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Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies

Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies

Joy Lundeen Ellebbane, Carmen Colón, Wendy Pollock
Copyright: © 2020 |Pages: 27
ISBN13: 9781799850892|ISBN10: 1799850897|EISBN13: 9781799850908
DOI: 10.4018/978-1-7998-5089-2.ch009
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MLA

Ellebbane, Joy Lundeen, et al. "Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies." Professional and Ethical Consideration for Early Childhood Leaders, edited by Denise D. Cunningham, IGI Global, 2020, pp. 175-201. https://doi.org/10.4018/978-1-7998-5089-2.ch009

APA

Ellebbane, J. L., Colón, C., & Pollock, W. (2020). Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies. In D. Cunningham (Ed.), Professional and Ethical Consideration for Early Childhood Leaders (pp. 175-201). IGI Global. https://doi.org/10.4018/978-1-7998-5089-2.ch009

Chicago

Ellebbane, Joy Lundeen, Carmen Colón, and Wendy Pollock. "Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies." In Professional and Ethical Consideration for Early Childhood Leaders, edited by Denise D. Cunningham, 175-201. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5089-2.ch009

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Abstract

As more young children enter public education, leaders and principals need to understand informal modes of education that have documented success with young children. In New York City, this need has become more urgent as city funding increased the number of early childhood programs in public schools. With this increase, school leaders need to extend their learning to support these teachers, children, and families. Bank Street College has a long history of work in these spaces and supporting the development of teachers and leaders in these communities. This chapter uses two case studies to outline professional learning models, one with a network of early childhood programs and the other with a K-8 school. The rationale is that change occurs through thoughtful and supportive learning experiences that include reflection and time to consider what is needed to alter teacher/leader practices. The results of these programs can be used by school leaders to support their work with early childhood teachers and form professional learning partnerships with colleges and external organizations.

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