chapter  22
15 Pages

Promising Practices in Early Childhood Teacher Assessment

ByFaiza M. Jamil, Robert C. Pianta

Over the last decade, education accountability tied to student achievement has spawned a focus on identifying how teachers contribute to student learning. Evidence suggests that quality teacher and caregiver performance (e.g. see Hamre & Pianta, 2005; Peisner-Feinberg et al., 2001; Shonkoff & Phillips, 2000) in high-quality early childhood educational (ECE) experiences yields short-and long-term benefi ts for children and communities (Knudsen, Heckman, Cameron, & Shonkoff, 2006; National Scientifi c Council on the Developing Child, 2007), making the assessment of early childhood teachers a growing concern for the fi eld.