Higher education plays an essential role in the continuum of learning and support opportunities that prepare and support individuals in their work with, and on behalf of young children. The required activities of the state early childhood advisory councils include assessing “the capacity and effectiveness of 2- and 4-year public and private institutions of higher education in the State toward supporting the development of early childhood educators” (Public Law 110-134). Hear about the Administration for Children and Families’ definitions of and hopes for assessment, capacity, and effectiveness related to this ECAC charge. Explore a federal, a national organization, and a state perspective on 5 concrete strategies to consider as you undertake this task. Listen to state questions and ideas to the panelists for further discussion, and gain an overview and links to related resources.
Speakers:
- Richard Gonzales, Senior Advisor for Early Childhood Development and Education, Administration for Children and Families, US Department of Health and Human Services
- Alison Lutton, Senior Director of Higher Education Accreditation and Program Support, National Association for the Education of Young Children (NAEYC)
- Mary Vanderwert, Minnesota Head Start State Collaboration Director, member of the state Early Childhood Advisory Council (ECAC) and co-chair of the ECAC Professional Development Committee
- Sarah LeMoine, Director of State Workforce Systems Policy, NAEYC (moderator)
Resources:
- Session Recording Part 1 | Part 2 | Part 3
- Session Power Point Presentation
- NAEYC Recognition of Baccalaureate and Graduate Degree Programs. NAEYC works with NCATE (National Council for Accreditation of Teacher Education) to review the early childhood programs at four-year colleges and universities. NAEYC peer reviewers are faculty in early childhood programs and evaluate program reports to determine whether programs meet the NAEYC Professional Preparation Standards. If a program meets the standards and receives National Recognition, and if the institution goes on to be accredited by NCATE, the program has received a nationally known mark of quality.
- 2010 Annual Report of the Minnesota Professional Development System for Early Childhood and School-age Practitioners by the Child Development Services unit at the Department of Human Services (DHS), in partnership with Child Trends, the MN Child Care Resource and Referral System and the Minnesota Center for Professional Development, provides highlights of the state’s PD System accomplishments primarily benefiting Minnesota’s child care providers. The report presents information about activities in the PD System, a summary of evaluation activities and progress in engaging underserved populations.
- The Minnesota Center for Professional Development, higher education information and resources.
- NAEYC’s Early Childhood Workforce Systems Initiative’s purpose is to assist states in developing, enhancing, and implementing policies for an integrated early childhood professional development system for all early childhood education professionals working with and on behalf of young children. The website resources include a state policy blueprint and guide, a database of example state policies, web seminars, and additional related resources.
- NAEYC’s database of state professional development policies: Articulation. This section of the state policy database includes examples of states that address articulation in statute, regulation, or executive order. These policy examples focus on the authority to create or establish articulation agreements or systems rather than the actual agreements/systems themselves. The examples include agreements/systems focused on all state higher education institutions/general content, teacher education, and specific early childhood education policies.
- NAEYC’s standards for professional preparation programs are designed for the early childhood education profession as a whole, to be relevant across a range of roles and settings. These core NAEYC standards are used across degree levels, from associate to baccalaureate to graduate programs. They are used in higher education accreditation systems, in state policy development, and in program improvement planning.
- The NAEYC Commission on Early Childhood Associate Degree Accreditation awards accreditation to associate degree programs that demonstrate evidence of meeting the Professional Preparation Standards.
- NAEYC’s Workforce Designs: A Policy Blueprint for State Early Childhood Professional Development Systems focuses on the policies that connect professional development activities and that support and make possible an effective implementation of a state system of professional development. It highlights policy principles and essential policy areas that build or sustain an integrated system—a system that ensures quality in all settings in which early childhood professionals work. These principles and highlighted policy areas look beyond the status quo; they are aimed at the development and retention of a competent and stable early childhood workforce—a skilled cadre of effective, diverse, and adequately compensated professionals.
- NAEYC’s State policy blueprint planning guide
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