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California Community Colleges Child Development Laboratory Schools
No full textCommunity colleges in California are the primary source for preparing the early childhood care and education (ECE) workforce. The California child development lab school mission is to prepare ECE practitioners, provide a laboratory where college students can study and research child development/education, and offer a service to children and families. There are many benefits that are derived from laboratory schools but many community college lab schools have been reduced and/or closed over the past three years. The purposes of this Delphi study were (a) to examine the most pressing issues, problems and barriers facing California community colleges child development labs schools; (b) rate the importance of the issues, problems, and barriers identified; and (c) elicit experts’ recommendations for the most viable solutions to help California child development laboratory programs maintain viability. A Delphi method was utilized procuring a panel of ECE experts that identified and rated the most pressing issues, problems and barriers, and generated viable solutions for California child development laboratory schools’ viability. The key statistical processes used in this Delphi research were measures of central tendency and measures of dispersion. The ECE experts recommended solutions to increase a greater understanding of early childhood care and education, allow more support, and secure more financial assistance for the lab schools. A comprehensive infrastructure approach of government, policymakers, and community college leaders is required for California community college child development lab schools’ viability. The data gathered from this study develops five potential benefits for laboratory schools including: (1) providing rationale for policy construction regarding statewide community college lab programs; (2) deciphering the most pressing problems and barriers that California community college child development laboratories are facing; (3) soliciting solutions to maintain viability for child development lab programs; (4) contributing to the development of statewide recognition and possibly legislation on funding sources for California community college child development laboratories; and (5) ensuring the survival of California community college child development laboratory schools
Teacher Leadership: Developing the Ability of Teachers to Move Forward Independently—A Delphi Study of Selected Secondary Teachers in Riverside County, California
No full textPurpose: The purpose of this study was to identify the key learning opportunities necessary to build teacher leadership, the most difficult barriers to overcome, and the most important facilitators as identified by teacher experts. This study also sought to determine the best approaches to implementation of identified learning opportunities, the most effective approaches for overcoming identified barriers, and the most effective approaches for implementing facilitators that support teacher leaders.
Methodology: Consistent with a Delphi method, the instruments used within this study collected perceptual data from an expert panel of high school teachers from Riverside County, California, through an electronic format within a 3-round process. The expert panel consisted of effective high school teacher leaders selected by their principals based on the 6 most prominent characteristics of effective teacher leaders.
Findings: Findings showed that there are elements of professional learning opportunities that must be addressed for professional learning to take place. They include the opportunity for collaboration, practice, and practical application. Teachers must also feel that they have a voice in addressing current issues/needs. Findings from this study also indicate that it is essential to have an environment that includes a supportive administration and supportive colleagues and that the provision of time is essential for developing effective teacher leadership.
Conclusions: According to the expert panel, to implement professional learning opportunities that develop effective teacher leadership, teachers must have the opportunity to collaborate, practice and apply newly learned information or instructional strategies, and have a voice in addressing current issues and site needs. Finally, developing effective teacher leadership is facilitated through a supportive environment.
Recommendations: To develop effective teacher leadership, schools and districts must (a) restructure the school day to create time for teachers to interact, (b) provide teachers with information on teacher leadership, (c) bridge the disconnect that currently exists between what teachers and what administrators believe is needed, (d) provide professional learning for teachers and administrators to continue the development of a shared model of decision making, and (e) provide opportunities for teachers to participate in peer observation and debriefing, self-reflection, practicing teacher leadership skills, and mentoring and coaching colleagues