Appendices

Working Group Members

Stephanie Bernoteit, Illinois Board of Higher Education

Laura Bornfreund, New America, Early & Elementary Education Policy

Sherry Cleary, New York Early Childhood Professional Development Institute (PDI)

Ingrid T. Colón, UnidosUS

Abby Copeman Petig, Center for the Study of Child Care Employment

Amy Ellen Duke-Benfield, National Skills Coalition

Elise Franchino, New America, Early & Elementary Education Policy

Mary Harrill, National Association for the Education of Young Children

Judy Levin, University of Central Florida, Early Childhood Development and Education Program

Abbie Lieberman, New America, Early & Elementary Education Policy

Alison Lutton, Independent Consultant

Clare McCann, New America, Higher Education Policy

Giselle Emilia Navarro-Cruz, Cal Poly Pomona

Susan Neimand, Miami Dade College

Iris Palmer, New America, Higher Education Policy

Sue Russell, T.E.A.C.H. Early Childhood National Center

Albert Wat, Alliance for Early Success

Ashley Williams, EDvance, San Francisco State University

Principles for Promising Practices

To determine which promising practices to hold up, the group identified four principles that initiatives and programs should meet. We want to see strategies, practices, and innovations that are:

1. Aimed at addressing at least one of the barriers identified by the working group
2. Informed by research related to the preparation and development of early childhood educators and strategies that support nontraditional students
3. Being implemented in at least one location in the U.S. or another country
4. Focused on equity

We are especially interested in initiatives and programs that aspire to:

1. Incorporate practitioner and/or student voice in program design
2. Show the program is working for the targeted population with evaluation data (including formative or summative evidence)
3. Show results in multiple locations, sectors, or institutions
4. Use sustainable funding models