Montana School Leaders Knowledge of a P-3 Framework and Developmentally Appropriate Practice.

Nationally, fourth-grade reading scores have stagnated since 1992 (NAEP, n.d.). Offering Pre-K in public schools, including Montana’s early literacy interventions for four-year-olds under H.B. 352, is one method to address this. District leaders, as policymakers, are crucial in implementing developmentally appropriate Pre-K classrooms that prioritize child development, early learning, and supportive environments (Takanishi, 2016; NRC, 2015). Yet, many lack formal early childhood training, limiting their ability to lead effectively (Brown et al., 2014). A systematic review by Little et al. (2022) found a critical need for research on principal leadership within the P-3 continuum, highlighting gaps in quantitative and qualitative data. This study seeks to address these gaps and provide actionable insights for professional learning, university preparation programs, and policy reforms to enhance early childhood leadership and student outcomes. This explanatory sequential mixed methods study employs a pragmatic framework to examine the knowledge and competencies of Montana school administrators regarding a comprehensive P-3 Framework and Developmentally Appropriate Practice (DAP). The focus is on districts implementing Early Literacy Intervention classrooms authorized by Montana House Bill 352. Existing literature highlights a gap in understanding how leaders of Pre-K programs within elementary schools influence student outcomes. Phase 1 involves surveying superintendents, curriculum directors, and principals, informed by the P-3 Framework developed by the University of Colorado Denver and Leading Learning Communities: A Principals’ Guide to Early Learning and the Early Grades (Pre-K–3rd Grade). Phase 2 builds on survey findings to develop interview questions, employing purposeful, stratified sampling to explore how leaders acquire early childhood education knowledge and identify professional learning opportunities. Results will guide the creation of targeted interventions using the Knowledge to Action Process and can inform policy and university administrator training programs.