ERIC Number: ED482304
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Standards for Implementing Quality Early Learning Programs: Manual of Best Practices To Implement Quality Early Learning Programs.
Maryland State Dept. of Education, Baltimore.
As public schools collaborate with the Head Start and child care communities to improve the quality of early childhood education and care, practitioners working with young children need guidance and support in implementing best practices in early learning. This manual provides guidance to teachers engaged in improving their programs in concert with using the Maryland-developed Standards for Implementing Quality Early Learning Programs for self-appraisal or validation. The manual provides brief descriptions of practices in early learning programs based on research and current literature. The descriptions are aligned with each of the Standards' indicators and include references to relevant literature for further study. Following introductory remarks, the remainder of the manual presents the standards in the areas of: (1) program administration (mission statement, personnel, program continuity, and program accountability); (2) program operation (environment, curriculum, instruction, and assessment); and (3) home-school-community partnership. (Contains 13 references.) (KB)
Descriptors: Accountability, Child Care, Child Care Quality, Child Caregivers, Early Childhood Education, Educational Environment, Educational Practices, Educational Quality, Parent School Relationship, Partnerships in Education, Preschool Curriculum, Preschool Teachers, Professional Development, Program Administration, Program Implementation, Program Improvement, School Community Relationship, Self Evaluation (Groups), State Standards, Student Evaluation
Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 410-767-0027; Fax: 410-333-2017; Web site: http://www.msde.state.md.us.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: Maryland State Dept. of Education, Baltimore.
Identifiers - Location: Maryland