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This website was designed by Maryland State Department of Education to support early childhood providers in promoting family engagement.
This toolkit was developed as a companion to a three-hour training building social-emotional learning. It is intended to be used primarily with youth in middle school, though it can be adapted for other ages.
This toolkit is designed to support states and territories in designing a policy approach to promote social emotional development and reduce the likelihood of expulsion and suspension.
This resource is a clearinghouse of data on supports for early childhood program leaders in state-by-state profiles, with a national overview. School-age leaders can learn what their state mandates for leadership qualifications as required by licensing and QRIS. They can also learn about higher education opportunities, salaries, and other key supports.
This document provides links to teaching resources, training models, publications, and other resources to assist child care providers and families as they help children recover from exposure to a natural disaster or other traumatic event. It includes links to relevant federal agencies, national organizations, and additional publications.
This report examines data from the National Survey of Early Care and Education. It aims to better understand home-based care and the 3.7 million paid and unpaid family child care providers in the U.S. Although the focus is on children aged birth to five years, it also includes tabulations on home-based providers serving school-aged children in Table B.
This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning." Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs.
This report provides a portrait of the early childhood workforce compared to 25 years ago, and examines economic insecurity and use of public benefits among this predominantly female, ethnically diverse workforce. Although not addressed specifically in this report, workforce conditions are similarly an important issue for the school-age/Out-of-School Time (OST) field.