Leading & Inspiring Change

Leading & Inspiring Change The Post Master’s Certificate in Early Education Research, Policy, and Practice Anne Douglass, Ph.D., Program Director, [email protected]

The Program Launched in 2012 with support from the MA Department of Early Education and Care, the 12-credit Post Master’s Certificate (PMC) in Early Education Research, Policy, and Practice was designed to address the demand for new leadership in the field of early care and Education (ECE) in Massachusetts and beyond. Unique not only in the Commonwealth but nationwide, the program:  Creates a leadership pathway for early educators  Serves as a pipeline to doctoral programs in early education  Provides a model for advancing leadership for improvement and innovation from within the field Educators learn about using research to drive improvements and innovation in practice and policy. The program enhances educators’ capacity to be change agents – to be the voice in the field advancing change, in ways that ensure that all young children and their families thrive.

“The PMC model is unique. [Students] gain advanced professional knowledge without leaving their position, without abandoning the roots that they have. Instead they can use what they know on a day-today basis and put it together with advanced academic knowledge. That makes this program so important and so innovative.”

Currently, few advanced academic or leadership opportunities exist for early Dr. Marilou Hyson educators. New models like this program are critical for meeting the needs of a International ECE Expert rapidly advancing field. Leadership is an essential lever for change. To improve the quality of education and care for young children, it is essential to cultivate leaders with classroom experience who are familiar with the latest cutting-edge research, attuned to policy issues, and capable of envisioning and facilitating systemic change. The Students The 43 students who completed the program as of 2015 are experienced professionals (99% female) who have worked in the ECE field for an average of 18 years. They range in age from their 20s to 60s, with the majority between the ages of 30-59, and 84% are white, 9 % Hispanic, 5% black, and 2% Asian. They work across all sectors of the ECE mixed delivery system serving children with and without disabilities, ages birth to eight. The program operates on a cohort model to promote networking, collaboration, and peer support. As one student described, “It’s a whole different feeling to be part of a bigger, more professional network because teaching in a classroom is isolating. Often I have felt alone or in the minority in my pursuit of quality early education. These courses have introduced me to peers that share my struggle. The relationships I have made in this program are not only valuable resources but also sources of strength I can rely on.”

In the final course in the program (Leadership and Change), students design a “change project” that integrates what they learned in the program with their practice expertise to design a plan for improvement or innovation in ECE research, policy, and/or practice. Students present these projects at the annual ECE Leadership Forum at UMass Boston. Sample Student Change Projects     

Creating a Single System for Early Educator Credentials Formalizing Assessment of Young Children’s Imaginative Play Revealing Montessori: Raising Awareness and Support of Montessori in ECE Early Educator Compensation: A Shared Responsibility Massachusetts Family Support Program: Solid Foundation for Deaf and Hard of Hearing Babies

What do early educators say about the program? Graduates consistently describe how the program ignites their passion for change and transforms their understanding about how to lead improvement to benefit children and families. For some, the program is a pathway into doctoral study. The words of three graduates below illustrate what educators have learned:

"how to actually make an impact"

"you just have to keep moving forward"

•This program allows you to come in and not just obtain knowledge but also practice that knowledge immediately in the classroom. Then it takes you one step further into how to actually make a change, how to actually make an impact in the industry, not just in your classroom.

•In the PMC we also talked about forging [ahead] and doing what we know is right, and then I think about those books we read, Leading Through Change, and sometimes you have to just keep moving forward. You can't get stuck on does everybody agree? Are we going to do it? Aren't we? You just have to kinda bulldoze your way through sometimes.

"I'm not afraid..." •Now I feel like I can get into a discussion and I’m not afraid to express my opinion. I’m not afraid to present a different way to do things or a different approach that I think might work better.

Learn More! View our four-part video series to learn how the Post Master’s Certificate Program supports leadership for change and innovation from within the ECE field:

https://www.youtube.com/playlist?list=PLUFVjdQqDvCcX5u6VYM1L155btPkt_adN