Transforming the Workforce for Children Birth Through Age 8 A Unifying Foundation (2015) / Chapter Skim
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Appendix F: Tools and Examples to Inform Collaborative Systems Change
Appendix F: Tools and Examples to Inform Collaborative Systems Change
Pages 667-676
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Finally, some additional examples of existing illustrative initiatives using collaborative approaches at different levels and in different localities are provided as a complement to the examples found in Chapter 5's discussion of continuity (see Boxes 5-1 and 5-2)
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TOOLS FOR CARE AND EDUCATION SYSTEMS CHANGE Planning, Implementing, and Evaluating Prekindergarten-Third Grade Approaches The Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches was developed over a 2-year period, the process of which involved an extensive literature review, pilot testing, and peer review. This framework focuses on several important issues encountered by those who are developing a prekindergarten-third grade approach, including identifying components of a comprehensive approach, understanding what is meant by alignment and what needs to be aligned, and understanding what shared roles and responsibilities exist between the birth to 5 and K-3 sectors and what behaviors in adults benefit children.
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This inventory describes program goals, content, and characteristics such as faculty composition and course and field-based learning requirements. Policy makers, institutions of higher education, and other stakeholders can use this inventory as a guide to help build a coordinated and comprehensive preparation and professional learning system by assessing the landscape, identifying gaps, and recognizing opportunities for improvement (Center for the Study of Child Care Employment, 2015a)
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The National Center for Community Schools created a guidebook which provides a framework for the community school model accompanied by case studies. It also includes tools and guides for lead partners and site coordinators as well as resources on theory of change and stages of developing a community school (Lubell, 2011)
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This initiative uses a community engagement tool to map school readiness of young children, specifically assessing children's physical health, socioemotional competence and maturity, language, cognitive development, and communication skills. Data collected by kindergarten teachers are collected along with available health, economic, and resource availability data.
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The Talent Pipeline Initiative establishes relationships between students and employers in order to provide students starting in grade 4 with enriching career-based experiences. Finally, Read On!
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. Early Head Start Partnerships Early Head Start–Child Care Partnerships are formally arranged collaborations between Early Head Start programs and providers at childcare centers or family childcare homes (providers must meet standards set by Head Start)
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Ten learning communities were established that focus on specific areas related to developmentally appropriate practices, early childhood degree completion, instructional support, and the quality of early childhood settings, among others. The aim of Great Expectations is to achieve a prepared workforce by building pathways to higher education, and ensuring high-quality experiences for young children (United Way, 2015)
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New York: National Center for Community Schools, Children's Aid Society. National Center for Learning Disabilities.
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