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Evaluating Early Childhood Teacher Quality—A Challenge

Many of those who discuss questions of excellence in early care and education are calling for well-educated, high-quality early childhood professionals. This call is clearly reflected in the readings for this week. What, in your opinion, defines a highly qualified early childhood teacher, caregiver, and professional? In light of the readings for this week, what are the implications of the call for “high-quality teachers” for you, as someone immersed in the study of the early childhood field?
A statement, about 1 page in length, including the following:
Reasons why the issue of defining and demanding quality/excellence is complex in respect to early childhood teachers and other professionals in the field

At least three criteria that, in your opinion, should be used to evaluate a high-quality early childhood teacher

An explanation of your reason(s) for choosing these criteria

A specific reference to one or more resource(s) from this week that influenced your choice of criteria
References: 2 articles and a transcript conversation from Delila Vasquez
Castle, K. (2009). What do early childhood professionals do? Dimensions of Early Childhood, 37(3), 4–9. Retrieved from the Walden Library databases. PDF INCLUED
Hyson, M., Tomlinson, H. B., & Morris, C A (Spring 2009). Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research Practice, 11(1), p.NA
http://ecrp.uiuc.edu/v11n1/hyson.html
Laureate Education, Inc. (Executive Producer). (2011). Issues and trends in the early childhood field: Excellence and equity of care and education for children and families—Part 3. Baltimore, MD: Author.

Note: The approximate length of this media piece is 12 minutes. Delila Vasquez Transcript PDF included. Conversation with Delila Vasquez (Director of Program Services, Los Angeles Universal Preschool) about issues of equity and excellence related to EC professionals.
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