NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1272526
Record Type: Journal
Publication Date: 2020-Oct
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0276-928X
Equity in Pre-K Classrooms: Learning Lab Supports New York City's Early Childhood Leaders
Barahal, Helen; Cruz, Humberto
Learning Professional, v41 n5 p42-45 Oct 2020
Early childhood education leaders are dedicated, resilient, and caring professionals. They are master multitaskers, seamlessly transitioning from comforting crying children to managing a plumbing problem; from writing a facilities report to meeting with a family to help them better understand their child's development. But they are often not able to dedicate enough time to their crucial role as instructional leader. This is a well-documented issue among many school leaders (Horng et al., 2010), but may be more evident in early childhood than at other grade levels because often districts don't require instructional leadership training for early childhood leaders nor is professional learning available. With this in mind, last year the New York City Department of Education's Division of Early Childhood Education initiated a pilot program called Leader Learning Lab to build the instructional leadership capacity of the city's early education leaders.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)