As early childhood leaders and state policymakers focus on the importance of early childhood education, there’s growing recognition that ensuring quality early learning for all children will require growing the supply of well-prepared early childhood teachers. For K-12 teachers, the pathway to the classroom is fairly simple: most teachers earn a bachelor’s degree and acquire a license to teach in their state. For early childhood educators, the route is far more complex. Early learning is provided in a handful of different settings — including state pre-K, district pre-K, Head Start, and community child care — each of which have their own credential requirements of teachers.
At Bellwether, we are proud to partner with early childhood programs, higher education institutions, state and local leaders, advocates, and philanthropic funders to cultivate the early childhood workforce. Through that work we have observed the wide variation that exists in early childhood workforce pathways, both within and across geographies. The graphic below illustrates the typical pathways — and four main entry points — that exist in many states and communities:
I — like many Americans — have been engaging in a daily routine of relief every afternoon that the news does not report another school shooting.
But the violence in low-income, urban areas where I’ve lived and worked are also on my mind. I was a teacher in South Central Los Angeles, where my students risked their safety simply by walking to school. I’m from Chicago, a city notorious worldwide for its rate of violent crime (when I lived in London and mentioned I’m from Chicago, a typical response was, “Isn’t that the murder capital of America?”). And a prior student from St. Louis, Reh’yen — a black, male teenager, one of my all-time favorite students — was shot and killed a few months ago, an incident I am still grappling with.
Panel photo via @_abetterchicago on Twitter
And yet, data presented at a recent conference — A Better Chicago’s annualEducation Summit — was still shocking to me: In a survey of six hundred African American students in Chicago, one third reported seeing a dead body not related to a funeral. How can we possibly expect kids to focus (let alone flourish) in school when this kind of violence is an inescapable reality? And how can we accept that there is only 1 social worker per 1,200 students in Chicago Public Schools?
Weeks later I continue to be taken aback by the raw, simple, and necessary words of the panelists who spoke on the topic of violence at the Summit.Continue reading →