Advisory Council

 

The current Early Learning Advisory Council (ELAC) was formed as a result of Federal Legislation and the Governor's Executive Order 2018-008 that was signed on April 17, 2018, after the previous legislation sunsetted.

Executive Order 2018 -008 Establishment of the Governors Early Learning Council
Head Start – PL 110-134 (2007) »
Early Learning Advisory Council Bylaws »

Governor Martinez appointed a thirteen member council to make recommendations and advise the government and legislature regarding early learning issues in New Mexico.

The ELAC is charged under the Executive Order to "lead the development or enhancement of a high quality,  comprehensive system of early childhood development and care that ensures statewide coordination and collaboration among the wide range of Early Learning programs and services within the state, including child care, home visitation, Early Head Start, Head Start, federal Individuals with Disabilities Educaton Act (Part C and 619 Part B) program for preschool, toddler, infants and families and pre-kindergarten programs and services".

New Mexico Early Learning Advisory Council
Mission Statement

To create a quality, sustainable, and seamless Early Care and Learning System responsive to each child birth to age 5 and their family across New Mexico; by building partnerships, integrating systems and making strategic, research-based and data-driven recommendations to policy makers and stakeholders.

New Mexico Early Learning Advisory Council
Vision Statement

To be the collective voice to move forward the Early Care and Learning System in New Mexico.
The New Mexico Early Learning Advisory Council believes that a successful early childhood care and learning system should be:

  • Developmentally, culturally and linguistically appropriate and include the implementation of program models, standards and curriculum based on research and best practices.
  • Data-driven, including the identification and prioritization of communities most at risk while striving to make the system universally available to all those who wish to participate.
  • Accountable through developmentally appropriate methods of measuring, reporting and tracking a child's growth and development and the improvement of the system's programs.
  • Accessible, especially to those children most at risk for school failure.
  • Of the highest possible quality through the utilization of qualified practitioners who have completed specialized training in early childhood growth, development and learning that is specific to the practitioner's role in the system and the maintenance of quality rating methods for the programs in the system.
  • Fully aligned within each community to ensure the most efficient and effective use of resources by combining funding sources and supporting seamless transitions for children within the system and for children transitioning into kindergarten.
  • Family-centered by recognizing that parents are the first and most important teachers of their children and providing the support and referrals necessary for parents to assume this critical role in their child's development.
  • A partnership between the state and private individuals or institutions with an interest or expertise in early childhood care and education.