The document discusses Louisiana's efforts to unify and improve its early childhood education system. It outlines the creation of new teaching certificates aimed at professionalizing the early childhood workforce. These include an Ancillary Teaching Certificate requiring a Child Development Associate credential or higher, and a new Birth to Kindergarten Bachelor's degree and teaching certificate. The goal is to establish consistent standards across programs and better prepare teachers to support children's learning and development.

1. © 2015 Teachstone®
Training, LLC
Preparing Tomorrow's Teachers
for Today: Integrating QRIS
Information into Higher
Education Courses
Rebecca Berlin, Teachstone
Sedra Spano, Teachstone
Faith Polk, Brandman University
Erin Carroll, Louisiana Department of Education
Jenna Conway , Louisiana Department of Education

2. WELCOME!

3. Your role in
higher
education?

4. Why did you come to
the higher education
presentation today?

5. QRIS AND HIGHER EDUCATION

6. Research has shown that teachers and
school leaders are the most important in-
school factors contributing to students’
academic success. Early educators lay
the essential foundations for future
learning and development. But the
current state of systems to recruit,
prepare, evaluate, and support these
educators is mediocre at best.
—Beyond Subprime Learning, Center for American Progress,
2014

7. Time to Improve Policy Brief (NA 2014)
Issues identified with the content and quality of
teacher and leader preparation programs
o Program curricula not aligned to state standards
o Programs not soliciting input from PK-12 systems
and graduates on needs and expectations
o Failure to focus on graduates’ employment
outcomes
o Programs not responding to staffing needs of
districts
o Administrator programs enrolling teachers with no
intention of becoming administrators

8. Components of Quality
o NAEYC standards and accreditation
o State early learning standards
o Common Core Standards
o Curricula
o QRIS system components, standards, and
guidelines
o Program assessments--CLASS, ERS, PQA,
ELLCO
o Child assessments
o Current research
o Policy and advocacy

9. Challenges Facing Higher Education
• Lack of time
• Small budgets
• Lack of connection with national, state, local policy
context
• State policy constantly in flux
• Variation among state standards, certification, and
QRIS systems
• Limited technology and limited access for students
• Large percentage of adjunct or part time faculty
• Lack of planning time with program faculty
• Lack of connection with site placements
• Lack of quality in site placements

10. Challenges Facing Programs and States
• Lack of time
• Small budgets
• Lack of connection to higher education
• Program directors are “out of the loop” as to what is going
on in higher education
• Programs have staffing needs not being fulfilled by higher
education
• Graduates are not familiar with key tools and structures that
form the building blocks for quality
• Programs invest in “in-service” professional development
that should have been part of “pre-service programs—
significant dollars to “remediation”

11. What challenges
are you facing?

12. Unless a teacher has an appropriate,
alternative teaching strategy that she
determines is better than the one she is
currently using, she will not change her
behavior.
—Downer, Jamil, & Maier (in press)

13. The Issue
• Teachers in training come with beliefs about
• Teaching
• Adult and child roles
• What children should learn
• Behavior management
• Beliefs are formed across their lifespans
• This results in schemas for interacting with children
How do we modify teachers’ schemas?

14. Teaching about the CLASS tool itself is
less important than helping students use
the CLASS lens to understand, identify,
and implement effective teacher-child
interactions. The CLASS lens can then
be used to develop teaching strategies
that form the foundation for teaching and
learning in the classroom for years to
come.
-Teachstone Focus Group, 2012

15. Infant Toddler Pre-K K-3
Upper
Elementary
Secondary
effective
teacher-child
interactions
warm
sensitive
individualized predictable
proactive
engaging
stimulating
language-rich
responsive

16. CLASS Domains

18. Stages of Information Integration
• Informational
• Instructional
• Evaluative
• Supportive

19. Common Early Childhood Education Courses
and the CLASS Tool
Course Activity
Emotional Support
Classroom
Organization
Instructional
Support
PC NC TS RSP BM P ILF CD QF LM
Introduction to ECE
Infant and Toddler Care and
Development
The Exceptional Individual
Child Observation and Guidance
Math and Science for the Young
Child
Language Arts in ECE
Curriculum Planning and
Assessment
Child, Family & Community
Health, Safety, & Nutrition for
the Young Child
Behavior Management
Practicum/Student Teaching

20. CA Early Childhood Education Competencies
and the CLASS Tool
CA Competency Area Interactions
Emotional Support
Classroom
Organization
Instructional
Support
PC NC TS RSP BM P ILF CD QF LM
Child Dev. and Learning
Culture, Diversity, Equity
Relationships, Interactions,
Guidance
Family & Community
Dual Language Dev.
Observation, Screening,
Assessment
Special Needs, Inclusion
Learning Environ., Curric.
Health, Safety, Nutrition
Leadership in ECE
Professionalism
Admin. & Supervision

21. Know See Do
How Teachers Improve
Know what effective
interactions are &
why they matter
See effective
interactions to build
self-awareness
Practice strategies &
integrate behaviors

24. Classroom Video Discussion
• Share domain, dimension, indicator, behavior
marker—which ever is applicable to your stage
of integration
• Provide verbal description and have students
share examples as well
• Provide video example of practice
• Pose detect, reflect, connect questions

25. HIGHER EDUCATION EXAMPLES

26. • How did you get started?
• What advice would you give?
• What obstacles did you face?
• What resources did you need?
• How did you work with your state?
• How did you find the right faculty to teach and
supervise?
• How long did the change process take?
• Where did you find the resources?
Questions We Have Heard

27. BRANDMAN UNIVERSITY

28. Faith Polk, Ph.D.
Chair, Early Childhood Education
fpolk@brandman.edu
An Integrated Approach

29. Context
• California
– BA not required for licensure
– Race to the Top Consortium
• 17 regions administer RTT with some agreed upon
criteria
• Brandman University
– 21 locations in CA, including online campus
– Almost 400 non-traditional candidates
– Pre and In-service candidates

30. Our Program
• Newly developed, began in 2012-2013
– Aligned with professional preparation systems
(National Association for the Education for Young
Children (NAEYC) and California ECE
Competencies)
– Includes two practicum experiences
– Embeds CLASS and CA Foundations, Frameworks,
Desired Results Developmental Profiles, and CA
Preschool English Learner Guide

31. ECE Major (48 units)
• CAP 8 /Lower Division 8
(24 units)
• The Professional Early
Childhood Educator
• Effective Support for
Children with
Exceptional Needs and
their Families
• Dual Language Learners
and their Families
• Social and Emotional
Competence in Early
Childhood
• Integrating Learning
Standards in Early
Childhood Settings:
Language and Literacy
• Integrating Learning
Standards in Early
Childhood Settings: Math
and Science

32. Coursework Cont’d
• Integrated Practice: Practicum II—
• The Early Childhood Educator as Decision
Maker

33. Reflection & Revision
• Separate content and fieldwork
– Content changes:
• Add Infant and Toddler CLASS
– Fieldwork changes
• Increase hours to 60
• Increase number of visits by US
• Revise formative and summative assessment
• Connect with CA ECE Competencies
• Different assessments for different settings
– Focus on Instructional Support domain for Pre-K
– Identify domain focus for infant setting
• Introduce Instructional Support domain during
math & science course

34. Integrated Practice with CLASS
• Intentional, Reflective Teacher
– Study Infant, Toddler and Pre-K Dimensions Guide
– View selected Infant, Toddler & Pre-K CLASS videos
– Discuss CLASS Dimensions
• Identify key characteristics
• Connect with CA ECE Competencies & prior coursework
• Reflect on practice
• The Practicum
– University Supervisors (US) evaluate candidate practice
based on CLASS & ECE Competencies
– Candidate and US discuss formative assessment,
candidates reflect and US coach to select area for growth
– US conduct summative evaluation

35. What we learned…
• Discussions are enriched because of diversity
of candidate experience
• Candidate evaluations mirror national CLASS
scores
• Challenging to find CLASS Certified Observers
for supervision
• Candidates do not see the connection
between inquiry based learning and
Instructional Support domain

36. LOUISIANA DEPARTMENT OF EDUCATION

37. Preparing Tomorrow’s Teachers for Today
Louisiana’s New Early Childhood Teaching Certificates
June 9th, 2015

38. Louisiana Believes 38Louisiana Believes
Challenge: Many Choices, But Little Clarity on Quality
• Children do not have equal access to high quality early childhood programs.
– Quality and availability of programs varies across the state.
– What matters most is the quality of interactions and instructions in the
classroom.
• Families do not have clear, comparable information on the quality of programs.
– Programs have different standards and measures of success which makes it
difficult for families to compare the quality of programs.
• Providers are held to different standards.
– Programs have different regulations and accountability which creates a range of
quality.
38
Research suggests that children who participate in high quality early childhood
programs are more likely to enter kindergarten ready to succeed.

39. Louisiana Believes 39Louisiana Believes
Unifying Early Childhood in Louisiana
Louisiana’s fragmented early childhood system led to Act 3 (2012), which calls for a unified
system to ensure all children enter kindergarten ready.
39
2015
Full implementation of Act 3 required by August
2014
16 more Community Network Pilots launch
Additional legislation is passed to unify licensing, enrollment, and funding
2013
13 Early Childhood Community Network Pilots launch
2012
BESE approves multi-year plan for implementation

40. Louisiana Believes 40Louisiana Believes
Act 3: Vision for Unified System
Louisiana Believes 40
Act 3 (2012) sets a vision for unified system where all children enter ready for kindergarten.
Fragmented System Vision for Unified System
Children are falling through the cracks
and are not consistently prepared
High standards for what children should learn
and what excellent teaching looks like
Teachers are not equally prepared nor
rewarded for their work
Teachers who are excellent at interacting with
children and guiding learning are supported
and rewarded
Families do not have easy-to-use
information to make the best choice
Families apply through shared processes and
are satisfied with their children’s experience
Providers are subject to inconsistent
expectations and do not have
equitable resources to achieve
outcomes
Consistent expectations for health, safety and
learning, and adequate funding levels across
programs based on serving children well
Since 2012, Louisiana has unified policies and expanded support for programs and
teachers in these areas.

41. Louisiana Believes 41Louisiana Believes
Local Communities Lead the Way
41
Community Network Pilots:
• All parishes have voluntarily established unified local
networks
Each Community Network:
• Has a lead agency
• Includes all publicly-funded early childhood
programs(child care, Head Start, PreK)
Activities of Each Community Network:
• Account for every birth-to-age-5 at-risk child
• Assess and track progress of all children using a state-
approved assessment (GOLD)
• Provide 2 CLASS observations per classroom
• Enable job-embedded PD for teachers based on the
CLASS tool
• Implement coordinated enrollment
Louisiana will conduct a Learning Year for a new unified quality and improvement system
in 2015-2016.

42. Louisiana Believes 42Louisiana Believes
Supporting All Teachers To Be Excellent
42
Teachers are the most critical factor in achieving high-quality outcomes for children.
Louisiana should unify and strengthen systems so children have access to teachers who:
1. Are Prepared
 Have education and experience needed to teach young children
2. Are Professional Educators
 Have time and support to set goals, plan daily activities and instruction, and
adjust teaching based on ongoing assessment of children’s progress
3. Are Continually Improving
 Receive ongoing feedback and coaching on interactions and instruction
4. Are Rewarded for Quality Teaching
Child Care Head Start PreK
Credential None 50% - BA Degree, Others AA BA Degree, Certified
Training, Tools
and Support
Varies by center with limited
access to statewide resources
Training, CLASS observations
and tools, and assistance
from program and region
Training, teacher observations and
tools, and assistance from district
and state
Average
Compensation
75% earn < $20,000/yr($10/hr)
No benefits
~$26,000/year
Some benefits
~$39,000/year
Full benefits
Issue: Teachers do not have equitable access to training, tools, feedback, and coaching.

43. Louisiana Believes 43Louisiana Believes
Background on Stakeholder Collaboration
43
Shared Responsibility
• Prepare birth-to-kindergarten teachers who are effective at supporting the learning
and development of children
Shared Challenges
• There is too much variation in content and quality of current early childhood
preparation options
• Current options may not fully prepare candidates to be effective in the classroom
• Smooth pathways do not exist between two- and four-year programs for birth-to-
kindergarten educators
What We Have Accomplished
• Louisiana created a workgroup composed of 50+ professionals who identified
stackable courses for birth-to-kindergarten pathways that would lead to a certificate
(e.g., CDA), associate degree, and baccalaureate degree
Continued engagement will help build a unified system that addresses workforce needs

44. Louisiana Believes 44Louisiana Believes
New Early Childhood Teaching Policies
By unifying expectations for teacher credentials, Louisiana helps professionalize the
workforce and ensure teachers develop and refine their skills at quality prep programs.
1. Maintain BA Degree AND teaching certificate requirement for teachers in public and
nonpublic PreK for four-year-olds
2. Establish new Ancillary Teaching Certificate as a minimum expectation
• Based on Child Development Associate (CDA) credential or higher
• Starting in 2019, require that all lead child care teachers in licensed, publicly-funded
programs have an Ancillary Teaching Certificate or higher
3. Create new Birth to Kindergarten BA field of study and teaching certificate
• Enables specialization in development and education of younger children
• Courses align with Ancillary Teaching Certificate so teachers can stack courses
4. Support teachers to pursue credentials and reward performance
• Ensure higher education and alternate providers in Louisiana offer coursework that helps
teachers be successful in the classroom
• Increase scholarship program from $500K to $5M and prioritize publicly-funded teachers
• Strengthen School Readiness Tax Credits and link to report cards after 2015-16 learning year
44
Policies do not affect teaching requirements for non-publicly-funded programs

45. Louisiana Believes 45Louisiana Believes
Aligning Pathways
Board of Regents
Degree Designations
Degree Subject Areas
(Major)
Early
Childhood
Credit Hours
General
Education Credit
Hours
Other
Credit
Hours
Technical Competency
Area (TCA)
Child Development
Credential (CDA)
9
(Courses 1-3)
0 0
EC
Ancillary
Teaching
Certificate
Certificate of Technical
Studies (CTS)
Birth to Kindergarten
Assistant
30
(Courses 1-10)
0 0
Associate of Science
(AS)
Birth to Kindergarten
Associate
30
(Courses 1-10)
30 0
Bachelor of Science
Degree (BS)
Birth to Kindergarten
Education
Concentration: Birth to
Kindergarten Teacher
66
(Courses 1-10
plus additional
courses)
39
(3 additional
courses beyond
AS)
15
(5
courses)
Birth to K
Teaching
Certificate
45
http://regents.louisiana.gov/academic-affairs/teacher-education-initiatives/birth-to-kindergarten-pathway/
Louisiana will build a step-by-step pathway to support early childhood teachers to build
skills while ensuring that the credentials are stackable.

46. Louisiana Believes 46Louisiana Believes 46
Early Childhood Ancillary Teaching Certificate
Qualifying Certificates and Coursework
Teachers may obtain an Early Childhood Ancillary Teaching Certificate by demonstrating
the successful completion of one of the following:
• Child Development Associate (CDA) awarded by the Council for
Professional Recognition and a high school diploma or
equivalent
After January 1,
2018, coursework
must be earned at a
BESE-approved
provider to qualify
• A technical diploma or certificate of technical studies in an early
childhood related field from an accredited technical or
community college
• An early childhood career diploma that has been approved by
the Louisiana Pathways Career Development System
Must be earned prior
to January 1, 2018
• An associate degree in an early childhood related field from a regionally accredited
college or university
• A bachelor degree or higher from a regionally accredited college or university
Ancillary Certificate will be required for all lead teachers in publicly-funded child
care centers by 2019

47. Louisiana Believes 47Louisiana Believes
Based on a new Birth to Kindergarten Bachelor Degree to prepare teachers to be
more effective in supporting the learning and development of young children.
Improved pipeline of training for birth to kindergarten teachers:
• Campuses offering B2K Bachelor Degree will offer courses aligned with EC
Practice Performance Profiles
• Coursework will include frequent opportunities for applied practice and
reflection
• First three courses will meet the coursework requirements for CDA
• Candidates will have to pass early childhood content and pedagogy exams
• Courses are expected to be offered at some colleges and universities by Fall
2016
Birth to Kindergarten Teaching Certificate
47

48. Louisiana Believes 48Louisiana Believes
Potential Changes for Preparation Programs
Approval:
The State Board will approve ancillary certificate providers, including higher education
and private providers (e.g., Resource and Referral programs). Working closely with
stakeholders, the approval processes will be revised to ensure preparation programs:
• Establish partnerships between the preparation program staff and local
community network leaders
• Have a shared, coherent vision for the preparation program that is present in
content, teacher competencies, and applied practice
• Incorporate quality opportunities for applied practice and reflection
• Use data and teacher-candidate feedback to improve preparation experience and
support child development
Aligned Incentives:
Providers will be encouraged to seek State Board approval to:
• Increase publicity
• Open student access to scholarships; and
• Provide opportunity to apply for direct financial support
48
Preparation programs should ensure graduates will be effective teachers in Louisiana
early childhood programs.

49. Louisiana Believes 49Louisiana Believes
Scholarships
• State currently offers scholarships through CCDF for tuition and CDA costs
– Currently at $570K per year, could consider adding up to $5M over four years
• By 2018, limit to teachers attending BESE-approved ancillary certificate providers
Believe and Prepare: Early Childhood
• Fund community networks, providers and preparation programs to create innovative
approaches to readying early childhood teachers for success
• Will prepare teachers to obtain CDA and be successful in Community Network classrooms
School Readiness Tax Credits
• Immediate Impact: All teachers at one-star centers and above, who work for 6 months, are
eligible for $1,637 tax credit
• Higher tax credits available to teachers as they raise their professional credential
Implementation Supports
State will support teachers seeking to earn early childhood teaching credentials
through scholarships, tax credits and easier access to quality preparation providers
49

50. Stay in Touch!
Teachstone!
WEBSITE: www.teachstone.com
BLOG: www.teachstone.com/blog
Phone: 866.998.8352
Email: contact@teachstone.com
Rebecca Berlin: rebecca.berlin@teachstone.com
Faith Polk: fpolk@brandman.com
Sedra Spano: sedra.spano@teachstone.com
Presenters