Professional Goals, Hopes and Dreams

• What issues regarding quality and early childhood professionals are being discussed where you live and work?

The basis of my work as a Quality First Coach is solely focused on raising quality of care and education for children birth through age 5. We hope that the efforts to change the early childhood care and education system will "trickle up" to the early elementary years. This is one of the big topics of discussion right now. Some early educators in the elementary system are in a state of unrest as standardized testing and developmentally inappropriate practices are pushed on them and their students. I hear about kindergarten teachers leaving their jobs because they are being forced to implement timed math tests; stories circulate about 3rd grade teachers who are trying to give their students opportunities for hands-on, student directed learning with no support from administration.

The other major topic of discussion is whether a degree really leads to quality teaching. I believe that formal education is one indication of the potential for quality teaching. However, continuing education through on-going, high-quality professional development may be equally as important. This is particularly important when the degree was obtained several years ago when a different philosophy and understanding of best practice was promoted. Perhaps the most important indicator of quality, in relation to teacher education, is how the information is processed and used by the person receiving the professional development. I know teachers with Bachelor's degrees who show less understanding of best practice than teachers who have a CDA and continue to educate themselves through books, articles, and high-quality professional development sessions. So, the debate continues- is a college degree equal to a high-quality teacher?

• What opportunities and/or requirements for professional development exist?

     The requirements for professional development in Arizona depend on which yardstick you are using to measure. Basic licensing requirements only include training hours as follows.

However, the QRIS measures formal education (CDA or college level coursework) as an indication of quality.

At the 3 star level a minimum of the following is required:

The next level (necessary to reach 4 and 5 star ratings):

The highest quality level is more rigorous, still.

The opportunity for professional development also varies depending on what type is required and/or desired. Quality First participants are eligible for college scholarships for CDA, AA, Bachelor's, and Master's degrees. Additionally, and alternatively, there are many opportunities for continued education workshops through the Arizona Early Childhood Workforce Registry.

• What are some of your professional goals?

My biggest goal, the one that stems from the smaller goals within the bigger picture, is to take part in creating a community of caring, educated, and respected early learning professionals.

• What are some of your professional hopes, dreams, and challenges?

     One challenge I feel nearly ready to face is my plan to write a book that I have blogged about here before. The goal I wrote about above is also a dream and hope. The magnitude of the amount of work it will take to get here is daunting. But, big dreams also tend to have the biggest impact when they are finally realized. However, through continuing professional development that is tailored to meet adult learning styles and needs there is the opportunity to create a community full of life-long learners who are committed to the ECE field.