Published by CounciLINK on May 23, 2019
This blog is reprinted from newamerica.org and underscores the value of teachers’ educational background and how it impacts the quality of teaching in the classroom. Credentials such as the CDA give teachers the core competencies they need to establish quality learning environments.
By Elise Franchino
As a former early educator, I want to emphasize that learning environments matter. For young children, the environment is the structure through which learning comes alive. Setting up my pre-K and kindergarten classrooms was a task that I simultaneously relished and treated with great thought and respect. I learned how to successfully accomplish this task in my undergraduate early childhood education program, where I developed knowledge and competencies to create effective early learning environments.
A recent American Education Research Association (AERA) meta-analysis synthesized the abundance of research examining the relationship between teachers’ academic backgrounds and the quality of the early learning environments they create. Forty-five studies were selected, each conducted in a child care center between 1980-2015, and each comparing educators with varying educational attainment. Studies used ITERS or ECERS as the Environmental Rating Scales (ERS) to measure quality. The Infant and Toddler Environment Rating Scale (ITERS) and the Early Childhood Environment Rating Scale (ECERS) were the measures of classroom quality which guided my pre-service learning as well.
The seven ITERS and ECERS indicators that researchers analyzed were space and furnishings, personal care routines (i.e. hand washing and diapering), language and reasoning (i.e. formal and informal communication), activities (i.e. mathematics, fine motor, dramatic play), interaction (i.e. supervision and discipline), program structure (i.e. scheduling and accommodations for students with special needs), and parent engagement.
Indicators related to the quality of teachers’ instruction and students’ social-emotional support, such as activities, language-reasoning, and interactions, relate closely to the widely used Classroom Assessment Scoring System (CLASS).
All seven quality outcomes correlated positively with educators’ academic background, though teaching degrees (or lack thereof) had the least impact on space and furnishings and personal care routines. Both of these indicators are more related to structural quality than process quality, and therefore less likely to be predictive of children’s learning outcomes than the other five indicators. On the whole, researchers found the positive correlation they were seeking.
To read the complete blog, go to newamerica.org.
Ordinarily, we don’t usually think of infants when the term “mental health” comes to mind. Rather, we think about adolescents or adults, as the two groups most likely to be affected emotionally, psychologically, and through...
For young children, summertime marks the beginning of endless possibilities when it comes to fun outdoor activities that allows them to explore different environments. Whether it’s the pool, camping, or simply going to play in...
In 2011, Betsy Wayt (formerly Betsy Thompson) was among the first high school students in the country to earn a Child Development Associate® (CDA) credential™ through a Career and Technical Education (CTE) program while completing...
As a parent of a young child learning two languages, I’m first to advocate for bilingualism. I also am aware of the challenges this long-term goal may bring upon my family and the early educators...
As a parent you’ve probably experienced many, if not all, of these common child eating habits: Not letting different foods touch other foods on their plate Spitting out foods with odd or unfamiliar textures or...
Military families relocate 10 times more often than civilian families – on average, every 2 or 3 years.i This constant change of location can create stress on military families with young children. It also emphasizes the...
The Council for Professional Recognition enjoyed promoting literacy in March, but as the month came to a close, we realized the need to remind everyone about the importance of literacy all year long. Literacy falls...
It can be passed off as “tradition,” but how can anyone possibly get motivated or excited by this? More importantly, how is this appropriate for young children? You might say, “Oh, but everyone in the...
Bill Hudson, newly appointed Chief Executive Officer for the National Association for Family Child Care (NAFCC), visited the Council’s office to discuss potential partnerships and to share information about his organization with our community. NAFCC,...
Chief Operations Officer (COO)
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
Chief Financial Officer (CFO)
Jan Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
Vice President of People and Culture
Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
Read our monthly e-newsletter and keep up to date on all Council programs and services, as well as the latest news in the world of early care and education. Subscribe today to stay connected with us. You’ll receive timely information on events, webinars, special promotions, and more.
