October 8, 2014 Dear Directors, We hope your summer went well and you are enjoying the start of the fall season. We wanted to invite you to our annual fall director’s meeting. The date this year is on Tuesday, October 21st from 11:00 to 1:00 at the Health Department in the Denny room. This meeting's focus will be on clarifying some of the questions and concerns raised regarding the current EEC regulations and licensing process. We will also discuss the revival of the director’s support group and the workshops we are now able to provide your programs. There will also be presentations on hand washing and some of the viruses that have been in the news recently. As always, bagels and drinks will be served. Please RSVP Thank You, Joyce and Rita |
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1/7/2014
Dear Directors,
Due to the inclement cold weather The Public Schools of Brookline have determined that there will be no recess or outdoor activities for any children enrolled in the Brookline school system today. We would advise you to follow these guidelines, although the final decision is yours.
Take care and stay warm,
Joyce and Rita
Dear Directors,
Due to the inclement cold weather The Public Schools of Brookline have determined that there will be no recess or outdoor activities for any children enrolled in the Brookline school system today. We would advise you to follow these guidelines, although the final decision is yours.
Take care and stay warm,
Joyce and Rita
12/4/2013
Hello Everyone,
Just a reminder that all licensed programs are required to describe in writing their plan for staff supervision, 7.09(17)(b), which must include:
1) Observation of staff while working with children by staff with lead teacher or higher qualifications at least every two months.
2) Consultation with staff regarding individual children's needs and communication with families.
3) Documentation of all observations AND consultations.
During our vistis recently we have noticed that although programs are generally documenting supervision of staff, documentation of what took place during the consultation between the supervisor and the supervised staff person is not being consistently documented. This consultation piece is supposed to occur after the actual supervision and be between the two parties involved. Some programs have stated that they go over supervision in team meetings but this is not meeting the intent of this regulation. Supervision that really works and that staff can use as a resource is a personal, inclusive process that welcomes their input. Signing off on a document that includes their own words is one way to let staff know that their thoughts and opinions are a valued part of your program's supervision plan. Although this documentation is required, It can be really useful when working with staff on improving their teaching skills.
If you have any concerns or questions about this please call or email me or Rita.
Have a wonderful holiday season!
Joyce
Hello Everyone,
Just a reminder that all licensed programs are required to describe in writing their plan for staff supervision, 7.09(17)(b), which must include:
1) Observation of staff while working with children by staff with lead teacher or higher qualifications at least every two months.
2) Consultation with staff regarding individual children's needs and communication with families.
3) Documentation of all observations AND consultations.
During our vistis recently we have noticed that although programs are generally documenting supervision of staff, documentation of what took place during the consultation between the supervisor and the supervised staff person is not being consistently documented. This consultation piece is supposed to occur after the actual supervision and be between the two parties involved. Some programs have stated that they go over supervision in team meetings but this is not meeting the intent of this regulation. Supervision that really works and that staff can use as a resource is a personal, inclusive process that welcomes their input. Signing off on a document that includes their own words is one way to let staff know that their thoughts and opinions are a valued part of your program's supervision plan. Although this documentation is required, It can be really useful when working with staff on improving their teaching skills.
If you have any concerns or questions about this please call or email me or Rita.
Have a wonderful holiday season!
Joyce
Meet the new DEEC Commissioner
BOSTON – The Patrick Administration today announced the appointment of Thomas L. Weber as Commissioner of the Department of Early Education and Care. This appointment follows the recommendation of the Board of Early Education and Care, which unanimously voted earlier this week to endorse Mr. Weber as its candidate for the position. Mr. Weber has served as the Acting Commissioner of Early Education and Care since March of 2013, and he assumes the permanent Commissioner post immediately.
“Tom brings great perspective to this work and cares deeply about the well-being of the children in Massachusetts,” said Governor Deval Patrick. “I have been impressed by his leadership at EEC over the past few months and I have great confidence in his ability to serve as Commissioner. The children and families served by EEC are fortunate to have him as their advocate.”
“Tom has earned this appointment through his years of admirable public service to the children of the Commonwealth, as well as his thoughtful leadership of the department since taking the helm in March,” said Secretary of Education Matthew Malone. “We have no greater obligation in education than to ensure all children receive the very best education possible. Tom has demonstrated that he will do all he can to advance that notion and push us to go even further.”
“For the past six months as Acting Commissioner, Commissioner Weber has worked tirelessly to advance the mission of the agency. He has provided a clear vision while engaging constituencies and implementing a series of improvements that are making the Department and the system of early learning in Massachusetts even stronger,” said Board of Early Education Chair Jondavid Chesloff. “Commissioner Weber is a collaborative leader and dedicated public manager who will be extremely effective in serving children and families, helping to close the achievement gap, and moving the Department forward. I and the Board look forward to our continued collaboration in this endeavor.”
“Building a system of safe, accessible, high-quality early education and care is essential to the future success of Massachusetts and its citizens,” said Commissioner Weber. “As a lifelong resident of Massachusetts, I am honored to work with Governor Patrick, the Massachusetts Legislature, leaders in the fields of early education and care and school-age programming, and the tremendous professionals at the Department of Early Education and Care to expand opportunities for all children and families across the Commonwealth. Providing children and families with a strong foundation for success in school and in life will produce a stronger workforce, help shape great citizens, and increase prosperity for all.”
“I have been very impressed with Commissioner Weber’s performance since he became Acting Commissioner in March. As a result of his prior experiences, he not only has a strong grasp of the issues facing the department but also understands the importance of timely communication with all constituencies,” said Representative Alice Peisch, House Chair, Joint Committee on Education. “I have no doubt that he will address the issues of concern to the legislature as he has already taken a number of steps to do so. The children of the Commonwealth are fortunate to have Commissioner Weber at the helm of the Department of Early Education and Care. I look forward to continuing to work with the Commissioner.”
“I'd like to offer my sincere congratulations to Commissioner Weber, and I look forward to continuing to work with him in this role,” said Senator Sonia Chang-Díaz, Senate Chair, Joint Committee on Education. “From his time with Strategies for Children to his tenure thus far as Acting Commissioner, Commissioner Weber's commitment to children in the Commonwealth is longstanding and deeply-held.”
Prior to his leadership at the Department of Early Education and Care, Commissioner Weber served as Undersecretary for the Massachusetts Executive Office of Education, where he oversaw budget and finance, legal, legislative affairs, information technology, policy, communications, and general administration in furtherance of Governor Patrick’s education agenda. In this role, he was the Secretary of Education’s principal advisor for early education and care and designee to the Board of Early Education and Care. Additionally, Commissioner Weber was responsible for helping develop and implement strategies leading to the Achievement Gap Law of 2010 and the community college reforms of 2012.
Previously, Commissioner Weber worked as Legislative Director at Strategies for Children/The Early Education for All Campaign, Director of Community Partnerships at the Office of the Massachusetts Attorney General Thomas F. Reilly, Deputy Research Director at the Massachusetts Institute for a New Commonwealth (MassINC), Assistant Director of Government Affairs at the Greater Boston Chamber of Commerce, and Senior Issues Manager at the Office of United State Senator John F. Kerry.
Commissioner Weber is a graduate of the College of the Holy Cross and Suffolk University Law School. He is a native of Lynn, MA and currently lives in Reading, MA with his wife, Sarah, and their two children.
BROOKLINE EEC COUNCIL
Dear Early Childhood Council Friends!
Welcome Back to all of you that are just starting up a new school year, and Hello again to so many of you who enrich the lives of Brookline's children all through the summer!
This year we will continue to collectively meet to review and plan meaningful community outreach and programming for Brookline's young families.
I will continue in the role of Brookline CFCE (Coordinated Family and Community Engagement) Coordinator, and will keep you all informed about DEEC news, initiatives, trainings, funding, etc.
Please save the following dates for our Council meetings and mark your calendar now (site to be determined):
September 26
December 5
February 27
March 13
May 8
Why you want to be involved with CFCE and the Advisory Council:
We are planning a second Annual Read a Thon in the spring. Last year's event was a wonderful evening for families at the library and many of you and your families were there.
We keep each other informed and up to date about resources and events for the families in Brookline.
We share program information and continue to update a contact list for families seeking child care and/or services for their family at the CFCE/BEEP office.
You will know about upcoming state-offered no or low-cost training for teachers and parents.
We advocate for state sponsored trainings to be located in or near Brookline
We network; program directors usually find Council meetings an opportunity to touch base with each other; share a quick tip or a common concern.
We can steer the work of the Council, help shape initiatives for young children and have a line to the Department of Early Education and Care.
Every meeting is a chance to learn something new, whether it is an informal conversation or a planned information or training sessions scheduled immediately after a Council meeting.
We are open to your interests and concerns; if you have an idea for the Council's attention, there is always a forum.
I hope that you are all enjoying the lingering summer weather and look forward to seeing you on September 26.
One way to "grow" the Council is if you come. Come to as many meetings as you can fit into your busy schedule.
Bring another educator or interested parent with you. Anyone who cares about Brookline's young families is welcome!
An agenda and location for the September 26 meeting will be emailed soon.
Best,
Barbara Maged
[email protected]
Welcome Back to all of you that are just starting up a new school year, and Hello again to so many of you who enrich the lives of Brookline's children all through the summer!
This year we will continue to collectively meet to review and plan meaningful community outreach and programming for Brookline's young families.
I will continue in the role of Brookline CFCE (Coordinated Family and Community Engagement) Coordinator, and will keep you all informed about DEEC news, initiatives, trainings, funding, etc.
Please save the following dates for our Council meetings and mark your calendar now (site to be determined):
September 26
December 5
February 27
March 13
May 8
Why you want to be involved with CFCE and the Advisory Council:
We are planning a second Annual Read a Thon in the spring. Last year's event was a wonderful evening for families at the library and many of you and your families were there.
We keep each other informed and up to date about resources and events for the families in Brookline.
We share program information and continue to update a contact list for families seeking child care and/or services for their family at the CFCE/BEEP office.
You will know about upcoming state-offered no or low-cost training for teachers and parents.
We advocate for state sponsored trainings to be located in or near Brookline
We network; program directors usually find Council meetings an opportunity to touch base with each other; share a quick tip or a common concern.
We can steer the work of the Council, help shape initiatives for young children and have a line to the Department of Early Education and Care.
Every meeting is a chance to learn something new, whether it is an informal conversation or a planned information or training sessions scheduled immediately after a Council meeting.
We are open to your interests and concerns; if you have an idea for the Council's attention, there is always a forum.
I hope that you are all enjoying the lingering summer weather and look forward to seeing you on September 26.
One way to "grow" the Council is if you come. Come to as many meetings as you can fit into your busy schedule.
Bring another educator or interested parent with you. Anyone who cares about Brookline's young families is welcome!
An agenda and location for the September 26 meeting will be emailed soon.
Best,
Barbara Maged
[email protected]
Hi Directors
We hope everyone is enjoying their summer. The Big news is that the new fingerprinting law will NOT be implemented as of 9/1/13. This law will still be implemented however, a date has not been stated. We will let you know as soon as we are notified. At this time, hiring new staff will not be affected by the fingerprinting law. As a reminder, new staff cannot start work until the BRC's (Background Record Checks) have been returned and are onsite.
Please save the following date for our Fall Director's Meeting, Tuesday, October 22, 2013 11:00-1:00. If there are any issues with this date, please let us know. Also, if you have any specific ideas to be added to the agenda, please get in touch with us.
Have a good rest of the summer.
Joyce & Rita
DEEC Understanding Early Childhood Transitions
Dear Early Education and Care Partners in Massachusetts,
The Department of Early Education and Care, The Office of Head Start-Region 1, and the Head Start Collaboration Office are pleased to present the Memorandum of Understanding Concerning Early Childhood Transitions. A working group comprised of public and private sector representatives came together to align current mandates, regulations, best practice, and research on early childhood transitions. The resulting document reflects a cross-systems approach to strengthening local collaboration for developing regional and/or local agreements designed to enhance services for young children, with and without disabilities, and their families.
The Memorandum of Understanding (MOU) Concerning Early Childhood Transitions recognizes the roles and responsibilities of individual programs (Part B and C programs, Head Start, and Department of Early Education and Care licensed programs) to adhere to respective standards and/or regulations. The MOU does not supersede these standards or regulations, but works within them, emphasizing collaborative state and community-level activities to ensure smooth transitions for young children and families.
Representatives from the Departments of Elementary and Secondary Education, Early Education and Care, Public Health, the Office of Head Start, and other stakeholders are currently implementing strategies for broad dissemination of the document and developing plans for future technical assistance and support opportunities.
We encourage stakeholders to use this MOU as the foundation for building and strengthening partnerships to support young children and families. We believe that these cross-system partnerships will provide key collaborators with a common focus to support smooth transitions for children and families, helping us achieve a cradle to career education pipeline in Massachusetts that will prepare our youngest citizens for
lifelong success.
Please visit EEC’s Web Page to access the Memorandum of Understanding (MOU) Concerning Early Childhood Transition: http://www.mass.gov/edu/docs/eec/2013/a-memorandum-of-understanding-concerning-early-childhood-transitions-by-and-among-early-childhood-programs-and-agencies-in-massachusetts-pdf.pdf
Sincerely,
Tom Weber, Acting Commissioner, Department of Early Education and Care
Louise Eldridge, ACF/Office of Head Start Region 1 Program Manager
Jennifer Amaya-Thompson, Department of Early Education and Care /Head Start State
Collaboration Office Director
The Department of Early Education and Care, The Office of Head Start-Region 1, and the Head Start Collaboration Office are pleased to present the Memorandum of Understanding Concerning Early Childhood Transitions. A working group comprised of public and private sector representatives came together to align current mandates, regulations, best practice, and research on early childhood transitions. The resulting document reflects a cross-systems approach to strengthening local collaboration for developing regional and/or local agreements designed to enhance services for young children, with and without disabilities, and their families.
The Memorandum of Understanding (MOU) Concerning Early Childhood Transitions recognizes the roles and responsibilities of individual programs (Part B and C programs, Head Start, and Department of Early Education and Care licensed programs) to adhere to respective standards and/or regulations. The MOU does not supersede these standards or regulations, but works within them, emphasizing collaborative state and community-level activities to ensure smooth transitions for young children and families.
Representatives from the Departments of Elementary and Secondary Education, Early Education and Care, Public Health, the Office of Head Start, and other stakeholders are currently implementing strategies for broad dissemination of the document and developing plans for future technical assistance and support opportunities.
We encourage stakeholders to use this MOU as the foundation for building and strengthening partnerships to support young children and families. We believe that these cross-system partnerships will provide key collaborators with a common focus to support smooth transitions for children and families, helping us achieve a cradle to career education pipeline in Massachusetts that will prepare our youngest citizens for
lifelong success.
Please visit EEC’s Web Page to access the Memorandum of Understanding (MOU) Concerning Early Childhood Transition: http://www.mass.gov/edu/docs/eec/2013/a-memorandum-of-understanding-concerning-early-childhood-transitions-by-and-among-early-childhood-programs-and-agencies-in-massachusetts-pdf.pdf
Sincerely,
Tom Weber, Acting Commissioner, Department of Early Education and Care
Louise Eldridge, ACF/Office of Head Start Region 1 Program Manager
Jennifer Amaya-Thompson, Department of Early Education and Care /Head Start State
Collaboration Office Director
QRIS Assessment
Dear Early Education and Care Community:
EEC has begun an assessment of the Massachusetts Quality Rating and Improvement System (QRIS) to simplify procedures while maintaining our commitment to improve quality. In support of this assessment process, the Board of Early Education and Care voted on June 11, 2013 to rescind its prior vote and restore all of the original QRIS standards.
Be assured that Program Quality Specialists will apply the appropriate standards when reviewing individual QRIS applications. However, if you have any questions, below is the contact information for the Program Quality Specialist in your Region.*
Springfield
Christine Davidson
Program Quality Specialist
413-881-1539
[email protected]
Worcester
Joyce Fulmer
508-461-1446
[email protected]
Quincy
Cheryl McLellan
Program Quality Specialist
617-979-8601
[email protected]
Lawrence
Jamie Carragher
Program Quality Specialist
978-826-1302
[email protected]
Taunton
Anne Hemmer
Program Quality Specialist
508-967-3413
[email protected]
Boston
Gwen Alexander
Program Quality Specialist
617-988-7812
[email protected]
A comprehensive assessment may result in the revision of the current QRIS standards. To ensure that we undertake an inclusive approach, EEC will engage the field, stakeholders, its staff and the Board in this process. We will develop a plan this summer that provides for thoughtful review of all aspects of the MA QRIS, including: QRIS standards, data and research, measurement tools, policy development, communication, and resources that support educators and providers to succeed.
We appreciate your efforts to improve quality, the time you have committed to QRIS, and your continued patience, as we develop a consistent, comprehensive and thoughtful policy. We value the input and feedback from the Early Education and Care community, and look forward to continuing this dialogue with you.
Sincerely,
Carol Nolan, Director of Policy
Gwen Alexander, Program Quality Specialist/QRIS Lead
*Please visit the QRIS Web Page for resources on the QRIS Standards:
http://www.mass.gov/edu/birth-grade-12/early-education-and-care/qris/massachusetts-qris-standards.html
EEC has begun an assessment of the Massachusetts Quality Rating and Improvement System (QRIS) to simplify procedures while maintaining our commitment to improve quality. In support of this assessment process, the Board of Early Education and Care voted on June 11, 2013 to rescind its prior vote and restore all of the original QRIS standards.
Be assured that Program Quality Specialists will apply the appropriate standards when reviewing individual QRIS applications. However, if you have any questions, below is the contact information for the Program Quality Specialist in your Region.*
Springfield
Christine Davidson
Program Quality Specialist
413-881-1539
[email protected]
Worcester
Joyce Fulmer
508-461-1446
[email protected]
Quincy
Cheryl McLellan
Program Quality Specialist
617-979-8601
[email protected]
Lawrence
Jamie Carragher
Program Quality Specialist
978-826-1302
[email protected]
Taunton
Anne Hemmer
Program Quality Specialist
508-967-3413
[email protected]
Boston
Gwen Alexander
Program Quality Specialist
617-988-7812
[email protected]
A comprehensive assessment may result in the revision of the current QRIS standards. To ensure that we undertake an inclusive approach, EEC will engage the field, stakeholders, its staff and the Board in this process. We will develop a plan this summer that provides for thoughtful review of all aspects of the MA QRIS, including: QRIS standards, data and research, measurement tools, policy development, communication, and resources that support educators and providers to succeed.
We appreciate your efforts to improve quality, the time you have committed to QRIS, and your continued patience, as we develop a consistent, comprehensive and thoughtful policy. We value the input and feedback from the Early Education and Care community, and look forward to continuing this dialogue with you.
Sincerely,
Carol Nolan, Director of Policy
Gwen Alexander, Program Quality Specialist/QRIS Lead
*Please visit the QRIS Web Page for resources on the QRIS Standards:
http://www.mass.gov/edu/birth-grade-12/early-education-and-care/qris/massachusetts-qris-standards.html
Changes to QRIS
Dear Early Education and Care Community:
The Department of Early Education and Care (EEC) takes seriously, as you do, the implementation of the Quality Rating and Improvement System (QRIS). The past few years have seen the introduction of QRIS to the field, the investment of millions in funding support, and the serious pursuit of quality improvements. We now have the opportunity to review the progress of QRIS and to carefully consider its future direction, and we have begun to make changes that will simplify procedures, while also continuing to maintain our commitment to improving quality.
EEC, in response to feedback from the field, detailed discussions with staff, and consultation with EEC Board members, has decided to make the following immediate changes:
• EEC is reversing the directive, as stated in an email dated February 7, 2013 “Clarification Regarding Rate Rewards for Family Child Care Substitute Reimbursement,” that all Family Child Care (FCC) Providers must be at QRIS Level 2 by December 31, 2013.
• EEC is rescinding the requirement that the 739 contracted and voucher child care slots, which were opened in March 2013, be placed with QRIS Level 2 providers.
• EEC would like to clarify that 391 Grantees are expected to be participating in QRIS by June 30, 2013, however Level 2 participation is encouraged, not required.
These decisions are not made lightly, as we still deeply value and aspire to having providers work toward advancement on QRIS. However, while these requirements will certainly be a goal for the future, EEC will determine when requirements tied to funding are best introduced, with consideration of adequate supports such as training and funding.
In the coming months, we will be offering opportunities for the EEC community to participate in on-line surveys, roundtable discussions and small working groups. As we continue to examine many of our QRIS initiatives, we value and look forward to receiving your feedback. We appreciate your patience as we enter into this evaluative process, and we look forward to improving both our communication and collaboration with those who share our dedication to providing the best early education and care possible.
Sincerely,
Carol Nolan, EEC Director of Policy
Gwen Alexander, Program Quality Specialist/QRIS Lead
The Department of Early Education and Care (EEC) takes seriously, as you do, the implementation of the Quality Rating and Improvement System (QRIS). The past few years have seen the introduction of QRIS to the field, the investment of millions in funding support, and the serious pursuit of quality improvements. We now have the opportunity to review the progress of QRIS and to carefully consider its future direction, and we have begun to make changes that will simplify procedures, while also continuing to maintain our commitment to improving quality.
EEC, in response to feedback from the field, detailed discussions with staff, and consultation with EEC Board members, has decided to make the following immediate changes:
• EEC is reversing the directive, as stated in an email dated February 7, 2013 “Clarification Regarding Rate Rewards for Family Child Care Substitute Reimbursement,” that all Family Child Care (FCC) Providers must be at QRIS Level 2 by December 31, 2013.
• EEC is rescinding the requirement that the 739 contracted and voucher child care slots, which were opened in March 2013, be placed with QRIS Level 2 providers.
• EEC would like to clarify that 391 Grantees are expected to be participating in QRIS by June 30, 2013, however Level 2 participation is encouraged, not required.
These decisions are not made lightly, as we still deeply value and aspire to having providers work toward advancement on QRIS. However, while these requirements will certainly be a goal for the future, EEC will determine when requirements tied to funding are best introduced, with consideration of adequate supports such as training and funding.
In the coming months, we will be offering opportunities for the EEC community to participate in on-line surveys, roundtable discussions and small working groups. As we continue to examine many of our QRIS initiatives, we value and look forward to receiving your feedback. We appreciate your patience as we enter into this evaluative process, and we look forward to improving both our communication and collaboration with those who share our dedication to providing the best early education and care possible.
Sincerely,
Carol Nolan, EEC Director of Policy
Gwen Alexander, Program Quality Specialist/QRIS Lead
Welcome to RITA, Brookline Co-Licensor
Hi Everyone,
I want to let everyone know that we have hired a new licensor to replace Nancy Safran. Her name is Rita Rzezuski and she is fabulous! Rita has a lot of experience teaching/training in the field of early childhood. I think everyone will really enjoy working with her. Rita will be working on Tuesdays and will be a real asset to our early childhood community. She will be able to guide you and your programs through licensing and any other early childhood issues that come up and need guidance. Please feel free to call or email Rita or myself with any questions or concerns, as usual. We will be around either doing licensing visits or unannounced visits at which time you will meet Rita. Also, we will be having our Spring meeting in May, TBA, when you will have the opportunity to meet Rita if that hasn't already happened.
Take care,
Joyce and Rita
I want to let everyone know that we have hired a new licensor to replace Nancy Safran. Her name is Rita Rzezuski and she is fabulous! Rita has a lot of experience teaching/training in the field of early childhood. I think everyone will really enjoy working with her. Rita will be working on Tuesdays and will be a real asset to our early childhood community. She will be able to guide you and your programs through licensing and any other early childhood issues that come up and need guidance. Please feel free to call or email Rita or myself with any questions or concerns, as usual. We will be around either doing licensing visits or unannounced visits at which time you will meet Rita. Also, we will be having our Spring meeting in May, TBA, when you will have the opportunity to meet Rita if that hasn't already happened.
Take care,
Joyce and Rita
The importance of STEM in the
Early Childhood Classroom
Focusing a New Lens:
STEM Professional Development for Early Education and Care
Educators and Programs
“Science, Technology, Engineering and Mathematics are not just disciplines to be mastered but are instead reflections of the whole child’s development and evolving conversation with the world . . .. (Greg Nelson, President of MA Association of Early Childhood Teacher Educators).”
FOCUSING THE FIELD
The purpose of this groundbreaking grassroots report is to engage early childhood educators and policy makers in understanding the urgency and importance of early childhood educator professional development in STEM education (Science, Technology, Engineering, and Mathematics). This report focuses on the teaching of children birth to five years old and out of school time students.
STEM…Science…Technology…Engineering…Math.
These are not curriculum topics that early childhood educators traditionally call to mind when thinking about planning activities. However, the evidence supporting the importance of STEM education in early childhood is overwhelming. Children are engineers, problem solvers, and collaborators at heart- with boundless potential for leadership, creativity and innovation. Filling their days building and creating with blocks, wooden sticks and Legos, finger paints and clay, they naturally seek solutions to challenges, discuss multiple options and, when necessary, start over! Essential to supporting, extending and deepening children’s STEM learning is the presence of well-prepared educators. Thus, this report urges educators to view their role through a “new lens,” one that focuses on STEM education and professional development.
ADJUSTING THE FOCUS: EDUCATOR PREPARATION
“We need to answer some big questions: What do teachers need to know and be able to do? How can we effectively build a workforce that has this capacity?” (Ingrid Chalufour in Learning to Teach Science: Strategies that support Teacher Practice) After reviewing relevant literature and working with STEM experts, the Fellows agree with
the Wheelock College Aspire Institute’s Strategic Report (2010) that many early childhood
educators are not well-prepared in content knowledge and related instructional skills,
including adequate preparation in the four STEM disciplines. Reflecting on their own
experience, the Fellows note, “As twenty of these professionals sat in the room to learn about
STEM, the fear was a reality. As a population, many of us are uncomfortable with the subjects.”
Thus, they question: Is it possible for early childhood educators to teach effectively when they
are unsure of the subject matter? And, without the professionals who enjoying teaching STEM
to young children, is it likely that they will inspire their students in STEM learning?
Historically, early childhood educator preparation has emphasized reading and writing
literacy, so much so that STEM preparation has often been ignored. This focus is no
longer sufficient. To prepare students to engage with the “flat” world of the 21st century,
the STEM Fellows argue for relevant curriculum with high expectations for all students
and, thus, for their teachers.
Thus, they question: Is it possible for early childhood educators to teach effectively when they are unsure of the subject matter? And, without the professionals who teach young children enjoying STEM, is it likely that they will inspire their students in STEM learning? Historically, early childhood educator preparation has emphasized reading and writing literacy, so much so that STEM preparation has often been ignored. This focus is no longer sufficient. To prepare students to engage with the “flat” world of the 21st century, the STEM Fellows argue for relevant curriculum with high expectations for all students and, thus, for their teachers.
“Teachers do their best work when the culture of their program defines quality
teaching and expects and supports this vision (Ingrid Chalufour).”
The Fellows recognize that higher education programs provide limited pedagogical content knowledge training in science, technology, engineering, and math curriculum for young learners. Beyond higher education, program administrators also report the need for sustained, in-depth training and technical assistance to develop and facilitate a content-rich, inquiry-based math, technology, science and engineering curriculum. Furthermore, as teachers begin to apply new learning, they must be supported by skillful mentors and knowledgeable administrators to truly transform their practices.
A NEW LENS REQUIRES A TRANSFORMATIVE VISION
“Any professional development would need to be designed around an articulated vision for why STEM is important in early education and care. What is the reason or goal for engaging young children in these disciplines?” (Kristen Bethe Wendell)
While it is clearly necessary for the short term to build an infrastructure supporting the professional development of early childhood educators, policy makers must focus long term attention on creating a comprehensive 21st century approach to early STEM education, one that includes all members of the community: families,
businesses and community organizations.
FRAMING A STRONG FOUNDATION
“This professional development model builds on the essential understanding of children’s
intellectual capacity (Ingrid Chalufour).”
After examining gaps that exist in professional preparation and investigating strategies for strengthening STEM education for birth to five and out of school time care, the STEM Fellows developed the following set of recommendations to the Massachusetts Department of Early Education and Care for the systemic transformation of educator professional development. As with this report, the recommendations should be considered in
collaboration with the early childhood community and STEM experts.
1. Create a 21st century educational vision that recognizes and values the competencies of all children from birth through school age and one that highlights the importance of STEM education for the youngest members of our society.
2. Respect and publicly acknowledge the important role of the teacher in STEM education.
3. Embed into curriculum frameworks and guidelines what research suggests regarding how children learn STEM concepts, processes and skills as well as which concepts, skills and processes are appropriate for each stage of development to promote best teaching practices.
4. Develop, fund and implement high quality comprehensive STEM professional development programs for early childhood educators to include: respect for the diversity of the early childhood workforce (background knowledge, scheduling, transportation, etc.) emphasis on inquiry as a path to learning in STEM areas competent mentoring and administrative support to ensure sustained change in professional practices professional development study groups to share documentation and reflections alignment of early childhood professional development
with recommendations from such groups as NAEYC, NCTM, NSTA and EDC in-depth offerings for
ongoing study of the four STEM disciplines conducted with discipline experts who are also knowledgeable of early childhood education
5. With families and caregivers from diverse backgrounds, develop a community understanding about the interrelatedness of science, technology, engineering and mathematics with language, reading and writing.
Action Steps
1. Compile and make available STEM resources for community, families, and educators to support diverse communities.
2. Create STEM learning communities using local resources across agencies and community partners.
3. Find practical ways to implement STEM inquiry: For example, Bring pails, bug catchers, magnifying glasses, and drawing materials to a park to investigate nature, and record children’s observations.
4. Host family meetings with hands-on learning opportunities to development an understanding of learning through inquiry.
5. Hold make-and-take sessions to support educators to prepare materials that facilitate STEM activities.
CONCLUSION: A VIEW FROM THE BOTTOM UP
Though a high quality professional development system is recommended, the STEM Fellows also recommend that early childhood educators should reconsider their current practice as it relates to STEM education. This includes deepening their understanding of the sequence of math and science skill development, and looking for opportunities to
integrate engineering and technology concepts into their curriculum. Additionally, educators must hone their
observational skills to be able to reflect on the STEM processes and content they see students engaging in. Finally, they must be supported in the realization that it is their presence in the classroom that will improve science, math,
engineering and technology experiences for their young students. High quality professional development in STEM education will influence how they view their role, the children in their settings, and the early childhood and out of school time environments with a “new and sharper lens”.
“Even a simple teething ring can be used as a science lesson to show infants the difference between solids and liquids when the ice melts to water in the clear ring (STEM Fellows).”
STEM Fellows
Sharon Andrade
Noelle Ahearn
Marylin Bennett
Jennifer Bernard
Tina Betley
Eileen Bisson
Marie Bossi
Stephanie Crawford
Paula Daniels
Francia De Jesus-Flores
Lillian Harrison
Rosa Jaime
Stephanie Johnson
Shirley Word Kimbrough
Robert Kordenbrock
Denise Monaghan
Sue Quinlan
Etta Rosen
STEM Faculty
Greg Nelson, Ph.D., Bridgewater State University
Vicki Bartolini, Ph.D., Wheaton College
Ingrid Chalufour, Education Development Center
Karen Worth, Wheelock College
Kristen Wendell, Ph.D., University of Massachusetts Boston
Jeff Winokur, Wheelock College and Education Development Center
Cindy Hoisington, Education Development Center
Nicole Scola, New England Aquarium
Juli Brownrigg and Tim Porter, Boston Children’s Museum
Jeffrey Mehigan and Becki Kipling, Museum of Science
University of Massachusetts Boston
Anne Douglass, Ph.D., Project Director: anne.douglass
STEM Professional Development for Early Education and Care
Educators and Programs
“Science, Technology, Engineering and Mathematics are not just disciplines to be mastered but are instead reflections of the whole child’s development and evolving conversation with the world . . .. (Greg Nelson, President of MA Association of Early Childhood Teacher Educators).”
FOCUSING THE FIELD
The purpose of this groundbreaking grassroots report is to engage early childhood educators and policy makers in understanding the urgency and importance of early childhood educator professional development in STEM education (Science, Technology, Engineering, and Mathematics). This report focuses on the teaching of children birth to five years old and out of school time students.
STEM…Science…Technology…Engineering…Math.
These are not curriculum topics that early childhood educators traditionally call to mind when thinking about planning activities. However, the evidence supporting the importance of STEM education in early childhood is overwhelming. Children are engineers, problem solvers, and collaborators at heart- with boundless potential for leadership, creativity and innovation. Filling their days building and creating with blocks, wooden sticks and Legos, finger paints and clay, they naturally seek solutions to challenges, discuss multiple options and, when necessary, start over! Essential to supporting, extending and deepening children’s STEM learning is the presence of well-prepared educators. Thus, this report urges educators to view their role through a “new lens,” one that focuses on STEM education and professional development.
ADJUSTING THE FOCUS: EDUCATOR PREPARATION
“We need to answer some big questions: What do teachers need to know and be able to do? How can we effectively build a workforce that has this capacity?” (Ingrid Chalufour in Learning to Teach Science: Strategies that support Teacher Practice) After reviewing relevant literature and working with STEM experts, the Fellows agree with
the Wheelock College Aspire Institute’s Strategic Report (2010) that many early childhood
educators are not well-prepared in content knowledge and related instructional skills,
including adequate preparation in the four STEM disciplines. Reflecting on their own
experience, the Fellows note, “As twenty of these professionals sat in the room to learn about
STEM, the fear was a reality. As a population, many of us are uncomfortable with the subjects.”
Thus, they question: Is it possible for early childhood educators to teach effectively when they
are unsure of the subject matter? And, without the professionals who enjoying teaching STEM
to young children, is it likely that they will inspire their students in STEM learning?
Historically, early childhood educator preparation has emphasized reading and writing
literacy, so much so that STEM preparation has often been ignored. This focus is no
longer sufficient. To prepare students to engage with the “flat” world of the 21st century,
the STEM Fellows argue for relevant curriculum with high expectations for all students
and, thus, for their teachers.
Thus, they question: Is it possible for early childhood educators to teach effectively when they are unsure of the subject matter? And, without the professionals who teach young children enjoying STEM, is it likely that they will inspire their students in STEM learning? Historically, early childhood educator preparation has emphasized reading and writing literacy, so much so that STEM preparation has often been ignored. This focus is no longer sufficient. To prepare students to engage with the “flat” world of the 21st century, the STEM Fellows argue for relevant curriculum with high expectations for all students and, thus, for their teachers.
“Teachers do their best work when the culture of their program defines quality
teaching and expects and supports this vision (Ingrid Chalufour).”
The Fellows recognize that higher education programs provide limited pedagogical content knowledge training in science, technology, engineering, and math curriculum for young learners. Beyond higher education, program administrators also report the need for sustained, in-depth training and technical assistance to develop and facilitate a content-rich, inquiry-based math, technology, science and engineering curriculum. Furthermore, as teachers begin to apply new learning, they must be supported by skillful mentors and knowledgeable administrators to truly transform their practices.
A NEW LENS REQUIRES A TRANSFORMATIVE VISION
“Any professional development would need to be designed around an articulated vision for why STEM is important in early education and care. What is the reason or goal for engaging young children in these disciplines?” (Kristen Bethe Wendell)
While it is clearly necessary for the short term to build an infrastructure supporting the professional development of early childhood educators, policy makers must focus long term attention on creating a comprehensive 21st century approach to early STEM education, one that includes all members of the community: families,
businesses and community organizations.
FRAMING A STRONG FOUNDATION
“This professional development model builds on the essential understanding of children’s
intellectual capacity (Ingrid Chalufour).”
After examining gaps that exist in professional preparation and investigating strategies for strengthening STEM education for birth to five and out of school time care, the STEM Fellows developed the following set of recommendations to the Massachusetts Department of Early Education and Care for the systemic transformation of educator professional development. As with this report, the recommendations should be considered in
collaboration with the early childhood community and STEM experts.
1. Create a 21st century educational vision that recognizes and values the competencies of all children from birth through school age and one that highlights the importance of STEM education for the youngest members of our society.
2. Respect and publicly acknowledge the important role of the teacher in STEM education.
3. Embed into curriculum frameworks and guidelines what research suggests regarding how children learn STEM concepts, processes and skills as well as which concepts, skills and processes are appropriate for each stage of development to promote best teaching practices.
4. Develop, fund and implement high quality comprehensive STEM professional development programs for early childhood educators to include: respect for the diversity of the early childhood workforce (background knowledge, scheduling, transportation, etc.) emphasis on inquiry as a path to learning in STEM areas competent mentoring and administrative support to ensure sustained change in professional practices professional development study groups to share documentation and reflections alignment of early childhood professional development
with recommendations from such groups as NAEYC, NCTM, NSTA and EDC in-depth offerings for
ongoing study of the four STEM disciplines conducted with discipline experts who are also knowledgeable of early childhood education
5. With families and caregivers from diverse backgrounds, develop a community understanding about the interrelatedness of science, technology, engineering and mathematics with language, reading and writing.
Action Steps
1. Compile and make available STEM resources for community, families, and educators to support diverse communities.
2. Create STEM learning communities using local resources across agencies and community partners.
3. Find practical ways to implement STEM inquiry: For example, Bring pails, bug catchers, magnifying glasses, and drawing materials to a park to investigate nature, and record children’s observations.
4. Host family meetings with hands-on learning opportunities to development an understanding of learning through inquiry.
5. Hold make-and-take sessions to support educators to prepare materials that facilitate STEM activities.
CONCLUSION: A VIEW FROM THE BOTTOM UP
Though a high quality professional development system is recommended, the STEM Fellows also recommend that early childhood educators should reconsider their current practice as it relates to STEM education. This includes deepening their understanding of the sequence of math and science skill development, and looking for opportunities to
integrate engineering and technology concepts into their curriculum. Additionally, educators must hone their
observational skills to be able to reflect on the STEM processes and content they see students engaging in. Finally, they must be supported in the realization that it is their presence in the classroom that will improve science, math,
engineering and technology experiences for their young students. High quality professional development in STEM education will influence how they view their role, the children in their settings, and the early childhood and out of school time environments with a “new and sharper lens”.
“Even a simple teething ring can be used as a science lesson to show infants the difference between solids and liquids when the ice melts to water in the clear ring (STEM Fellows).”
STEM Fellows
Sharon Andrade
Noelle Ahearn
Marylin Bennett
Jennifer Bernard
Tina Betley
Eileen Bisson
Marie Bossi
Stephanie Crawford
Paula Daniels
Francia De Jesus-Flores
Lillian Harrison
Rosa Jaime
Stephanie Johnson
Shirley Word Kimbrough
Robert Kordenbrock
Denise Monaghan
Sue Quinlan
Etta Rosen
STEM Faculty
Greg Nelson, Ph.D., Bridgewater State University
Vicki Bartolini, Ph.D., Wheaton College
Ingrid Chalufour, Education Development Center
Karen Worth, Wheelock College
Kristen Wendell, Ph.D., University of Massachusetts Boston
Jeff Winokur, Wheelock College and Education Development Center
Cindy Hoisington, Education Development Center
Nicole Scola, New England Aquarium
Juli Brownrigg and Tim Porter, Boston Children’s Museum
Jeffrey Mehigan and Becki Kipling, Museum of Science
University of Massachusetts Boston
Anne Douglass, Ph.D., Project Director: anne.douglass
PQ Registry Updates from DEEC
The Department of Early Education and Care’s Professional Qualifications Registry
All educators, and Educator’s Assistants, who currently work in a Department of Early Education and Care (EEC) licensed center-based program or family child care home serving infants, toddlers, preschoolers and/or school aged children in Massachusetts are required to register annually with the EEC’s Professional Qualifications Registry to comply with licensing regulations.* The Professional Qualifications Registry gathers important information on the size, composition, education, and experience of EEC’s current workforce, including information about the retention and turnover of educators working in early education and care and out-of-school time programs. This information will help EEC’s workforce development system respond to the needs of all educators working in EEC-licensed center-based and family child care programs in Massachusetts.
Access to the Professional Qualifications Registry is online through the following website: https://www.eec.state.ma.us/PQRegistry/. Instructions on how to register are listed on this webpage. Once an educator completes their online registration, s/he will be able to print a certificate that verifies their registration in the Professional Qualifications Registry, from the summary page in their account. This certificate contains the registry number and expiration date along with identifying information and may be laminated and carried with the educator as proof of registration. To see a sample registration card, visit: http://www.eec.state.ma.us/docs1/PQRCard.pdf
The Professional Qualifications Registry card provides educators with their information in an easily accessible format to register for EEC funded professional development opportunities. It also may serve as evidence to receive educator discounts at retailers who offer that benefit to teachers (such as Barnes and Noble or The Loft) and free or discounted entry at certain museums.
*The Professional Qualifications Registry is also open to (but not required of) educators working in public preschools and other programs that are not subject to EEC-licensure. In Massachusetts, a license is required to provide most child care services. A Family Child Care License is required to care for children, not related to the educator, on a regular basis in a home. There are two types of center-based licenses. A Small Group and School Age Child Care License is required for programs that care for ten or fewer unrelated children on a regular basis in a center or building that is not a home. A Large Group and School Age Child Care License is required for programs who care for 11 or more unrelated children on a regular basis in a center or building.
All educators, and Educator’s Assistants, who currently work in a Department of Early Education and Care (EEC) licensed center-based program or family child care home serving infants, toddlers, preschoolers and/or school aged children in Massachusetts are required to register annually with the EEC’s Professional Qualifications Registry to comply with licensing regulations.* The Professional Qualifications Registry gathers important information on the size, composition, education, and experience of EEC’s current workforce, including information about the retention and turnover of educators working in early education and care and out-of-school time programs. This information will help EEC’s workforce development system respond to the needs of all educators working in EEC-licensed center-based and family child care programs in Massachusetts.
Access to the Professional Qualifications Registry is online through the following website: https://www.eec.state.ma.us/PQRegistry/. Instructions on how to register are listed on this webpage. Once an educator completes their online registration, s/he will be able to print a certificate that verifies their registration in the Professional Qualifications Registry, from the summary page in their account. This certificate contains the registry number and expiration date along with identifying information and may be laminated and carried with the educator as proof of registration. To see a sample registration card, visit: http://www.eec.state.ma.us/docs1/PQRCard.pdf
The Professional Qualifications Registry card provides educators with their information in an easily accessible format to register for EEC funded professional development opportunities. It also may serve as evidence to receive educator discounts at retailers who offer that benefit to teachers (such as Barnes and Noble or The Loft) and free or discounted entry at certain museums.
*The Professional Qualifications Registry is also open to (but not required of) educators working in public preschools and other programs that are not subject to EEC-licensure. In Massachusetts, a license is required to provide most child care services. A Family Child Care License is required to care for children, not related to the educator, on a regular basis in a home. There are two types of center-based licenses. A Small Group and School Age Child Care License is required for programs that care for ten or fewer unrelated children on a regular basis in a center or building that is not a home. A Large Group and School Age Child Care License is required for programs who care for 11 or more unrelated children on a regular basis in a center or building.