2015 QRIS N ATION AL MEETIN G

BREAKOU T SESSION #16 9

A Road Map to Core Competencies

KIMBERLY BROWN IN G, EVALUATION STRATEGIES

LESLIE ROESLER, PEN N SYLVANIA EARLY LEARN IN G KEY S TO QUALITY

TRACI VERZ I , MARY LAN D STATE D EPARTMEN T OF ED U CATION

PAT BROWN IN G, EVALUATION STRATEGIES

Introduction –Purpose of Presentation

Historical Context

Maryland:The Roadmap to the

Competencies

MARYLANDKNOWLEDGE AND COMPETENCY FRAMEWORKFOR CHILD AND YOUTH CARE PROFESSIONALS

THE IMPORTANCE OF COMPETENCIES

• Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation from the Institute of Medicine and National Research Council

The report:• Provides 13 recommendations• Asserts that there must be a set of

agreed-upon skills and competencies that all early childhood educators must know and be able to perform

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HISTORY OF MARYLAND FRAMEWORK

• With the award of the Race to the Top: Early Learning Challenge Grant, the revision of Maryland’s 2001 establishment of Core of Knowledge for the early childhood workforce was made possible.

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ALIGNMENT WITH:

• Maryland’s College and Career-Ready Standards

• The Maryland Child Care Credential Program

• Danielson Framework for Teaching with Early Learning Supports

• National Association for the Education of Young Children Standards for Early Childhood Professional Preparation Programs.

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ADDITIONAL ALIGNMENT:

• The Head Start Child Development and Early Learning Framework

• National AfterSchool Association, Core Knowledge and Competencies for Afterschool and Youth Development Professionals

• The Maryland Early Childhood Family Engagement Framework: Maryland’s Vision for Engaging Families with Young Children

• The Council for Exceptional Children Definition of a Well-Prepared Special Education Teacher

• Council for Professional Recognition Child Development Associate (CDA) Credential Competency Goals and Functional Areas (2013)

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PURPOSE & GOALS

• Provide coherent structure and content for the workforce

• Inform the course of study in higher education institutions

• Give guidance for child care credentials and certifications,

• Present comprehensive descriptions of the skills, knowledge, and competencies

• Reflect racial and cultural heritage, language, health, and family situations

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PURPOSE & GOALS CONTINUED

• Recognize that all children and youth, including those with special needs, special health care needs, and/or developmental delays or disabilities, possess potential for learning

• Build on developmentally appropriate teaching and assessment practices• Improve family engagement• Strengthen professional development and post-secondary education

programs• Support the work of community agencies and organizations.

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GUIDING PRINCIPLES

• The guiding principles focus on the six following categories:

• Children• Families• Child and Youth Care Professionals • Community• Professional Development System • Ethical Behavior

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AUDIENCE

• Early Childhood child care professionals (children prenatally through age 8)

• School-age child care professionals (children aged 5 through adolescence)

• Those who train, educate, and advocate for the Maryland Child Care Workforce.

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DOMAINS• “A domain is a

specific coreknowledge area identified as important in child and youth care.”

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ProfessionalismProgram

Administration

Family Engagement &

Community Partnerships

Child Development

Curriculum &

Environment

Observation, Screening & Other

Assessments

Special NeedsHealth,

Safety &Nutrition

EffectiveInteractions

LEVELS

• Novice• Intermediate• Competent• Proficient• Advanced

“Professionals at higher levels are expected to demonstrate the knowledgeand competencies required at all prior levels.”

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PURPOSE OF DETAILING LEVELS

• Measure current competencies

• Set goals for future competencies

• Assess strengths and weaknesses across domains and core knowledge areas.

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Characteristics Level of the Maryland Knowledge and Competency Framework for Child and Youth Care Professionals

Novice Intermediate Competent Proficient Advanced

Knowledge None to minimal Working knowledge Good working knowledge Deep knowledge Extensive, authoritative knowledge

Application of Competencies

Implements or follows program policies, guidelines, and philosophies.

Engages families in the growth and development of their children/youth.

Commits to all children and youth and their growth and development.

Works independently and contributes to the facilitation of: o Child development o Program development.

Engages families to fully participate in the growth and development of their children/youth.

Knows subject content and how to teach it.

Manages and monitors child and youth learning.

Thinks systematically about their professional practice and learns from experience.

Contributes as a member of a learning community.

Applies competencies and designs, assesses, and adapts the environment to meet the changing needs of all children and youth.

Encourages and provides for family engagement, both in the program and at home.

Advocates for all children and youth, families, and the child and youth care workforce.

Demonstrates nuanced application of competencies.

Uses current research to inform practice.

Provides leadership and training in the planning, implementing, assessing, and modification of the program.

Conducts research to advance best practices for the local community.

Encourages and engages families to fully participate in the growth and development of their children.

Advocates for all children, youth, families, and the child and youth care workforce.

Conducts research to advance evidence-based best practices for the field of child and youth care and education.

Conducts research and applies it to care settings.

Conducts research on family engagement.

Addresses topics affecting children, youth, and their families.

Advocates for children, youth, families, and the child and youth care workforce.

MARYLAND CHILD CARE CREDENTIAL PROGRAM

• A voluntary program that recognizes an individuals achievement for exceeding the requirements of State of Maryland licensing and registration regulations. A level is determined based on:

• Education/training• Experience working with

children• Professional activity units

(awarded for participation in professional activities).

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GOALS OF CREDENTIALING PROGRAM

The four major goals of the credential program are:• A well-qualified workforce• Improved status and increased compensation for child care providers• Recognition of for-credit and non-credit career preparation• Provision of a structure for professional growth through professional

competencies, linking the Credential Program with the Maryland Knowledge and Competency Framework for Child and Youth Care Professionals, which specifically details those competencies.

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DOMAINS, KNOWLEDGE & COMPETENCIES

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NUMBERING SYSTEM

• The domains, core knowledge, and competencies are numbered and lettered, not to imply a ranking of importance, but to provide easy reference.

• Example of numbering: OSA.1-N.a

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COMPETENCIES

GLOSSARY

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Universal Design for Learning (UDL) “A set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” See the National Center on Universal Design for Learning at http://www.udlcenter.org/aboutudl/whatisudl

REFERENCES25

Division for Early Childhood. (2014). Recommended practices in early intervention/early childhood special education 2014.Retrieved from http://www.dec-sped.org/recommendedpractices

RESOURCES

• Professional• Curriculum• Child Screening and Assessment• Program Assessment• Quality Improvement and Accreditation Resources

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Healthy Beginningshttp://www.marylandhealthybeginnings.org/

A Maryland resource to help child care professionals working with infants and toddlers from birth through age three. It provides knowledge and support around child care and child development. The Activity Planner provides fun, developmentally appropriate activities that build young children’s skills and promote learning.

Pennsylvania:The Roadmap to the

Competencies

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PennsylvaniaCore Knowledge Competencies & Big Ideas FrameworkJanuary 2014

Welcome

Some History Competencies for more than 10 years

QRIS connections

◦ Professional development coded to competencies (Registry)

◦ Self-assessment and individual PD plan based on competencies (Paper)

◦ Facility Plan (Survey) PEN

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Overview and Revisions

Overarching Considerations Continuum across levels

Focus Expanded

◦ family engagement

◦ cultural diversity

◦ inclusive practices

◦ positive social emotional development

Effective use of data

Meaningful self-assessment

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Overview and Revisions

Alignments1) The Pennsylvania Department of Education Teacher Certification

Guidelines (Chapter 49-2),

2) Pennsylvania Learning Standards 3) Pennsylvania Child Day Care Regulations Chapter 3270,4) NAEYC Standards for Early Childhood Professional Preparation

Programs, and5) NAEYC Early Childhood Program Standards and Accreditation Criteria6) Head Start Child Development and Early Learning Framework7) Workforce Knowledge and Competency Framework Definition (Race

to the Top – ELC)

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Overview and Revisions

Vetting Process

1) Childcare

2) PA Pre-K Counts

3) Head Start

4) PQAS

5) STARS

6) Advisory Groups

7) Higher Education

8) Family Providers

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Overview and Revisions

Competencies Rollout

FY 13/14Soft Rollout

• Launched at ECE Summit• Develop & deliver training for stakeholders• Distribute paper version, post on website with writeable PDF • Practitioners begin to complete Big Ideas Framework as come due for designation• Complete development of online version of self-assessment• Instructors begin using CKC to align courses (Spring)

FY 14/15

• All courses in LMS align with new competencies (July)• Training for stakeholders continues• Practitioners begin completion of online self-assessment• Begin engagement of Higher Ed to align courses to CKC• Development of asynchronous course begins

FY 15/16

• CKC asynchronous course available in PD Registry• Full implementation for Keystone STARS providers(July)

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Once you have competencies, what happens next?PENNSYLVANIA

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Knowledge Areas and Competency Groups Child Growth & Development (K1)Curriculum and Learning Experiences (K2)oLearning Environment oCurriculumo Instruction

Families, Schools and Community Collaboration and Partnerships (K3)

Assessment (K4)oComprehensive Assessment SystemoChild AssessmentoObservation, Reporting and Documentation

Communication (K5)

Professionalism and Leadership (K6)oProfessionalismoEthicsoAdvocacy and Leadership

Health, Safety and Nutrition (K7)oHealthoSafety,oNutrition

Program Organization and Administration (K8)oProgram Organization and AdministrationoPersonneloTechnology and Marketing

Big Ideas Framework

Self-Assessment

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Big Ideas Competency Crosswalk

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Knowledge Area Big Idea Question # Competency

Curriculum and Learning Experiences (K2)

“Learning environments should be designed and modified to support children’s individual needs and interests.”

1 K2.1, K2.2, K2.3, K2.4

2K2.1, K2.2, K2.3, K2.4, K2.9, K 2.10, K2.12

3K2.4, K2.9, K2.10, K.2.11, K2.15

4 D2.1, D2.2, D2.4

5 D2.3

“PA Learning Standards and its guiding principles are the foundation for teachers’ development of curriculum and instruction that is developmentally, culturally, and linguistically appropriate.”

1 K2.5, K2.6, K2.15

2 K2.7, K2.9, K2.12

3 K2.10, K2.11

4 K2.3, K2.13, K2.15

5 K2.8, K2.12

6 K2.14

7 K2.16

8D2.5, D2.6, D2.14, D2.15, D2.16

9 D.2.8, D2.10, D2.11, D2.13

10D2.7, D2.9, D210, D2.12, D2.14

Big Ideas Framework

Individual Professional Development Plan

Summary of the decisions made related to professional development goals

Based on Big Ideas and Essential Question completion

Becomes annual professional development plan PEN

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Big Ideas Framework

Competencies for Individuals

Living document

User friendly

Meaningful/intentional PD choices

Moves with the person

Support directors in supporting their staff

Support standards compliance

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Big Ideas Framework

STARS Designators and the CKC Self AssessmentAnnual professional development plan is developed based on needs identified in the Big Ideas and Individual Professional Development Plan(IPDP).

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Competencies in the Registry

Competencies in the Registry

Competencies in the Registry

Competencies in the Registry

Competencies in the RegistryCourse Catalog

Competencies in the RegistryCompliance Report

Competencies in the RegistryNext Steps

• Completion and rollout of asynchronous course

• Home Visitor Competencies and other Knowledge Mediator Competencies integrated into the Registry

• Career Lattice Verification in the Registry

• Licensing and Subsidy staff permissions to view reports to verify professional development

Once you have competencies, what happens next?MARYLAND

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CONTINUING EDUCATION: Trainer Use

• Many competencies are already written in measurable terms

• Use as a marketing tool• Puzzle Pieces – use to advertise what domain your

training falls under• Numbering System - can be included as part of your

required objectives to identify core knowledge • Use the levels to determine beginner, intermediate and

advanced level training

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TRAINING PROPOSAL PLANNING TEMPLATE 1. Training Title: Observation, Assessment and Screening, The Importance of Communication with Families

5. Training Objectives (Please number each objective):

1) Participants will recognize the importance of listening attentively to families and using information shared to inform planning (OSA.4-N.a)

2) Participants will recognize the importance of sharing developmental screening and assessment results with families at appropriate times and in appropriate ways (OSA.4-N.b)

3) Participants will recognize the importance of maintaining confidentiality when sharing results of screenings and assessments (OSA.4-N.c)

4) Participants will explain the importance of complying with Maryland regulations concerning communication with families (OSA.4-N.d)

Observation &

Assessment

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NEXT STEPS

• Training (in-person)• Training (videos)• Personal Assessment and Professional Development Plans• Career Ladders• Registry of Care Providers and Trainers• Credentialing• Assessment and Development of Educational Programs• Revisions and Continual Improvement• Result: Improved Outcomes for Our Children

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MARYLAND’S STEPS• Training (in-person) – Already started

• Training (videos) – Already started. More after release of new web site in 2016.

• Personal Assessment and Professional Development Plans• Framework as a self-assessment tool• Simple tool will be developed• MD OCC 100• Portfolio template

• Registry - Public portal in June 2016

• Credentialing – Modifications in next regulation release.

• Educational Programs –Aligning “Pre-Service” training to the competencies.

• Revisions and Continual Improvement –As feedback is received.

• Result: Improved outcomes for children

Final ThoughtsQuestions

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Traci Verzi

Training Approval Coordinator

Division of Early Childhood Development

Office of Child Care/Credentialing Branch

traci.verzi@maryland.gov

Kimberly Browning, PhD

President, Evaluation Strategies

kbrowning@comcast.net

Patricia A. Browning, MA

Educational Consultant & Technical Writer, Evaluation Strategies

www.evaluationstrategies.net

Leslie Roesler

Associate Director

Pennsylvania Key

lesroe@berksiu.org