Early Childhood Workforce Registries and Alternative Pedagogy Teacher Preparation

POLICY RESERVATIONS: EARLY CHILDHOOD WORKFORCE REGISTRIES AND ALTERNATIVE PEDAGOGY TEACHER PREPARATION . Kimberlee A. Belcher Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the School of Education, Indiana University October 2015 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Doctoral Committee ______________________________________________ David Flinders, Ph.D. ______________________________________________ Mary McMullen, Ph.D. ______________________________________________ Gary Crow, Ph.D. ______________________________________________ Melissa Keller, Ph.D. April 28, 2015 ii Copyright © 2015 Kimberlee Belcher iii ACKNOWLEDGEMENTS Tree people, those who lose themselves in the earthly smells, vibrant hues, and energizing presence of immaculate plants soaring over them; from childhood, I have been captivated by trees. Tree people can silently identify another and convey understanding that is difficult to articulate; it’s in the ways they understand life. A longtime favorite tree, for me, has been the old and wise Sequoia, whose name means “forever living.” The similar Redwood tree reaches heights over 300 feet toward the sky, can live to be 2,000 years old, and never truly dies. When the main tree dies, sprouts grow out of the tree forming “fairy rings” (trees that form a ring around the original tree). This magnificent entity has the capacity to live on even after its own death. It became a remarkable metaphor for this professional experience; in this moment, doing this work as only the sprout of professional Redwood lineage. If I accomplish only one thing in this work, it is to call upon the wisdom generously and patiently laid before me by my own family, mentors, guides, friends, and pioneering giants on whose shoulders I am uplifted. First, I want to deeply thank my dissertation and advisory committees. The individuals who served in these capacities did so impeccably and with keen insight. Dr. David Flinders has been my compass and my map since the day I arrived at Indiana University, without his grounded enthusiasm this moment would not exist. Dr. Mary McMullen is a gift to not only me as a graduate student but the university and field of early childhood research. I have observed, first hand and through peers, her incredible ability to transform a student’s desire and intent from a good idea to a profound awareness. Dr. Gary Crow who’s talent for guiding leaders and command of educational policy fuels my imagination and Dr. Mellissa Keller who I am indebted to for readily accepting me, unbeknownst our shared foundation. iv I would be remiss not to acknowledge the pivotal role the following individuals played in the development of this project both in its conceptualization and analytical framework: Dr. Donald Warren, Dr. Tarajean Yazzie-Mintz, Dr. Margaret Sutten, Dr. Barry Bull, Dr. Jesse Goodman, Dr. Rebecca Pelton, Dr. Ingrid Anderson, Dr. Brenda Fyfe, Dr. Sheri Schonleber, Dr. KuuNUx TeeRIt Kroupa, Traci Jordan, Virginia McHugh Goodwin, Bonnie Beste, Cynthia Aldinger, Susan Weber, Susan Howard, Nancy Blanning, Felipe Vargas, Shelly Nye, Patti Oya, Cindy Johnson, Christine Matiash, Ginger Kaopuiki, Wendy Lagareta, Sharon, Salina, Maureen, Won, and Annie. It can never be overstated, both in military service and in research; none of this is possible without the direct support and labor of our family: my husband, my children, my parents, my siblings, my aunts and my uncles who raised me up, who pushed me on, who pleaded for an end. If I can be so bold as to dedicate this work, I dedicate it first to my two children. No one sacrificed more, looked on more, loved more and waited more; for you, I hope this work positively energizes the field to decolonize early childhood and recognize the spirit in all “humans-being,” particularly the young and powerful among us. To my husband, for whom there are no words, only profound, loving gratitude and to the beautiful Ginger Kaopuiki and Denise Acklin who turned the first pages of this story and hooked me for life. v Kimberlee Ann Belcher Policy Reservations: Early Childhood Workforce Registries and Alternative Pedagogy Teacher Preparation Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obtain scores that count. This is exacerbated by narrow definitions regarding national versus regional accreditation in teacher preparation programs. Using a transformative, mixed-methods approach, this study asks, “What is the role and relevance of alternative pedagogy teacher preparation to the professional development system, and where does it fit in the current policy landscape nationwide?” As a follow up question, the study seeks to answer, “What is the process for change?” Through the use of surveys, interviews, and a cultural context model, a way forward is mapped. Registry policy makers in 28 states and 46 teacher preparation directors, across three types of alternative-pedagogy teacher preparation programs, assisted in data collection, resulting in a recognition baseline. Public sources were used to triangulate a composite snapshot of this national policy situation, demonstrating appropriate policy inclusion in six out of 17 states’ career pathways and/or data collection in ECE workforce registries. Cumulative data revealed alternative pedagogy teacher recognition levels across the country and revealed how relevant policies evolved to become system inclusive. The study concludes by inviting community vi representatives to respond and to share their experiences and thoughts. Actionable study outcomes, community-developed recommendations, and an advocacy map were circulated in three of four alternative pedagogy communities. Using a cultural equity paradigm, the study elucidates power relationships between alternative pedagogy teacher preparation and national/state efforts towards ECE professional development and quality improvement policy systems, illuminating where federal and state policy/initiatives are shaping, responding to, and limiting the alternative-pedagogy teacher preparation pipeline in the United States. Recommended courses of action encourage policy collaboration and a cultural shift from policy power over, to power with policy. Keywords: early childhood, workforce registry, alternative pedagogy, policy, transformative, Steiner, Waldorf, LifeWays, Montessori, Reggio Emilia, career pathway, cultural equity, spirit of the child ______________________________________________ David Flinders, Ph.D. ______________________________________________ Mary McMullen, Ph.D. ______________________________________________ Gary Crow, Ph.D. ______________________________________________ Melissa Keller, Ph.D. vii Table of Contents Chapter 1: Introduction to the Study Background ................................................................................................... 1 Statement of problem .......................................................................... 6 Role of the researcher.......................................................................... 8 My story ............................................................................................. 9 Audience and objective ....................................................................... 15 Purpose of the Study ....................................................................................... 15 Research questions .............................................................................. 16 Need for research ................................................................................ 17 Significance of the research................................................................. 19 Conceptual Framework ................................................................................... 21 Transformative research paradigm ...................................................... 23 Critical pedagogy ................................................................................ 24 Community based research.................................................................. 27 Definition of Terms ........................................................................................ 29 Chapter 2: Review of the Literature ....................................................................... 35 What is Pedagogy ........................................................................................... 37 Where are we now? ............................................................................. 39 Leading young children ....................................................................... 40 Of what matter is it? ............................................................................ 41 Alternative Pedagogies ................................................................................... 43 The Spirit of the child ........................................................................

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