Increasingly throughout Connecticut, early childhood programs are populated by children whose primary language is Spanish. Many of the teachers who teach these children do not have college degrees because of challenges they face in meeting core requirements for English and mathematics. Often these teachers require significant support and assistance in meeting degree requirements. These challenges often slow progress in college and mitigate against successful degree completion. While the State has been able to create programs that award CDAs to Spanish speakers, progressing to advanced degrees has been difficult for many individuals.
Purpose and Outcome. To develop an education and training model that provides the Latina early childhood professionals with knowledge and skills to enable Spanish-speaking children to reach school success. This project will increase the numbers of birth-five teachers who are proficient in English and Spanish to effectively work with English Language Learners and their families.
Project Description. This project contains five elements: 1) convening a series of task force meetings with professionals from the State Departments of Education and higher Education, representatives of various institutions of higher education serving the Latina population, representatives from public schools adn RESCS and those providing remedial college course tutorials; 2) conducting focus groups with currently employed Spanish-speaking teachers to discuss their educational needs; 3) reviewing national models and research best practices; 4) soliciting national consultation from key experts in the field; and 5) creating a final report that provides recommendations and identifies potential funding streams.
