The Early Education Leader's Guide
Program Leadership and Professional Learning for the 21st Century
HardcoverPaperbacke-bookprint + e-book
December 3, 2018
ISBN 9781462537525 Price:
Size: 7" x 10"
December 27, 2018
ISBN 9781462537518 Price:
Size: 7" x 10"
November 20, 2018 Price:
print + e-book order Price:
Paperback + e-Book (ePub and PDF) ?
rounded in current research and theory, this practical book guides program leaders and staff developers to design and implement engaging professional development and coaching approaches. It focuses on early educator competencies essential for high-quality learning and teaching—executive functions, emotion regulation, relationship skills, and talk for learning. Illustrated with an extended vignette of an early learning center, the book highlights how addressing educators' professional needs is a pathway to children's cognitive, social–emotional, and academic growth. User-friendly features include 24 reproducible
checklists, handouts, and self-study and planning tools. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8½" x 11" size.
“Too often, early education leaders have been left on their own to figure out how to create and maintain effective programs. This book clearly lays out the 21st-century skills that teachers need to best support young children's development. It offers specific guidance on how to build those skills through professional learning communities, coaching, and other professional development. At every step, this work is grounded in the latest research, but it doesn't stop there—it provides practical tools to help leaders in their everyday work with teachers. Every early childhood leader, from the brand-new to the deeply experienced, will find something here to help build a program that makes a meaningful difference in the lives of young children and their families.”—Bridget K. Hamre, PhD, Center for Advanced Study of Teaching and Learning, University of Virginia
“A great deal has been written lately on developing the competencies of early education leaders, but few resources address the system skills that leaders need to foster teachers' capacities. This unique book expands the competency conversation to include essential system-building habits and strategies. The authors provide a roadmap for creating a culture of adult learning that helps educators support whole-child learning.”—Vincent J. Costanza, EdD, Chief Academic Officer, Teaching Strategies, Bethesda, Maryland
“A special strength of the book is the vignettes that depict real-life scenarios and then link to research-based strategies and specific steps to implement. The authors clearly understand the demands of teaching—and leading—and do a great job of weaving cutting-edge science into meaningful strategies for leaders to support teachers, and teachers to support students. Among other topics, the book offers the most in-depth discussion I've seen of how to help teachers understand and manage the impact of their own stress levels on the classroom culture. It really clarifies what professional development, professional learning communities, and coaching need to look like in the 21st century.”—Meg McNiff, MEd, New York State Education Department, Office of Early Learning
Table of Contents
1. Introduction: An Early Educator for the 21st Century
I. Promoting Cornerstone Educator Competencies
2. Using Executive Functions: Planning and Reflection in the Early Education Classroom
3. Effective Emotion Regulation: Managing Emotions for Improved Learning and Teaching
4. Cultivating Strong Relationships: Developing Children’s Relational Skills by Starting with Educators
5. Talk for Learning and Classroom Management: Using Language for Learning and Self-Regulation
II. Professional Development That Promotes and Supports Educator Competencies
6. Designing Effective Professional Development
7. Effective Learning in Groups: Professional Learning Communities
8. Connected Coaching
9. Leading a 21st-Century Early Education Setting: Supporting Educators to Support Children
About the AuthorsNonie K. Lesaux
, PhD, is Academic Dean and the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. She leads a research program guided by the goal of increasing opportunities to learn for children and youth from diverse linguistic, cultural, and economic backgrounds. She has served on the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8, and currently serves as Chair of the Massachusetts Board of Early Education and Care. With Stephanie M. Jones, Dr. Lesaux directs the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education.
Stephanie M. Jones
, PhD, is Professor of Education at the Harvard Graduate School of Education. Anchored in prevention science, her research focuses on the effects of poverty and exposure to violence on the social, emotional, and behavioral development of children and youth. She has conducted numerous evaluations of programs and early education efforts, including the Head Start CARES initiative. She is a recipient of the Grawemeyer Award in Education for her work with Edward Zigler and Walter S. Gilliam on A Vision for Universal Preschool Education
. With Nonie K. Lesaux, Dr. Jones directs the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education.
, MEd, is a practitioner with over a decade of primary teaching experience in public schools. A literacy specialist and reading coach in the Greater Boston area, specializing in providing direct instruction to students and professional development for educators, Ms. Connors has served as a literacy consultant to education publishers and research groups on a variety of programs and initiatives.
is Assistant Director of Professional Institutes and Partnerships at the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education. She provides professional development training and coaching to novice and experienced early educators. Most recently, she has worked on the development of early literacy curricula and interventions for an urban school district, and the design and implementation of innovative professional development programs for early education leaders. Ms. Kane founded a child development center in 1991, where she taught children and mentored teachers for over 23 years.
Early education program directors, principals, and administrators; staff developers, coaches, and veteran teachers in PreK–2.
May serve as a text in graduate-level courses such as Supervision of Early Education Programs.