What happened
In an EdSurge opinion article published July 14, 2026, Nicol Russell argues that early childhood teachers should be supported as “whole educators,” not treated as interchangeable staff. She recounts a teacher, Lindsay, who received schedule and practicum support, earned CDA, associate’s and bachelor’s credentials, and moved from part-time infant teacher to program coordinator.
Why it matters
Russell cites a multiyear randomized controlled trial by the National Institute for Early Education Research at Rutgers University covering 125 preschool classrooms over three school years. In classrooms using a connected ecosystem of curriculum, assessment and live professional learning, teacher retention rose by 23 percentage points, while children showed social-emotional, language and math gains on the GOLD assessment.
What to do next
Leaders should audit whether curriculum, assessment, coaching and professional development are working together, and whether teachers receive consistent, specific feedback. When adopting curricula or tools, budget for implementation support, not just purchase. The article is opinion, and the evidence excerpt does not name costs, settings beyond preschool classrooms, or conditions for scaling virtual support.
About this briefing
Reviewed by TutorFlow Editorial. We link the primary source, preserve its publication date, and distinguish reported claims from TutorFlow analysis. Our commentary focuses on practical decisions for educators and training teams.
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