Institute Policy Brief

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.

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 – 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.

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.

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.

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.

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.

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.