An Action Research at San Francisco State University/San Francisco Head Start: A Continuous and Effective Improvement Plan for Early Childhood Teachers
This ethnographic action research identifies constant challenges faced by Early Childhood Education (ECE) programme managers at San Francisco Sate University (SFSU)/Head Start/Early Head Start programme regarding hiring, retaining and training of ECE teachers. The SFSU/Head Start/Early Head Start programme provides services to a total of 1,404 children in the city and county of San Francisco, California, USA. The programme serves 64 children (ages 0-3) and pregnant women in Early Head Start and 1,340 children (3-4 years old). The model that the programme implements consists of: Grantee Operated Centres - 8 centres serving 312 children; Delegate Agencies - 2 delegate agencies serving 640 children; Partnership Agreements - 5 partnership agreements with 6 private centres -based child care providers serving 188 children; 1 partnership agreement with the San Francisco Unified School District serving 234 children; 5 partnership agreements with Family Child Care Providers serving a total of 30 children.
Rationale of the Study: "Parents can't afford to pay, teachers can't afford to stay, there's got to be a better way." This is a common sentiment held by professionals in Early Childhood Education (ECE). A longitudinal study by Stephen Herzenberg, Mark Price and David Bradley (2005) shows that the ECE field in the United States has, indeed, been unable to attract and hold onto qualified teachers over the past two decades. Hiring qualified and professional ECE staff that has a thorough understanding of assessment and evaluation is not only a demand, but has become a paramount challenge at San Francisco State University, Head Start/Early Head Start programme. In my experience as an education / ECE manager at SFSU, I have observed that there are multiple factors responsible for the decline of ECE teachers professional standards. Some of these factors are identified below:
- A large number of preschool teachers find themselves taking ECE courses yet unable to obtain their AA or BA degree because of lack of adequate general courses such as mathematics, science and English
- Most of them are women working full time for low wages and having to take care of their own families
- Most of the institutions of higher education offer limited or no flexibility on the schedule and locations where classes are offered, making it even harder for students to participate and be successful
- Majority of the ECE teachers represent diverse ethnicities and English is their second language.
Recognizing the importance of early learning experiences for young children's school readiness and lifelong success is dependent upon best practices and best outcomes in early education, particularly in the area of professional preparation of teachers. The conceptualizations of child development courses in ECE programmes in North America have been purported to provide a universal basis for professional practice with children without considering the alternative existing curriculum contents and research methods that critically ask more than the understanding of child development and diversity.
Conclusion and Recommendations: This paper intends to share with participants the positive outcomes derived after an extended research of four years using alternative existing curriculum contents, professional growth plan and training methods at San Francisco Head Start for professional development and enrichment for ECE teachers. I strongly endorse that this model of action/ethnographic research has global implications to make strategic investments now in ECE workforce to prepare future generations of ECE professionals.
References
Bowman, B. T., Donovan, S. M., & Burns, S. M. (Eds.). (2000). Eager to learn: Educating our preschoolers. Report of the Committee on Early Childhood Pedagogy, National Research Council (pp. 161-176). Washington, D.C.: National Academies Press.
Herzenberg, S., Price, M., & Bradley, D. (2005). Loosing ground in Early Childhood Education. Harrisburg, Pennsylvania: Keystone Research Center (KRC).