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A Systemwide Approach to Improving Early Childhood Program Quality in the Detroit Metropolitan Area. Final Report.

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Bibliographic Details
Title:	A Systemwide Approach to Improving Early Childhood Program Quality in the Detroit Metropolitan Area. Final Report.
Language:	English
Authors:	Shouse, A. Clay, Epstein, Ann S., High/Scope Educational Research Foundation, Ypsilanti, MI.
Availability:	High/Scope Press, 600 North River Street, Ypsilanti, MI 48198-2898. Tel: 800-40-PRESS (Toll Free); Tel: 734-482-6660; Fax: 800-442-4FAX (Toll Free); Fax: 734-482-6757; Web site: http://www.highscope.org. For full text: http://www.highscope.org/Newsnotes/McGregor-report.pdf.
Peer Reviewed:	N
Page Count:	33
Publication Date:	2003
Document Type:	Reports - Evaluative
Descriptors:	Change Strategies, Early Childhood Education, Educational Quality, Professional Development, Program Descriptions, Program Effectiveness, Program Evaluation, Program Improvement
Geographic Terms:	Michigan (Detroit)
Abstract:	This document is the final report of the McGregor-funded High/Scope training initiative, a system-wide approach to improving the quality of early childhood programs in the Detroit metropolitan area. The 3-year project was based on the validated High/Scope educational approach and training model, which advocates hands-on active learning for both children and adult practitioners. To achieve system-wide impact, training was directed at all levels of the early childhood community, including caregivers and teachers, supervisors, and agency administrators. High/Scope certified teachers at Centers of Excellence serve as models for other early childhood agencies. The project's impact was examined at three levels: trainers, teachers/caregivers, and children served. The project produced 27 certified trainers, trained 842 teachers/caregivers, and improved the lives of 8,490 young children every year in Detroit-area early childhood programs. Lessons learned during the 3-year project include the following: (1) systemwide early childhood training is feasible; (2) large-scale training can be implemented with high quality; (3) systematic and system-wide staff training can improve program quality and create better learning environments; (4) administrative and technical support are critical to promote and sustain change; (5) training can serve practitioners from diverse backgrounds; (6) inservice training can be the entry point for teachers to acquire more formal education; (7) changes in understanding and practice are incremental; (8) systematic supervisor training by an experienced outside agent is the first step in building internal agency capacity; (9) direct training at intermediate levels of the system inspires practitioners to take ownership of the program; and (10) systemwide training must remain a dynamic and ongoing activity within the early childhood community. (KB)
Entry Date:	2003
Accession Number:	ED474785
Database:	ERIC

Description
Abstract:	This document is the final report of the McGregor-funded High/Scope training initiative, a system-wide approach to improving the quality of early childhood programs in the Detroit metropolitan area. The 3-year project was based on the validated High/Scope educational approach and training model, which advocates hands-on active learning for both children and adult practitioners. To achieve system-wide impact, training was directed at all levels of the early childhood community, including caregivers and teachers, supervisors, and agency administrators. High/Scope certified teachers at Centers of Excellence serve as models for other early childhood agencies. The project's impact was examined at three levels: trainers, teachers/caregivers, and children served. The project produced 27 certified trainers, trained 842 teachers/caregivers, and improved the lives of 8,490 young children every year in Detroit-area early childhood programs. Lessons learned during the 3-year project include the following: (1) systemwide early childhood training is feasible; (2) large-scale training can be implemented with high quality; (3) systematic and system-wide staff training can improve program quality and create better learning environments; (4) administrative and technical support are critical to promote and sustain change; (5) training can serve practitioners from diverse backgrounds; (6) inservice training can be the entry point for teachers to acquire more formal education; (7) changes in understanding and practice are incremental; (8) systematic supervisor training by an experienced outside agent is the first step in building internal agency capacity; (9) direct training at intermediate levels of the system inspires practitioners to take ownership of the program; and (10) systemwide training must remain a dynamic and ongoing activity within the early childhood community. (KB)