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Institute Publications

Browse our collection of guides, books, briefs and other publications aimed at providing high quality, thought provoking information for teachers, families, policy makers and all stakeholders in the field of early childhood.

New Featured Publications

Forgotten Frontline Workers: A Snapshot of Family Child Care and COVID-19 in New York COVID-19 in New York
Mark Nagasawa, Ph.D. and Kate Tarrant, Ed.D.

We are pleased to share the third report from the New York Early Care and Education COVID-19 Survey, which the New York Early Childhood Professional Development Institute conducted in partnership with Bank Street College of Education. The survey’s goal was to provide information about how the pandemic was affecting early childhood program leaders, teachers, and family child care providers to inform policy decisions that will help us to navigate this ongoing crisis. This brief report highlights both the unique challenges that family child care providers faced, as well as the resilience they showed during the pandemic's first wave.


Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being
Mark Nagasawa, Ph.D. and Kate Tarrant, Ed.D.

This research brief is a follow-up to the snapshot report: Understanding the Impact of COVID-19 on New York's Early Childhood System which explored how New York's ECE field was faring during the early phases of the COVID-19 pandemic Understanding the Impact provided a descriptive snapshot that raised reflective questions about the field’s needs in the areas of: (1) emotional well-being, (2) programs’ reopening and economic assistance, (3) individuals’ economic support needs, and (4) issues around developmentally meaningful remote care and instruction. This survey, along with others conducted by the Day Care Council, Raising New York, and the National and New York State Associations for the Education of Young Children provide a comprehensive portrait of the challenges facing the early care and education system throughout New York State.


Equity in Action: CUNY Early Childhood Workforce Scholarship

In Summer 2019, the Institute worked with CUNY to launch the Early Childhood Workforce Scholarship. The scholarship was an initiative of Governor Cuomo’s, recommended by the Early Childhood Advisory Council and endorsed by the NYS Women’s Justice Agenda. This scholarship is specifically designed to support the early childhood workforce and covers tuition for students working at least 20 hours/week in licensed centers. This report of the first year of the scholarship details the incredible results that the first 100 scholarship recipients were able to achieve – 99% of the students completed their coursework, even as classes transformed to remote learning with the onset of the COVID-19 pandemic, and 96% of students received an A or B grade in their courses.


New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System
Kate Tarrant, Ed.D. and Mark Nagasawa, Ph.D

To understand the impact of COVID-19 on New York’s early childhood workforce, the New York Early Childhood Professional Development Institute and Bank Street College of Education partnered to administer a survey with members of the Aspire Registry. The survey strives to capture the perspectives of early childhood program leaders, teachers, and family child care providers about their experiences with the COVID-19 pandemic to inform policy and practice. In this report, we highlight descriptive data pertaining to our study participants, their current program status, remote instruction approaches, employment status, and personal well-being. We conclude with a discussion that contextualizes the findings and raises opportunity to inform ongoing discussion with stakeholders from across the field.


The NYS Early Learning Guidelines Revised
  • Lists the developmental milestones children attain between birth and age 5.
  • A resource to refer to when you want to know how children develop.
  • Provides sample strategies to help you bridge your knowledge of child development to your practice.
  • Available in English y en Español

Our Annual Report

2017 Annual Report
Annual Report for the New York Early Childhood Professional Development Institute

Throughout this report, you will see that the components of our work intersect with each other. We build systems, we innovate, experiment with, and evaluate new paradigms – all the time with an eye towards implementation, and then we support policy change.This diversity of impact comes from our focus on and deployment of a diverse and talented range of people.


Classroom Practice & Professional Development

The Core Body of Knowledge
New York State's Core Competencies for Early Childhood Educators
  • Outlines recommended practices for educators and administrators.
  • Can be used as a self-assessment or in conjunction with a performance appraisal with a supervisor, coach, or mentor.
  • Includes a tool to help you chart your professional goals and career development.

The NYS Early Learning Guidelines Revised
  • Lists the developmental milestones children attain between birth and age 5.
  • A resource to refer to when you want to know how children develop.
  • Provides sample strategies to help you bridge your knowledge of child development to your practice.
  • Available in English y en Español

The New York State Prekindergarten Learning Standards
A Resource for School Success
  • Provides a framework for all four year old prekindergarten children regardless of abilities, language, background or diverse needs.
  • Use as a resource for planning professional learning opportunities.
  • Includes a Sample Instructional Unit

The Pathway Guide to New York Early Childhood Teacher Certification

There are several pathways to becoming a New York State certified early childhood education teacher. This booklet is designed to make navigating that process a little simpler.


Institute Policy & Research

Forgotten Frontline Workers: A Snapshot of Family Child Care and COVID-19 in New York COVID-19 in New York
Mark Nagasawa, Ph.D. and Kate Tarrant, Ed.D.

We are pleased to share the third report from the New York Early Care and Education COVID-19 Survey, which the New York Early Childhood Professional Development Institute conducted in partnership with Bank Street College of Education. The survey’s goal was to provide information about how the pandemic was affecting early childhood program leaders, teachers, and family child care providers to inform policy decisions that will help us to navigate this ongoing crisis. This brief report highlights both the unique challenges that family child care providers faced, as well as the resilience they showed during the pandemic's first wave.


Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being
Mark Nagasawa, Ph.D. and Kate Tarrant, Ed.D.

This research brief is a follow-up to the snapshot report: Understanding the Impact of COVID-19 on New York's Early Childhood System which explored how New York's ECE field was faring during the early phases of the COVID-19 pandemic Understanding the Impact provided a descriptive snapshot that raised reflective questions about the field’s needs in the areas of: (1) emotional well-being, (2) programs’ reopening and economic assistance, (3) individuals’ economic support needs, and (4) issues around developmentally meaningful remote care and instruction. This survey, along with others conducted by the Day Care Council, Raising New York, and the National and New York State Associations for the Education of Young Children provide a comprehensive portrait of the challenges facing the early care and education system throughout New York State.


Equity in Action CUNY Early Childhood Workforce Scholarship

In the Summer of 2019, Governor Cuomo’s office called upon CUNY to ask for partnership in launching the New York Early Childhood Workforce Scholarship – an initiative recommended by the NYS Early Childhood Advisory Council and endorsed by the NYS Women’s Justice Agenda. The University Dean of the Office of Early Childhood Initiatives (OECI) and Executive Director of the New York Early Childhood Professional Development Institute (Institute) went before the CUNY Board of Trustees to request pilot funding for the first year of the scholarship with an assurance that a successful pilot would result in state funding in the following year. This report explores that findings of this initiative.


New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System
Kate Tarrant, Ed.D. and Mark Nagasawa, Ph.D

To understand the impact of COVID-19 on New York’s early childhood workforce, the New York Early Childhood Professional Development Institute and Bank Street College of Education partnered to administer a survey with members of the Aspire Registry. The survey strives to capture the perspectives of early childhood program leaders, teachers, and family child care providers about their experiences with the COVID-19 pandemic to inform policy and practice. In this report, we highlight descriptive data pertaining to our study participants, their current program status, remote instruction approaches, employment status, and personal well-being. We conclude with a discussion that contextualizes the findings and raises opportunity to inform ongoing discussion with stakeholders from across the field.


Coaching: An Essential Innovation in Early Childhood Education

Coaching – individualized professional development grounded in the daily practice of the early childhood classroom – is one of the most effective strategies to equip our workforce for success (Kraft, Blazar, & Hogan, 2018). In this brief, we discuss:

  1. why we should expand access to coaching,
  2. what makes coaching effective in a birth-to-five context, and
  3. what steps New York State has taken to create a coaching infrastructure.

Institute Policy Briefs

Our policy briefs contain research-based policy recommendations for making positive change in the field of early childhood care and education.


The QUALITYstarsNY Assessment Report
QUALITYstarsNY: New York State's Bold Step to Ensure Access to Excellence in Early Childhood Education

The New York State Early Childhood Advisory Council and the New York Early Childhood Professional Development Institute are pleased to announce the release of the results of the first-ever comparative analysis of performance data on programs participating in QUALITYstarsNY, New York State’s early childhood quality rating and improvement system.


Learning About the Workforce
A Profile of Early Childhood Educators in New York's Community- and School-Based Centers

To develop a profile of the workforce, we surveyed directors, teachers, and assistant teachers in licensed community- and school-based early childhood centers in New York serving children birth to five years old


Learning About The Learners
An Examination of Training for Early Care and Education Workers in New York

A needs assessment conducted by the New York Early Childhood Professional Development Institute.


Initiative Newsletters

The Institute Newsletter
News and Information from the New York Early Childhood Professional Development Institute


Leadership Initiative Newsletters
News and Information for Leadership Initiative Members

Produced by our Leadership Initiative, this periodic newsletter provides updates, recommended resources and profiles of membes of the Leadership Initiative.


Connections in Early Learning
A Newsletter for Family Child Care Providers

Produced by our ACS/CUNY Informal Family Child Care project, this periodic newsletter provides information and activities specifically aimed at the work of family child care providers.


The Institute Archive

Early Childhood News (2008 - 2012)
The Institutes Periodic Newsletter for Early Childhood Professionals

Early Childhood News was a periodic publication produced by the institute from 2008 to 2012. Each issue included news from the field, news from the Institute, as well as activities, advice and assistance for early childhood professionals.


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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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