ERIC EJ1158197: Preparing School Leaders for Young Learners in the United States

2017·0.12 MB·English

by  ERIC

Preparing school leaders for young learners 37

Preparing School Leaders for Young Learners
in the United States

Maria Boeke Mongillo
Central Connecticut State University

Abstract
In the United States there has been a recent movement to expand access to preschool for children aged 3
to 4 through “universal pre-k” in states that fund programs for all age-eligible students. This has caused
an increasing number of preschool programs to be housed in public schools and led by principals who
often have little or no experience or training in early childhood. At the same time, the Global Education
Reform Movement (GERM) is taking hold and pressuring schools to utilize educational methods that are
opposed to best practices in early childhood education. In response to current research about teaching
and learning and challenges facing schools, the Professional Standards for Educational Leadership 2015
(PSEL 2015) were created to influence how leaders are prepared, hired, evaluated, and supported in their
work. This article brings together these three current forces in public education in the US, and describes
how they complement and conflict with each other. The underlying premise of this work is (a) to meet the
PSEL 2015, leaders will need a greater understanding of early childhood education; (b) by understanding
early childhood education, leaders will have an expanded framework from which to make decisions about
how to address GERM; and (c) leaders need to find appropriate ways to respond to GERM in order to
meet the PSEL 2015. Thus, developing a force of school leaders who understand and support best
practices in ECE may ultimately improve learning outcomes for all students.

Keywords
preschool education, leadership, global education reform movement, early childhood education

Introduction
transportation. Though the National Association
In the United States, preschool programs for
for the Education of Young Children (NAEYC)
children aged 3 and 4 vary significantly.
offers accreditation of preschool programs and
Children may attend programs housed in public
learning standards for infants, toddlers, and
schools, in private or community centers, or in
preschoolers, and the individual states have
private homes. Some children may not go to
their own learning standards and regulations for
preschool at all, entering kindergarten at age 5
early childhood programs, in practice preschool
or first grade at age 6 with no formal schooling
experience. The decision to enroll children in a programs vary widely in terms of instruction,
____________________________________
preschool program is made by parents and
Maria Boeke Mongillo, Department of Educational
guardians, and often depends on complex
Leadership, Policy, and Instructional Technology. Central
factors such as accessibility, cost, program Connecticut State University, 1615 Stanley Street
structure (e.g., full or half day), location, and New Britain, CT 06050
Email: [email protected]
_________________________________________________________________________________________________________________________
Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative
Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is
properly cited. Citation: Mongillo, Maria B. (2017). Preparing school leaders for young learners in the United States. Global Education Review, 4 (3).
37-55.
38 Global Education Review 4(3)
continues to demonstrate its importance on later distinctive developmental period, and
preparation and certification of staff, and developmentally appropriate practices for
resources. designing curriculum, instruction, and
There has been a recent movement in the US to assessment (Goncu et al., 2014). Principals who
expand preschool programs as research learning are charged with leading preschool programs
outcomes for students. As of the 2016-17 fiscal indicate they need more training in areas of ECE
year, 44 states provided some level of state curriculum and the developmental milestones of
funding for preschool programs and there has young children, appropriate behavioral
been a 47 percent increase in state pre-k funding expectations and disciplinary practices for
over the last five years (Diffley, Parker, & preschoolers, and in how to provide
Atchison, 2017). Many states are considering instructional supervision to their ECE staff
“universal pre-k,” a model where states support (Bish, Shore, & Shue, 2011; Shore, Shue, &
financing of preschool for all age-eligible Lambert, 2010). Additionally, principals express
children regardless of a child’s ability level or concerns about the particular licensing and
family income (Colker, 2008), though to date regulations that pertain to younger students, as
only three states have fully espoused this model well as how to properly interact with the many
(Mead, 2015). As this increase in early learning outside agencies that support families and
programs occurs, more preschool programs are children (Bish, Shore, & Shue, 2011; Shore,
being housed in public schools and led by public Shue, & Lambert, 2010). Though states do
school leaders (Loewenberg, 2016; Shore, Shue, require professional learning experiences for
& Lambert, 2010; Szekely, 2013). school leaders, they rarely focus on helping
Public school principals, however, are principals to develop the knowledge and skills
unlikely to have had any training or experiences needed to strengthen their ability to lead ECE
with early childhood programs (Bish, Shore, & programs (Lieberman, 2017).
Shue, 2011; Goncu, Main, Perone, & Tozer, 2014; While the US is considering expansion of
Lieberman, 2016; Mead, 2011; Shore, Shue, & preschool access, the global education reform
Lambert, 2010). Though state principal movement (GERM) is taking greater hold and
licensure standards require a higher level of shifting work in schools to learning focused on
education and both teaching and clinical basics, prescription, standardized testing, and
experience, the vast majority of school test-based accountability (Sahlberg, 2012).
leadership preparation programs, state licensure Sahlberg (2011) described six principles of
exams, and certification prerequisites do not GERM: standardization in and of education,
mandate familiarity with early childhood topics increased focus on literacy and numeracy,
(Clarke Brown, Squires, Connors-Tadros, & teaching for predetermined results, transfer of
Horowitz, 2014; Lieberman, 2017). innovation from corporations to education, test-
Novice principals suggest knowledge and based accountability policies, and increased
skills related to human relations, personnel, governmental control of schooling. These
educational leadership, and curriculum as most principles conflict with creating well-rounded
important for their work in schools (Petzko, citizens and sustaining school improvement
2008), and these areas may need special (Robertson, 2015).
consideration for ECE programs (Mead, 2011). Additionally, these practices are opposed
Adding a preschool program is more complex to the traditionally holistic, exploratory, and
than simply adding one more grade level, as it developmental nature of ECE. Thus the concern
requires principals to have an understanding of becomes the impact that GERM will have on
teachers with different certifications, a pre-k programs if school leaders do not
Preparing school leaders for young learners 39
understand the unique learning needs of early preparation programs and professional learning
childhood students. Public educational policy for practicing school administrators in the US.
has a significant influence on the practices of The PSEL 2015 were created to respond to
principals (Provost, Boscardin, & Wells, 2010), current research regarding improving student
and leaders will have to address GERM-related learning and challenges facing education such as
policies in their schools. Without familiarity with globalization and decreasing school budgets. By
ECE principles and practices, principals may providing research-based guidelines, the PSEL
rely on their knowledge of, and experiences with, 2015 hope to influence how leaders are
upper grades as they implement GERM-based prepared, hired, evaluated, and supported in
policies (Goncu et al., 2014). Given the current their work.
social and political climate in the US, leaders The PSEL 2015 are organized around ten
may feel compelled to push students to engage interconnected domains that reflect research-
with activities and topics that are not and practice-based qualities and values that
developmentally appropriate for their learning impact student learning. The standards are as
needs, may pressure teachers to structure their follows:
classrooms, instruction, and assessment in ways
1. Mission, Vision, and Core Values
that contradict best practices for ECE (Mead,
2. Ethics and Professional Norms
2011), or focus on practices to improve
3. Equity and Cultural Responsiveness
standardized test scores (Goncu et al., 2014).
4. Curriculum, Instruction and Assessment
This gap in school leader knowledge also
5. Community of Care and Support for
needs to be addressed if leaders are to meet the
Students
Professional Standards for Educational Leaders
6. Professional Capacity of School Personnel
(National Policy Board for Educational
7. Professional Community for Teachers and
Administration, 2015), a set of national
Staff
guidelines for how leaders go about their work of
8. Meaningful Engagement of Families and
supporting student learning. Leaders who are
Community
not well-versed in the needs of young learners
9. Operations and Management
can neither fully meet the standards nor reach
10. School Improvement
the goal of educating and providing equitable

opportunities for all students. Connecting ideas
The PSEL 2015 state they are not a list of
about best practices for ECE with the
prescribed actions leaders should take in order
Professional Standards for Educational Leaders
to improve student achievement, but rather they
may provide some strategies for educational
are expectations for leaders to adapt and fit into
leaders, leadership preparation programs, and
their specific school and district contexts.
policy makers to respond to the GERM in ways
Likewise, they recognize that the
that benefit and support all learners.
implementation of the standards may have

particular issues or challenges in different
Professional Standards for
situations, and thus need to be thoughtfully
Educational Leaders applied. Principals who have preschool
The National Policy Board for Educational programs in their buildings may need to
Administration (NPBEA) developed the consider how ECE should influence their
Professional Standards for Educational Leaders understanding of and ability to apply the
2015 (PSEL 2015). The NPBEA is a group standards in their daily work.
comprised of nine educational organizations
responsible for the accreditation of leadership
40 Global Education Review 4(3)
PSEL 2015 Overarching Theme 2. Development and learning proceed at
Though the PSEL 2015 are comprised of ten varying rates.
different standard domains, they are guided by 3. Development and learning result from an
an overarching theme: leaders must focus on interaction of maturation and experience.
supporting the whole child1 and the needs of 4. Early experiences have profound effects on
each individual student. This idea aligns well development and learning.
with ECE as preschool teachers generally 5. Development proceeds toward greater
recognize they are helping students to grow complexity, self-regulation, and symbolic or
cognitively, physically, socially, and emotionally, representational capacities.
and this is reflected in most preschool 6. Children develop best when they have secure
frameworks or standards for learning relationships.
documents. However, it is unlikely school 7. Development and learning occur in and are
principals have had exposure to these early influenced by multiple social and cultural
childhood frameworks and standards, or to the
contexts.
theories of child development and learning that
8. Children learn in a variety of ways.
have shaped the assumptions that form their
9. Play is an important vehicle for developing
foundations (Bish, Shore, & Shue, 2011; Goncu,
self-regulation and promoting language,
Main, Perone, & Tozer, 2014; Lieberman, 2016;
cognition, and social competence.
Mead, 2011; Shore, Shue, & Lambert, 2010).
10. Development and learning advance when
This gap in leader knowledge is of concern
children are challenged.
because school leaders play an important role in
11. Children’s experiences shape their
shaping the culture of the school, instructional
motivation and approaches to learning.
practices, and student outcomes (Szekely, 2013),

and leaders have been integral to the success of
In addition to the twelve principles,
ECE programs (Ritchie, Phillips, & Garrett,
NAEYC (2009) provided guidelines to help
2016).
educators apply DAP in their classrooms in five

key areas of practice: creating a caring
Developmentally Appropriate
community of learners, teaching to enhance
Practice
development and learning, planning curriculum
In the US there is a set of guiding principles of to achieve important goals, assessing children’s
early learning put forth by NAEYC (2009) called development and learning, and establishing
Developmentally Appropriate Practice (DAP). reciprocal relationships with families.
These principles are applicable to all aspects of These DAP principles and guidelines are
ECE across its varied settings. DAP connects largely in contradiction to GERM. While DAP
theories of child development, ideas about recognizes that learning occurs when children
children’s social and cultural contexts, and are provided challenging work and held to high
knowledge of individual children into a set of 12 standards, it also notes children develop at
principles for educators to consider when differing rates based in part on their individual
working with children from birth through age
maturity levels, and experiences. Thus, to follow
eight. The 12 principles of DAP (NAEYC, n.d.)
the DAP principles and guidelines, teachers have
include:
to provide individualized learning experiences
All areas of development and learning are for students based upon their needs, readiness,
important. and abilities. GERM principles, on the other
hand, begin with the understanding that clear
1. Learning and development follow
and high standards are important for student
sequences.
Preparing school leaders for young learners 41
learning, but encourage standardization and however, require the freedom to create or select
homogenization of teaching and learning the best instructional practices and learning
(Robertson, 2015). activities, especially given the wide range of
DAP also espouses educating the whole student abilities they are likely to face in their
child, understanding that young children need classes (Goldstein, 2008).
opportunities to grow cognitively, physically, DAP guidelines also specify the need to
socially, and emotionally. It is the job of the use assessment as a tool for planning,
educator to provide learning experiences in the instruction, and evaluation. The guidelines
classroom that support all areas of development. support sound assessment that takes into
GERM, however, focuses on basic skills, consideration individual needs, such as the
particularly literacy and numeracy (Sahlberg, cultural contexts of the student or whether a
2011). Further, the emphasis on basic skills child is an English language learner.
opposes the DAP premise that young children Additionally, the guidelines encourage the use of
acquire knowledge and skills through play, i.e., multiple modes of assessment including
that children learn best when they experience performance-based tasks, teacher observations,
hands-on, engaging activities that tap into their family checklists or interviews, and analysis of
natural curiosity in a social learning student work, while GERM pushes schools to
environment (Morrow, 2009). The teaching of rely on standardized testing and to measure
basic skills is often characterized by rote teacher accountability using test scores
memorization, drills, and completion of (Sahlberg, 2011). While this method of
worksheets, practices that are inappropriate for calculating teacher effectiveness can be
preschool children, and which may not be most troublesome at all grade levels, it is particularly
effective for encouraging student engagement at so in ECE. With the focus on the development of
any level. the whole child, many skills and abilities are not
Furthermore, DAP recognizes learning as captured in standardized scores, thus making it
a function of both maturation and experience, very difficult to measure teacher success in
noting each child reaches developmental terms of numerical testing results.
milestones at his or her own pace depending on
internal and external stimuli. While there are Standards Not Standardization
expected ages by which children typically master Because of the contradictions noted above, some
certain cognitive, physical, behavioral, and social ECE groups have adopted a stance that opposes
skills, they are marked by a range rather than a GERM and its focus on standardization while
hard and fast age (Sousa, 2011). To meet these remaining committed to high-quality standards
varied individual student needs, early educators, for young learners and ECE professionals. The
using a DAP approach, work to recognize the tension between the “colliding worlds” (McCabe
range of developmental levels in their & Sipple, 2011, p. 8) of DAP and GERM, the
classrooms and adjust instruction accordingly. apparently opposing forces of what constitutes
GERM expects teachers to use safe, low risk good individual learning experiences for young
strategies to achieve pre-determined results. It children found in ECE settings and the pressure
diminishes teacher innovation and creativity, for standardization and accountability found in
and undermines teachers’ autonomy, which other school settings, often leaves preschool and
contradicts the belief that teachers are trained kindergarten teachers struggling to respond
professionals who know what is best for the (Goldstein, 2008; McCabe & Sipple, 2011). ECE
students they encounter in their classrooms teachers may feel the fundamental principles
every day (Sahlberg, 2011). ECE teachers, that underlie their practices are being called into
42 Global Education Review 4(3)
question (McCabe & Sipple, 2011). advocated that ECE professionals should have a
According to Katz (2015), however, deep knowledge of content and a thorough
framing the ECE debate around these two issues understanding of how young children learn. This
limits the conversation. The idea of having would allow practitioners to make informed and
common goals is not the concern, but it is the responsible choices about their teaching
types of goals set for children that matter. Katz practices and how they meet the specific needs
(2015, p. 2) advocated for “intellectual goals” of their students.
which encourage reasoning, questioning, Furthermore, critics of DAP suggest it
analyzing, and predicting, over “academic goals” actually espouses some of the fundamental ideas
which support learning individual pieces of that underlie GERM. Like GERM, DAP has
information that often relate to numeracy and become a globalized model for ECE (Penn,
literacy in the early grades. Likewise, the NAEYC 2002). By dividing children’s experience into the
(2002) and Defending the Early Years (DEY, categories of physical, cognitive, and social-
2015) both describe how standards in ECE can emotional development, DAP standardizes
be a meaningful way to ensure high-quality (Penn, 2002) and “homogenises” children
learning experiences for all children. ECE (Woodhead, 2006, p. 17). The idea that children
standards need to be developmentally pass through specific stages of development
appropriate and assessed in ways that discounts the significant impact of society and
accommodate the many variations in children’s culture, and the influence a child’s race,
backgrounds, languages, and experiences; ethnicity, gender, socio-economic status, and
developed in conjunction with ECE other factors have on the growth trajectory of a
professionals; and implemented in the child (Woodhead, 2006). It has also led to
classroom by well-prepared and supported increased control of ECE programs and less
teachers (DEY, 2015; NAEYC, 2002). Meier teacher autonomy, encouraging a mindset that
(2002) pronounced this idea in the broader all children follow similar patterns of
educational systems as focusing on standards development and that they can and should be
not standardization. expected to have similar academic outcomes if
Goldstein (2008), conversely, argued that the right educational treatment is applied (Penn,
the socio-political factors that influence a child 2002). Though these similarities exist, DAP at
must be incorporated into the classroom in its foundation supports learning through play
order for practices to be developmentally and social interactions with peers and adults,
appropriate. She viewed GERM and the opposes rote memorization and standardized
standardization movement as part of those testing, and encourages a holistic view of
larger political and social forces that affect children, all of which contrast GERM.
children. Thus she suggested the types of
teaching practices and philosophies espoused by The Intersection of ECE, PSEL
GERM should be incorporated into the ECE
2015, and GERM
classroom in order meet a fundamental goal of
Best practices for ECE as expressed in the DAP
DAP which is to help children learn to navigate
principles and guidelines oppose many of the
their larger world. Goldstein (2008) warned,
ideas and assumptions embedded in GERM. In
however, that this rationale could be used to
order for school leaders to fully realize the
justify ECE classrooms using the worksheets and
nature and quality of work outlined by the PSEL
seatwork found in upper grades rather than the
2015, they must understand instructional
active, experiential activities that foster the
practices that meet the needs of all learners,
growth of the whole child. To avoid this, she
including those for preschool students. Thus,
Preparing school leaders for young learners 43
providing leaders with a knowledge of DAP and rather than as an optional learning experience.
other best practices in ECE related to children’s To be successful, the young students and their
cognitive, physical, and social-emotional teachers must be valued as equal members of the
development, play-based learning, and the school community and full participants in all
assessment of young children may also help aspects of school life both within and outside the
leaders discover how to implement instructional classroom. Goncu et al. (2014) suggested that
practices to respond to GERM by adapting ECE principals are more likely to fully integrate ECE
philosophies and practices for use in upper level into the life of the school when they have a deep
classrooms. The importance of leaders understanding of its significance, and that
understanding ECE to fully meet each standard principals who are unable to incorporate ECE
and the way in which fully meeting each may harm program effectiveness.
standard prevents GERM from taking over Creating a comprehensive mission, vision,
varies in each of the ten PSEL 2015. and core values that include early childhood
programs may be one strategy for leaders to
Standard 1: Mission, Vision, and Core mediate the influence of GERM. For a leader to
Values fully meet Standard 1 if they have an ECE
“Effective educational leaders develop, program in their school, the mission, vision, and
advocate, and enact a shared mission, vision, core values must reflect DAP and the holistic
and core values of high-quality education and philosophies underlying instructional practices
academic success and well-being of each in ECE. If the leader uses the mission to promote
student” (NPBEA, 2015, p. 9). academic success and well-being of students,
works to strategically implement actions to
Included in this standard are the ideas
achieve the vision, and models and pursues the
that the school’s mission, vision, and core values
mission, vision, and core values in all aspects of
drive the all efforts of the school and every
leadership, the leader will be creating an
aspect of the leader’s work. These defining
environment and encouraging instructional
statements are not merely words on paper, but
practices supported by DAP. In this way,
the rationale behind, and impetus for, all school
including ECE in the mission and vision can
actions and decisions. A key role of any leader is
support all learners.
the development of the school climate and

culture (Peterson & Deal, 1998), and the
Standard 2: Ethics and Professional
mission, vision, and core values are a visible
Norms
description of the leader’s ideas of what the
“Effective educational leaders act ethically and
culture should be.
according to professional norms to promote
The PSEL 2015 also suggest the mission
each student’s academic success and well-being”
and vision need to be living statements, adjusted
(NPBEA, 2015, p. 10).
to meet the needs of students and the school as
they change. One such change in a school and its One part of this standard addresses the
student population may be the addition of a pre- need for leaders to act in ways that are
k program. According to Mead (2012), the transparent and fair, and that promote
inclusion of preschool and kindergarten in the collaboration, trust, learning, and continuous
school’s mission and vision statements are an improvement. This standard also regards
important part of creating an instructional schools as mechanisms for promoting social
climate and culture that support early learning. justice and equity, and assigns leaders
Principals need to view early learning as an responsibility for each student’s success as
integral part of the larger continuum of learning, learners and as well-rounded individuals.
44 Global Education Review 4(3)
In order for leaders to behave ethically in appropriate, holding them to behavioral
their guidance of preschool programs, leaders standards not aligned to their maturational
must have knowledge of young children’s level, or assessing them in ways that are unable
developmental stages and needs. By advocating to accurately capture their knowledge and skills.
for and developing high-quality preschool A leader who understands young children and
programs leaders can potentially support strives to act ethically will support instruction in
positive learning progress and lower the need for and hire teachers for early childhood classrooms
expensive interventions later in a student’s keeping in mind each young student’s learning
academic career (Szekely, 2013). The decisions a needs.
principal makes about early learning programs
under his or her control can have significant Standard 3: Equity and Cultural
impact later in a student’s life. Responsiveness
Additionally, principals confess they often “Effective educational leaders strive for equity of
hire teachers for ECE classrooms based more educational opportunity and culturally
upon personality traits than content knowledge responsive practices to promote each student’s
(Cook, 2016). This can be especially troubling in academic success and well-being” (NPBEA,
a subject like math, where content-specific 2015, p. 11).
knowledge and skills follow a linear trajectory
To meet this standard, leaders must get to
(Mongillo, 2017). To be successful, ECE
know their students’ strengths, diversity, and
teachers need to understand how the topics they
culture and accept them as assets rather than
teach relate to and lay the foundation for more
deficits to learning. Additionally, leaders need to
complicated ideas later. Also, without a deep
challenge stereotypes about and maintain high
knowledge of content, ECE teachers may not be
standards for all students regardless of race,
able to identify and correct student
class, culture, gender, sexual orientation,
misconceptions in effective ways. Furthermore,
disability, or special status.
principals admit they often hire teachers with
While having educators approach student
broader certification grade spans2 because it
diversity as a strength and asset is important for
allows them more flexibility in moving them to
all students, it is especially so for young learners.
other classrooms as needed from year to year
Young children observe the differences among
(Cook, 2016). If leaders have a comprehension of
people and form attitudes about different groups
the significance of early learning and the
(York, 2003). Preschool age children are
complexity involved in teaching young children,
developing a sense of their own and others’
they may be more likely to make informed and
identities, trying to define how they view
ethical choices about distribution of resources
themselves and others (Hendrick & Wiseman,
and hiring teachers.
2011). This suggests even young children need
To meet Standard 2, a leader must act
access to a culturally responsive and
ethically in all areas of leadership, including
multicultural education to help them develop the
relationship-building, decision-making, and
knowledge and skills they will need to function
resource distribution. The six principles of
in a diverse, global society as adults.
GERM oppose best practices in ECE, which
Additionally, the US has shifting racial and
suggests that ethical leaders will need to be
ethnic demographics, with an increasing
aware of that influence if they are going to meet
percentage of non-white people and English
the needs of each student. GERM may have
Language Learners (Cohn, 2016; US Department
educators pushing children to engage in
of Education, 2016), and population trends
activities that are not developmentally
indicate these transformations in the make-up of
Preparing school leaders for young learners 45
student bodies will be increasingly present in the students and teachers in the presence of content
younger grades before moving their way up (City, Elmore, Fiarman, & Teitel, 2009). This is
through the schools. the day-to-day work happening in schools, and
Having a diversity-oriented mindset may where student learning is most influenced.
help leaders meet Standard 3 and address the In describing what should be happening in
conflicting messages GERM may send. GERM ECE classrooms, DAP explicitly expresses the
demands a standardization of curriculum, importance of play as a vehicle for fostering
instruction, and assessment while at the same learning in young children. Though adults may
time expecting predetermined results. Given the view pretend play as relaxing and fun, it is
diversity of students, these ideas may work actually an intellectually demanding and
against each other. Students of diverse cognitively complex task (Segal, 2004),
backgrounds may approach learning from requiring children to combine memory and
different perspectives and thus may require experiences together to make meaning (Roskos
other ways to access the curriculum, & Christie, 2001). Similar cognitive strategies
demonstrate their learning, and achieve the are necessary for literacy and other learning
same educational outcomes. Principals who tasks. Young learners need to be able to interact
understand this can advocate for and support physically with the world around them in order
the use of varied, culturally responsive to construct knowledge, yet many principals lack
techniques in classrooms at all levels. an understanding of how to balance play-based
learning with other academic activities
Standard 4: Curriculum, Instruction and (Lieberman & Cook, 2016).
Assessment The question of how much play should be
“Effective educational leaders develop and included in ECE arises in part from the impact of
support intellectually rigorous and coherent GERM. Principals describe the pressures they
systems of curriculum, instruction, and feel to reduce time for play in the early grades
assessment to promote each student’s academic and instead focus on academic activities
success and well-being” (NPBEA, 2015, p. 12). (Lieberman & Cook, 2016), explaining how
academic expectations have risen in the early
With this standard, leaders are expected to
grades. Some may also have difficulty seeing
use their knowledge of child development and
that for young children play is learning. Since
learning and best methods of instruction to
principals create the culture of learning in their
support curriculum, instruction, and assessment
schools, allot time and resources for
practices that are aligned and focused across
instructional activities, and evaluate and
grade levels. Furthermore, it specifies
supervise teachers, it is important for them to
curriculum and instruction should be rigorous,
understand how play in the early grades is a
authentic, and differentiated to meet student
valuable and necessary instructional activity.
needs. Assessment practices should be valid and
Appropriate mentoring and supervision is an
developmentally appropriate, with data used
important contribution to ECE teacher quality
fittingly to monitor and advance student
(Fulgini, Howes, Lara-Cinisomo, & Karoly,
learning.
2009). Without understanding ECE, principals
Of all the standards, this may be the one of
may be encouraging practices that make ECE
most importance for educators to consider when
classrooms function like upper grade levels and
determining the value of principals having
possibly contradict the support of early learning
specific knowledge of best practices for ECE.
(Lieberman & Cook, 2016; Szekely, 2013).
Standard 4 addresses the interactions that
Leaders also need to understand early
happen in the instructional core, defined as
46 Global Education Review 4(3)
childhood development. Mead (2012) suggested test-based accountability that can drive leaders
that successful leaders of ECE programs to expect teachers to use paper and pencil
advocate for an inclusive curriculum that assessments that cannot capture the learning of
includes the arts, science, physical education, young children. Principals instead need to
and history, aligning the curriculum and validate alternative ways of measuring student
sequence learning across grade levels. Doing this progress such as performance-based tasks,
makes sure learning progresses from simple to teacher observations, family checklists or
more complex, and from concrete to more interviews, and analysis of student work.
abstract concepts. Yet, in order to do this work, Leaders who do this can support teachers in
the leader must understand the developmental upper levels in using alternative methods of
levels of young children in an informed and assessment as well, resulting in better learning
appropriate manner. experiences for all students.
One GERM feature is a preoccupation
with literacy and numeracy, a focus on basic Standard 5: Community of Care and
skills, but young children need learning Support for Students
experiences focused on the whole child. “Effective educational leaders cultivate an
Robertson (2015) argued the focus on basic inclusive, caring, and supportive school
knowledge reduces student creativity and community that promotes the academic success
ingenuity, the types of skills students will need and well-being of each student” ( NPBEA, 2015,
to function as adults in a changing society. For p. 13).
principals to avoid the pressure to focus all
Through this standard, leaders are
learning on formally tested skills like language
expected promote a culture that ensures
arts and math, they need to view students from a
students are being supported not only through
holistic perspective. Understanding and
their interactions with teachers about content,
embracing the principles of ECE, may help
but also with additional services and
leaders to formulate a mindset that approaches
extracurricular activities that help to meet their
the work of schools from a broader, more
needs. The leader needs to work to develop
inclusive point of view.
relationships among all members of the school
Another aspect of Standard 4 is the
community that support positive social and
leader’s role in assessment of student learning.
emotional learning, and also to create a school
Mead (2011) noted successful ECE principals are
environment that is safe and supports healthy
able to work with teachers to collect and analyze
physical growth.
data, and then use the data to plan and
While healthy relationships within the
implement instruction. To do this with early
school are important for all students, they are
childhood teachers, leaders have to recognize
particularly so for young children. Young
that young children demonstrate their learning
children learn best when they have secure
in different ways than older students (Howard &
relationships with the adults in the classroom.
Bornfreund, 2014). While direct assessments of
Young children’s development in all areas is
literacy and numeracy skills are useful, to get a
profoundly influenced by the quality and
full picture of student growth and learning
stability of their relationships. Having nurturing
requires assessments across different domains
relationships with adults at an early age fosters
over time. Assessments are most accurate and
healthy social and emotional behaviors later in
useful when they are embedded into the daily
life. In schools, young children who feel they
work of young students.
have a positive and caring relationship with their
GERM, however, has a preoccupation with
teachers tend to be more excited about school