Core Qualities For Successful Early Childhood Education .
Core Qualities For SuccessfulEarly Childhood Education ProgramsMatrix
The National Council of La Raza (NCLR)—the largest national Hispanic civil rights andadvocacy organization in the United States—works to improve opportunities for HispanicAmericans. Through its network of nearly 300 affiliated community-based organizations,NCLR reaches millions of Hispanics each year in 41 states, Puerto Rico, and the Districtof Columbia. To achieve its mission, NCLR conducts applied research, policy analysis,and advocacy, providing a Latino perspective in five key areas—assets/investments, civilrights/immigration, education, employment and economic status, and health. In addition, itprovides capacity-building assistance to its Affiliates who work at the state and local levelto advance opportunities for individuals and families.Founded in 1968, NCLR is a private, nonprofit, nonpartisan, tax-exempt organizationheadquartered in Washington, DC. NCLR serves all Hispanic subgroups in all regions ofthe country and has regional offices in Chicago, Los Angeles,New York, Phoenix, and San Antonio.Copyright 2011 by the National Council of La RazaRaul Yzaguirre Building1126 16th Street, NW, Suite 600Washington, DC 20036-4845 (202) 785-1670Printed in the United States of America.All rights reserved.
Matrix
NCLR Core Qualities for Successful Early Childhood Education ProgramsThe National Council of La Raza’s (NCLR) Core Qualities for Successful Early Childhood Education (ECE) Programs exemplify best practicesfor programs serving young Latino and dual language learner children. The purpose of the Core Qualities for ECE is to facilitate children’ssuccessful acquisition of school readiness skills and support children to become culturally and linguistically competent members of theirfamilies and communities. The ECE program members—teachers, staff, children, parents, families, community leaders, and communityorganizations—focus on the goals for teaching and learning in all aspects of development, including social, emotional, cognitive, physical,cultural, and linguistic, for all of its members.Core Quality 1: High Expectations and High SupportsCore Quality 2: Collaborative LeadershipCore Quality 3: Cultural CompetenceCore Quality 4: Bilingualism and BiliteracyCore Quality 5: Sustained Meaningful RelationshipsCore Quality 6: Family Engagement and Community CollaborationCore Quality 7: Continuous Performance-Based AssessmentCore Quality 8: Relationships with Institutions of Higher EducationCore Qualities for Successful Early Childhood Education Programs1
Core Quality 1: High Expectations and High SupportsThe early childhood education program defines goals and establishes high-quality expectations for the social, emotional, cognitive, physical,cultural, and linguistic competencies of all its members: children, teachers, staff, parents, family, and the community.INDICATORS1.A) The program sets highstandards to ensure thatall children are ready forentrance into kindergarten/public school.1.B) Teachers and staff arehighly qualified and highlyeffective.MEASURESEVIDENCEProgram maintains a stimulating bilingualcurriculum, a positive environment, and highquality materials that promote developmentin all domains.High-quality, culturally responsive, and researchbased curriculumInteractive environment for children to exploreand play with interesting materials and objectsProgram develops goals in partnershipwith parents and uses data from children’sassessments and observations to createprogramming that responds to the strengthsand needs of the children.Individual child goals formulated by parents andteacherAppropriate curriculum, assessments, andindividualization for each childProgram ensures that information on eachchild’s progress is passed along to a receivingprogram when children transition.Sharing of pertinent child progress informationamong programs (e.g., child portfolios)All teachers and staff meet or exceed thequalifications for their position as requiredby their state and funding source.Documentation of degrees, credentials, andcertificationsProgram supports and encourages teachersand staff to exceed minimum qualificationsand earn degrees/certifications recommendedby the professional associations andaccreditation bodies in their field.Incentives to make higher education accessible(e.g., release time, reimbursements for academiccoursework, learning groups/cohorts)Documentation of educational/career plan andtranscripts or certificates for work currently inprogress2
INDICATORS1.C) The program director is ahighly effective leader.MEASURESEVIDENCETeachers provide individualized, high-qualityinstruction and maintain a positive relationshipwith each child.Teachers’ familiarity with each child’s personality,strengths, needs, and developmental levelIndividual and small group enrichment andlearning opportunitiesTeacher feedback provided via administrativeand peer observations of classroomsTeachers maintain a positive relationship witheach family and provide individualized supportto parents to provide continuity between thehome and the ECE program.Regular communication with parents todiscuss classroom work and child progressTools and resources provided to parents intheir primary language to extend learningwithin the homeProgram director sets priorities and highexpectations for children, teachers, andparents, and provides instructional leadershipdirectly or through a well-qualified designee.Documentation of annual goalsMonitors curriculum development, instructionalplanning, and data analysisOffers incentives for staff retention andcontinuity (e.g., career ladder, opportunities forleadership roles)Provides support structures to ensure thatmembers have means to meet shared goalsProgram director is an advocate forparent and community engagement.Advocates to stakeholders on behalf of childrenand familiesFacilitates partnerships with districts, foundations,and corporations on behalf of programProgram director holds self, staff, and teachersaccountable for hosting and participating in familyand community engagement activitiesCore Qualities for Successful Early Childhood Education Programs3
INDICATORSMEASURESEVIDENCEProgram director or designee is knowledgeableabout early learning standards, language, andinterpretation associations and participates inprofessional development activities to improvehis/her skills.Supports the adoption/adaptation of recommendedguidelinesRefines program practices based on new researchPartakes in educational conferences, summits, andworkshops on a regular basis1.D) The program providesProgram provides meaningful trainings andworkshops on an ongoing basis.Professional development regularly provided atthe program or opportunities to attend outsidetrainings/workshopsInformation from trainings applied by staffand teachersStaff involved in prioritizing professionaldevelopment needs and delivery of trainingAnnual required hours of professionaldevelopment1.E) The program meets the needsof the whole child, includingtheir physical growth andoverall health.Program provides nutritious food choicesand activities about healthy living that reflectthe cultures represented in the programand community.Daily nutritious meals and activities reflectingthe culture of the childrenActivities promoting healthy lifestyles (e.g.,growing food in a garden, healthy cookingactivities, exercise and physical movement)Program provides parent education onhealth and safety precautions in a culturallyappropriate manner.Visits from community representatives (e.g., fire,police, and health departments) to demonstratehealth and safety precautions (e.g., child-proofinga home, installing and using car seats)Program is inclusive of all individuals,providing culturally appropriate interventionservices for children and families withspecial needs.Program environment that is inclusive of andaccessible for all individuals’ needs and responsiveto their cultural and linguistic backgroundsTrainings and resources provided for teachers andparents that address specific disabilities and thecultural perspectives related to barriers for servicecontinuous professionaldevelopment on pedagogy,literacy, languagedevelopment, and contentareas via individual andECE program-wide learningopportunities.4
Core Quality 2: Collaborative LeadershipThe ECE program validates and benefits from each member’s contribution to its culture and development. The program integrates thediverse cultural perspectives of its members and fosters a strong sense of collective commitment to its success.INDICATORS2.A) The program establishesstructures and providessupport for family membersto take leadership rolesin its development as aninstitution and to advocatefor the program in theircommunity.2.B) All teachers and staff areprovided with opportunitiesto develop and exerciseleadership and engagein planning activities thatimprove the quality ofinstruction, well-being ofchildren, and performanceof the program.MEASURESEVIDENCEProgram provides culturally appropriatetraining for parents and family membersto develop and practice leadership skills inculturally appropriate methods.Annual leadership development trainings hostedfor parents and familiesParents and/or family members haveopportunities to assume active leadershiproles in the program and community.Parents and family members involved inleadership activities and roles (e.g., parentadvisory council, organizing cultural events,working with teachers on class activities)Families engaged in problem solving at thecenter and community levelsParent leaders supporting other parents todevelop recommendations related to programplanning and establishment of procedures thatpromote school successProgram director ensures a program culturethat supports the ongoing development ofleaders and teamwork.Multiple opportunities for engagementTeachers and staff providing leadershipin work groups for center and communityprojects and classroom activitiesStaff voices well represented in theorganization’s mission and vision statementProgram provides structure and supportfor mentoring and coaching withteachers and staff.Mentoring and coaching provided by experiencedstaff for new staffRegularly scheduled classroom and team meetingsCore Qualities for Successful Early Childhood Education Programs5
INDICATORS2.C) The program has a processfor regularly soliciting andimplementing input from allmembers of the programcommunity to informprogram-wide decisions.MEASURESEVIDENCEProgram director and leaders ensure opencommunication with program members anddemonstrate awareness of culturally appropriateways of communicating.Culturally competent communication incorporatedthroughout the decision-making processDecision-making procedures understood by allprogram membersProgram director ensuring that all voices are heardTeachers, staff, and parents are providedwith opportunities throughout the year toparticipate in the decision-making process,whenever appropriate.Active maintenance of an advisory council withparent, teacher, and community representationAdvisory council helping oversee programmaticdecisions, examining needs, and providingpolicy recommendationsProgram responsiveness to members’ input6
Core Quality 3: Cultural CompetenceThe ECE program respects and incorporates the Latino culture—its values, history, experiences, and traditions—in all of its aspects. Itembraces its role as a cultural mediator and cultural institution that promotes the advancement of a vibrant multicultural community. Theprogram engages in a continual process of discovery and learning regarding the cultures of the families, community, and staff.INDICATORS3.A) The program honors theculture and history of thechildren and families andidentifies shared commonvalues to foster in theprogram environment.MEASURESEVIDENCEProgram has an ongoing process todiscover and learn about the culture of itscommunity and diverse cultures.Assessment of values and goals of program’scommunityParent focus group to generate Latino familyvaluesFamily stories and experiences incorporated inprogramResearch by program on different culturesrepresented in the program and communityProgram maintains a positive climate basedon an understanding of shared culture andlanguage.Inclusive environment for children and familiesRespectful language in every interaction andcultural courtesies used when appropriateProcess to mediate inconsistencies betweena family’s preferred systems and programrequirementsThe curriculum, materials, andinstructional methods intentionallyreflect and honor all cultures, includingthe culture and language of theprogram’s children and families.Curriculum informed by families’ stories andexperiencesTraining and professional development on culturallyresponsive instruction and classroom managementDaily life and values of Latino culture and diversegroups reflected in classroom materials (e.g.,musical instruments from a variety of cultures,photographs of families at home and parentsat work)Core Qualities for Successful Early Childhood Education Programs7
INDICATORS3.C) All staff demonstrate bothpersonal understanding andprogrammatic expression ofpresent-day family life, Latinocultural traditions, and valuesof participating families.MEASURESEVIDENCETeachers enable children to function effectivelywithin different cultures while maintaining andcelebrating their own ethnic identity.Teachers consistently incorporating positivecultural practicesPositive, inclusive social-emotional environmentand messagesAppropriate amount of support provided forchildren to become bicultural and effectivemembers of various groupsProgram actively recruits staff who areculturally and linguistically competent in twoor more languages, including those of theprogram population.Program staff speaking the home language ofthe childrenStaff reflecting program population and/oran established process to ensure culturalcontinuity between home and the programMembers critically examine their role inensuring cultural continuity and understandhow children’s home culture is developed andembraced across communities.Staff reflecting on their own biases, familyculture, and others’ cultureDiscussions on culture and experiences offamilies (e.g., talking circles on positive andnegative impacts of immigration, assimilation,and acculturation across generations)Relationships among program staff and parentsstrengthened as a result of conversationsProgram provides opportunities for children,families, and the community to engage incivic, social, and authentic cultural traditions.Cultural and social celebrations at program (e.g.,performances, events, and exhibitions)Cultural and traditional practices acknowledgedand respectedCultural events jointly planned by families and staff8
Core Quality 4: Bilingualism and BiliteracyThe ECE program adopts an educational program that supports the goal of all children and families becoming bilingual and biliterate, andit establishes standards and expectations for children in both languages. The program uses research-based practices to facilitate languageacquisition in at least English and Spanish. The program supports opportunities for monolingual staff to become bilingual and biliterate.INDICATORS4.A) The program’s policy,goals, and services provideopportunities for children,parents, and staff to becomebilingual and biliterate.4.B) Children are assessed in theirfirst and second languageto determine the level ofsupport needed at home andat school.MEASURESEVIDENCEThe program’s dual language policy guidesinstruction and is adhered to by teachers,staff, and parents.Children communicated with and instructed inboth Spanish and EnglishDaily schedule structured with designated timesfor a target language to be spoken by everyonein the classroomTeachers, staff, and parents are providedwith opportunities to strengthen their primarylanguage and acquire second-language skills.Teachers and staff literate in each targetlanguage and building second-languagecapacityLanguage courses provided or referredProfessional development funds allocated tosupport staff to engage in immersion studiesTrainings and professional development providedin primary language of teacherParent education trainings and workshops offeredin primary language of familiesProgram supports the preservation of thehome language spoken by the child and thefamily.Spanish and other home languages valued withinthe programMembers encouraged to maintain communicationin home languageProgram gathers data from multiple sourcesregarding a child’s language skills in theirprimary and second languages.Multiple, appropriate, performance-basedassessments used to collect data on children’s skillsin both English and SpanishData obtained from multiple sources (e.g.,observations of child interactions, parentquestionnaire, records from previous ECE services)Core Qualities for Successful Early Childhood Education Programs9
INDICATORS4.C) Teachers utilize researchbased strategies to developchildren’s literacy and contentknowledge in each language.MEASURESEVIDENCEProgram conducts staff and family meetingsto formulate a dual language plan and identifystrategies/resources to implement the plan.System for periodic data review of classroomsand programTeacher, team, and family meetings to discusschild data and plan of action for school andsupport at homeTeachers use appropriate strategies todevelop oral language skills in both Spanishand English.Daily activities in English and Spanish based onevidence-based strategies for facilitatinglanguage acquisitionStandard academic vocabulary taught explicitlyin both Spanish and EnglishTeachers promote children acquiring earlyliteracy skills in their first language andfacilitate the transfer into the second language.Instruction in phonological awareness andphonics in both languagesEarly writing experiences provided in bothlanguagesModeling of fluent reading in both Spanishand EnglishTeachers individualize instruction basedon each child’s individual language abilityand needs.Scaffolding utilized to make contentcomprehensibleLesson plans and instructional schedule providingdifferentiated instructionRecord kept for each child’s trajectory ofdevelopment10
Core Quality 5: Sustained Meaningful RelationshipsThe program promotes authentic, meaningful relationships, respectful open communication, and participation among families, children, andECE staff. These relationships contribute to the lifelong success of families and children.INDICATORS5.A) The program buildsrelationships with families,children, and the communitybased on care, dignity,and respect.5.B) The teachers and staffhonor and incorporate thecontributions and participationof parents and families inthe program.MEASURESEVIDENCEProgram ensures that initial and ongoingcontact with families honors their culturalvalues and continually develops a trustingrelationship with parents and families.Opportunities provided for families to engage andshare cultural valuesFamilies’ language and cultural traditionscontributed to classroom (i.e., native songs, stories)Families given opportunity to support traditions incultural and civic eventsProgram provides opportunities forchildren to develop caring and respectfulrelationships with their peers, parents,teachers, and other adults.Experiences provided for children to learn/reinforce their own culturally appropriate behaviors(e.g., greetings, courtesies, problem solving, andsocial interactions with peers and adults)Children engaged in discussions and activitieson how different cultures show respect, care, andhealthy communicationParents and teachers develop collaborativerelationships to address family and children’scontributions and needs.Parent-teacher collaborations to support childacademic, cultural, and social competenceForum and space for parents to sharecontributions, wants, and needs (i.e., cultural events,discussions, meetings with program leaders)12
Core Quality
Core Qualities for Successful Early Childhood Education Programs 1 . successful acquisition of school readiness skills and support children to become culturally and linguistically competent members of their . Active maintenance of an advisory counc
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