Taunton High School’s Early Education and Care program earns state approval – Taunton Daily Gazette

Report on the Chapter 74 Approval of Taunton High School’s Early Education and Care Program

1.0 Introduction

The Early Education and Care program at Taunton High School has received official approval as a Chapter 74 vocational program from the Massachusetts Department of Elementary and Secondary Education. This designation represents a significant advancement in the school’s career and technical education offerings. The program’s structure and objectives align directly with several United Nations Sustainable Development Goals (SDGs), primarily focusing on providing quality education, fostering decent work, and reducing inequalities.

2.0 Program Structure and Contribution to SDG 4 (Quality Education)

The program is designed to provide inclusive and equitable quality education and promote lifelong learning opportunities, directly addressing the core tenets of SDG 4. Approximately 100 students in grades 10 through 12 participate annually in a newly implemented cohort model.

2.1 Cohort Model and Peer Mentorship

The program utilizes a mixed-grade cohort model that facilitates peer-to-peer learning and mentorship. This structure supports SDG Target 4.A by building and upgrading education facilities that are child-friendly and providing safe, non-violent, inclusive, and effective learning environments for all.

• Students in 10th, 11th, and 12th grade learn collaboratively.
• Senior students mentor and guide their sophomore and junior peers.
• Participants rotate through both preschool and pre-K classrooms, ensuring comprehensive experience.

2.2 Practical Application through Tiger Tots

A cornerstone of the curriculum is the integration of Tiger Tots, the on-site preschool and pre-K program. This hands-on learning environment is critical for achieving SDG Target 4.2, which aims to ensure that all children have access to quality early childhood development, care, and pre-primary education. High school students are responsible for:

• Developing and delivering lesson plans.
• Managing classroom environments.
• Supporting the developmental needs of young children.

3.0 Economic Empowerment and Alignment with SDG 8 (Decent Work and Economic Growth)

The program is fundamentally oriented towards promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all, as outlined in SDG 8. It equips students with technical and vocational skills relevant for employment and decent jobs (SDG Target 4.4).

3.1 Workforce Readiness and Credentials

Upon completion, graduates possess qualifications that enable immediate entry into the workforce, contributing to SDG Target 8.6, which seeks to reduce the proportion of youth not in employment, education, or training.

1. Graduates are qualified to apply for teaching positions in private preschools and child care centers.
2. The program provides a direct pathway to higher education in fields such as education and child development.
3. Students can earn multiple industry-recognized credentials, including:

• CPR Certification
• First Aid Certification
• EEC Strong Start Certification
• Future incorporation of NOCTI’s Early Childhood Education and Care credentials

4.0 Broader Institutional Impact and Contribution to SDG 10 (Reduced Inequalities)

By offering this program within a public school system, Taunton High School promotes inclusive access to vocational training, thereby contributing to SDG 10 by reducing inequality of outcome and ensuring equal opportunity. The Early Education and Care program is one of nine Chapter 74 programs at the institution, which collectively enroll over 900 students.

4.1 Program Growth and Student Success

The expansion of career and technical education at Taunton High School reflects a commitment to providing diverse and equitable pathways for student success. The program’s recent achievements, including placing at the SkillsUSA (Massachusetts) competition in Early Childhood Education, underscore its effectiveness in preparing students for future success and empowering them to pursue their passions.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is centered on an educational initiative, the Taunton High School’s Early Education and Care program. It discusses providing quality vocational training, ensuring students gain relevant skills for employment, and improving early childhood education, all of which are core components of SDG 4.

• SDG 8: Decent Work and Economic Growth

  The program is explicitly designed as a “career and technical education” initiative to prepare students “to enter the workforce with valuable skills.” By equipping youth with job-specific qualifications and credentials, the program directly contributes to promoting productive employment and decent work, which is the essence of SDG 8.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

1. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   The article directly addresses this target by describing a program that provides students with “hands-on learning experiences” and “Early Education and Care qualifications that allow them to apply for teaching positions.” The mention of earning “industry-recognized credentials, including CPR, First Aid and EEC Strong Start certifications” further reinforces the focus on developing relevant skills for employment.

2. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   The program’s approval as a “Chapter 74 vocational program” signifies its status as a quality-assured technical and vocational education pathway accessible to high school students. The article notes that Taunton High School offers nine such programs, enrolling over 900 students, demonstrating a commitment to providing access to this type of education.

3. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

   While the program’s main focus is on high school students, it directly contributes to this target by training a future workforce of qualified early education teachers. Furthermore, the integration of “Tiger Tots, the on-site preschool and pre-K program,” as a cornerstone of learning improves the quality of early childhood care available in the community by having well-structured lesson plans and support for the “developmental needs of young children.”

SDG 8: Decent Work and Economic Growth

1. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training (NEET).

   Although the target date has passed, the program’s mission aligns with its goal. By enrolling “about 100 students” each year in a program that provides a direct “pathway for students interested in pursuing higher education” or to “enter the workforce,” it actively works to keep youth engaged in education and training, thereby reducing the risk of them becoming NEET.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article contains several quantitative and qualitative indicators that can be used to measure progress.

• Quantitative Indicators

  These are specific numbers mentioned in the article that track participation and scale.

  • The number of students participating in the Early Education and Care program each year (about 100).
  • The total number of Chapter 74 vocational programs offered at the school (nine).
  • The total number of students enrolled in all Chapter 74 programs (more than 900).
  • The number of students in non-Chapter 74 programs (927) and innovation pathways (120).

• Qualitative Indicators

  These are non-numerical measures of the program’s quality, recognition, and outcomes.

  • The official approval of the program as a “Chapter 74 vocational program” by the state.
  • The acquisition of “Early Education and Care qualifications” by graduating students.
  • The earning of “industry-recognized credentials” such as CPR, First Aid, EEC Strong Start, and future NOCTI credentials.
  • Student achievement in competitions, such as “placing at SkillsUSA (Massachusetts) in Early Childhood Education.”
  • The existence of a clear pathway to employment (in private preschools) or higher education.

4. SDGs, Targets and Indicators Table

Source: tauntongazette.com