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1 FY2014 Educator and Provider Support Competitive Grant Application EEC Board Meeting December 11, 2012.

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Presentation on theme: "1 FY2014 Educator and Provider Support Competitive Grant Application EEC Board Meeting December 11, 2012."— Presentation transcript:

1 1 FY2014 Educator and Provider Support Competitive Grant Application EEC Board Meeting December 11, 2012

2 Educator and Provider Support Grant: Priorities The main goals of this funding are as follows: Professional development efforts must be evidence- based and align with EECs 8 Core Competency Areas. Professional development activities must leverage resources across public and private agencies, including in-kind resources to provide statewide coverage in all required topics. Professional development is a shared responsibility between educators and the providers that employ them. Professional development must meet the needs of the early education and care and out of school time workforce in all settings. Professional development must be targeted and intentional to meet the needs of specific age groups and unique populations. 2

3 Educator and Provider Support Grant: Purpose In FY11, EEC established the Educator and Provider Support (EPS) networks to provide a comprehensive system of professional development opportunities and services that help build a system of high-quality early education and care across the Commonwealth. Since its inception, EPS grants have focused on three core areas for serving the early education and care and out of school time workforce: educator and provider planning, coaching and mentoring, and competency development 3

4 FY2014 EPS Grant: Target Audience FY14 will remain the same as in FY13. Educator Supports – Attaining Degrees and/or Developing Competencies Educators must be supported in developing IPDPs that assist them in attaining a degree in early education or a related field, or in achieving enhanced competency through the attainment of CDA, certifications, or other credentials or demonstrable knowledge, skills, and abilities related to early education and out of school time competencies. Provider Supports – Accreditation and QRIS Progress Providers must be supported in achieving/maintaining accreditation (NAEYC, NAFCC, or COA) and in increasing program quality and moving to a higher QRIS level. 4

5 Professional Qualifications Registry: Number of Active Educators by Region 5 Nearly 40,000 educators are active in the Professional Qualifications registry. PQR Data as of ; EEC program data as of ; data captured from Licensing Manager did not include Metro West

6 FY13 EPS Proposed Opportunities by Type 6

7 FY12-13 EPS Opportunities by Area of Alignment EPS grantees will again be required to submit a Professional Development Course Catalogue as a component to their FY2014 grant application. 7 Note: Areas of Alignment was not collected in FY2011

8 FY11-13 EPS Opportunities by Age Group 8 Note: FY2013 opportunities are proposed

9 FY11-13 EPS Opportunities by Core Competency Area 9 Note: FY2013 opportunities are proposed

10 FY12 EPS Coaching and Mentoring Services: For Providers 10 Data reported by Educator and Provider Support (EPS) Grantees statewide from July 1, 2011 through June 30, 2012

11 FY12 EPS Coaching and Mentoring Services: For Educators 11 Data reported by Educator and Provider Support (EPS) Grantees statewide from July 1, 2011 through June 30, 2012

12 Sharing Professional Development Opportunities with the field EPS grantees are the conduit for sharing information with educators and providers in the field. For example: STEM Summer Learning Institute Communities of Practice Exceptional Educator Awards Social Emotional Management of Children on the Autism Spectrum QRIS Foundations Course 12

13 Collaborative partnerships for professional development opportunities Currently with funding through the Race to the Top Early Learning Challenge grant EEC funded 6 Readiness Centers who are working collaboratively with the 5 EPS grantees to offer professional development opportunities to the field. These opportunities will be trainings and or courses that will award academic currency (CEUs or 1.0 college credit). 13

14 Collaborative partnerships for professional development opportunities EPS grantees work with Aspire Institute/Wheelock College-Center for Assessment and Screening Excellence(CASE), to offer professional development opportunities providing statewide training and technical assistance in early childhood assessment, screening and program measurement aligned with MA Quality Rating and Improvement System (QRIS). (EEC funded initiative) 14

15 Supporting Grant Implementation EPS grantees and partnership members are invited to participate in statewide initiatives to further support the development of the EPS grant. Conference Examples: A View From All Sides Brain Building and Early Literacy and Numeracy The New Normal School: Engaging Diverse Families 2012 STEM Summit and Pre-STEM Train the Trainer Initiative Examples: 2011 MA Curriculum Frameworks for English Language Arts and Literacy and Mathematics EEC Online Courses: Preschool Guidelines, Core Competencies, Infant and Toddler Guidelines, and Language and Literacy 15

16 Supporting EPS Grant Implementation contd. EPS grantees meet with EEC staff, members of their partnership, and community stakeholders on a monthly basis. Ongoing Efforts Include: EPS monthly meetings with EEC Collaborative partnership with CAYL Institute to provide TA supports to EPS grantees QRIS Webinars EPS Grantee Partnership meetings EPS Grantee Executive/Management Committee meetings Regional Readiness Center meetings Regional Grantee meetings CFCE and other grantees meetings Communities of Practice RTTT Projects 16

17 FY2014 EPS Grant: Priorities Grant priorities will remain the same as in FY Professional development efforts must be evidence-based and aligned with EECs 8 Core Competency Areas, 2. Professional development activities must leverage resources across public and private agencies, including in-kind resources to provide statewide coverage in all required topics. 3. Professional development is a shared responsibility between educators and the providers that employ them, since increasing the competency of educators increases the level of quality of the programs in which they work. 4. Professional development must meet the needs of the early education and care and out of school time workforce in all settings. 5. Professional development must be targeted and intentional to meet the needs of specific age groups and unique populations. 17

18 FY13 Application: Required Services At least 33% of the grant funding must be used to provide CEU and college coursework that result in Competency Development. At least 33% of professional development offerings must address school age children, ages 5 to age 14. At least 25% of grant funding must be allocated to support Coaching and Mentoring 18

19 FY14 Application: Changes to Overall Required Services At least 25% of opportunities directly address the practice of the MA Curriculum Frameworks At least 25% of opportunities address educators working with infants and toddlers Ensure subcontractors adhere to EEC policies and FY14 EPS grant requirements Provide resumes for all individuals who will be responsible for course instruction, coaching and mentoring, or consultation services 19

20 FY14 Application: Changes to Educator and Provider Planning Required Services Ensure proposed opportunities have been approved for CEUs and/or college credits prior to grant submission Identify QRIS standard(s) addressed for each opportunity 20

21 FY14 Application: Changes to Coaching and Mentoring Required Services Grantees must submit resumes for individuals servings as coaches or mentors through the grant. Individuals responsible for providing training, coaching, mentoring, and TA related to QRIS must demonstrate knowledge of QRIS and participate in necessary professional development and TA to better serve educators and providers in the field. 21

22 FY2013 EPS Grantees 1. Region 1: Western MA: Preschool Enrichment Team, Inc 2. Region 2: Central MA: Family Services Organization of Central MA 3. Region 3: Northeast MA: North Shore Community College 4. Region 5: Southeast, Cape and Islands: Community Action Committee of Cape Cod and Islands, Inc 5. Region 6: Metro Boston: Action for Boston Community Development, Inc 22

23 FY14 Application: Changes to Competency Development Required Services Provide opportunities that relate to and address programs QRIS professional development needs; Course descriptions must identify linkage and alignment to QRIS; Develop a statewide plan to provide EEC developed on-line courses, additional courses have been or will be created 23

24 FY13 Funding by Region: ~ $3.17 EPS RegionFY2013 FundingEst. Number of EEC Programs Region 1: Western MA $479,6272,628 Region 2: Central MA $664,8312,777 Region 3: Northeast MA $795,3194,564 Region 5: Southeast MA, Cape & Islands $537,1157,580 Region 6: Metro Boston $691,1075,010 24

25 FY2014 EPS Grant: Eligibility Entities must be an FY2013 Educator and Provider Support Grantee that has satisfied all requirements of the FY2013 Educator and Provider Support Grant and be in good standing with EEC. Failure to satisfy all of the requirements of the FY2013 Educator and Provider Support Grant will make a grantee ineligible to receive FY2014 funding. Anticipating level funding ~ $3.17M 25


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