This session was presented during the BUILD 2022 National Conference.
Participants will hear new findings from two national studies – The Study of Coaching Practices in Early Care and Education (SCOPE) and the Culture of Continuous Learning (CCL) on the latest trends in coaching and methods to promote practice change in early care and education settings. SCOPE researchers will share findings of a longitudinal, multi-state cohort of coaches and coaching participants from 2019-2021. CCL researchers will describe a method aimed at helping programs build their capacity for continuous improvement and make sustained changes in evidence-based practices. The presenters and the discussant will consider the implications for quality improvement systems post-COVID.
Fact Sheet November 22, 2023
The document summarizes the work being done by organizations focused on justice, equity, diversity, and inclusion.
Report November 15, 2023
This brief focuses on the ways that states are using PDG B-5 grant funding to create and sustain career pathways in the early care and education field. “Career pathways” are broadly defined here, referring to a wide range of activities that support prospective and current early educators in advancing in the profession. States’ initiatives span an early educator’s complete career trajectory, from strategies to recruit new candidates into the profession to initiatives that create new specializations for educators who want to propel their careers further.
Report November 1, 2023
PDG B-5 Planning and Renewal Grants are being used by states across a wide range of content areas in the early childhood care and education system, and in a variety of ways. The federal funding provides a systems framework and seeks to offer flexibility within that framework. States are using the federal funding to build capacity, create infrastructure, provide direct services, and pilot work that is new for them. This work is occurring within a broad framework provided by the federal government. This brief explores the choices that PDG B-5 grantees plan for the use of the financing provided, which has impact on the overall ECCE systems that they are building and implementing. Within PDG B-5, states had to demonstrate how they would allocate the financial resources available across required and discretionary activity categories. We can learn about their priorities from a look at the choices that they made.