ILLINOIS EDUCATION RESEARCH COUNCIL

Innovations for High Quality, Aligned Early Childhood POLICY RESEARCH

Educator Preparation ISSUE 03 2016 Bradford R. White, Debra Mayconich Baron, Brenda K. Klostermann, and Daniel Q. Duffy | 2 IERC 2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Illinois University Edwardsville. childhood educatorpreparation White, B.R.,Baron, D.M.,Klostermann,B.K.,&Duffy, D.Q.(2016). SUGGESTED CITATION: State Board ofEducation. Learning Challenge monies coordinated by the Governor’s Office of Early Childhood Development and the Illinois This implementation study was funded by the Illinois Board of Higher Education through Race to the Top Early of theauthors. layout and design,andJacqueline Twitty forherkeen editing eye. Anyopinionsexpressed inthisreport are those inthisstudy forgraciouslysharingtheirtimeandperspectives, toJenniferparticipated Barnhart forthereport review and feedback on earlier versions of the report. Sincere thanks to early childhood education programs that We wouldliketothankStephanie Bernoteit, Janet Holt, Elliot Regenstein, andAnniK.Reinking fortheirhelpful ACKNOWLEDGEMENTS Daniel Q.Duffy is currently anacademicadvisorintheOfficeof Academic Advisingat Southern Illinois University Edwardsville. Brenda K.Klostermann, PhD, Debra Mayconich Baron R. White Bradford ABOUT THEAUTHORS was agraduateresearch assistantattheIllinois Education Research Council.

is theAssociateDirector attheIllinois Education Research Council. , PhD, (IERC 2016-3).Edwardsville, IL:Illinois Education Research CouncilatSouthern is theformerAssociateDirector fortheIllinois Education Research Counciland is aconsultantwiththeIllinois Education Research Council

Innovations forhighquality, alignedearly

Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 3 5 37 40 40 41 42 42 16 17 18 19 20 22 27 28 29 30 31 32 33 34 35 36 37 10 12 12 13 13 14 15 19 32 36 11 15 19 10 15 ...... Table of Contents Table Lessons Learned about Advising and Supporting Transfer Students Transfer and Supporting Lessons Learned about Advising Students Transfer and Supporting Challenges to Advising Students Transfer and Supporting for Advising Steps Next Students Transfer and Supporting in Advising of Innovations Sustainability Challenges for Assessment Alignment Students and Supporting for Advising Motivation Students and Supporting in Advising Innovations Students and Supporting of Advising Common Features Motivation for Assessment Alignment Motivation Assessment Alignment Innovations of Assessment Alignment Common Features Lessons Learned about Assessment Alignment Lessons Learned about Articulation Challenges to Articulation for Articulation Steps Next of Articulation Innovations Sustainability of Articulation Innovations Impact Motivation for Articulation Motivation Articulation Models of Articulation Innovations Common Features A New Willingness to Work Together Willingness to Work A New the Field from Demands Trends Policy and National State Costs for Students Loss and Related Credit to Minimize Desire Project Summaries Project Interviews Coding and Analysis Limitations Background Participants ...... Advising and Supporting Students and Supporting Advising Alignment of Assessments Articulation Arrangements Cross-Cutting Catalysts Cross-Cutting Methods

Pathway Innovations Pathway Findings Introduction Preface 4 IERC 2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Content Area Innovations Appendix C:Codebook Appendix B:Supplemental Protocols Interview Appendix A:General Protocol Interview References Conclusions &Implications Cross-Cutting Challenges Field Experience Innovations Infant and Toddler Programs English LanguageLearner Instruction Early Math Closing Sharing Resources andExperiences State andNational Policy Initiatives andContext Early ChildhoodEducation Quality Meeting theNeeds ofECECandidatesandthe Workforce Communication, Alignment,andPartnership Sustainability &Scalability Time Student andInstitutional Characteristics Misperceptions andStatus State Policy andOther External Forces Administration andBureaucracy Lack ofAlignmentandCommunicationBetween Institutions Next Steps forImproving Field Experiences Challenges toImproving Field Experiences Common Features ofField Experiences Innovations Innovations forImproving Field Experiences Motivation forImproving Field Experiences Lessons LearnedaboutInfant and Toddler Programs Challenges withInfant and Toddler Programs Common Features ofInfant and Toddler Program Innovations Infant and Toddler Program Innovations Motivation forInnovations inInfant and Toddler Programs Lessons LearnedforEnglish LanguageLearnerInnovations Challenges forEnglish LanguageLearnerInnovations Common Features ofEnglish LanguageLearner Instruction Innovations inEnglish LanguageLearnerInstruction Motivation forEnglish LanguageLearnerInstruction Lessons LearnedaboutEarlyMath Challenges toEarlyMath Innovations Common Features ofEarlyMath Innovations Early Math Innovations Motivation forEarlyMath Innovations ...... 84 82 79 76 68 43 61 56 54 48 43 75 74 72 71 70 68 66 66 66 65 64 63 61 61 60 59 56 56 56 55 55 54 54 53 53 52 49 48 47 47 46 44 43 Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 5

encompasses the wide-ranging needs of practitioners in all Credentials Gateways the state. The ECE settings across for professional requirements include progressive and coursework leading ultimately to the development and graduate- completion of associate-, baccalaureate-, in the ECE field. degrees level These varied pathways for education and employment, employment, and education for pathways varied These contribute and concomitant issues with compensation, of the consistency to persistent challenges regarding A ECE workforce. qualifications of individuals in the a has Illinois fact that is the of these conditions feature who workforce large number of individuals in the ECE completed varyinghave amounts of college coursework or ECE credentials without attaining the relevant of their recognition signifying professional degrees efforts. began to offer to these challenges, Illinois response In center personnel a series educators and child care the Illinois by administered credentials of leveled Agencies and Referral Resource of Child Care Network Department of the Illinois (INCCRRA) through Services (DHS). These industry-recognized Human have Gateways Credentials) as the (known credentials that include the ECE Credential, in areas been awarded and the Illinois (ITC), Credential the Infant/Toddler these of purpose The (IDC). Credential Director a preparation has been to provide credentials leveled that (PD) “lattice” development and professional a high school diploma, whereas these same individuals these same individuals whereas a high school diploma, Development Child recognized must hold a nationally for the degree or an associate Associate (CDA) credential childhood Early programs. Start Head within role same and Preschool-for-All in the state’s teachers working kindergarten second grade settings must have through Educator Professional and an Illinois a bachelor degree with an early childhood endorsement License (PEL) (ISBE). Education of Board State Illinois the by issued

streams of different agencies that have oversight. For oversight. have that agencies of different streams example, individuals aspiring to be assistant teachers having by merely settings care child licensed in work can Illinois is similar to most other states in that Illinois for entry vary into the ECE workforce requirements regulations and funding significantly based on the a baccalaureate degree with an ECE focus (Minervino, degree a baccalaureate 2014). education (ECE) programs, and child outcomes education (ECE) programs, NRC, 2015; 2012; IOM & & Goffin, (Bredekamp particularly2016), have teachers ECE when Schilder, support a substantial and growing body of research that body of research support a substantial and growing childhood early between correlation a positive shows staff, high-quality early childhood credentialed period birth public opinion, as age eight. U.S. through seems to intuitively survey, the NAEYC evidenced by for all teachers in the field to have a baccalaureate-level a baccalaureate-level for all teachers in the field to have to supporteducation with specific competencies young and learning during the critical development children’s The IOM-NRC report made a number of research- report made a number of The IOM-NRC the quality of for improving based recommendations call a including preparation, educator childhood early that early childhood professionals need in order to need in order that early childhood professionals supporteffectively and the social, emotional, physical, years. early the in occurring development cognitive Research Council (NRC) (2015) that provided an in- provided (2015) that Council (NRC) Research skills and knowledge the multi-faceted of review depth these professionals are key to quality early childhood are these professionals report a survey followed 2). This NAEYC (p. programs (IOM) and National of Medicine the Institute issued by The participantsThe survey the in childhood early that noted complex and who have “professionals educators are of skills and knowledge the that and jobs” demanding (NAEYC, 2015), there is broad consensus among the is broad 2015), there (NAEYC, access to quality early learning and American public that and their families. is important children for young care According to a survey conducted by the National to a survey the National conducted by According Children Young of Education Association for the Illinois Board of Higher Education Illinois Board of Higher by Dr. Stephanie Bernoteit, Senior Associate Director for Academic Affairs, Academic for Associate Director Bernoteit, Senior Stephanie by Dr. Preface 6 IERC 2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation entitlement to offercoursework leadingto Gateways Participating institutionsthatdidnotalready have curriculum between two-andfour-year ECEprograms. andalignmentof the fundstopromote articulation Applicants fortheEPPI grantswere required touse and Professional Development. Council’s subcommitteeonHigher Education Learning (GOECD), INCCRRA,andtheIllinois EarlyLearning Governor’s OfficeofEarly Childhood Development Center: Resources for Teaching andLearning,the Community CollegeBoard (ICCB),the ISBE,The ofmultipleagenciesincludingtheIllinois and support (EPPI) grants, were designed with the collaboration Childhood Educator Preparation Program Innovation credentials anddegrees. Thesegrants,calledtheEarly preparation andpathwaystopromote attainmentof with theaimofimproving earlychildhoodeducator of two- and four-year institutionsofhigher education the IBHEledaproject toprovide grantstopartnerships systems-building andsystems-integrationinitiatives, learning anddevelopment standards. ofthese Aspart care andeducationprograms withhigh-qualityearly Rating andImprovement System, andalignallearly create andimplementtheExceleRate Illinois Quality ofearlylearningpersonnel, the trainingandsupport a totalof$52.4millioninfederalfundstostrengthen In 2012and2013,theState ofIllinois wasawarded federal Racetothe Top—Early LearningChallenge. ECE systems-building work in the by participating The State of Illinois hascontinuedtoexpand its degree inthefield. number ofECEprofessionals whoholdabaccalaureate forcontinuingtoincreasesubstantial opportunity the 28, 2016;Schilder, 2016,p. 11).However, there is Scritchlow,(J. personalcommunication,September degrees ascompared tothenational average of53% an estimated 74% with associate or baccalaureate workforce inIllinois licensedchildcare settings— resulted inamore highlyeducatedearlychildhood development programs, coupledwiththeQRIS,has credentials through highereducationandprofessional early childhoodprograms. Theavailability ofthe Rating andImprovement System (QRIS)forlicensed of staffeducational requirements inthe state’s Quality The Gateways Credentials are embeddedasanelement or more keyaims(Bernoteit, 2014),including: deliverable. In addition,applicantscouldfocusonone Credentials were required toseekentitlement as agrant less withagrant periodofapproximately tenmonths. of theawards. EachoftheEPPI grantswas$50,000or of eachgranteetoillustrate the geographicdistribution were awarded theirgrant.Figure 1displaysthelocation andtheyeartheir two-year inwhichthey partner(s) the 2014cohort. Table 1liststhefour-year grantees, implementation awards granteesfrom tofive partnership as well as a group partnerships, of continuing eight new A secondround ofgrantswere awarded in2015for Redesign ofEarlyChildhoodEducation (CACRECE). that comprised the Chicago-Area for the Consortium includingfour consistedof12partnerships, first cohort in thefallof2013forwork tobedonein2014.This The firstEPPI grants were made available by application • • • • • implementation, includingbutnotlimitedto, Create forinnovation opportunities inprogram toddler development, andspecialeducation; bilingual/English languagelearning,andinfant/ but notlimitedto,earlymathlearning, Build capacityinkey areas ofneed,including learners shouldknow andbeabletodo; Gateways Credentials, aswell aswhatyoung statestandardsnew foreducatorlicensure, programs indesigningcurriculumtoincorporate Support earlychildhoodeducatorpreparation preparation. settings forthepurposesofimproved educator child care centers,andotherearlychildhood preparation programs, schools,preschools, between two-andfour-yearof partnerships Foster thecreation development orfurther educator preparation; Develop modelsofeffective earlychildhood entitlement; for thecurrent workforce, andGateways degree/credentialpathways tofurther attainment or attainmentofkeycompetencies,flexible to demonstratecandidateprogress toward quality fieldexperienceplacements,assessments Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 7 , in which the educator , in which the educator foundational knowledge and improve access to and improve foundational knowledge of requirement federal financial aid, changed the a transferrable from 3 credential the ECE Level math course math course to a credit-bearing important ECE the field to address allowing modifications and explored math pedagogy, to Gateways institutional entitlement and for helping candidates acquire procedures Reconvened the ECE Illinois Articulation the ECE Illinois Reconvened to support major panel broader Initiative and transfer possibilities for students recognition and aligned courses completing the redesigned the partnership and other emerging from work efforts jointly design curriculum among ECE to faculty; two- and four-year faculty from Invited data 2014 to analyze institutions in December difficult for and unpack systems issues making it embed institutions of higher education to fully as stackable pathways the Gateways Credentials programs; to completion within degree in 2015 a state-level Coordinated of aspects of the existing reconfiguration to address requirements Gateways credentialing by the faculty expertsissues identified (e.g., hours 12 to 16 from the requirements increased to support greater 2 credential for the ECE Level • • • oices from the Field: Collaborative Innovations in Early in Early Innovations Collaborative the Field: oices from strengths, as well as the needs of the field. A subsequent the field. A subsequent as the needs of as well strengths, include a monograph, in this series will publication V Preparation Childhood Educator partners partnershipstheir of each describe preparation Latham, & (Bernoteit, innovations EPPI and resulting in press). Darragh, partnershiptheir in engaged grantees work, EPPI the As agency staff paid close attention IBHE and other state challenges issues surfacedto the regarding faculty by and alignment in furtheringredesign their program efforts. on The state agencies came together to work the faculty experts.these issues based on feedback from grants, the following the course of the EPPI During IBHE, ICCB, and the other state taken by actions were agency partners: and other academic supportsstudent academic in other and grounded currently be enrolled, faculty were able to creatively creatively to able faculty were be enrolled, currently design bridge experiences; stackable, credential- completion; based pathways to baccalaureate-degree field. By keeping the ECE students central regardless regardless By keeping the ECE students central field. they may of the institution of higher education where the Lichtenberger et al. (2015) study, partners cite the Lichtenberger et al. (2015) study, on ECE the importance of focusing first and foremost in the employed currently students, many of whom are adds to the knowledge base by examining the promising examining the promising base by adds to the knowledge the of work the from emerged have that practices concert partners.grant from findings with In EPPI of the EPPI grants to further models for early develop of the EPPI and to build capacity childhood educator preparation report of need. The study detailed in this in key areas The purpose of the study was to identify innovative The purpose of the study was to identify innovative the recipients carried out by initiatives and promising efforts to support student success with transfer, as well as efforts support to student success with transfer, completion. and degree as credential grant itself, along with rules changes promulgated by rules along with by changes promulgated grant itself, state agencies, to support articulation new or revised of related and a number redesign, program agreements, and degrees. These faculty partners also described the and degrees. important these ECE attainment for advancing catalysts the EPPI being able to leverage including initiatives, have, historically, challenged their efforts to create challenged their efforts to create historically, have, to professionals ECE for pathways stackable seamless, credentials of attainment and learning their advance by faculty at the two- and four-year institutions that institutions four-year and two- the at faculty by faculty participants that report, grants. In EPPI received barriers which noted the institutional and systemic study (Lichtenberger, Klostermann, & Duffy, 2015) & Duffy, Klostermann, study (Lichtenberger, to partnershipexamined the approaches employed publication is partis publication describe to a series of studies of partnershipshigher education of these the work to The first IERC ECE workforce. the state’s advance in the EPPI grant initiative. grant initiative. in the EPPI Council (IERC) Research Education Illinois This materials. Over the course of both award cycles, 70% cycles, of both award the course materials. Over education with early institutions of higher of the state’s participated programs preparation educator childhood with partner joint program to conduct institutions and alignment efforts, costs, support travel for redesign related and partnershipregional employers, efforts with These funds were used to support time to meet faculty were These funds 8 IERC 2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation • • • competencies. assessment ofcandidateattainmentthe resources forcurriculummappingand Credentials competenciesalongwithrelated year institutions tolearnabouttheGateways and resources forfacultyfrom two-andfour- Provided professional statewide development aligned setofcompetencies;and benchmarks toamore manageableandcarefully Credentials from languagegrounded in tofullytransitiontheGateways partnership Supported thework ofanEPPI grant credentials withininstitutions; andcertificates the transparency andoverall stackabilityofthese credential atLevels 2and3toenhanceboth configured Gateways requirements fortheECE programs withthenewly align collegecertificate facultyattwo-year institutionstofully support Provided technicalassistancein2015-2016to education programs); credentials more seamlesslythrough theirhigher post-secondary studentsuccessingeneral. post-secondary education andrepresentative ofpracticestosupport practice are forthefieldof earlychildhood instructive The resulting recommendations forbothpolicyand described here. efforts alignment, andpartnership complicate thekindsofinstitutionalprogram redesign, level administrative elementsthat may unnecessarily andtoaddressefforts procedural orotherstate- to provide coordinated forsystems-building support ofstateagencywork theimportance this studysurface the focus of this report, faculty comments throughout success toward highprofessional standards. While not while remaining firmlycentered student onsupporting changing institutional,state,andnationalcontexts commitment ofIllinois facultytoinnovate inever- A careful reading ofthisstudyoffersinsightsintothe Innovations for High Quality, Aligned Early Childhood Educator Preparation ounty http://ierc.education 9 ook C C Location of the 2014-2016 Early of the 2014-2016 Location Figure 1. Program Educator Preparation Childhood grant recipients. Innovationaton ears Y rant 2014–2015 2014–2015 2014–2015 2014–2015 2014–2015 2015–2016 2015–2016 2014–2015 2015–2016 2015–2016 2014–2015 2014–2015 2015–2016 2014–2015 2015–2016 2014–2015 2014–2015 2015–2016 2015–2016 2015–2016 2014–2015 2015–2016 2015–2016 2014–2015 2015–2016 G rtner(s) edesigning Early Childhood Education ear Pa age ashington College ashington College* ashington College wo-Y uP W W W T alley Community College* alley Community College alley Community College alley Community College tate College* tate College uburban College uburban College* ood Community College alley College alley Community College unior College andburg College V ruman College V W T rton College* - Harold - Harold - Daley College* - Harold rkland College oraine V aubonsee Community College aubonsee Community College ack Hawk College liet J eartland Community College ighland Community College ock end Lake College lack Hawk College riton Community College rairie S rairie S arkland College hawnee Community College outheastern Illinois College outhwestern Illinois College auk outh S outh S poon River College ohn A. Logan College ohn P College Danville Area Community H Illinois V Illinois Central College Jo Kankakee Community College W City Colleges of Chicago Lincoln Land Community College Richland Community College T College of D Kishwaukee College Illinois V W R City Colleges of Chicago William Rainey Harper Community College* M City Colleges of Chicago S S J R Lewis and Clark Community College Kaskaskia College S City Colleges of Chicago - Illinois V Illinois Central College Carl S Bl J S S Pa S Illinois Central College Mo S City Colleges of Chicago - District O ce* City Colleges of Chicago - District

yP yP yB niversity niversity niversity yH rtner niversit niversity niversit niversity niversity* niversity niversit tate U niversity* niversity* niversit ear Pa 2014-2016 Early Childhood Educator Preparation Program Educator Preparation Early Childhood 2014-2016 niversity tate U niversity niversity* niversity Chicago tate U niversity d U dsville our-Y aul U CRECE) embers of the Chicago-area Consortium for R F rthern Illinois U yola U illikin U estern Illinois U ational Louis U niversity of Illinois at niversity of Illinois at rbana-Champaign ockfor oosevelt U radley U outhern Illinois U outhern Illinois U t. Ambrose U t. Xavier U (CA DeP Eastern Illinois U Governors S Illinois S Lewis U Lo M N No R R S S S (Carbondale) S U Chicago U U W * M Edwar B Chicago S Innovation Grant Recipients Innovation Table 1. 1. Table 10 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Introduction childhood educators, thereport also addressed therelationships between two-andfour- programs. Acknowledging thecriticalrole communitycollegesplayinpreparing early One recommended strategytomeet thischargeincludedincreasing accesstohighereducation educational level toabachelordegree forallleadeducatorsworking with young children. The report recommended developing improved pathways toincrease theminimum & NRC, 2015)concluded: A recent report issuedby theInstitute ofMedicine andtheNational Research Council(IOM Background both policyandpractice. concludes withadiscussionofmajorthemesemergingfrom thisresearch andimplicationsfor barriers toimplementationandgrantees’ strategiesforovercoming these obstacles. The report each innovation andlessonslearnedfrom grantees’ experiences.Then we discusstheprimary implemented withthegrantandcore componentsandspecificchallengesassociatedwith provided contextforthework ofthegrantees.Next, we describethemajorinnovations being methods ofourinvestigation. We catalyststhatmotivated and thendescribetheprimary by theEPPI grantrecipients. We beginby describingthebackground oftheproject andthe This presentsreport results from aqualitative implementationstudyoftheinitiatives undertaken implemented. math learning,bilingual/English languagelearning,andinfant/toddlerdevelopment were also key competencies.Promising practicestoimprove qualityfieldexperienceplacements,early students, andaligningassessmentstodemonstratecandidateprogress toward orattainmentof and alignment of transfer curriculum initiatives, strategies for advising and supporting of seamlesspathwaysfordegree andcredential attainmentthrough innovative articulation and buildcapacityinkeyareas ofneed.Recipients usedgrantfundstodevelop awiderange developand four-year modelsforearlychildhoodeducatorpreparation institutions,tofurther comprisedoftwo- grants toinstitutionsofhigherlearning.TheIBHEfundedpartnerships, Education (IBHE)awarded EarlyChildhoodEducator Preparation Program Innovation (EPPI) early childhoodeducationworkforce. In order toaddress thisneed,theIllinois Board ofHigher Much attentionduringthepastdecadehasbeengiven totheneeddevelop awell-trained how educatorsare trained towork withchildren. (p.386) implications for across andwithininstitutions.Thislackofconsistencyhasimportant programs lackaconsistentorientationandare extremely variable andfragmented pathways forenteringhighereducation,anddifferent researchAs a bases. result, this variability hasdifferent values andpriorities,different communities,different responsibilities foryoung children. Each ofthedifferent “worlds” that result from children andpractice served, settingeven though thesecandidateswillhave similar through age8variesbirth widelyfordifferent professionals basedon role, agesof The educationthatisavailable andexpectedforeducatorsofchildren from Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 11 pipeline through smoother transitions from the two-year to the four-year institutions, as well as well institutions, the four-year to the two-year from transitions smoother through pipeline needs the meet to educators childhood early of capacity the opportunitiesas strengthening for of their students. Illinois education stakeholders, particularly those in early childhood education, regarding education stakeholders, particularlyIllinois in early childhood education, regarding those education Higher the quality of the early childhood workforce. practices to increase promising the early childhood workforce to improve strategies institutions will also learn inventive initiatives carried out by the EPPI grant recipients. Using a case-study approach, the research the research a case-study approach, Using grant recipients. the EPPI out by carried initiatives will inform Results of this study by the grantees. practices put in place team identified innovative placements, early math learning, bilingual/English language learning, and infant/toddler language learning, and infant/toddler placements, early math learning, bilingual/English also implemented. were development to examine the Council (IERC) Research Education IBHE contracted with the Illinois candidate progress toward or attainment of key competencies, and strategies for advising toward candidate progress quality field experience practices to improve and supporting transfer students. Promising childhood educator preparation and to build capacity in key areas of need. Recipients used of need. Recipients to build capacity in key areas and preparation childhood educator attainment and credential of seamless pathways for degree a wide range grant funds to develop demonstrate to assessments aligning articulationfor systems initiatives, innovative through Recognizing the importance of these relationships, IBHE provided EPPI Grants to 20 Grants EPPI provided IBHE the importance of these relationships, Recognizing to further institutions, partnerships,for early models and four-year two- of develop comprised call for greater collaboration between two- and four-year institutions is consistent with other institutions is consistent with other and four-year two- collaboration between call for greater overall increase readiness and workforce efforts to advance transfer policies that emphasize 2015). & Anderson, Pingel, rates (Sponsler, education attainment articulation effort is controlled by the 4-year university. Strengthened collaboration between between collaboration Strengthened university. articulationby the 4-year effort is controlled that as a process preparation is one way to establish educator the two types of institutions The IOM and NRC 385). 2015, p. (IOM & NRC, college system” includes the community year institutions, noting, “However, they are often limited by a top-down system in which a top-down limited by often they are noting, “However, institutions, year December 2015. Additional themes were identified during the analysis phases of the study to themes were 2015. Additional December replicate intended to be useful to those who want to the findings in categories that are present this work. ilfacultyresources.org), a project of the Early Childhood Center of Professional Development Development Center of Professional Childhood Early of the project a ilfacultyresources.org), information was Supplemental Learning. Teaching and for Resources The Center: hosted by in Illinois, held in Bloomington, conference at the EPPI their presentations also gleaned from interviews, common themes across each partnership’s work were identified through a review a through identified were work interviews,partnership’s each across themes common and other artifacts proposals the posted on set forthof the objectives in their respective (http://www. website (HERO) Online Resources Education Early Childhood Higher Illinois and strategies EPPI grant recipients utilized in addressing common barriers and practice- common barriers and in addressing utilized grant recipients and strategies EPPI to semi-structured Prior oriented issues experienced in early childhood educator preparation. This qualitative implementation study provides a systematic review of the innovations review of the innovations a systematic implementation study provides This qualitative Methods 12 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation partnering withanIllinois communitycollege. partnering 3 study. 2 community colleges. 1 ______Prior to the interviews, participants werePrior participants sentaproject summary. totheinterviews, Thisdocumentcontained Project Summaries public four-year institutionsandtenwere from private four-year institutions. to thesmallsize oftheprograms. EPPI Of the17participating grantees,seven were from numerous roles served withintheirinstitutionsdue colleges. In manyinstances,interviewees early childhoodorchilddevelopment facultyatfour-year institutionsand/oratcommunity administrators,program coordinators, included field placement supervisors, and Interviewees who worked atatwo-year institution,andoneindividualworked foracommunityagency. 16 wereOf identifiedthose interviewed, as the PI for the partnership, 16 were partners this study. from that agreed 46individualsacross in 17ofthe20partnerships toparticipate interviews project or would provide a uniqueperspective ofthe work. In total,the research team requested inthe whowasinstrumental contact informationforatleastoneadditionalgrantpartner sampling. Thatis,attheconclusionofeach PI interview, heorshewas asked toprovide were identifiedfrom informationcontainedinthegrantfilesand bymodified snowball by amemberoftheresearch IBHE andaskedtobeinterviewed team.Additional interviewees The principalinvestigator (PI) wascontactedviainformationprovided foreachpartnership by the EPPI project. activities includedinthisstudywere alladvanced in insomemannerthrough participation been working ontheinitiatives priorto,andeven outsideoftheEPPI grants.However, dates.Additionally, start widenedby varying which wasfurther someoftheinstitutionshad ofimplementationprogress,in theiractivities.This variation translatedintoawidespectrum goals. Partnerships whodidnotreceive fundinginyear onewere from scratch largelystarting their work duringtheinitialgrantyear andfocusedonfinalizingorpursuingnew, but related (regardless oftheirfundingstatusinyear two),theiractivitieswere viewedasacontinuationof but didreceive fundinginthesecond.For whoreceived partnerships fundinginthefirst year whodidnotreceivebut notthesecond;andseven partnerships fundingintheinitialyear, funding inthefirstandsecond whoyear; five partnerships received fundingintheinitial year, Study consistedofrepresentatives participants from five oftheEPPI who partnerships received Participants aligned. Thethree broad focusareas were: advising/ studentpathways(includingarticulation, were also askedtoidentifythefocusarea(s) withwhichtheir grant-related work mostclosely and makeanyclarifications,additions,orsubtractions thattheyfeltnecessary. Participants at the2015EPPI Bloomington conference. Participants were askedtoreview thedocument postedtotheHERO reports, andartifacts quarterly website, alongwithinformationpresented information aboutthepartnership’s work thatwasgleanedfrom analysisofthe grantproposals, Alloftheinstitutions are locatedinIllinois, except oneofthefour-year institutionsislocatedinIowa and The remaining 13subjects were contactedmultipletimesbutdidnot inthis respond toinvitationsparticipate Two oftheidentifiedindividuals were associatedwithtwoseparateEPPI both partnerships, representing 1 Thirty-three ofthe46individuals(72%)agreed intheinterviews. toparticipate 3

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Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 13 members of the research team individually code the same three interviews three same the code individually team reach then and research the of members researchers the codes, used frequently the reviewing After assignments. code the on consensus the interview final scheme that mirrored a including developed protocol, collaboratively Coding and Analysis interview open coding of three through An initial analysis scheme was developed summaries, by having three reliability check was done An intercoder partnership. a different each from analyzing the responses to interviewanalyzing the responses questions. were cleansed of identifying information (for both individuals and institutions) and uploaded were 6.2.7; Version (Dedoose research application for mixed-methods a web-based to Dedoose, an encrypted for managing, coding, and environment, collaborative provided 2015). Dedoose substantive changes were rare. Interviewees were given approximately three weeks, with at weeks, three approximately given Interviewees were rare. changes were substantive in that not returned that were their summaries. Summaries to return least two reminders, summaries Validated accepted in their original form and used in the analysis. timeframe were correct, or exclude any of the summarized information, or add entirely new ideas. Most of new ideas. Most information, or add entirely of the summarized any or exclude correct, the interviewees made minor edits to the summaries—mainly for clarification purposes, but format of the interview the interview using written notes from protocol, along with the digital Each summary was sent via email to the intervieweeaudio recording. for member checking. the opportunity to clarify, instructed the summaries and provided to review Interviewees were generally lasted between 50 and 90 minutes, although some interviews and two hours generally lasted between ran over tended to take somewhat longer than the interviewsinterviews with other partners. with the PIs the summaries following detailed developed of using full transcription, the researchers Instead second round grantees were ending when the interviews taking place; and a few grantees grantees were second round were just getting started. interviews Scheduled conducted were later awards were that received the accuracy of notes. Interviews to ensure digitally recorded the telephone and were over end of the second year of funding. Therefore, grantees were at very round at stages—first were different grantees of funding. Therefore, end of the second year prior to the interviews; had ended about a year for most of the projects the awards grantees’ Appendix B of this report. B of this report. Appendix contacted via email and used an online scheduling serviceInterviewees were to schedule a four-month period, near the over interviews staff. All interviews conducted with research were interview by identified specific to the focus area(s) with questions was supplemented protocol in interview available are the participants. questions for each of these focus areas Supplemental and from representatives from IBHE, the Illinois Network of Child Care Resource and Resource Care of Child Network IBHE, the Illinois from representatives and from Development Office of Early Childhood and the Governor’s Agencies (INCCRRA, Referral report.(OECD). The full interview This general Appendix A of this can be found in protocol future plans for the grant-related activities. All participants were also asked questions related to related questions asked also participantsAll activities. were grant-related the for plans future throughout in high demand are as educators with this background Language Learners, English the interview on early drafts of at IERC was obtained internally protocol the state. Feedback Interview protocols were developed to identify the components of grant-related work, how how work, to identify the components of grant-related developed Interview were protocols collected, and implementation, data learned through was determined, lessons the focus area English Language Learners, and infants and toddlers), and field placements. and field placements. infants and toddlers), Learners, and Language English Interviews supporting transfer students, and aligning assessments), specific content areas (early math, math, (early supporting areas content specific assessments), aligning and students, transfer 14 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation preparation partnerships. used to overcome them, and establish recommendations for future early childhood educator of thegrant,describeinitiatives thatemerged,identifycommonchallengesandstrategies of theEPPI grantoranyassociatedinitiatives. Rather, thegoalwastostudyimplementation asanevaluation(or deny)theseperceptions. Thisstudywasnotdesignedorintendedtoserve the timeofourstudy, itwasnotfeasibletocollectoutcomeorotherdatathatcouldconfirm susceptible topositive bias.Because manyoftheseprojects were orincomplete at brandnew Perhaps most importantly, all of the data used in this research were self-reported and thus Before proceeding tothisstudy’s tonotethelimitationsofthiswork. findings,itisimportant Limitations inthestudy.participants identify overarching themesandpatternsofsimilaritiesdifferences in responses from the coding wascompleted,we usedthedatamatrixmethodofMiles andHuberman (1994)to the interview, coder was another member oftheresearch whereas team. After thesecondary coder. andasecondary primary coderwasusuallytheindividualwhoconducted Theprimary was coded contains the coding scheme, definitions, andexemplarby a quotes. Eachsummary gaps identified intheparticipants’ responses. Appendix Cshows thefinalcodebookwhich summarieswereand partnership alsoanalyzed assupplementalmaterialsthatfilledinany question-specific codes,suchas “next steps” or “scalability.” advisingguides, Quarterly reports, emerged andsomecodeswere shown toconsiderablyoverlap. Theschemealsoconsistedof themes summaries,asnew the mostduringthisprocess andtheanalysisofinterview activities, suchas“regular meetings” or“online instruction.” Thissectionoftheschemeevolved scheme alsoconsistedofcodesthatwere regardless commonacross allpartnerships, ofgrant specific codesforeachfocusarea, suchas, “alignment ofassessment” or “early math.” The Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 15 current workforce. students, including for personnel with a in recruiting transfer the growing number community colleges, bachelor degree and of students attending Four-year institutions for increased interest cited several reasons educator license, and EC credentials, but not the demand in the field meeting the needs of the necessarily a professional

content area innovations, including early math, English Language Learner instruction, Language including early math, English and innovations, content area closes with a field experiences. The section and effortsinfant/toddler programs; improve to to implementation. challenges description of crosscutting activities. We then describe the activities of the partnerships across seven broad areas: pathways areas: broad of the partnerships then describe the activities seven across We activities. including articulation,initiatives, of assessments, and supporting alignment students; transfer We begin the discussion of our findings with a summary a with findings our of discussion begin the grant catalyzed that factors of We of the current workforce. workforce. of the current increased interest in recruiting transfer students, including the growing number of students transfer students, including the growing in recruiting interest increased a bachelor degree attending community colleges, the demand in the field for personnel with and meeting the needs educator license, necessarily a professional but not and EC credentials, they have to be more flexible and rethink the programs they offer. She added that, previously, previously, She added that, they offer. rethink the programs flexible and to be more they have without licensure, to offer a bachelor degree a reason did not have programs the four-year for reasons institutions cited several Four-year to do so. many reasons are there now whereas for two-year students has made it necessary for the universities to learn “how to support students has made it necessaryfor two-year the to learn “how for the universities so ACT student,” are not getting the 31 specific needs of community college students. They colleges need students and so they are much more willing to be flexible. They are singing a willing to be flexible. They much more colleges need students and so they are mean that in anyway critically,” I don’t ago. years singing 16 were very than they tune different desire universities’ four-year the discussed how faculty members. She noted one of the two-year institution believing they were “owners of our own courses.” Historically, four-year programs programs four-year Historically, courses.” own our of “owners were they believing institution transfer students who had completed their general education to admit two-year preferred all the four-year “Now, coursework. to complete child development enrolling courses and were Some expressed feelings of cynicism at the onset of the project, citing prior difficulties with of cynicism at the onset of the project, feelings expressed Some articulation efforts.One partner to the lack of partnerships past problems attributed and each members of the faculty at two-year institutions. These respondents recalled a long-running respondents institutions. These members of the faculty at two-year partners, institutions were four-year with their and noted that many four-year to work desire years. in previous willing to collaborate than they were more now many faculty had long hoped to have. Seven different partnerships identified a change in the different Seven many faculty had long hoped to have. primarycolleges as the two-year with the to work institutions four-year of the willingness of the 11 participants nine were who made this claim Interestingly, catalyst for these projects. A New Willingness to Work Together the opportunity for collaboration that presented requirements partnership grant’s The EPPI discussed in more detail below. discussed in more and the specific strategies they chose to pursue. Several common themes emerged, including: common themes emerged, Several to pursue. and the specific strategies they chose trends; the field; state and national policy together; demands from a new willingness to work costs to students. These catalysts are loss and related credit to help minimize and the desire There were numerous factors that influenced each partnership’s involvement in this initiative initiative in this involvement factors that influenced each partnership’s numerous were There Cross-Cutting Catalysts Findings 16 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation into theprogram “from diverse backgrounds, amountsofexperienceinthe whohave varying their institutions generally do. One of them explained that figuring outhow to bring candidates the communitycollegestended toattractmore raciallyandethnicallydiverse studentsthan graduates, as well as more bilingual educators. Several four-year faculty members reported that Many alsoindicatedthatemployers participants desired more racial diversity from their well aschildcare centerdirectors, whichdonotrequire aPEL. are openingsforInfant/Toddler/Early Childhoodspecialistsanddevelopmental therapists,as Resource andReferral, ofChildren ortheDepartment andFamily Additionally, Services. there agency,programs orforasocialservice such asChildandFamily Connections,ChildCare positions. For example,onecanbecomeafamilyliaisonorwork inprevention initiative degree from anon-licensure-granting program canbeusedtoqualify for manyofthe available require aProfessional Educator License(PEL) from ISBE,anearlychildhood-related bachelor INCCRRA. The Gateways website has a large list of career and, though some opportunities state’s QRIShiringrequirements are reflected inthe Gateways Credentials administered by Early ChildhoodDevelopment, theIllinois ofHuman Department andISBE.The Services, age care andeducationprograms. ExceleRate isajointinitiative oftheGovernor’s Officeof (QRIS) basedonfederalstandards toimprove theavailability andqualityofearlyschool- Illinois (http://www.excelerateillinois.com/), thestate’s qualityratingandimprovement system the students to have credentials.” dueto implementation of This is inlarge part ExceleRate notedthat“employersand statelegislation,oneoftheinterviewees inthearea are pushing early childhoodeducatorscanenterandexitvarious career pathways.Asaresult offederal programs are beingaskedtorespond tothedemandsformultipleon-andoff-rampswhere educationandcredentials tofillpositions intheECEworkforce.with thenecessary For example, Several notedthatthere participants are growing concernsaboutthesupplyofindividuals Demands fromtheField “it went from adud,togoingfullforce.” by in theEPPI thefour-year institutiontoparticipate project anddescribedthisprogression as “weren’t agoodfitforthem.” She putthiswork onthe“backburner” untilshewasapproached approached thefour-year institutiontenyears agoandwastoldthatherproposed options able toremove thebricks“piece-by-piece.” saidthatshehad Anothertwo-year participant the four-year having300and400level courses.” Through theproject, institutionshave been when theycameagainstthe‘brickwall’ oftwo-years’ having100and200level coursesand forward.” In thepast,according toonefacultymember, “other didnotpersevere partnerships people.Thesenew voicesandimperativesnew created possibilitiesforthisproject new tomove students. Then, president“a new cameinwhohadtheexactoppositeprioritiesandbrought in year collegesinherarea becausethecollegepresident wasnotinterested inrecruiting transfer year facultymemberstatedthatforyears itwasoutofhercontrol towork withthetwo- the easewith which they were abletobe creative One inworking four- withtheirpartners. finalized or revised inorder tomove indeveloping forward flexiblepathways,manyexpressed realizedsome participants agreements thattheydidnotneedtohave theirformalarticulation the EPPI grantwas often citedasapositive impetusforthiscollaboration.For example,when their partners’ desires toremove barriersandwork toward commonsolutions.Theflexibilityof Once engaged,facultyfrom bothtwo-andfour-year institutionshadfavorable commentsabout Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 17 credentialing for innovation. The Gateways requirements, new ISBE and ICCB ECE for higher completion standards, and the push rates served as catalysts who do not intend to pursue a bachelor degree. Participants noted that many of these new Participants who do not intend to pursue a bachelor degree. prioritization, increased the focus on “the completion agenda” and the need to develop career career and the need to develop completion agenda” focus on “the the prioritization, increased “just not in an AAS or BA.” explicit completion points along the way, pathways with several for those a terminal degree Science (AAS) is considered of Applied the Associate Traditionally, (Smith, 2011; 2013), as well as by efforts in Illinois (McCambly, Bragg, Durham, & Cullen, Durham, & Bragg, effortsIllinois (McCambly, as by in 2011; 2013), as well (Smith, well as an internal as completion and transfer rates. This external emphasis, 2016) to improve year programs. programs. year partnerships another important has been the national catalyst for some of the EPPI Similarly, Commission of the States (2013) and the Education Foundation the Lumina by push spurred increased awareness among the private universities about the Illinois Articulation Initiative Articulation about the Illinois Initiative universities among the private awareness increased two- from and accept credits institutions to evaluate (IAI) made it much easier for four-year mathematical understanding, have increased the rigor of teacher preparation. This rigor has This the rigor of teacher preparation. increased have understanding, mathematical in the These factors, coupled with the increase programs. to the two-year down” “trickled partnerships.Additionally, further fuel to improve provided number of ECE courses available, The national move to Common Core State Standards, with more rigorous literacy and early rigorous with more Standards, State Common Core to The national move of emphasizing the development and math standards components childhood literature also motivated programs to begin offering non-licensure bachelor degree programs for students programs degree bachelor non-licensure to begin offering programs also motivated school a in work to intend not did but children, young with working in interested were who License (PEL). Educator a Professional system in a position that required provides the scaffolding that needed to be in place for lifelong learning for early childhood the scaffolding that needed to be in place for lifelong provides courses Gateways credential-earning accept to programs four-year that getting and educators, recognition forward. This projects the EPPI another rationale for moving provided for credit of the partners interviewed agreed that the Gateways Credentials were a good starting point were of the partners interviewed that the Gateways Credentials agreed the partners also being entitled could align, and that having the universities for figuring how said that Gateways Participants upon.” build able to were we the bridge “was institutions teacher preparation programs and the increased demand for Gateways Credentials by licensing by Credentials Gateways for demand increased the and programs preparation teacher half than More pathways. to offer the desired together institutions to work agencies motivated Participants reported that the Gateways credentialing requirements (http://www.ilgateways. requirements credentialing that the Gateways reported Participants rates and the push for higher completion com/en/), new ISBE and ICCB ECE standards, for of new state and national standards Implementation served as catalysts for innovation. State and National Policy Trends State and National Policy Trends students who want to move on in higher education. In order to remedy this, another four-year this, another four-year to remedy order In on in higher education. to move students who want more not only work to bigger picture “The grant helped us see the faculty member stated, but also with high schools.” closely with our community colleges, majority of students in her program are coming in at the lowest developmental level in math in math level developmental coming in at the lowest are in her program majority of students was the necessary She to six math courses to achieve and would need four licensure. for level two-year math is a huge barrier for many of the participants one of several how who discussed content, coupled with the need to improve Test of Academic Proficiency (TAP) scores for ISBE scores (TAP) Proficiency of Academic Test the need to improve content, coupled with to identify the need for a more led the early childhood community requirements, licensure partner A two-year aligned early math coursework. continuum of the indicated that robust avenue to recruit these students in order to meet these demands from employers. demands from to meet these in order these students to recruit avenue the comfort educators with math of early childhood level to improve the desire Additionally, field, is something that I have always wanted to address.” Thus, the partnerships served as an address.” always wanted to that I have field, is something 18 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation address therelatedcosts, to re-takecoursesand The EPPIprojectoffered students preventhaving experiences oftransfer lost time,andnegative the opportunitytohelp students. Another participant reasoned:Another participant financially advantageous for them.would be very We can save them a lot of money, honestly.” so incredibly expensive, thatifthosestudents cantakeanycoursesatacommunitycollege,it As said, one “Well,two-year partner in my opinion, becoming a licensed teacherhas become Participants alsoexpressed concernsaboutminimizingthecostofobtainingabachelordegree. which “deflates theirego” andleadsmanytosay, “Forget it,Iamnotgoingtodothat.” to getthefour-year program where theyare allover toldthattheywillhave tostart again, enroll, butare abletodowell by thethird semesteratthecommunitycollegeonly or fourth discussed how manyofherstudentsdonotthinktheycanbesuccessfulwheninitially institution.Anotherpartner towork onthatgoalwithfacultyatherpartner the opportunity institution ishappywiththeendresult,” andwaspleasedthattheEPPI project wouldgive her said thathergoalwasto“come upwithacreative waytofigure outawork-around where each credits, forcing studentstoretake ECEcourses,sometimesusingthesametextbook.Another spoke aboutthetendencyofsomefour-year institutionstoonlyacceptgeneraleducation more years tofinish,even iftheydidnotwantanISBElicense. For example,oneparticipant up retaking coursesandhopingtopassthelicensure exams,whichcouldtakethemthree or hours inECEcoursework,butcouldonlytransferupto18hours.Thesestudentsoftenended Others told similar stories about community college students who might have as many as 50+ experiences oftransferstudents.Asonefour-year facultymembersaid: prevent havingtore-take coursesandtoaddress therelated costs,losttime,andnegative justice. For these respondents, the EPPI project offered tohelpstudents the opportunity educationandtoaddress issuesofsocialandeconomic students besuccessfulinpostsecondary For theseinnovations manyparticipants, were alsorelated toapersonalcommitmenthelp Desire toMinimizeCreditLossandRelatedCostsforStudents complete degrees thatdon’t have value.” the institutionis“dedicated towards studentscompletingdegrees andwe don’t wantthemto one ofthecredentials towork inthefield.” orcertificates, discussed Anotherparticipant how graduates. One explained,“We talkwithstudentsabouthow itistofinishsomething, important Several two-year facultymentionedthattheirmissionistoincrease thetransferrateoftheir ofproficiency associatedwiththepathways willlikelyleadtocertificates Gateways Credentials. coursework that doesnottransfer; thereby, reducing financialbarriers. further theireducationwithoutrepeatingthat studentsmayfurther coursework orhaving is thatwe are so actually identifyingspecificcoursesandpathwaystoarticulate their education.Themainbarrierthatisbeing assist theminfurthering overcome work becauseitallowsThis isimportant ustobeableprovide students optionsand needed togetthem.So, we’re working onthat.It’s gettingbetter, it’s gettingbetter. created thishugebarriertogettingprofessional credentials inthewaythatthey because theyjumpedaround, thecourseswere old.It wasmorally wrong andreally at thetranscript withthem. We wouldacceptmaybe12or15hours,you know, transfer intoourprogram whohad90or100hoursandIwouldsitdown andlook thefacultydidadvising....Iwouldget studentscominginto When Ifirststarted, Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 19

grantees chose to address this issue, then we provide details on the distinct pathways models details on the distinct provide then we this issue, grantees chose to address including discuss lessons learned, we Finally, of these innovations. and common features impact on policy and practice. and early evidence of challenges with implementation, This section describes the innovations in two- to four-year transfer pathways undertakenby in two- to four-year the innovations This section describes articulation categories: effortsthese arrangements, organize three into We grantees. EPPI discuss the reasons we and advising and supportingalignment of assessments, First, students. pathways between the two- and four-year institutions. Many participants commented on how participants commented on how institutions. Many the two- and four-year pathways between written and finalized. time consuming it was to get formal articulation agreements course-to-course transfers for full university credit. In keeping with these recommendations, with these recommendations, keeping In credit. course-to-course transfers for full university projects new many EPPI ones, or creating rather than focus on updating old agreements seamless more to create focused on course alignments and articulation at the program-level Bornfreund, McCann, Williams, and Guernsey (2014) argue that, ideally, partnerships should (2014) argue that, ideally, and Guernsey Williams, McCann, Bornfreund, or at least multiple early childhood programs, entire that allow articulationdevelop agreements (Monaghan & Attewell, 2015). In order to minimize credit loss, faculty from the two- and loss, faculty from credit to minimize order 2015). In & Attewell, (Monaghan but this may be one of the upon what transfers in the major, institutions must agree four-year Townsend, 2000). & most difficult (Ignash articulation tasks to tackle importance of formal alliance agreements so that the transfer of courses will remain the same the same will remain so that the transfer of courses importance of formal alliance agreements the indicates that the greater transfers change. Research when the administrators that oversee degree bachelor a completing student a of chances the lower the transfer, during loss credit in recruiting and serving students, and allows students to follow a similar schedule so that and servingin recruiting students to follow students, and allows the also stresses Fincher responsibilities. and family they can continue to meet their work In writing about college partnerships, Mark Fincher (2002) says that in addition to written (2002) says that in addition to written Fincher writing about college partnerships, Mark In key three that embodies alliance” the partnersarticulation must form a “strategic agreements, each other as partners the transfer costs to the student, recognizes components: it minimizes all levels, and to make adjustments horizontally, as well as vertically, was viewed as essential by by essential as viewed was vertically, as well as horizontally, adjustments make to and levels, all most of the partnerships. 200-level courses with 300- and 400-level courses, and to account for differences in credit in credit courses, and to account for differences courses with 300- and 400-level 200-level that kept prior articulation This was often the “brick wall” for those courses. hours awarded institutional partnersefforts modify courses across being successful. Thus, the need to at from of preparation. Conversely, coursework for students in two-year AAS programs generally only AAS programs for students in two-year coursework Conversely, of preparation. challenging it made situation This education. general not and content, childhood early covers to equate 100- and program, to transfer to a four-year for students with an AAS degree At four-year institutions, teacher candidates traditionally take general education courses during institutions, teacher candidates four-year At fourth and years years of study and early childhood courses during their third their first two Motivation for Articulation Articulation Arrangements Pathway Innovations Pathway 20 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation early childhoodpersonnel focused onmeetingthe expanding demandfor public schoolsystem. beyond teachingina Other partnerships That’s how itwas designed,” noted oneofthepartners. endorsement “can bedoneby we transfersintwoyearstell themtodo. iftheydoeverything associate degree typically counted towards licensure. Obtaining anECE licensewithanESL charged withkeepingthem on thispathway. In allofthecoursesfrom the thesepartnerships, students are institutionsandare dulyaccepted by both partnering provided withanadvisor institution, oftenspokeabouttheirinnovation as a “four-year continuum.” For onepartnership, year studentswere identifiedearlywiththeexplicitgoalofenrolling ataspecificfour-year but alsowithhighschools.” “helped usseethebiggerpicture tonotonlywork more closelywithourcommunitycolleges, education courses at one of the two-year campuses. According to one partner, the EPPI grant institutions, but students in the four-year program were encouraged to complete their general In thispartnership, notonlywere two-year studentsencouragedtotransferthefour-year year institution,where theywillearn a licensure degree withECEandESLendorsements. Plansto establish an ECE 1+3 program are for students entering the four- also underway from the high schoolwouldnotneedtowaitayear toqualifyforaGatewaysscholarship. an ECELevel 5credential andlicensure. Asanaddedbonus,studentswithaLevel 1credential Gateways ECELevel 2,3,and4credentials, orattendthelocal four-year institutiontoobtain school program couldthenchoosetoenroll inoneoftheregion’s two-year collegestoearn the area high schools and earn dual credit for their freshman year. Graduates of the high students cantakeclassesoffered inconjunctionwithachildcare centeroperated by oneof offer aECELevelGateways 1credential through their highschoolacademy. High school connections withthearea highschoolswere initiatedby theschooldistrict,whowantedto continuum is one pathway model developed by In several partnerships. one partnership, Articulation Models of anumberthesepartnerships. initiativesof statewide aimedatimproving transferoptionsfortwo-year studentswasthegoal at afour-year institutionwithalmostnocredit fortheirpriorcourses. Taking betteradvantage overthat theywouldneedtostart andobtainanotherassociatedegree orbeginasafreshman degree, thattheywantedtogoonforabachelordegree. Such studentswere frequently told difficulties faced bystudentswhodecidedatalaterpoint,oftenaftercompletionofanAAS beyond teachinginapublicschoolsystem.Theseprograms were typically responding tothe focusedonmeeting theexpandingdemandforearlychildhoodpersonnel Other partnerships got, notjustinthisstate,butacross thecountry.” a license out of it. It’s just reinforcing this idea of the two-tiered early childhood systems we’ve institution put it, “I can’t image anyone finishing a four-year degree program and not earning teacherandearna institution tobecomeacertified PEL. Asafacultymemberatonefour-year school andtwo-year studentswhoidentifiedearlythattheyplannedtogoonafour-year associated withtheirinstitutions.Theseprograms focusedoncreating continuumsforhigh year institutions due to concerns about the return on investment for the higher tuition costs programs. involving Thisapproach private wasmostcommonamongthepartnerships four- In developingor improved new pathways,anon-licensure degree wasnotanoptionforsome Four-year continuum. High ofthecontinuum. schoolsaspart Programs thatdeveloped licensure pathways,where two- Including area ofthe highschoolsaspart Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 21 “It’s all about access. “It’s nontraditional and work hard to attend classes.” during the day and find it Many of the students are Many of the students New ECE-specific 2+2 articulation agreements were were 2+2 articulation ECE-specific agreements New Other four-year institutions developed different bridge models. different developed institutions four-year Other Another partnership developed a “leveling bridge” program that program bridge” Another partnership a “leveling developed ECE 2+2 articulation agreements. Leveling bridge course. bridge Leveling Cohort bridge program. the four-year institution in order to obtain a Professional Educator License in three years or years three in License Educator Professional a obtain to order in institution four-year the However, for students who earn an AAS and then decide they want to pursue licensure, some who earn an AAS and then decide they want to pursue licensure, for students However, taking a few this can be done by additional courses at specify how of these new agreements believe these pathways are likely to appeal to students in AAS programs and those who are and those who are likely to appeal to students in AAS programs these pathways are believe schools public Illinois of outside settings in to work who aspire or field the in working already ISBE. through a PEL and thus do not require of the transfer agreement.” This is due in part to the number of general education courses that of the transfer agreement.” many of the new 2+2 ECE Therefore, to obtain a teaching degree. requires of Illinois the State Participants in Gateways Credentials. result but could do not lead to licensure, agreements even fewer had an agreement incorporating courses taken as part of the AAS degree. Several Several partas taken courses incorporating degree. AAS the of agreement an had fewer even on coursework and lighter major on heavy “more is participantsAAS degree the that noted challenging to connect with in terms which makes them more general education coursework, articulation agreements in place for students who earned an AA or AAT degree, but few had degree, in place for students who earned an AA or AAT articulation agreements years, and in two students to obtain a bachelor degree a specific ECE pathways that allowed developed by many of the four-year institutions. Several programs already had general 2+2 already programs Several institutions. many of the four-year by developed that will make the courses equivalent, and each of the one week segments has a final project project final a segments has one week the of each and equivalent, courses the make will that Successful completion of the projects institution. that matches the final exam at the four-year for the four courses that otherwiseenable students to get credit would not articulate. the depth and content needed to bring the instruction to the 300-level course, the partnersthe instructioncourse, the bring to needed content and depth the 300-level the to bridge courses. This leveling and four-year the two-year built a bridge to fill the gap between of extra material package” an “additional incorporating the summer, is taught over coursework courses offered at the two-year and four-year institutions. The partners institutions. and four-year identified four courses at the two-year courses offered of instruction, levels that would not transfer because of differing although the content covered used. After examining is very the same textbooks are even similar and, in some instances, intentionally focuses on the differences in the level (100 or 200 versus 300 or 400) of the versus (100 or 200 in the level intentionally focuses on the differences children. For example, one participant said their arrangement was designed to “attract, retain, retain, example, one participant was designed to “attract, said their arrangement For children. all about access. Many noting, “It’s non-traditional population,” access to a more and provide to attend classes.” day and find it hard during the nontraditional and work of the students are laboratory is bridge program school on campus which students will be able to access. This at home with their who stay parents access for these students, including designed to increase can obtain a bachelor degree from the four-year partner colleges. the four-year onsite at one of the two-year from degree can obtain a bachelor at and online available and faculty four-year’s the by taught are courses programs, these In also has an early childhood college that is hosting the bridge program night. The two-year One partnership developed a “cohort bridge” program leading to licensure, where students where to licensure, leading program bridge” partnership a “cohort One developed requirements without charging tuition. The intent is for transfers to be “ready to be a teacher to be “ready for transfers to be charging tuition. The intent is without requirements stated the here,” have model that we to be in this apprenticeship of have kind -learner that you partner. four-year bridge program that was designed to address requirements that a typical four-year student student a typical four-year that requirements to address that was designed bridge program This experiences. field to regard with especially years, two first their during complete would programmatic incorporating the load of the fall semester by also lightens summer program Another partnership a summer continuum included as a four-year their pathway that defined 22 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation “We weren’tpushedinby the rulesandregulations related tolicensure.We were abletobemore flexible. Thatwasa key point.”

resources developed by othersto maketheprocess lesscomplex. adopting commoncredentialing requirements andlearning standards, andtakingadvantage of throughout theprocess, acknowledging thattheneedtomodify coursesgoesbothways, agreements,articulation learningabouteachother’s programs, involving otherstakeholders similarities inthecriticalcomponents identified.Thesecomponents relateto drafting formal pathways,there distinctive shapedsomewhat articulation areAlthough thepartnerships many Common FeaturesofArticulationInnovations courses neededforthecredential/degree theywant. advising thaninstitutionaltransfer, andcounselorshelpthestudentsstay ontracktotakethe require changes at the two- or four-year institutions. This model puts more focus on individual institutions tomatchtheircourses.According toonepartner, “it’s student-based” anddoesnot offer. Althoughnotadirect course-to-course pathway, Transferology allows more flexibilityfor degree requirements that will besatisfied by courses taken,and different majorsthatinstitutions specific anddetailedinformationonhow theircoursework willtransferbetween institutions, available tool accessed through Illinois’ MyCreditsTransfer initiative. This tooloffersstudents iTransferstatewide website (www.itransfer.org/mycreditstransfer/). Transferology isanationally to takeadvantage ofthe“Transferology” onlinetransferassistancetoolprovided through the cover grades. theearlyelementary Elementary, makingiteasier for two-year studentstotransfertheircoursesthatspecifically implemented was toseparatetheir infant and toddler coursesfrom thoseaddressing Early of subsequentlycompletingtherequirements foraPEL. Anotherkeychangethispartnership is amore intentional Early Childhoodtrackleading to abachelordegree withthepossibility general non-licensure programinnovation inplacethattheycouldbuildupon,butthenew licensure program andallowing studentstocompleteitintwoyears. This institutionhada institution decided to accept a holistic AAS transfer, applying all credits towards a non- licensure. We were able tobemore flexible.Thatwasakeypoint.” stated,“We Asonepartner articulate. weren’t andregulations pushedinby therules related to Credentials have now thattheyhadbeenpiloting.Thepartners agreed onsixcoursesthatwill year wasabletocreate level, thepartnership anon-licensure Gateways pathwaybased onnew the 2-year and 4-year institutions. However, with the addition of a couple of courses at the two- noted thatpriortotheEPPI between project, noearlychildhoodeducationcoursesarticulated transfer studentswhowantedtowork asaneducatorinapublicschool.Anotherpartnership Development and Learning andkeptECElicensure atthemaster’s degree level forthose For earlychildhoodundergraduatedegree example,oneinstitutionaddedanew inHuman to allow greater flexibilityforstudentsseekingjobsthatdonot require a PEL through ISBE. if shehadthispathwayasastudent,wouldhave beenoutintheworkforce ayear sooner. go further, iftheyneedtogofurther,” disclosedatwo-year partner, whoalsomentionedthat be required to“start over,” asinthepast.“We have openedthedoorfortheseAASdegrees to less. Althoughthiswouldmakethem“2+2.5”or“2+3”programs, thesestudentswouldnot Transferology. Holistic AAStransfer. New non-licensure programs. Rather than develop new articulation agreements, decided Rather than develop articulation onepartnership new Rather than cherry-pick coursesfortransfer, Ratherthancherry-pick onefour-year Generally, non-licensure thenew programs were created Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 23 the partnership. about each other’s all of the necessary all of the necessary they recognized the importance of these formal agreements.” partnering institutions partnerships,however Drafting and obtaining Drafting and obtaining recognize that learning consumed much of the most important tasks of Over the duration of the approvals at each of the approvals at each of time and energy of these grant, programs began to institutions was one of the Several faculty members commented about faculty members commented about Several With regard to drafting formal articulation agreements, articulationformal drafting to agreements, regard With Learning about partner institutions. Learning Formal articulation agreements. Formal grew bigger than initially anticipated. After beginning discussions with the partners, more partners,the with discussions beginning After anticipated. than initially bigger more grew Examples of identified that needed to be sorted out.” and topics were contingencies, variables, course articulation beyond plans to examining these topics included discussions about moving offered at the two- and four-year levels. As we worked and learned to know each other better and learned to know we worked As levels. at the two- and four-year offered startedthings community, and the candidates teacher for our see, both that we the needs and expanded and else noted, “The project Someone there.” from mushrooming say, I’d kind of, the different pathways available to students through community colleges. The EPPI grant EPPI The colleges. community through students to available pathways different the took time to to another participant, “It According opportunity.” a good learning provided for the courses to be goals were needed—what our long-range decide what everyone really institutions was one of the most important tasks of the partnership. One participant One institutions was one of the most important observed, tasks of the partnership. fully understand with community colleges and didn’t any experience working have “I didn’t not being very the grants. Over familiar with their partner institutions prior to the EPPI each other’s that learning about began to recognize programs duration of the grant, however, As one of them stated, “It’s a continuous improvement process, so the work is never really done done really is never so the work process, a continuous improvement As one of them stated, “It’s of new mandates.” and keep abreast and reflect to review always have because we added that these two initiatives together provided the opportunity and momentum needed to together provided added that these two initiatives participants articulationthat noted “one a not was Several completely. program the restructure to keep the courses aligned. and instead will need to be an ongoing project process, and done” able to, those things will happen in some ways in tandem. So that should be something that ways in tandem. So able to, those things will happen in some all committed to continuing We’re will start and may carry this semester on until next year. director program One long that takes.” until fully completed, however on with the process reviews. After a lengthy description of the approval process involving their community college involving process the approval of lengthy description a After reviews. we’re leader said, “If Affairs Committee, and ISBE, a project partners, their internal Academic these obstacles was viewed as critical. these obstacles was viewed new simultaneously developing were project in the EPPI A number of the institutions involved for ICCB or preparing work redesign doing IBHE-ISBE program and articulation agreements agreements was viewed as necessary in order for the changes proposed by the partnerships by to was viewed as necessary for the changes proposed agreements in order to avoid working carry, the agreements of the weight Because outlast the individuals involved. However, they recognized the importance of these formal agreements, noting that, “We need need noting that, “We the importance of these formal agreements, they recognized However, making it hard and then it is in place, to be signed at the top level that articulation agreement of the articulation Formal approval upon.” and agreed to go against something that is official the support and approval of other internal committees and offices involved in curriculum in curriculum committees and offices involved of other internal the support and approval at each necessary and obtaining all of the Drafting approvals process. matters and the transfer of the partnering institutions consumed much of the time and energy of these partnerships. pathways for their students. pathways for their it was useful institutionally to secure concluded that partnerships,The majority of the however, agreements were adequate, made claims like, “We learned this didn’t need to be a huge part this didn’t learned made claims like, “We adequate, were agreements able were in this position Partnerships done.” well was pretty that work because of the project the improve to ways other addressing time their spend then and place in was what review to the partnerships tended to go in one of two directions: some determined what they had in determined what some the partnershipsdirections: go in one of two tended to others determined it was necessary new on, whereas to secure and moved place was adequate Those partnerships formal articulation their existing that indicated that agreements. or revised 24 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Advising andSupporting Students” sectionof thisreport. institutions, rather thanwithinasingleinstitution. For more information,seethe“Pathways Innovations: 4 ______allocated foranexternalconsultant inorder topaytheirDirector ofLicensure for her input, chair andthelicensure director. also Thispartnership repurposed grantfundsthathadbeen licensure officer.” During thesecond roundoffundingtheyinvolved themathdepartment to Speakers ofOther Languages]chair, specialeducationperson,practitionerteacher, andthe small honorariums($200-$300)tothereading program chair, the TESOL [Teaching English “decidedanother partnership to use some of the grant money during the first round to pay different ECEpathwayswithintheuniversity. In order togetthelevel ofcollaborationdesired, between thePsychology andEducation fostered Departments increased knowledge about to accomplishmuchmore thanIcouldhave donealone.” At anotheruniversity, collaboration andwefor adaptingexistingteachingmethodsandinvestigating were intuitional supports able fit theirprograms. It wasnotedthat,“Thefaculty were goodatusingtheirdifferent skillsets with ECEwere process andhow willingtolearnaboutthearticulation itmightbeadaptedto that School of Education colleagues who were observed One partner departments. not familiar offeredThe participants a number of suggestions for reaching out to involve faculty in other what facultyseeasavisionmaynotalwaysbeadvisorssee. input andvisionmighthave beeneven more notedthat helpfulearlieron,andthispartner Although theirinputwasincludedattheendofprocess, theconclusionwasthattheir leader lamented: role advisorsThe have important in the process should not be underestimated. As one project of thepathwayswork thatwastakingplace. and theyknow whoyou are.” players “inontheloop” Thishelpedtogetimportant andaware the peopleyou are talkingwith,” includingthedeanandadvisors,“so you know whotheyare advised that “Itto get done. ” Another participant helps to have at leastone face-to-face with toknowwas possible.That helpedeveryone exactlywhatwasneededandpractical have therightpeopleattabletoprovide andgive usinsightaboutwhat institutionalhistory throughout theprocess becamemore obvious. describedhow One partner they“were ableto of theirwork more clearly, ofinvolving abroad theimportance arrayofstakeholdersearlyand changes beingmadeby thefour-year.” that were inprogress. We usedthisinformationtoreview andalignourcurriculumwiththe money enabled multiple meetings where we learned from the four-year institution the changes order tostayinformedabouteachother’s programs. commentedthat“the One partner grant boards (aswell thatincludedthetwo-andfour-year ascommunitystakeholders)in partners ofcross-advising. emerging importance course objectives andthe possibilities for aligned assessments, alongwithrecognizing the Cross-advising refers toproviding bothanacademic andculturalbridgebetween thetwo-andfour-year Involving otherstakeholders. advisors atthetwo-years hadideasonwhat thework shouldlooklike. process. The advisorsatthefour-year are helpfulinfiguringthingsout,andthe very way, but itmayhave beenhelpfultohave hadameetingwiththemearlier inthe We mighthave includedadvisorsintheprocess more. They were includedalongthe AstheEPPI begantobetterunderstandthescope partners 4 A number of institutions also created new advisory Anumberofinstitutionsalsocreated advisory new Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 25 Once the institutions ground” and proof that Gateways Credentials, all entitled to award the necessary components. discovered that they were this became the “common institutions covered all the During During Credentialing Credentialing the two- and four-year institutions. In more than one instance, more institutions. In the two- and four-year both what could we do to meet them. Everyone had a voice and I listened to them—from and I listened to them—from had a voice do to meet them. Everyone what could we play nicely with childhood the people in early them that showed We the beginning. and build something together. cooperatively work to how know everyone—we has helped things to move more quickly. It was a natural progression to get everyone progression was a natural It quickly. more move has helped things to telling I wasn’t was a true collaboration. partners. just our two-year It involved—not and asked standards them the advice. I gave I was asking for their people what to do, and helped to get the right people together. Folks were invested, they knew what we what we they knew invested, were Folks right people together. and helped to get the This at each level. to help to get approval then able were They doing and why. were Now, [the Licensure Director] has been so involved with the rewrite that she can rewrite with the involved has been so Director] [the Licensure Now, their time respect for The stipends showed on my behalf. defend it in Springfield Adopting common credentialing requirements and learning standards. and learning requirements common credentialing Adopting Recognizing that changes are needed at both the two- and four-year levels. needed at both the two- and four-year that changes are Recognizing and proof that institutions covered all the necessary components. For a significant number of all the necessary components. For that institutions covered and proof them to confirm the quality of each other’s programs. One of the two-year partnersOne of the two-year described programs. them to confirm the quality of each other’s to Gateways the to award all entitled were they that discovered institutions once the how ground” this became the “common credentials, Opportunities (www.ilgateways.com/en/) and learning standards have provided partners with a set of “guiding principles” and helped principles” partners with a set of “guiding provided have and learning standards that is now offered at all of their institutions. In the end, two-year partners were generally partnerswere In the end, two-year all of their institutions. at offered that is now six courses, as many as four to from accepting credit were institutions satisfied that four-year the case. instead of only two, as was previously though, the four-year faculty decided to use the two-year’s syllabi and materials to follow the syllabi and materials to follow faculty decided to use the two-year’s though, the four-year partners another instance, the a newsame model of instruction. course jointly developed In This often resulted in the realization that multiple two-year courses might be required to equate required courses might be realization that multiple two-year resulted in the This often in plans for modification courses this way often resulted course. Reviewing to one four-year and/or new courses at similarities and differences and possibilities for pathways. The partners and possibilities for pathways. then took ideas back to similarities and differences courses could articulate. about where faculty members their institutions and sought input from plan. “side-to-side” a and develop their findings partnershipthe this, After share to again met process requires that the two- and four-year programs be open to being influenced by to being influenced be open programs that the two- and four-year requires process start started with an outcome, we with a didn’t “We leader said, As one project each other. began with the partnership each course to identify this process reviewing Typically, possibility.” the course of the grant period, most partnerships came to the realization that the articulationthe that partnershipsmost period, grant the of course the realization the to came need to consider the culture of your institution. Consider what approvals are needed and what are institution. Consider what approvals of your need to consider the culture momentum and run when want to lose your roadblocks into don’t You to follow. procedures to launch the program.” ready you’re seeing progress being made, these administrators became increasingly supportive. She advised, supportive. She became increasingly made, these administrators being seeing progress You problems. going to be. Think ahead for potential roadblocks are “Think about what the about this project due to previous failures with articulation agreements. This partnerThis articulationwith emailed agreements. failures previous to due project this about after everyher dean and vice president them about everything meeting and informed being will look like for the transferring students. After accomplished, including what the pathway For some programs, involving other stakeholders was key to overcoming cynicism about overcoming other stakeholders was key to involving some programs, For partnerparticipating A two-year was apprehensive said that her institution in this initiative. the rewards of her efforts, saying: the rewards because she was the person the project kept turning to for answers. The project leader expressed expressed leader The project turning to for answers. kept project was the person the because she 26 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation entire GECC package(three inCommunications, oneinMathematics, twoinPhysical and Students pursuing majorsinEarlyChildhoodEducation shouldtakecourses completingthe Illinois Transferable General Education Core Curriculum (IAIGECC)recommended courses. one institutiontotheother aseffective aspossible.TheIAIis responsiblefordetermining all education and should work together to make student yearstransition from of post-secondary ofthefirsttwo is thatcommunitycollegesandpublicuniversities are indelivery equalpartners education curriculumthatistheinitiative’s keystone” (p. 3).One ofIAI’s strongest principles on havingtwo-andfour-year core facultycollaborateonthecontentofstatewide general to date of Initiativethe Illinois Articulation has been attributed largely to the state’s emphasis institutions were notaware ofIAI.According toresearcher Tronie Rifkin(2000),“the success institutions isoptionaland,priortotheEPPI project, facultyatseveral oftheprivate four-year institutions ofhigherlearningare required by private inIAI,butparticipation toparticipate on thefour-year institutionthattheywillattendtoobtaintheir bachelordegree. Public and universities inIllinois. It isdesignedforstudentswhoknow their major butare undecided transferagreementstatewide amongmore publicandprivate colleges than100participating Math andScience,Diverse Populations. Family andCommunity, Literature, LanguageandLiteracyDevelopment, andMusic, Art accepted, as were courses with various titles related to Infant/Toddlers, Curriculum Planning, Early ChildhoodEducation andExceptional Child/Learnercourseswere alsoquitecommonly Nutrition course,whichhasbeendesignedtomeet Gatewaysrequirements. Introduction to approved transfersystemdiscussedbelow, ofastatewide aspart andaHealth, Safety, and than anyothers.Theyare Child Growth and Development, whichisoneoftwoECEcourses research teamfoundtwocoursesthatare currently twiceaslikelytobeidentifiedforarticulation year programs towork with additional four-year programs andtotransfermore courses.The learning standards andGatewaysCredential requirements, itshouldmakeeasierforthetwo- Several notedthatasthecore partners coursesinalltheassociateprograms aligntothesame considered essentialfortheirstudents. transfer studentswere goingtobeadequatelyprepared tomeetthestandards heruniversity same standards thatwe are.” She saidthatthisprovided andexternalvalidation that thetrust accreditation istheGood Housekeeping stampofapproval. are [Our partners] meetingthe for theEducation of Young Children (NAEYC), andtheleaderpointedoutthat“NAEYC Gateways Credentials were attheirlevel, thepartners allaccredited by theNational Association directly toteacherlicensure. Anotherproject leadermentionedthatinadditiontoofferingthe This oftenincludedexaminationofcommunitycollegecourses,even thoughtheydidnotlead Professional Teaching Standards, aswell astheappropriate ISBEstudentlearningstandards. also noted they made sureA number of partnerships the courses were meeting the Illinois would prevent any“hiccups” inworking withIBHEandICCB. havingtheprograms alignedwiththeGatewaysrequirements observed, one ofthepartners indicatedthatEPPIpartners helpedthemalignthecredentials tobetterfacilitatetransfer. As institutions were entitledpriortothegrant(orwere intheprocess ofobtainingentitlement), as ahugebenefit. Even thoughmostofthetwo-year institutionsandmanyofthefour-year both the two- and four-year institutions entitled to award Gateways Credentials was described theGatewaysrequirementspartnerships, were pointforalignment.Having usedasthestarting Use Initiative. oftheIllinois Articulation The Illinois Articulation The Illinois Articulation Initiative (IAI)isa Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 27 has been done with Several partnerships Several partnerships enabling them to see who did it, and how to others noted that they others noted that they get in touch with them, various ways the tasks the partners learn what could be accomplished. used IAI as a means for used IAI as a means articulated courses, and articulated courses, articulation agreements, These resources helped increasing the number of increasing the number first became aware of IAI first became aware through the EPPI project. Two of the project of the project Two 5 Participants were also eager to take advantage of resources developed developed resources of advantage take to eager also were Participants Sharing resources. Sharing For more information see: www.itransfer.org/IAI/majors/default.aspx?file=iai§ion=students&t=ECE&p=ECE more For

5 of the partners specifically said that the transfer agreement was something that was affected was something of the partners specifically said that the transfer agreement ______through the IL ACCESS group and the Higher Education Forums. These resources helped the resources These Forums. Education and the Higher group the IL ACCESS through to get partners who did it, and how learn what has been done with articulation agreements, ways the tasks could be accomplished. One in touch with them, enabling them to see various the grantee meetings and participate in the conference calls to learn about the activities of calls to learn about the grantee meetings and participate in the conference grant activities EPPI also informed about each other’s were Partners other grant recipients. Lessons Learned about Articulation participants indicated, several that it has been beneficial to attend mentioned As previously Higher Education Forums provided another place for colleagues to gather and learn about provided Forums Education Higher to better inform the articulation of the partnerships. work resources and adapt them to fit their partnership. One partner in particularand adapt them to fit their partnership. noted that the state of has done a lot to help these effortsIllinois and has been a key champion for dissemination of Gateways like the Events resource. valuable website was also cited as a The HERO this work. by others to make the articulation process less complex. Many participants spoke about the others to make the articulation less complex. Many by process ideas they could share meetings where grantee at the EPPI learning opportunities provided IAI model to develop an infant/toddler course and an early childhood science and math course an infant/toddler course and an early childhood science and math IAI model to develop that students can take at either institution. same ones from the two-year institutions, so that individual articulation agreements would not articulationindividual so that institutions, agreements the two-year ones from same a them to create other partnerships indicated that the IAI panels inspired Two be necessary. common course that will articulate and another partnership their institutions, across used the four four-year institutions and eight two-year institutions. One of the goals of this consortium institutions. One institutions and eight two-year four four-year accept the to agree would institutions four-year the all ensure to courses their modify to was A number of participants described efforts IAI-type articulation to develop agreements such effortwithin their partnerships One of the Chicago-Area was formation and beyond. which included (CACRECE), of Early Childhood Education Consortium for the Redesign process and saying, ‘OK, then they’ll be transferrable between our schools as well.’ That’s two That’s our schools as well.’ be transferrable between and saying, ‘OK, then they’ll process more.” process. For instance, one project leader described how he and his partner were aligning courses aligning he and his partner were how leader described one project instance, For process. courses Learners Exceptional and the and Development Growth Child that the recognized and that with just connecting “We’re other, each to They said IAI. through addressed both were Several partnerships used IAI as a means for increasing the number of articulated partnerships courses, means for increasing used IAI as a Several spoke All who project. the EPPI of IAI through they first became aware and others noted that the articulation of the system on improving satisfaction with the influence about IAI expressed developing one or two additional course descriptors is likely to resume now that ISBE has that now to resume additional course descriptors is likely one or two developing standards. issued the Early Childhood The IAI has also convened an ECE Major Panel that has developed two ECE major course major ECE two developed has that Panel Major ECE an convened also has IAI The Child). Exceptional The and and Development Growth descriptors (Child on work that indicated they and Panel, interviewedleaders Major ECE the of members are Life Sciences, three in Humanities and Fine Arts, and three in Social and Behavioral Sciences). and Behavioral in Social Arts, and three and Fine in Humanities three Life Sciences, 28 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation pathway wastheamount agreements andtransfer of thenecessarylevels by alloftheinstitutions The biggestchallenge of timerequiredtoget plans approvedatall with thearticulation involved. this concern. Another interviewee advised: this concern.Anotherinterviewee credentials are not.In response, shealignedthecredentials to eliminate with thecertificates than GatewaysCredentials are because thecertificates ameasure of “completers” whereas the notedthatherinstitutionplacedmoretwo-year partners emphasisonawarding certificates courses inthemajortobe viewed aselectives andlimitingtheirtransferability. One of the was havingbecausehercommunitycollegedidnotoffer anECEassociatedegree, causing ofwork previously.who hadnotdonethissort describedthedifficultiesshe One participant each institution,becausetitlesandfunctionsvaried widely, whichwasconfusing forthose challenge. Arelated at issuewasidentifyingtherightpeopletowork withonarticulation by alloftheinstitutionsinvolved. identifiedthisasamajor Almosthalfofthepartnerships of timerequired togetagreements andtransferplansapproved levels atallofthenecessary Challenges toArticulation each other.” want toappeardifferent, whereas thetwo-years wanttoappearsimilarandhelpshare with similar college.” She addedthatshe“is notsure aboutotherfour-year institutionsbecausethey community collegestojumponthepathwayaswell, witha andtodevelop apartnership So, Ithinkthatby creating thesepathways,we are now openingthedoorupforother noted, “theparticipant identical courses. similar programs, community colleges have very very Acknowledging thatthiswork wouldbe“definitely doable” another for otherpartnerships, make iteasierforthefour-year programs toacceptthesecore courses. should alllookthesamebecausetheyare alignedtotheGatewaysCredentials. Thisshould argued thatwithinalltheassociateprograms, healthandnutritionothercore courses that childdevelopment andhealthnutritionare onesthat are commonlyaccepted.She and choosingfrom ourcourses,butalotofthemare thesame one over andover.” She reports and hasbeentrackingwhichcoursesthedifferent collegesare taking. She says “they are picking consider. reports One thatshefollowed partner theEPPI grantactivitiesofallthepartnerships model oftransferpolicies,andsomesaidthismaybesomethingthatotheruniversities should Tools like the Transferology program can also be used to help transition to a more flexible probably goingsomewhere you know oforyou shouldbeabletoget.” going to” becausethey“don’t majorityofyour needtodoitwitheveryone—the studentsare alsoadvisedthatprograms needto“findoutwhichschoolsThis partner yourstudents are should: suggestedthatothersconsideringthisundertaking Another partner slowly agreementdoes takesometime,butstart anddoonearticulation andgofrom there.” help from someoneelseorjustusingelse’s modelsoyou don’t reinvent It everything. by exposure tothework otherswere doing.She said,“Ithinkanyone candothesethingswith Institutional culture. school. people have doneandusethatforleverage todowhatyou needwithaparticular one-person officesatthecommunitycollegelevel. …You needtofindoutwhatother you are forthosethatare notdoingallofityourself. Thisisespeciallyimportant in offofthat,sothat topiggyback ...find outwhatotherpeoplehave doneandthentry The biggest challenge with the articulation pathwaywastheamount Thebiggestchallengewiththearticulation Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 29 Several partnershipswas difficult to find the time to said it Several Not all two- and four-year partners saw eye-to-eye on the issue of articulation.of issue the on partners four-year eye-to-eye and saw two- all Not problems. You need to consider the culture of your university. Consider what Consider university. of your consider the culture need to You problems. want to lose your don’t You to follow. needed and what procedures are approvals to launch the program.” ready momentum and run when you’re into roadblocks “Think about what the roadblocks are going to be. Think ahead for potential Think ahead for potential going to be. roadblocks are what the “Think about Limited capacity for reform. for capacity Limited Buy-in. agreements to additional partners. In addition, several two-year programs noted that it is their programs two-year addition, several to additional partners. In agreements their but also to also make sure partner, four-year intent to not only articulate with their EPPI Next Steps for Articulation articulationtheir expanding by work pathways this continue to hoped programs Numerous stalled. An additional partner discussed how successful articulation and transfer agreements articulation successful stalled. An additional partner and transfer agreements discussed how in the institutional mission. prioritization of the work require to meet more often than monthly. I would suggest that you check-in even more frequently.” frequently.” more check-in even I would suggest that you often than monthly. to meet more become not does it so partnerAnother moving importancethe mentioned work the keeping of interested in transferring. interested still needed One participant said, “We and keep the articulationdo this work efforts a priority. counselors so that they can “sell it for us.” This partner also hosted an “information night” This partner also hosted an “information night” it for us.” counselors so that they can “sell students questions from faculty came on campus and answered one of the four-year where that course articulation information should be publicized so that it is accessible to anyone, and that course articulation that it is accessible to anyone, so information should be publicized is probably out and getting students on board the word another partner added that “getting with discuss their work recommended that programs This partner the most challenging.” were reached with four-year programs but were not well known to students, professors, or professors, to students, known not well but were programs with four-year reached were she said, “unless do not get into agreements,” we institution. “Now, advisors at the four-year This partner also observed to our student body.” known well it really going to make are we that some colleagues are reluctant to do anything above and beyond the minimal requirements, the minimal requirements, and beyond to do anything above reluctant that some colleagues are Other interviewees fields. related commented on the challenges in all employment a problem one said that in the past, agreements example, For to selling the new to students. programs of administrative support and buy-in from their colleagues. Other interviewees support their colleagues. Other of administrative and buy-in from discussed the programs and proposed course changes to the other faculty in their the “selling” difficulty in In one case, the project leader expressed that it had been veryhad been that it the expressed challenging to align leader project one case, the In have two-years veryThe goals. have different “We explaining, institutions, between courses participantsSeveral cited a lack also very structured differently.” which are applied degrees student teaching placements (S. Bernoteit, personal communication, November 4, 2016). personal communication, November student teaching placements (S. Bernoteit, licensed in Illinois, which they say is a particularly thorny issue for four-year programs located they say is a particularly which programs licensed in Illinois, thorny issue for four-year of in the process ISBE is currently to this issue, in response However, near the state border. out-of-state candidates to secure this barrier and allow ruleschanging administrative to remove state. In one situation, more students are electing to transfer to out-of-state schools to pursue pursue to schools out-of-state to transfer to electing are students more situation, one In state. institution. Another closer in-state by the not offered which is online, bachelor degree their and be to complete their student teaching out-of-state unable are noted that students program A few partnerships also discussed additional challenges related to issues involving either out- A few to issues involving partnerships discussed additional challenges related also institution in a neighboring four-year students who wanted to transfer to a of-state students or 30 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation concentrate onrecruiting place, theimportanceof plan toworktogether partnership wasviewed communication withthe indicated thattheynow continuing tomaintain other membersofthe formal agreementsin In additiontohaving Some partnerships and cross-advising as essential. students. changes involved were stated, such Asanothera partner group effort. “each member is now of theguard.” recognized Anumberofparticipants thatsustainabilityisalsolikelybecausethe forsustainingthe“changing indicatedthatbuildingtheseconnectionswas important partners wasviewedasessential. One ofthe communication withtheother membersofthepartnership In additiontohavingformalagreements ofcontinuingtomaintain in place, theimportance echoedthesesentiments: transferring centers.Anotherparticipant once theyare approved, placedonthewebsite, andaddedtotheadvisingdocumentsat the informing asmanypeoplepossible,addingthatthe course equivalences willbesustainable saying “Thisisourbiggestissue.” believed sustainabilitycouldbe Thispartner reached by sothatitcanbefoundafterthecurrentis placedeverywhere leave theinstitutions, partners In moving isdeterminedtomakesure thispartner thattheknowledge forward, ofthisagreement said: partner formal agreements toinstitutionalize theprogram-level work thathasbeen completed.Asa Manyand scalabletootherpartnerships. suggestions forsustainabilitycentered onpursuing Participants expressed innovations confidence that thearticulation wouldbebothsustainable Sustainability ofArticulationInnovations meltdown.” be abletojumpfrom thetwo-year experiencestotheuniversity withouthavingabitof plans tointroduce theedTPA process atthecommunitycollegelevel “so thatstudentswould considering optionsforproviding credit forpriorwork experience,andanotherpartnership programs.that emergeduringimplementationoftheirnew One ofthefour-year programs is entitled tooffermore Gateways Credentials. Some will beworking totroubleshoot problems in attractingmore transferstudents.More thanoneinstitutionexpressed theintenttobecome and cross-advising students.Others have planstoevaluate theeffectiveness oftheirinnovations Some indicatedthattheynow partnerships plantowork togethertoconcentrateonrecruiting students. help buildthecapacityoffour-year facultytobemore savvyabouttheneedsoftransfer increased training for teachingfaculty on how courses that can be transferred to view andto recommended inthepast. haveOne interviewee oftheseefforts beenespeciallysupportive transfer toothercollegesanduniversities. However, theynotethatnotallpotentialpartners programs are collegessothattheirstudentswillbeabletoeasily onparwithothercohort something thatisinthesystemandwillnotbeforgotteneven ifIleave. be there agreement. foranynewfacultyorstaffmemberstoseethe articulation It’s syllabi willbeupdatedtotheinstitutionalresearch program. will Thisinformation through thecurriculumcommittee;courses,requirements, andmastercourse Once thecoursesare theywill have beenreviewed articulated, andwillhave gone wanting togetthatdone. it. Here isthepieceofpaperthatwe used.Sothat’s oneofthereasons whywe’re really agreement isthere andit’s notsimplyaword ofmouththisishow we used todo more sustainable.People comeandgoinprograms. Sustainability ifthe issupported That’s oneofthe reasons becausethenitis we wanted thistobeinstitutionalized Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 31 Gateways entitlements. With a partnership with ISBE, and of course IBHE, that we a partnership with ISBE, and of course IBHE, that we With entitlements. Gateways would be fabulous for students. could support that sort to transfer of approach and stay entitled. We could allow places to have that flexibility to build and adjust places to have could allow We and stay entitled. their through INCCRRA, and outlined through appropriate their curriculum as it’s the Level 5, and the idea of supportingthe Level students to obtain stackable, truly stackable, this we have and we all agree as us a lot of flexibility, That will give credentials. that We can document important in our field. say this is what’s entitlement and we I think that we do need to have a much larger conversation about the Level 4 to about the Level a much larger conversation do need to have I think that we contribute to the field in a much more meaningfulcontribute to the field in a much more way as far as having a higher childhood. specifically in early degree, it is a very easy way for our state to allow our students to be more successful and to our students to be more it is a very easy way for our state to allow preparation. As one participant said, “It is unrealistic not to have this level of cross collaboration of cross this level not to have is unrealistic As one participant said, “It preparation. Finally, some participants recommended making collaboration between two- and four- making collaboration between some participants recommended Finally, enhance workforce to greatly in order approval for program institutions a requirement year Additionally, there is much optimism about the new is much optimism opportunities there for articulation with the Additionally, get a number of students if we As one of the participants this works, concluded, “If AAS degree. doing this and the others will change.” aren’t coming—students will ask why other universities forward with articulation. of the interviewees One said: Impact of Articulation Innovations on the Gateways system was supported of participants a number by as a way to move Building She concludes by saying, “I think it would be a very concludes by big lost opportunity She for our state if we this up and continue it on.” pick didn’t scale was a “no-brainer” because: scale was a “no-brainer” was much agreement over the important role the Gateways credentialing process has played in played has process credentialing importantGateways the the role over agreement much was Illinois,” the state of across universally “This can absolutely be transferred facilitating this work. stated one of the participants, to who observed that bringing these articulation innovations scalable to other locations. An intervieweelocations. scalable to other turmoil, was experiencing much whose institution an articulation plan that makes sense for both partners creating is scalable to a lot of believes There anybody can do it.” circumstances, can do it under these we said, “If institutions. She workforce across the state. across workforce are participants than a half dozen also indicated that their articulation innovations More needs to be flexible and address whatever the field is requiring.” Another partner added that requiring.” is the field whatever and address needs to be flexible Gateways to offer the all entitled are sustainable as long as the institutions these changes are the needs of the reflects Credentials for Gateways demand that the high noting Credentials, there may need to be some minor adjustments. “The field is changing, the requirements or requirements the changing, is field “The adjustments. minor some be to need may there and and the community to listen to the workforce have We changing. what is needed are partnership added, “the participants. noted one of the She what those needs are,” address us to gain the two-year institutions’ perspective as a whole.” as a whole.” perspective institutions’ the two-year us to gain that recognize they sustainable, are changes partnersthe the that of most Although believe invested in it. Previously, this work was done on a one-to-one basis, but this project has allowed has allowed this project basis, but was done on a one-to-one this work Previously, in it. invested 32 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Alignment ofAssessments 6 ______community colleges,aswell ashelpmore students tocompletedegrees. assessment system would allow students to take more courses atmore convenient and affordable common assessmentsamong thetwo-year notedthatanaligned colleges.Other participants making it even more difficult to obtain the desired credential or transfer the courses without and students could take courses to obtain these credentials at multipletwo-year institutions, at onepointthere were 347benchmarks associatedwiththevarious Gateways Credentials, set by various credentialing pointedout, andaccreditation organizations.Asoneinterviewee Another motivation foraligningassessmentswastohelpsimplifythestandards andbenchmarks and thatitaccommodatedvarious pedagogicalapproaches (Goldhaber, 2016;Sato, 2014). Learning, &Equity, 2016).Research hasfoundevidenceofvalidity ofthisassessmentprocess reflection,assessment, instruction, andacademiclanguage (Stanford Center forAssessment, programs throughout thenationtomeasure keycompetenciesinfive areas: planning, be acapstonewithinteacherpreparation programs. It isadministered inteacherpreparation 2016b). TheedTPA isanevidence-basedassessmentofteachereffectiveness thatismeantto pass theedTPA inorder toapplyforlicensure andcompletetheirpreparation program (ISBE, As ofSeptember 1,2015,thestateofIllinois required allteachercandidatesforlicensure to prepare studentsfortheedTPA. summeditupthisway: Anotherinterviewee assessments. The most frequently referenced catalyst expressed is to for these undertakings assessments.” She toalignkey mentionedtheir efforts wasnotalone,asseveral partnerships really work hard atmakingsure thatstudentshave acommonexperience,islookingatthe explained, “ToAs one of the partners if we’re me, the next step in articulation, going to Motivation forAssessmentAlignment She contends: plan,butnotenterintoformalagreementsarticulation untilaftertheredesign isapproved. from theonset.Thisneedstobebusinessasusual.” submitan She suggestedthatthepartners The347benchmarks have sincebeen reframed andapproved as56competencies. based instruction andactionablefeedbacktoyoung children.based instruction better prepared forusingscientificmethodstomakedecisionsandprovide evidence- driven decision making. We wantedtolookathow canwe helpourcandidatestobe better prepare anddata effective ECEcandidates touseevidence-basedinstruction We wantedtobackward mapedTPA to know whatskillswere and neededtosupport with them.It helpusallatbothends. willcertainly colleges inthearea aspossible.Ihopethatthisreal collaboration modelwillwork would love tocollaborate agreements andhave articulation withasmanycommunity and manyofthemwouldbesuccessfulinlicensure withalittleencouragement. I There ofpeoplewhogothrough communitycollegesinearly isanarmy childhood 6

Innovations for High Quality, Aligned Early Childhood Educator Preparation course. system. http://ierc.education 33 They developed a that would align with that would align with common rubric based common rubric based develop assessments develop assessments assessments for each used the course goals that any institution can that any institution can They shared syllabi for based on these rubrics based on these rubrics and objectives to jointly “uber competencies” so “uber competencies” on the approximately 50 on the approximately planned to articulate and their existing assessment the four courses that they develop common, aligned One of the most ambitious assessment innovations innovations ambitious assessment of the most One The Chicago Consortiumhad described earlier has not As discussed in the Articulation one of the section of this report, year system and the unifying standards are the Gateways standards. the Gateways are system and the unifying standards year Aligning assessments is the last step of this whole overall process. If we look at it step- we If process. step of this whole overall assessments is the last Aligning the two- and four- fashion, the first step is looking at what unifies us across by-step Common portfolio software. Bridge assessments. Bridge Cross-institutional assessment system. assessment Cross-institutional would be common across the institutions, as planned. However, they recognized the need they recognized However, the institutions, as planned. would be common across the chance to follow through on developing a key assessment for each of the courses that a key assessment for each of the courses on developing through the chance to follow challenging. One of the two-year partners was very of the two-year mentioned that the process challenging. One collaborative for the transfer and she feels confident that the assessments will be challenging, but manageable students. institution’s courses, and successful completion of the exams will enable students to get credit courses, and successful completion of the exams will enable students to get credit institution’s otherwisefor the four courses that would not have articulated. The partnership that believes appropriately thinking skills and that the assessments are higher-level these courses will reflect the four courses that they planned to articulate to and used the course goals and objectives segment each one week common, aligned assessments for each course. Now, jointly develop that matches the final exam for the four-year of the summer bridge course has a final project year courses. To design this bridge program, the partners common assessments bridge program, design this developed To courses. year syllabi for They shared teaching standards. and professional research analyzing current by in reaching agreement. agreement. in reaching and four- course to match their two-year bridge” partnerships a “leveling has developed existing assessment system. One partnerexisting assessment system. One she is the last person to seek a noted that, although solution that is beneficial may be a one-size “uber competencies” solution, the one-size-fits-all assess the competencies and how a common assessment strategy could be designed. As a result, assessment strategy could be designed. As a result, a common assess the competencies and how so that competencies” 50 “uber a common rubricthey developed based on the approximately assessments based on these rubricsany institution can develop that would align with their eliminating redundancies, they synthesized the benchmarks into what has been nicknamed, into what has been the benchmarks they synthesized eliminating redundancies, to serve still there as individual are complete list of benchmarks (The competencies.” “uber ways to the CIAS, the partners explored create To want to use them.) if educators indicators for specific employment positions (e.g., teacher associate, lead teacher, master teacher) and master teacher, lead associate, teacher (e.g., positions employment specific for backwards- and other standards, benchmarks these with the Gateways then cross-referenced After and community college institutions. university mapping them to courses at both the benchmarks to identify the required knowledge, skills, and proficiencies needed to meet the skills, and proficiencies knowledge, identify the required to benchmarks the partnership example, looked at the requirements For needs. workforce and benchmarks Thus, the partners typically began their process by examining all of the Gateways Credential GatewaysCredential all of the examining by partners Thus, the process began their typically According to one of the partners: to one of According the Gateways Credentials to create a more seamless, stackable credentialing system for early system for early seamless, stackable credentialing a more to create the Gateways Credentials preparation. childhood teacher established by NAEYC, ISBE, and the Council for Exceptional Children. Participants Participants Children. the Council for Exceptional ISBE, and NAEYC, established by and education higher systems of existing of alignment a better led to has the CIAS report implemented through the efforts of this project is the cross-institutional assessment system assessment the efforts is the cross-institutional implemented through project of this but also the standards Gateways benchmarks, incorporates not only the (CIAS). The CIAS Assessment Alignment Innovations Alignment Assessment 34 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation were alsogainingabetter assessment processand year granteeslearning participants notedthat from eachotherabout In additiontothefour- the two-yearpartners understanding ofthis EPPI project,many edTPA throughthe its standards. the Gateways Credential requirements and theIllinois EarlyLearningandDevelopmental several commonfeatures. For allofthealigned assessmentstakeintoaccount themost part, Although the five innovations described above are quitedifferent from oneanother, they share Common FeaturesofAssessment Alignment ISBE website aboutworking withEnglish languagelearners. resources thatare theycanusewithduallanguagelearners,includingarticles available onthe and provided faculty withmaterials to supplement their textwithadditionalassignmentsand four-year program alsoreviewed thesyllabiforcoursesoffered atthetwo-year college some exposure toworking directly withchildren, whichhadbeenlackingpreviously. The Inassessments, andobservation. addition,thiscasestudy provides thetwo-year studentswith major domainsofdevelopment usingavariety ofmethodstogatherdata, suchasinterviews, Forportfolios. thecasestudy, studentspickonechildtostudyand describe himorherinall development class,whichisoneofthemajorassessmentsthatcontributes toteachercandidates’ community collegeshasadoptedacasestudyassignmentusedintheirfour-year partner’s child documentation foreachcourse. Now alignedtheircredentials, thatthetwo-year and partners theyallusethesameartifacts obvious said: that changesinthecurriculumwouldbeneeded.One ofthepartners agreedpartners tohave studentswork onspecificdocumentsandcourses,itbecame applied fortheircredentials becauseassessmentswere notaligned.However, oncethetwo-year to documentlearning.Previously, studentshadtoprovide alotofdocumentationwhenthey what theycoulddotominimize theirdifferent entitlementprocesses andartifacts required Recognizing lookedat thatmany oftheirstudentsattendmultipleinstitutions,thepartners to aligningassessmentsandfacilitatingthecompletionofvarious GatewaysCredentials. Rights andPrivacy Act (FERPA) andotherprivacy issues. will be to exploreConsortium any legal hurdles potentially related to the Family Educational work inLiveText willbe abletomakeitavailable totheotherinstitutions.Anextstepfor toarrangethesystemsothatstudentswhosave their as anassessmentplatform,theyare trying students’ experientialassignments.Because anumberoftheinstitutionsalready useLiveText edTPA process. They have discussed utilization of the same software to ensure transferability of for key assessments relatedfor a common cloud-based system to house the artifacts to the Shared assignments. Similar documentation. thought thattheywere good,appropriate changes. did have to makechanges,butIdidnotseefacultystressing aboutthem.People thinking. We alsohave ourfive agreed uponNAEYCassessments. Ithinkthatpeople was notcomplicated.It’s notadifficultthing and we’re pretty usedtothatkindof going tohave anissuebecauseyou didthesamework inthatentitlementroute. It that saywe know ifyou take109credits atanyofourtwo-year colleges,you’re not preparing togointooneprogram, we allsubmittedsimilardocumentsofentitlement as thingsmakesense,peopleare willingtogrow andadjusttheircurriculum.So complete, dramatic re-writes twiceintenyears. Ithinkit’s pretty impressive. long As I have found, becausewe’ve triedtobesoagileinourcurriculum,we’ve done really In order tohelpmakecoursesmore comparable,oneofthe TheCityCollegesofChicagotookadifferent approach Innovations for High Quality, Aligned Early Childhood Educator Preparation

http://ierc.education 35 analysis tools. rubrics, and data assessment tasks, toolbox that covers program evaluation, Assessment System The Cross-Institutional assessment task tools, group has developed a a master rubric, custom web-based assessment various accrediting organizations that cover high school though four-year college high school though four-year organizations that cover accrediting various course content. thought it would be. We had to give much more robust consideration of course consideration robust much more had to give We thought it would be. had to take into to articulate, we order for alignment. In content and practicums course syllabi for in the different covered had to be what standards consideration Comparing the formatting of two- and three-credit courses was not as easy as we courses was not as easy as we Comparing the formatting of two- and three-credit assessment task tools, a master rubric,tools, task assessment rubrics,custom partnerAs one tools. data analysis and if our time is less spent on the logistics.” deeply, likely to use data more all more are noted, “We the arduous development process has been completed. To aid these efforts, has the CIAS group To has been completed. process development the arduous assessment tasks, evaluation, program covers that assessment toolbox a web-based developed The CIAS project leader says she believes the project is sustainable “because there was so much is sustainable “because there the project leader says she believes The CIAS project makes it because sustainable is it think also I huge. is that think I so done, was it how in integrity that reports The partner applied now that the idea is simple and can be simply so much sense.” study and assessment of their own programs, while also opening the door to other possibilities while programs, study and assessment of their own for alignment. Even partnerships that used a more traditional syllabus review process indicated that they have indicated that they have process traditional syllabus review partnerships that used a more Even noted that Partners time is available. more and competences when plans to examine objectives the opportunity to engage in self- provided designing and implementing these innovations 200-levels.” Another interviewee explained that: 200-levels.” Focusing on competencies gained rather than course hours accumulated, will be “a way to way accumulated, will be “a on competencies gained rather than course hours Focusing and the classes and these courses’ way of thinking about ‘these get out of the existing boxes at the 400- and about what can be offered to differences related other hang-ups in this work very clear since standards are nebulous, whereas competencies are concrete, they are clear and they are concrete, are competencies nebulous, whereas are very clear since standards you make improvements.” This helps direct. Now, however, the work with aligned assessment described above “really circumnavigates the circumnavigates “really with aligned assessment described above the work however, Now, so concrete,” based systems are “Competency had with articulation.” we persistent problems helping teachers teach. This makes things in see value I really another participant“so said, the articulation of specific courses. According to one of the interviewees,According partnershipsthe articulation rarely of specific courses. acquired.” and skills are knowledge being assessed or how students were “how explored Lessons Learned about Assessment Alignment Lessons Learned about Assessment articulated the past, getting courses main focus and key assessments often halted the was In two-year partners indicated that they have begun to utilize the vocabulary of edTPA in their the vocabulary partners begun to utilize two-year of edTPA they have indicated that it should they transfer. familiar with so that students are programs year programs are not directly involved in edTPA because the assessments have not generally have because the assessments in edTPA involved not directly are programs year partners of the two-year several years of teacher preparation, the first two taken place during A number of about it. opportunity the pleased to have more to learn mentioned they were assessments. In addition to the four-year grantees learning from each other about edTPA about edTPA each other grantees learning from to the four-year addition assessments. In also participants many partners project, noted that the two-year were the EPPI through Although the two- its standards. and of this assessment process gaining a better understanding mentioned most often. mentioned in aligned much of the interest ISBE has motivated by process of the edTPA Implementation Standards, as well as at least one other national standard, with the NAEYC standards being being standards the NAEYC with national standard, at least one other as as well Standards, 36 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Advising andSupportingStudents expressed concern forstudentsasreflected inthisstatement by oneofthe project leaders, “the transfer studentsattheircommunity collegelocation.In addition,anumberofinterviewees give todescribeandexplaintheirprograms four-year directly facultytheopportunity topotential for students. We thatthecross-advising learnedfrom activitieswere participants developed to For example,componentsofthe institutionalfactorincludeclearcommunicationand concern transferstudentsthatwereadvising andsupporting inthisstudy. mentioned by theparticipants The factorshave numerous withsomecorresponding properties, directly to toissuespertaining in thetransferadvisingprocess: institutional,cultural,contextual, advisor, andstudent” (p. 619). Danztler, and Hardy’s includes (2015)Influencefive factorsthat Theory “play a prominent role that theorieshave beendeveloped tospecificallyaddress thetransferadvisingprocess. Webb, within asingleinstitution,anditwasnotuntilrecently (Webb, Danztler, &Hardy, 2015) students withchoiceofprogram andcourses.Thisteamapproach has typically beensituated decision making,theadvisorhelpsstudentexplore lifeandvocational goals,andfacultyassist student’s academicandnon-academicneeds.In thisapproach, thestudentisresponsible for combination ofthestudent,faculty, andaprofessional advisorworking together tomeetthe have only beendeveloped inthepast40years. O’Banion’s (1994)teamapproach includesa at thecollegiatelevel hasbeenpracticedforover three centuries,formaltheoriesforadvising development ofadvising guides, increasing accessibility, andbridgeprograms. Although advising We nextdescribetheEPPI grantees’ transferstudentsthrough cross-advising, activities to support innovations software likecommonportfolio couldhelpalleviatethisproblem. they demonstrated they had meet the required standards. However, note that some participants requirements, but teacher candidates would need to prove where they were assessed and how are proving to be a challenge. For example, a two-year of the ESL college could offer part some oftheserequirements couldbeincludedatthecommunitycolleges,edTPA requirements in theirlicensure programs, studentsmustbegintofulfilltheir requirements sooner. Though Because toincrease some four-year institutions are the numberofendorsementsincluded trying a courseoffered atanyinstitution. and competencies, rather than where these “live,” students would be able to cover the material in be usedacross programs sothatmore Thus, by focusingonbenchmarks coursesmayarticulate. edTPA theirwork around willsupport assessmentandbecomethebasisofshared systemsthatcan However, are likethose participants hopefulthatefforts related tothe “uber competencies” and four-year level. Because ofthis,thecoursescouldnotbetransferred from thecommunitycolleges. Preparation (CAEP, formerlyNCATE) specifiesthatassessmentsbetiedtospecificcoursesatthe institutions. According theCouncilforAccreditation tooneofthepartners, ofEducator related to requirements that key assessments have to “live” in courses taught at the four-year Whereas had success in developing some partnerships aligned assessments, others noted problems Challenges forAssessmentAlignment the competencybasedsystem. would liketoseeGateways and theProfessional Development Councilformallyadopt Advisory alsobelieve that thisinnovationThe CIASpartners couldeasilybescalableacross thestate,and Innovations for High Quality, Aligned Early Childhood Educator Preparation

http://ierc.education 37 environment. resources at the that encouraged A number of EPPI A four-year campus. face by developing students to become students to become shared their in-depth knowledge about the the culture shock that the culture shock that point to help students more comfortable with more comfortable with transfer students often transfer students often their degree programs, and provided a contact the faculty, setting, and setting, the faculty, partnerships addressed partnerships The faculty and advisors specific requirements for transition to the four-year summer bridge programs summer bridge programs Several EPPI grantees worked to improve the transition process and share and share the transition process to improve grantees worked EPPI Several that can result in drop out. Townsend and Wilson (2006) found that both (2006) found Wilson and Townsend out. in drop that can result 7 (Hills, 1965) describes the decrease in academic performance in students who have transferred in academic performance transferred in students who have 1965) describes the decrease (Hills, Cross-advising. Transfer shock Transfer

from a two-year to a four-year institution, as well as the cultural transition to the four-year environment. as the cultural transition to the four-year institution, as well to a four-year a two-year from ______7 and provided a contact point to help students transition to the four-year environment. By By environment. point to help students transition to the four-year a contact and provided become faculty and advisors have closely on the grant activities, two- and four-year working for transferring. curricula and requirements informed about one another’s thoroughly more For many of the EPPI grantees, the cross-advising typically occurred when four-year faculty when four-year typically occurred cross-advising grantees, the many of the EPPI For site. The faculty and advisors and advisors met with potential transfer students at the two-year programs, for their degree requirements about the specific their in-depth knowledge shared one institution, which is critical to the success of transfer students. In these instances, early one institution, which is critical to the success of transfer students. In both institutions carrychildhood faculty and advisors from activities. out the cross-advising information by establishing cross-advising strategies. Cross-advising refers to providing both an to providing refers strategies. Cross-advising establishing cross-advising information by institutions, rather than within the two- and four-year academic and a cultural bridge between Innovations in Advising and Supporting Students to make this transition on their own. Such students often faced significant challenges, such as students often faced significant Such to make this transition on their own. course selection and career a lack of course articulation and incomplete information regarding the time and cost to complete their degree. options, which increased crossed historical barriers between two-year and four-year institutions to support institutions and four-year early two-year historical barriers between crossed level. to the baccalaureate their academic careers childhood students who wanted to continue students within their institutions, leaving many the past, advisors and faculty often stayed In division course work taught at the two-year institution. Some partnerships continued their institution. Some taught at the two-year division course work include additional services expanding their activities to one by year or community from work of these grantees new others developed plans. Many colleges in their partnerships, whereas focused on helping students become academically and culturally oriented to the four-year academically and culturally oriented to the four-year focused on helping students become and upper- programs, such as institute days, summer bridge setting and included innovations A previous IERC report on the implementation of the EPPI grant (Lichtenberger et al., 2015) grant (Lichtenberger et al., 2015) on the implementation of the EPPI report IERC A previous partnerships initial these of Most grantees. first-round the by completed work the described culture shock that transfer students often face by developing summer bridge programs that summer bridge programs developing shock that transfer students often face by culture familiar and become more them to and encouraged campus the four-year students to brought and resources. setting, comfortable faculty, with the for structured pathways such as dual enrollment or articulation agreements; individualized individualized or articulation pathways such as dual enrollment agreements; for structured leadership that sensitive culturally supportand through programs; attention bridge or the partnerships addressed A number of EPPI backgrounds. diverse consists of people from “transfer shock” “transfer and with this transition. Smith trouble transfer students have traditional and non-traditional and argue transfer shock practices for reducing identify promising (2009) sought to Miller Many of the EPPI grantees focused their efforts to improve the transition of two-year college two-year the transition of their efforts grantees focused to improve of the EPPI Many the and supports student advising to reduce addressing by institution students to a four-year complete degrees that don’t have value.” value.” have don’t that degrees complete and Supporting Students Motivation for Advising institution is dedicated towards students completing degrees and we don’t want them to want them to don’t we and degrees students completing is dedicated towards institution 38 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation inform studentsofthese advisors abouttheearly paths; andprovidinga communication toolto awareness amongall purposes: increasing childhood curriculum and availablecareer The advisingguides served twodistinct knowledge and options. partnerships increasedpartnerships optionsfor blended courses(i.e.,online andin-classcomponents) at students tookmanyforms tomeetstudents’ needsforflexibilityin scheduling. Several paths; andproviding a communicationtooltoinformstudentsoftheseoptions. advisors (two-year andfour-year) abouttheearlychildhoodcurriculumand available career twodistinct purposes: increasing knowledgeadvising guidesserved andawareness amongall students totransferandhelpthemreduce credit lossduringtheprocess. Thus,creating the of thefacultyandadvisors.Anotherprogram usedtheiradvising guidetoencouragemore indeveloping theguidesoiteffectivelydesign experts communicatedtheintendedmessages making themfeelmore comfortable.” One strategy fordoingthisinvolved utilizinggraphic students thecomplicatedtransferprocess, andprovide a “common language[forstudents] not understandtheprofession. Advising guidesalsoprovide atooltoeasilycommunicate to year advisorswhosteered studentsawayfrom earlychildhoodeducationbecausetheydid this initiative wouldincrease understandingofthefield,and reduce thenumberoftwo- and the numerous routes for students to reach their goals. Four-year faculty members hoped faculty worked closelywithadvisorstohelp themunderstandthecomplicatedECEprofession and four-year institutionsandcareers. In developing theseadvisingguides,earlychildhood materials tohelpcommunicatedegree andcredential requirements andpathwaysbetween two- not doingitforthem.” life-coaching. One facultymemberdescribedthisprocess as“a littlebitofhandholding,but needs, bothinsideandoutsidetheclassroom, includingfinances,healthcare, childcare, and These closeconnectionsprovide tomotivate studentsandtoassistwiththeir opportunities student who comes through—thereties to every is no one who slips through the cracks ever.” institution, facultymeetweekly withtransferstudentsandnotethatthey“have pretty close faculty to more closely monitor students’ progress and address problems early. At one four-year transfer studentsby buildingtheirconnectionswithfacultyandclassmatesenabling Maintaining atthefour-year level smallstudentcohorts isanotherstrategyusedtosupport the transferprocess. faculty member(s) to work with transfer students to increase consistency and continuity with two-year advisor. Some ofthefour-year institutionshave alsointentionallyselectedthesame maintains anofficeatthetwo-year institutionwhere sheduallyadvisesstudentswiththe year faculty’s interest for in students’ success. In one such partnership, a four-year advisor students make personal connections with the four-year institution and demonstratethefour- transitioning tothefour-year institution.Theseone-on-onemeetingsandgroup sessionshelp to meetwithpotentialtransferstudentsdiscusscareer optionsandrequirements for In four-year facultyandadvisorsvisitedtheircommunitycollege partners somepartnerships, students decidingtocompleteanassociatedegree andothersabachelordegree. and assiststudentsindeterminingiftheyare ready foreachstepintheprocess, withsome two-year advisorsdiscusswithstudentsthebestcareer pathtotakedependingontheirinterests and whatthatdegree ornoncertified.” wouldlooklike,certified Atanotherpartnership, the to wetell students early on what courses they will need to take arefor what institution trying and requirements For oftheirfour-year partners. example,onetwo-year advisorsaid,“Ithink Two-year advisorsreported beingbetterequippedtoinformstudentsabouttheopportunities Flexibility inschedulingandlocation. Advising guides. Many devoted asignificantamountofgranttimecreating partnerships Mechanisms toimprove accessibility for transfer Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 39 Some students also needed academic supports to improve their access access their supports academic needed also students improve to Some Financial barriers also restrict some students’ access to ECE preparation access to ECE preparation some students’ barriers also restrict Financial Many of the partnerships developed bridge programs to help students of the partnerships bridge programs developed Many Cultural support. Cultural Academic support.Academic Financial support. Financial come back it is not so bad.” Another summer bridge program was intentionally designed to was intentionally summer bridge program Another come back it is not so bad.” interactions with students at the two-year institution, she went on to describe her plan to help institution, she went interactions with students at the two-year taking them to an me who is familiar, “It’s institution, transfer students adjust to the four-year I am connecting them to these unfamiliar people so that when they unfamiliar place but now was intended to, “familiarize [students] with learning new management websites. Where do I Where with learning new [students] management websites. was intended to, “familiarize can be barriers for students totally non-academic, yet of those things that are get my ID? Some Capitalizing on her prior minute things in the grand scheme.” really sometimes, while they are acclimate to the four-year setting. Typically, these programs brought students to the four-year four-year the to students brought programs these Typically, setting. four-year the to acclimate and resources to campus life, faculty, their exposure campus during the summer to increase partner four-year described that their summer bridge One such as the library or tutoring center. offered these servicesoffered for no fee. skills such as note taking, both face-to-face and through online modules. To address academic address To online modules. skills such as note taking, both face-to-face and through for exams, test preparation provided level barriers, institutions at both the two- and four-year and most programs, for entrance into licensure required that are or ACT, SAT, TAP, such as the so that students could avoid repeating math courses once they transferred. Partners in our study Partners math courses once they transferred. repeating so that students could avoid as general academic academic supports and math, as well such as tutoring for English provided to these ECE programs. For example, to specifically address inadequate math preparation, one inadequate math preparation, example, to specifically address For to these ECE programs. math courses at their four-year students to take the required institution encouraged two-year institution, at the four-year tutoring servicesinstitution, with the assistance of math provided baccalaureate tuition and other needs. baccalaureate identified courses that could be completed at the two-year institution to help keep tuition costs institution to help keep tuition at the two-year identified courses that could be completed child care on-campus free financial assistance through A few institutions also provide down. scholarships to offset costs for and transportation. Gateways to Opportunity has also offered and other materials to enhance students’ experiences. As one four-year partnerfour-year As one experiences. commented, students’ to enhance other materials and if tuition assistance and university to attend a four-year for them realistic make it doesn’t “It some partnerships available, scholarships weren’t When into place.” not put other supports are programs. To address these issues, two partnerships have scholarships available for transfer these issues, two partnerships scholarships available have address To programs. textbooks electronic institution has used another grant to provide students, and one four-year community needs of students who have families and are trying families and are and at the same time community needs of students who have to work online.” giving them that option of night and to allow students to complete their baccalaureate coursework at the two-year site. As one the two-year at coursework baccalaureate their students to complete to allow real focus is trying indicated, “The institution the four-year meet our to faculty member from and assist with transportation needs. Two other four-year institutions worked with their local institutions worked other four-year Two and assist with transportation needs. on-site professional and provide of the new programs awareness to increase programs Start Head One partnership staff. bridge program expanded their existing Start Head (PD) to development courses at their partnering both the certified institution that would lead to two-year or non- childhood center so with an early partnered institution Another four-year certified credential. work enter a cohort teachers could together and supportthat several program another’s one to accommodate students’ family and work schedules. Another institution is in the process of process the in is institution Another schedules. work and family students’ accommodate to in reach students to online entirely to be offered designing a new early childhood program offer introductory institutions plan to baccalaureate Two geographically isolated areas. more both their two- and four-year institutions or offered courses in the evenings or on Saturdays Saturdays or on in the evenings courses or offered institutions two- and four-year both their 40 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation One ofthemostimportant to heartheirperspectives. involve advisorsandtheir process togetbuyinand students wastheneedto supervisors earlyinthe lessons learnedabout supporting transfer perspectives. Grantees from other institutional alsofoundthat it wasessentialtogainsupport earlyintheprocessto involve togetbuy-inandheartheir advisorsand theirsupervisors transferstudentswastheneed lessonslearned aboutsupporting One ofthemostimportant Lessons Learnedabout AdvisingandSupportingTransfer Students for PDandadvancing theirqualifications. inform themofopportunities for potential transfer students. In reachedaddition, several partnerships out to practitioners viewed asespeciallyeffective indemonstratingcommitmenttothe initiative, as well asconcern with colleaguesandstudents.Four-year faculty visitstotheirtwo-year partners’ campuseswere communicatedelectronically,Although partners many preferred theface-to-faceinteractions communication tomonitortransferstudents’ andtheirprogress intothefour-year institution. transitions to the four-year campus. Many programs also discussed plans to continue the strong advising guides, cross-advising with four-year faculty, and offering bridgeprograms thateased communication withtransferstudentswasalsoasignificant focusforthedevelopment of recruitment, program requirements, courseequivalency, andtransferprocesses. Improving several audiences (e.g., faculty, advisors, transfer centers) around multiple topics, including communication occurred bothwithinandbetween two-andfour-year institutionsacross granteesandthosewithcontinuedfunding.Overnew thecourseofgrant,increased and institutions, strong development communication forboth was critical to partnership transferstudents. Insupporting addition to strengthening relationships between individuals overwhelming forsomestudents. year institution],” and eliminated the need to discuss course-by-course transfers, which are you need to doiscompletetheAASpathwaythathasalready beendiscussedwiththe[four- degree. EstablishingthisAAS-BApathwayallowed two-year advisorstocommunicate,“All students whoinitiallyearnedaterminalassociatedegree, butthendecidedtopursueabachelor AAS degree tothefour-year institution.Thiswasasignificant hurdle toaddress theneedsof and advising.Some reduced partnerships complexityby creating asimplerpathwayfrom the field andcareer pathsforindividualsininfluential positions,suchas admissions, recruitment, the requirements andtheprocess fortransferring,andalsoincreased knowledge oftheEC about their academic and career plans. For example, advising guides helped communicate this becomeseven more complicatedwhenstudentsare unsure oforchangetheirminds courseworkandotherrequirementsall ofthenecessary forsmoothtransitions,andthat worked tosimplifythetransferprocess. Theynotedthatitcanbe tounderstand overwhelming Common FeaturesofAdvisingandSupportingStudents institution. some oftheircoursework early, thusreducing theirloadfirstfallsemesteratthefour-year an added benefit, students attending summer bridge programs to have start the opportunity among students,whichwillbebeneficialastheytransitiontothefour-year institution.As believesfour-year thesummerbridgeprogram partner “will buildasenseofcommunity” students intothemindsetofwhatitmeanstobesuccessfulinafield-basedprogram.” Another orient thestudenttotheirstyleofearlychildhoodprogram, saying,“[It is]allaboutgetting Strong communication. Simplifying thetransfer process. Communicationwasanothersignificantfactorinadvisingand All of the partnerships interviewed forthisstudy interviewed Allofthepartnerships Innovations for High Quality, Aligned Early Childhood Educator Preparation programs. http://ierc.education 41 were steering students Some two-year advisors away from ECE degrees at the two- and four-year right now, and also helping them meet their long-term goals. It requires a deep requires and also helping them meet their long-term goals. It right now, understanding of the field. What’s really valuable is having folks understand that the documents that were that the documents that were is having folks understand valuable really What’s to drive understand where advisors and students a base to only help give created to get them what they need for their work how They help to know the conversation. the advisors’ awareness of and knowledge about the field. of and knowledge awareness the advisors’ choice and the partnership’s ability to recruit students. Upon realizing these misperceptions, these misperceptions, realizing students. Upon ability to recruit choice and the partnership’s materials to increase communication with advisors and developed partnershipsseveral increased from ECE degrees at the two- and four-year programs. Although the advisors may have had the advisors may have Although programs. at the two- and four-year ECE degrees from their lack of knowledge on investment, to the economic return good intentions with regard to enter the field of their desires students’ pathways hindered and career about ECE degrees Another challenge that cut across many of the innovations, but was particularly but felt in these many of the innovations, Another challenge that cut across The partnerships ECE profession. status of the experienced these low was the perceived areas, steering students away were advisors some two-year realized firsthand when they perceptions campus visits and other support activities financed with the grant due to a lack of resources at resources campus visits and other support activities financed with the grant due to a lack of their institutions. year partner believed the new structure “demolished the really solid advising” that had been put solid advising” the really partner the new “demolished year structure believed very and its students. in place with departmental familiar with the program advisors who were to continue to provide they will not be able other institutions described how from Faculty institution described how administrative cuts in response to the state funding situation led their cuts in response administrative institution described how they became responsible where to a central advising center, departmental advisors to be moved of this organizational change, the four- for advising all students in the institution. As a result Illinois’ state budget crisis posed challenges to many of the grant innovations, but none more more but none state budget crisis posed challenges to many of the grant innovations, Illinois’ one example, to advising and support servicesso than those related students. For for transfer interviewee reports that many community colleges continue to do so in that manner. intervieweedo so in that manner. that many community colleges continue to reports Students Transfer Challenges to Advising and Supporting completion and allowing students to schedule appointments with advisors and tutors. Prior with advisors and tutors. Prior students to schedule appointments completion and allowing and the to implementing this service,of these activities on paper, all was doing the institution For another partnership, a prime lesson learned was the “life-changing” power of making their power a prime lesson learned was the “life-changing” another partnership, For to students. This partner audit system available accessible through made the system degree degree towards for courses and progress requirements portal, student showing the institution’s and a short- and long-term understanding of the direction the field is heading. As one partner the field is heading. and a short- understanding of the direction and long-term said: in order to expand others’ knowledge of ECE and help ECE faculty gain different perspectives on perspectives help ECE faculty gain different of ECE and knowledge others’ to expand in order institutional supports. to make better use of transfer and articulation as learn how as well issues, content areas various of both knowledge requires They noted that supporting transfer students stakeholders so that it could make sense to the institution because the institution is so complex.” because the institution is so complex.” it could make sense to the institution stakeholders so that or department other faculty in their school Interviewees it was helpful to involve also noted that warned that the complexity of this work should not be underestimated. As two put it, “[this As two underestimated. be not should work of this complexity the that warned step and “every a complex problem” on system to navigate to work is a] complex institutional all of these different its way through has had kind of made of our work of the way each piece members, such as the administration of the school of education and the provost. Participants Participants and the provost. of education of the school such as the administration members, 42 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation financial supportrequired partnerships ismaking receive attentionfrom these activitiesistied activities, andbridge to institutionalizethe processes forcross- to completethenew students receivethe mentioned theneed advising, supportive the institutionrather Several participants than depending“on personalities orthe goodwill offaculty.” to theresourcesof the continuationof Another areathat sure thattransfer programs sothat will continueto programs. additional assistance, participants believe thiscreatesadditional assistance, participants apositive effect on students. for institutions keepincontact withstudentsanddonothesitatetocontacttheirpartners the communication going due to the strong relationships and friendships. Additionally, when explained, “We like each other so much” want to keep that the members in the partnership grant were viewed asessentialforthecontinuation ofgrantoutcomes.Asonefour-year partner Lastly,in sustainingthegrantefforts. thestrong positive relationships developed duringthis make thistransition.” Thiscommitment, coupled withlow turnover, willbeasignificantfactor role ofhaving“peoplethe important dedicatedtoseeingourstudentsmove whoare very to alsomentioned contactfortransfer studentswouldbesustainable.One participant the primary facultymemberas alsofeltthatorganizationalchangesidentifiedaparticular Interviewees place atthefour-year,” suchasacademic successcentersandearlywarningmonitoringsystems. “created themselves becausetheyalignwithstructures systemsthatwillsupport already in One indicatedthattheiractivities wouldbesustainablebecausethework four-year partner their contributionsduringevaluations forrankandpayorthrough reduced course loads. recommends thatinstitutionsrecognize offaculty intheseroles andconsider theimportance role.” faculty in the advising and support based advising,and supports O’Banion (1994) also stated,“Ityear partner mustbecomeanongoingprocess thattheinstitutionvalues strength- institution ratherthandepending“on personalitiesorthegoodwilloffaculty.” Asonefour- and bridgeprograms sothatthecontinuationoftheseactivitiesistiedtoresources ofthe mentioned theneedtoinstitutionalize the processes forcross-advising, activities, supportive ongoing trainingwillbeneededtoensure thattheyare usedappropriately. Several participants students. Programs thatproduced advisingguidesindicatedthesematerialswillpersist,however, are transfer The partnerships takingseveral tosupport approaches tosustainingtheirefforts Sustainability ofInnovationsinAdvisingandSupportingTransfer Students andactivitiesdevelopedadvantage by ofallthesupports thegrant work. toidentifyand potentialtransferstudentswhocantake plan tocontinuetheirefforts recruit toschedule classesattimesconvenient forworkingand efforts students. Many partnerships Partnerships have alsoworked to ensure accessibilityviathedevelopment ofonlinecourses transfer students receive the financial support required programs. tocompletethenew Another area thatwillcontinuetoreceive ismakingsure attentionfrom partnerships that including recruiters, transfercoordinators, andprofessional advisors. toassessawareness inthetransferpipeline continue theirefforts oftheECEfieldfor everyone evaluate the success their bridge program. One intends to four-yearseek funding to partner Similarly, describedplanstotrackincomingtransferstudents anotherfour-year partner and finishtheirbachelordegrees andgoontoawide variety ofprofessions withinthefield.” with thefour-year faculty“to makesure thetransferringstudentsstickoutnext twoyears alsomentionedadesire programs.of transferissuesandtheirnew Thispartner towork include outreach tostaffatthetwo-andfour-year institutionsinorder toincrease awareness are thetransferringstudentshavinglittleornoproblems inthetransition.” also Theseefforts isalignedcorrectly,phase—finding outifeverything have thechangesbeeneffective, and describedthisas transferstudents. One partner tosupport other efforts “the troubleshooting plan to continue workingA numberofout partnerships the detailsfor their bridgeactivitiesand Next StepsforAdvisingandSupportingTransfer Students Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 43

appropriate. appropriate. related innovations, strategies, and activities. This is followed with a discussion of lessons with a discussion of lessons activities. This is followed strategies, and innovations, related early evidence of impact, where challenges with implementation and learned, including This section describes the innovations undertaken by EPPI grantees in three specific content content specific three in grantees undertaken EPPI by innovations the describes section This instruction, language learner for infants and early math, English and programming areas: issue and describe the for addressing rationales discuss the grantees’ we each area, toddlers. For instruction more intentional than what was previously taught to our earliest learners. One earliest learners. One taught to our intentional than what was previously instruction more as: early math approach research-focused to a more evolution interviewee illustrated the field’s Although no partnerships were identical in their approach to improving early math instruction, to improving in their approach identical Although no partnershipswere making by the content area to improve the desire by was motivated this area each site addressing on state committees. Ongoing grant activities, such as needs assessments of current teachers grant activities, such as needs assessments of current on state committees. Ongoing furtherand analysis of state math assessments have demonstrated the need for improvement in early math instruction. believe strongly in the importance strongly of early math instructionbelieve and many interviewees highly are their local communities and through content area for the and advocacy in research involved The IERC’s 2015 EPPI grant report (Lichtenberger et al., 2015) found that grantees were reportwere (Lichtenberger et al., 2015) found that grantees grant 2015 EPPI The IERC’s and the authors recommended teacher preparation early math to improve highly motivated grantees current early math. Similarly, including areas, multiple content capacity in building early math learning and the preparation EC teachers, served EC teachers, early math learning and the preparation as catalysts for a number of this content area. partnerships that elected to address Sakai, Abbasi, & Amanta, 2015; Horm, Hyson, & Winton, 2013). However, recent work work recent 2013). However, Winton, & Hyson, & Amanta, 2015; Horm, Abbasi, Sakai, of the ISBE Early these barriers, coupled with the revision to address Institute of the Erikson the best national thinking about to reflect standards program Childhood educator preparation was an “urgent priority” (NAEYC & NCTM, 2002, p. 10). A major barrier in addressing 10). A major barrier in addressing 2002, p. & NCTM, (NAEYC priority” was an “urgent teach to prepared adequately feel not do faculty preparation teacher many that is need this Kipnis, Whitebook, importantearly math content, or view (Austin, other subjects as more Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) of Mathematics Teachers Council of the National and (NAEYC) Children Young States in the United preparation in early math teacher the need for improvement that declared The Illinois Preschool for All Program Evaluation (Gaylor, Spiker, Fleming, & Korfmacher, Korfmacher, Fleming, & Spiker, (Gaylor, Evaluation Program for All Preschool Illinois The findings These math. early in except positive, generally were outcomes child that found 2012) of for the Education Association the National issued by consistent with those in the report are Motivation for Early Math Innovations Early Math Content Area Innovations Area Content 44 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation shown demonstrations children canunderstand educators oftenlackthe dissipated uponbeing of updatedearlymath Interviewees notedthat instruction strategies. mathematical concepts Some notedthatfear current earlychildhood of earlymathquickly understanding ofwhat at variousstagesof development. ideas.” among physical, pictorial,graphic,symbolic, verbal and mentalrepresentations ofmathematical describedhowInterviewees thesestrategies“helpyoung children connections makeimportant subitizing (instantrecognition ofanumberpatternwithoutcounting),andmath vocabulary. and division.Thesetopics were often referred toasnumeracy(rationaland rote counting), fundamentals by exposing children to the basics of addition, subtraction, multiplication, often discussedhow coursesandPDshould focus ondeveloping strong earlymathinstruction changes incoursecontentanddeveloping professional development (PD)workshops. Partners Early MathInnovations upon beingshown strategies. demonstrationsofupdatedearlymathinstruction thatisneededfortheearliestlearners,andnoted fearsquicklydissipated intervention Some linkedfearofearlymathtoteacherslackingawareness ofthesimplicitymath Partners notedthatmathanxietyneeds tobeovercome inorder toimprove instruction. detrimental thisanxietycanbetothefield: teachers, tothepointthatsomedeveloped a“cold sweat.” illustratedhow One interviewee notedthat this fearspannedacrossfocused onthisissue. Interviewees bothpre- andin-service Confronting teachers’ fearofmathwasanothermotivating who factoracross partnerships prevented thisdemandfrom beingmet. the strong needforimproved resource earlymathinstruction, andcapacitylimitationsoften cohesion across allteachersinthecommunity, regardless ofpreparation pathway. Despite institutions. Theyfeltalignmentwithintheworkforce toensure wasimportant instructional institutions andreduce theshockoftransferthrough exposure tosimilarcontentacross both viewed asadvantageous inorder toprepare communitycollegestudentstotransferfour-year four-year institutionsandwithintheworkforce. Aligningearlymathacross institutionswas toalignearlymathcontentbothacrossThese factorsmotivated two-and thepartnerships of development. the understandingofwhatmathematicalconceptschildren canunderstandatvarious stages math tofuture schoolsuccess,andnotedthatcurrent earlychildhoodeducatorsoftenlack ofearly developmental discussedtheimportance abilityandhomelanguage.Interviewees status quoandcallsforamore individualized approach thattakesintoaccountthechild’s According thisdesire toimprove tointerviewees, deviatesfrom the earlymathinstruction Numeracy. stop it. dislike ofthetopicisgoingtotransfer tothechildandthat’s adisservice. We’ve gotto message. And ifthere isacloserelationship between thatchildandtheteacher, that If ofatopicordoesn’t ateacherisfearful likethetopic,thatchildisgoingtoget on theknowledge the childalready has? understand whattheyoung childisthinkingandexperiencing?How canwe build diluting it,rather thanthinkingaboutSTEMandearly literacy. How canwe better the classroom. In thepast,focuswasonsimplifyingcurriculum—almost happening withthechildandhow canwe helpthemtobemore successfulin Developmentally appropriate practice haschangedtoastrong focusonwhatis The partnerships aimedtoimprove Thepartnerships by implementing earlymathinstruction Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 45 Three partnerships discussed current and future and future partnerships discussed current Three Many partnerships into PD integrated early math content Many Within teacher preparation programs, early math strategies were primarily math strategies were early programs, teacher preparation Within One partnership used site visits to expose two- and four-year students to early to students partnership four-year and two- expose to visits One site used Site visits. Site Professional development. Professional Coursework. Working with dual language learners. with dual language Working were able to ask the center coordinator questions about the teaching strategies. The partnership questions about the teaching able to ask the center coordinator were Erikson by the PD sessions offered both institutions to attend related also invited students from Institute. childhood centers that were implementing the math teaching strategies introduced in the in introduced strategies teaching math the implementing were that centers childhood these site visits, preservice At teachers observed programs. practices and teaching preparation this PD was solely a result of the grant and that they lacked the funds to continue this training of the grant and that they lacked the funds to continue this training this PD was solely a result the grant.) beyond early math through a semester-long, blended course for in-service a semester-long, blended course early math through practitioners. Another other Two existing short-term PD on early math activities. institution focuses the university’s two days. (Both of these sites discussed how PD that spanned over a one-time sites provided for in-service partnerships. partnership across One teaches teachers, though the format varied the partnership provided early math PD to in-servicethe partnership teachers who would be serving provided as mentors, meaningful feedback and a common language to discuss more to provide them which allowed early math. a mentor teacher reflect on how the math intervention went. Thus, preservice math intervention the went. Thus, get teachers on how reflect a mentor teacher for this innovation, prepare To and their peers. instructor, a university a mentor, feedback from approach. Preservice teachers videotape themselves providing early math instructionmath early to providing themselves videotape teachers Preservice approach. feedback on how at the field site, then their classmates view the videos and provide children the lesson, the preservice teacher and After re-teaching the instruction be improved. could math material in the semester preceding the practicum experience. math material in the semester preceding integrated early math instruction it had fully reported learning program with a hands-on One often included activities where preservice the opportunityhave teachers to instructwhere often included activities and assess an early math intervention. partnerOne the importance discussed of teachers immediately practicing the new intervention all partnering placed the have institutions and, as a result, process of implementing such as course. process into curriculum courses and field experiences. These Early math content was also integrated integrated with science. This was described as both a challenge to articulation This was described as both a challenge integrated with science. and illustrative of about the importance understanding of early math in ECE. As a result of the lack of shared a standalone math course is in the have partnerthe grant, one four-year that did not previously integrated into a math pedagogy course. Multiple four-year interviewees four-year noted that many Multiple pedagogy course. into a math integrated is often math course, and that math content a stand-alone do not have programs preparation how the integration of these two areas represents how the field has “a strong focus on what is focus on what is “a strong the field has how represents two areas the integration of these how in the classroom.” successful to be more can help them we child and how happening with the work in the integration of early math and instruction for children who are dual language dual who are math and instructionintegration of early in the work for children partner having modified all early math instructionlearners. One reported to include materials language learners. Another partner education to dual discussed to provide information on how 46 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation and faculty. For atonesitesuggestedthat the example, data collectedfrom PDparticipants easily becollectedusingpre- andpost-measurements for teachercandidates,PDparticipants, been thatmanyearlymath innovations onwhich datacould featured PDinterventions short collection andcollectedmore One reason datathanotherpartnerships. behindthismayhave school,theirparent/child resourcelaboratory center, and/orthetwo-andfour-year campuses. at thefieldplacementsite. Other sitesusedthefundstobuild earlymathlibrariesattheir used thefundstopurchase videoequipmentthatwasneededtorecord teachers thepreservice aid theteachingofearlymath,suchasmanipulatives orexemplar videos.For example,onesite Multipleimplement theinterventions. usedthefundstopurchase materialsto partnerships ofmathinearlychildhoodeducation. importance in thefield. whosharedMany alsonoteditwasbeneficialtohave partners abeliefinthe varied voices allowed theearlymathwork toreflect theconcernsofalllevels ofstakeholders were aprovider oradvocate forECE involved activities,becausethese withthepartnership Multiple ofhavingacommunitypartner, alsodiscussedtheimportance partners whetherthey early math said having a consultant was beneficial because it “was a good second pair of eyes.” math facultymember. in In whoisanexpert additiontoreceiving advice,onepartner expert focused onrewriting earlymathcontentoften usedaconsultantorcollaboratedwithanearly which onearlymathfortrainingorconsultation. Thepartnerships utilized experts partners on earlymathbecauseitallowed inthefield.Allearlymath themtocollaboratewithexperts PhD tocome inandconducttraining.” the digitalformatwouldbesustainableand“prevent thenecessityofhavingapersonwith demonstrationsreadilyhaving mathinstruction available tothefield. Further, theynoted that videos were of discussedtheimportance utilized teachers,onepartnership by pre- orin-service available Though itis not clear how to teacher candidates and PD participants. frequently the madeexemplar These partnerships videoclipsofearlymathlessons early mathinstruction. Early Mathematics Education” (seehttp://earlymath.erikson.edu/). working with the Erikson Institute Early Math Collaborative and using their“Big Ideas in & Sarama, 2014) also helpedstructure theseinnovations. Several alsocited partnerships & McDowell, 2013), and Teaching Math to Young Children: APractice Guide Childhood: Paths Towards Excellence andtheEquity the Committee on Early Childhood Mathematics report, Early Childhood’s Recommended Practices andtheReggio Emilia approach. Texts suchas Development Standards. Standards thatwere citedless frequently includedtheDivision for Development Standards, theGatewaysCredential benchmarks, andtheNAEYC’s Professional frameworks were used,andthemostfrequently citedincludedtheIllinois EarlyLearningand or a framework to which these innovations could be aligned. A wide variety of standards and Common FeaturesofEarlyMathInnovations Data. Curriculum materials. External expertise. Technology. Standards. The partnerships thatfocused onearlymathcontenttendedtoemphasize data Thepartnerships Eachoftheearlymathstrategiesdiscussedabove utilized asetofstandards Audio/visual technologieswere utilized toimprove by multiplepartnerships The grant funding was especially important for partnerships focusing forpartnerships Thegrantfundingwasespeciallyimportant Teaching Early Math: The Learning Trajectories Approach Grant fundswere alsousedformaterialsthatwere required to (Frye, Baroody, Burchinal, Carver, Jordan, (Cross, Woods, &Schweingruber, 2009), Mathematics and Learning in EarlyMathematics and Learning (Clements Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 47 with the EPPI grant. Fear of math and low Fear of math and low challenge” associated math competency were math competency were also identified as a “huge also identified as a - -

8 A challenge to sustainability of early math efforts was faculty turnover. math efforts A challenge to sustainability of early was faculty turnover. Fear of math and low math competency were also identified as a “huge as a “huge also identified were math competency and low of math Fear A challenge to the scalability of these early math activities is funding. Partners early math activities is funding. Partners A challenge to the scalability of these Funding. Faculty turnover. Faculty Math anxiety. Math It should also be noted that changes have been made to the Gateways Level 3 requirement, moving from “trans from moving 3 requirement, Level been made to the Gateways should also be noted that changes have It addition to these changes, a model course syllabus has been placed on the HERO site to disseminate this informa addition to these changes, a model course syllabus has been placed on the HERO 4, 2016). November Bernoteit, personal communication, tion to the field (S. ferrable math” to “credit-bearing math” in order to address a number of barriers noted here. The changes were were The changes a number of barriers noted here. to address in order math” to “credit-bearing ferrable math” the importanceintended to emphasize for early childhood educators and that the workforce of math competence In opportunities early math. inside higher education to take courses specifically about more would benefit from ______8 products of their early math work. The partnership that centered their activities around the activities around their The partnership of their early math work. that centered products programs alliance of ECE preparation Midwest philosophy discussed forming a Emilia Reggio adopted this educational approach. and community centers that have sites. These interviewees the focus on early math efforts discussed the need to broaden into one instance, meetings with legislators or advisory For their communities through boards. partnership is organizing an advisory of community stakeholders to disseminate the board Interviewees generally report that the early math work is highly relevant for ECE, and plans is highly relevant Interviewees that the early math work generally report often consisted of scaling and disseminating early math interventions work to other for future is needed to meet their scheduling needs. is needed to meet their scheduling needs. Lessons Learned about Early Math also reported that scheduling PD time for current practitioners, including those who are practitioners, including those who are PD time for current that scheduling also reported community was also challenging. Though many program, a preparation in enrolled currently partners would like to participate in early math training, interviewees also noted that funding recognize the need for foundational math in early learning. the need for recognize importance of early math. As with other innovations where sustainability is susceptible to where importance math. As with other innovations of early the next generation of childhood teacher educators will also these grantees hope turnover, Interviewees noted that, though content may remain because it reflects best practices, the because it reflects Interviewees noted that, though content may remain be at the institutions. Intervieweesearly math will not always a passion for with individuals observed was having a partnerfrequently that a catalyst to this work who supports the INCCRA’s changing math standards. INCCRA’s often required to take multiple math courses before being accepted by four-year institutions, four-year accepted by being math courses before to take multiple often required math in early preparation that noted Others transfer. to ability their restricted or delayed which and assessments teacher Illinois’ by required standards high furtherwas the by complicated Challenges to Early Math Innovations Challenges to Early interviewees were said that their students grant. Numerous the EPPI associated with challenge” assessments to target PD efforts to areas of the community most in need of assistance. of the community most PD effortsassessments to target to areas skills. Other early math data collection efforts (both current and planned) included both included planned) and efforts collection data math early current (both Other skills. course assignments, as written and recorded methodologies, such and quantitative qualitative partnership state math One data from used local and focus groups. needs assessments, intervention reduced fears about early math instruction and increased early math instructionintervention early math instruction fears about increased and reduced 48 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation reported great demand for reported greatdemand from atleastonepartner, interviewed forthisstudy bilingual earlyeducators and oftenfromallof Every program their partners English LanguageLearnerInstruction

not hire note earlychildhoodteacherswhodonothave theESLendorsement.Thus,partners more so,I’m askedforbilingualeducators.” We alsoheard thatsomeprincipals simplywill semesteraskingmeforanyone whohasthatendorsementcouldcome.Andevenevery childhood ESLendorsement,“they are golden.” added,“Igetphonecalls Afour-year partner wastoldby alocalschooldistrict,ifstudenthitsthemarket withanearly one interviewee there ofqualifiedESLteachersandthatsomepositionsare isashortage goingunfilled.As early educatorsfrom atleastonepartner, andoften from alloftheirpartners. forthisstudyreported great program demandforbilingual As aresult, interviewed every language learners.Participants even inareas saythisistrue withlittlepriordemand: greater needforeducatorswhounderstandandknow how toteachchildren whoare dual Demographic shifts—andincreasing awareness oftheseshifts—have alsocontributed toa of Education, 2014). teacher withendorsementsinEarlyChildhoodANDbilingualeducation(Illinois State Board single language to establish a transitional bilingual education program that must be taughtby a public pre-K programs enrolling 20or more students of limitedEnglish proficiency ofany Language (ESL)credentials. inECE,becauseISBEnow Thisisespeciallytrue requires all wasextremely forbilingualor driving theseefforts highdemandstatewide Englishasa Second catalyst Learner (ELL)endorsementstotheirearlychildhoodeducationofferings.Theprimary Many utilized the grant to bolster partnerships bilingual programming or add English Language Motivation forEnglishLanguageLearnerInstruction backgrounds. astheBilingual whoworked Anotherfour-year inthe samedepartment partner excited to expose their (mostly mono-lingual) candidates to a variety of different linguistic One administratornotedthatherprogram hadfacultywithELLexperience whowere Faculty interest topursueimprovements alsomotivated partnerships toELLprogramming. quit herjobbecauseemployer required hertoreturn toschoolfortheendorsement. calls from current practitionersrequesting coursesinELLand were aware ofateacherwhohad the ESLendorsement.For saidtheyhave example,onetwo-year beenreceiving partner phone completion. Asaresult, there isagreat teacherstoearn demandamongbothpre- andin-service that bilingualorELL-endorsedcandidateshave littledifficulty obtainingemployment upon partners expressedpartners great demandforELLeducators. 9 ______Thirteen partnerships citedgreat partnerships whereas demandfrom Thirteen allpartners, onlyfour thatjustsomeoftheir reported the worldview, Ibelieve. have tobe aware of?SothewholeELLissuegoeswithunderstandingofenlarging butactuallytohave amuchmore tobeinthefarm, farmers globalview thatwe languages. Sohow dowe changethethinkingofteachersthatwe’re noteducating community.[mono-lingual] farming Now theyhave studentswhospeak36different I justdidaworkshop ...atoneofthehighschools where theyusedtohave justa 9 Theynotethat Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 49 Almost all of the programs interviewed Almost all of the programs for this study 10

see that they bring a lot to the table, especially our students who already speak, see that they bring a lot to the table, especially our students who already We’ve talked a lot about that, the bilingual endorsement and how the students talked a lot about that, the bilingual endorsement and how We’ve language learners. Developmentally appropriate practice has changed to a strong changed to a strong has practice appropriate language learners. Developmentally to be more help them can we with the child and how focus on what is happening successful in the classroom. on children who are linguistically and culturally diverse. There is a more specific/ is a more There diverse. and culturally linguistically who are on children with dual particularly and mathematics development, focus on language tailored We weren’t as reflective in the past. Now, there is more focus on diversity—especially focus on diversity—especially more is there Now, in the past. as reflective weren’t We Embedded ESL coursework. Embedded For information about ESL field experiences, see the “Quality Field Experiences” section of this report. section of this Experiences” Field ESL field experiences, see the “Quality information about For 10 ______populations. As one partner noted: grant. This work led one two-year program to redesign their coursework to include two ESL two include to coursework their redesign to program two-year one led work This grant. partners And several mentioned that large courses to aid in the transfer of the AAS degree. or serve ESL largely Hispanic/Latino are programs proportions of students in their two-year Still other partners are planning to embed ESL endorsement or additional coursework in their other partners are Still together working also reported programs and four-year Two- in the near future. programs their partnership the through to map the local ELL landscape or align coursework through that they make sure transfer students experience all of the ESL coursework from years one and years transfer students experience all of the ESL coursework from that they make sure with the endorsement. they can graduate two to ensure Department, plus two courses—the Child, Family, Culture and Community and Beginning and Beginning and Community Culture Department, plus two courses—the Child, Family, endorsements (early childhood different three Linguistics and Language—that count toward noted even program another four-year general education, special education, and ESL). Still methods course, and a language development course, as well as 100 hours of field experiences. course, as well methods course, and a language development their ESL courses from several offers ELL content through program Another four-year in their ECE licensure program, requiring all candidates to take the ESL courses and student all candidates requiring program, in their ECE licensure partner instance, one four-year requirements noted that ESL ISBE. For by teaching required ELL an course, assessment ELL an course, diversity a course, English an into embedded were offered the bilingual/ESL endorsement through either undergraduate or graduate coursework. either undergraduate or graduate coursework. the bilingual/ESL endorsement through offered half of the partnerships endorsement that they embed the ESL in this study reported About Innovations in English Language Learner Instruction Innovations in English Language the landscape of ELL in their region. One program used a portion program of their grant funds to pay One the landscape of ELL in their region. was their work show to chair, Bilingual/ESL the key personnel, including stipends to small effort. the redesign in and to gain their investment respected The grant also served as a catalyst for work on these efforts. According to one participant, one to the According served also grant efforts. The these on work for catalyst a as understand better them helped that conversations partnerscollective the have to allowed grant to a disconnect between the preparation of current teachers and the needs of today’s diverse diverse and the needs of today’s teachers of current the preparation to a disconnect between of one interviewee: the words students. In childhood candidates earn their ESL credentials. ESL credentials. candidates earn their childhood pointing students, ELL of needs educational the meet to desire the to spoke faculty Other Education program said she had been looking forward said she had opportunity to an program early to help Education 50 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation material incoursework by offering three for studentson coursesintheir linguistics department bilingual educationcoursework. Thetwo-year embeds theESL program inanotherpartnership severalwithin thefour-year two-year partners, programs are alsoworking toboosttheir Although themajorityof work associated withtherelevant ESLendorsements ishoused website andshared withotherprograms. working tocompletemodulesforearlymathESLsthatwill bepostedontheHERO to aMaster’s degree orafive-year bachelor degree. thattheyare Anotherpartnership reports online. For example,oneprogram thatcanlead offersonlineESLendorsementcoursework In addition,several programs offersomeorallofthecourses required forESLendorsement with ESLfacultymembers.For says: example,oneparticipant Even wherereport increased of the ECE curriculum, some partners ESL is not part collaboration noted: interviewee get ISBEapproval tooffertheESLendorsementatacommunitycollege. Further, asone families whosenative languageisSpanish. This sametwo-year institutionwasalsoableto for English-speaking teachers,whichprovides informationonhow children tosupport and college offerswhattheycall“PPD,” personalandprofessional development, suchas Spanish towork withtoday’sthe skillsnecessary shiftingdemographics.For example, onetwo-year candidates intwo-year programs orthosewhoare notpursuingtheendorsementcanstilllearn beyond the 18hoursofcoursework andfield placement required forendorsement.Therefore, Many programs notedthat ESL contentwasembeddedthroughout theirprograms, and says: Another two-year partner and talktothemaboutthereading withinthedisciplineofearly childhood. development andtheymayread of atextbookinearly part childhood.I’ll comein may comeinandmeetthestudentsESLprogram before theycometochild we strong ESLdepartment....So dosome thingswherea very we where partner I What we dohere, quiteabit,iswe withourESLdepartment. partner We have their program becausetheyknow thatthisissomethingthey’re goingtoneed. courses now astheytaketheirearly childhoodcourses,even thoughit’s of notapart Actually, alotoftheearly childhoodstudentshave goneaheadanddonetheESL withuswhenever.and theyhave beenwillingtopartner creating thosedocuments.And they’ve beeninvaluable. Theyare active group a very speakers are withsomething. struggling We getadviceonhow we’re utilizingand took aquiz.And sincethen,I’ve paidmore attentiontoseeifmynon-native English readDepartment Iknow ourdocuments,rubrics. onefacultymemberwhoeven to non-native English speakers.So, we’ve actuallyhadthefacultyinESL andourcommunicationssometimescanbeconfusing handouts andourrubrics What we’ve foundaswe’ve been gettingtransfers offolksfrom othercolleges,isthe professionally. families. How theycancatapultthatintoalotofgreat forthemselves opportunities and educationenvironment ingeneral andhow children theycansupport and who are already bilingual.Theybringalottothetableandearly learning Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 51 receiving. professionals may not professionals may not current candidates are current candidates are have received the high have received the high quality ELL training that quality ELL Practicing early childhood Practicing early childhood Another major innovation brought brought Another major innovation relationship building and empowering them, engaging them. building and empowering relationship because if you don’t have a good relationship with the people you’re working with, working with the people you’re a good relationship have don’t because if you at all. Sometimes people come in and do in-service not going to work and leave. it’s like an ongoing, idea is more development So I think the professional Period. The whole idea of relationship building is a real strong entity in this whole thing real strong relationship building is a The whole idea of at the Early Childhood Center. She has a degree in elementary in ed, but she wants to has a degree She Childhood Center. at the Early to do her ESL endorsement which she is come back, wants to do both—to finish, childhood ed. in early her degree and then she also wants to also finish starting now, learners who are planning to also complete their degree. They might have a different a different They might have planning to also complete their degree. learners who are who works recruit be, for instance, this newest it might Or degree. undergraduate These are educators who are coming back. They might be classroom assistants who are assistants who might be classroom coming back. They educators who are These are language [school name] that serve might be folks from English in this. It interested Professional development for working with ELLs. for working development Professional for providing PD to the staff. As one interviewee PD to the noted: for providing still is a challenge for teachers.” Recruitment was helped by building relationships with local building relationships was helped by Recruitment still is a challenge for teachers.” Start with the local Head relationship program’s One administrators. Start principals and Head and serve as the foundation and has continued to grow years prior to the grant work, began five the focus of much of their initial work, with one participant noting that “the outlying schools with one participantthe focus of much of their initial work, noting that “the though we’re and “even see the need” that I hoped would be sending teachers still just don’t $5,000 for them and that tuition, it will still be almost supporting them with $3,000 toward They report that their collaborative work has helped raise awareness of the new requirements requirements new the of awareness raise helped has work report collaborative their that They candidates has been their biggest challenge and recruiting for the ESL endorsement. However, endorsement. Describing their target audience, they say: endorsement. Describing goal was to make their programs more available and valuable to their local community, so the to their local community, and valuable available more goal was to make their programs help practicing teachers obtain the ESL/bilingual to working partnerfour-year is currently institutions. with ELLs was the primary for working development focus for one grantee. Their Professional how some in-service training is accepted through the Gateways framework. Further, some some in-service framework. Further, the Gateways how through is accepted training to school to earn their returning are ECE teachers that many experienced report programs at both the two- and four-year coursework the required ESL endorsement, often completing needing help in this content area. Another partnership Another for home hosts monthly PD sessions content area. needing help in this partner on ELL/ESL topics. One focused that noted of which have several providers, care similar to in a process a credential,” stone towards using PD as a “stepping she advocates Several grantees noted that this was important grantees noted that this professionals because practicing early childhood Several receiving. are candidates that current the high quality ELL training received may not have practitioners reported example, one partnership because current hosted an ELL workshop For about by the grant was a focus on PD for current educators working with ELL students. with ELL students. educators working a focus on PD for current the grant was about by focusing on infant and toddler dual language learners in response to heavy demand for this to heavy demand learners in response dual language on infant and toddler focusing partners the importanceon candidates their advising two-year reported of the Several content. partner. at their four-year and the steps needed to meet the requirements ESL endorsement the licensure track. Another two-year program recently added a new child development course added a new child development recently program two-year track. Another the licensure 52 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation work. For example, Illinois communitycolleges: oftheprogram redesignoften aspart process. this Other initiatives statewide alsosupported components workingwere closely withISBEstafftoensure inplace, thatallofthenecessary programs working toimplementESLendorsementprograms. Several programs mentioned In addition,ISBE’s requirements for coursework andfieldexperiencesdrove of theefforts by multiple interviewees. the Teaching English toSpeakers standards ofOther Languages(TESOL) were alsomentioned PD. The Illinois Professional Teaching Standards for English asa Language(ENL),and New achievement forlinguisticallydiverse studentsthrough standards, assessments,research, and states, including Illinois, that have collaborated to improve languagedevelopment andacademic standards were widelyutilized intheseefforts. WIDA represents agroup ofuniversities and theirwork. Thesupport WIDA(originally World-Class Design andAssessment) Instructional implementingELLinnovationsThe partnerships usedseveral setsofstandards andguidelinesto Common FeaturesofEnglishLanguageLearnerInstruction and practicums. through continueduseinafterschoolprogramslibraries canalsohelptosustaintheirefforts ELLs withbooksthatreflect noted,these theirhomelanguageandculture. Asoneinterviewee plans to purchase additional ESL/bilingual partnership materials anddevelop libraries to serve In term,the they canmeettheneedsofduallanguagestudentsserve. short additional earlychildhoodcenterwhosedirector wantsherstafftolearnmore abouthow inthenearfutureThe program hopestoexpandtheirELLPDefforts byworking withan them.” reports: One participant staff hasto really wantit,needunderstandthattheyare ofit,andit’s part beingpushedon Buy-in from thestaff componentofthiswork—“thereceiving thePDwasalsoanimportant knowledge andskillsoffacultytotrain theirstudents. sponsoring avariety ofdifferent trainings, supporting webinars, etcetera, tofoster know how to teachit,oneofthethingsstateIllinois offersisco-currently was With thatthough,becauseitisnotenoughtojusthave itinthesyllabusifyou don’t intheirclassroom environment. duallanguagelearners they wouldneedtosupport earlysupported childhood students,adultinknowledge andskillsthat what wasdoneatthatpointtoensure thatwhatwasintheseseven core courses, by bilingualeducatorsatthefour-year level, andaswell by anationalteam.And and specialeducatorsatthetwo-four-year levels, andthen theywere reviewed … developed seven core coursesseveral years ago[thatwere] reviewed by general itis. important andIthinkthey’rethat thiswasimportant more learning andmore degrees ofhow their communities.It’s becausetheywanttobehere. To somedegree, they’ve decided strong advocatestaking thecoursesandIfeelthattheywillbevery forELLsin It’s rare formetosaysuchathing,buttheywantbehere. They’re excited about Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 53 Finding appropriate field placements with supervising field placements appropriate who teachers Finding Another challenge has been recruiting bilingual students away from other bilingual students away from Another challenge has been recruiting Recruitment. Field placements. Field generation of educators and administrators: “I have no doubt they will go out and impact the generation of educators and administrators: “I have take will that ones the supportto then are they but them, here always we’re So communities. it forward.” trained EEL mentor teachers makes it difficult to provide these field experiences. Yet one these field experiences. provide trained EEL mentor teachers makes it difficult to interviewee about to enter cohorts of early childhood educators who are noted, the current quality field experiences for the next the field will be the ones who will be able to provide preparation program when they lack these experiences (Hughes, 2006; Lane, Lacefield- when they lack these experiences (Hughes, program preparation shortage the of However, 2000). Thurlow, & Stuart 1987; Ross, 2003; Isken, & Parachini, allows them to implement the information learned in their courses. It has been demonstrated them to implement the information learned in their courses. It allows actually less likely to implement what they learned in courses and less likely that they are and application techniques they learned in their to continue implementing the knowledge have intentional contact with ELLs (Pappamihiel, 2007). Additionally, research indicates that research 2007). Additionally, intentional contact with ELLs (Pappamihiel, have for preservice the supportit is imperative teachers to see techniques in action and have in that their first job in a school is supportive is also critical and with ELLs. It practicums to work Lessons Learned for English Language Learner Innovations Lessons Learned for English Language and anti-immigrant sentiments, preservice misconceptions must teachers to overcome order In childhood and ELL content and field experiences in their newly redesigned preparation redesigned preparation their newly in experiences and field ELL content and childhood 2014). Tuyle, Van & 2014; Reeves, & Haller, (Baron processes mean. If principals could take one or two courses, they can advocate for their teachers. We We for their teachers. principals could take one or two courses, they can advocate mean. If Having powerful.” base; it would be much more this knowledge need principals who have include early now programs that principal preparation requires Illinois this need, recognized leaders need to have a better understanding of the growing importance of early childhood a better understanding of the growing leaders need to have base on what does this of a knowledge more need principals who have ELLs, saying, “We programs and into the ECE profession. One partner One that principals and other education added and into the ECE profession. programs programs do not require field experiences to explicitly address ELLs or placements in diverse or placements in diverse ELLs address field experiences to explicitly do not require programs at bilingual centers, but students who are have partner As one two-year says, “We classrooms. level.” a built-in of an actual experience at our do not have we there just are not enough around.” As a result, some programs try some programs As a result, to reserve those limited sites enough around.” not just are there placements appropriate Finding with ELLs. fieldwork request who specifically candidates for programs and, in addition, some two-year has been particularly difficult for some two-year student teachers. As this program notes, “You can’t really practice working with ELLs if you with ELLs if you working practice really can’t notes, “You As this program student teachers. would challenging because we another partner “It’s reports, Similarly, any ELLs.” have don’t they could see good examples, but the endorsement so teachers that have like them to be with difficulty identifying appropriate field placements beyond their local Head Start,have and Head beyond their local field placements appropriate difficulty identifying in hosting to see if they would be interested to cold calling early childhood centers resorted have the ESL/bilingual endorsement has proven to be one of the biggest challenges for to be one of the biggest challenges endorsement has proven the ESL/bilingual have had partnershipone example, have they that reports For innovations. these implementing Challenges for English Language Learner Innovations Language Learner for English Challenges 54 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation graduates weregoinginto Participants citedarecent positions wherethisexam examination, butthatonly lacked qualitypreparation need forimprovedtoddler Many oftheircandidates programming notingthat the fieldhadhistorically report emphasizingthe and typicallyemployed a verysmallproportion of theirearlychildhood Institute ofMedicine were strugglingwith ISBE’s BasicSkills minimally qualified was required. educators. Infant andToddler Programs have theskillstosucceed. students sotheycouldcome outoftheprogram, gainemployment and inearlyintervention, theneedsofthese decidedtotargetsomeoftheirgrant work aroundThe partnership serving of theirearlychildhoodgraduates were goingintopositionswhere thisexamwasrequired. were withISBE’s struggling Basic Skills smallproportion examination,butthatonlyavery as afocusarea from theoutsetofthisproject. They realized thatmanyoftheircandidates Infant andToddler ProgramInnovations and eliminateachievement gaps. toimprove tobolsternationalefforts focus onouryoungest studentswasnecessary education improving thecredentials ofinfantandtoddlerprofessionals. Others notedthatincreased for beginningthiswork. The ExceleRate andprogramsGateways in Illinois alsopromote programming. Illinois’ EarlyLearningGuidelines new provided standards andguidance External forces, suchasstatepolicy, alsopromoted theimprovement of infantandtoddler commented: quality preparation andtypicallyemployed minimallyqualifiededucators.Asone interviewee the needforimproved toddlerprogramming notingthatthefieldhadhistoricallylacked Participants citedarecent Institute ofMedicine report (IOM&NCR,2015)emphasizing Others saw aneducationalneedtoboostthequalificationsofinfantandtoddlerteachers. to earnthiscredential. noted: Asoneparticipant highly attended,duetointerest inthecredential andbecausemanyemployers wanttheirstaff One program noted thattheirthree credit infantandtoddlercoursewasoneoftheirmost demand andincreased salariesforqualifiedinfantandtoddlerprofessionals. for infant and toddler specialists. Another program pointed to Gateways data showing growing wasrecognitionConsortium oftheneedtodevelop non-licensure bachelordegree program demand from thefieldforcredential. For example,oneoftheoutcomesChicago teachers forinfantandtoddlerclassrooms. One ofthemainmotivations behindthisishigh Several orimproving focusedonimplementingnew partnerships existing programs totrain Motivation forInnovationsinInfantandToddler Programs Non-licensure degrees. minimally qualifiedandare there onlybecausetheycan’t getajobsomewhere else. the infantsandtoddlers. We shouldn’t beputtingpersonnelinthoseprograms thatare development, themore Ithinkpeopleshouldbethebestqualifiedonesworking with The more we find outaboutearly withearly development, starting brain accept Gateways credential coursesforcredit. earning forearlybe inplaceforlifelonglearning childhoodeducators.Universities needto degree. It opensemployer doorstoyou. Gateways provides scaffoldingthatneedsto The Gateways Credential isnow more marketable thanever, even withoutalicensure One partnership identifiedinfantandtoddlerprogramming One partnership Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 55 Many partnerships learning standards. efforts and adding or and efforts Credentials and early worked on articulation and with the Gateways align infant and toddler updating coursework to and four-year institutions programs across the two- As a result of the grant, some programs were also able to add supplementary were of the grant, some programs As a result Many partnerships on articulation worked efforts Many and adding or updating state has to come out and say we need this and here is an incentive for it, go for it. is an incentive need this and here state has to come out and say we think that early childhood people see the value of it, but we’re all kind of struggling with of it, but we’re childhood people see the value think that early option is not always going to be looked upon so adding another degree our enrollment, I think the I think it is scalable, but again, I think it comes back to policy. favorably. We have to get the policy behind it so that other institutions see the value of it. I do to get the policy behind it so that other institutions see the value have We Field experiences. Field Alignment. for the state right now. As one interviewee said: for the state right now. programs in the ExceleRate program and the new Early Learning Guidelines, some participants and the new Guidelines, program Early Learning in the ExceleRate programs priority statewide that infant and toddler education is not valued or is a low the perception voiced because infant and toddler positions typically have lower pay than teachers working with older teachers working pay than lower have because infant and toddler positions typically because time, their on demands the to due students retaining difficulty had have Others children. in the field. And despite the inclusion of infant and toddler employed already many candidates are Challenges with Infant and Toddler Programs Challenges with Infant and Toddler their infant/toddler challenges implementing or improving several encountered have Partnerships recruit candidates finding it difficult to are programs Some programs. educator preparation growth and development and home visits with an early interventionist. development and growth Portions of this fieldwork often occur in social services with infants and of this fieldwork directly agencies working Portions has field experiences in four courses prior to student teaching instance, one program toddlers. For assessing and documenting including in an infant or toddler classroom, that begins with work field experiences with infant and toddler populations to meet Gateways credentialing requirements. requirements. Gateways populations to meet credentialing field experiences with infant and toddler partner to add infant and toddler coursework and credentials, including a human development including a human development partner and credentials, to add infant and toddler coursework for those students who want to serveoutside of and families and family studies degree children the classroom. regarding methods and development,” so one of their goals for the grant was to collaborate with so one of their goals methods and development,” regarding two-year their with worked institution four-year Another partner. two-year their from learn and coursework to align infant and toddler programs across the two- and four-year institutions and and four-year the two- across to align infant and toddler programs coursework program example, one four-year For and early learning standards. with the Gateways Credentials content toddler infant at addressing better “much partners two-year their were that acknowledged Common Features of Infant and Toddler Program Innovations Program of Infant and Toddler Common Features design their program such that Gateways pays for the tuition and fees, and the university provides provides and fees, and the university that Gateways pays for the tuition such design their program on candidates. financial burden to reduce books, in order The Master’s program leads to the Infant Toddler Specialist degree and includes coursework such coursework and includes degree Specialist Toddler Infant leads to the program Master’s The Toddler Infant Development, Toddler Infant Health, Mental Toddler Infant to Introduction as able to was institution four-year this Further, internship. an and and Environment, Curriculum built on their existing non-licensure program and focused on solidifying both an undergraduate an undergraduate on solidifying both and focused program existing non-licensure built on their and toddler cohort Their infant who are program. consists of professionals and graduate degree program. own or begin their their credentials in the field and want to upgrade working currently Once infant and toddler programming was identified as a critical need, the four-year institution institution the four-year as a critical need, was identified and toddler programming infant Once 56 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation cooperating teachers prior cooperating convenience, thattraining Many intervieweesnoted and philosophies,were tended tobebrief,and to thefieldexperience that interactionswith that fieldsitesvaried often selectedoutof in theircommitment for mentorteachers were minimal. Field ExperienceInnovations build a list of potential field sites for preservice teachers. build alistofpotentialfield sitesforpreservice using localmeetingsofECE professionals, suchasworkshops andotherPD events, to help Along withcontactingHead Start andcold-callingchildcare reported sites, multiplepartners increasing boththequantityandqualityoffieldplacementsites. One partner reported: duringthefieldplacement. and theactivitiesperformed Networking wasonestrategyfor Innovations forImprovingFieldExperiences procedures toensure were more necessary consistent andunifiedfieldexperiences. with thepreparation program. Thus,thepartnerships recognized thatformalized training factors, includinghighturnover sitesthatdonothave rateswithinthesitesandnew ahistory were minimal.Inconsistency in fieldplacement experienceswasattributedtoa variety of occurred atall),andthatinteractionswithcooperatingteacherspriortothefieldexperience often selected out of convenience, that training for mentor teachers tended to be brief (if it noted thatfieldsites Manyvaried intheircommitmentandphilosophies, were interviewees a dailybasis.” teachers’ motivation andconfidence by providing “real-world, practicalproblems tosolve on alsofeltthat improvingparticipants thequalityoffieldexperiencescouldincrease preservice future effectiveness (Ronfeldt, instructional 2012; Jackson & 2009). Bruegmann, In thisstudy, active learning experiences.Previous research suggestsqualityfieldplacementsare related to experiences varied buteachstressed across ofproviding allofthepartnerships, theimportance teachers.Thestrategiesforimprovingquality offieldexperiencesfortheirpreservice thefield wereto some extent, four partnerships identified as having a strong focus on improving the Although themajorityofEPPI worked toimprove partnerships theirstudents’ fieldexperiences Motivation forImprovingFieldExperiences andhelpbringtheirsuccesstoscale. statewide willing toshare infantandtoddlercoursesyllabiothermaterialstofacilitatedissemination that have already beenthrough theprocess. Several programs inourstudynotedtheywere recommend buildingonexistingstrengths andlearningfrom theexperiencesofprograms To overcome these challenges,programs focusing on infant and toddler programming Lessons LearnedaboutInfantandToddler Programs Networking. opportunities. opportunities. across differentplacement opportunities sectorsforourcandidates,as well asjob providers—enhances thepublicschooldistrict,andotherservice field Learning, the communitycollegesandincommunity, for example,the YWCA, Circles of Having arobust relationship across withyour sectors—both communitypartners Partnerships implemented diverse strategies aimed atimproving site selection Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 57 interact with later.” that the students will “We have designed our have designed “We lab so it has the diversity Field experiences with ESL students students ESL with experiences Field A number of partnerships sought to improve of partnerships A number to improve sought Some partnerships sought to improve field experiences by adopting a by adopting experiences field partnerships to improve sought Some Training and support to mentor teachers. Training Field experiences with dual language students. Field Site selection. Site the field experience by providing training to the mentor teachers at the placement sites. training to the mentor teachers by providing the field experience mentoring skills and build of training can improve has found that this type research Prior bilingual children and are concerned that placing too many preservice concerned that placing teacher observers and are in one bilingual children learning experiences. children’s may hinder the young room have “preliminary experiences” with ESL students before starting coursework at the four- with ESL students before experiences” “preliminary have field placement sites with high populations of dual they decided to share institution. So, year locations servingmore look for the partnership a consequence, learners. As language must now our lab so it has the diversity that the students will interact with later.” interact with later.” that the students will our lab so it has the diversity Another partnership that it was important partner believed for students at the two-year to accommodations for dual language students were addressed in lesson planning. One two-year two-year in lesson planning. One addressed accommodations for dual language students were lab, partner placements for students at their campus child development said they prioritized designed have languages, saying, “We students whose families speak multiple because it enrolls development or observing multiple models of ESL instruction, whereas others simply required or observingdevelopment others simply required multiple models of ESL instruction, whereas language learners or that that placement sites had some minimum proportion of English candidates are able to complete all 100 hours at their place of employment, whereas others whereas place of employment, able to complete all 100 hours at their candidates are Some with ESL/bilingual classrooms. placement offices to find settings with university worked language had practicum experiences that focused on ELL issues, such as assessing programs fieldwork because they wanted to ensure that candidates at their two-year programs had programs that candidates at their two-year they wanted to ensure because fieldwork transfer shock after they moved to reduce order students in with diverse experiences working some and courses several across embedded was fieldwork The partner. four-year their to learners.” learners.” They chose ELL partnership for their grant work. One in particular focused on this area experiences have value for all preservice value teachers, saying, “The state has said it is importantexperiences have that not so much whether the teacher has learners. It’s language experience with English they have language with English experience working students have the endorsement or not, but that our the ESL/bilingual endorsement, which requires a 100-hour practicum supervised ESL/ an by requires the ESL/bilingual endorsement, which Others suggested that ESL field 2016a). bilingual certifiedEducator Licensure, teacher (ISBE were addressed across many programs, and the vast majority of partnerships indicated a desire majority of partnerships and the vast desire indicated a many programs, across addressed were dual language learners. who are with children the number of field sites available to increase institutions had incorporated factor driving this demand was that a number of four-year One ways that improve their opportunities their to learn. ways that improve populations—a recent longitudinal study (McDonald, Tyson, Brayko, Bowman, Delport, & Bowman, Brayko, Tyson, study (McDonald, longitudinal populations—a recent populations diverse that field placements with demographically 2011) found Shimomura, experiences in instructionchild’s incorporating the by the preservice teachers’ helped improve increase the number of field sites by developing outreach effortsserving to identify sites outreach developing by the number of field sites increase particularly populations, specific students or toddlers, and infants learners, language dual supports the importance placed on identifying sites with diverse Research with special needs. more intentional approach in site selection, whereas others sought to increase the quantity the quantity sought to increase others whereas in site selection, approach intentional more by aligning motivated were intentional approach who sought a more Those of sites available. Partnerships sought to with the field placement experience. pedagogy their coursework 58 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation partnerships offered PD to cooperatingteachers to helpimprovefield Aside fromtraining supervision, some in mentorshipand experiences. as a placement sites and serve asasignaltoconsumersaboutquality.as aplacementsitesandserve anticipatethatthissystemwillencourage homedaycareThe partners providers toparticipate (gold, silver, andbronze wouldaward status)thatthepartnership tothefieldplacementsites. Theproposed criteriaincludeathree-tieredand plannedunitsofinstruction. recognition rating for placementsites,includingsetschedules,effective communicationwithparents, assessments, wide variation inlicenseddaycare settings,sotheycollaboratedtocreate commonstandards requirements ofChildren oftheDepartment andFamily observed Thesepartners Services. todevelop criteriaforhomedaycarean effort placementsthatgobeyond thebasiclicensing additional stepstowards professionalism. noted that this credentialThe partner will demonstrate that recipients are willing to take three years ofexperienceintheECEfieldandhave atleastone year ofmentoringexperience. future fieldplacements.This credential willbe available tocurrent practitionerswhohave had that theybelieve willenablethemtoidentify educators whowouldbecompetentmentorsfor However, hasbeenpilotingaGateways onetwo-year partner Technical AssistantCredential individuals whowouldbegoodcooperatingteachersforthestudentsattheirinstitution. teacher. ofthepreservice higher qualityobservations usingthisapproach Oneapproach addedthatitcould alsoproduce partner to instruction. area theuniversity’s andwasdesignedsothatmentorteacherscouldbetterassesssupport cooperating teacherstohelpimprove fieldexperiences.ThisPDoftenfocusedonacontent offered somepartnerships PDto Aside from traininginmentorshipandsupervision, and sitesthathave highratesofturnover. “assure somedegree ofconsistencyacross allplacements,” fieldplacementsites especiallynew and willprovide believe themoduleswillhelpto uponcompletion.Thepartners acertificate The moduleswilleachtakelessthananhourtocomplete,beaccessibleonmobiledevices, criticism,self-reflection,skills suchasconstructive andbuildingmentor-mentee relationships. iscreatingOne partnership onlinemodulestotrainmentorteachersthatincludeunitson improving thisaspectofthefieldexperience: toamorepassive hands-onapproach. observation describedindetailtheneedfor One partner teachers provide more detailed,actionablefeedbackandtoshiftingthefieldexperiencefrom Moulding, Stewart, &Dunmeyer, 2014).Thistraininggenerallyaimedtohelpcooperating teachers’associated withpreservice self-efficacy (Paulsen, DaFonte, 2015; & Barton-Arwood, relationships betweenteachers, areand that perceptions cooperating and preservice ofsupport Criteria forhomedaycare placements. Gateways Technical Credential. Assistant confidence buildingsuggestion. I’m hopingthatthisisgoingtobetheoutcome. they doittendstocomeacross inatearproducing way, rather thanasapositive, deal withdirect conflict.Coordinators tendtonotsayanythingnegative, andwhen relevant challengeforthisfieldasmanyofthepeoplewithinhave notbeentrained to teacher candidatessothattheycanchangeandbemore effective. Thisisanespecially mentoring, givingfeedback,andproviding specificdirection andcriticismtothe Many coordinating teachersdonotunderstandthattheyare supposedtobe One partnership isintheplanningstagesof One partnership Partners oftenhave trouble identifying Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 59 that mirrored that university course. early math concepts or an ESL pedagogy or an ESL Interviewees spoke of Interviewees spoke being addressed in the a particular instructional a particular instructional technique for presenting technique for presenting embedding observations embedding observations at field sites that practiced at field sites that practiced Although expanding the variety Although expanding the variety A number of partnerships of number A field spoke about embedding Multiple partners discussed using video and audio recording at field sites at field sites partners discussed using video and audio recording Multiple about, really well.” about, really We could talk about it and we could try lessons. could do mock could talk about it and we we things out and We when they can tryBut things in their community placement, and to actually go to talking doing what we’re people who are “OK, these are can say, we a center where Technology. Expanding the types of early childhood placements. Expanding Embedded field experiences. field Embedded The partnership online training for mentoring teachers is planning to use e-learning developing and track completion of the to create Teachers) for and Canvas Storyline (Articulate’s software in order to prepare them to demonstrate edTPA competencies. They report that this approach competencies. They them to demonstrate edTPA to prepare in order not previously the [preservice in ways they have to articulate teacher] their knowledge “requires done.” to improve the preservice teachers’ instruction through feedback from peers and instructors. instruction feedback from through the preservice teachers’ to improve placements field their during themselves record to how students teaches programs the of One field experiences in the past and making plans with each preservice teacher to ensure they are they are field experiences in the past and making plans with each preservice teacher to ensure placements. exposed to diverse teachers wishing to gain Gateways Infant/Toddler credentials and for those seeking an ESL/ credentials Infant/Toddler teachers wishing to gain Gateways children with identifying sites trouble having who are Partnerships endorsement. Bilingual preservice had their teachers have dual language learners discussed tracking where who are the campus of the two- and four-year institutions, public and private school classrooms, and school classrooms, and private public institutions, and four-year of the two- the campus preservice centers. Interviewees also discussed having specific field sites for home-day care not a primary focus of partnerships, the diversity of placement sites was noteworthy. Sites Sites not a primary focus of partnerships, of placement sites was noteworthy. the diversity Start classrooms Head to Early tuition based placements for-profit, “corporate, ranged from to one participant, laboratory including according schools on and everything in between,” of early childhood settings where preservice teachers complete their field experiences was of early childhood settings where provide feedback. This integration of field experiences represents the belief, held by multiple held the belief, represents feedback. This integration of field experiences provide partnerships associated with this grant, that instruction for the preservice teachers should be tied to immediate practice. fused their field experiences and course content. Coursework at this site seldom includes only content. Coursework fused their field experiences and course schools where centers and formal instruction, care learning at child rather they focus on active instructors peers and instructionof their videos to preservicethat allows teachers capture Although the work was done outside of the scope of the EPPI grant, one partner has completely was done outside of the scope of the EPPI Although the work articulated the impact high quality observations have on the preservice teachers’ understanding understanding articulatedhigh quality observationsthe impact the preservice on have teachers’ of the course content: instruction in a specific content area. Interviewees observations embedding of spoke instruction area. content specific a in field at a particularsites that practiced or early math concepts instructional technique for presenting interviewee course. One in the university that being addressed mirrored an ESL pedagogy that plan at a laboratory school, and a math course that requires preserviceplan at a laboratory teach and teachers to school, and a math course that requires with often associated were Embedded field experiences early math activities. assess four different experience activities within courses. Examples of embedded field experiences included a of embedded Examples courses. within activities experience a lesson and presenting preservice teachers creating curriculum course that involved preschool Common Features of Field Experiences Innovations Experiences Features of Field Common 60 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation centers tofulfillthetypical early childhoodeducation itisdifficultforstudents two-week, full-timefield who areemployedin experience. incentivize participation. One partnership proposed Oneincentivize awarding partnership participation. continuingeducation unitsor suggested cooperating teachers should receivepartnerships and to credit for their service for the mentoring teachers is seen as one way to meet this need, but multiple and support students, there isagrowing need forhighqualityfieldplacementsites. Better training field placements. studentswhentheyhave togivesuggested istousestipendssupport upwork tocomplete It’stheir 25hoursofobservations. coherent oreducative.” notvery One solution thathasbeen describedit,“peoplepartner takeaweek’s vacation, goonlunchtime, orjusthoparound toget employees takemuchtimeoffbecausetheyneedtomeettheirstaffing requirements. Asone week, full-timefieldexperience. One reason for this isthatsomeemployers are reluctant tolet students whoare employed inearlychildhoodeducationcenterstofulfillthetypicaltwo- Challenges toImprovingFieldExperiences if necessary. the modules,andtheirfuture plansinvolve modifyingthemodulesbasedonthisinformation, online mentoringmodulesisplanningtoincludequestionsaboutthescenariosusedwithin gains inthetargetedcontentandcompetencies.For working on example,thepartnership measurementsto current wouldbeusedtoidentify practitionersnotedthatpost-intervention wasacomponentofseveral innovations.interventions Multiple sitesthatprovided training said: the catchment areas of each partner’s program. In describing the findings, one of the partners gathered sentto the ChildCare from Resource anonlinesurvey andReferral agencyserving which tofocusPD,whereas anotherusedittoprioritize theirgrantactivities.Information was opinions of current used practitioners. this Onecomponent to identify areas partnership on togaugetheknowledge conductedneeds assessmentsorpre-surveys several partnerships and module. most appropriate software, andcreating documentationthatproves thementorcompleted issues related to where the modules would be housed, ownership of the content, selecting the they might like to add in the future. notes that this meant they had to address The partnership modules gives thembetterflexibilityandcontrol over thecontentforanychangesoradditions modules. Theynotethatusingtheir own software versus hiringconsultantstodevelop the Finding high qualityplacement sites. Meeting theneedsofworking students. Measuring growth. Needs assessments. they were doing what theywere doingintheclassroom, thosetypeofthings. disposition, bringingseriouspractice intheclassroom, beingabletounderstandwhy seemed thequalityoftheirfieldexperienceandabilityto really develop their They were withjustthenumberofhours,buteven more notconcerned soit experiences, theclassroom experiences,thatour studentshadpriortograduation. hire graduates from ourinstitution,wasthattheywere really focusedonthefield stakeholders, alotofwhatwe heard backfrom them,particularly peoplewho When we gotfeedbackfrom thestakeholders’ andjustreaching surveys outtoour Prior to planningandconducting the trainingformentorteachers, Measuring knowledge andskillsgainedthrough thementorteacher In additiontomeetingtheneedsofworking Several notedthat it isdifficultfor partners Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 61 some time. Lack of alignment challenge that has and communication four-year levels, is a widely acknowledged between the two- and institutions, particularly dogged early childhood between postsecondary educator preparation for Interviewees were frustrated with the degree of variation between programs in equivalency in equivalency programs between variation of frustratedwith the degree Interviewees were to articulation. with regard early childhood educator preparation programs, because “pathways in the EC field aren’t field aren’t EC the in “pathways because programs, preparation educator childhood early That is because many ECE candidates linear in their behavior.” and our students aren’t linear, of the state. and regions levels at various or swirl amongst multiple programs transfer between they did not know much about their partner on the grant, and prior to working institutions they did not know institutions has been tension and two-year there been told that historically, one said, “I have This disconnect is further for exacerbated institutions.” four-year to as inferior viewed were 2015). As one PI put it, “I’ll tell you if I have to go to NAEYC one more time and hear about one more to go to NAEYC if I have tell you put it, “I’ll 2015). As one PI interviewees noted that Several gonna explode.” I’m know, the system is, you fragmented how Lack of alignment and communication between postsecondaryLack of alignment and communication between institutions, particularly challenge that has dogged acknowledged is a widely levels, the two- and four-year between al., for some time (see, for example, Lichtenberger et early childhood educator preparation Lack of Alignment and Communication Between Institutions institutional characteristics; lack of time; and concerns about sustainability of reform. In this In and concerns about sustainability of reform. institutional characteristics; lack of time; strategies that partnershipsalong with some describe these challenges, section, we used to them. overcome the various initiatives. These challenges include: lack of alignment and communication across across communication and alignment of lack include: challenges These initiatives. various the policy; state as such forces external bureaucracy; and administration university institutions; student and about early childhood education and the status of the profession; misperceptions Although each of the innovations described in the preceding chapters of this report posed chapters of this report described in the preceding Although each of the innovations challenges that cut across broad identified seven unique obstacles, our analysis also its own process of recording field experiences and receiving critiques from peers and instructors peers receiving critiques from was field experiences and of recording process introduced In fact, one partner has already to other sites. identified as sustainable and scalable their ECE program. this practice into other courses within intend to establish on-going processes for analyzing the effectiveness of the PD and making for analyzing the effectiveness on-going processes intend to establish was mainly discussed in and scalability of these innovations necessarySustainability changes. The experiences. field the with associated modules online and technology audio-visual of terms Future work in this area is likely to focus on analyzing the effectiveness of various field various of effectiveness the analyzing on focus to likely is area this in work Future training for mentor teachers partnerships instance, some providing For experience activities. communication with parents. parents. communication with Field Experiences Next Steps for Improving and incentivize placement sites by providing workshops to the staff of schools, centers, and staff of schools, to the workshops providing by placement sites and incentivize a partner of the topics suggested to host student teachers. Some that agree home day cares instructional and management, activities, classroom included: different for these workshops other similar designations for completion of training modules. Partners could also support could Partners training modules. completion of designations for other similar Cross-Cutting Challenges 62 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation barriers mayhaveexisted that relationshipsarebuilt Whereas differences and participants emphasized between institutions, between people. abreast mandates.” tonew process, sothework isnever really donebecausewe alwayshave toreview andreflect andkeep programs continuetoraisethebarfor teacherpreparedness—“It’s acontinuousimprovement alignment between stakeholdersshould beanongoingprocess asstateregulations changeand institutions torecruit from communitycolleges.However, alsoemphasized that interviewees toacceptmorestarting courses outoftheAASdegree, andincreased from thefour-year efforts we were.” Asaresult of increased reported that more collaboration, participants institutions are were more similarinwhatwe were aimingtodoinall ofourprograms thanwe maybethought ofthesamesystemandworking “We towardpart observed, similargoals.Asoneinterviewee institutions.” allowed Thegrantpartnerships across institutionsto participants realize they were the work stilldependsonindividuals at institutions rather thansystemsandstructures at as, “Thecriticalpieceistheconnectionbetween people,notuniversities,” and“So muchof emphasized thatrelationshipsparticipants are builtbetween people,withstatementssuch decision making. Whereas differences andbarriers mayhave existedbetween institutions, frequent upfront, communication during with the partners proposal phase and prior to major to build on existing relationships noted that it was important Interviewees and to establish (Kisker,partnerships 2007;Rifkin,2000). factorsincreatingthe mostimportant andsustainingcommunitycollege–university transfer Research thisview, supports suggestingthatrelationships between institutionsare among innovation process: Creating positive relationships between institutionswasviewed asacriticalstepinthe of thefour-year facultytobemore savvyaboutmeetingtheneedsoftransferstudents. “transfer-friendly,” wouldhelpbuildthecapacity andtheyhopedthattheirgrantpartnership acknowledged that some programs in the state did not have a strong track record of being credit forthecompleterortoguaranteeaminimallevel oftuitionincome.Several participants two-year level forquality assurancepurposesortoensure thefour-year institutionreceives some four-year universities mightnotaccepttransfercredit forearlychildhoodcoursesatthe the messagethattheyare preparing peoplefordifferent jobs.” notedthat Other interviewees In other states, one PI noted, “it seems that people in two- and four-year institutions get sent where institutions must work together to ensure a sufficient supply ofhighqualityeducators. perspective ofcandidates(whooftentouchmultipleinstitutions)orfrom asystemicperspective educatorpreparationtend toview from theinstitutionalperspective ratherthanfrom the Some attributedthis lackofcommunication to “the competitive nature ofinstitutions,” who process. lesson learned. We we eventually eachotherthrough learned this hadtosupport before anyofthenutsandboltscanbeaddressed. Ithinkthat’s probably thebiggest relationships, inthesenseofmutualprioritiesandgoals andbuildingthattrust what dowe doinyears onethrough four. There hastobeaspaceforcreating those unafraid andopenataddressing thosequestionsbefore we thinking about couldstart this process. All quicklythatwe ofthosethings,we very neededtobevery learned know thatwe fullygrasped eachother’s oreven trusted motivations orintentionsin education, we didn’t understandeachother’s’ relationships tostudents.Idon’t each other’s needs,we didn’t understandeachother’s philosophiesforearly childhood Even whenwe inthisprocess, we decidedtobecomepartners didn’t understand Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 63 not just as skilled with that. That’s not something we do. we do. not something not just as skilled with that. That’s working on this bid, this is what you do. There seems to be a moving target of the seems to be a moving There do. on this bid, this is what you working We’re and that can be very difficult and supposed to follow frustrating. you’re process The other one main point, I would stick with, was just getting our grant department with, was just getting our grant The other one main point, I would stick partner] like [four-year the systems does. So we have don’t it, because we to approve or you’re applying for a grant the very of, if you’re have quick, clear process don’t it could make sense to the institution because the institution is so complex. it could make sense to the institution because Everyone has such extensive institutional knowledge, but only a small part but of these knowledge, institutional has such extensive Everyone just been fascinating that every step of the way each piece of our It’s processes. overall stakeholders so that all of these different has had kind of made its way through work from a deficit model to a growth mindset that tasks can be completed through hard work and work hard mindset that tasks can be completed through a deficit model to a growth from collaboration. communication with and involvement of administrators and staff from multiple offices, and of administrators and staff from communication with and involvement One partner attitude flexibility on the part advised operating with a positive of programs. to moving and likened their approach put our heads together,” can get done if we of “things involved parties viewed this work as a priority. parties as a priority. this work viewed involved increased included constraints these institutional overcoming for recommended Strategies received support from the four-year dean and associate dean, as well as the program director. director. as the program dean and associate dean, as well support the four-year from received the School of was gridlock beyond These individuals could be counted on for help when there that all with this support, that it was a challenge to ensure even they reported But Education. Another PI also discussed the critical nature of institutional support, noting their grant had also discussed the critical nature Another PI with grants or their institution lacked the infrastructure needed to support institution lacked the infrastructure their with grants or the grant. As one partnertwo-year elaborated: Some faculty faced additional difficulties, because some of them lacked experience working because some of them lacked experience working faculty faced additional difficulties, Some and the advising and transfer offices. They eventually learned the importance They and the advising and transfer offices. of informing to make sense of all of this. As another interviewee in order noted: the provost and involving particularly complicated by the broad range of stakeholders involved. For example, one PI example, one PI For range of stakeholders involved. particularly the broad complicated by involve would that their work and a partnering realized faculty member quickly two-year the school of education including administration from many other institutional members, attributed some of these difficulties to limited institutional resources to support to resources their work these difficulties to limited institutional attributed some of things like schedules. the ultimate decision-makers over often not are or the fact that faculty was institutions, and the grant work complex are in addition, colleges and universities But for administrators to sign documents, for changes to be approved, and for purchase orders to orders and for purchase approved, to sign documents, for changes to be for administrators and purchasing internal about knowledge of lack her that said leader project A processed. be Interviewees efforts. also was a hindrance to the partnership’s processes grant management As one participant put it, “What you think is going to take you three months, is going to take take going to months, is participantone As “Whatit, put three you take to going is think you noted long waits Partners on it all the time.” are if you months—even and three a year you Another challenge identified by study participants was excessive or restrictive administrative administrative restrictive or by study participants identified Another challenge excessive was participants are pointed out that universities Several or “institutional gridlock.” bureaucracy, anticipated in higher education. always take longer than initially to change or that things slow Administration and Bureaucracy Administration 64 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation forces canexertapositive gridlock” discussed,these decision-making authority As withthe“institutional they hadlittlecontrolor viewed asespecially Sometimes, external stakeholders feltlike external forceswere influence onproject frustrating because over thesituation. outcomes. year institutions,which prepare candidatestoobtain theGatewaysECElevels 2-4credentials. (baccalaureate) credential. This requirement has reinforced withtwo- the value ofpartnering their licensure candidates to meetthecredentialing requirements oftheGateways ECElevel 5 program redesign forEC educator preparation, all four-year institutions mustalsoprepare program implementation.Equally significant has beentheISBE requirement of that,aspart through theExceleRate systembrought increased demandforECEcredentials, aiding grade spanandthestate’s pushtoimprove thequalificationsofearlychildhoodeducators thatabroadening inthedefinition oftheearlychildhood observed Other partnerships people todothiswork. for qualityearlychildhoodeducatorsandtoensure thatitwasaprioritytotrainandemploy into elementsofthelocalbusinesscommunity. helpedto Theseefforts recognize theneed assessment process thatlentwidespread andleverage totheirgrant work support by tapping on project outcomes.She pointedtoalocalcommunitydevelopment initiative andneeds thatsometimes,externalforces canexert apositive observed influence another partnership that are constantly in flux and changing and at the mercy of systemic and political forces.” Yet, relationship that is constant and hopefully a program that’s constant despite all the other things and lonelier and feelingmore andmore threatened.” Anotheroneadded,“We canbuilda said,“Thank God one participant we havewe wouldbegettinglonelier eachother! Otherwise, childhood stakeholderstocollaborateandwork togethertoward commongoals.For instance, For forearly notedthatitwasespeciallyimportant thesereasons, several interviewees have anegative impactonECEprogram enrollment. Monetary Award Program (MAP)grantfundingalsoproved andwere disruptive perceived to delay implementingthisproposal. Tuition aboutIllinois’ changesanduncertainty need-based these from earlychildhoodemployers andadvocates thateventually ledtheMayor’s officeto by multiplecommunitycolleges.”communities served In fact,itwasduetoconcernssuchas students,and thelossof“theissues, highertuitionratesforpart-time individualityof intermsofschedulingandtransportation proposed consolidation onstudentsparticularly feeder communitycolleges.Partners alsoexpressed concernaboutthenegative impactofthe they were allowed tobegingrantwork onlytolearnthatprograms mightbeclosingattheir reconsidered atthepresent were time,bothtwo-andfour-year partners initiallyupsetthat programs of theCityCollegesChicago. Thoughimplementationofthisproposal isbeing wastheproposalAnother examplecitedby toconsolidatetheECE multiplepartners not finalized untillateinthefirstgrant year, providing more obstaclesto overcome. preparation. Additionally, theearlychildhoodprogram redesign process andstandards were Proficiency edTPA andthenew requirements were alsoviewed aschallengestoECEteacher mode.”a reactionary Higher costsandstandards associatedwithISBE’s Test ofAcademic in theECEstandards by ISBE.‘Do this.Don’t dothat.’ It seemslikewe are constantlyin Asonesaid,“Itsustainability oftheirefforts. seemslikethere isaconstantbarrageofchanges that changes to teacher licensure and preparation standards at the state level may harm the or decision-makingauthorityover thesituation.For worried example,someparticipants forces were becausestakeholdersfeltliketheyhadlittlecontrol viewedasespeciallyfrustrating we studied.Aswith the“institutionalgridlock”partnerships discussedabove, theseexternal State andlocalpolicychangesbudgetissuesalsoposedchallengestomanyofthe State PolicyandOtherExternalForces Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 65 higher paying jobs. of low salaries, and Several interviewees Several interviewees liking children, but it’s liking children, but it’s “ECE is not just about because teachers with because teachers with baccalaureate degrees about actually teaching and educating children.” is not appealing because is not appealing because argued that the ECE field argued that the ECE and professional educator licenses tend to move into calling it babysitting and all that....But [the grant work] is really professionalizing professionalizing is really work] [the grant and all that....But calling it babysitting that holistic lens of collaboration. having tied in through doing by what we’re I think hidden behind that is the idea of how so much of our public and major I think hidden behind that is the idea of how children, with young ages and everyone who works is disqualifying the early culture past few years, but it’s not on anybody’s radar yet. radar not on anybody’s but it’s past few years, afraid for the profession, and I’m afraid for the future of the profession. I don’t see any I don’t of the profession. for the future afraid and I’m for the profession, afraid the at the bottom, but not anything at the top. A lot of money and growth at growth the it up a number of times over brought top to meet the needs at the bottom. I’ve childhood? So there’s this demand for early childhood professional development and development childhood professional this demand for early childhood? So there’s will I not going into the faculty end of it. And and so forth, but people are degrees grim. ...I’m it looked pretty ago, years somebody several to hire tried when we tell you You go to an early childhood faculty meeting, statewide meeting, you see a lot of faculty meeting, statewide meeting, you childhood an early go to You than younger like me, in their 60s and not very many who are people who are need early saying why do we that are universities getting squeezed by that. So we’re children, but it’s about actually teaching and educating children.” Another participant said: about actually teaching and educating children.” but it’s children, day care center, it’s more than just the nurturing aspect.” She added that effortsthat added help this like She nurturingthe just than aspect.” more it’s center, care day not just about liking that ECE is understand students and “helps the profession” “elevate In addition, some participants argued that there were widespread misperceptions about the misperceptions widespread were some participants addition, argued that there In interviewee work One of early childhood professions. to really argued that “[w]e have nature a in educator an be to going are you if that, understand candidates] [potential helping on problem if the Higher Learning Commission requires that all graduate courses be taught by that all graduate courses be taught by Learning Commission requires if the Higher problem heavily on adjuncts. relies faculty with a doctorate, because their program Faculty in another four-year program were worried that staffing courses could become a worried that staffing courses could become were program in another four-year Faculty of the profession. Other efforts to professionalize early childhood teaching were also cited, were early childhood teaching efforts Other to professionalize of the profession. to one interviewee: in ECE. According faculty and research including improving Child Care Resources and Referral agencies, or DCFS. Several participants cited the recent participants cited the recent agencies, or DCFS. Several Referral and Resources Child Care and suggested childhood teacher salaries, on early finding report’s Council Research National stature the raise to work and research this of implications the heed policymakers state that BA without licensure could move into any number of positions listed on the Gateways website website into any number of positions listed on the Gateways could move BA without licensure social service initiatives, agencies, for prevention as working such salaries, higher offer that years. Several interviewees salaries, appealing because of low argued that the ECE field is not Several years. licenses tend to educator and professional degrees with baccalaureate and because teachers partner into higher paying jobs. One observed ECE teachers who earned their that even move that enrollment in teacher preparation programs is down in Illinois and nationally (Sanchez, (Sanchez, nationally and Illinois in down is programs preparation teacher in enrollment that instance, it was For 2014), and intervieweesECE is no exception. that believe 2014; Sawchuk, 400 to 100 in recent from has decreased program four-year in one that enrollment reported The perceived low status of the early childhood profession and misperceptions about early about and misperceptions profession status of the early childhood low The perceived Recent data show to this work. other significant challenges represent childhood education year programs to build on the work done at the two-year institutions. at the two-year done the work to build on programs year and Status Misperceptions Since these credentials are stackable, aligning coursework across institutions enables the four- institutions enables across aligning coursework stackable, are these credentials Since 66 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation non-traditional students, part-time. These factors part-time. These prolonged theirtimeline too ambitiousgiventhe and, inhindsight,some early childhoodcenters articulation plans,were for earningcredentials. collaborations felttheir and takingcoursework programs aretypically plans mayhavebeen and timeconsuming, limited grantfunding such asdeveloping viewed ascomplex Candidates intheir working full-timein Many components of thegrantwork, period. in themidstofpersonnelturnover andchangingstate policy. For said: example, onepartner the grantexpired. However, expressed afew concernaboutbeingabletocontinuetheirwork Finally, mostprograms were after convinced thattheywouldbeabletosustaintheirefforts Sustainability &Scalability reasonable implementationschedule. andendsinmonthsthatalignwiththeacademiccalendaroranother the grantwork starts oftimingaswell astime,andmakingsure alsopointedouttheimportance participants that tofocusonsimplerplansinfuturesome stakeholderscautionedpartnerships endeavors. Some “It wouldhave beenreally goodforustonothave hadsuchgrandioseideas.” For thisreason, allatonce,butyoutime isthatyou can’t,” kindofwanttodoeverything andanothersaid, grant fundingperiod.For noted, “I thinktheinteresting about example,onepartner part hindsight, somecollaborationsfelttheirplansmayhave beentooambitiousgiven thelimited plans,weresuch asdeveloping articulation viewed ascomplexandtimeconsuming,and,in because of heavy course loads and other responsibilities. Many components of thegrant work, interested inbecominginvolved incollaborative work, are oftenprecluded from doingso for thiswork. Prior research (Kisker, 2007)alsofoundthat,even facultywhoare highly collaboration, andtheypointoutthatincreased fundingisneededtobuythetimerequired had more timetowritetheirgrantproposals, toplantheirwork, tomakedecisions,andfor Across timewasidentifiedasamajorchallenge. manypartnerships, wishedthey Partners Time meetings toaccommodateoneanother’s availability. obstacles by buildingstrong relationships through e-mailsandphonecalls,by scheduling noted thattheywerewas alsoseenasachallenge.One partnership abletoovercome these campuses tocollaborateandmeetface-to-face.Thislackofproximity institutions topartner it difficulttoenroll ifonlinecourses are notoffered. forrural Thisisolationalsomadeitdifficult colleges—especially four-year campuses—are oftenhoursawayfrom students’ homes,making and doesn’t work outsideofgoingtoschool.” Participants that areas inrural also observed out intwoorfouryears, unlessitisoneofmy18year oldswhodoesn’t have anylittlechildren prolonged theirtimelineforearningcredentials. said,“Nobody Asoneparticipant isgetting These factors limited the time and money students had available to invest in coursework and toremaintaking coursework part-time qualifiedfortheirpositionsoradvance theircareers. are typically non-traditional students, working full-time in early childhood centers and as challengestoinnovation. pointedoutthatcandidatesintheirprograms Many interviewees Some specificcharacteristics associatedwithECEstudentsandtheircolleges were alsoviewed Student andInstitutionalCharacteristics Still noted: anotherpartner lack ofrecognition andrespect thatearly childhoodeducatorsreceive. we’re notgoingtobeaddressing theselarger issues ofthetwo-tiered field,oralsothe longasweAs viewanysegmentofearly childhoodeducationaslessthanaprofession, Innovations for High Quality, Aligned Early Childhood Educator Preparation work. http://ierc.education 67 lies in widespread Another strategy for Another strategy for supporting sustainability supporting sustainability dissemination of the grant involved. empowering collaborative networks to develop so that everyone has a voice and so that everyone has a voice to develop networks collaborative empowering willing will invite those who are channels of communications that develop you of the people who are a vision that is larger than any one participants to create people changing and when somebody leaves, then some important then some leaves, and when somebody people changing information gets in any institution with this kind of thing can happen missed or misplaced....Just problem. the tacit knowledge important It’s communications. I think with the decreasing of monies everywhere, we truly are concerned the about truly are we of monies everywhere, the decreasing I think with and internal social networks are the most influential factors shaping organizational behavior are and internal social networks 1994). & Smith-Doerr, 1998; Powell (Gulati, This is important because network embeddedness theory suggests that an institution’s external external This is important embeddedness theory because network suggests that an institution’s focusing on the broader impact by building up an evidence base for these practices that will impact by focusing on the broader as: to this work partner Another referred them to spread.” allow forward in the sustainability piece and start to recruit people more.” Still another group another group Still forward in the sustainability piece and start people more.” to recruit As Illinois. beyond word the to help spread at a national conference their work presented for one interviewee participating “responsibility noted, the programs in the grant will have local collaboration. They tried to design the site in such a way that it would last and provide provide and last would it that way a such in site the design to tried They collaboration. local hope, that will kind of help us going we vehicle, to serve as “a resources, links to additional & Darragh, in press), the HERO website, and this research study were all cited as venues to all cited as venues study were and this research website, the HERO in press), & Darragh, obstacles. Another and sharing strategies for overcoming facilitate documenting best practices a by created (ECECI) website of Central Illinois example is the Early Childhood Educators “a formalized process,” and not something that depended solely on relationships between between on relationships solely that depended and not something process,” formalized “a dissemination individuals. Another strategy for supporting sustainability lies in widespread Latham, monograph (Bernoteit, Field” the from The upcoming of the grant work. “Voices One way programs are working to overcome this challenge is to try to ensure the innovation this challenge is to try the innovation to ensure to overcome working are way programs One example, one participant operations. For day-to-day becomes part of the organization’s’ partners the two- and four-year became that meetings between spoke of the need to ensure interested in the kind of teaching that we’re doing and wants to continue the program as she’s she’s as and wants to continue the program doing we’re in the kind of teaching that interested had it?” Another interviewee of their partnership would “hinge on what happens added that the future with me but is in who not just wants to collaborate someone coming Is when [name] retires. 68 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation importance of establishing importance a trustingrelationshipwith participants spokeofthe their partnerinstitutions the goalsoftheirgrant, In ordertoaccomplish to ensurethatallare early intheprocess common goals. working toward Conclusions &Implications

assessment innovations required alignmentnotonlyacross institutions, butalsobetween transferstudents to alignassessmentsandsupport requiredEfforts similarcollaboration. The strategies,and ease transitionsbetween sectors. instructional and four-year institutionsandintotheworkforce toensure acommonlanguage,reinforce the earlymathinnovations describedinthis report required alignmentofcontentacross two- withhighschools andtheworkforce.two- andfour-year institutions,aligning efforts Similarly, Some innovations articulation reviewed beyond inthisreport the expandedthesepartnerships a bridgetomakeconnectionsbetween theirwork more explicit. these relationships by providing acommonlanguagefortwo-year and andfour-year partners student progress. ThecredentialingGateways systemwas viewedasvitalinstrengthening edTPA, andexhibitedstrong communicationamongst facultyandadvisorstomonitor aligned missionstoprepare studentsforcredentials, licensure, andassessments suchasthe students from localhighschools,othercolleges,andthecurrent ECEworkforce. Theyalso standards. Throughout theproject, two-andfour-year institutionsalso partnered to recruit institutions, aninvestment oftimetowork together, andalignment ofrequirements and Negotiating agreements andachievingformalarticulation required collaborationacross process to ensure thatallare working toward commongoals. relationship institutionsearlyinthe ofestablishingatrusting withtheirpartner importance their similarities. In order spoke of the to accomplish the goals of their grant, participants on thegrantactivities,facultyandadvisorslearnedmore aboutoneanother’s programs and andcompetitiveness existed acrossof distrust institutions, but by working closelytogether may transfer amongst multiple institutions (and see the system as dysfunctional). Some degree institution (and see it functioning well) rather than from the perspective of candidates who It wassaidthatprogramsECEpreparation tendedtoview from theperspective oftheirown between two- andfour-year institutions,wasviewed asaprimechallengetoECEpathways. across institutions. building Priorpartnerships to the grant, lack of alignment, particularly of communication and was the importance The most prominent theme across our interviews Communication, Alignment,andPartnership implementation, andareas forfuture growth. and, at different stages, provided catalysts for reform, strategies for innovation, challenges to and experiences.Eachofthesethemespermeatedmultiplecomponentsthegrantees’ work and nationalpolicyinitiatives; andattainingsustainabilityscalabilityby sharingresources educator preparation tomeettheeducationalneedsofallstudents;vitalrole played by state data abouttheECEstudentsandworkforce; improving thequalityofearlychildhood communication andalignmentwithinbetween institutions;understandingandactingon Five prominent themesemergedfrom thesefindingsandframeourconclusions:improving and describepromising practicesthathave emergedfrom thework ofthepartnerships. grant recipients used to address common barriers in early childhood educator preparation, The findings presented inthis provide report asystematic oftheinnovations review EPPI Innovations for High Quality, Aligned Early Childhood Educator Preparation one’s one’s within http://ierc.education 69 evolve over time. institution was also that alignment is an plagued some early requires continuous Communication and and state regulations ongoing process that contributor to success alignment implementation efforts. communication and re- viewed as an important with the grant activities, confirmation as programs Interviewees emphasized and “institutional gridlock” as excessive bureaucracy one’s institution was also viewed as an important institution one’s within Because of the importance Because of collaboration and alignment necessary for this Implications. across levels, and integrate these new activities within existing programs. In order to bring this order In and integrate these new existing programs. activities within levels, across should continue to expand their partnerships to scale, programs and align their effortswork with not part participation of the initial collaborations. Continued state level institutions that were process that requires continuous communication and re-confirmation as programs and state programs as and re-confirmation communication continuous requires that process they their work, phase of the next into partnershipsAs these time. move over evolve regulations that bridge initiatives institutionalize will need to maintain communication with one another, education reform. education reform. is also important interviewees to note that several that alignment is an ongoing emphasized It way for similar efforts. Given the mobility of today’s student population, and the rapid changes student the mobility of today’s Given efforts.way for similar is of post-secondaryin demographics, the structure demands, there education, and workforce in designing approaches to consider these types of system-building need than ever more now or at least strongly encourage, formal partnerships across institutions. Illinois’ recent move move recent partnershipsIllinois’ formal institutions. encourage, across strongly least at or closer partnerships with school districts (see requiring by principal preparation to overhaul the pave help 2016) may & Holt, Frazier-Meyers, Hart, Klostermann, Huynh, White, Pareja, and similar work, participants suggested that similar initiatives in the future ought to require, ought to require, participants in the future and similar work, suggested that similar initiatives these constituencies also need to understand the intricacies of the program so that they can so program the of intricacies the understand to need also constituencies these and facilitate smooth and students for the program, help recruit for the agreement, advocate institutions. efficient student transitions between partners—was necessary course update articulation to facilitate and formalize agreements, interviewees several as observed, Further, experiences. the quality of field content, and improve Communication with administrators and a robust grant support (particularly and a robust Communication with administrators infrastructure all stakeholders—including faculty from Support colleges) facilitated progress. at two-year both within and outside the department, administration, advisors, students, and community contributor to success with the grant activities, as excessive bureaucracy and “institutional bureaucracy as excessive the grant activities, success with to contributor supportInstitutional efforts. implementation early some buy-in plagued and gridlock” sustaining grant work. prioritizing and for was critical involved ECE faculty the beyond shared assignments, and defining competencies using shared language. shared assignments, and defining competencies using shared Communication and alignment students complete their bachelor degree coursework on a two-year campus. Repeatedly, the campus. Repeatedly, on a two-year coursework students complete their bachelor degree begin to adopt similar tools and terminology institutions helped two- and four-year grant work using common portfolio platforms, creating students for edTPA, to preparing with regard institutions, facilitate seamless transitions, and reduce transfer shock. In one noteworthy one In transfer shock. seamless transitions, and reduce institutions, facilitate one partnership have arranged to example of this sort even of institutional coordination, ECE system, even those enrolled at other institutions. Tools such as advising guides were useful were such as advising guides Tools other institutions. at enrolled those ECE system, even for both students and transparent and articulationfor making these alignment pathways more the gaps between explicitly designed to span were programs Bridge institutions. advisors across of each partner’s program. For instance, one partnership’s efforts faculty to bring four-year instance, one partnership’s For program. of each partner’s partner campus of their community college and advisors to the to meet with potential transfer success of all students in the to the a commitment signaling transitions by students helped ease a system that is coherent and stackable. Common portfolio systems and shared assignments portfolio stackable. Common and and shared systems that is coherent a system designed to supportsuch as cross- transfer students, Innovations efforts. these reinforced and a fuller understanding communication increased required programs, advising and bridge several sets of standards, including the Gateways Credentials, NAEYC, and ISBE, to create and ISBE, to create NAEYC, Gateways Credentials, including the standards, sets of several 70 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation paid withintheprofession, because ofthelowwages qualifications andrequire highly qualifiedstudents settings toraiseteacher driving employersinall credentials. However, workers intothefield. it isdifficulttorecruit and attractqualified federal policiesare Recent stateand candidates and themore rigorous standards inIllinois andnationally, several programs also andchildcare.transportation Similarly, acknowledging the academicchallengesfacedby many students andcurrent practitioners payforimproved credentials andotherneeds suchas offerscholarshipsandotherfinancial assistancetohelptransfer and GatewaystoOpportunity Recognizing thatmanycandidatesfacefinancial barriers,bothhighereducationinstitutions by reducing thecoststostudentsassociated withretaking courses atthefour-year institutions. commitment tomeetingstudentsneedsandaddressing issuesofsocialandeconomicjustice For catalystfortheirwork onthisproject wasapersonal the primary manyparticipants, students. these typesofinitiatives toimprove accesswere transfer aprominent strategyforsupporting working studentsgenerallycannottaketimeoffforaconsistent two-week placement. Indeed, on weekends, and online. Programs also had to rethink the traditional field experiencebecause preparation programs created structures toattractthesestudentsby offeringcoursesatnight, work As a full-time in the field and take coursework part-time. result, early childhood educator challenges andcallsforsolutionsthatare sensitive tothisuniquecontext.Many ECEcandidates programs tend todifferfrom thetraditionalcollegestudent,whichbringsadistinctsetof Programs’ examinationofstudentdataalsorevealed thatcandidatesinECEpreparation teachers returning toearnanESLendorsement. that thecredential isinsuchhighdemandthatnumerous institutionsare experiencingECE with thisendorsementare highlysuccessfulinthemarketplace.noted In fact,interviewees add ESL endorsements to their early childhood education programs. Candidates who graduate These demandsfrom thefieldledmany programs tobolstertheirbilingual programming and and agrowing needforfield placement sitesthatprovide experienceswithdiverse populations. for racialandethnicdiversity intheECE workforce, aswell astheneedforbilingualcandidates Similarly, risingnumbersofnon-White andduallanguagechildren are increasing thedemand working with communityagencies. for ininfantandtoddlerprograms andotheropportunities in aschoolsystem,particularly to thisby focusing ontheexpandingdemandforearlychildhoodpersonnelbeyond teaching to move intohigherpayingpositionswithpublicschoolsystems.Partnerships have responded hard to staff, because teacherswho earnbaccalaureate degrees with aneducator’s licensetend students andattractqualifiedworkers intothefield.Earlychildhoodcenters are particularly because ofthelow wagespaidwithintheprofession, itisdifficultto highlyqualified recruit employers inallsettingstoraiseteacherqualificationsand require credentials. However, policies, includingtheExceleRate Illinois qualityassuranceprogram requirements, are driving workforce andchangingdemandsfortheECEpreparation programs. Recent stateandfederal the current needs of the workforce and the profession. This featuresrevealed important of the To prepare fortheirEPPI grantwork, manyprograms collecteddatatoidentifyandprioritize Meeting theNeedsofECECandidatesandWorkforce (McCambly, Bragg, Durham, &Cullen, 2016,p. 5). funding, andadditionalissuesofsustainabilitycoordination” cannotbeunderestimated coordinating agencyoragenciestooversee state-specificpolicy implementationand oversight, States, asindicatedinthe will alsobeneededtofacilitatethiswork. According totheEducation Commissionofthe Finish Up Illinois report, “the criticalrole ofselectingaprimary Innovations for High Quality, Aligned Early Childhood Educator Preparation

http://ierc.education 71 to succeed. diverse students by offering courses that courses offering preparation programs acknowledge multiple providing the financial to attract qualified and transfer students need are accessible and that and academic supports should create structures on- and off-ramps, while on- and off-ramps, Early childhood educator Early childhood educator preparation programs should create structures structures should create programs Early childhood educator preparation Implications. Further, this work incorporated the most up-to-date and rigorous standards, research, texts, research, standards, incorporated the most up-to-date and rigorous this work Further, as targeted both early childhood educator preparation, and training. That is, the innovations who would not otherwise of the improvements ECE workforce be aware as the current well children. Thus, innovations in this area were geared toward making instruction more research- instruction making more toward geared were in this area Thus, innovations children. providing language, and and home ability developmental child’s the account into taking based, math anxiety. and overcome knowledge boost their math content PD to help practitioners children. For example, the partners’ work around early math was motivated by the notion that notion the by motivated was math early around work partners’ the example, For children. outdated and that many early childhood educators needed existing instructional practices were of mathematical concepts in understanding of the early development their own to improve Many of the innovations described in this report were explicitly geared toward improving the improving toward explicitly geared were described in this report of the innovations Many of early childhood educators to better meet the educational needs of all young preparation provide lessons that extend beyond the early childhood sector. the early childhood sector. beyond lessons that extend provide Early Childhood Education Quality of the education profession, for example, to reinforce Illinois’ new Teacher Leader credential Leader credential Teacher new Illinois’ for example, to reinforce of the education profession, could Technical Assistant pilot, in particular, Gateways or other similar competencies. The Moving forward, this structure could be linked with salary increases to help attract, retain, forward, could be linked with salary this structure to help attract, retain, increases Moving and educators and to encourage further qualified development professional more and reward areas ECE to encompass broader could also be expanded beyond The framework advancement. acknowledge multiple on- and off-ramps, while providing the financial and academic supports academic financial and the while providing and off-ramps, on- multiple acknowledge for promise system holds great Gateways credentialing The succeed. to need students transfer meets the needs of the ECE workforce. lattice model that better career a modernized creating to attract qualified and diverse students by offering courses that are accessible and that by offering courses that students to attract qualified and diverse the university. Conversations like these between other partners other formal establishing on between focused these like Conversations university. the and articulationAA the course-by-course from a pathway developing and agreements transfer degrees. baccalaureate to non-licensure AAS degrees and updated their courses to align with the partner and the Gateways Credentials for early the partnerand updated their courses to align with Credentials and the Gateways of the can place out program interventionists. students transferring to the four-year As a result, by introductory for other courses required infant and toddler course, making room university’s burden on candidates and providing them with skills that are marketable to employers. To To employers. to marketable that are with skills them and providing candidates on burden which added program, their syllabi with the two-year facilitate articulation, they shared the needs of these students by designing a new program. The new program provides a pathway new provides designing a new The program by program. the needs of these students ISBE an interventionistsearly seeking students for require not do that positions or positions the financial costs, reducing some of the student’s still covers teaching license. Gateways for preservice only a small proportion though of their early childhood teacher candidates, even The partnership identified required. this exam was going into positions where graduates were serving around of their grant work the examination and targeted some the need to eliminate An excellent example of analyzing and utilizing data on both candidates and the workforce lies and the workforce and utilizing data on both candidates example of analyzing An excellent struggling skills examination with the basic many candidates were that found in one program general academic skills courses. Additionally, cross-advising, summer bridge programs, and and bridge programs, summer cross-advising, Additionally, skills courses. general academic smoother develop all intended to help of advising guides were and utilization the creation programs. to four-year two-year transitions from offer more intense (and often free) academic supports such as tutoring, test preparation, and academic supports test preparation, such as tutoring, (and often free) intense offer more 72 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation partnerships toovercome two- andfour-yearlevels. Innovations thatincrease The flexibilityoftheEPPI educator qualitycanalso which manyparticipants noted isinneedofsuch workforce, andimprove prior “brickwalls”when grants encouragedthe the commonalitiesand of theECEprofession, courses offered atthe help raisethestature it cametosortingout differences between teachers’ utilization of research,further professionalize the a boost. year levels. Thegrantsalsoprovided coursesand creating greater for articulating opportunities outthecommonalitiesanddifferencesto sorting between courses offered atthetwo-andfour- two-credit tothree- andfour-credit coursesandtoovercome prior“brickwalls” whenitcame of the EPPI to work grants articulating encouraged aroundthe partnerships the difficulties andresourcesopportunities issues.Theflexibility forcollaboration towork ontheseimportant larger Racetothe Top EarlyLearningChallengegrant)received muchcredit forimproving partnerships’ efforts. First, of course, the EPPI grant itself (and, by extension, the state’s policies playby providing stagesof catalysts,challenges,andsolutions,eachatvarying Another majorthemeemergingfrom ourfindingswasthelarge role that stateandnational State andNationalPolicyInitiativesContext notedisinneedofsuchaboost. which manyparticipants workforce, andimprove educatorqualitycanalsohelpraisethestature oftheECEprofession, classroom, innovations that increase teachers’ utilizationofresearch, professionalize further the on thechildren intheircare. In additiontohelpingteachersimprove theirskillsin to updatetheirknowledge astheyhave amostdirect andskillsshouldbesupported, impact candidates receive. Innovations mentor teachers andprovide to support themwithopportunities educators,whilealsoimprovingpractice forin-service thequalityofpreparation preservice improve content area and field experience ought to include avenues instruction for improving the educationalexperiencesforallyoung children. AswiththeEPPI innovations, to efforts preparing to become early childhood educators, programs should not lose sight of improving teaching,andprovidingassessing preservice more actionablefeedbacktocandidates. training forcooperatingteacherstohelpbuildtheirskillsinworking withadultlearners, which practitioners could provide high quality mentoring. Partnerships also bolstered their more selective inidentifyingcooperatingteachers,including piloting credentials tosignify learners, infantsandtoddlers,children whohave specialneeds.Theyalsofocusedonbeing of studentsthattheprofession includingchildren currently whoare serves, duallanguage selecting fieldplacementsitestoensure candidateshave experiences working withalltypes education needsofyoung children. Partnerships stressed ofintentionally theimportance To a large degree, the innovations around field experiences focused on helping to meet the for programs tohelpboostthequalificationsofinfant/toddlerteachers. 2015) referenced earlier, emphasizingtheneedforimproved toddlerprogramming andcalling and toddlerprogramming wasdriven by theInstitute ofMedicine report (IOM&NRC, marketability oftheirgraduates.Similarly, muchoftheinnovation around improving infant spoke ofthisintermsmeetingtheneedsallchildren, ratherthansimplyimproving the typically candidates, notjustthoseintendingtopursuetheESLendorsement.Interviewees Indeed, alargenumber ofprograms worked toembedESLcontentintocourseworkforall to improve bothPDforteachersalready inthefieldandpreparation ofcurrent candidates. saw aneedtoimprove forduallanguagestudentsinECEsettingsandworked instruction The partnerships’ othercontentinnovations followed thissameapproach. Program faculty across allteachersinthecommunity. in preparation, toensure young children have accesstohighqualityandcohesive instruction Implications. Amidst efforts toimprove Amidstefforts experiencesofstudents thepostsecondary Innovations for High Quality, Aligned Early Childhood Educator Preparation report. reforms. http://ierc.education 73 credentialing The Gateways The Gateways Tuition changes, Tuition requirements, the and Development to have a negative ExceleRate quality uncertainty about the framework for much of framework for much and proposed changes system were perceived within the City Colleges funding for MAP grants, funding for MAP impact on ECE program influential in shaping the influential in shaping assurance program, and assurance program, enrollment and ambitious Standards were all highly Standards were all highly the work described in this new Illinois Early Learning Policy implementation does not occur in a vacuum. Many of the policies Many implementation does not occur in a vacuum. Policy Implications. leverage ongoing initiatives so they complement one another, rather than working at cross at cross rather than working so they complement one another, ongoing initiatives leverage resources, Financial purposes, and can be implemented in a manageable and strategic fashion. essential. are supportand structures work this do to needed cross-system reservedthe and time, For instance, some efforts to align assessments were delayed by the fact that the new Early delayed efforts instance, some were to align assessments For Programs—and grant. the of year first the in late until finalized not were Standards Learning ways to align and policy-makers and policies—need to take context into account and seek out with Gateways credentialing requirements and the groundwork laid by the IAI facilitated the laid by and the groundwork requirements with Gateways credentialing aligned. not so well were other policy initiatives articulation arrangements. However, EPPI and initiatives mentioned in this report served to reinforce one another. For example, ISBE’s example, ISBE’s For one another. served mentioned in this report and initiatives to reinforce to be aligned programs licensure require efforts redesign early childhood educator preparation system were perceived to have a negative impact on ECE program enrollment and may have and may have enrollment impact on ECE program a negative to have perceived system were ambitious reforms. more attempts at even hindered institutions (both public and private programs) as they attempted to implement this work. attempted to implement this work. as they programs) institutions (both public and private funding for the state and delayed Associated tuition changes, uncertainty about the reduced changes within the City Colleges of Chicago MAP grants, and proposed financial aid program, the Lumina Foundation, helped reinforce the state’s and partnerships’ efforts to raise academic partnerships’ and the state’s helped reinforce Foundation, the Lumina pathways with multiple completion career and develop transfer rates, improve standards, Illinois budget issues also loomed large over at the same time, state and local points. But innovations. innovations. and Standards State Core Common the by spurred those as such initiatives level, national the At competencies required. But these initiatives also brought challenges, including integrating challenges, including also brought these initiatives But required. competencies and concerns requirements into the edTPA programs experiences at two-year candidates’ some might hinder the sustainability of standards changes to teacher licensure that frequent In an effort to align with the edTPA assessment process, several partnerships begun to several have process, assessment an effort with the edTPA align to In common assessments and build portabledevelop student portfolios that demonstrate the key and provided opportunities for alignment across early childhood educator preparation opportunitieseducator preparation early childhood alignment across for and provided toward was geared aligned assessments, in particular, around work of the Much programs. process. participateto and edTPA in the Credentials Gateways obtain to students preparing State reforms to teacher preparation also influenced many of the EPPI innovations. The innovations. EPPI the of many influenced also preparation teacher to reforms State innovation catalyzed in Illinois of edTPA implementation and the recent Gateways Credentials innovations were designed in direct response to requirements set forthin Gateways and by to requirements response in direct designed were innovations provided Transferology and Initiative Illinois Articulation The standards. the early learning the articulation for many of guidance and structure and assessment alignment innovations. credentialing requirements, the ExceleRate quality assurance program, and new Early program, Illinois quality assurance the ExceleRate requirements, credentialing motivation in providing all highly influential were Standards Learning and Development articulation Many in this report. described the work of much for framework the shaping and did not have time to, in some cases for decades. time to, in some cases did not have Gateways The impact on partnership state policy efforts innovations. had a direct Numerous to meet the expanding demand for early childhood education professionals outside of school outside of education professionals for early childhood expanding demand to meet the to resources the was to provide grant significant aspects of the EPPI of the most systems. One on partnership been wanting to do, but faculty time to work they have activities that “buy-out” new pathways leading to both enhanced ISBE ECE licensure degrees and non-licensure degrees degrees non-licensure and degrees new ECE licensure both enhanced ISBE leading to pathways 74 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation New institutionscanlearn fairly smallgrantawards substantial changewith the materialsandother save timebyadapting from theseefforts and were abletoproduce The EPPIgrantees programs thathave already undertaken artifacts createdby in arelativelytight similar reforms. timeframe. particular context,andnotnecessarilyapplicableon abroader scale. particular to distinguishthesituations inwhichthegrantinnovations mayberelevant onlywithina similar reforms.undertaken forinstitutionstobeable On theflipside,itisalsoimportant EPPI created granteesandadaptthematerialsartifacts by programs thathave already the sustainabilityofreforms. Moving ofthe institutionscanlearnfrom forward, theefforts learned from others’ experiencesare stepsforfacilitatingscalabilityandensuring important unprioritized. Now thatthegrantshave expired, thedisseminationofresources andlessons gone outthework thatwouldlikelyhave otherwise tocarry the relationships necessary andimperatives—the outthetimeandbuild grantallowedsupports, to carve participants approximately ten months). By providing some slight, but explicitnudges—token incentives, change withfairlysmallgrantawards in arelatively tighttimeframe($50,000orlessover major reform. But, asdetailedinthisstudy, theEPPI granteeswere abletoproduce substantial likely theywillbetoutilize thesetoolsmore deeply. thelesstimeprograms haveparaphrase oneparticipant, tospendontheselogistics,themore guides toshare withfieldplacementsitestoensure theirwork spreads beyond theuniversity. To sustain beyond thedurationofgrant.Some developed curriculummaterialsandteaching development. materialsoronline modules thatwill Others builtlibrariesofinstructional and hasmadethemavailable forotherprograms touseforteacherpreparation andprofessional createdand dataanalysistools.One earlymathinstruction partnership videoclipsofexemplary assessment toolbox toprovide otherprograms withsampleassessmenttasks,customrubrics, help bringtheirsuccesstoscale.For example,theCIASgroup has developed aweb-based willing toshare and documentssuchascoursesyllabitofacilitatedisseminationstatewide notedthat their innovationspartnerships were scalable tootherlocationsandthattheywere createdand otherartifacts by programs thathave already similarreforms. undertaken Many grants. New andsave institutionscanlearnfrom time theseefforts by adaptingthematerials stakeholders notethatmuchofthearduous work hasalready beendonethrough theEPPI Although manyoftheinnovations describedinthisreport were complexandtimeconsuming, ofothers. learn from theexpertise external resources, theirwork and tosupport suchasfacultyfrom outsidethedepartment, Still thoseworking onearlymathorESL—collaboratedwith otherpartnerships—especially national conferences to document their work and share theirexperienceswithawideraudience. and lessonslearned. Some have created partnerships their own websites andpresented at press) andthisresearch studywere alsocitedaspotentialvehicles todisseminatebestpractices “Voices The partnerships. from the Field” monograph(Bernoteit, Latham,& Darragh, in being implementedthroughout thestateandallowed themtoshare theirchallengeswithother collaborative conferences, andtheHERO website,strategies whichexposedthemtothenew Throughout theprocess, granteeslearnedfrom oneanotherthrough regular conference calls, steps forbothfacilitatingimplementationandhelpingensure sustainabilityofthereforms. Finally, sharingresources andlearningfrom otherinstitutions’ experiencesemergedasimportant Sharing ResourcesandExperiences Implications. Clearly, resources money and time are for implementing any necessary Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 75 and not just create a program for high school graduates coming straight into our coming straight graduates for high school a program and not just create help all of the people in the field to get we do how out wanted to figure We program. they wanted. the needed education and credentials We knew we had an existing workforce—we needed different ways to support them needed different had an existing workforce—we knew we We emotional and academic success of our youngest children. A logical next step will be to increase increase next step will be to logical A children. youngest of our academic success and emotional be to the potential have and successful proven have that strategies those in investment our scaled statewide. these innovations, both on institutional change over time and student satisfaction and success. and satisfaction student and time over change institutional on both innovations, these data on ECE candidates will be vital to examining whether these follow-up particular, In making an impact on the social- are of the workforce changes in qualifications and preparation However, it is important to reiterate that the data used in this study have not been triangulated in this study have that the data used it is important to reiterate However, is needed to track the outcomes of research Further of data. or confirmed with other sources grantee said: preservice updated best practices for content as a strategy for disseminating teachers, as well early learners, instruction sites with diverse of placement the availability and expanding As one needs. special with particularlychildren and learners, dual language toddlers, infants, those offered at the two-year institutions. Partnerships also worked to improve training and Partnerships to improve also worked institutions. at the two-year those offered the quality of field experiences for support teachers as a means for improving for cooperating to their ECE licensure degrees and several two-year partners have begun to create lower level level lower partners begun to create two-year have and several degrees to their ECE licensure four-year Similarly, their students to transfer into these programs. to prepare coursework new that build upon partners programs begun to develop or enhanced infant/toddler have instruction focused on providing high quality coursework and field experiences for preservice for experiences field and coursework quality high instructionproviding on focused needs in the field, response to In field. in the working for those already as PD teachers, as well endorsements Education and/or Special added ESL/Bilingual have programs four-year several participants became more aware of statewide initiatives aimed at improving transfer options aimed at improving of statewide initiatives aware participants became more initiative, statewide the iTransfer through the tools offered students, especially for two-year early math in Innovations Articulation Illinois and the Initiative. Transferology including agreements, cross-advising, and bridge programs, new pathways have been built to address been built to address new programs, pathways have and bridge cross-advising, agreements, from two- to four- by students as they transition previously faced many of the difficulties related communication, meetings and project participation institutions. Through in EPPI year Participants reported tangible improvements from the status quo in relationships between between quo in relationships the status from tangible improvements reported Participants new articulationof higher education. Through institutions two- and four-year and transfer Closing 76 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation References Ignash, J.M., & Townsend, B. K.(2000). Evaluating agreements state-level articulation according togoodpractice. Baron, D., & Haller, A. (2014). Austin, L.J.E., Whitebook, M.,Kipnis,F., Sakai, L.,Abbasi, F., &Amanta,F. (2015). 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Lead PI: Would you like to make any additional changes in the description that you returned to you like to make any additional changes in the Lead PI: Would you like to make any additional changes in the description that we provided to Others: Would 2-yr partner(s): 4-yr institution: 4-yr institution: 2-yr partner(s): Community Partner(s): 4-yr institution: 2-yr partner(s): Appendix A: General Interview Protocol Interview A: General Appendix Have you uploaded all of the relevant artifacts to HERO? If not, when do you anticipate having this Have you uploaded all of the relevant artifacts to HERO? If not, when do completed? b. you? Additions to the description a. us? __ Bilingual/English language learning __ Early math learning __ Infant/toddler development __ Special education __ Quality field experience placements __ Enhanced content matter: __ Pathways for students __ Aligned assessments Advising/supporting transfer students __ b. is your project most focused (Identify no more than two In which of the following areas of innovation areas): What are the early childhood educator culminating certificates and degrees that are or will be af What are the early childhood educator by the grant activities? a. a. b. Timeframe for the project Timeframe prior to you receiving this grant? Which Gateways Did the institutions have Gateway Entitlement of your EPPI grant related activities? Entitlements were obtained as a result a. b. c. Describe the project goals & project activities. Describe the project description. provide the course titles and a brief are going to articulate? Please What specific courses Who is involved in this project: Describe how your project addresses state/regional early childhood educator/workforce preparation childhood educator/workforce project addresses state/regional early Describe how your needs. shared with interviewee.) 2.

1. Description Validation

8. 7.

5. 6.

2. 3. 4. 1. Description of the project Description of the 80 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation 7. 6. 5. Innovation Focus 4. 3. a. 17. Demand forELL/ESL Competencies 16. 15. 14. 13. 12. 11. Lessons Learned c. b. a. 10. 9. 8. How isthisinnovationachange/revision/improvementfromthepast? What havebeenthecatalysts? What arethecorecomponentsofyourinnovation? Howdidthisprojectevolveorchangedovertime? a. IF NOT GatewayEntitlement,thenask: e. d. appropriately preparingeducators forstudentswhosefirstlanguageisnotEnglish? c. b. __ Little-to-NoDemand __ SomeDemand __ GreatDemand In yourpartofthestate,whatisdemandforearly childhoodeducatorswithELL b. a. Please describehowthepartnersinfluencedinnovation(s). How isprocessdataonimplementationsharedwiththe team? implementing theinnovation(s)? What dataarebeingcollectedtoassesstheperformanceofdifferent individualsinvolvedin implemented (implementationfidelityandimpact/effectiveness)? What dataarebeingcollectedtodeterminehowwelldifferent aspectsoftheinnovation(s)are being How canchallengestoeffective implementationbeaddressedproactively/anticipated? c. challenging toimplementation) b. a. others whomayhaveaninterestinitsuse? What lessonshavebeenlearnedaboutimplementingthis/theseinnovation(s)thatwecansharewith Refer toSpecificQuestions Tailored totheinnovation(s) Illinois? Elsewhere? Are youawareofthisapproachexistinginprogramsotherinstitutionsorwithpartnerships effective? which thisinnovationwillbemosteffective? Whatneedstobeinplacefortheinnovationmost What arethecriticalconditions/elements(i.e.,situations,contexts,personnel,otherresources)in Why hasyourinstitutiondecidednottopursueGatewayEntitlement? What areyou doinginthisareaforprofessional developmentforin-service educators? To whatextent dofieldplacementsaddress ELL/ESL? What standards,research, theory, orframework wasusedtoensurethatyourprogramis How exactlyisELL/ESL informationbeing implemented? Embedded?Newcourse? ASK FOR4-YRs: What, ifany, institutionalbarriersdidyouencounter internally and/orwithpartnerinstitutions? Who (individual/role)hasbeenmostinstrumentalinhelping you? Any otherlessons? Factors thatmayhaveaffected thequalityofimplementation(i.e.,maybeconduciveor Use, modification,orapplicationoftheinnovation(s) 10.B.1; 10.B.2=secondinnovation 10.A.1, 10.A.2=firstinnovation Question here IF ELL/ESL isinnovationfocusarea,thenaskDEMANDforELL/ESL COMPENTENCIES

Doesyourprogramoffer anESL endorsement?__ Yes __No [GO DIRECTLY TO A, B,C] competencies?

Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 81 individuals that can provide in-depth individuals that can provide

4. 3. c. 84 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Appendix C:Codebook Italics = Bold = Awaiting Approval Challenges appropriate pedagogy Developmentally Experience Credit forH.S.orWork Communication Campus Visit Buy-in Basic SkillsPrep Authentic Partnership Alignment Process Advisory Boards Advising Activities needs Accommodate scheduling Accepting AA 4yr Redesign 2yr Redesign Components Time State Challenges Institutional Challenges Funding Broader issuesinECEField ParentColde ChildCold Title All oftheactivitiesandprogramsrelatedtohow worked towards program. The facultyfromthepatterninginstructionsmaysitonboard. Advisory Boardsareinvolvedinthegrantrelatedactivitiesorgeneralwith experiences areneededforthedegree. academic andprofessionaladvisorstoclearlycommunicaterequiredcourses career/education mayincludeasheetordocumentiscreatedforstudentsand Activities thatrelatetoworkingwiththeadvisingofficeorstudentson courses, nightcohortmodels,etc. Scheduling needsforcurrentpractitionersarebeingaccountedthroughonline The 4yracceptingthe AA or AAS degreeisapartofthearticulationplan. 4-year grantrelatedworkincludedredesigningoneormultiplecourses. 2-year grantrelatedworkincludedredesigningoneormultiplecourses. code tobeusedinisolation(tryuseachildcode) This is a parent code is made up of many child codes. It is not ideal for parent longer thananticipated. Time limitations havepreventedtheworkfromcompletingoristaking Changes tograntrelatedworkthatresultedfromactionstheStateofIllinois partnering institution. Challenges tograntrelatedworkthatresultedfromparticipant’s institutionor Monetary supportisneededtocompleteorsustainthegrantactivities. ECE field. Challenges ingrantrelatedactivitiesarisefromoverarchingnormsorpractices approval fromadministration. Partners havereachedanunofficialarticulationagreementbutareawaitingforfinal Any challengetothegrantrelatedactivities. Redesigning courses toensuredifferent stagesofdevelopmentwere included experience. The 2yrsand4yrswillgivecourse credithighschoolcoursesorpreviouswork Indication thatcommunication isimportantforactivities. attracting andsupportingtransfer students. 4yr facultyvisit2yrcampusorstudents4year forthepurposeof Support andacceptanceofthegrantrelatedwork. Also includelackofbuy-in. related work. The partnerdiscussedprepworkforthebasicskillstestbeing apartofthegrant to beheard.Onlyforgrantrecipients. The relationshipbetweenthegrantrecipientsiscollaborative andallowsallvoices alignment. Mayinclude,butnotlimitedtotheuseofcredentials orbridgeprograms. Description Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 85 Description interview); also include responses to scalability question Parent code for innovation practices year institution. Partner discusses specific plans on how data is currently being collected. The partner is not currently collecting data but does have specific plans on future data. There is no data being collected at this time and there is no indication of future data. Activity discussed is interesting, unique and particularly relevant; both directly related or not Should be applied to question on Impact on Policy/Practices (at end of A survey or other method was distributed to the field to identify key issues. survey or other method was distributed to the field A with the opportunity to further develop The grant work provided the participants year faculty members. or start relationships with other 2 and 4 created to teach content. Online modules or courses were used or conference was conducted to further Professional Development, workshop, or and/or students. teach content. Can include in-service professionals grant related activities, includes face- Regularly scheduled meetings helped the to-face meetings for programs or 2 and 4yr programs making recruiting or advertising efforts professional development. 4 Scholarships will be or are currently awarded to help attract students to a 2 or Partnership includes one member who acts as a point-person who leads the Partnership includes one member who group in a collaborative, yet focused manner. The partners learned about each other’s, Includes sharing syllabi, also through meetings had a say in the activities. Partner discussed how all relevant stakeholders administrators, community Collaboration was sought between professors, Collaboration went beyond grant members, field site mentors, or advisors. partners. other content areas like Math, Partners collaborated with professors from and ESL. Literacy, Participants have shared their grant related work at conferences and/or other at conferences and/or grant related work have shared their Participants from other inspired or borrowed grant work has been participants’ venues OR has been shared. grant related work that The innovation. are essential to the implementation of the These components work. them as critical for the grant related partner has described coursework at 2 and 4 yr institutions. Faculty member teaches grant related work. support from administration in The interviewee experienced mentions funding as buy-out time as part of project. If also Grant funds used to then double code with Motivation/Catalyst. catalyst for project, plan. IAI courses as part of the articulation The 4yr accepting the Any challenge to the grant related activities. to the grant related Any challenge Title Innovation Impact on Policy/ Practices Exemplary Future Plans No data at this time Data Data is being collected Scholarship Funds Recruiting Professional Development Regular meetings Networking Online Instruction Need Assessment Inter-disciplinary team Inter-disciplinary Necessary Players at the table Learn about each other programs IAI Courses Integral Player Grant Admin Support Grant Funds Essential Components Faculty Sharing Dissemination Dissemination Challenges 86 IERC2016-3 Innovations for High Quality, Aligned Early Childhood Educator Preparation Challenges Sustainability Overlap Research Cited Quotes Next Steps Intrinsic Educator Diversity Requirements Changes ISBE Extrinsic Motivation/Catalyst Special Education Relationships Non-ISBE licensure ISBE licensure Infant/Toddler Field Placement ELL/ESL/Bilingual Early Math Chicago Consortium Articulation of Assessment Alignment Transfers Advising/Supporting Title Any challengetothegrantrelatedactivities. to thedemographicneedsofECEfield. Motivation forthegrantrelatedactivitiesoriginatesindesire tobetterrespond ECE field. Partners weremotivatedtodothisworkbychangesintherequirementsfor Partner discussedexternalmotivatingfactorsforgrantparticipation. that havehelpedthework. should beappliedtoreasonsforparticipationinthegrantandcatalysts Use thislevelofthecode,donotuseanylevelsbelow. Thiscode into aprogram. Information onthedemandofspecialeducationcontentorimplementationit partnership. Work thatdoesnotfallunderaninnovation andfocusesonenhancingthe adopting it. Also includewhendiscussingGatewaysCredentials. Information forthedemandofnon-ISBElicensureorworktowardsaprogram level 5Gatewaysitems. Information relatedtoISBElicensureissues. This codeshouldalsobeappliedto Enhanced Infant/Toddler contentorimplementationofitintoaprogram. placement istheoverallinnovationfocus. Work thatrelatestotheimprovement offieldplacements.Onlyusewhen dual languagelearners Incorporating ELL contentintoprogram. Also referencestoESL, bilingualand Enhanced Earlymathcontentortheimplementationofitintoaprogram. Work thatrelatestotheconsortium. different thannon-ISBElicensureandalignmentofassessment. Aligning coursesatthe2-yrinordertotransfer4-yrforcoursecredit. This courses. Any workthatinvolvesthealignmentofassessmentsbetweenprogramsand potential transferstudents. bridge programs,trackingperformance,campusvisits,orearlyidentificationof Activities thatinvolveproactive/intrusiveadvisingstrategiesoftransferstudents- keep grantactivitiescontinuing intothefuture. Should beappliedtoquestion orcontentthatrelatestowhatisneeded being relatedorhowworkin oneareaisessentialtoworkinanother Trying to capturehowparticipantsspannedacrossthemesdue towork related activities. Applied toanyempiricallysupportedworkthatwasused tosupportgrant final report. Should beappliedtoanarticulatestatementthatwould begoodforthe Double-code withinnovationarea,asneeded. Applied toactivitiesthatwillbesoughtinthefuture. Partner discussedinternalmotivatingfactorsforgrantparticipation. Description . Innovations for High Quality, Aligned Early Childhood Educator Preparation http://ierc.education 87 Contact the IERC toll-free at 1-866-799-IERC (4372) or by email at [email protected] http://ierc.education

The Illinois Education Research Council at Southern Illinois University Edwardsville was established in 2000 to provide Illinois with education research to support Illinois P-20 education policy making and program development. The IERC undertakes independent research and policy analysis, often in collaboration with other researchers, that informs and strengthens Illinois’ commitment to providing a seamless system of educational opportunities for its citizens. Through publications, presentations, participation on committees, and a research symposium, the IERC brings objective and reliable evidence to the work of state policymakers and practitioners.

ILLINOIS EDUCATION RESEARCH COUNCIL