possible solutions to the lack of knowledge of ECE in principals’ staffing practices for primary grades. .One possible solution would be to educate principals so they are capable of making better informed staffing decisions for the primary grades. The majority of preparation programs for principals do not prepare principals to be effective leaders in PreK and primary grades (Levine, 2005; Mead, 2011). Most states do not require principals to demonstrate an
understanding of child development for the critical role of overseeing the youngest students (Mead, 2011; Szekely, 2013). Adequate professional development and the need to review
curriculum policy to determine the degree of professional discretion should be based on
demonstrated competence (Boote, 2006). If principals’ professional discretion for staffing is to be based on competence, they would need to have a working knowledge of how young children learn and develop. Professional development in ECE would enhance principals’ capabilities when it comes to staffing primary-grade teachers. Many times decisions to hire teachers are based on the flexibility to move them from year to year instead of the type of teacher certification earned (Manvell et al., 2011).
The data gathered from this study show that principals are unaware of the differences between ECE and EE preparation programs. Only one principal interviewed (14%) possessed knowledge of ECE training and preparation. There are two means to explain why principals may not know or care about the differences. They may think both degrees cover the same content and experiences so specialization does not matter. The other view might consider the ECE degree as considering purely social/emotional development or practices for PreK, but not the academics or content areas needed for 1st through 3rd grade. Principals may view the early-grade teachers as an
either/or scenario [where] young children either have a teacher who understands how they learn but lacks subject-area expertise (ECE), or they have a teacher who understands what knowledge and skills they need, but lacks insight on how they soak up new
knowledge and skills (EE). (Bornfreund, 2012, p. 37)
The American Association for Colleges for Teacher Education (AACTE, 2004)
recommends that “ECE be respected as a specialized discipline distinct from EE” (p.12). The status of early childhood teachers needs to be promoted in order to improve perception of the field (Kane, 2008). The Executive Summary of Perceptions of Teacher and Teaching found challenges in early childhood teaching and declared that “Early childhood
teachers are concerned about the degree to which their role is widely misunderstood by both members of the general public and, perhaps more importantly, their colleagues in primary and secondary schools” (Kane, 2008, p. 1). Educating principals on the preparation may take many different forms. One suggestion would be to allow guests from accrediting universities to speak at district-wide principal meetings. Another might be in the form of a flyer comparing the differences in the certification programs.
The current context of PreK-3 reforms in Illinois was summarized to provide research on improving early education and improving child outcomes (Manvell et al., 2011). Preparing principals to be PreK-3 leaders and preparing teachers to teach PreK-3 are addressed and could be used as a guide. Mandated workshops in the district might influence principals’ decisions and differentiate their staffing practices for primary grades. Online training could be developed by early childhood professionals for principals in the NSD to complete at their own pace. The training should focus on developmentally appropriate practices (Copple & Bredekamp, 2013) to educate principals on the ways that young children learn differently from children in the
intermediate grades. A grant from organizations that support PreK-3rd initiatives, such as the W. K. Kellogg Foundation (http://www.wkkf.org/) or Annie E. Casey Foundation
(http://www.aecf.org/), might help fund efforts to develop these trainings. A teacher
observational assessment training should also be developed to offer training for principals on the observational assessment of teachers in the primary grades, training that emphasizes
developmentally appropriate practice.
Pre-developed online sources could also be used. The PreK-3rd Grade National Work Group (2013) is a consortium of national organizations that focus on the full PreK-3rd grade continuum. They have hosted a series of eight webinars titled Reducing the Achievement Gap by
4th Grade: The PreK-3rd Approach in Action. The webinars were recorded and are available for viewing. The series is developed to build knowledge of PreK-3rd grade practices and incorporates effective teaching and learning for those grades (The PreK-3rd Grade National Work Group, 2013).
A more concentrated effort could involve a national program such as the Creating Architects of Change (CAYL) Institute. The purpose of this group is to “organize, equip, and empower people to create change on behalf of children” (mission statement at http://cayl.org/). They believe it is the right of all families to obtain high quality early education. They offer fellowships to principals to help them better understand and implement developmentally appropriate practices through summer institutes, visits to other schools and programs, and workshop opportunities (CAYL Institute, 2009). The intense one-year cohort program brings principals and communities together regionally to create networks. It also brings together a national network of elementary school principals at the CAYL annual conference. Although this program is extensive and may not be feasible given the time and travel requirements, it could be used as a model to develop a similar program locally.