Improving Teacher Quality- Early Learning Toolkit
Massachusetts Improving Teacher Quality Early Learning Projects, 2014-2018
The Early Learning Projects are supported by the Massachusetts Department of Higher Education through a grant from Title II, Part A of the US Department of Education
The funds were used for professional development activities in Early Learning to ensure that early educators increase content and pedagogical knowledge in the science of early learning, in ways that would serve to help prevent and close achievement gaps for children.
The Early Learning Projects were built on partnerships led by institutions of higher education with PK-12 school districts, and non-profit community education organizations such as Head Start, child care centers, museums and libraries. The ecological framework applied the same structural elements across the projects with goals that were broad enough to incentivize communities to be active agents in their own success.
Each project required a lead institution of higher education (IHE) and at least one nonprofit community education partner in addition to at least one PK-12 district. All of the projects had a coaching component, which increased practice of authentic early childhood epistemologies. Projects with cohorts of early educators taking courses found an increase in degree completions. All of the ITQ projects created new cross-sector relationships and increased developmentally appropriate practices and children’s engagement and learning outcomes.
Theory of Action / Chapters
A Stone Soup[1] Theory of Action
The Improving Teacher Quality (ITQ) Early Learning Projects operated with a theory of action focused on developing positive Early Childhood Education relationships between sectors and within districts and regions through collaborative professional learning experiences. This ecological framework included Early Childhood Educators in school districts and nonprofit community education organizations such as Child Care, Head Start, Libraries and Museums, often serving the same children, and in close proximity to one another’s programs. Higher education institutions were central to gathering the educators and leading the professional development experiences resulting in powerful cross sector relationships. Working in collaboration, pooling resources, sharing professional development experiences, and sharing child-curriculum, increased core pedagogical and content knowledge for Early Childhood Educators and moreover, significantly increased children’s learning in all the projects.
[1] The moral of the story of [Stone Soup (1968) McGovern, Ann] is that by working together, with everyone contributing what they can, a greater good is achieved than would be by working alone.
CH 1: Higher Education
The Improving Teacher Quality Early Learning Projects
Higher Education: Findings and Tools
The Early Learning Projects validated that institutions of higher education are a vital link to the professional development of early childhood educators and to significant collaborations between the organizational stakeholders that work together to train and professionalize the field. Watch the video below to learn more and download these tools to support the development of an ITQ program in your community.
CH 2: School Districts and Community Organizations
The Improving Teacher Quality Early Learning Projects
School Districts and Community Organizations: Findings and Tools
The Early Learning Projects demonstrate that partnerships and collaboration between essential facets of the community (public schools, early childhood education programs, community partners, families) contribute to improved learning experiences and significant gains in children’s learning. Watch the video below to learn more and download these tools to support the development of an ITQ program in your community.
CH 3: Early Childhood Educators
The Improving Teacher Quality Early Learning Projects
Early Childhood Educators: Findings and Tools
Findings from the ITQ program show that expanding teachers’ knowledge and promoting a collaborative approach will contribute to an improved teaching practice and, ultimately, gains in children’s learning. Watch the video below to learn more and download these tools to support the development of an ITQ program in your community.
CH 4: Classroom
The Improving Teacher Quality Early Learning Projects
Classrooms: Findings and ToolsClassrooms: Findings and Tools
The Early Learning Projects demonstrate that incorporating Developmentally Appropriate Practices (DAP) into the learning content and facilitating collaboration between early educators across settings and age groups contributed to significant gains in children’s learning. Watch the video below to learn more and download these tools to support the development of an ITQ program in your community.
Module 2: Family and Community
Module 3: We All Live Somewhere
Module 5: Growing and Changing
IQ Partners
Berkshire Early Learning Labs: Massachusetts College of Liberal Arts
- Adams Cheshire Public Schools
- Berkshire Community College
- Berkshire Museum
- Child Care of the Berkshires
- Clark Museum
- Massachusetts Museum of Contemporary Art
- North Adams Public Schools
- North Berkshire School Union
- Pittsfield Public Schools
University of Massachusetts Boston: Chelsea Achieves in Mathematics
- Chelsea Public Schools
- Community Action Programs Inter-City, Inc. (CAPIC) Head Start
University of Massachusetts Boston: Higher Order Teaching
- Coordinated Family & Community Engagement Council
- Early Childhood Associates
- LPS Birth to Grade 3 Alignment
- Lowell Public Schools
Worcester State University: Using Science to Strengthen and Align Early Childhood Teaching
- EcoTarium Museum of Science and Nature
- Massachusetts Audubon Broad Meadow Brook Conservation and Wildlife Sanctuary
- Millbury Public Schools
- Quinsigamond Community College
- Worcester Head Start
- Worcester Public Schools
This institute is part of the College of Education and Human Development.