Our session showcased Palo Alto High School’s Child Development Pathway (CDP) as a scalable model for cultivating the next generation of early-childhood educators. Presenters—current students, alumnae, and faculty—demonstrated how the CDP pairs rigorous coursework with continuous, hands-on fieldwork to bring developmental theory to life.
Feedback from attendees was overwhelmingly positive. Participants praised the maturity of student presenters and the tangible evidence of theory-to-practice integration. Many noted that introducing practicum experiences early—rather than as a capstone—both attracts new talent to the field and accelerates career discernment. Several institutions expressed intent to adapt the CDP model or launch similar community-embedded pathways.
Key Take-aways from Attendees
Student Presenters: Celina L, Maddie L., Sarina S., Sotary C, and Naia T.
Alumnae Presenter: Eliana F.
Faculty: Hilary McDaniel & Jennifer Pierson
- Program Overview: We traced the pathway’s evolution and its dual-credit high-school/college structure, emphasizing its alignment with NAEYC’s Developmentally Appropriate Practice and Advancing Equity position statements.
- Student Voice & Practice: Student teams shared signature projects—such as reflective play-memory exercises and the student-designed Teen Time after-school program—illustrating how real classrooms deepen understanding of child behavior, social-emotional learning, and anti-bias goals.
- Community Partnerships: Faculty detailed the collaborative framework that links CDP, local elementary schools, and childcare centers, creating mutually beneficial placements while addressing regional workforce needs.
- Challenges & Successes: We highlighted strategies that secured county-level recognition, expanded inclusive enrollment, and sustained quality amid growth.
Feedback from attendees was overwhelmingly positive. Participants praised the maturity of student presenters and the tangible evidence of theory-to-practice integration. Many noted that introducing practicum experiences early—rather than as a capstone—both attracts new talent to the field and accelerates career discernment. Several institutions expressed intent to adapt the CDP model or launch similar community-embedded pathways.
Key Take-aways from Attendees
- Early, iterative fieldwork is a powerful instructional tool, not merely an end-stage practicum.
- Authentic community partnerships enrich learning while meeting local childcare needs.
- Student-led projects foster advocacy skills and reinforce equity-driven practice.
Student Presenters: Celina L, Maddie L., Sarina S., Sotary C, and Naia T.
Alumnae Presenter: Eliana F.
Faculty: Hilary McDaniel & Jennifer Pierson
