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Institute Policy Brief

In our periodic Policy Briefs we present thoroughly researched arguments for policy changes in the field of early childhood care and education. The Policy Brief is just one of many Institute publications

Our Latest Policy Brief(s)

Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being
Mark Nagasawa, Ph.D. and Kate Tarrant, Ed.D.

This research brief is a follow-up to the snapshot report: Understanding the Impact of COVID-19 on New York's Early Childhood System which explored how New York's ECE field was faring during the early phases of the COVID-19 pandemic Understanding the Impact provided a descriptive snapshot that raised reflective questions about the field’s needs in the areas of: (1) emotional well-being, (2) programs’ reopening and economic assistance, (3) individuals’ economic support needs, and (4) issues around developmentally meaningful remote care and instruction. This survey, along with others conducted by the Day Care Council, Raising New York, and the National and New York State Associations for the Education of Young Children provide a comprehensive portrait of the challenges facing the early care and education system throughout New York State.


New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System
Kate Tarrant, Ed.D. and Mark Nagasawa, Ph.D

To understand the impact of COVID-19 on New York’s early childhood workforce, the New York Early Childhood Professional Development Institute and Bank Street College of Education partnered to administer a survey with members of the Aspire Registry. The survey strives to capture the perspectives of early childhood program leaders, teachers, and family child care providers about their experiences with the COVID-19 pandemic to inform policy and practice. In this report, we highlight descriptive data pertaining to our study participants, their current program status, remote instruction approaches, employment status, and personal well-being. We conclude with a discussion that contextualizes the findings and raises opportunity to inform ongoing discussion with stakeholders from across the field.


Coaching Brief

Coaching: An Essential Innovation in Early Childhood Education

Coaching – individualized professional development grounded in the daily practice of the early childhood classroom – is one of the most effective strategies to equip our workforce for success (Kraft, Blazar, & Hogan, 2018). In this brief, we discuss:

  1. why we should expand access to coaching,
  2. what makes coaching effective in a birth-to-five context, and
  3. what steps New York State has taken to create a coaching infrastructure.

Building the Pipeline for a Successful Early Childhood Workforce in New York

A New Policy Agenda: Recruitment

This policy brief from the New York Early Childhood Professional Development Institute identifies recommendations to improve recruitment and raise the caliber of early childhood candidates. These recommendations address the need to create a greater understanding of the value of early childhood education, make early childhood careers more viable and attractive, and encourage a culturally competent workforce.


A New Policy Agenda: Induction

This policy brief from the New York Early Childhood Professional Development Institute identifies recommendations to develop a comprehensive approach to induction that will enhance the early childhood workforce. These recommendations address early childhood educators’ need for guidance as they apply developmentally appropriate practice in action, continue their professional growth, and solidify their commitment to the field.


A New Policy Agenda: Teacher Preparation

This policy brief from the New York Early Childhood Professional Development Institute introduces a new approach to early childhood teacher preparation and shares recommendations for providing early childhood educators with the coursework, field experiences, and institutional supports to thrive when they enter the classroom.


A New Policy Agenda
An Overview of Our Workforce Building Policy Recommendations
Fall 2013

We must reinvigorate New York's early childhood workforce by starting right: with highly motivated, qualified, diverse, and prepared early childhood teachers. Institute is launching a three point policy agenda:

  1. activate recruitment efforts
  2. improve teacher preparation
  3. establish teacher induction programs

This issue gives an overview of these agenda items. Future issues of the policy brief will adress each in detail.


Raising the Bar of Quality in the Preparation of Early Childhood Educators:
Bridging the Gap Between What We Know and What We Do
Amy Dombro and Sherry Cleary

In the latest policy brief from the New York Early Childhood Professional Development Institute, Amy Dombro and Sherry Cleary identify the need for a coordinated approach to the development of early childhood professionals, and outline strategies for accomplishing this critical work.


Policy Brief Archive

Policy Brief Vol.II, No. 1
Improving the Quality of Early Childhood Education through System-Building
Vol. II, No. 1, Summer 2009


Policy Brief Vol.I, No. 4
An Early Childhood Workforce for the 21st Century: Professional Development is Key
Vol. I, No. 4, Winter 2008


Policy Brief Vol.I, No. 3
Are They Prepared? Raising the Bar for New York City’s Early Childhood Workforce
Vol. I, No. 3, Spring 2008


Second Policy Brief
Compensation and Retention: Challenges for New York City´s Early Childhood Workforce
Vol. I, No. 2, Winter 2007


First Policy Brief
NYC´s Early Childhood Workforce: The Foundation for Quality
Vol. I, No. I, Fall 2007


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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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