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Early Childhood Workforce

Early Childhood Workforce. Cabinet Workforce Workgroup. Goal :

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Early Childhood Workforce

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  1. Early Childhood Workforce

  2. Cabinet Workforce Workgroup Goal: Ensure Connecticut teachers in state subsidized early childhood education programs meet the mandated teacher qualifications as outlined in legislation, as we work toward raising the qualifications of all early care and education providers.

  3. Strategies: • Needs assessment of higher education, non-degree PD, and credentialing opportunities • Study group for proposing changes in licensing staff qualifications • Plan to address capacity of higher education delivery of early childhood degrees • Conduct cross-sector scan of state-funded ECE programs to determine job availability

  4. Core Knowledge and Competency Framework: National Context Comprehensive PDS systems are built on the foundation of professional standards that delineate CKCs for the workforce. All ECE and SA professionals need the central knowledge and skills described in CKCs, at a minimum, to adequately perform their roles. The development of CKCs has been identified as a high density professional development topic for 8 other states in their Child Care Development Fund(CCDF) Technical Assistance Plan. The steps that are being used by the PDW center to do this work are: Develop or refine the goal and outcome; Discuss the fit and fesability of the CKCs development or revision; Discuss other key consideration related to readiness for change; and Create an implementation plan. National Center on Child Care Professional Development and Workforce Initiatives (PDW Center) , Implementation Science of CKCs

  5. Core Knowledge and Competency Framework Definition Core knowledge and competencies (CKCs) refers to the expectations for what the workforce should know (content) and be able to do (skills) in their role working with and/or on behalf of children and their families. These CKCs provide a foundation for professional development design (including instructional practices) and other quality improvement efforts. Workforce Designs: A Policy Blueprint for State Early Childhood Professional Development Systems. NAEYC 2009.

  6. Consultants, etc… Directors Teachers CT EC Core Knowledge & Competency Framework Other… Home Visitors Specialists PD Facilitators Faculty

  7. Workgroup Process

  8. Themes • All documents in this analysis should more explicitly state the federal criteria. • Fragmentation between paths toward certifications and/or credentials. A need to connect the fragments. • Lack of uniform language or vocabulary across certifications and/or credentials to allow for ease in comparison of CKCs. • How to measure that teachers are meeting CKC benchmarks.

  9. Researchers’ Observations • Evidence of criteria exists, however no one criteria received the highest rating across all documents. • Through the process, the need to defend and prove the strength of the document led groups to objectively acknowledge areas in need of improvement. • Sharing results cultivated awareness of systemic gaps regarding alignment to the federal criteria. • Group consensus on the need for a Core Knowledge and Competency Framework.

  10. The Essential Question What are the foundational knowledge and skills required for early childhood professionals to effectively actualize the potential of all children, including those with high needs (special education, dual language/English language learning, health and mental health, etc) in a culturally sensitive and responsive approach?

  11. Teachers Specialists Consultants Core: Faculty & Facilitators Administrators

  12. Next Steps: Proposal with Cabinet Leadership Team Facilitator CT CKC Document Job Analysis Revise and Launch Feedback Loop Writers Stakeholders Sifting Panel

  13. Joan Parris, Workforce Work Group Co-Chair Darlene Ragozzine, Exec Director, CCAC Colleen Brower, Curriculum Development Specialist, CCAC Peg Oliveira, Early Childhood Research Consultant Deb Adams, SDE Consultant

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