iowa task force on professional levels and competencies

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Iowa Task Force on Professional Levels and Competencies

Final Report to the Iowa Department of Education

APPENDICES

A. Member Biographical Information

B. Charge

C. Iowa Department of Education Approval Process for PLC Task Force Recommendations

D. Recommendations of the PLC Task Force

Recommendation 1: Create Three Performance Levels for Teachers and Teacher Assistants

Working with Children from Birth through Kindergarten, Regardless

of Program Setting. Embed the Performance Levels in ECI’s

Professional Development System.

Recommendation 2: Ensure that Each Performance Level for Teachers is Associated with

Essential Competencies that Articulate Performance Expectations

Recommendation 3: Ensure that Each Performance Level for Teacher Assistants is

Associated with Essential Competencies that Articulate

Performance Expectations

Recommendation 4: Create a Single Teaching Endorsement for Early Childhood

Educators Based on the Essential Competencies for Early Care and

Education Teachers

Recommendation 5: Align Iowa’s Paraeducator Certification with Current Best

Practices in Early Childhood Education

Recommendation 6: Link Teacher and Teacher Assistant Performance Levels with Early

Childhood Education Certifications, Degrees, and Endorsements

Recommendation 7: Create an Assessment Tool to Promote Use of the Early

Learning Performance Levels and Essential Competencies by Teaching

Staff and Their Supervisors

E. List of Resource Documents

List of Briefing Documents

F. Guiding Principals for Working Together

G. Iowa Task Force on Professional Levels and Competencies Work Plan

H. Task Force Work Group Members

I. Guiding Principles for Task Force Recommendations

J. Criteria for Assessing Essential Competencies

K. Glossary of Terms

L. Approved Verbs for Use in Essential Competencies

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IOWA PROFESSIONAL LEVELS AND COMPETENCIES TASK FORCE

APPENDIX A

MEMBER BIOGRAPHICAL INFORMATION

Mary Ann Adams —Mary Ann received her BS degree in Home Economics Education from

North Dakota State University and her MS in Effective Teaching from Buena Vista

University. She has held various family and consumer sciences (FCS) positions throughout her

career including: extension home economist, utility home economist, community college adult

education instructor, secondary family and consumer sciences instructor, area education

educational consultant. In her current position, she serves as the state consultant for Family and

Career Services (FCS) and state adviser for the career and technical student organization

connected to FCS called Family, Career and Community Leaders of America (FCCLA).

Mary Airy —Mary Airy is a native Iowan who graduated from Iowa State University with a BS

in Elementary Education. She earned a MA from the University of Iowa in Early Childhood

Curriculum. Mary taught 19 years in 2 Iowa school districts: Bedford Community Schools and

Benton Community Schools. The final 11 years were at the Kindergarten level. Mary has worked

as an Area Education Agency consultant for 16 years. Currently, she coordinates early childhood

professional development initiatives, such as Every Child Reads and Iowa Quality Preschool

Program Standards, and collaborates with six local Community Empowerment Boards. She also

provides technical assistance to early childhood stakeholders applying for and implementing the

Statewide Voluntary Preschool Program for Four-Year-Old Children.

Judith Bowstead Nye —Judith Bowstead Nye taught in the Southeast Polk and Williamsburg

Community schools prior to her appointment in elementary and early childhood education at

Luther College, Decorah. She holds the Bachelor of Arts degree in Elementary Education, a

Master of Arts degree in Early Childhood, and a PhD in Elementary Education, Supervision of

Instruction and Reading, all from the University of Iowa. Currently, she is a Professor of

Education and Department Head at Luther. She has served as a consultant to a number of school

districts and has presented papers on early childhood and reading at a number of regional and

national conferences. She is a past president of the Iowa Association of Colleges for Teacher

Education and serves on higher education accreditation teams for the Iowa Department of

Education.

Michael Cavin —Michael Cavin has been a Consultant with the Board of Educational

Examiners (BOEE) since 2007. His primary responsibility is Special Education Licensure. Prior

to his position with BOEE, he coordinated both Federal Research and State Improvement grants

at the University of Northern Iowa, Department of Special Education where he also served as an

Adjunct Instructor in “Methods and Transition of Individuals with Severe Mental Disabilities,”

“Special Education Collaboration,” and “Meeting the Needs of Diverse Learners.” His areas of

professional interest are self-determination, inclusion, and transition of individuals with

disabilities.

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Dawn Collins —Dawn Collins has served in her current position in the Department of Human

Services since September 2007. Her responsibilities include coordinating and supporting the

work of Child Care Resource and Referral, Regional Infant Toddler Specialists, Child Care

Home Consultants, Training Coordinators, and Professional Development Consultants. She also

is responsible for approving trainings that meet the department’s child care regulatory

requirements. She represents the department in Early Childhood Iowa (ECI) efforts to build a

statewide professional development system. She serves on the ECI Professional Development

Component Group Steering Committee and the Positive Behavior Supports Leadership Team.

Prior to her current work, Dawn served as the Executive Director of a non-profit domestic

violence/sexual assault agency for eight years. During that time, she was involved in the

development of competency standards for advocates and a credentialing system through the Iowa

Coalitions of Domestic Violence and Sexual Assault. She continues to support anti-violence

work through service on the Board of Directors for the Iowa Coalition Against Sexual Assault.

Dawn served five years in the U.S. Army before completing her college education, which

includes a BA (psychology & sociology) from William Penn University and a MS (sociology)

from Oklahoma State University. She lives in Oskaloosa with her husband and two children.

Delora Jespersen Hade -—Delora Hade is in her fifth year as an instructor in the Early

Childhood Education program at Des Moines Area Community College (DMACC). Before

coming to DMACC, she was a T/TA Specialist for Iowa with the Region VII Head Start training

and technical assistance system based in Raytown, MO. She has held a variety of positions in the

field, including operating a family day care home, working with children of various ages in a

child care center, teaching kindergarten, and working as a trainer and assistant director at the

Head Start Staff Development Center in Marshalltown. Delora has bachelor’s and master’s

degrees in Child Development and a Ph.D. in Human Development and Family Studies with an

ECE emphasis, all of which are from Iowa State. She lives in Ames with her husband, Dave,

their son, and two dogs and a cat in a lovely little house in the woods.

Sally Hartley —Sally Hartley has always lived in Iowa and graduated from Iowa State

University with a BS in Child Development and a MS with emphasis in adult education. She

taught kindergarten for two years, infant/toddler programming for two years, and preschool for

seven years. She also worked at a “Before and After School” lab school as a graduate assistant at

Iowa State and in the Sioux City area for a total of three years.

Sally worked at the North West Area Education Agency (NWAEA) for 23 years as an early

interventionist for children birth to three years and as a classroom consultant while also teaching

night classes and supervising student teachers at Western Iowa Tech for two years and at

Morningside College for 17 years. Currently, Sally coordinates Every Child Reads for NWAEA

and provides training in early childhood. She served for five years on the Iowa Empowerment

Board and has served on local empowerment area boards, as well. She presently is on the board

of the Community Action Agency of Siouxland. She worked for four years as a Validator for the

NAEYC Academy for Early Childhood Program Accreditation and was part of the Verification

process for 4-year-old funded programs. She presently is assisting with QPPS training at the

local level.

Susan Hegland —Susan Hegland received her Ph. D. in Developmental Psychology from The

Ohio State University. She has been involved in teaching, research, evaluation, and consultation

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in early care and education for over 30 years. She currently is an Associate Professor in Human

Development and Family Studies at Iowa State University, where she serves as Director of Early

Childhood Education and Coordinator for the Child Development Laboratory School. Her

research focuses on factors that influence the quality of early care and education and the impact

of early care and education programs on children and families.

Penny Lingle—

Education

Bachelor's degree from Graceland University, Lamoni, Iowa; Master of Public

Administration from Drake University, Iowa; additional graduate work at UCLA.

Experience Director of West Central Community Action Head Start in ten counties

Director of New Opportunities, Inc. Head Start/Early Head Start in seven counties

Executive Director Denison Chamber of Commerce

Statewide Training Coordinator – South Dakota Office of Child Care Services

College instructor

Computer programmer

Additional Information

Graduate, Head Start Johnson & Johnson Management Fellows Program, UCLA

Member, National Head Start Association

Member, National Association for the Education of Young Children

Member, Iowa Head Start Association and current president

Served on South Dakota Even Start Advisory Council

Served on National Advisory Council, the Free to Grow Project, funded by the Robert

Wood Johnson Foundation

Served on South Dakota Children’s Coalition

Served on the South Dakota Child Care and Early Education Alliance

Member, National Child Care Apprentice Association

Served on the South Dakota Early Childhood Council

Served on the South Dakota Early Learning Guidelines Team

South Dakota Apprenticeship Mentor Trainer

Certified in WestEd PITC

Environment Rating Scale Trainer

Mother Goose Trainer

Reach Out and Read Trainer

Barb Merrill —Barb Merrill is the Executive Director of the Iowa Association for the Education

of Young Children and the Project Manager for T.E.A.C.H. Early Childhood IOWA. Her

bachelor’s degree is in Child Development from the University of Maine, and her master’s

degree is in Adult Education from Drake University. She has worked in the early care and

education field for thirty years, including teaching in child care and Head Start, providing family

child care, directing a child care center, coordinating training at Child Care Resource and

Referral, providing home visitation in a Parents as Teachers program, and instructing at the

college level. She serves on the Early Childhood Iowa Council, State Child Care Advisory

Council, and the Early Access Council.

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Geri McMahon —Geri McMahon is serving in her 10th

year as a licensure consultant for the

Iowa Board of Educational Examiners (BOEE). She works with colleges that offer the early

childhood endorsements as well as with teachers who are trying to add an early childhood

endorsement to their teaching license. She also works with teacher assistants who are obtaining

their paraeducator certificates as a generalist and the early childhood area of concentration. Prior

to working with the BOEE, Geri worked as a Title I Program Director for the Nebraska

Department of Education and then for the Iowa Department of Education as a Title I and Migrant

Education Consultant. She was an elementary teacher on the Omaha Indian reservation in

Walthill, Nebraska. She taught preschool in northwest Iowa and was the director of a preschool

and child care center. She holds a Bachelor of Arts in Elementary Education and a Master of

Science in Education from Wayne State College. She lives in the Des Moines area and has two

wonderful children who are currently in kindergarten and second grade.

Carla A. Peterson —Carla Peterson has worked with early childhood programs including Head

Start and Early Head Start, early childhood special education (ECSE), and child care for over 30

years. She joined the faculty of the Department of Human Development and Family Studies at

Iowa State University (ISU) in 1992 and teaches graduate courses in the early childhood teacher

education program. She is collaborating with faculty colleagues at ISU on an ECSE leadership

personnel preparation project. She has conducted numerous research and evaluation projects,

most of which have been completed in collaboration with community-based agencies and with

faculty members from other universities. Presently, she is working with a team at ISU on a

project designed to enhance mathematics instruction in preschool classrooms and has

collaborated with a faculty member at the University of Northern Iowa to conduct an evaluation

of the Iowa’s Shared Visions Programs, which serve preschool-aged children who are at risk for

poor developmental outcomes. She also is working with a team at ISU to provide coaching

support to child care programs implementing positive behavior supports. She collaborated with

the Mid-Iowa Community Action, Inc. on Project HOME (Home Observation to Measure

Effectiveness) and the Early Head Start Research and Evaluation Project. She collaborated with

faculty members at ISU and four other universities on the Midwest Child Care Research

Consortium. She has extensive experience working as a field-based professional as well as an

early childhood teacher in a Head Start program, in child care centers, and in a public school

program providing ECSE services. In addition, she has administrative experience in child care

and ECSE settings.

She serves on several state-wide committees including the Iowa Child Development

Coordinating Council and the Program-Wide Positive Behavior Supports Statewide Planning

Team. She serves as an administrative law judge for special education. Her Ph.D. from the

University of Minnesota is in Educational Psychology.

Carol Rainforth —Carol Rainforth has been employed by Child Care Resource and Referral

(CCR&R) of Central Iowa since 1997. She served as the Regional Training Coordinator for

CCR&R of Central Iowa for the past 5 years. This experience and prior professional

assignments, including work as an early childhood education consultant, directing an NAEYC-

accredited child care center, teaching preschool, and teaching first grade, have deepened Carol’s

commitment to influencing the quality of educational and developmental experiences for young

children through efforts to improve professional development opportunities in the field.

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Jill Uhlenberg —Jill Uhlenberg currently is the Head of the Department of Curriculum and

Instruction (C&I) at the University of Northern Iowa (UNI). She has been at UNI for 19 years.

Previously, she spent two years as Coordinator of the Early Childhood Division within the C&I

department. She spent 15 years as Director of the campus Child Development Center (CDC), a

full-day program serving children from birth to kindergarten of students, faculty, and staff. She

supervised 12 lead teachers and approximately 80 student assistants, plus the hundreds of

students who observed and/or taught lessons each year in the program’s four classrooms. The

CDC is also a site for faculty research. Throughout her years at UNI, Jill has taught classes in

early childhood education. She has also been active as a presenter at many levels and has been an

NAEYC early childhood program accreditation program validator and commissioner. She is a

past president of a national organization for campus children’s centers.

Jill holds a BA in Elementary Education and two MAE degrees—Early Childhood

Education and Education of the Gifted—all from UNI. Her PhD is from the University of Iowa

in Iowa City. She lives with her husband, John, in rural La Porte City where he farms and hauls

grain in the off-season. They are parents of four grown children and have three grandchildren.

Terry Wangberg —Terry Wangberg is Director of the TriUMPH Early Childhood Program at

Southwestern Community College in Creston Iowa. The TriUMPH Program is a professional

development and quality improvement project supporting early care and education programs in

the Area Education Agency 14. The program targets center-based programs in Clarke, Decatur,

Ringgold, Lucas, and Union counties.

Terry holds an MBA in marketing, with additional graduate course work in Early

Childhood Education and Human Development & Family Studies. Her past work experiences

include: toddler & preschool teacher, childbirth educator, play therapist, and Head Start

Disabilities and Health Coordinator. Her current administrative position includes: development

and implementation of credit and non-credit early childhood programming; strategic planning,

grant writing and budgeting; as well as, staff development and supervision. She is a member of

the T.E.A.C.H. Advisory Committee, the Child Development Associate Credential (CDA)

Advisory Committee, the Community College Early Childhood Alliance, State PW-Public

Broadcasting System Leadership Advisory Committee, and the Iowa & Region VII Head Start

boards.

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APPENDIX B

CHARGE TO THE IOWA TASK FORCE

ON PROFESSIONAL LEVELS AND COMPETENCIES

FROM THE IOWA DEPARTMENT OF EDUCATION

AND EARLY CHILDHOOD IOWA

PROFESSIONAL DEVELOPMENT STEERING COMMITTEE

INTRODUCTION

Research increasingly demonstrates the importance of quality early learning environments to a

child’s development and learning, especially during the years prior to kindergarten. It also is

increasingly recognized that the competence of children’s teachers is a significant contributor to

the effectiveness of these out-of-home learning environments. Iowa has been working to improve

program quality through the development of early learning standards (skills young children

should have), preschool program standards (the quality of preschool programs for three- and

four-year-olds), a child care rating system (the quality of child care programs for birth- to school

age), and the Iowa Core Curriculum essential concepts and skills for kindergarten. Development

of updated teacher competencies associated with different levels of proficiency and aligned with

state and national standards is the next step toward ensuring the effectiveness of children’s early

learning environments in out-of-home settings.

CHALLENGES AND OPPORTUNITIES

Iowa’s child care and early education programs1 have widely varying standards and expectations

for teachers of young children. For instance, Department of Human Services (DHS) regulations

permit an adult with no formal education to serve as the teacher in a child care center or

community-based preschool. Iowa’s new Statewide Voluntary Preschool Program for Four Year

Olds requires an appropriately licensed teacher who has a bachelor’s degree with an early

childhood endorsement. Similar expectations exist for teachers of children in kindergarten

through third grade. Most recently, Head Start regulations are requiring an increasing proportion

of teachers to have four year degrees.

Efforts in Iowa to increase competencies for early care and education teaching staff2 have begun

addressing the need for better prepared personnel, but Iowa still falls short of establishing

1 The term early care and education falls within the “early learning and special needs/early intervention ovals” of

the Iowa Early Care, Health, and Education system diagram and encompasses both “early care” and “education.” 2 The term early care and education teaching staff refers to all members of the teaching team who work directly

with children, including teachers and assistant teachers, in child care, Head Start, preschool/pre-kindergarten, and

kindergarten regardless of program auspice. Teachers are defined as those adults with primary responsibility for a

group of children. Assistant teachers are adults who work under the direct supervision of a teacher. This definition is

taken from the NAEYC Early Childhood Program Standards and Accreditation Criteria and falls within the “early

learning and special needs/early intervention ovals” of the Iowa Early Care, Health, and Education system diagram.

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consistent state requirements for all teaching personnel of young children, birth through

kindergarten. With increasing public and legislative expectations that children will enter school

ready to succeed and meet state performance standards, along with stronger program standards

requirements being advanced by state and national organizations such as Iowa Quality Preschool

Program Standards, NAEYC’s (National Association for the Education of Young Children)

Early Childhood Program Standards and Accreditation Criteria, and requirements outlined in the

most recent reauthorization of Head Start, demand is growing for better prepared early care and

education teaching staff.

Additionally, the state’s changing demographics points to an increasingly diverse child

population. The complexion of the early care and education workforce has remained unchanged,

pointing to the need for more targeted recruitment strategies.

This coalescence of forces is propelling Iowa to implement a cohesive statewide system of

professional development. This demand, in turn, creates an opportunity for developing updated

competency and proficiency levels that can encompass all early care and education teaching

staff.

This is not a new conversation in Iowa. We have engaged in conversations about professional

development for an extended period of time. The time has arrived when we must move beyond

conversation and engage in decision making. Elevated program standards, increased personnel

requirements, and escalating demands for student achievement are increasingly defining the

work of early care and education teaching staff. The responsibility to define performance

expectations, outline the preparation necessary to meet these expectations, and prepare the

system infrastructure that will be needed so all who choose can fulfill these requirements no

longer can be delayed.

In response, an interagency effort led by the Iowa Department of Education and Early Childhood

Iowa Professional Development Steering Committee is convening the Task Force on

Professional Levels and Competencies to address this issue and provide recommendations. The

creation of this Task Force is one more step in the State’s efforts to create a comprehensive early

care, health, and education professional development system.

CHARGE

The Task Force on Professional Development Levels and Competencies will identify proficiency

levels and associated competencies for teaching staff of children from birth through kindergarten

that:

Address all teaching staff in the State’s early care and education system, regardless of

program type or auspice;

Ensure teaching staff have the prerequisite knowledge, skills, and dispositions to meet

required quality program standards and State early learning standards;

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Address the knowledge, skills, and dispositions individuals need to know and be able to do to

be recognized as early care and education teachers or assistant teachers of children from birth

through kindergarten;

Update/revise the State’s Core Body of Knowledge for Best Practices for teaching staff of

children birth through kindergarten;

Identify levels of professional development and recommend competencies associated with

each of the professional development levels identified;

Ensure that the recommended proficiency levels and competencies consider required

program standards and teacher preparation requirements;

Ensure that the recommended competencies align with the Iowa Core Curriculum essential

concepts and skills kindergarten to grade 3; and,

Ensure that the recommended proficiency levels and competencies advance the State’s

efforts to create a cohesive early care, health, and education professional development

system.

The Task Force recommendations will be submitted to the Iowa Department of Education and

Early Childhood Iowa (ECI) Professional Development Steering Committee for review. ECI’s

State Agency Liaison Team (SALT) will serve as an ad hoc advisor and will be asked to assume

responsibility for contributing toward implementation of the final recommendations.

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APPENDIX C

Department of Education Approval Process

For PLC Task Force Recommendations

November 2, 2009

Introduction

*Based on the authority invested in the ECI Steering Committee for Professional Development

by the ECI Council, the Steering Committee authorized the Iowa Department of Education to

convene the PLC Task Force. Given that the task force's work fell within the overall

responsibilities of the Steering Committee to create a comprehensive professional development

system for the state, the Charge to the task force was issued by both the Steering Committee and

DE.

*The Steering Committee's work is focused on the big picture of creating a comprehensive

statewide system of professional development for the "four ovals." The Steering Committee is in

the midst of organizing itself more effectively for its work and intends to create four committees

to steer its on-going work, each associated with one of the sub-system ovals. Next steps

regarding the task force's work, therefore, will likely fall under the purview of two of these

committees: The Early Learning Oval and the Early Intervention/Special Needs Oval.

*The DE was assigned oversight of the task force because of its expertise in this area and close

relationship with other state departments. Unless something unforeseen occurs, the Steering

Committee is trusting the DE with creating a decision making process for reviewing and

approving the task force's recommendations.

Iowa Department of Education Timeline and Approval Process

January 30, 2010

The PLC Task Force recommendations will be submitted for review to the

Iowa Department of Education and Early Childhood Iowa (ECI) Professional

Development Steering Committee in January 2010, following formatting by

the PLC Task Force Facilitator.

A two week internal agency and cross agency review process will

immediately be initiated. Reviews will be solicited from:

*ECI’s State Agency Liaison Team (SALT);

*The State Board of Education with the intent of considering the

implications, if any, for their Strategic Plan 2011-2012;

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*The ECI Professional Development Steering Committee; and,

*The Bureau Chief, Early Childhood Services, Division Administrator,

Division of Prekindergarten, Elementary and Secondary Education, and

Director, Iowa Department of Education.

February 26, 2010

Penny Milburn, DE Early Childhood Consultant, will review and summarize

all input (including from the regional Open Forums) and submit these

summaries, along with recommendations, to the Bureau Chief, Early

Childhood Services, Division Administrator, Division of Prekindergarten,

Elementary and Secondary Education to be forwarded to the DE Director for

final approval.

March 1, 2010

Date for approval by the DE Director of the PLC Task Force

recommendations.

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APPENDIX D

RECOMMENDATION 1

Create Three Performance Levels for Teachers and Teacher Assistants

Working with Children from Birth through Kindergarten, Regardless of

Program Setting. Embed the Performance Levels in ECI’s Professional

Development System

Progressing Professional – demonstrates a basic level of knowledge, skills, and dispositions

o Begins to evaluate practices based on stated outcomes

o Begins to engage in reflective teaching and professional development

o Requires ongoing supervision/mentoring

Skilled Professional – demonstrates knowledge, skills, and dispositions relevant to the

characteristics of the learner

o Evaluates and refines practices based on stated outcomes

o Engages in reflective teaching and professional development

o Independent of continuous and/or direct supervision

Mastery Professional – Consistently demonstrates knowledge, skills, and dispositions

relevant to the characteristics of the learner

o Continuously evaluates and refines practices based on stated outcomes

o Engages in reflective teaching and professional development

o Serves as role model/mentor/coach

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Appendix D

Recommendation 2: Teacher Essential Competencies

Standard 1: Promoting Child Development and Learning

I = Infant; T = Toddler; P = Preschool; K = Kindergarten

Level 1 Progressing

Level 2 Skilled

Level 3 Mastery Level

I T P K I T P K I T P K

1a: Knowing and understanding young children’s characteristics and needs

Document Notes:

1. As defined by the charge to the PLC Task Force, teachers are defined as those adults with primary responsibility for a group of children. Assistant teachers are

adults who work under the direct supervision of a teacher. These definitions come from the 2005 NAEYC Early Childhood Program Standards and Accreditation

Criteria.

2. Subsequent performance levels incorporate performance expectations articulated in previous levels.

1a.1 Demonstrates basic understanding of typical and atypical child development

X X X X

1a.2 Demonstrates basic understanding of developmentally appropriate expectations

and positive guidance techniques

X X X X

1a.3 Demonstrates comprehensive understanding of typical and atypical child

development

X X X X

1a.4 Demonstrates comprehensive understanding of developmentally appropriate

expectations and positive guidance techniques

X X X X

1a.5 Communicates importance of responsive care to child’s development of

identity and sense of self

X X X X

1a.6 Models reflective coaching practices that demonstrate comprehensive

understanding of child development and positive guidance strategies

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



1b: Knowing and understanding the multiple influences on development and learning

Document Notes:



Criteria.


1b.1 Demonstrates understanding of environmental, cultural, and biological

influences on development and learning

X X X X

1b.2 Demonstrates understanding of influence of stress and trauma on pre-, peri-,

and post-natal development

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

Document Notes:



Criteria.


1c.1 Develops and maintains a classroom environment that reflects knowledge of

state regulations and recommended practice standards

X X X X

1c.2 Demonstrates cultural competence through respectful interactions with children

and families

X X X X

1c.3 Maintains indoor and outdoor environments that meet health and safety needs,

including large group areas, small groups areas, interest areas with a variety of

materials, and separate quiet and active play areas that accommodate the diverse

needs of each and every child

X X X X

1c.4 Maintains classroom procedures and routines that support high expectations for

children’s learning and promote joy, curiosity, and spontaneous play

X X X X

1c.5 Maintains supportive learning environments that promote children’s positive

social interaction, active engagement, and self regulation

X X X X

1c.6 Engages in intentional practices that value diversity and demonstrates

understanding that bias and discrimination impact development

X X X X

1c.7 Designs and evaluates play-based environments that support exploration,

growing independence, and self-regulation

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


1c.8 Implements and maintains classroom procedures and routines that support high

expectations for learning

X X X X

1c.9 Implements and maintains learning environments that promote positive social

interaction, active engagement, and self-regulation

X X X X

1c.10 Models use of the environment as a key learning tool

X X X X

1c.11 Explains how the environment reflects the teacher’s intentionality and

program philosophy

X X X X

1c.12 Demonstrates caregiving routines in a relaxed, reassuring, and individualized

manner based on child’s developmental needs

X X X X

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Appendix A


Standard 2: Building Family and Community Relationships


Level 1 Progressing

Level 2 Skilled



2a: Knowing about and understanding diverse family and community characteristics

Document Notes:



Criteria.


2a.1.1 Communicates daily with families to support children’s early care, health, and

education

X X

2a.1.2 Communicates frequently with families in order to understand family and

community characteristics

X X

2a.2 Identifies diverse family structures, relationships, child rearing preferences,

abilities, languages, and cultural and ethnic practices, and considers their impact on

child development, curriculum, and healthy relationships

X X X X

2a.3 Identifies community resources that meet expressed and/or observed needs of

the family

X X X X

2a.4 Adapts consistently to the expressed and/or observed individual needs of

diverse families and the community to promote healthy relationships

X X X X

2a.5 Models relationship-based, individualized approaches to family involvement

based on expressed and/or observed family and community characteristics

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



2b: Supporting and engaging families and communities through respectful, reciprocal relationships

Document Notes:



Criteria.


2b.1 Solicits and uses family information regarding family strengths, challenges,

needs, and goals

X X X X

2b.2 Provides feedback and information to families based on expressed and/or

observed goals or needs

X X X X

2b.3 Engages in two-way communication and consistently uses what is learned to

adapt

X X X X

2b.4 Supports families as decision-makers through collaborations with families and

communities, using multiple and diverse methods of communication

X X X X

2b.5 Shares effective practices with families and staff through modeling, mentoring,

and/or coaching

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



2c: Involving families and communities in their children’s development and learning

Document Notes:



Criteria.


2c.1 Provides activities and materials that support children’s learning and

development at home and in the community in response to observed and/or expressed

goals and needs

X X X X

2c.2 Supports the development and maintenance of positive parent-child

relationships

X X X X

2c.3 Coordinates with all who provide care and learning opportunities for each child,

developing a community of support for children and families

X X X X

2c.4 Individualizes curriculum based on assessment data and collaboration with

families, early care, health, and education teams, and communities

X X X X

2c.5 Models family and community partnership strategies for others

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



2d: Advocates for consistent representation of diversity and children’s home culture within the group

Document Notes:



Criteria.


2d.1 Demonstrates cultural competence through a positive attitude towards one’s

own culture and towards cultural differences

X X X X

2d.2 Demonstrates cultural competence by integrating knowledge of different

cultural practices

X X X X

2d.3 Develops and integrate practices that reflect children’s home cultures,

communities, languages, and experiences

X X X X

2d.4 Connects families with community resources in response to observed and/or

expressed goals or needs

X X X X

2d.5 Models and supports other’s development by incorporating inclusive and

culturally responsive practices

X X X X

2d.6 Coordinates community resources in support of diverse families

X X X X

of 105

Appendix D


Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families


Level 1 Progressing

Level 2 Skilled



3a: Understanding the goals, benefits, and uses of assessment

Document Notes:



Criteria.


3a.1 Recognizes that assessment and evaluation results should be used to adapt

instruction

X X X X

3a.2 Recognizes that curriculum, assessments, and teaching and intervention

strategies should align with program and individual goals

X X X X

3a.3 Identifies current educational, legal, and ethical issues associated with

assessment and evaluation practices

X X X X

3a.4 Uses assessment and evaluation results to adapt instruction

X X X X

3a.5 Designs curriculum, assessments, teaching, and intervention strategies that

align with individual and program goals

X X X X

3a.6 Models appropriate assessment and evaluation practices for program

improvement, as well as for teaching and learning

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



3b: Knowing about assessment partnerships with families and with professional colleagues

Document Notes:



Criteria.


3b.1 Applies educational, legal, and ethical criteria when building

assessment partnerships with families and other professionals

X X X X

3b.2 Demonstrates communication and team building skills in assessment practices

with families and other professionals

X X X X

3b.3 Advocates for the educational, legal, and ethical criteria that support

partnerships with families and other professionals with respect to assessment

practices

X X X X

3b.4 Models a broad range of communication and team building strategies in

assessment practices with families and other professionals

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches

Document Notes:



Criteria.


3c.1 Demonstrates developing knowledge of evidence that supports appropriate use

of assessment and evaluation strategies

X X X X

3c.2 Uses assessment and evaluation strategies appropriately

X X X X

3c.3 Applies current educational, legal, and ethical guidelines when using

assessment practices to support children's individual strengths, interests, and needs

(e.g., cultural, linguistic, ability diversity)

X X X X

3c.4 Demonstrates a range of appropriate assessment and evaluation strategies (e.g.,

family interview, observation, documentation, assessment instrument) to support

individual strengths, interests, and needs

X X X X

3c.6 Develops and adapts instructional strategies based on assessment information

X X X X

3c.7 Implements authentic assessment based on observations of spontaneous play

X X X X

3c.8 Implements current educational, legal, and ethical guidelines when using

assessment practices to support children's individual strengths, interests, and needs

(e.g., cultural, linguistic, ability diversity)

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


3c.9 Models competence in using assessment and evaluation strategies (e.g., family

interview, observation, documentation, assessment instrument)

X X X X

3c.10 Models selection and use of appropriate tools and interpretation of assessment

information to implement appropriate practice (e.g., make referrals, design

interventions, develop and modify instructional strategies, curriculum, and

IFSPs/IEPs)

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



3d: Understanding and practicing responsible assessment to promote positive outcomes for each child

Document Notes:



Criteria.


3d.1 Applies appropriate assessment and evaluation practices to meet children’s

individual needs

X X X X

3d.2 Models responsible assessment and evaluation practices (e.g., cultural,

linguistic, ability diversity)

X X X X

of 105

Appendix D


Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families


Level 1 Progressing

Level 2 Skilled



4a: Understanding positive relationships and supportive interactions as the foundation of their work with children

Document Notes:



Criteria.


4a.1 Engages in positive primary caregiving skills with children

X X X

4a.2 Demonstrates positive, professional relationships and supportive interactions,

both intracultural and intercultural, with all children, families, and staff

X X X X

4a.3 Organizes, supports, and supervises the activities of other adults in the

classroom

X X X X

4a.4 Develops, implements, and evaluates individualized plans, including IFSPs and

IEPs, as a team member with families and other professionals

X X X X

4a.5 Demonstrates skill in observing interactions and interpreting, describing, and

solving problems between and among children, staff, parents, and self

X X X X

4a.6 Demonstrates flexibility in responding to children's cultural, social, and

emotional needs in the classroom environment

X X X X

4a.7 Develops, implements, and evaluates individualized plans, including IFSPs and

IEPs, as a team leader with families and other professionals

X X X X

4a.8 Models the implementation of primary caregiving strategies with children

X X X

4a.9 Demonstrates leadership in promoting supportive interactions among children,

families, and staff

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


4a.10 Supports children appropriately as they transition into and out of programs

X X X X

4a.11 Demonstrates appropriate and effective supports for children and families

transitioning into and out of programs or classrooms

X X X X

4a.12 Demonstrates extensive understanding of research and theories underlying

effective practices that promote supportive interactions

X X X X

4a.13 Models and mentors relationship building with culturally and linguistically

diverse children and families

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



4b: Knowing and understanding effective strategies and tools for early education

Document Notes:



Criteria.


4b.1 Explains developmentally appropriate practices that facilitate the learning and

development of each child

X X X X

4b.2 Describes a range of strategies and tools that can be adapted to meet the

individuals needs of each child

X X X X

4b.3 Coaches others in appropriate, individualized strategies that are responsive to

the assessed needs of each child

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

Document Notes:



Criteria.


4c.1 Demonstrates a range of effective, respectful, responsive, and reciprocal

strategies, including technology and play, to positively support each child’s

development and learning

X X X X

4c.2 Uses strategies appropriate for individual, small group, and large group settings

in order to engage each child and promote learning and development

X X

4c.3 Observes and adapts to the verbal and nonverbal communication cues of each

child

X X X X

4c.4 Uses effective guidance and group management strategies so each child is

engaged in meaningful learning throughout the day and wait time and transitions are

minimized

X X X X

4c.5 Seeks and uses additional resources and/or agencies outside the program/school

when needed to effectively facilitate the learning and self-regulation of each child

X X X X

4c.6 Coaches others in the use of effective, integrative strategies to support

children's learning and development

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



4d: Reflecting on their own practice to promote positive outcomes for each child

Document Notes:



Criteria.


4d.1 Engages in self-reflection on teaching in order to adapt instruction and

implement more intentional practices to meet each child’s needs

X X X X

4d.2 Coaches others in self-reflection on teaching in order to plan appropriate

adaptations in support of each child’s needs

X X X X

of 105

Appendix D


Standard 5: Using Content Knowledge to Build Meaningful Curriculum


Level 1 Progressing

Level 2 Skilled



5a: Understanding content knowledge and resources in academic disciplines

Document Notes:



Criteria.


5a.1 Explains the big ideas and methods of inquiry for each relevant academic

discipline

X X X X

5a.2 Explains the research basis supporting the big ideas and methods of inquiry for

each relevant academic discipline

X X X X

5a.3 Coaches others in big ideas and methods of inquiry for each relevant academic

discipline

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

Document Notes:



Criteria.


5b.1.1 Uses appropriate research-based curricula to support children's development

along the teaching- learning paths in the Infant-Toddler Iowa Early Learning

Standards: 1. Physical Well-Being and Motor Development

1.1 Healthy and Safe Living

1.2 Play and Senses 1.3 Large Motor Development

1.4 Fine Motor Development

2. Approaches to Learning 2.1 Curiosity and Initiative

2.2 Engagement and Persistence

2.3 Problem Solving 3. Social and Emotional Development

3.1 Self

3.2 Self-Regulation 3.3 Relationships with Caregivers

3.4 Relationships with Children

3.5 Sense of Community 4. Communication, Language, and Literacy

4.1 Language Understanding and Use

4.2 Early Literacy 4.3 Early Writing

5. Mathematics and Science

5.1 Comparison and Number 5.2 Patterns

5.3 Shapes and Spatial Relationships

5.4 Scientific Reasoning

6. Creative Arts

6.1 Art 6.2 Music, Rhythm, and Movement

6.3 Dramatic Play

X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


5b.1.2 Uses appropriate research-based curricula to support children’s learning along

the teaching- learning paths in each set of content area standards and benchmarks in

the Preschool Iowa Early Learning Standards 7. Physical Well-Being and Motor Development


7.2 Play and Senses

7.3 Large Motor Development


8. Approaches to Learning

8.1 Curiosity and Initiative 8.2 Engagement and Persistence

8.3 Problem Solving

9. Social and Emotional Development

9.1 Self

9.2 Self-Regulation

9.3 Relationships with Caregivers

9.4 Peer Interactions 9.5 Awareness of Community

10. Communication, Language, and Literacy


10.2 Early Literacy

10.3 Early Writing


11.1 Comparison and Number

11.2 Patterns 11.3 Shapes and Spatial Relationships


11.5 Scientific Problem Solving

11.6 Measurement

12. Creative Arts

12.1 Art

12.2 Music, Rhythm, and Movement

12.3 Dramatic Play

X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


5b.1.3 Uses appropriate research-based curricula to support children’s learning along

the teaching- learning paths in each content area of the Iowa Core Curriculum

X

5b.2 Evaluates early childhood curricula in terms of their relationship to research

and to state content and learning standards

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and

evaluate meaningful, challenging curricula for each child

Document Notes:



Criteria.


5c.1 Demonstrates use of ongoing observation, documentation, and reflection to

plan, implement, evaluate, and adapt research-based curricula to meet the needs of

each child (including those with IFSPs/IEPs)

X X X X

5c.2 Uses the Iowa Early Learning Standards with information from ongoing child

observations and assessments to plan, implement, and evaluate appropriate

instruction that improves academic and developmental progress of all children

(including those with IFSPs/IEPs)

X X X X

5c.3 Integrates national, state, and local guidelines to effectively review, select, and

analyze appropriate research-based curricula to meet the learning needs of each and

every child

X X X X

5c.4 Advocates for comprehensive, research-based curriculum that targets identified

goals, incorporating adaptations to meet learning needs of each and every child

X X X X

of 105

Appendix D


Standard 6: Becoming a Professional


Level 1 Progressing

Level 2 Skilled



6a: Identifying and involving oneself with the early childhood field

Document Notes:



Criteria.


6a.1 Demonstrates awareness of professional resources to improve teaching children

(e.g., journals, professional organizations, recommended practices)

X X X X

6a.2 Demonstrates awareness of early childhood program accreditation criteria and,

with guidance, implements them as appropriate

X X X X

6a.3 Uses supervisors, mentors, and colleagues to enhance professional development

X X X X

6a.4 Develops a professional development plan based on self, peer, and supervisory

evaluations and participates in related professional development opportunities

X X X X

6a.5 Uses professional resources to improve teaching

X X X X

6a.6 Demonstrates awareness of and implements early childhood program

accreditation criteria

X X X X

6a.7 Collaborates with supervisors, mentors, and colleagues to enhance professional

growth

X X X X

6a.8 Designs and implements a professional development plan based on student

achievement, self, peer, and supervisory evaluation and recommended practices

X X X X

6a.9 Models the use of professional and technological resources to improve teaching

of children (e.g., journals, research, webinars) X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


6a.10 Advocates for the importance of achieving early childhood program

accreditation

X X X X

6a.11 Engages with supervisors and colleagues to enhance professional growth

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



6b: Knowing about and upholding ethical standards and other professional guidelines

Document Notes:



Criteria.


6b.1 Upholds applicable professional code of ethics for the educational setting and

licensure requirements

X X X X

6b.2 Demonstrates awareness of relevant professional guidelines ( national, state, or

local) and state standards for content and learner outcomes

X X X X

6b.3 Upholds relevant standards of confidentiality, sensitivity, and respect for

children, families, and colleagues

X X X X

6b.4 Adheres to relevant laws pertaining to child abuse, rights of children with

disabilities, and school attendance

X X X X

6b.5 Demonstrates dispositions essential for effective teaching (e.g., empathy,

enthusiasm, resilience, and resourcefulness) in early childhood settings

X X X X

6b.6 Uses relevant professional guidelines (national, state, or local) and state

standards for content and outcomes

X X X X

6b.7 Models the relevant professional code of ethics for the early childhood

profession, the educational setting, and state licensure requirements

X X X X

6b.8 Integrates relevant professional guidelines ( national , state, or local) and state

standards for content and learner outcomes X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



6c: Engaging in continuous, collaborative learning to inform practice

Document Notes:



Criteria.


6c.1 Demonstrates introductory inquiry and self-motivation skills

X X X X

6c.2 Develops introductory collaborative learning skills across disciplines and in

inclusive settings

X X X X

6c.3 Seeks appropriate professional development across disciplines

X X X X

6c.4 Demonstrates inquiry and self-motivation in learning

X X X X

6c.5 Demonstrates collaborative learning across disciplines and in inclusive settings

X X X X

6c.6 Models inquiry skills and self-motivation in learning

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



6d: Integrating knowledgeable, reflective, and perspectives on early education

Document Notes:



Criteria.


6d.1 Demonstrates analysis and reflection on teaching practice

X X X X

6d.2 Uses data for decision making with children

X X X X

6d.3 Demonstrates the ability to self-analyze and reflect on teaching practices and

use data for decision making

X X X X

6d.4 Models the ability to analyze and reflect on own practice and teaching

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



6e: Engaging in informed advocacy for children and the profession

Document Notes:



Criteria.


6e.1 Advocates for developmentally appropriate teaching practices

X X X X

6e.2 Advocates for issues affecting the lives of children

X X X X

6e.3 Demonstrates communication skills necessary for effective advocacy

X X X X

6e.4 Advocates for developmentally appropriate practice; demonstrates awareness of

issues that affect the lives of children; demonstrates necessary communication skills

X X X X

6e.5 Demonstrates leadership for developmentally appropriate practice, awareness

of issues that affect the lives of children, and communication skills necessary for

effective advocacy

X X X X

of 105

Appendix D

Recommendation 3: Teacher Assistant Essential Competencies



Level 1 Progressing

Level 2 Skilled



1a: Knowing and understanding young children’s characteristics and needs

Document Notes:



Criteria.


1a.1 Recognizes concepts of typical and atypical child development

X X X X

1a.2 Recognizes general concepts of developmentally appropriate expectations and

positive guidance techniques

X X X X

1a.3 Describes concepts of typical and atypical child development X X X X

1a.4 Describes general concepts of developmentally appropriate expectations and

positive guidance techniques

X X X X

1a.5 Demonstrates importance of their role in supporting play, activity, learning

processes, and the child’s motivation to learn.

X X X X

1a.6 Demonstrates understanding of typical and atypical child development through

their interactions with children and families

X X X X

1a.7 Demonstrates understanding of developmentally appropriate expectations and

positive guidance techniques through their interactions with children and families

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



1b: Knowing and understanding the multiple influences on development and learning

Document Notes:



Criteria.


1b.1 Engages in a safe, secure, warm, loving relationship with each and every child

X X X X

1b.2 Identifies multiple influences on development and learning

X X X X

1b.3 Describes the multiple influences of environment and heredity on development

and learning (e.g., nature and nurture)

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


1c.1 Works cooperatively with the teacher to organize a learning environment

designed to meet the health, safety, and individual learning needs of each and every

child in the program while also maximizing opportunities for individual development

and appropriate play

X X X X

1c.2 Demonstrates developing knowledge that bias and discrimination affect

children’s development

X X X X

1c.3 Demonstrates developing knowledge of appropriate nutrition, feeding, physical

activity, and self-help strategies for each child

X X X X

1c.4 Assists in developing and maintaining a classroom environment that reflects

knowledge of state regulations and recommended practice standards

X X X X

1c.5 Assists in providing and supporting a respectful learning environment that

promotes challenging play, spontaneous activity, and guided investigations

X X X X

1c.6 Implements developmentally appropriate nutrition, feeding, physical activity,

and self-help strategies for each child

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



2a: Knowing about and understanding diverse family and community characteristics

Document Notes:



Criteria.


2a.1 Demonstrates respect for family and community diversity

X X X X

2a.2 Identifies and responds to specific differences between individual families’

expressed and/or observed needs

X X X X

2a.3 Describes the impact of individual family’s expressed and/or observed needs on

the child’s development and learning

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



2b: Supporting and engaging families and communities through respectful, reciprocal relationships

Document Notes:



Criteria.


2b.1 Demonstrates respect for families through regular communication

X X X X

2b.2 Builds positive, welcoming relationships with families

X X X X

2b.3 Uses information to build supportive, reciprocal relationships

X X X X

2b.4 Communicates with families to provide information and solicit feedback (e.g.,

daily routines, upcoming events, resource sharing)

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



2c: Involving families and communities in their children’s development and learning

Document Notes:



Criteria.


2c.1 Recognizes the value of family and community involvement for each and every

child’s learning and development

X X X X

2c.2 Demonstrates openness to family and community input into each child’s

learning opportunities

X X X X

2c.3 Assists in providing activities, materials, and learning aids for each child’s use

at home and in the community

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



2d: Advocates for consistent representation of diversity and children’s home culture within the group

Document Notes:



Criteria.


2d.1 Recognizes and demonstrates a positive attitude toward diversity within his/her

setting

X X X X

2d.2 Advocates for each and every child’s home and cultural diversity to be

recognized within the group

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



3a: Understanding the goals, benefits, and uses of assessment

Document Notes:



Criteria.


3a.1 Demonstrates awareness of the needs and benefits of assessment

X X X X

3a.2 Contributes to discussions regarding interpretation and use of assessment data

X X X X

3a.3 Demonstrates developing knowledge of the relationship between goals for

assessment and evaluation and for teaching and learning

X X X X

3a.4 Recognizes alignment among individual and program goals, curriculum,

teaching, intervention strategies, and assessments, including those related to special

services (e.g., IFSPs/IEPs)

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



3b: Knowing about assessment partnerships with families and with professional colleagues

Document Notes:



Criteria.


3b.1 Demonstrates awareness that families and other professionals contribute to the

assessment process

X X X X

3b.2 Shares anecdotal data from family members and professional colleagues that

can be relevant to assessment

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


3c.1 Recognizes a variety of assessment tools

X X X X

3c.2 Assists team members with collecting assessment data

X X X X

3c.3 Collects assessment data independently

X X X X

3c.4 Participates with the teaching team in providing and summarizing assessment

data

X X X X

of 105

Appendix D


Standard 3: Observing, Documenting and Assessing to Support Young Children and Families


Level 1 Progressing

Level 2 Skilled



3d: Understanding and practicing responsible assessment to promote positive outcomes for each child

Document Notes:



Criteria.


3d.1 Demonstrates respect for confidentiality of child and family assessment data

X X X X

3d.2 Demonstrates accuracy in data collection

X X X X

3d.3 Demonstrates developing ability to apply assessment and evaluation practices

appropriately when working with individual children

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


4a.1 Demonstrates positive professional relationships and supportive interactions

with children, families, and staff

X X X X

4a.2 Supports the activities of other adults in the classroom

X X X X

4a.3 Supports the implementation of individualized plans as a team member

X X X X

4a.4 Demonstrates flexibility in working with a variety of age ranges, temperaments,

and ability levels in relation to each and every child

X X X X

4a.5 Demonstrates ability to respond appropriately to behavioral cues (e.g., stops

feeding a baby who turns head away)

X X X X

4a.6 Demonstrates positive primary caregiving skills with children

X X X

4a.7 Implements individualized plans with family members and other professionals

as a team member

X X X X

4a.9 Demonstrates positive professional relationships and supportive interactions,

both intracultural and intercultural, with children, families, and staff

X X X X

4a.10 Anticipates and supports the activities of other adults in the classroom

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



4b: Knowing and understanding effective strategies and tools for early education

Document Notes:



Criteria.


4b.1 Recognizes developmentally appropriate practices that support the learning and

development of each child

X X X X

4b.2 Identifies a range of strategies and tools that can be adapted to meet individual

needs of each child

X X X X

4b.3 Explains developmentally appropriate practices that support each child’s

learning and development

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



4c: Using a broad repertoire of developmentally appropriate teaching/learning practices

Document Notes:



Criteria.


4c.1 Demonstrates respectful, responsive, and reciprocal strategies in care and

teaching

X X X X

4c.2 Demonstrates a range of effective care and teaching approaches, including

technology and play, to support each and every child’s development and learning

X X X X

4c.3 Uses strategies appropriate for individual, small group, and large group settings

in order to engage each child and promote learning and development

X X

4c.4 Observes and adapts to the verbal and nonverbal communication cues of each

child

X X X X

4c.5 Uses effective guidance and group management strategies so each child is

engaged in meaningful learning throughout the day and wait time and transitions are

minimized

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



4d: Reflecting on their own practice to promote positive outcomes for each child

Document Notes:



Criteria.


4d.1 Participates in self-reflection, with teacher feedback, in order to adapt

instruction and implement more intentional practices to meet each child’s needs

X X X X

4d.2 Engages in self-reflection, in partnership with the teacher, in order to adapt

instruction and implement more intentional practices to meet each child’s needs

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



5a: Understanding content knowledge and resources in academic disciplines

Document Notes:



Criteria.


5a.1 Recognizes the big ideas and methods of inquiry for each relevant academic

discipline

X X X X

5a.2 Identifies the research basis supporting the big ideas and methods of inquiry for

each relevant academic discipline

X X X X

5a.3 Explains the big ideas and methods of inquiry for each relevant academic

discipline

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


5b.1.1 Assists with implementation of appropriate, research-based curricula to

support children's development along the teaching- learning paths in the Infant-

Toddler Iowa Early Learning Standards: 1. Physical Well-Being and Motor Development


1.2 Play and Senses

1.3 Large Motor Development


2. Approaches to Learning

2.1 Curiosity and Initiative


2.3 Problem Solving

3. Social and Emotional Development

3.1 Self

3.2 Self-Regulation

3.3 Relationships with Caregivers

3.4 Relationships with Children

3.5 Sense of Community

4. Communication, Language, and Literacy


4.2 Early Literacy

4.3 Early Writing


5.1 Comparison and Number

5.2 Patterns



6. Creative Arts

6.1 Art


6.3 Dramatic Play

X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


5b.1.2 Assists with implementation of appropriate, research-based curricula to

support children’s learning along the teaching- learning paths in each set of content

area standards and benchmarks in the Preschool Iowa Early Learning Standards 7. Physical Well-Being and Motor Development


7.2 Play and Senses 7.3 Large Motor Development


8. Approaches to Learning 8.1 Curiosity and Initiative


8.3 Problem Solving 9. Social and Emotional Development

9.1 Self

9.2 Self-Regulation 9.3 Relationships with Caregivers

9.4 Peer Interactions

9.5 Awareness of Community 10. Communication, Language, and Literacy


10.2 Early Literacy 10.3 Early Writing


11.1 Comparison and Number 11.2 Patterns



11.5 Scientific Problem Solving

11.6 Measurement

12. Creative Arts 12.1 Art


12.3 Dramatic Play

X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


5b.1.3 Assists with implementation of appropriate, research-based curricula that

facilitate children’s learning along the teaching-learning paths in each content area of

the Iowa Core Curriculum

X

5b.2 Participates as a team member in the evaluation of early childhood curricula in

terms of their relationship to research and to state content and learning standards

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled



5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and

evaluate meaningful, challenging curricula for each child

Document Notes:



Criteria.


5c.1 Demonstrates initial use of ongoing observation, documentation, and reflection

to plan, implement, evaluate, and adapt research-based curricula to meet the needs of

each child (e.g., children with IFSP/IEPs)

X X X X

5c.2 Begins to use the Iowa Early Learning Standards together with information

from ongoing child observations and assessments to organize, implement, and

evaluate appropriate instruction that improves academic and developmental progress

of all children (e.g., children with IFSPs/IEPs)

X X X X

of 105

Appendix D




Level 1 Progressing

Level 2 Skilled




Document Notes:



Criteria.


6a.1 Demonstrates awareness of the availability of professional resources (e.g.,

journals, professional organizations, recommended practices)

X X X X

6a.2 Demonstrates awareness of program standards and assists with their

implementations when directed by the teacher

X X X X

6a.3 Participates in professional development opportunities

X X X X

6a.4 Seeks professional resources for working with children

X X X X

6a.5 Communicates professional development needs and participates in professional

development opportunities specific to their work with children

X X X X

6a.6 Uses available professional and technological resources as directed by the

teacher (e.g., journals, research, webinars)

X X X X

6a.7 Develops an individual professional development plan and participates in

professional development opportunities that are aligned with role expectations

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



6b: Knowing about and upholding ethical standards and other professional guidelines

Document Notes:



Criteria.


6b.1 Complies with relevant laws pertaining to child abuse, rights of children with

disabilities, and school attendance

X X X X

6b.2 Complies with the early childhood profession’s professional code of ethics,

including maintaining confidentiality and demonstrating sensitivity and respect for

children, families, and colleagues

X X X X

6b.3 Demonstrates awareness of relevant professional guidelines (national, state, or

local) and state standards for content and outcomes

X X X X

6b.4 Complies with relevant professional guidelines (national, state, or local) and

state standards for content and outcomes

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



6c: Engaging in continuous, collaborative learning to inform practice

Document Notes:



Criteria.


6c.1 Coordinates with colleagues to work effectively with each and every child

X X X X

6c.2 Demonstrates awareness of the importance of life-long learning across

disciplines and in inclusive settings

X X X X

6c.3 Demonstrates inquiry, self-motivation, and collaboration

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



6d: Integrating knowledgeable, reflective, and perspectives on early education

Document Notes:



Criteria.


6d.1 Demonstrates awareness of issues that impact the teaching of children

X X X X

6d.2 Communicates with colleagues regarding issues related to working with

children

X X X X

6d.3 Advocates on behalf of children in early childhood education settings

X X X X

6d.4 Describes critical issues in early childhood education as they relate to the

teaching of children across settings

X X X X

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Appendix D




Level 1 Progressing

Level 2 Skilled



6e: Engaging in informed advocacy for children and the profession

Document Notes:



Criteria.


6e.1 Develops communication skills necessary for advocacy in all settings

X X X X

6e.2 Advocates for developmentally appropriate practices and other issues that affect

the health and well being of children

X X X X

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APPENDIX D

RECOMMENDATION 4

CREATE A SINGLE TEACHING ENDORSEMENT

FOR EARLY CHILDHOOD EDUCATORS BASED ON THE ESSENTIAL

COMPETENCIES FOR EARLY CARE AND EDUCATION TEACHERS

Rationale

In winter 2009, the Iowa Board of Education (DE), in partnership with the Early Childhood Iowa

(ECI) Professional Development Steering Committee, convened the Iowa Professional Levels and

Competencies (PLC) Task Force. The task force was charged with developing essential

competencies for teaching staff working with young children from birth through kindergarten.

The Iowa Board of Educational Examiners (BOEE) has multiple teaching endorsements for early

childhood educators. Feedback from institutions of higher education indicates that the presence of

multiple endorsements causes confusion among educators. Further, these endorsements are not

comparable and as a result may inadvertently endorse uneven levels of performance among early

educators.

The PLC Task Force Recommendation

The PLC Task Force recommends that the Board of Educational Examiners establish an

Early Learning Endorsement (ELE) Task Force to review and consolidate its multiple

endorsements. The proposed endorsement(s) should rely upon the essential competencies

for teachers recommended by the PLC Task Force. ELE Task Force membership should

include, though not necessarily be limited to, BOEE consultants, DE consultants, higher

education faculty (three from public and three from private institutions), community

college faculty, Head Start and/or Early Head Start representative, eight early learning

teachers from a variety of settings, Local Education Agency (LEA) administrators and

three AEA consultants. Task force membership should be sensitive to geographical

representation.

The work of the Early Learning Endorsement Task Force should be completed within a

six month time frame. Its charge should include the following:

Review national standards, surrounding state requirements and the professional

levels and accompanying essential competencies developed by the PLC Task

Force;

Review current requirements and recommend changes based on the standards

reviewed;

Gather input from key stakeholders (School Administrators of Iowa (SAI), Iowa

Association of College Teacher Educators (IACTE), Iowa Head Start Association

(IHSA), Iowa Association of School Boards (IASB), Parent Educator Connection

(PEC), Early Childhood Iowa (ECI), Local Education Agencies (LEA), Area

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Educational Agency (AEA) staff) staff) through a variety of means, (e.g., focus

groups, electronic surveys, and so forth);

Revise proposed requirements based on feedback received;

Present the draft requirements to BOEE for discussion;

Hold public hearings across the state following BOEE’s vote to notice the draft

endorsement requirements;

Submit the final draft to the BOEE for approval following final changes to the

proposed requirements.

Following BOEE approval, colleges and universities will be expected to design a

program of study to meet the endorsement requirements and submit curriculum exhibits

for approval by BOEE. Implementation of the newly approved requirements would

become effective no sooner than 2016. At that time all newly prepared early educators

would be expected to meet the new endorsement requirements that authorize them to

teach young children from birth through kindergarten.

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APPENDIX D

RECOMMENDATION 5

ALIGN IOWA’S PARAEDUCATOR CERTIFICATION

WITH CURRENT BEST PRACTICES IN EARLY CHILDHOOD EDUCATION

Rationale

In winter 2009, the Iowa Board of Education (DE), in partnership with the Early

Childhood Iowa (ECI) Professional Development Steering Committee, convened the

Iowa Professional Levels and Competencies (PLC) Task Force. The task force was

charged with developing essential competencies for teaching staff working with young

children from birth through kindergarten.

The Iowa Board of Educational Examiners (BOEE) has an approved, voluntary

certification for paraeducators working in public school settings with children. With

stronger early childhood program standards requirements being advanced by state and

national organizations such as Iowa Quality Preschool Program Standards, NAEYC’s

(National Association for the Education of Young Children) Early Childhood Program

Standards and Accreditation Criteria, and requirements outlined in the most recent

reauthorization of Head Start, demand is growing for better prepared early care and

education teaching staff. These increasing expectations provide an opportunity to review

the current paraeducator certification as it relates to early childhood education and the

essential competencies for teacher assistants.

Recommendation

The PLC Task Force recommends that the BOEE establish a Paraeducator Task Force to

review and revise its current early childhood area of concentration based on the essential

competencies recommended for teacher assistants by the task force. The Paraeducator

Task Force membership should include, though not necessarily be limited to, BOEE

consultants, DE consultants, higher education faculty from two- and four-year

institutions, early learning teacher assistants/paraeducators, early learning teachers from a

variety of settings, Local Education Agency (LEA) administrators, and Area Education

Agencies (AEA) consultants. Task force membership should be sensitive to geographical

representation.

The work of the Paraeducator Task Force should be completed within a two year time

frame. Its charge should include the following:

Review national standards, surrounding state requirements, and the professional

levels and accompanying essential competencies developed by the PLC Task

Force;

Review current requirements and recommend changes based on the standards

reviewed;

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Gather input from key stakeholders: School Administrators of Iowa, Iowa

Association of College Teacher Educators, Iowa Head Start Association , Iowa

Association of School Boards, Parent Educator Connection, Early Childhood

Iowa, LEA, AEA[see above paragraph for names] staff) through a variety of

means, (e.g., focus, groups, electronic surveys, etc.)

Revise proposed requirements based on feedback received;

Present the draft requirements to BOEE for discussion

Following BOEE’s vote to notice the draft endorsement requirements, hold public

hearings across the state;

Following final changes to the draft requirements, submit the final draft to the

BOEE for approval.

Following BOEE approval, two-year colleges and AEAs will be expected to design a

program of study to meet the certification requirements and submit curriculum exhibits

for approval by BOEE. Implementation of the newly approved requirements would

become effective no sooner than 2016, at which time all newly prepared paraeducators

would be expected to meet the new endorsement requirements that authorize them to

teach at that level.

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APPENDIX D

RECOMMENDATION 6

LINK TEACHER AND TEACHER ASSISTANT PERFORMANCE LEVELS WITH

EARLY CHILDHOOD EDUCATION CERTIFICATIONS, DEGREES, AND

ENDORSEMENTS

Rationale

In winter 2009, the Iowa Department of Education (DE), in partnership with the Early




children from birth through kindergarten. Based on the National Association for the

Education of Young Children’s (NAEYC) 2009 Position Statement on Early Childhood

Professional Preparation Program Standards,3 these essential competencies were

developed to promote appropriate and consistent performance expectations as part of an

articulated career ladder for early childhood care and education (ECE) teaching staff.

The PLC Task Force identified three performance levels for the teacher and teacher

assistant teaching roles: Progressing Professional; Skilled Professional, and Master

Professional. To ensure that a true career ladder is created for these two teaching roles,

the recommended performance levels should be coordinated with current ECE program

requirements and associated with state and national teaching staff certificates, credentials,

degrees, and endorsements. For the purposes of this recommendation, teaching staff is

inclusive of teachers and teacher assistants in all early care and education settings.

Recommendation of the PLC Task Force

The PLC Task Force recommends that the Department of Education, in consultation with

the Early Learning and Special Needs/Early Intervention committees of the Early

Childhood Iowa (ECI) Professional Development Steering Committee, convene an ECE

Teaching Staff Career Ladder Committee (ECE Teaching Career Ladder Committee) to

develop a career ladder for ECE teaching staff. The recommended career ladder should

link the approved ECE teaching staff performance levels with current ECE program

requirements and state and national teaching staff certificates, credentials, degrees, and

endorsements. The ECE Career Ladder Committee should be comprised of stakeholders

including, but not limited to, representatives of the PLC Task Force and the Early

Learning and Special Needs/Early Intervention committees.

The ECE Teaching Career Ladder Committee should be charged with creating a process

for its work and with recommending the teaching staff performance level associated with

3 NAEYC Standards for Early Childhood Professional Preparation Programs. Position Statement approved

by the NAEYC Governing Board July 2009.

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each of the following: the Paraeducator Certificate; Child Development Associate (CDA)

Credential; Associate of Arts and of Science degrees; Bachelor’s degree; and Iowa early

childhood teaching endorsements. Its recommendations should go through a three step

approval process:

1. The first level of approval should be provided by the leadership teams of the Early

Learning and Special Needs/Early Intervention committees of the ECI

Professional Development Steering Committee.

2. The second level of approval should be provided by the ECI Iowa Steering

Committee for Professional Development.

3. Final approval should be provided by the Iowa Departments of Human Services

and Education.

The work of the ECE Teaching Career Ladder Committee should be overseen by the

leadership teams of the ECI Professional Development Steering Committee’s Early

Learning and Special Needs/Early Intervention committees. In addition to providing first

level approval for the ECE Teaching Career Ladder Committee’s recommendations, the

leadership teams of the Early Learning and Special Needs/Early Intervention committees

should be assigned responsibility for recommending a process to create buy-in and

acceptance of the recommendations by necessary agencies and departments within the

state, including, but not limited to, endorsements by the Iowa Departments of Education

and Human Services, the Iowa Community College Early Education Alliance, the State

Board of Education and Board of Educational Examiners, and the state’s Head Start and

Early Head Start programs. The process for building public and private support should

also identify by whom the proposed process might be implemented. The recommendation

in this regard would go through the same three step approval process outlined above.

The leadership teams of ECI Professional Development Steering Committee’s Early

Learning and Special Needs/Early Intervention committees should provide regular

reports on the progress of the ECE Teaching Staff Career Ladder Committee to the ECI

Professional Development Steering Committee and DE

This work should commence as quickly as feasible and work in coordination with other

groups that are delegated responsibility for implementing the PLC Task Force’s three

other recommendations. The work should be concluded on or before the end of 2010.

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APPENDIX D

RECOMMENDATION 7

CREATE AN ASSESSMENT TOOL TO PROMOTE USE OF THE EARLY

LEARNING PERFORMANCE LEVELS AND ESSENTIAL COMPETENCIES BY

TEACHING STAFF AND THEIR SUPERVISORS

Rationale

In winter 2009, the Iowa Department of Education (DE), in partnership with the Early




children from birth through kindergarten.

The performance levels and essential competencies were developed to promote

appropriate and consistent performance expectations for teaching staff working with

young children from birth through kindergarten. To ensure achievement of this outcome,

a widely distributed implementation tool for use by teaching staff and their supervisors is

needed to ensure wide spread use of the new competencies.

Recommendation of the PLC Task Force

Following approval by the Iowa Department of Education, the PLC Task Force

recommends that the DE convene and support a diverse, volunteer work group of 10 to

15 individuals representative of the early learning and early intervention/special needs

communities. This group should be charged with overseeing creation of a voluntary

assessment tool that identifies the performance level, knowledge, skills, and dispositions

of teaching staff across the six standards that form the basis for the newly constructed

essential competencies. Development of the assessment tool could be accomplished

through the services of the volunteer work group or through contracted services.

The Department of Education should convene the work group as quickly as possible

following approval of the recommended performance levels and essential teaching staff

competencies. The task should be completed within six months of its start.

This assessment tool is recommended as a resource to assist and promote the on-going

learning and development of teaching staff. Participants in the state’s diverse delivery

system for early care and education programs may wish, however, to make its use

mandatory for certain funded programs.

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APPENDIX E

Iowa Task Force on Professional Levels and Competencies Resource Documents

Briefing Documents and Handouts

CONTENT-RELATED RESOURCES

CURRICULUM

Preschool Curriculum: What’s in It for Children and Teachers

Mathematics and Science in Preschool: Policy and Practice

Using Developmental Science to Transform Children’s Early School Experiences

Promoting Effective Learning: What Every Policy Maker and Educator Should

Know

National Initiative Needed to Address Math Education in Pre-K (via link to

National Research Council site)

CHILD DEVELOPMENT

Screening for Social-Emotional Concerns: Consideration in the Selection of

Instruments

The Changing Face of the United States: The Influence of Culture on Early Child

Development

PEDAGOGY

Improving the Instructional Core, 3/08; rev. 6/08 draft

Developmentally Appropriate Practice in Early Childhood Programs, Birth

through Age 8, 3rd

Edition, National Association for the Education of Young

Children

From Research to Practice: On the Ground Lessons from a Case Study of

Effective Early Learning

Early Childhood Inclusion, 2009 DEC/NAEYC Position Statement

TEACHER COMPETENCIES

From Establishing Teacher Competencies in Early Care and Education: A Review

of Current Models and Options for California

Early Childhood Educator Competencies: A Literature Review of Current Best

Practices And A Public Input Process on Next Steps for California

Other

Morgan, G. (2009). Higher education: A closer look. Exchange, 31 (4), 36-37.

RELATED PROGRAM, CONTENT, PERSONNEL, AND EARLY LEARNING STANDARDS

CURRICULUM STANDARDS

Iowa Core Curriculum Essential Skills and Concepts: Kindergarten to grade 3

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EARLY LEARNING STANDARDS

Iowa Early Learning Standards

PERSONNEL STANDARDS

2003 Personnel Preparation Standards, National Association for the Education of

Young Children

The Iowa Early Care & Education Professional Development Core Body of

Knowledge for Best Practices [2004 revised first edition]

Requirements for Iowa Endorsement 100

ECE & ECSE Endorsements offered by Iowa Institutions

Head Start Staff Qualifications and Development [42 U.S. C. 9843a, Section

648A.]

Iowa Department of Education, Iowa Teaching Standards and Model Criteria

Early Childhood Special Education/Early Intervention (birth to age 8)

Professional Standards With CEC Common Core, October 2008

Early Childhood Special Education/Early Intervention (birth to age 8) Specialist

Standards With CEC Advanced Common Core, October 2008

The Iowa Dispositions Model: A Framework for Developing Effective Teacher

Dispositions 8/08

Evidence-based Competencies for Promoting Social and Emotional Development

and Addressing Challenging Behaviors in Early Care and Education Settings

Crosswalk across Child Development Associate Credential [CDA], New Staff

Orientation [NSO], and Para Educator Requirements

PROGRAM STANDARDS

NAEYC Early Childhood Program Accreditation Standards and Criteria for first

six program standards

Available On Site

Iowa Quality Preschool Program Standards

Head Start Program Performance Standards

Summary of Head Start Reauthorization

OTHER

Consumer and Family Sciences Articulation Agreements ECE 103 & 170

Iowa Community Colleges Early Childhood Education Alliance Report 2008

TASK FORCE DOCUMENTS

Glossary of Terms

The Future World of Today’s Children—“Knowledge and Skills for the Future,”

created by the PLC Task Force

CLASS [Classroom Assessment Scoring System] Indicators of Effectiveness

Performance Levels for Teaching Staff

Emerging Trends from Assessment Data in Early Care and Education Settings,

Iowa Department of Education

Criteria for Performance Levels for Teaching Staff

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July 26-27, 2007 ECI Vision Statement for Professional Development System

July 26-27, 2007 ECI Agreement re: Professional Levels

Iowa’s Early Care, Health and Education Professional Development System

Blueprint/Framework, Final

______________________________________

APPENDIX E

PLC TASK FORCE BRIEFING DOCUMENTS [Exclusive of Handouts Distributed On-Site and Other Resource Documents]

Meeting #1: March 20, 2009

CLASS [Classroom Assessment Scoring System] Indicators of Effectiveness. From

the Center for the Applied Study of Teaching and Learning (CASTL). Charlottesville,

VA: University of Virginia

Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in

early childhood programs serving children from birth through age 8, 3rd

edition.

Washington, DC: National Association for the Education of Young Children.

Richard F. Elmore. Improving the Instructional Core, 3/08; rev. 6/08 draft

Hyson, M. (Ed.) 2003). Preparing early childhood professionals: NAEYC’s

Standards for Initial Licensure, Advanced, and Associate Degree Programs.

Washington, DC: National Association for the Education of Young Children.

Iowa Early Care & Education Professional Development (November 2004). Core

Body of Knowledge for Best Practices, revised first edition.

LeMoine, S. (2008). Workforce designs: A policy blueprint for state early childhood

professional development systems. Washington, DC: National Association for the

Education of Young Children.

National Association for the Education of Young Children. (2005). NAEYC Early

Childhood Program Accreditation Standards and Accreditation Criteria: The mark of

quality in early childhood programs. Washington, DC: Author. (Criteria for first six

program standards addressing children’s learning and development provided)

ECI Iowa Professional Development Documents

Early Childhood Iowa System Framework: Improving Outcomes for All Young

Children in Iowa, February 2009

Early Childhood Iowa

Issue Brief 1: What is a professional development system?

July 26-27, 2007 ECI Vision Statement for Professional Development System

July 26-27, 2007 ECI Agreement re: Professional Levels

Developing Levels & Competencies Based on NAEYC Personnel Preparation

Standards (updated version) (2008)

Iowa’s Early Care, Health and Education Professional Development System

Blueprint/Framework, 6/2/08

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Consumer and Family Sciences Articulation Agreements ECE 103 & 170

Iowa Community Colleges Early Childhood Education Alliance Report 2008

Requirements for Iowa Endorsement 100

ECE & ECSE Endorsements offered by Iowa Institutions

Meeting #2: April 29, 2009

Brenneman, K., Stevenson-Boyd, J., & Frede, E. C. (2009). Mathematics and Science in

Preschool: Policy and Practice. Princeton, NJ: National Institute for Early Education

Research (NIEER), Rutgers University.

The Albert Shanker Institute. (2009). Preschool Curriculum: What’s In It for Children

and Teachers. Washington, DC: Author.

Meeting #3: June 23-24, 2009

Center for the Study of Child Care Employment (2008). Early childhood educator

competencies: A literature review of current best practices, and a public input

process on next steps for California. Berkeley, CA: Center for the Study of Child

Care Employment, Institute for Research on Labor and Employment, University of

California at Berkeley.

Cimino, J., Forest, L.L., Smith, B.J., Stainback-T., K. (October 2007). Evidence-

Based Competencies for Promoting Social and Emotional Development and

Addressing Challenging Behaviors in Early Care and Education Settings. (Compiled

for the Project BLOOM Professional Development Steering Committee, an early

childhood mental health system of care grant funded by the Substance Abuse Mental

Health Services Agency and administered by JFK Partners/University of Colorado

Health Sciences Center and the Colorado Department of Human Services/Division of

Mental Health.)

Dispositions Team (established by the Teacher Quality Enhancement initiatives in

Iowa). (August 21, 2008). The Iowa Dispositions Model: A Framework for

Developing Effective Teacher Dispositions – Cover Letter & Model.

Division for Early Childhood (DEC), & the National Association for the Education of

Young Children (NAEYC). (April 2009). Early Childhood Inclusion: A Joint

Position Statement of the Division of Early Childhood (DEC) and the National

Association for the Education of Young Children (NAEYC). Washington, DC:

Authors.

Henderson, J., & Strain, P.S. (2009). Screening for delays and problem behavior

(Roadmap to Effective Intervention Practices). Tampa, Florida: University of South

Florida.

Klein, L. (May 6, 2009). From Research to Practice: On the Ground Lessons From a

Case Study on Effective Early Learning (PowerPoint Presentation). NY: National

Center for Children in Poverty, Columbia University, Mailman School of Public

Health.

Klein, L, & Knitzer, J. (January 2007). Promoting effective learning: What every

policy maker and educator should know. New York: National Center for Children in

Poverty, Mailman School of Public Health, Columbia University.

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Maschinot, B. (2008). The changing face of the United States: The influence of

culture on child development. Washington, DC: ZERO TO THREE.

Maxwell, K. L., Ritchie, S., Bredekamp, S., & Zimmerman, T. (2009). Issues in

PreK-3rd education: Using developmental science to transform children’s early

school experiences (#4). Chapel Hill: The University of North Carolina, FPG Child

Development Institute, First School.

Meeting #4: July 30-31, 2009

Morgan, G. (July/August 2009). Higher education: A closer look, Exchange, pp. 36-37.

Meeting #6: October 20-21, 2009

National Association for the Education of Young Children. (2009). NAEYC Standards for

Early Childhood Professional Preparation Programs. Position statement approved by the

NAEYC Governing Board July 2009.

Meeting 7: November 3, 2009

ECI Iowa Professional Development Steering Committee. (September 2009). A policy

framework for an Early Childhood Iowa Professional Development System. Final

Version.

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APPENDIX F

IOWA TASK FORCE ON PROFESSIONAL LEVELS AND COMPETENCIES

GUIDING PRINCIPLES FOR WORKING TOGETHER

MEETING EXPECTATIONS

Members are expected to attend all meetings for their full duration.

— Should a member miss more than two task force meetings, he/she will be

contacted to discuss.

— Members will inform the PLC Task Force Facilitator when they will be

absent.

Appointed members represent themselves and their points of view.

— Appointed members do not represent their organizations and/or

stakeholder group(s)

— A member may, if he or she chooses, indicate that a particular opinion

being expressed represents the point of view of their organization.

Only appointed members participate in PLC Task Force deliberations during

scheduled meetings.

— Appointed members may send representatives as observers in their

absence.

— Non-Task Force members are welcomed as observers.

Cell phone ringers should be muted/placed on vibrate.

Meeting notes will be kept by the PLC Task Force staff.

Staff will make documents that can support the deliberative process available in a

timely fashion.

EXPECTATION REGARDING MEMBER PARTICIPATION

Keep the future well-being of Iowa’s young children at the forefront of decision

making

Maintain an open mind.

Listen actively.

Encourage and respect diverse points of view.

Question assumptions thoughtfully.

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Encourage innovative thinking in order to develop future-oriented

recommendations.

Offer solutions – not judgments.

HOW DECISIONS GET MADE

Decisions will be made by consensus to the greatest extent possible.

— To the extent possible, the PLC Task Force will be self-governing.

— Sufficient time will be provided for dissenting views to be expressed. The

Task Force Facilitator maintains the right to close debate in order to

ensure progress toward established meeting outcomes.

When consensus does not appear to be possible:

— Members may call for a vote.

— A quorum (50% of the membership) must be present for decisions to be

made.

— Decisions will be determined by a 2/3 votes of those present and voting.

— The final vote on recommendations will be noted.

Final recommendations may include authored dissenting opinions.

PLC Task Force members must be present to vote.

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APPENDIX G

IOWA TASK FORCE ON PROFESSIONAL LEVELS AND COMPETENCIES

WORK PLAN4

March 20, 2009

The Iowa Department of Education and ECI Professional Development Steering

Committee have charged the Professional Levels and Competencies [PLC] Task Force

with a three-pronged task:

(1) To update/revise the State’s Core Body of Knowledge for Best Practices for teaching

staff of children birth through kindergarten based on NAEYC’s Personnel Preparation

Standards

(2) To identify levels of professional performance, and

(3) To recommend competencies associated with each of the professional development

levels identified.

Operating Principles

[Final Minutes and Documents July 26-27.2007 ECPD]

Iowa’s Early Care, Health and Education Professional Development System provides

multiple pathways of learning and skill building for all individuals working in various

roles to support young children, prenatal through age eight, and their families.

This professional development system:

Provides leadership and coordination to ensure accountability,

communication and efficient use of resources.

Has multiple levels with standards-based competencies at increasing

levels of complexity. Each level articulates with the next and has

corresponding professional recognition.

Includes both formal (credit) and informal (non-credit) learning

opportunities.

Each system (component) maintains responsibility for its own role-specific training.

4 Note: This work plan was approved prior to the sponsorship of Public Input Sessions and provision of

additional meetings to accommodate the PLC Task Force’s need for more time.

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Work Plan and Timeline

March 2009 – September 2009

The PCL Task Force work plan has 3 phases:

Phase 1: Laying the Foundation

Phase 2: Drafting Professional Performance Levels and Competencies

Phase 3: Finalizing the Task Force’s Recommended Professional

Performance Levels and Competencies

To assist PLC Task Force members prepare for the decision-making that will occur at

each of their meetings, voluntary, 30-minute pre-meeting conference calls will be

scheduled. These calls will be structured to focus members’ attention on the upcoming

meeting agenda, gather input on decision-making items, and in general help establish the

conditions needed so each meeting of the PLC Task Force is focused and results-oriented.

E-mails will be sent to members well in advance to notify them of call times and provide

them with dial-in information.

Additionally, briefing materials will be prepared prior to each task force meeting. Every

effort will be made to mail these materials a minimum of one week in advance of the

meeting. Task force members are encouraged to review these materials as part of their

meeting preparation.

In support of the work’s transparency, the TLC Task Force’s meeting agenda, meeting

notes and documents will be publicly distributed online. The PLC Task Force’s draft

recommendations (following Meeting #4) also will be posted to the web site. PLC Task

Force members are encouraged to help with the distribution process and solicitation of

input. The input received will be shared with task force members for the purpose of

informing the group’s final deliberations.

A table will be available at each meeting for members to share materials of interest.

In accordance with Iowa’s Sunshine Law, all meetings of the PLC Task Force are open to

the public, including press.

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Phase 1: Laying the Foundation March – April 2009

Encompassing the PLC Task Force’s first meeting

During its first meeting, the PLC Task Force will focus on organizing for its work. It

should be possible following this first meeting for all Task Force members to fully

engage in the task. At its first meeting, the PLC Task Force will:

1. Develop a shared image of what young children, birth through kindergarten, will need

to know and be able to do in order to be productive members of society in 2032 and

beyond.

2. Organize for the work set forth in its charge from the Iowa Department of Education

and the ECI Professional Development Steering Committee.

a. To promote an effective group process, the PLC Task Force will develop and

agree to rules for working together and making decisions.

b. To facilitate efficiency, PLC Task Force members will self-select participation on

one of five work groups, each of which is associated with a standard identified by

NAEYC’s Preparing Early Childhood Professionals: the National Association

for the Education of Young Children Standards for Personnel Preparation [2003].

To facilitate the work’s progress, Work Group Chairs were identified prior to the

first meeting.

These five Work Groups, up to one third of which will be task force members,

will meet three (3) times and be responsible for drafting recommendations for the

PLC Task Force’s on-going review and final approval. A template for this work

will be distributed to each chair. The work will take place via conference calls;

the Iowa Department of Education will provide a toll free phone line for this

purpose.

While each member ultimately is individually responsible for deliberating and

informing the competencies associated with each of the performance levels, this

organizational structure permits deeper investigation into the issues and supports

more efficient processing of information during the group’s five (5) meetings.

Work group chairs will immediately convene their work groups following the first

meeting.

3. Approve its Work Plan.

4. Identify additions to NAEYC’s 2003 Personnel Preparation Standards based on recent

research and on overlooked competencies from Iowa’s 2004 Core Body of

Knowledge for Best Practices

5. Identified professional performance levels, and their labels, for early care and


6. Determined the professional performance level represented by NAEYC’s personnel

preparation guidelines.

7. Create shared recollection of the work to date in Iowa related to creation of a

statewide early childhood professional development system.

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8. Nominate individuals outside of Task Force membership to serve on the work groups

which will meet between Task Force meetings using an Iowa Department of

Education sponsored phone line.

Phase I Outcomes

By the conclusion of its first meeting, the PLC Task Force will have

Created a shared understanding of its Charge, its guidelines for working together,

and the relationship of its work to the State’s professional development planning

efforts that preceded it.

Approved a work plan for its five (5) meetings.

Organized for its work.

Identified professional performance levels, and their labels, for early care and


Determined professional performance level represented by NAEYC personnel

preparation guidelines.

Provided input to PLC Task Force Work Groups.

Phase 2: Drafting Professional Performance Levels and Competencies April – July 2009

Encompassing PLC Task Force meetings two through four

During the second phase of its work, the PLC Task Force will deliberate the emergent

proposals emanating from its five Work Groups. By the conclusion of this phase, the PLC

Task Force will have a draft set of teaching staff competencies organized by professional

levels for stakeholder input. These tasks will be accomplished through the steps outlined

below.

1. Work Groups will meet three (3) times – between task force meetings 1 to 4 - to

deliberate competencies for teaching staff for each of the five standards outlined

by NAEYC’s Personnel Preparation Standards. Competencies will be developed

by teaching role and age of the child for each performance level. To align with

NAEYC’s early childhood program accreditation criteria, there will be three age

cohorts: infants (birth to 15 months), toddlers/2s (12 – 36 months) and

preschool/kindergarten (30 – 60 months/3 years of age through kindergarten)5.

2. Task force members will have access to ECI State Agency Liaison Team

members to inform their work, if needed.

5 To ease flexibility at the program level, the overlap in ages is intentional.

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3. Work group chairs are to forward their meeting dates to Stacie Goffin, the Task

Force Facilitator and also an updated template with the work group’s emergent

recommendations prior to each meeting. Emergent recommendations are due to

Stacie a minimum of seven (7) working days prior to the next scheduled task

force meeting. This will permit task force members to receive this information at

least one week prior to their meetings. Stacie will contact work group chairs prior

to task force meetings to ensure that meeting agenda appropriately incorporate

each group’s work.

4. Each work group should have 12 – 15 members, up to one-third of whom are PLC

Task Force members.

5. Coordination across work groups will occur in two ways: (a) through processes in

service of this purpose that are implemented during task force meetings and (b) if

needed, convening work group chairs between meetings.

Phase II Outcomes

By the conclusion of Phase II, the PLC Task Force will have

Well-functioning work groups.

Input to its thinking, via its work groups, from a broad range of key constituents.

A draft set of competencies for teaching staff, organized by levels of professional

performance, ready of external review.

Phase 3: Finalizing the Task Force’s Recommended Professional

Performance Levels and Competencies

July – September 15, 2009

Encompassing PLC Task Force meeting five [final meeting]

During Phase 3 of its work plan, the PLC Task Force will finalize its draft

recommendations for submission to the Iowa Department of Education and ECI

Professional Development Steering Committee. Prior to its final meeting, the task force’s

draft recommendations will be placed on line and broad input solicited from stakeholders.

Task Force members will be asked to assist with outreach in this regard. The Task Force

facilitator will provide an overview of the feedback received, in addition to distributing

non-edited copies of the input for member review prior to the final Task Force meeting.

Following the task force’s last meeting, facilitator Stacie Goffin will submit a final

version of the recommended levels and competencies to the Iowa Department of

Education. The final version, which is due on or before September 15, 2009, will be

edited for consistency in grammar and tone across the levels and standards. No changes

will be made by the facilitator to the approved content of the Task Force’s work.

Next steps will be determined by the Iowa Department of Education and ECI

Professional Development Steering Committee. Task Force members will be informed of

next steps in a timely fashion.

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Phase III Outcomes

By the conclusion of Phase III, the PLC Task Force will have

Approved its recommendations for professional levels and competencies for Iowa’s

teaching staff.

Fulfilled its charge to the Iowa Department of Education and ECI Steering Committee

on Professional Development.

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APPENDIX H

PLC Task Force Workgroups


Susan Andersen State Based Content Specialist, Head Start

Shelli Blasic Parent Educator Connection, Area Education Agency 15

Deb Brownson Child Care Center Director, St. Ambrose University

Dawn Collins*-Chair Child Care Professional Development Program Manager,

Department of Human Services

Cathy Eddy Early Childhood Consultant Area Education Agency 11

Sally Hartley* Early Childhood Special Education Consultant, Northwest Area

Education Agency

Barb Merrill* Executive Director, Iowa Association for the Education of Young

Children

Melanie Nollsch Instructor, Kirkwood Community College

Carol Rainforth* Training Coordinator, Child Care Resource & Referral

Jeanie Wade-Nagel Regional Administrator, Area Education Agency 10


Julie Astarita

Early Kindergarten Teacher, Ballard West Elementary School

Michael Cavin*

Licensure Consultant, Board of Educational Examiners,

Department of Education

Marlene Doby Child Care Center Director, Evelyn Davis Academy of Early

Learning

Lorie M. Easter FaDDS Program Manager, Department of Human Rights

Kirsten Furnal

Early Childhood Educator/Specialist, Des Moines Area

Community College

Delora Jespersen Hade*-Chair Instructor, Des Moines Area Community College

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Dr. Gloria Kirkland Holmes

Associate Professor Early Childhood Education, University of

Northern Iowa

Jeanie McCarville Kerber

Instructor, Human Services, Des Moines Area Community

College

Penny Lingle* Head Start Director, ECCA Head Start

Terry Mendell Parent Educator Connection, Area Education Agency 11

Pablo Quintanilla

Early Head Start & Head Start, Fatherhood Specialist

Latisha Smith

Teacher Education Coordinator, Upper Iowa University

Carrie Sodders

Early Head Start Services Coordinator, Mid-Iowa Community

Action, Inc.

Catherine Swackhamer Iowa Head Start State-based System Manager

Marsha Swanson

Professor Emerita & Education Consultant Creative Ventures,

Latisha Smith

Teacher Education Coordinator, Upper Iowa University

Kathy Yoke

Infant & Toddler Specialist, Community Action of Eastern Iowa

Standard 3: Assessing, Observing, and Documenting

Nancy Duey* Early Childhood Administrator, Des Moines Schools

Dee Gethmann Early Childhood Special Education Consultant, Department of

Education

Sheri Freeman Early Childhood Special Education Consultant, Area Education

Agency 12

Chris Kliewer Professor, University of Northern Iowan

Maureen Londsdale Early Childhood Consultant, Area Education Agency 14

Keyea Meyer School Psychologist, Area Education Agency 11

Diane Moore Community Empowerment TA, Consultant, Department of Education

Carla Peterson*-Chair

Associate Dean, Iowa State University

Cindy Swingen Early Childhood Special Education Consultant, Area Education

Agency 12

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Terry Wangberg*

Instructor, Southwest Community College

Susan Ward Professional Development Consultant, Area Education Agency 11

Robin Robbins

Grant Wood Area Education Agency

Standard 4: Teaching and Learning

Mary Airy*-Chair Early Childhood Consultant, Area Education Agency 10

Judy Boland Early Childhood Consultant, Area Education Agency 9

Linda Brecht Kindergarten teacher, Benton Schools

Amy Bruner HACAP Child Care Resource & Referral

Johnna Haggerty Child Care Center Director, Kirkwood Community College

Sue Hegland Associate Professor, Iowa State University

Sue Lovik Child Care Specialist, Area Education Agency10

Rose Petersen Head Start Director, HACAP Early Head Start/Head Start

Amiee Weldon-Pitlick Child Care Center Director, Busy Bee Preschool

Gayle Powell Early Childhood Special Education Consultant, Area Education

Agency 9

Kathy Schulte District Administrator, Davenport Schools

Chris Evan - Schwartz Preschool Center Director, St. Paul Focus

Jill Uhlenberg* Professor, University of Northern Iowa

Beth Walling Zero to Three, Iowa Infant Toddler Specialist

Jasimine Wu Child Care Center Family Child Care Specialist


Mary Ann Adams*-Chair Consultant, DE

Lorri Cooper Consultant

Carol Jensen Training Coordinator, Child Care Resource and Referral

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Dene` Lundberg FCS Instructor

Geri McMahon* Licensure Consultant, Board of Educational Examiners, Department

of Education

Judith Nye* Professor, Luther College

Cynthia Waters Instructor, Upper Iowa University

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APPENDIX I

Guiding Principles for Task Force Recommendations

Recommendations must advance:

Well prepared and supported teaching staff

Number of early care and education settings that meet quality standards

Children prepared for success in school and life

Coherent and comprehensive early learning/special need – early intervention

Professional Development system

Essential competencies as backbone of preparation and Professional Development

efforts

“Teacher is a teacher” regardless of setting

Elements included in each recommendation

1. Intended outcome

2. Process by which recommendation is to be achieved

3. Person/organization that should take responsibility for implementation

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APPENDIX J

CRITERIA FOR ASSESSING ESSENTIAL COMPETENCIES

ASSESSMENT BY COMPETENCY

Does essential competency align with the performance level to which it is assigned?

Does essential competency fit teaching role for which it is developed?

Does essential competency reflect child’s development level?

Is the essential competency truly core?

Are the competencies observable?

Are the competencies appropriate to all early care and education settings?

ASSESSMENT OF OVERALL DOCUMENT

Are the competencies aligned with the State’s program, curriculum, and early learning

standards? With relevant federal standards, e.g., Head Start Performance Standards? Do

they take into account State teacher preparation requirements?

Do the competencies align with national professional standards (National Association for

Family Child Care, Head Start, National Association for th Education of Young Children,

Division of Early Childhood)?

Do the competencies incorporate what teaching staff need to know and be able to do to

help children succeed in school and be successful in their futures?

Do redundancies exist that can be eliminated?

Are related essential competencies complementary versus overlapping?

Do the competencies as a whole reflect the most current research and thinking on

children’s learning and development? On the knowledge, skills, and dispositions needed

by teaching staff?

Do the competencies sufficiently take into account what children will need to know and

do to be successful in their futures?

Do the competencies reflect the task force decision to identify all three performance

levels as “professional” levels of performance?

Can your work be used to advance the State’s efforts to create a cohesive early care,

health, and education professional development system?

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APPENDIX K

GLOSSARY OF TERMS

Career Ladder/Career Lattice describes a progression of training and education. State

professional development systems often use career lattices or ladders as the framework

for provider and training registries, which are tied to core knowledge and competency

acquisition. [NCCIC Early Childhood Professional Development Toolkit]

Career Pathways include articulation agreements—any agreements and/or infrastructures

that facilitate students’ movement from one professional development level to another

can be considered articulation. Articulation allows individuals to advance their

educational endeavors by applying courses, credentials, or degrees awarded for college

credit toward advanced degrees or credentials. Articulation also extends beyond credit-

granting institutions. Successful creation of cumulative pathways for providers includes

granting credit for prior life experience, work experience, training, credentials, courses,

and degrees.

Pathway agreements: Agreements among institutions that establish a continuum

of professional education.

� 2+2: Pathway agreement between a community college and 4-year university

designed so that students can earn associate’s and bachelor’s degrees without any

loss of credits.

� 2+2+1: Pathway agreement between a community college and university

designed so that students can earn associate’s, bachelor’s, and master’s degrees

with transfer of all

credits.

� 4+2+2: Pathway agreement developed among a secondary school, community

college, and 4-year institution designed so that students can earn associate’s and

bachelor’s degrees with transfer of all credits. [NCCI Early Childhood

Professional Development Toolkit]

Continuity of Care refers to the policy of assigning a primary caregiver to an infant at the

time of enrollment in a child care program and continuing this child-caregiver

relationship until the child is at least three years old.

Core Knowledge refers to specific courses with defined content and outcomes that

typically make up the majority of the first 2 years of study at both 2-year and 4-year

institutions. Common core courses can be general (typically designed for students who

have not declared majors) or have a specific focus, such as early childhood.

Credentials are documents certifying that an individual has met a defined set of

requirements set forth by the grantor of the credential, usually related to skills and

knowledge, and may include demonstrations of competence. Credentials can be awarded

by a training or higher education institution. In some States, credentials are awarded by

the training approval system or registry within the professional development system.

These systems may be administered by private organizations, State governments, or

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institutions of higher education. Credentials may be role specific, such as director, infant-

toddler, or school-age credentials. They may also be content specific, such as a literacy

credential. Credentials are often based on core knowledge and/or competencies

established by a State, require completion of the defined training or educational

requirements, and can include other requirements, such as practical experience and other

professional achievements or contributions that must be documented by the individual

and verified by the entity awarding the credential. Most credentials are time-limited and

must be renewed or maintained through additional training hours, coursework, or other

professional activities. [National Child Care Information Center (NCCIC) Early

Childhood Professional Development Toolkit]

Cultural Competence is necessary for the optimal development and learning of all

children. It requires educators to accept the legitimacy of children’s home language,

respect (hold in high regard) the home culture, and promote and encourage the active

involvement and support of all families, including extended and nontraditional family

units. [National Association for the Education of Young Children. (1995). Responding to

linguistic and cultural diversity: Recommendations for effective early childhood

education. Washington, DC: Author. Online:

http://www.naeyc.org/positionstatements/linguistic]

Developmentally Appropriate Practice (DAP) requires both meeting children where they

are – which means that teachers get to know them well – and enabling them to reach

goals that are both challenging and achievable. Developmentally appropriate practices

are appropriate to children’s age and developmental status, attuned to them as unique

individuals, and responsive to the social and cultural contexts in which they live. Best

practice is based on knowledge – not assumptions – of how children learn and develop.

[Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in

early childhood programs serving children from birth through age 8, 3rd

edition, p.xii.

Washington, DC: National Association for the Education of Young Children.]

Disposition a pattern of behavior exhibited frequently and in the absence of coercion;

constituting a habit of mind under some conscious and voluntary control that is

intentional and oriented to broad goals.

Essential Competency is demonstration by teacher/assistant teacher in all settings of

observable skills based on dispositions and knowledge

Essential is defined as:

Specific to teaching role

Essential to children’s learning and developmental outcomes as defined by Iowa

Early Learning Standards and Iowa Core Curriculum Essential Skills and

Concepts

Evidence Based Practice – a decision-making process that integrates the best available

scientific research evidence with family and professional wisdom and values [Buysse, V.

& Wesley, P.W. (Eds.), Evidence-based Practices in the early childhood field.

Washington, D.C.: Zero to Three]

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Formative Assessment is a process used by teachers and students as part of instruction

that provides feedback to adjust ongoing teaching and learning to improve content

learning. Formative assessment practices provide learners with clear learning targets,

examples and models of strong and weak work, regular descriptive feedback, and the

ability to self-assess, track learning, and set goals. (Adapted from the Council of Chief

State School Officers, Formative Assessment for Schools and Teachers, State

Collaborative on Assessment and Student Standards).

IEP (Individualized Educational Program) is a written statement for each child with a

disability that describes her or her special educational program. Each IEP is a legal

document that spells out, among other things, the special education services, activities,

and supports that each student will receive. The Local Education Agency (LEA) or Area

Education Agency (AEA) must ensure that there is an IEP team for each child with a

disability. This team is responsible for developing the IEP for the child.

IFSP (Individualized Family Service Plan) is a planning document that describes the

outcomes, services, and timelines for a child under three years of age with identified

developmental delays and for his/her family. The document represents a process whereby

the family and early intervention personnel collaborate in identifying the family’s

resources, concerns, and priorities as they pertain to the child, gathering information

about the child’s functioning in daily routines, and developing outcomes for the child and

family that can be reached using the family’s resources and those provided through early

intervention.

Licensure standards are the standards that everyone has to achieve and adhere to in order

to get a teaching license with early childhood endorsement(s). Teaching licensure

requires that a person employed as a practitioner shall hold a current license with an

endorsement for the level for which the person is employed (Iowa Board of Education;

Iowa Code Chapter 272.2 Validity of Licenses).

Performance Levels of Teaching Staff

Progressing Professional – demonstrates a basic level of knowledge, skills, and

dispositions

*Begins to evaluate practices based on stated outcomes

*Begins to engage in reflective teaching and professional development

*Requires ongoing supervision/mentoring

Skilled Professional – demonstrates knowledge, skills, and dispositions relevant to the

characteristics of the learner

*Evaluates and refines practices based on stated outcomes

*Engages in reflective teaching and professional development

*Independent of continuous (and/or direct)1 supervision

Mastery Professional – Consistently demonstrates knowledge, skills, and dispositions

relevant to the characteristics of the learner

*Continuously evaluates and refines practices based on stated outcomes

*Engages in reflective teaching and professional development

*Serves as role model/mentor/coach

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Primary Caregiving is the practice of assigning one individual with principle

responsibility for a child for the purpose of building a positive, constant, intimate

relationship with the child. The primary caregiver also offers family members or

guardians consistent contact with someone who knows their child well.

The Professional Development System in Iowa is a system of licensure/certification

based on a pre-determined set of knowledge, skills and dispositions. [Final Minutes and

Documents July 26-27.2007 Early Childhood Professional Development (ECPD)] It shall

be “multi-faceted and cross many sectors in an effort to reach a variety of early care,

health, and education professionals.” The system that Iowa is building addresses

elements of leadership, regulation and standards, education, articulation, training,

compensation and evaluation.” [Iowa’s Early Care, Health and Education Professional

Development System Blueprint/Framework]

Progress Monitoring uses formative assessment to assess a child’s/learner’s progress

toward meeting a goal. Progress Monitoring procedures guide how data will be collected

to make instructional decisions and establish a decision making plan for examining the

data collected. Progress monitoring assists teaching staff in making ongoing instructional

decisions. It also provides summative evidence (see definition below) that enables an

Individualized Educational Plan (IEP, see definition above) team to determine whether

learning goals have been achieved.

Statewide approach to professional development: Various models of this approach have

been developed, all of which focus on the public higher education system as a whole

rather than on an individual, program, or institutional level. In general, this approach is an

agreement that guarantees transfer of credits from all State community colleges to

public/State universities (and may include some or all independent institutions).

Summative assessment is an assessment given at a point in time to measure and monitor a

child’s/student’s learning. It provides feedback to educators, students, parents, and

community members and is used to make adjustments in instructional programs and

report learner progress.

A System of Professional Recognition is a record and recognition of an individual’s

accomplishments and status in a profession, combining years of experience, level of

professional development (usually a combination of pre-service and in-service) with a

level of licensure/certification. [Final Minutes and Documents July 26-27.2007 Early

Childhood Professional Development (ECPD)]

System-Specific Training is in-service training provided by a system of service delivery

regarding the regulations, policies and work required for those working within the

system. [Final Minutes and Documents July 26-27.2007 Early Childhood Professional

Development (ECPD)]

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Teaching staff refer to teachers and assistant teachers-teacher aides and encompass the

range of terms used for the adults who work directly with young children in child care,

preschool/pre-k, and kindergarten programs. Teachers are defined as those adults with

primary responsibility for a group of children. A group of children is defined as those

children who are assigned for most of the day to a specific teacher or a team of teaching

staff and who occupy an individual classroom or well-defined space that prevents

intermingling of children from different groups within a larger room or area. Assistant

teachers (teacher aides) are defined as adults who work under the direct supervision of a

teacher. Assistant teachers-teacher aides work directly with the teacher in the same space

and with the same group of children for the vast majority of the time. [NAEYC Early

Childhood Program Accreditation Criteria, 2005, p. 12]

Teaching standards represent a set of knowledge and skills that reflect the best evidence

available regarding quality teaching. Their purpose is to provide Local Education

Agencies (LEAs) and Area Education Agencies (AEAs) with a consistent representation

of the complexity and the possibilities of quality teaching. They are linked to the teacher

evaluation system and individual professional development plans (Iowa Department of

Education: Iowa Code section 284-3).

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Approved

Verbs

APPENDIX L

APPROVED VERBS FOR USE

IN ESSENTIAL COMPETENCIES

Example

Definition

Adapt 4b.3 (Level 1) Observes, asks, and adapts to all verbal

and nonverbal communication cues of children

2a.5 (Level 2) Adapts consistently to the expressed

and/or observed individual needs of diverse families and

the community to promote healthy relationships

Adjusts oneself to

different conditions,

environment, etc

Advocate 5e.1 (Level 1) Advocates for developmentally

appropriate practice for teaching children, demonstrates

awareness of issues that affect the lives of children, and

demonstrates communication skills necessary for

effective advocacy

AT* 5e.1 (Level 3) Advocates for developmentally

appropriate practices and develops communication skills

for advocacy

Speaks or writes in favor

of; supports or urges by

argument; recommends

publicly

Anticipate AT 4a.10 (Level 3) Anticipates and supports the

activities of other adults in the classroom

Expects; looks forward to;

be sure of

Apply 2d.1 (Level 1) Seeks and applies knowledge regarding

individualized early care, health and education

3c.4 (Level 2) Applies current educational, legal, and

ethical issues with respect to assessment practices

3c.9 (Level 3) Applies and models complex

understanding of responsible assessment practices when

working with individual children who present a variety of

diversity

Puts to use; brings into

action

Assist AT 3a.1 (Level 1) Assists team members with collection

of assessment information

AT 3a.2 (Level 2) Assists with selection of appropriate

assessment tools for specific purpose

AT 2c.3 (Level 3) Assists in providing activities,

materials and learning aids for the child to use across

multiple settings

Gives aid or help.

Build AT 2b.3 (Level 2) Builds positive, welcoming

relationships with families

Establishes, increases, or

strengthens

Coach 2b.5 (Level 3) Shares effective practices with families

and staff through modeling, mentoring and/ or coaching

Gives instruction or

advice in the capacity of a

coach; instructs; focus on

performance (contrast

with mentor)

Collect AT: 3c.3 (Level 3) Collects assessment data

independently

Brings together in one

body or place; gathers

from a number of persons

or sources

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Approved

Verbs

APPENDIX L



Example

Definition

Collaborate 5a.7 (Level 2) Collaborates with supervisors, mentors,

and colleagues to enhance professional growth

2b.4 (Level 3) Collaborates with families and

communicates using multiple and diverse methods of

communication in order to support families as decision-

makers

2c.4 (Level 2) Collaborates with all who provide care

and learning opportunities for each child, developing a

community of support for children and families

2b.4 (Level 3) Collaborates with families and

communicates using multiple and diverse methods of

communication in order to support families as decision-

makers

Works jointly with others,

especially in an

intellectual endeavor;

shared commitment,

shared planning, shared

goals, shared risk, and

common structure.

Communicate 2a.1.1 (Level 1) Communicates daily with families to

provide for early care, health, and education of children

Gives another; imparts;

transmits

Comply 5b.1 (Level 1) Complies with applicable professional

code of ethics for the educational setting and licensure

requirements

AT 5b.7 (Level 3) Complies with relevant laws

pertaining to child abuse, rights of children with

disabilities and school attendance

Acts in accordance with

wishes, requests,

demands, requirements,

conditions, etc.; agree

Connect 2d.3 (Level 2) Connects families with available

community resources in response to observed or

expressed goals or needs

Joins, links, or fastens

together; unites or binds

Contribute AT 3a.3 (Level 2) Contributes to discussions regarding

interpretation and use of assessment information

AT 5d.6 (Level 3) Contributes to dialogue in addressing

issues of working with children

Be an important factor in;

helps cause

Cooperate

AT 3d.2 (Level 2) Supports and cooperates with team

building with families and other professionals around

assessment practices

Works or acts together or

jointly for common

benefit in informal

relationship; no shared

mission, goals, planning,

risk, or structure.

(contrast with

collaborates);

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Approved

Verbs

APPENDIX L



Example

Definition

Coordinate 2c.3 (Level 2) Coordinates with all who provide care

and learning opportunities for each child, developing a

community of support for children and families

2d.6 (Level 3) Coordinates community resources

needed to support diverse families

To bring into a common

action, movement, or

condition

Demonstrate 1a.1 (Level 1) Demonstrates basic understanding of

typical and atypical child development

1a.3 (Level 2) Demonstrates comprehensive

understanding of typical and atypical child development

1b.3 (Level 3) Demonstrates reflective mentoring with

colleagues about multiple influences on development

Describes, explains, or

illustrates by examples,

specimens, experiments,

or the like

Describe 1a.3 (Level 2) Describes general concepts of typical and

atypical child development

AT 2a.3 (Level 3) Describe the impact of families’

expressed and observed needs on the child’s development

and learning

Tells or depicts in written

or spoken words; give an

account of

Design 5a.8 (Level 2) Designs and implements a professional

development plan based on student achievement, self,

peer, and supervisory evaluation and recommended

practice as presented by research

Forms or conceives in the

mind; contrives; plans

Develop 4a.4.1 (Level 1) Develops, implements, and evaluates

individualized plans, including Individual Family Service

Plans, with family members and other professionals, as a

member of a team

2d.2 (Level 2) Consistently develops and integrates

practices reflective of children’s home cultures,

communities, languages and experiences

Brings into being or

activity; generates;

evolves

Engage 4a.1 (Level 1) Occasionally engages in positive primary

care giving with assigned children

1c.3 (Level 2) Engages in intentional practices which

value diversity and demonstrates an understanding that

bias and discrimination impact development

1a.6 (Level 3) Engages in role modeling and reflective

mentoring practices which demonstrates comprehensive

understanding of child development and appropriate

positive guidance strategies

Occupies the attention or

efforts of

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Approved

Verbs

APPENDIX L



Example

Definition

Explain 3a.3 (Level 1) Explains ways assessment can facilitate

good teaching

3a.6 (Level 2) Explains how assessment can be used in

positive ways that benefit children by informing teachers

in making sound decisions about teaching and learning

Makes plain or clear;

renders understandable or

intelligible

Makes known in detail

Evaluate 4a.4.1 (Level 1) Develops, implements, and evaluates



member of a team

1c.4 (Level 2) Creates and evaluates play-based

environments that support exploration, growing,

independence, and self-control

Determines or sets the

value or amount of;

appraises

Help

2c.5 (Level 2) Supports the development and

maintenance of and helps sustain positive parent child

relationships

Gives or provide what is

necessary accomplish a

task or satisfy a need;

contribute strength or

means to; render

assistance to; cooperate

effectively with;

Identify 2a.2 (Level 1) Identifies diverse family structures,

relationships, child rearing preferences, abilities,

languages, cultural and ethnic practices, and considers

their impact on child development, curriculum and

healthy relationships

AT 2a.2 (Level 2) Identifies specific differences between

families’ expressed and observed needs

AT 3c.4 Identifies current educational, legal, and ethical

issues with respect to assessment practices

Recognizes or establishes

as being a particular

person or thing; verify the

identity of

Implement 4a.4.1 (Level 1) Develops, implements, and evaluates



member of a team

4a.8.1 (Level 2) Develops, implements, and evaluates



leader of a team

AT 1c.6 (Level 3) Under supervision, implements

developmentally appropriate nutrition, feeding, and self-

help strategies for children on an individual basis

Fulfills; performs; carries

out

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Approved

Verbs

APPENDIX L



Example

Definition

Improve 5c.2 (Level 2) Uses the Iowa Early Learning Standards

with information from ongoing child observations and

assessments to plan, implement, and evaluate appropriate

instruction that improves academic and developmental

progress of all children (including those with IFSPs/IEPs)

Enhances in value or

quality; make better

Include

2c.2 (Level 2) Includes family input in planning for

children’s development and learning and transitions.

To contain within as part

or element of a whole

Individualize 2c.6 (Level 3) Individualizes curriculum based on

collaboration with families, early care, health and

education teams, communities and assessment data

Mentions, indicates, or

considers individually;

specifies; particularizes.

Integrate 2d.2 (Level 2) Consistently develops and integrates

practices reflective of children’s home cultures,

communities, languages and experiences

5b.8 (Level 3) Integrates relevant professional guidelines

(e.g. national, state or local) and standards for content and

learner outcomes

Brings together or

incorporates (parts) into a

whole.

Maintain 1c.1 (Level 1) Creates and maintains classroom

environment reflecting knowledge of state regulation and

recommended practice standards

AT: 1c.4 (Level 3) Creates and maintains classroom

environment reflecting knowledge of state regulations

and recommended practice standards

Keep in existence or

continuance; preserve;

retains

Maximize AT: 1c.1 (Level 1) Works cooperatively with the teacher

to organize a learning environment designed to meet the

health, safety, and individual learning needs of each and

every child in the program while also maximizing

opportunities for individual development and appropriate

play

Increases to a maximum;

makes the most of

Mentor 1c.5 (Level 3) Models and mentors appropriate use of

environment as a learning tool

Serves as an influential

senior sponsor or

supporter in a two-way

relationship where learner

is free to reject advice

(contrast with coaches)

Model 1c.5 (Level 3) Models and mentors appropriate use of

environment as a learning tool

Serves as an example

Observe 4b.3 (Level 1) Observes, asks, and adapts to all verbal

and nonverbal communication cues of children

Sees, watches, perceives,

or notices

of 105

Approved

Verbs

APPENDIX L



Example

Definition

Organize 1c.2.2 (Level 1) Organizes environment to meet health

and safety needs and include large group areas, interest

areas with a variety of materials, and with separate quiet

and active play area for diverse needs of children

AT 1c.5 (Level 3) Under supervision, organizes and

offers a learning environment designed to meet the health,

safety and individual learning needs of all children in the

programs, while maximizing opportunities for individual

development

Systematizes, gives

structure or character

Participate AT 4d.1.1 (Level 1) Participates in the process of

observing, documenting, and reflecting, in order to plan,

implement, and evaluate curriculum under the supervision

of a teacher

5e.2 (Level 2) Participates in developmentally

appropriate practice for teaching children, demonstrates

awareness of issues that affect the lives of children, and

demonstrates communication skills necessary for

effective advocacy

Takes or has a part or

share, as with others;

partakes; shares

Plan 5c.2 Uses the Iowa Early Learning Standards with

information from ongoing child observations and

assessments to plan, implement, and evaluate appropriate

instruction that improves academic and developmental

progress of all children (including those with IFSPs/IEPs)

Arranges a method for

achieving an end

Promote AT: 4c.3 Uses strategies appropriate for individual, small

group, and large group settings in order to engage each

child and promote learning and development

moves forward;

contributes to the growth

or prosperity of; helps

bring into being

Provide 2b.2 (Level 1) Provides feedback and information to

families based on expressed and/or observed goals or

needs

3c.5 (Level 2) Provides examples of responsible as well

as irresponsible assessment practices

3c.8 (Level 3) Provides multiple, detailed examples of

responsible as well as irresponsible assessment

Makes available or

supplies

of 105

Approved

Verbs

APPENDIX L



Example

Definition

Recognize AT: 1a.1 (Level 1) Recognizes general concepts of

typical and atypical child development

AT: 2d.2 (Level 2) Recognizes the existence of diversity

within his/her setting

AT 4b.8 (Level 3) Recognizes, anticipates, and responds

to all verbal and nonverbal communication cues of

children

Identifies from knowledge

of appearance or

characteristics

Respond AT 4b.8 (Level 3) Recognizes, anticipates, and responds

to all verbal and nonverbal communication cues of

children

Replies or answers in

words, makes a return by

some action as if in

answer

Reflect 6d.1 (Level 1) Demonstrates analysis and reflection on

teaching practice

6d.3 (Level 2) Demonstrates the ability to self-analyze

and reflect on teaching practices and use data for decision

making

Thinks calmly and

quietly; expresses a

thought or opinion

resulting from reflection

(consideration of some

subject matter, idea, or

purpose)

Seek 2d.1 (Level 1) Seeks and applies knowledge regarding

individualized early care, health and education

AT 2d.3 (Level 3) Seeks and applies knowledge

regarding supporting diversity when individualizing early

care, health and education

Goes in search or quest of

Select AT 3b.5 (Level 3) Selects and uses specific tools for

specific purposes with supervision

Chooses in preference

another or others; picks

out

Serve 4a.11 (Level 3) Serves as a resource for other staff Renders assistance; is of

use; helps

Share 2b.5 (Level 3) Shares effective practices with families

and staff through modeling, mentoring and/ or coaching

Divides and distributes in

shares; apportions

Solicit 2b.1 (Level 1) Solicits and uses family information

regarding family strengths, challenges, needs and goals

Makes a petition or

request, as for something

desired

Summarize AT: 3c.4 (Level 3) Participates with the teaching team in

providing and summarizing assessment data

Makes a summary

(covering the main points

succinctly)

of 105

Approved

Verbs

APPENDIX L



Example

Definition

Supervise 4a.3 (Level 1) Structures, supports, and supervises the


Oversees (a process,

work, workers, etc.)

During execution or

performance;

superintends; has the

oversight and direction of.

Support 4a.3 (Level 1) Structures, supports, and supervises the


2c.5 (Level 2) Supports the development and

maintenance of and helps sustain positive parent child

relationships

2d.4 (Level 3) Models and supports the development of

others in incorporating inclusive practices and

recognizing diversity

Maintains (a person,

family, establishment,

institution, etc.) by

supplying with things

necessary for existence;

provides for

Uphold 5b.4 (Level 2) Upholds standards of confidentiality,

sensitivity and respect for children with disabilities and

school attendance

AT 5b.6 (Level 3) Upholds standards of confidentiality,

sensitivity and respect of children, families and

colleagues

Supports or defends, as

against opposition or

criticism

Use 2b.1 (Level 1) Solicits and uses family information

regarding family strengths, challenges, needs and goals

4d.3.1 (Level 2) Uses observations, documentation and

reflection to plan, implement and revise curriculum for

children

5a.9 (Level 3) Consistently and effectively uses

professional and technological resources to improve

teaching for working with children, e.g. journals,

research, webinars

Employs for some

purpose; puts into service

Work AT: 1c.1 (Level 1) Works cooperatively with teacher to

organize and offer a learning environment designed to

meet the health, safety and individual learning needs of

all infants in the programs, while maximizing

opportunities for individual development.

2d.5 (Level 3) Works with the community to identify

additional resources needed to support diverse families

Does work; labors