Enhancing preparation and professional development of early learning professionals.
A systematic approach to in-service training, preferably one organized to lead toward
formal credentials, offers the best hope for improving the level of preparation of
preschool teachers. Postsecondary institutions - particularly community and technical
colleges - play an increasingly vital role in providing training and education
opportunities for practicing professionals in the field of early learning. Stronger
links between early learning and postsecondary education systems will allow preschool
teachers to complete traditional pre-service programs while also climbing a career
development ladder.
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A BA and an Early Childhood certificate/specialization are required of all
teachers in public programs. An AA in Early Childhood Education is required of
teachers in private schools. Assistant teacher degrees are not required.
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Programs within Oregon's Head Start allocate 2.5% of budget allocations to
training; these funds are used for professional development of staff.
Researching and disseminating strategies for developmentally appropriate learning.
For young children, effective teaching and effective learning are based on
developmentally appropriate practices - activities geared to overall patterns of
children's development and learning, as well as each child's individual strengths.
All early learning teachers need to learn how to apply this practice to promote
children's learning.
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Through a partnership between the Oregon 21st Century Schools,
Oregon Head Start, public schools, health and social service
agencies, and other members of Oregon's childhood care and
education communities, the "Forging the Link" project created
Essential Elements of Programs For Children: Implementation
Plan For Quality, a document that outlines the essential elements and
components of quality necessary for a coordinated and collaborative childhood
care and education system that ensures quality and continuity across programs
for children.
Creating finance models for systems with universal access.
Both early learning and postsecondary leaders are striving to define, build and
maintain finance models to provide universal access to all students. Educators
are exploring models that incorporate diverse funding streams - from families and
students, from government and from philanthropic sources. In addition, both "ends"
of the education system should include a state financial commitment to infrastructure;
financial assistance for all students in need; a wide variety of settings
(public/private, small/large, rural/urban, daytime/nighttime); and freedom for
local institutions to meet local needs while still operating within the larger
system.
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Oregon's Head Start Program experienced a funding cut in the middle of the
2001-2003 biennium. Further cuts for the 2003-2005 biennium were approved and
have resulted in reductions in the number of children served throughout the
state. Local matching dollars are not required by the legislature. Oregon does
not appear to have policies that address funding for universal access.
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The Oregon Educational Act for the 21st Century includes provisions for
expansion if funds are available (329.185).
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