The work will be conducted in three phases (corresponding to the three project goals) over two years.
An expert advisory group will work with a team of researchers from the Center for the Study of Education Policy to study the issues and to develop potential policy solutions related to building a seamless learning continuum. This phase will be timed to take advantage of known windows of opportunity to influence policy development, such as progress on implementing recommendations of the Illinois School Leader Task Force.
The following research questions (and others that may emerge) will guide the work of the advisory group and research team during Phase 1:
Three products will result from Phase 1.
A compilation of the most relevant and current research and literature in the area of leadership and the learning continuum guided by the project's research questions.
A gap analysis will be conducted to identify gaps in the learning continuum in terms of misalignment and/or miscommunication between the needs of early learning and the knowledge and practices of primary and secondary school and district leadership and the resulting effects of practices not centered on how children learn and develop best. This activity will be applied research, using survey and telephone interviews to elicit perspectives and experiences of elementary school principals in the general population of Illinois schools, school principals with extensive Pre-K knowledge and experience, early childhood leaders and educators, and district office personnel who oversee Pre-K programs in participants (e.g., an annual study to monitor the state’s progress in this area).
A scan of state policies related to early learning policies and partnerships will be conducted. Policies on the national and international levels will be pulled to identify efforts in other states and countries related to creating an aligned learning continuum.
The expert advisory group will compile a set of specific policy recommendations to create a seamless learning system and strengthen leadership within that system, including policies at both the state and local levels. The advisory committee will also be instrumental in helping to disseminate the research findings and policy recommendations.
A subcommittee will be selected, consisting of experts in school leadership, early childhood education, learning standards and learning theory, along with successful practitioners, to develop or adapt learning modules and training for both aspiring and practicing school leaders and early childhood program leaders. This work will be coordinated with curriculum development at the University of Illinois at Chicago and the work being done by the early childhood leaders and education organizations across all regions of Illinois.
