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Assistant teachers in state-funded preschool programs


The information we do know about assistant teachers is presented in this report, including the type of certification, qualifications, and/or other credentials states require for assistant teachers prior to being employed in a state-funded preschool program. We present a summary of the state requirements and variations based on settings, focusing on the most common requirement: the Child Development Associate (CDA) credential and its equivalent. We then review the various pathways and ongoing professional development states have established to support assistant teachers, highlighting a few innovative models. Finally, we discuss the inequitable ways assistant teachers are treated, despite the important role they play in the preschool classroom. (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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