Common Core Competencies for Early Childhood Practitioners State of Hawai„i
Hawai„i Careers with Young Children C.A.N.O.E.S Career Access and Navigation of Early Care and Education Systems 2010
Introduction The significant importance of early childhood has led to a global focus on the professionalism of early childhood practitioners. This focus has resulted in increased standards for their professional preparation and development. “More than half the states have established a set of competencies for the early care and education (ECE) practitioner, with the goal of assuring that they will have the necessary knowledge, skills, and attitudes to meet the young child‟s developmental and learning needs.” (Center for the Study of Child Care Employment, pp.1-2.)
The National Association for the Education of Young Children (NAEYC) publication, Workforce Designs: A policy blueprint for state early childhood professional development systems provides the context that we have used to start to build a workforce and professional development system for Hawaii. This context supports the need for a comprehensive system of preparation and ongoing development and support for all early childhood practitioners working with and on behalf of young children, including the development of practitioner standards. (NAEYC, p. 7) Hawaii Careers with Young Children (HCYC) recognized Hawaii‟s need for creating and establishing common core competencies that bridged the various early childhood jobs and roles that are both common and unique to our state. As a result, the Common Core Competencies for Early Childhood Practitioners were developed. This document identifies what practitioners need to know and be able to do to effectively support professionalism and stability for Hawaii‟s diverse early childhood workforce; and to provide a common professional development framework and foundation for all ECE practitioners. Purpose of the Common Core Competencies for Early Childhood Practitioners The common core competencies have been developed primarily to provide a framework for higher education and community-based training and professional development. Further suggested uses for the document are:
To support licensing requirements regarding pre-service, in-service, and on-going professional development.
To assist programs in identifying quality practice.
To help practitioners identify on-going professional development needs.
It is not the intention of this document to replace standards documents that were reviewed or are currently being used by programs. It is also anticipated that settings and/or programs may require additional professional development expectations for practitioners.
Background Hawai„i Careers with Young Children Hawai„i Careers with Young Children (HCYC) is a workforce and professional development system-building effort representing twenty-seven agencies and organizations from O„ahu, Mau„i, Kaua„i, and Hawai„i counties, each with a vested interest in early care and education (ECE). The role of HCYC has been the ongoing development of an intentional, strategic early education and care workforce and professional development system for Hawai„i. The work of this system-building effort has produced C.A.N.O.E.S., Career Access and Navigation of Early Childhood Systems, a component of Hawaii‟s overall early learning system building effort. The common core competencies are one facet of an overall system that produces high quality services to children and families. They have been aligned with the Hawai„i State Early Learning and Development Standards for Young Children and will eventually be tied to a system of Quality Improvement and Rating (QIrS). The Development of the HCYC Practitioner Common Core Competency Workgroup and its Tasks 1.
A diverse workgroup representing a variety of settings and programs in Hawai‟i, including administrators, trainers, higher education faculty, and cross-sector programs like Healthy Start, was formed to help define the appropriate structure and content for early childhood practitioner common core competencies across all settings and in all programs statewide. (Appendix B).
2. Guiding principles were developed to guide the work of the workgroup. (Appendix C)
3. The workgroup then undertook an extensive review of numerous past and current standards documents for developing core competencies. (Appendix A) 4. The workgroup developed this draft of practitioner common core competencies that reflect extensive input from each setting and program. 5. A companion document is anticipated to include examples that indicate how each competency might look when practiced in the various settings and programs.
Standards Documents As mentioned above, several past and current standards documents were reviewed and incorporated into this document. The HCYC website will include some of the reviewed
documents in more detail, and reference the variety of early education and care roles, settings, and programs. The Common Core Competencies for Childhood Practitioners Document The development of the document was inspired by three culturally responsive principles that also guided the development of the Hawai„i State Early Learning and Development Standards for Young Children: 1. Families and communities are the primary caregivers and educators of young children. 2. Individuals develop and learn best in the context of family and a community that is respectful and culturally responsive, in which they are valued, their physical needs are met, and they feel safe, psychologically secure and intellectually challenged. 3. Practitioners, families, and children are all capable, competent learners and teachers, who contribute to the overall success of the community. The term “settings” used in the document refers to the four settings identified in Act 14, i.e., center-based infant/toddler and preschool, family childcare, family-child interaction learning, and home-visiting. The term “practitioner” refers to, and is inclusive of, anyone who professionally supports and delivers services in one of the four settings, e.g., higher education instructors, community-based trainers, program administrators, etc. The term “individual” refers to all persons, including practitioners as previously defined. The competency areas are integrated and work in harmony with each other. They are built on a foundation of commitment to the National Association for the Education of Young Children (NAEYC) early childhood education core values and Code of Ethical Conduct. According to the NAEYC Code of Ethical Conduct, practitioners commit to:
Appreciate childhood as a unique and valuable stage of the human life cycle. Base their work with children on knowledge of child development. Appreciate and support the close ties between the child and family. Recognize that children are best understood in the context of family, culture and society. Respect the uniqueness, dignity, and worth of each individual. Help children and adults achieve their full potential in the context of relationships that are based on trust, respect and positive regard.
Document Organization The common core competencies document is organized into three areas: 1. Eleven Common Core Competencies 2. Proficiencies 3. Description of Proficiencies Details that further describe proficiencies can be found in the documents that were reviewed in the development process. These documents and others are listed in the reference section of this document and will be made available on the HCYC website. Recommendations for Next Steps Research suggests that a degree in and of itself is not the single determinant of ECE practitioner quality, and that on-going early childhood professional development, coaching, and mentoring all contribute significantly to the quality of services ECE practitioners provide. With this in mind the following are recommendations for next steps regarding the Common Core Competencies for Early Childhood Practitioners document: 1. The document will be aligned with higher education, community-based courses and professional development, moving towards the goal of assuring that all professional development counts towards something, including HCYC Registry approval. 2. Higher education will be convened to research and develop a process of recognizing educational qualifications. 3. To adequately support the ECE practitioner, it is further recommended that professional development opportunities be provided that support Hawaii‟s unique cultural characteristics, including the concepts of family learning, and the understanding that each individual is an integral part of the community in which he/she lives and works. It is anticipated that the ultimate outcome of this document would be the on-going support and sustainability of an effective early childhood workforce and professional development system.
Common Core Competencies for Early Childhood Practitioners
Common Core Competency #1 Definition -
Rationale -
Well-being is defined here as the state or condition of being healthy spiritually, physically, mentally, socially, emotionally and psychologically. An individual‟s well-being is essential to the development of the whole person (spiritually, physically, mentally, socially, emotionally and psychologically). Primary care and preventive health services for children and adults will assist the families‟ ability to support healthy growth and development and can identify problems early for intervention. Proficiencies
Practitioner (All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
NOTES:
Wellbeing
Description
Practitioners maintain their Early care and education practitioners own spiritual, physical, mental, and emotional health that will: includes proper nutrition, 1. Recognize wellbeing eating habits, exercise, and rest. as the optimal state of physical, mental, social Practitioners recognize that and environmental caregiver fatigue, low morale, health. and lack of work satisfaction decreases effectiveness. He/she finds ways to meet his/her needs to maintain energy and enthusiasm.
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Common Core Competency #1 Wellbeing
Early care and Description education practitioners In all settings: will: 2. Recognize the importance of children‟s and family‟s well-being
3. Promote the optimal development of children and their families, which include health, safety and nutrition. 4. Demonstrate understanding that safety is the knowledge of creating an environment that is safe for young children with regard to their environmental, physical, mental, and social wellbeing.
Practitioners respond to children and families as individuals with their own strengths, needs, and unique characteristics. Practitioners learn about and respond respectfully to cultural values and expectations. Practitioners practice good health habits including eating nutritious foods and washing their hands regularly.
Practitioners keep the indoor and outdoor areas of their program free of dangerous conditions to prevent injury. Dangerous materials must not be accessible to children. Practitioners teach children and families about safety.
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Common Core Competency #1 Wellbeing
Early care and Description education practitioners In all settings: will: 5. Understand that nutrition is necessary to support young children‟s healthy growth and development.
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Practitioners learn about good nutrition, with respect to family‟s customs and habits, to provide and encourage families to provide age-appropriate, nutritious meals and snacks. Food is stored, prepared, and served to children in a sanitary manner.
6. Understand the importance of linking families to the health care system and available community resources.
Practitioners learn about available health resources in their communities that provide services to families.
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Competency #2
NOTES:
Child Growth and Development
Definition -
Child development is defined here as the sequence of growth and change in all domains of development - physical, social, emotional, cognitive, linguistic, creative and spiritual - that occurs from the prenatal period through early childhood (eight years old).
Rationale -
Typically developing children generally acquire milestones in the same sequence. However, rates of development are highly individual. Common Core
Practitioner (All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
Description
In all settings: Early care and education practitioners will: 1. Understand the sequence of growth and change in all domains of development. This includes the sequence in which individuals achieve developmental milestones
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Practitioners observe the children in their program to learn where they are developmentally and how best to support their stage of development.
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Common Core Competency #2
Early care and Description education practitioners In all settings: will:
(behavior and skills that Child Growth indicate significant growth, change and and Development mastery in individuals).
2. Understand that children‟s development is influenced by their unique genetic characteristics as well as by other circumstances including family values and beliefs, culture, socio-economic status, community and geographic location.
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Practitioners provide activities and opportunities for children to move, explore, problem solve, communicate, and express herself/himself through a variety of medium.
Practitioners provide opportunities and time for children to learn in meaningful, safe, and comfortable settings. Practitioners provide experiences that encourage appreciation for the uniqueness of a variety of cultures.
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #3 Definition -
Rationale -
Relationships
Relationships are defined here as multiple and positive interactions that result in a reciprocal and responsive connection. Positive relationships are essential for the development of personal responsibility, capacity for self-regulation, for constructive interactions with others, and for fostering academic functioning and mastery. Warm, sensitive, and responsive interactions help individuals develop a secure, positive sense of self and encourage them to respect and cooperate with others. Positive relationships also help individuals gain the benefits of instructional experiences and resources. Individuals who see themselves as highly valued are more likely to feel secure, thrive physically, get along with others, learn well, and feel part of a community.
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NOTES:
Common Core Competency #3 Practitioner (All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
Proficiencies
Description
In all settings: Early care and education practitioners will: 1. Build positive relationships, beginning with understanding and respecting children, families and colleagues. 2. Work to establish relationships from initial contact. 3. Establish and maintain an emotional climate that provides security for children, families, and colleagues. 4. Listen and respond positively to individuals.
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Practitioners practice the value of ALOHA.
Practitioners help children, families, *co-workers, and all individuals feel accepted in the group. Practitioners demonstrate a positive working attitude. Practitioners treat others with respect.
Practitioners communicate sincerely, and positively with children, families, *co-workers, and all individuals.
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Common Core Competency #3 Relationships
Early education and care practitioners will:
Description
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Current professional development in place to support competencies in this area:
In all settings: 5. Support individual strengths and needs. 6. Cultivate positive interactions. 7. Participate in collaborative partnerships based on mutual trust. 8. Differentiate between personal and professional relationships.
Practitioners acknowledge children, family, and co-worker accomplishments.
Protect confidentiality of individuals.
9. Address concerns constructively. 10. Above all else: do no harm.
*In some settings practitioners work by themselves. (√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #4 Definition -
Rationale -
Guidance is defined here as helping young children and adults learn how to direct and manage their own behavior, thus leading them towards self-regulation and helping them to build skills for engaging in satisfying relationships. Effective guidance encourages children and adults to learn about their own needs and the needs of others. Children and adults who are respected and encouraged to make choices, learn to take responsibility and to respect others. They become cooperative, productive people. Proficiencies
Practitioner (All practitioners in all settings including higher education staff, administrators, and trainers.)
NOTES:
Guidance
Description
In all settings: Early care and education practitioners will: 1. Guide practices using Practitioners have words and actions based developmentally appropriate upon: expectations. a) knowledge of human development b) appreciation of each individual
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Practitioners build a trusting relationship with each individual as a foundation for positive guidance and selfdiscipline.
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Common Core Competency #4 Guidance
Early education and care practitioners will:
Descriptions In all settings:
1. Guide practices using words and actions based upon: c) an understanding of what families value and believe is important d) core values in the early childhood field
Practitioners seek information about child behavioral expectations at home.
Practitioners know a variety of positive guidance methods that are developmentally appropriate. Practitioners let individuals solve their own problems whenever possible.
2. Value and appreciate childhood behaviors and children‟s right to be childlike.
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Practitioners remain calm and supportive and allow individuals to grow more confident and independent.
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Common Core Competency #4 Guidance
Early care and Description education practitioners In all settings: will: 3. Work to understand how human development affects behavior and adapt expectations to reflect how individuals grow and learn.
The practitioner helps individuals understand their own feelings and those of others.
4. Provide supportive guidance based upon his/her understanding Practitioners consider the that individuals learn indoor and outdoor through experiences appropriate to individual environment as a guidance tool. age, temperament, learning style, interest, culture, and family choice.
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Common Core Competency #4 Guidance
Early care and education practitioners will:
Description
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5. Understand that individuals learn about relationships: a) by being part of a group and interacting with people and the environment.
Practitioners provide opportunities for individuals to interact in small and large groups.
b) by constructing knowledge, including social knowledge. c) through play and exploration.
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #5 Definition -
Rationale -
Diversity is defined here as a wide range of ethnicities, races, cultures, languages, genders, socio-economic classes, spiritual/faith beliefs, and abilities with varying needs and contributions. Hawaii is home to a unique native Hawaiian host culture and a rich and wide array of people and populations. People thrive in an environment where their individuality is supported and they are understood in the context of their family, culture, and community. Proficiencies
Practitioner (All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
NOTES:
Diversity
Description
In all settings: Early care and education practitioners will: 1. Actively seek opportunities to learn about Hawaii‟s host culture.
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Practitioners engage in opportunities to learn through observation and hands-on demonstration of Hawaiian language, cultural, knowledge and skills.
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Common Core Competency #5
Early care and education practitioners will:
Description
Diversity
2. Acknowledge the diversity in his/her schools, organizations and the broader community.
Practitioners participate in local cultural practices.
3. Develop an awareness of his/her own culture, values and beliefs and how these impact his/her practice. 4. Learn about the environment, community, and traditions in which he/she works.
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Practitioners take time to reflect on their own genealogy, geographic connections, and family history.
Practitioners become familiar with the languages of the community and appropriately promote their use in his/her teaching.
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Common Core Competency #5
Early care and education practitioners will:
Description
Diversity
5. Respect and accept the diversity of the children, families, and co-workers with whom he/she works as well as recognize and appreciate his/her commonalities and differences.
Practitioners utilize multiple instructional strategies and apply those strategies appropriately and flexibly in response to the diverse needs of the children and families they are working with. Practitioners utilize a variety of settings as learning environments to teach. Practitioners provide opportunities for children and families to ask questions, state opinions, and offer suggestions about their learning.
Practitioners support all children and families‟ sense of belonging.
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Common Core Competency #5
Early care and education practitioners will:
Description
Diversity
6. Learn about and work towards implementing strategies to question and challenge stereotypes and biases.
The practitioner assures that children and their families are not stereo-typed and/or discriminated against because of their race, gender, ethnicity, ability, or any other personal characteristics.
7. Support others in developing positive attitudes toward differences.
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The practitioner promotes understanding and respect for and responds positively to similarities and differences. The practitioner‟s style should be based on mutual trust, respect, and appropriate affection to build relationships with individuals.
. (√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #6 Definition -
Rationale -
The learning environment as defined here includes all components that contribute to creating a diverse and active climate and culture for learning and teaching. The environment is essential to learning and teaching. Interaction in and with the environment promotes growth and learning. An effective environment reflects a climate where all participants are valued as learners and teachers, whose contributions matter to the whole group and in which there is a high expectation of success. Proficiencies
Practitioner (All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
NOTES:
Learning Environment
Description
In all settings: Early care and education practitioners will: 1.Model respectful relationships through his/her words and actions
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Common Core Competency #6 Learning Environment
Early care and Description education practitioners In all settings: will: 2. Maintain a welcoming, positive, and pleasant atmosphere.
Practitioners create learning environments that are predictable but flexible.
3. Establish expectations and cultivate joy in learning.
Practitioners smile and laugh often with children and families.
4. Participate in the maintenance of the learning community. 5. Maintain a safe, clean and orderly environment. 6. Plan and arrange an environment based on the observation of children.
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Practitioners help to organize space into easily identifiable areas of learning and where materials are easily accessible so children can explore by themselves.
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Common Core Competency #6
Early care and education practitioners will:
Learning Environment
7. Be intentional in arranging and equipping the environment. 8. Maintain an environment that reflects the diversity of children and families cultures, interests and abilities. 9. Manage the flow of the schedule, routines and transitions. 10. Provide environments that include hands-on learning opportunities and developmentally appropriate materials.
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Description
Practitioners use materials that demonstrate acceptance of each child and family‟s development, gender, family, race, language, and culture.
Practitioners establish reliable routines with a stimulating choice of materials and activities.
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Common Core Competency #6 Learning Environment
Early care and education practitioners will:
Description
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11. Maintain an environment that is safe for exploration, experimentation and appropriate risk-taking. 12. Engage socially, cognitively, physically and joyfully in the environment.
Practitioners interact verbally and non-verbally with children in the learning environment.
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #7 Definition -
Rationale -
Curriculum is defined here as the goals, content, and pedagogy for knowledge, skills, and attitudes to be acquired by children and families. Curriculum plans for learning experiences through which such knowledge, skills, and attitudes will be achieved. A curriculum that draws on formal and informal research and evidenced-based practices assists practitioners in identifying important concepts, skills, and attitudes, as well as effective methods for fostering children‟s and families‟ learning and development. A well-articulated curriculum, when informed by knowledge of individual children and their families, guides practitioners so that they can provide children and families with experiences that foster growth across a broad range of developmental and content areas. Proficiencies
Practitioner
NOTES:
Curriculum
Description
In all settings: Early care and education practitioners will demonstrate understanding:
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Common Core Competency #7 Curriculum
(All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
Early care and Description education practitioners In all settings: will: 1. Of the many factors that influence curriculum, including society‟s values, content standards,
Practitioners plan curriculum that is meaningful to children and families.
accountability systems, research findings, community expectations, culture and language, and individual children‟s, as well as family‟s, characteristics. 2. That curriculum is more than a set of activities.
Practitioners provide opportunities for individuals to make choices and explore their own interests. Practitioners provide experiences that respond to children‟s growing interest in the world around them. Practitioners encourage active learning.
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Common Core Competency #7
Early care and education practitioners will demonstrate understanding:
Description
Curriculum 3. That curriculum includes a variety of approaches to meet the needs of children and their families.
Practitioners use their observations of children and families to intentionally plan curriculum. Practitioners use the environment, everyday activities, and materials to support individual‟s learning and teaching.
4.
That curriculum is comprehensive and integrates learning and development in each of the following areas: physical, social, emotional, cognitive, linguistic, creative and spiritual.
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Practitioners design and implements curriculum is integrated and holistic rather than focused on one area of development at a time.
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Common Core Competency #7
Early care and education practitioners will demonstrate understanding:
Description
Curriculum 5. That curriculum is a reflection of program guiding principles and philosophy. 6. That intentional planning supports the curriculum. 7. That curriculum should maximize the children‟s and families‟ learning
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The practitioner takes advantage of and builds upon natural learning experiences and “teachable moments”. The practitioner extends individuals learning by describing what they are doing and asking thought provoking, open-ended questions.
Practitioners encourage children and families to talk about their experiences and observations.
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Common Core Competency #7
Early care and education practitioners will demonstrate an understanding:
Curriculum
8. That curriculum should offer opportunities for children and their families to learn in a variety of ways, according to their developmental needs and interests.
Description
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Practitioners provide opportunities for play.
9. That curriculum also involves assessment and reflection. 10. That curriculum evolves according to the needs and interests of children and families.
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #8 Definition -
Assessment and Evaluation
Assessment is defined here as the process of observing, recording, documenting and organizing information (data). Evaluation is defined here as the process of analyzing a variety of assessments to inform educational decisions.
Rationale -
Assessment and evaluation are integral to programs, curriculum, and instruction. Systematic assessment is essential for identifying children who may benefit from more intensive instruction or intervention, or who may need additional developmental evaluation. This information (data) ensures that the program meets its goals for all learners.
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NOTES:
Proficiencies Practitioner All practitioners in all settings including higher education staff, ECE administrators, and communitybased trainers.)
Early care and education practitioners:
1. Know the multiple steps involved in collecting (data) on development and learning: a. observation b. recording c. documentation d. organization
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Description In all settings: Practitioners observe and record information about children and families in a nonjudgmental manner. Practitioners work with families when gathering information on each child‟s strengths and needs. Practitioners utilize and organize multiple forms of assessment, including, culturally appropriate assessment strategies, to inform practice.
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Common Core Competency #8 Assessment and Evaluation
Early care and education practitioners will: 2. Use this information (data) to:
Description
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The practitioner is intentional and reflective.
a. meet program goals and objectives. b. meet the needs of the participants 3. Communicate the information data to appropriate people. 4. Understand that assessment results (evaluation) are used to inform sound decisions about participants, teaching, and program
The practitioner maintains confidentiality and respects the privacy of individuals.
The practitioner has a systematic way of collecting and analyzing information to intentionally plan.
improvement.
(√) = meet this competency area
NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Competency #9
NOTES:
Professionalism
Definition -
Professionalism is defined here as Early Care and Education Practitioners‟ commitment to the NAEYC Code of Ethical Conduct. Professionalism also includes the practitioner‟s commitment to the cultural, ethical and professional codes of conduct of their programs and settings, and his/her participation in the ongoing process of improving his/her practices.
Rationale -
The nature of the work of early care and education is personal, confidential and sensitive requiring trust between children, families, professionals and other practitioners. Professional practitioners are better equipped to make ethically sound decisions. It is incumbent upon practitioners to take initiative and participate in ongoing educational opportunities to increase competency in working with children, families, professionals, and other practitioners. Common Core
Practitioner
Examples
In all settings: Early care and education practitioners will:
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Common Early care and Description Core education practitioners In all settings: Competency #9 will: Professionalism 1. Know and perform their job responsibilities. (All practitioners in 2. Be committed to growth in practitioner all settings including higher core competencies. education staff, 3.Engage in cooperative ECE administrators, relationships with and community- colleagues and other based trainers.) professionals
Practitioners understand the philosophy and mission of the program they work for.
Practitioners have a clear understanding of their responsibilities within their programs. Practitioners discuss program issues with appropriate individuals and follow up as needed. Practitioners participate in ongoing professional development. Practitioners help promote a positive atmosphere in their program.
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Common Early care and Description Core education practitioners In all settings: Competency #9 will: Professionalism 4. Participate in a training on the NAEYC Code of Ethical Conduct. 5. Participate in an inservice training on the cultural, ethical and professional codes of conduct of the program and setting he/she works. 6.Engage in ongoing self reflection and improvement to inform practice 7.Communicate clearly, effectively and respectfully 8. Address challenges and concerns constructively.
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Practitioners participate in evaluation.
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Common Early care and Core education practitioners Competency #9 will:
Description
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Current professional development in place to support competencies in this area:
Professionalism 9. Know your program‟s philosophy of early care and education. 10. Understand the ethical and legal importance of maintaining confidentiality of information related to children, families, colleagues, and programs. 11. Participate in career development.
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Common Core Competency #10 Definition -
Rationale -
NOTES:
Program Management
Program management is defined here as the overall effective implementation of program policies, standards, procedures, and systems that is responsive and supports high-quality experiences for staff, personnel, children, and families. In high quality early learning programs, staff members are supported in achieving their professional goals and in implementing the goals of the organization. Proficiencies
Practitioner
Description
Early education and In all settings: care practitioners (All Practitioners read and will: practitioners understand their employee in all settings 1. Know and handbook. including perform their job higher responsibilities. Practitioners maintain or assist education with maintaining accurate staff, ECE 2. Follow applicable records on children and families. administrators, state and federal and regulations. Practitioners develop and communityimplement or assist with based developing and implementing a trainers.) culturally and developmentally appropriate curriculum plan.
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Current professional development in place to support competencies in this area:
Common Core Competency #10 Program Management
Early education and Description care practitioners In all settings: will: 3. Be familiar with setting standards that are relevant to their programs. 4. Be aware of their legal responsibilities and how to access appropriate services and resources. 5. Comply with relevant regulations and guidelines. 6. Comply with operational procedures. 7. Comply with program accountability. 8. Participate in ongoing program planning.
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Practitioners report signs or symptoms of abuse and neglect in a timely manner. Practitioners participate in preservice and in-service professional development. Practitioners have access to a copy of their program, state, and national standards for easy reference. (all of the above modified from CDA CG V, pp. 63-65)
√
Current professional development in place to support competencies in this area:
Common Core Competency #11 Definition -
Rationale -
Community resources is defined here as the knowledge of resources within communities that support staff, personnel, children and families. A quality program is engaged in a reciprocal relationship with community resources to support and promote the wellbeing of staff, personnel, children and families. Proficiencies
Practitioner
NOTES:
Community Resources
Description
In all settings: Early care and education practitioners Practitioners represent their will: program in community events 1. Understand that they and functions as assigned by are an integral part of their their supervisor.
(All practitioners in all settings including communities. higher education staff, ECE administrators, and communitybased trainers.)
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√
Current professional development in place to support competencies in this area:
Common Core Competency #11 Community Resources
Early care and education practitioners will:
Description
2. Become familiar with information on community resources.
Practitioners conduct research and share resources in their community that would benefit their work.
3. Build positive relationships, beginning with understanding children, families and colleagues.
√
Current professional development in place to support competencies in this area:
(√) = meet this competency area NOTE: Administrators and trainers will meet all practitioner common core competencies prior to entering the role of administrator and trainer. Additional competencies for administrators and trainers will be captured in the future development of intermediate and advanced competencies.
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Appendices
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Appendix A – Resources and References Aha Punana Leo. (2003). Kukui A Mau: Punana Preschool Standards of Excellence. Hilo: Aha Punana Leo. ANKN. (1999). Guidelines for Preparing Culturally Responsive Teachers for Alaska's Schools. Anchorage: Alaska Native Knowledge Network. 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. Council for Professional Recognition. CDA Credential. 2008, from www.cdacouncil.org CSEFEL. (2006a). Action plan for promoting social emotional competence. In. UrbanaChampaign: University of Illinois at Urbana-Champaign. CSEFEL. (2006b). Inventory of Practices for Promoting Social Emotional Competence. In. Urbana-Champaign: University of Illinois at Urbana-Champaign. Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd Edition ed.). Alexander, VA: Association for Supervision and Curriculum Development. Fong, G., Tom, A., Gorecki, D., Nemoto, M., Hisatake, T., Furoyama, L., and Yuen, S. (2006). Learning to grow: Developmental guidelines for infants, toddlers, and young preschools. Honolulu: University of Hawaii at Manoa Center on the Family.
HCYC. (2000). Attitudes, skills and knowledge: For early care and education practitioners center based (Birth-5 years old). Honolulu: Hawaii Careers with Young Children. Moravcik, E. a. N., S. . (1997). Leveled attitude, skills and knowledge for family child care practitioners: Implemenation draft. Na Kamalei K.E.E.P, INPEACE, Keiki o ka Aina Family Learning Centers, Partners in Development Foundation, and Good Beginnings Alliance. (2006). Family-child interaction learning programs: A culturally responsive early learning option for families with young children: Guiding principles and standards for program development, planning, and implementation. Honolulu: Eleu-Native Hawaii Early Childhood Consortia. Updated 10/31/11 - 44
NAEYC. (1997). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington DC: National Association for the Education of Young Children. NAEYC. (2003). NAEYC standards for early childhood professional preparation--Associate Degree Programs: National Association for the Education of Young Childreno. Document Number) NAEYC. (2005). NAEYC Early Childhood Program Standards and Accreditation Criteria: The mark of quality in early childhood education: National Association for the Education of Young Childreno. Document Number) NHEC. (2002). Na Honua Mauli Ola: Hawaii guidelines for culturally healthy and responsive learning environments. Honolulu: Native Hawaiian Education Council. Pianta, R., La Paro, K. , Hamre, B. (2007). Classroom assessment scoring system (CLASS) manual: Paul H Brookes Publishing Company. School Readiness Task Force Hawaii Good Beginnings Interdepartmental Council. (2003). Hawaii preschool content standards: Curriculum guidelines for programs for four-year-olds. Honolulu: Good Beginnings Alliance. State of Hawaii Department of Human Services. (2002a). Licensing of infant and toddler child care centers. State of Hawaii Department of Human Services. (2002b). Registration of Family Child Care Homes, State of Hawaii Department of Human Services. (2002c). Rules for Governing Licensing of Group Day Care Centers and Group Child Care Homes, US Department of Health and Human Services. Head Start Program Performance and Standards and Other Regulations. Washington DC: Head Start Bureau. US Department of Health and Human Services. (2007). Head Start Act (As amended December 12, 2007): Head Start. WASC. (2000). Preschool criteria for a preschool program: Western Association of Schools and Colleges.
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Appendix B – Common Core Competencies Workgroup
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Name Noelani Iokepa-Guerrero – Team Leader
Kathy Murphy Brenda Watanabe
Lisa Pakele
Lora Perry
Buffy Owens Sherry Nolte Deidre Harris
Cathy Javor Kanoe Kanaka'ole Luana Jardine Lovey DeRego
Keiko Nitta Mike Fahey Winnie Ching Pamela Celestine Perkins Celia Takahashi Linda Buck Sheri Schonleber Elizabeth Park
Organization
Setting
Punana Leo Hawaii Association for the Education of Young Children People Attentive to Chldren Institute for Native Pacific Education and Culture Partners in Development Foundation
CB
Kama'aina Kids Honolulu Community College Kamehameha Schools Partners in Development Foundation Punana Leo Alu Like Hawaii Catholic Schools Department of HealthEarly Childhood Comprehensive Services Good Beginnings Alliance Kamehameha Schools Family Child Care Provider Good Beginnings Alliance Honolulu Community College University of Hawaii @ Manoa Chaminade University
Polly Strona
Head Start Collaboration Department of Human Services Seagull Preschools Family Child Care Provider
Christina Cox
KCAA Preschools
Chris Jackson Julie Morita Jayne Arasaki
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ALL Registry
FCIL
FCIL CB and Infant Toddler HE CB and HV
FCIL CB HV CB
Community Training Special Needs CB FCC NA HE HE HE CB and Infant Toddler Licensed Administrator FCC CB and Infant Toddlr
Kaina Bonoscorsi
Julie Powers
Early Learning Council University of Hawaii West Oahu People Attentive to Children STG International.com Maui Community College
Ben Naki
Head Start Assoc
Lynn Cabato
Head Start Assoc Hawaii Careers with Young Children
Susan Adler Cindy Ballard Gale Flynn
Melodie Vega
Legend: CB = Center-based settings FCC = Family Child Care Settings FCIL = Family Child Interaction Learning Programs Settings HV = Home Visitor Settings HE = Higher Education
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NA HE Community Training Trainer HE CB and Infant Toddler CB and Infant Toddler Systems
Appendix C – Core Competencies Workgroup Guiding Principles 1. We collaborate and partner with resources and organizations that currently exist. 2. We represent all ECE settings. 3. We have identified that recruitment into the field is as a priority. 4. We provide support, motivation, and resources for practitioners to achieve the required level of education and qualifications. 5. We believe quality leadership is critical. 6. We have set precedence for the ongoing evaluation of quality. 7. We believe parent education is essential in every setting. 8. We use consensus approach when deciding on recommendations to Core Group. 9. We hold everyone who comes to the table responsible for the final recommendations to the Core Group. 10. We respect and value what was done in the past and move forward. 11. We work in collaboration with all teams to assure consistency and move towards the goal of developing a comprehensive, statewide professional development system plan. 12. We insist that all work will support equitable compensation. 13. We agree that all work will be aligned with Higher Education. 14. We work with all stakeholders including local and national organizations with vested interest in workforce and professional development. 15. We agree that all work will be integrated into Act 14 and the work of the Early Learning Council.
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Definitions Advocacy -
promote the support of practitioners, families, and children
Evaluation – an informed decision based upon multiple sources of information Child Assessment – a review of data gathered from observations, etc. on children Program Assessment – a review of data gathered from tools designed to assess programs Program – an organized early care and education setting Setting – the type of organized early care and education program, i.e., family child care, infant-toddler Pedagogy – a variety of teaching and learning methods Spirituality – a connection with a source that contributes to well-being Practitioner –is inclusive of, anyone who professionally supports and/or delivers services in one of the four settings, e.g., higher education instructors, community-based trainers, program administrators, family child care provider, etc. Individual – refers to all persons, including practitioners as previously defined. Common Core Competency – a level of expertise Proficiency – skills that support the level of expertise Description – a detailed explanation of the proficiency
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