song. “The wheels on the bus go round and round, round and round, round and round…”

When the song ends, teacher Sharon Teamer remarks to her colleagues: “Did you see her face? Every time we’ve done that one she gets that ‘happy look.’ It must be her favorite.”

Later, fi ve-month-old Morgan is carried on a tour of the classroom by lead teacher Gloria Sterling, who describes everything she sees: pictures, books, toys and cribs. They peek into one crib where nine-week-old Joyelle naps. The teachers have conferred with Joyelle’s mother about how the baby’s day started and received her special instructions (“She doesn’t need to wear her hat today, the air conditioner isn’t on”), so mom leaves for her job at a fast-food eatery.

Soon it is mealtime. Assistant teacher Sherrell Carr hands baby Armani a spoon and turns to prepare her breakfast. “What happens after you get the spoon, Armani? You get something good to eat.”

The casual observer may not recognize it, but what is happening in this Educare of Chicago classroom represents a best-practice approach to preparing impoverished young children for school success. Most of the children at Educare have young parents, many of them without high school diplomas. It can be a challenge to keep enough food at home or fi nd a stable place to live. Violence often affects their communities. In addition to being loving caregivers, the three teachers in the class are highly educated experts trained in child development, early learning and addressing the specifi c needs of young children growing up in poverty.

“If you do not work in early childhood education, you may

Educare of Chicago lead teacher Gloria Sterling

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think that the teacher is just randomly doing something,” says Brenda Eiland-Williford, Director of Program and Curricula at Educare. “But behind the scenes, behind every interaction, there is planning going on, there are observations being written, there is attention being paid to what the children want and what they really need to know.”

There are three teachers and only eight babies in the class, so each child and family builds trust and a strong bond with a primary caregiver. Hugs and snuggles are plentiful. Words fi ll the room as the teachers maintain rich conversations with the babies to help build their vocabularies and encourage them to communicate. The teachers think carefully about appropriate activities, how to foster curiosity and how to help the babies master new developmental challenges. They establish routines so that the babies fi nd stability and predictability, even in the face of the chaos and stress that often comes with living in poverty. And by recognizing and responding to each child’s interests and needs,

Educare of Chicago assistant teacher Sherrell Carr

the teachers instill a sense of self-worth and self-confi dence critical to a lifetime love for learning.

Master teacher Julia Paloma, who supervises Sterling’s teaching team, knows well what results when babies have the opportunity to be cared for by teachers like Sterling, Carr and Teamer.

“It seems so simple, but when you see a sincere smile coming from the teacher to the child, and then that smile is refl ected back from the baby to the teacher, literally that’s when the light bulb turns on,” says Paloma. “That’s trust being built. That’s when you know that learning is happening.”

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The benefi ts of a highly effective early education teaching force are well

documented, but signifi cant barriers to workforce quality remain. In Illinois and nationally, the Ounce is a valued leader in the fi eld, working to raise standards and professionalize the workforce so that all children—beginning at birth—have highly educated teachers trained in all domains of child development and early learning standards.

The Ounce’s Illinois Birth to Three Institute (IBTI) conducts specialized training and technical assistance for nearly 3,000 early childhood professionals working in community agencies throughout the state. IBTI also provides more than 185 days of training to infant-toddler home visitors across the state each year.

When the Ounce’s Educare school opened on Chicago’s South Side in 2000, it was designed to serve 150 infants, toddlers, preschoolers and families with a program aimed at improving school readiness—a research-based intervention designed to break the intergenerational bonds of poverty. That program is now a model for the fi eld, providing a unique “laboratory” where best practices in early childhood education are developed, implemented, evaluated, refi ned and

Building a Professional Workforce

shared with educators and early childhood leaders throughout Illinois and the nation.

Since 2009, the Ounce has trained staff and provided on-site technical assistance at center-based sites in Illinois, including Chicago. This work supported childcare programs as they implemented critical quality

enhancements, including higher staff ratios, more intensive family engagement and improvements in teacher practices.

In 2011, the Ounce launched the Birth-to-Three Center-Based Training Institute (CBTI), adding to our work with the Illinois State Board of Education’s Prevention

Raising Quality to Benefi t Young Children

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Initiative. Intended as a unique approach to existing efforts to improve quality in childcare settings, the CBTI works intensively with program providers for a full year. Monthly trainings, meetings and individual sessions with coaches and mentors help build teachers’ professional skills.

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In Chicago’s Pilsen community, several toddlers gather around the fi sh tank

in a classroom at El Hogar del Niño, eagerly pointing to the colorful fi sh. “That’s the sucker fi sh that eats the green algae,” teacher Alexandra Harrold says, naming each fi sh in turn.

Harrold encourages the children to identify colors, count the fi sh and describe what they see in the tank—all part of a fun, developmentally appropriate activity that promotes vocabulary, math and science skills. She knows how to facilitate learning through play in young children because of El Hogar’s participation in the Ounce of Prevention Fund’s Birth-to-Three Center-Based Training Institute (CBTI).

Launched in January 2011, the initiative works to improve education outcomes for infants and toddlers in poverty by enhancing the quality of teaching and care in the classroom. Through the CBTI, professional coaches lead monthly trainings, classroom observations and mentoring sessions for teachers and staff at four pilot programs like El Hogar to improve teaching practices in the Chicago area.

Sandy Young is the CBTI coach for El Hogar. “Sandy sees us interacting with the children when we are so busy with their

Shift ing th e Standard:Raising th e Bar forBirth -to-Five Educators

play,” Harrold says. “She’s the other eyes we have to see what we’re doing right and what needs to improve.”

Harrold fi rst began working with toddlers at El Hogar seven years ago. Without a background in early childhood development, she found the work challenging.

Harrold committed herself to improving her knowledge of child development by pursuing a bachelor’s degree in early childhood education at Kendall College, and she says working with Young helped sharpen her teaching skills.

She learned to observe each

El Hogar del Niño teacher Alexandra Harrold

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child, refl ect on his or her behaviors and develop strategies to teach to the child’s interests and abilities. This enhances her ability to lead the class and minimize behaviors that could be disruptive to learning. It also helps Harrold devote more energy to developing lesson plans for exercises like the fi sh-tank exploration.

The work of a high-quality toddler teacher is never fi nished. Children grow, requiring new

lesson plans; eventually they transition to other classrooms, and new toddlers enter Harrold’s class.

“It’s a brand new bunch of kids, and they are going to challenge me,” she says. “They are going to have so many ideas all at once. And each of them is unique.” But she will take what she’s learned from Young and the CBTI training with her as she inspires the same love of learning in each new class of students that will help them succeed in school and in life.

“It’s a brand new bunch of kids,

and th ey are going to challenge

me. They are going to have so

many ideas all at once. And each

of th em is unique.”

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Nationally, the Educare Learning Network focuses on building and supporting

an effective teaching force in Educare schools, and on developing leaders who can connect classroom practices to early childhood research and policy issues in ways that help transform the broader early childhood landscape.

Through the network, Educare leaders are exposed to state and federal policy leaders, national early childhood experts and cutting-edge professional-development approaches—resources unavailable to most programs operating independently.

In addition to providing teacher training and technical assistance, the Educare Learning Network sharpens workforce skills through peer communities of learning, support and mentoring to produce leaders who can articulate how research informs classroom practices. These leaders can demonstrate the connections between early childhood practice,

DevelopingNew Leaders

policy and systems work to engage new champions and supporters, and to reform public funding and policies to support quality educational environments. They become as comfortable nurturing classroom teachers and creating a culture of continuous improvement

as they are building relationships with philanthropists, policymakers, advocates and their colleagues in the K-12 arena. Such leadership development is unique in the fi eld and is critical to inspiring more passion for public investments in early learning.

Leveraging Knowledgeto Advance th e Field

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Special attention

is devoted to

developing leaders

with th e ability

to transform

th e broader

early childhood

landscape.

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Carol Howard always knew what her career path would be. When she and

other children gathered in her neighborhood in Schenectady, New York, the game she wanted to play was school. “And I always wanted to be the teacher,” she recalls.

Howard achieved that dream and more, fi rst teaching toddlers in Boston, then developing training materials for Early Head Start and Head Start, and later becoming the fi rst program director for Educare of Milwaukee. Howard is now the Executive Director of Educare of Washington, DC, and her responsibilities include teaching members of Congress, their staffs and other policymakers what it takes to produce the quality early learning environments—and the professional early educators—that hold the potential for narrowing the achievement gap.

Howard credits the Educare Learning Network for helping cultivate her professional and leadership experience beyond the classroom, where she is able to use her understanding of the connections between practice, research and policy to advance the entire early childhood fi eld.

“The experience has been invaluable,” she says. “With the Educare program, we are really pioneers and trailblazers in the fi eld. And that can only happen because the other members of the network are your thought partners. They are there with you as this work is unfolding.”

The Educare Learning Network, which in 2011 encompassed 13 operational schools across the country, has established communities of learning that connect program leaders, classroom

Head of th e Class

teachers and family-support workers. They share experiences, work together to solve problems and gather at annual meetings to learn from the experts in the fi eld.

“To sit in a room and hear from a renowned expert like Dr. T. Berry Brazelton about how to support parent-child relationships—that is just an amazing opportunity that comes

Carol Howard, Executive Director of Educare of Washington, DC

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from the power of the Educare network,” Howard says. “These are connections I never could have made personally, and they are phenomenal experiences. They enhance our work and make us more effective.”

In her new role in Washington, Howard has changed her focus from day-to-day programming to “thinking about how to position the DC program to move the policy agenda along, and I know I can do this with the Educare network behind me.”

“To sit in a room and hear from a renowned expert like Dr. T. Berry

Brazelton about how to support parent-child relationships—th at is just an

amazing opportunity th at comes from th e power of th e Educare network.”

Students help break ground at Educare of Washington, DC

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For more than 30 years, the Ounce has led collaborations to redefi ne public education to

begin at birth so that all children’s imaginations and abilities are sparked by quality programs—and effectively facilitated by strong teachers—along a birth-to-college continuum. As a leader in program and policy forums, including Illinois’s P-20 Council and the state’s Early Learning Council, the Ounce works to align teaching and learning standards, assessments and professional development, and to address system-level changes to achieve that vision.

Since 2009, the Ounce’s Educare of Chicago has partnered with

Getting It Right from the Start The Foundations for K-12 Success

schools in the University of Chicago’s Urban Education Institute to co-create best-practice models for birth-to-college education. Those emerging models integrate teaching philosophies and goals, align early learning and K-12 instructional practices and training, and create specifi c, meaningful supports that help at-risk children transition successfully from early childhood to elementary school.

Through professional learning communities developed within the partnership, teachers, family-support staff and leadership from the Ounce share experiences from Educare to inform new K-12 strategies for engaging low-income

parents in valuable, sustainable ways. Staff from the Urban Education Institute provide Educare teachers with direct insight into what young students are expected to know and do in elementary school classrooms, and offer support in how early childhood educators can use student-performance data to enhance their birth-to-fi ve classroom practices. The Ounce and the Urban Education Institute are documenting all aspects of our work so that others can learn from, add to and replicate what we are accomplishing to refi ne effective, long-term teaching and other supports that enhance children’s learning.

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early learning programs use

th e same criteria as elementary

schools to determine children’s

readiness for school,

Only 50% of

and nearly60% reportedengaging in no activities

outside of th eir center to

support children’s transitions to

kindergarten.6

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inter Fields wants to know. The fi ve-year-old is an eager learner, a

quality nurtured by his teachers at Educare of Chicago and his very involved mother, Marquia.

Winter’s curiosity and preschool preparation have enabled him to take on new challenges in kindergarten at the University of Chicago’s Donoghue Elementary School, the beginning steps along a birth-to-college pipeline forged by the Ounce of Prevention Fund and the University of Chicago Urban Education Institute.

On a recent morning, Winter is exploring word sounds at the classroom computer center. Clicking on colorful alphabet blocks, he sounds out words that pop up, along with illustrations. “M-o-o-n, mo-tor-cy-cle, m-a-a-sk,” Winter whispers. He enjoys choosing his own books to read (pirates are a favorite theme) and solving the puzzle of new words. “I always like to sound out words on my own,” he says, nodding toward the computer. “I’m about to go to ‘N’ now.”

Winter arrived at Donoghue ready for the rigorous curriculum. He came with a repertoire of sight words, and he is able to count to 20, create patterns and order numbers backward and forward. He quickly emerged as a classroom leader who helps other children and works well in teams.

“Academically and socially, Winter is right where we want him to be,” says Asha Bonaparte, Winter’s kindergarten teacher. “Whatever you give him, he takes it in, soaks it up and doesn’t

Curious, Preparedand Ready to Learn

forget it. In guided reading, he remembers his strategies from last year, and, when I add a new one, he uses both strategies. I see Winter’s ‘Wow, I can do that!’ moments, and it’s exciting. With his skills and work ethic, he’s going to fl ourish. He has everything he needs.”

Winter’s path to Donoghue began before he was born. His mother learned about Educare because her twin niece and nephew were enrolled there, and as their caregiver, she became a frequent classroom volunteer. Marquia Fields contrasted the enriched and welcoming environment with the “coat check” day care her older daughter, Autumn, attended, a place where parents were expected to pass their children through a plexiglass window and leave.

“Once you see the Educare way,

it’s a different day,” Fields says. “It made me decide that I want to be the type of parent who helps in the classroom, who reads with my baby every night. I didn’t read with Autumn, I didn’t work on sight words. I thought, ‘That’s the school’s job.’ When you know more, you do more.”

Winter was six months old when he began in an Early Head Start class. Lead teacher Alyia Dixon recalls Winter as talkative, independent and sure of what he wanted from an early age. She invited him to explore by asking, “What do you think?”

When Winter moved to Sherol Lamb’s three-to-fi ve-year-old Head Start class, she encouraged the self-driven student to follow his interests. If she didn’t have the right materials, she searched other

Winter Fields at Educare, age two

W

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and how she can continue the lessons at home. She has bonded with other parents in a peer group for mothers, attended “literacy nights” and set goals for herself and her family. She has joined Educare parent committees and its Policy Council and serves on the Ounce of Prevention Fund Board of Directors.

No one pushed Fields to attend college, but it’s a different story

classrooms or went out to buy the extras that Winter needed. “There were so many things Winter wanted to know!” Lamb says. “He was interested in money, so we bought play money for him to keep. When he wanted to know about time, I gave him a learning clock to take home and practice.”

Fields has been an active partner, asking Winter’s teachers what he is working on in school

for Autumn, now 13; for Winter; and for Fields’s youngest daughter, Summer, 3, also at Educare. A four-year college degree is not just a hope, it’s an expectation for all three children.

Watching Winter work in his Donoghue classroom, Fields refl ects proudly: “There are new words everywhere, and so many things to learn. I’m happy because Educare prepared him for that.”

Marquia (left ) and Winter Fields, age fi ve, with his kindergarten teacher, Asha Bonaparte, at Donoghue Elementary School

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In 2011, the US Department of Education and the Department of Health and Human Services

announced a historic, $500 million funding stream “to encourage states to develop bold and comprehensive plans for raising the quality of early learning programs across America.” This unprecedented federal grant competition, the Race to the Top–Early Learning Challenge, stemmed from years of strategic and relentless advocacy efforts by the early learning community, including the Ounce of Prevention Fund and its federal affi liate, the First Five Years Fund.

While the Early Learning Challenge represents the most muscular effort to date to transform the early learning landscape and improve outcomes for children in poverty, the Ounce and the First Five Years Fund have mobilized local, state and federal efforts for over a decade to increase and sustain public investments and raise standards to produce effective early childhood education teachers and better early learning environments.

In Illinois, the Ounce helped initiate new laws that make it easier to apply credits earned at two-year institutions in early childhood coursework toward four-year degrees, an advancement that encourages ongoing professional development. Advocacy efforts have also fueled dedicated scholarship funding streams for practitioners working in early care and education to earn degrees, certifi cates and professional credentials.

Advocacyand Action

The Ounce helped develop the Illinois Early Learning Council’s recommendations to ensure a well-qualifi ed early childhood workforce, including requiring all birth-to-

three teachers working in center-based, state-funded programs to hold a bachelor’s degree in early childhood education and an infant/toddler credential by 2015. Other

Moving Public Policies

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The new $500 million Race to th e Top–Early Learning Challenge off ers

states th e opportunity to make strategic advances in early education reform by planning early

learning systems th at meet th e needs of our youngest and most vulnerable children. The Early

Learning Challenge includes mandates for professional development and oth er eff orts to improve

program and systems quality.

efforts have addressed the need to better prepare early childhood teachers to work with culturally and linguistically diverse children and families, and children with disabilities. Illinois is the only state to require that all state-funded preschool classrooms meet the same federal standards for bilingual teachers as K-12 settings.

Ounce advocates worked with higher education institutions to ensure that coursework for early childhood professionals refl ects the

latest in research-based techniques and insights. And, working with the Illinois State Board of Education, we helped establish preparatory coursework for new principals in the K-12 public school systems that includes a grounding in how birth-to-fi ve teaching and learning contribute to K-12 success.

Our success in Illinois informs partnerships with colleagues in other states to advance their early childhood visions by championing public policies that build the

systems and public investments needed to support training and professional development for the workforce.

Illinois State Representative Art Turner Jr. (D-Chicago) with early learning advocates

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Citations

1. Laughlin, L. (2010). “Who’s Minding

The Kids? Child Care Arrangements:

Spring 2005/Summer 2006.” US

Census Bureau.

2. DeNavas-Wait, C., Proctor, B. D., and

Smith , J. C. (2010). “Income, Poverty,

and Health Insurance Coverage in

th e United States: 2009.” US Census

Bureau.

3. ”The NICHD Study of Early Child

Care and Youth Development

(SECCYD): Findings for Children

up to Age 4 1/2 Years (05-4318).”

(2006). Eunice Kennedy Shriver

National Institute of Child Health and

Human Development, NIH, DHHS.

Washington, DC: US Government

Printing Offi ce.

4. Halle, T., Forry, N., Hair, E., Perper, K.,

Wandner, L., Wessel, J., and Vick, J.

(2009). “Disparities in Early Learning

and Development: Lessons from th e

Early Childhood Longitudinal Study–

Birth Cohort (ECLS-B).” Washington,

DC: Child Trends.

5. Grunewald, R., and Rolnick,

A. (December 2003). “Early

Childhood Development: Economic

Development with a High Public

Return.” The Region, Vol. 17, No. 4,

Supplement.

6. Hood, L., Hunt, E., and Okezie-

Phillips, E. (2009). “Building a

Seamless Learning Continuum: The

Role of Leadership in Bridging th e

Gaps Between Early Childhood

and K-12 Education Systems.”

Leadership to Integrate th e Learning

Continuum. Normal, IL.

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Building a Better Early Learning Workforce

InspiringExcellence

Ounce of Prevention Fund 33 West Monroe Street, Suite 2400

Chicago, Illinois 60603 312.922.3863

ounceofprevention.org

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