Early Childhood Workforce

Cabinet Workforce WorkgroupCabinet 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.

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

Core Knowledge and Competency Core Knowledge and Competency Framework: National ContextFramework: 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:1.Develop or refine the goal and outcome;2.Discuss the fit and fesability of the CKCs development or revision;3.Discuss other key consideration related to readiness for change; and 4.Create an implementation plan.

National Center on Child Care Professional Development and Workforce Initiatives (PDW Center) , Implementation Science of CKCs

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.

Core Knowledge and Competency Core Knowledge and Competency Framework DefinitionFramework Definition

CT EC Core Knowledge & Competency Framework

CT EC Core Knowledge & Competency Framework

Consultants, etc…

Consultants, etc…

DirectorsDirectors

Home Visitors

Home Visitors

FacultyFacultyPD

Facilitators

PD Facilitators

SpecialistsSpecialists

Other…Other…

Teachers

Workgroup ProcessWorkgroup Process

ThemesThemes

• 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.

Researchers’ ObservationsResearchers’ 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.

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?

The Essential QuestionThe Essential Question

Core:Consultants

Faculty & FacilitatorsAdministrators

Teachers

Specialists

Next Steps: Next Steps: Proposal with Cabinet Leadership TeamProposal with Cabinet Leadership Team

Facilitator

Writers Stakeholders

Sifting Panel

Feedback Loop

CT CKC Document

Job Analysis

Revise and Launch

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