Principals with Pre-K classes need specific training

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Many states, including New Jersey, provide state-funded pre-K in a mix of settings that includes public elementary schools and licensed child care centers. While efforts to ensure the quality of pre-K programs include programs across settings, those operating within public elementary schools raise unique concerns. 

Nationally, more than one-half of elementary school principals work in schools serving pre-K children and are responsible for guiding developmentally appropriate instruction and fostering a school culture inclusive of pre-K classrooms. 

However, expectations about principals’ knowledge and skills related to early care and education are misaligned with their professional preparation. Many lack experience and expertise in ECE. Given that early learning trajectories rely on quality early learning experiences before, during, and after pre-K, specific training is necessary to prepare for transitions throughout the early learning continuum.

This report details the findings of the Early Childhood Higher Education Inventory: Principal Certification Programs [Principal Inventory] (CSCCE, 2016) conducted in the state of New Jersey in 2016. 

The Principal Inventory is a research tool used to assess the inclusion of course content and field experiences related to early education in preparation programs for educational professionals seeking to become principals. 

The report outlines an approach to reconceptualizing and strengthening preparation and support for principal candidates and current school leaders.