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Transforming the Workforce Report

Â鶹¹û¶³´«Ã½â€™s multimedia guidebook (which you are reading now) is adapted from this landmark volume published by National Academies Press. Developed through an 18-month consensus process of committee members* led by the Institute of Medicine and National Research Council (organizations that are now known as the National Academy of Medicine), this volume provides a comprehensive review of the science of childhood development and its implications on the education professionals that work with children B–8.

Full disclosure: one of the committee members was Lisa Guernsey, a co-author of this guidebook and Deputy Director of the Education Policy Program at Â鶹¹û¶³´«Ã½.

State Implementation Plans

To help facilitate implementation of the Transforming the Workforce recommendations at the state level, the National Academy of Medicine’s (NAM’s) Innovation to Incubation program launched the . Through this project, NAM convenes state stakeholder teams interested in developing independent implementation plans. To date, 10 state and regional teams have participated in the project: California, Colorado, Illinois, Indiana, Minnesota, Nebraska, New York, Virginia, Washington State, and a regional team representing Maryland, Northern Virginia, and Washington, DC. An additional cohort of state teams is expected.

Other Reports from the National Academies

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  This report on the integral role that parents play in the lives of young children was published by the National Academies Press in 2016.
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  In 2017, the National Academies Press released this consensus study assessing the current research, policy, and education landscape related to dual language learners.
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  In 2018, the National Academies Press will be releasing a report on how to fund early care and education for young children that is consistent with the vision laid out in Transforming the Workforce for Children Birth Through Age 8.

Â鶹¹û¶³´«Ã½ Resources

• A Tale of Two Pre-K Leaders: How State Policies for Center Directors and Principals Leading Pre-K Programs Differ, and Why They Shouldn’t
  This May 2017 report provides a scan of state policies on leader preparation requirements, licensure, professional learning, and compensation. It includes an online database that allows stakeholders to explore the varied policies relating to center directors and principals across states.
• Beyond Ratings: Re-envisioning State Teacher Evaluation Systems as Tools for Professional Growth
  This is an examination (March 2016) of teacher evaluation policies and their connection to professional development in 31 states.
• Connecting the Steps: State Strategies to Ease the Transition from Pre-K to Kindergarten
  This July 2017 brief offers several recommendations for states to help facilitate district and school actions to improve the transition between pre-K and kindergarten.
• Dual Language Learners National Work Group​
  This links to a research group in the Education Policy Program at Â鶹¹û¶³´«Ã½ that analyzes policies and programs that aim to support dual language learners.
• First Things First: Creating the Â鶹¹û¶³´«Ã½n Primary School
  Recording of a 2016 discussion on Â鶹¹û¶³´«Ã½ fellow Ruby Takanishi’s book on reimagining the organization of primary education.
• From Crawling to Walking: Ranking States on Birth–3rd Grade Policies that Support Strong Readers
  This November 2015 report ranks states on 65 indicators in seven policy areas that guide children’s literacy development from B–8.
• Getting in Sync: Revamping Licensure and Preparation for Teachers in Pre-K, Kindergarten, and the Early Grades
  With a pre-K through third-grade focus, this 2011 report analyzes the challenges of teacher licensure and preparation, offering suggestions for improvement.
• One Size Doesn’t Fit All: The Need for Specialized Teacher Licenses in the Early Grades
  This June 2017 brief takes a closer look at teacher licensing laws and practices for elementary age students in four states: Pennsylvania, Ohio, South Carolina, and Arkansas.
• Principal’s Corner: Perspectives on Teaching and Learning in PreK–3rd Grade
  Six briefs (August 2015) that take a closer look at principals’ perceptions of what should take place in pre-K and early grade classrooms, while offering recommendations for states and school districts in regard to building principals’ expertise in this area.
• STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood
  This 2017 report explains the challenges and opportunities in early STEM learning.
• Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades
  This 2011 paper examines the importance of classroom observation as a tool to identify, promote, and reward good teaching.
• Worthy Work, Still Unlivable Wages
  Recording of a 2014 discussion (2.5 hours) on key strategies to better support and reward those in the early care and education workforce, building from updated findings from the Center for the Study of Child Care Employment report, Worth Work, STILL Unlivable Wages: The Early Childhood Workforce 25 Years After the National Child Care Staffing Study.

Resources from Leading Organizations

• (Goffin Strategy Group)
  This resource identifies and provides an overview of early childhood education leadership development programs.
• (Center for the Study of Child Care Employment (CSCCE))
  This 2014 report examines the early care and education workforce and offers suggestions for promoting a skilled workforce for the 21st century.
• (CEELO))
  This 2016 report conducts case studies on three states examining experiences, quality, and continuity across the P–3 continuum.
• (National League of Cities)
  This project works with local leaders to transform the early childhood workforce by helping them strengthen support and develop initiatives in their communities.
• (CSCCE))
  This 2016 index offers state-by-state information on early childhood workforce conditions and policies.
• (U.S. Departments of Education and Health and Human Services)
  This 2016 brief provides a guide for developmentally appropriate technology use in early learning settings and homes.
• (Council of Chief State School Officers (CCSSO))
  This 2016 report outlines five steps that, coupled with high-quality K–12 education, will contribute to strengthening long-term student outcomes.
• (University of Washington College of Education)
  This 2013 document provides an evidence-based framework for the implementation of PreK–3rd grade programs.
• (Office of Head Start)
  This 2015 framework provides five developmental areas that are critical for a child’s academic and long-term success.
• (McCormick Center for Early Childhood Leadership)
  This report discusses the L.E.A.D. Early Childhood Clearinghouse, an interactive tool that provides information on the status of the early childhood leadership workforce; national and state professional standards for leaders; and programs that educate, support, and enhance the competency of individuals who lead programs serving children B–8.
• (National Association of Elementary School Principals (NAESP))
  This 2014 report outlines a strategic approach to assist principals in strengthening their early education programs.
• (Institute of Medicine and National Research Council)
  This 2012 report explores the early care and education workforce and opportunities to strengthen the profession.
• (National Association for the Education of Young Children (NAEYC))
  This initiative aims to unify career pathways in the early childhood profession.
• (Valora Washington, Brenda Gadson, and Kathryn L. Amel)
  This 2015 book offers a framework to assist educators in the early care and education profession.
• (Center for the Study of Child Care Employment)
  This 2014 report provides a review of data on wages and the quality of work environments for those who work with young children, 25 years after the release of the National Child Care Staffing Study.