Presentation on theme: "A GREAT EARLY CHILDHOOD EDUCATION WORKFORCE WE ALL WANT ONE BUT HOW CAN DO WE MAKE IT HAPPEN? 12 th National Early Childhood Inclusion Institute May 14–16,"— Presentation transcript:
A GREAT EARLY CHILDHOOD EDUCATION WORKFORCE WE ALL WANT ONE BUT HOW CAN DO WE MAKE IT HAPPEN? 12 th National Early Childhood Inclusion Institute May 14–16, 2012 Shelley deFosset & Tracey West FPG Child Development Institute Sandy Wilberger VCU T/TAC
Participant Poll What sector do you represent? What is your role?
The goal of NPDCI is to assist states in developing cross- sector professional development plans to increase opportunities for high quality preschool inclusion. What is NPDCI?
What is “cross-sector” professional development? Who should be part of the cross-sector system of PD? For Discussion
5 Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention State Early Childhood Development System Early care and education opportunities in nurturing environments where children can learn what they need to succeed in school and life. Economic and parenting supports to ensure children have nurturing and stable relationships with caring adults. Early identification, assessment and appropriate services for children with special health care needs, disabilities, or developmental delays Comprehensive health services that meet children’s vision, hearing, nutrition, behavioral, and oral health as well as medical health needs.
National Context Race to the Top – Early Learning Challenge (RTT-ELC) Early Childhood Advisory Council (ECAC) Quality Rating & Improvement Systems (QRIS) Early Childhood Outcome Reporting BUILD (Early Childhood Systems Working Group) Early Childhood Registries Multiple Quality Initiatives Inclusion: DEC & NAEYC Joint Position Statement on Inclusion
Quality Movement = Multiple Quality Initiatives 7 accreditation criteria
Fiefdoms of Early Childhood
Collaborative Approach to PD Collaboration: a commitment to work together to address a problem and achieve a goal that could not be accomplished by the organizations working individually (Mattessich et al., 2004) Collaborative PD Initiatives Early Childhood Higher Education Early Intervention Health
Small Group Discussion How could a cross- sector system of PD that supports inclusion be beneficial to you in your work? What might be the challenges in building a cross-sector system?
The Big Picture Planning Guide is designed to support state-level planning leading to an integrated professional development system across all early childhood sectors.
Big Picture Planning Guide: Planning Sequence Step 1: Set the Stage Step 2: Develop a Vision and Focus Areas Step 3: Develop an Implementation Plan Step 4: Create a Structure for Ongoing Improvement
Professional Development Planning Matrix For use at state, regional and local level The Matrix provides information that can be used to facilitation and inform discussion of: Unnecessary duplications in PD practices across agencies (e.g., multiple agencies providing PD on the same content areas to the same target audiences without intentional planning)? Gaps in PD efforts (e.g., important content not being addressed in PD, content not aligned with competencies and standards, lack of support for PD providers)? Collaboration across sectors in how PD is funded, planned, and implemented? How could collaboration be improved?
Professional Development Planning Matrix Are there unnecessary duplications in PD practices across agencies (e.g., multiple agencies providing PD on the same content areas to the same target audiences without intentional planning)? Are there gaps in PD efforts (e.g., important content not being addressed in PD, content not aligned with competencies and standards, lack of support for PD providers)? Is there collaboration across sectors in how PD is funded, planned, and implemented? How could collaboration be improved?
Landscape For Use at the State Level The Landscape provides information about: The PD content that is being addressed most/least often (e.g., general knowledge, practice knowledge) The characteristics of the learners (e.g., level of education, age group served, work settings) The PD approaches that are being used most/least often The level of intensity representative of the majority of the PD provided
Virginia Cross-Sector Professional Development (VCPD) State Team Membership VA Office of Early Childhood Development ( EC AC) VA Department of Education VA Department of Health VA Department of Social Services VA Resource and Referral Network VA Part C Office VA Integrated Training Collaborative
Virginia Cross-Sector Professional Development (VCPD) State Team Membership, con’t The ARC of VA Partnership for People with Disabilities (UCEED) Head Start Collaboration Office VA Early Childhood Foundation VA State Technical Assistance Centers VA Institutes of Higher Education VA Military Childcare VA Star Quality Rating Initiative
Accomplishments of VCPD Formation of an active, engaged cross-sector forum of all relevant PD providers in VA that includes a statement of purpose and a letter of agreement A systematic statewide exploration of the status of Early Childhood PD in Virginia through NPDCI tools (Landscape and Matrix) Examination of gaps and coordination of new PD initiatives: Center for Early Learning and Literacy (CELL),Center for Social Emotional Foundations for Early Learning (CSEFEL) and SpecialQuest(SQ), with these Initiatives building off each other’s efforts Two cross sector train-the-trainer initiatives(CELL and SQ)
Accomplishments con’t More communication between pre-service and in-service through new Federal Office of Special Education Programs (OSEP) paraprofessional grant and SQ Updated the Competencies for EC Professional to support inclusive practices, with interest in incorporating other at-risk populations Assessed needs of state PD from all sectors to develop a statewide collaborative framework/network The expansion of the ECSE Institutes of Higher Education Council to become the Preparing Educators of All Young Children (PEAYC) Group, linking to community Colleges, locality PD providers, and 4 year colleges
Virginia’s Landscape In Virginia, a team identified PD providers and these providers were invited via to complete the Landscape.
Response rate VA (n = 256) of those who followed the link in the invitation to the Web site with details about the survey69% of the total number invited33%
Results WHO were the learners who participated in PD?
Practitioners Work Setting
Age Groups Served
Characteristics of PD providers Almost all survey respondents were female 96%, Not Hispanic or Latino White 79%
WHAT was the content of the PD?
Content of the PD (con’t)
How were PD activities delivered ? Type of PD Activities% Workshops or institutes94% Consultation47% Mentoring49% Coaching44% Technical assistance50% Distance learning approaches50% COPs/practitioner study groups23% Co-teaching14% Other3%
Recommendations for Strong Cross Sector State Infrastructure A coordinated needs assessment process Accessibility and availability of early childhood credential and licensure A career lattice that is broad and aligned A cross-sector trainer registry Coordinated PD standards: trainer competencies and content State policies and regulations that support a coordinated system
Recruitment & retention (tiered reimbursement, scholarships, incentives, etc.) Content aligned with other local, state & federal standards across sectors A training and technical assistance structure to support mentoring & coaching (for providers and recipients of PD) Aligned ECE professional competencies Unified birth-five licensure for all early childhood educators Articulation from entry level training through higher education. Recommendations (cont.)
Regional Professional Development Consortiums PD Consortiums coordinated out of the following cities: Fairfax, Richmond, Harrisonburg, Blacksburg and Norfolk. Consortium Tasks Identify priorities through routine needs assessments Develop a work plan to address identified regional needs Convene quarterly regional consortium meetings (F2F or virtual) Develop and maintain a Web site for their region Coordinate and promote cross-sector regional trainings
Regional Professional Development Consortiums PD Consortiums coordinated out of the following cities: Fairfax, Richmond, Harrisonburg, Blacksburg and Norfolk. Consortium Tasks, con’t Coordinate distance learning opportunities with other consortiums Maintain a list of trainers that provide training on special initiatives (i.e., SpecialQuest, CSEFEL, etc.) Maintain communication with other regions to maximize use of resources and expertise across regions Participate in activities coordinated by State Lead and VCPD Regional consortium leads will attend an annual planning meeting.
Small Group Discussion How could these tools be used to support your work around building a professional development system that supports inclusion?
Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC
Recommendations for States for Linking PD, Quality and Inclusion
Research Synthesis Points on Quality Inclusive Practices
NPDCI Professional Development Concept Paper
The Inclusive Classroom Profile (ICP): Moving Beyond Global Quality The Inclusive Classroom Profile, developed by Elena Soukakou, is a tool d esigned to complement existing classroom quality measures & standards
Reflections I am interested in … I want to know more about …