USA: +1(669)289-8683 
Sign in
This Assessment requires submission of one (1) document that includes a completed PD Planning Worksheet and IPDP Template.
PV005
GuidedNotes for “A Guide to Creating an Individual Professional Development Plan (IPDP)
Source: Vermont Northern Lights Career Development Center. (2011a). A guide to creating an individual professional development plan (IPDP). Retrieved from http://northernlightscdc.org/wp-content/uploads/2011/11/5-10-ipdp_guide
The purpose of an Individual Professional Development Plan (IPDP) is to support thoughtful, personal and professional growth.
An IPDP answers the questions:
• What do I know and what skills do I already possess?
• What do I need to know and learn?
• What specifically do I want to learn to do next? What are my goals?
• How will I meet my goals?
• When and how will I see if I did what I planned? When and how will I assess my progress toward my goals?
In order for an IPDP to be useful, it should be updated annually or when your roles and goals change. Always date the IPDP you create.
Remember, your IPDP is a plan so it should always include things you still need to accomplish. Examples of completed IPDPs can be found on the Northern Lights Website at http://northernlightscdc.org under “Planning Professional Development—IPDP.”
Note: The format and template for your IPDP is found in the Competency Assessment for PV005.
A Guide to Creating an Individual Professional Development Plan (IPDP) for Early Childhood Professionals
Part 1. Self-Assessment
When assessing your professional development needs, consider:
· What do I already know?
· What skills do I have, what areas do I want to improve?
· Consider the knowledge, skills you already possess and any education you have completed.
You should align your goals with professional standards. Consider viewing and downloading the NAEYC “Professional Development Standards” from
http://www.naeyc.org/ncate/files/ncate/Stds_1pager
and/or Core Competency information from www.northernlightscdc.org under “Core Competencies.”
After you complete the self-assessment, you will have a description or list of what you already know and can do, and what you want to learn more about
For example, if you identify a Child Growth and Development goal, you would first consider:
What you know: I already know the differences in development between ages 2–5, a basic knowledge of brain development in the early years, and the differences in level of development for children with multiple ear infections.
What you need to know: I need to know what causes differences in behavior in the children in my program, more about temperament, and how to better collect information about each child’s development every day.
Your Turn:
What you know:
What you need to know:
Part 2. Prioritizing and Goal Setting
The next step in goal setting is identifying what you need to learn and develop next.
The self-assessment of your knowledge and skills helped you identify areas for development.
Identify skills needed to be successful in your work, or areas of knowledge you want to develop over time. Review your list—choose which ones you will address now and which ones you will address later. This process of prioritizing allows you to develop a plan that is manageable and has goals specific to your needs. Remember to develop SMART goals: Goals that are specific, measurable, attainable, relevant, and time-specific.
For example, you might decide that GOAL #1 is: Incorporate regular observation of each child at least weekly.
Your Turn: What might you identify as a goal based upon your self-assessment?
Goal #1:
©2014 Walden University 1
NAEYC Assessment
USE the 2 documents below to complete the 4 parts along with reference documentation. Please make sure all detailed information and questions are answered in-depth or points will be takin off or will result in grade of a “0 zero”
Access the following to complete this Assessment:
1.
PD Planning Worksheet
2.
Individual Professional Development Plan (IPDP) Template
Part 1: Professional Goals & Self-Assessment
Start with the end in mind. Consider the goals you want to achieve as an early childhood professional. What are your highest aspirations for serving children and families? Write two long-term goals in the appropriate “Part One” of the Professional Development Worksheet that reflect NAEYC standards for professional preparation.
Consider where you are now in relation to your long-term goals and aspirations. Reflect on your current knowledge, skills, and experience. Think about your areas of strength and areas for growth, including areas of study and professional interaction that have been most interesting and inspiring to you. Consider this information within the context of each of the following core areas of the early childhood profession:
· Safe and Healthy Learning Environments
· Physical and Intellectual Development
· Social and Emotional Development
· Relationships With Families
· Program Management
· Professionalism
· Observing and Recording Behavior
· Child Growth and Development
Record your areas of strength, areas for growth, and areas of interest and inspiration for at least three of these areas on the Professional Development Worksheet.
With these areas in mind, formulate three very specific and clear near-term goals—measureable goals that you will achieve in the next 6 months to 1 year. List them on the worksheet. These will be the goals that drive your Individual Professional Development Plan (IPDP).
Part II: Research to Inform Professional Development
Each of the near-term goals you identified on your Professional Development Worksheet is impacted by the broader landscape of the early childhood field. For example, you may have a goal of initiating advocacy efforts in an area in which new sources of funding are being made available at a national level. Or, it may be an area in which funding is being withdrawn. Understanding how your goals are influenced by current research, policies, issues, and trends can help you to be more strategic in deciding where to focus your professional growth and learning.
Consider each of the near-term goals you identified on your Professional Development Worksheet. In “Section Two” of the worksheet, summarize the larger context at the community, state, national, and/or global levels as follows:
Describe at least three examples of current research, policies, issues, and/or trends that inform your near-term goals. Explain how the current research, policies, issues, and/or trends support or impede your ability to reach your goals.
Explain how you can apply your learning about the research, policies, issues, or trends to advance toward achieving your goals.
Part III: Professional Organizations and Resources
Whatever the policies, issues, and trends may be affecting the early childhood field, a multitude of professional organizations and resources are available to provide information, training, guidance, and support that can assist you in reaching your professional goals.
Reflect on the policies, issues, and trends impacting your near-term goals. Based on this reflection, in “Section 3” of your Professional Development Worksheet, identify at least three professional organizations and resources that would be beneficial in supporting your ongoing development withing your area or surrounding. (My area is in the state of MS)
For each organization and resource selected, include the following:
Name of organization or resource
Website or contact information
Brief overview of purpose of organization or resource
Explanation of how the organization can support achievement of near-term goals
Part IV: Individual Professional Development Plan (IPDP):
Attaining your goals requires far more than identifying what you would like to achieve. You also need to identify specific strategies and resources for achieving each goal, a timeline for completion, and progress measures. These are the components of an Individual Professional Development Plan (IPDP). Your IPDP serves becomes the cornerstone of your professional development. It serves as a guidepost for your professional development, providing pathways for translating your goals into concrete action steps.
Based on the information you gathered in your worksheet, complete the IPDP Template to create your Individual Professional Development Plan. An example of how to fill out each column is provided in the first row of the template.
After completing the IPDP, choose two action steps from your plan to implement. Provide evidence to demonstrate that you completed the action step and attach it as an appendix to your IPDP. Examples of evidence might include such items as a certificate of attendance from a professional conference, interview notes, and/or photographs.
Use the 2 documents forms below to complete and citate information and references.
PV005: Goals, Action Steps, Timeline: Individual Professional Development Plan (IPDP)
In the first column, list your near-term goals. They should be specific and clear. Action steps should be specific, such as gathering materials, interviewing specific people, visiting specific places to observe, etc. Add resources, such as written materials you will read, websites you will explore, funding needed to attend events, etc. Finally, think about how long it will take to reach your goal. This is your timeline and helps you meet your goal. Put a day, month, and year next to each goal and/or strategy showing when you expect to complete it or check in on your progress; this is the status.
|
Near-Term Goals |
Action Steps (What specific tasks will I complete to accomplish this goal?) |
Resources (What do I need to accomplish my goal?) |
Timeline (Anticipated completion date) |
Status |
|
Example: Obtain certification in child CPR |
· Call the local health department to find where classes are held. · Complete a child CPR certification course. |
· Phone number of local health department |
December 2015 |
November 17th—called the health department and enrolled in a child CPR training course |
|
1. |
||||
| 2. | ||||
|
3. |
Note: After completing the IPDP, choose two action steps from your plan to implement. Provide evidence to demonstrate that you completed the action step and attach it as an appendix to your IPDP. Examples of evidence might include such items as a certificate of attendance from a professional conference, interview notes, and/or photographs.
PV005: Professional Development Worksheet
Use the following worksheet to guide the development of the Assessment for this Competency.
|
Part One: Professional Goals and Self-Assessment
Long-Term Goals and Aspirations | 1. Areas for Growth Areas of Interest/Inspiration Near-Term Goals (Note: These are goals that you will achieve in the next 6 months.) Goal 2: Goal 3: |
|
Part Two: Research to Inform Professional Development · What current policies, research, issues, and/or trends inform your near-term goals? · How might these policies, research issues, and/or trends support or impede your ability to reach your goals? · How can you apply your learning about the research, policies, issues, or trends to advance toward achieving your goals? |
|
Part Three: Early Childhood Professional Organizations and Resources Organization/Resource #1 · Name of organization or resource: Washington County Opp. Inc. · Website or contact information: www.wcoihs.edu · Brief overview of purpose of organization or resource: · Statement of how the organization or resource can be used to support one or more of your near-term goals: |
|
Organization/Resource #2 · Name of organization or resource: Walden University · Website or contact information: www.waldenu.edu · Brief overview of purpose of organization or resource: |
|
Organization/Resource #3 · Name of organization or resource: · Website or contact information: · Brief overview of purpose of organization or resource: |
|
Part Four: Individual Professional Development Plan Complete the Individual Professional Development Plan (IPDP) template and Appendix. Submit them separately. |
PV005: Professional Development Worksheet
Use the following worksheet to guide the development of the Assessment for this Competency.
Part One: Professional Goals and Self-Assessment
Long-Term Goals and Aspirations |
Note: These must reflect NAEYC standards for professional preparation.
1. My goal is to be come a college professor open up my own daycare and to pursue my career in Early childhood Education.
2. Complete my education in receiving my PhD to receive my Doctoral degree in Early Childhood and teach Early Childhood studies at Mississippi Valley State University.
Areas of Strength
·
I work well with children in the Early Childhood classrooms.
· I have worked in Early Childhood Education teaching as a Head start teacher since 2009.
· I am a very great and fun-loving teacher who enjoys working with children and helping to be eager and a great person in adult years.
· Enjoy making hands-on activities to get the children in the concept of developing a certain skills and t enjoys working with others.
·
Areas for Growth
· Overcoming my fear in speaking in front of a large crowd.
· Gain skills to get more parents involved in children education.
· Gain skills on how to create a child friendly environment.
· Gain the ability to deal with conflict cases between children and how to promote positive behavior.
· Overcoming my fear in speaking in front of a large crowd.
Areas of Interest/Inspiration
· Learn to become a better teacher too becomes a great college professor.
· Learn how to deal with the challenges that I may encounter as a college professor.
· Learn on how to help kids gain their full potential. Also teach children to be kind.
· Learn approaches to Learning, Social/Emotional Development, Language & Literacy, Cognitive Development and Motor Development.
Near-Term Goals (Note: These are goals that you will achieve in the next 6 months.)
Goal 1: Attain my MS in Early Childhood Education to become a college professor at MVSU. However, I am getting the proper knowledge and skills here at Walden University to understand the basic studies of Early Childhood Education.
Goal 2: Obtain training certification on how sensory processing, sensory integration, and sensory processing disorders can affect a child’s daily activities and overall development. The purpose of this course is not to diagnose a child with a disorder, but rather to become educated in how to help children with sensory issues.
Goal 3: Provide the basic guidelines necessary to develop a disaster preparedness plan for childcare facilities that currently enroll infants and toddlers with special needs.
Part Two: Research to Inform Professional Development
· What current policies, research, issues, and/or trends inform your near-term goals?
· How might these policies, research issues, and/or trends support or impede your ability to reach your goals?
· How can you apply your learning about the research, policies, issues, or trends to advance toward achieving your goals?
Part Three: Early Childhood Professional Organizations and Resources
Organization/Resource #1
· Name of organization or resource: Walden University
· Website or contact information: www.waldenu.edu
· Brief overview of purpose of organization or resource: Offers early childhood programs and courses that reflect the professional guidelines that are provided by the National Association for the Education of Young Children (NAEYC) (“Walden University”, n.d.).
· Statement of how the organization or resource can be used to support one or more of your near-term goals: Walden University will assist me to attain skills required to attain the MS in Early Childhood Education to become a college professor to work at Mississippi Valley State University
Organization/Resource #2
· Name of organization resource: Bolivar County Community Action Agency
· Website contact information(Facsimile)
www.bccaainc.org
Sunflower Road, Suite 120 Cleveland, MS 38732 662-846-1491(Telephone) 662-843-0713
· Brief overview of purpose of organization or resource: Bolivar County Head Start/Early Head Start defines school readiness as children acquiring the skills, knowledge, and attitudes necessary for success in school, in the later years and throughout life. The Head Start Approach to School Readiness means that children are ready for school, families are ready to support their children’s learning and schools are ready for children. Our school readiness plan articulates the Bolivar County Head Start/Early Head Start Program’s expectations for improving all aspects of healthy childhood development, all of which are essential to children getting ready for school. The newly revised Head Start Early Learning Outcomes Framework ages birth to five is designed to represent the continuum of learning for infants, toddlers, and preschoolers. The five essential domains of the framework have five central domains that are used to establish our school readiness goals for our children. Those domains are: 1.) Approaches to Learning 2.) Social and Emotional Development 3.) Language and Literacy 4.) Cognition 5.) Perceptual, Motor and Physical Development.
Organization/Resource #3
· Name of organization or resource: CSBG/LIHEAP Low Income Home Energy Assistance Program (LIHEAP) Emergency Crisis Intervention Program (ECIP) Community Service Block Grant Program (CSBG)
· Website or contact information: Bolivar County Community Action Agency
Brief overview of purpose of organization or resource: This is a program that is used to fund support continues the war against poverty; to serve families in the rural Mississippi Delta and to provide various services and opportunities to help low-income citizens (children & families) become economically self-sufficient. The overall goal of the program is to provide monetary, non-monetary, case management and referral services to assist households in becoming self-sufficient.
Part Four: Individual Professional Development Plan
Complete the Individual Professional Development Plan (IPDP) template and Appendix. Submit them separately.
References
Naeyc. (n.d.). National Association for the Education of Young Children. Retrieved from
https://www.naeyc.org/
NAP. (2001). Eager to Learn: Educating Our Preschoolers. Retrieved from
https://www.nap.edu/read/9745/chapter/11#307
Office of Head Start (2019, February 11). Head Start Programs. Retrieved from https://www.acf.hhs.gov/ohs/about/head-start
Walden University. (n.d.). Retrieved from
https://www.waldenu.edu/
https://myagrilifelearn.tamu.edu/
www.bccaainc.org
©2014 Walden University 1
1
Appendix A: Standards and Competencies Leveling
“…in practice it is important that preparation at the baccalaureate/initial master’s degree works to support integration across disciplinary
content knowledge an early childhood knowledge.
Greater breadth and depth across and within the disciplines, combined with upper level
coursework in early childhood development and learning, is necessary to more fully understand subject matter content, the developmental
progression of children’s thinking and understanding for different content areas including variations for monolingual compared to multilingual
children, and the instructional tasks and strategies that are culturally and linguistically responsive for each child across the full birth through age
8 span. This is essential for educators to make more nuanced decisions regarding teaching and curriculum in their settings.”
Transforming the Workforce
Introduction
This leveling is a first iteration that will change over time as new knowledge about how young children develop and learn emerges as well as
knowledge about effective early childhood educator practice; as distinctions in content between the programs preparing ECE I, ECE II and ECE
III practitioners become clearer and more consistent; and as the scopes of practice for each practitioner designation are refined and updated
to reflect the context of the profession at that time.
The Unifying Framework generated through Power to the Profession lays out an audacious vision for an “effective, diverse, well-prepared, and
well-compensated workforce” so that each and every young child has access to high quality early childhood education and care. Included in this
vision is that every early childhood educator with lead responsibilities has an early childhood bachelor’s degree, in recognition of the advanced
knowledge and skills the degree brings as well as of the status it confers on the individual and the profession. At the same time, the Unifying
Framework lifts up the critical value and unique contributions of early childhood educators who have acquired their competencies through such
opportunities as a CDA credential and a high-quality early childhood associate degree. In addition, the Framework recognizes the current reality
for those educators in our field who have gained deep knowledge and expertise through experience and is rooted in the knowledge that half of
the early childhood workforce doesn’t have a postsecondary credential; policies across and within states and across and within early learning
settings vary widely; early childhood educators face significant barriers to accessing professional preparation programs; and the content within
and across professional preparation programs varies widely.
Hence the recommendations in the framework serve as a bridge to support the workforce in moving from the current reality to the audacious
vision. In this vein, the Unifying Framework recommends three levels of early childhood educators (ECE I, ECE II, and ECE III), each with a distinct,
meaningful scope of practice and associated level of preparation. Individuals at each level are expected to have mastery of the standards and
competencies needed to effectively work within their scope of practice.
2
How the Leveling Will be Used
The intention of the following leveling guide is to help the early childhood ecosystem (practitioners, professional preparation programs,
accreditors, licensing bodies, etc.) understand the level of knowledge and skills related to the standards and competencies they need to master
or support in their professional roles. These include informing:
● the knowledge and skills early childhood educators need to have in order to effectively carry out their scope of practice
● the content, assessments, and field experiences in professional preparation programs
● the content in licensure assessments
● professional development offered by employers or through state professional development systems
● state early childhood educator competencies
● how early childhood accrediting/recognition bodies evaluate professional preparation programs
Members of the early childhood ecosystem will need to build on the leveling to further define and support competence at each level as it relates
to their professional responsibilities. For example, accreditors of professional preparation programs might work with higher education to
designate general education requirements that would support individuals in gaining competency in Standard 5 Knowledge, Application and
Integration of Academic Discipline Content in the Early Childhood Curriculum at the ECE I, II, and III levels. Accreditors and professional
preparation programs might also set requirements for programs related to field experiences at each designation level.
A Note about Professional Preparation and Professional Development
Professional preparation programs, particularly in institutions of higher education, are comprised of multiple components that address a broad
array of content beyond early childhood education. These include general education courses as well as pedagogy and other education courses.
As individuals progress through the ECE I, II, and III pathways, the level of depth and access to this content grows. The Standards and
Competencies Leveling only addresses early childhood content knowledge and skills as laid out in the Professional Standards and Competencies
for Early Childhood Educators. Where there may be similarities, particularly across the ECE II and ECE III columns, in the leveling, there are
certainly other components of professional preparation, not reflected in the leveling chart, that differentiate and deepen the knowledge and
skills that completers/graduates of professional preparation programs acquire.
The Unifying Framework prioritizes an equity-oriented approach that increases access to and attainment of credentials at the ECE I, II and III
levels with a clear audacious vision for a future where every early childhood educator holds an ECE III credential. The Unifying Framework
acknowledges that individuals at the ECE I, II, and III levels each bring important skills and knowledge to their practice, and their associated
professional preparation programs play an important role in ensuring that the workforce is sufficiently prepared to work effectively with young
children and their families. The audacious vision points to the existing benefits of baccalaureate-level preparation and will require important
shifts for ECE III professional preparation programs.
3
● Because individuals at the ECE III level must be prepared to serve as lead educators across the birth through age eight age band,
their preparation (120 credit hours compared to 60 credit hours at the ECE II level) will include additional early childhood courses
and more field experiences with young children across the full age band.
● Because individuals at the ECE III will have supervisory responsibility for individuals in ECE I and ECE II roles, their preparation must
include a focus on supervision skills and team building.
● Because the ECE III level represents baccalaureate/initial master’s degree preparation, these individuals will have more general
education knowledge across and within disciplines, which will contribute to their ability to create more nuanced curriculum in their
settings.
● In general, bachelor’s degree programs, because of the length of the program (120 credit hours), can provide more opportunities for
supervised and sustained field experience in multiple settings. This has significant implications for candidates’ opportunities to
practice applying the knowledge and skills articulated in the Professional Standards and Competencies for Early Childhood Educators
and to have multiple experiences working with young children and their families prior to completing the program.
[Placeholder for graphic that will describe the progression of knowledge and practice that builds in ECE I, II and III professional preparation
programs]
Professional development is an important part of early childhood educators’ preparation and development continuum. While professional
preparation programs provide critical exposure to the standards and competencies, structural limits of credit hours mean that programs have to
make careful choices about the content and field experiences they include. Early and ongoing career professional development, then, plays an
important role in building practitioners knowledge and skills, particularly as it relates to developing supervision skills for ECE II and III
practitioners, selecting and administering assessments and analyzing assessment data, supporting children with disabilities, and using culturally
and linguistically practices.
About the Leveling
Given that the scopes of practice for each designated level determine the necessary depth and breadth1 of mastery of the competencies, ECE I
practitioners are expected to demonstrate introductory knowledge and application of the standards and competencies and to be mentored
and supported through reflective supervision in strengthening their application of the standards. ECE II and ECE III practitioners are expected
to have enough mastery to be responsible for lead roles in birth through age 5 settings and birth through age 8 settings, respectively. For each
1
Define “depth and breadth”
4
designation – ECE I, II, and III – the level of responsibilities within the scopes of practice increases related to whether the practitioner has support
or lead responsibilities for working with particular age groups, in selecting and administering assessments, implementing curriculum, working in
complex practice environments and having supervisory capacity.
The reader will note similarities in the expectations of standards and competencies between the ECE II and the ECE III. These similarities are
primarily based on hours of content exposure in early childhood education throughout the standards and competencies as well as the scopes of
practice outlined in Decision Cycles 3,4,5 and 6 of Power to the Profession.
The chart below provides an underlying explanation for the distinctions between ECE I, ECE II, and ECE III based on the recommendations
generated in Decision Cycles 3,4, 5 and 6 of Power to the Profession.
ECE I ECE II ECE III
Expectations during
preparation
regarding depth of
mastery of the
competencies
Professional Training Program
(at least 120 hours) completers
are introduced to all professional
standards and competency
areas.
Professional Training Program
(at least 120 hours) completers
can apply their introductory
knowledge and understanding2
of all the professional standards
and competency areas.
Associate degree graduates know and
understand the essential aspects of all
professional standards and
competency areas with a dedicated
focus on young children in birth
through age 5 settings.
Associate degree graduate can apply
their essential knowledge and
understanding3 of all the professional
standards and competency areas,
including age-appropriate content
pedagogy, with a dedicated focus on
young children in birth through age 5
settings.
Bachelor’s degree graduate or
Master’s degree graduate (initial prep)
know and understand the essential
aspects of all professional standards
and competency areas with a
dedicated focus on young children in
birth through age 8 settings.
Bachelor’s degree graduate or
Master’s degree graduate (initial prep)
can apply their essential knowledge
and understanding of all the
professional standards and
competency areas, including age-
appropriate content pedagogy, with a
dedicated focus on young children in
birth through age 8 settings.
2
Define introductory knowledge and understanding
3
Define essential knowledge and understanding
5
Expectations
regarding
responsibilities for
practice
Birth–age 8 Settings:
Professional Training Program
(at least 120 hours) completers
can help develop and sustain
high-quality development and
learning environments.
Completers can serve as effective
members of early childhood
education teaching teams.
Birth-age 5 Settings:* Associate degree
graduate can be responsible for
developing and sustaining high-quality
development and learning
environments with staffing models that
provide frequent access to ECE IIIs for
guidance.
Kindergarten*–age 8 Settings:
Associate degree graduate can help
develop and sustain high quality
development and learning
environments.
Associate degree graduate can serve
as effective members of ECE teaching
teams and can guide the practice of
ECE I.
* In state-funded preschool programs
(as defined by NIEER), provided in
mixed delivery settings and explicitly
aligned with the K–12 public school
system, ECE II graduates can serve in
the support educator role. ECE III
graduates must serve in the lead
educator role.
Birth–age 8 Settings: Bachelor’s degree
graduate or Master’s degree graduate
(initial prep) can be responsible for
developing and sustaining high-quality
development and learning
environments without the need for
guidance.
Bachelor’s degree graduate or
Master’s degree graduate (initial prep)
can serve as effective members of ECE
teaching teams and can guide the
practice of ECE I’s and II’s.
6
STANDARDS AND COMPETENCIES BY LEVEL
NOTE: The expectations for the mastery of competencies build on each level (mastery of listed competencies in ECE I would be
expected of ECE II, mastery of listed competencies in ECE I and ECE II would be expected of ECE III). This is not meant to be an
exhaustive list.
ECE I
Mastery of competencies in this
column address introductory
knowledge and practice
expected for working with
children in birth through age
eight settings as would be
commensurate to the skill and
knowledge acquisition of a
professional training program
(minimum 120 hours)
ECE II
Mastery of competencies in this
column address essential
knowledge and practice
expected for working with
children in birth through age
five settings
as would be commensurate to
the knowledge and skill
acquisition of an associate
degree program
ECE III
Mastery of competencies in this
column address essential
knowledge and practice
expected for working with
children in birth through age five
settings as well as in
kindergarten through age eight
settings as would be
commensurate to the knowledge
and skill acquisition of a
bachelor’s degree or initial
preparation master’s degree
(i.e., first degree in early
childhood education) program
1a: Understand the
developmental period of early
childhood from birth through
age eight across physical,
cognitive, social and emotional,
and linguistic domains including
bilingual/multilingual
development.
Identify and understand
fundamental theoretical models
of developmental periods of early
childhood across physical,
cognitive, social, emotional, and
linguistic domains
Understand the theoretical
perspectives and core research
base of the developmental
periods of early childhood and
how development and learning
intersect across the domains
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base of the
developmental periods of early
childhood and how development
and learning intersect across the
domains
7
Identify critical aspects of brain
development including executive
function, learning motivation,
and life skills
Understand brain development
in young children including
executive function, learning
motivation and life skills
Understand and explain brain
development in young children
including executive function,
learning motivation and life skills
Identify biological,
environmental, protective, and
adverse factors that impact
children’s development and
learning
Understand how biology,
environment, protective, and
adverse factors impact children’s
development and learning
Explain how and why biology,
environment, protective, and
adverse factors impact children’s
development and learning
Understand the importance of
social interaction, relationships
and play
Understand how social
interaction, relationships and
play are central to children’s
development and learning
Explain why social interaction,
relationships and play are central
to children’s development and
learning
Understand the limitations of
child development theories and
research based primarily on a
normative perspective of white,
middle-class children
1b: Understand and value each
child as an individual with
unique developmental
variations, ability to make
choices, strengths, interests,
challenges, approaches to
learning, experiences and
abilities.
Identify how each child develops
as an individual
Use research and professionally
recognized terminology to
understand and articulate how
each child is an individual with
unique developmental variations,
ability to make choices,
strengths, interests, challenges,
approaches to learning,
experiences and abilities
Engage in responsive, reciprocal
relationships with babies,
8
toddlers, preschoolers and
children in early school grades
Understand ways to learn about
children (e.g. through
observation, play, etc.)
Evaluate, make decisions about,
and communicate effective ways
to learn about children (e.g.
through observation, play, etc.)
Identify individual characteristics
of each child through family and
community relationships,
observation and reflection
Support young children in ways
that respond to their individual
developmental, cultural and
linguistic variations
Understand developmentally
appropriate decisions, plans and
adjustments to practice in
response to individual,
developmental, cultural and
linguistic variations of young
children
1c: Understand the ways that
child development and the
learning process occur within
multiple contexts, including
family, culture, language,
community, early learning
settings as well as within a
larger societal context that
includes structural inequities.
Understand family, social,
cultural and community
influences on children’s learning
and development
Understand the theoretical
perspectives and core research
base that shows that family and
societal contexts influence young
children’s development and
learning
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base that shows that
family and societal contexts
influence young children’s
development and learning
Understand that children’s
learning is shaped by cultural and
linguistic contexts for
development, their close
relationships with adults and
peers, economic conditions of
families and communities,
adverse and protective childhood
9
experiences, ample opportunities
to play and learn, experiences
with technology and media, and
family and community
characteristics
Identify structural inequities and
trauma that adversely impact
young children’s learning and
development
Understand how structural
inequities and trauma adversely
impact young children’s learning
and development
Understand and articulate how
structural inequities and trauma
adversely impact young
children’s learning and
development
Know that quality early childhood
education influences children’s
lives
Understand how quality early
childhood education influences
children’s lives
Explain how and why quality
early childhood education
influences children’s lives
1d: Use this multidimensional
knowledge (developmental
period of early childhood,
individual child, development
and learning in cultural
contexts) to make evidence-
based decisions that support
each child.
Support (with guidance and
supervision) the implementation
of early childhood curriculum,
teaching practices, and learning
environments that are safe,
healthy, respectful, culturally and
linguistically responsive,
supportive and challenging for
each child
Use multidimensional knowledge
(developmental period of early
childhood, individual child,
family, and multiple social
identities, ability, race, language,
culture, class, gender and others)
to intentionally support the
development of young children
Use available research evidence,
professional judgments and
families’ knowledge and
preferences — for identifying and
implementing early childhood
curriculum, teaching practices,
and learning environments that
are safe, healthy, respectful,
culturally and linguistically
Generate knowledge to
contribute to identifying and
implementing early childhood
curriculum, teaching practices,
and learning environments that
are safe, healthy, respectful,
culturally and linguistically
responsive, supportive and
challenging for each child
10
responsive, supportive and
challenging for each child
Provide guidance and supervision
to ECE I and ECE II practitioners in
making evidence-based decisions
2a: Know about, understand and
value the diversity of families.
Identify and understand diverse
characteristics of families and the
many influences on families
Identify stages of parental and
family development
Understand the theoretical
perspectives and core research
base on family structures and
stages of parental and family
development
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base family structures
and stages of parental and family
development
Understand some of the ways
that various socioeconomic
conditions; family structures,
relationships, stressors,
adversity, and supports; home
languages, cultural values and
ethnicities create the context for
young children’s lives
Understand the theoretical
perspectives and core research
base about the ways that various
socioeconomic conditions; family
structures, relationships,
stressors, adversity, and
supports; home languages,
cultural values and ethnicities
create the context for young
children’s lives
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base of the ways that
various socioeconomic
conditions; family structures,
relationships, stressors,
adversity, and supports; home
languages, cultural values and
ethnicities create the context for
young children’s lives
Understand that children can
thrive across diverse family
structures and that all families
bring strengths
Understand the importance of
building on the assets and
strengths that families bring
2b: Collaborate as partners with
families in young children’s
development and learning
through respectful and
reciprocal relationships and
engagement.
Identify the importance of having
respectful, reciprocal
relationships with families
Take primary responsibility for
initiating and sustaining
respectful relationships with
families and caregivers
Contribute to setting-wide efforts
to initiate and sustain respectful,
reciprocal relationships with
families and caregivers
Recognize families as the first
and most influential “teachers” in
Use strategies to support positive
parental and family development
11
their children’s learning and
development
Affirm and respect families’
cultures, religious beliefs,
language(s) (including dialects),
various structures of families and
different beliefs about parenting
Demonstrate the ability to
negotiate sensitively any areas of
discomfort or concern if there
are potential conflicts between
families’ preferences and
cultures and the setting’s
practices and policies related to
health, safety and
developmentally appropriate
practices
Identify effective strategies for
building reciprocal relationships
and use those to learn with and
from family members
Understand a broad repertoire of
strategies for building
relationships and use those to
learn with and from family
members
Understand a broad repertoire of
strategies for building reciprocal
relationships, with a particular
focus on cultural responsiveness,
and use those to learn with and
from family members
Under the supervision of ECE II
and ECE III practitioners, initiate
and begin to sustain respectful
relations with families and
caregivers that take families’
preferences, values and goals
into account
Independently, and in supervising
ECE I practitioners, engage
families as partners for insight
into their children for curriculum,
program development, and
assessment; and as partners in
planning for children’s transitions
to new programs
Independently, and in supervising
ECE I and ECE II practitioners,
engage families as partners for
insight into their children for
curriculum, program
development, and assessment;
and as partners in planning for
children’s transitions to new
programs
Use a variety of communication
and engagement skills with
families and communicate (or
find resources) in families’
12
preferred languages when
possible
2c: Use community resources to
support young children’s
learning and development and
to support families, and they
build partnerships between
early learning settings, schools
and community organizations
and agencies.
Identify types of community
resources that can support young
children’s learning and
development and to support
families
Partner with colleagues to help
assist families in finding needed
community resources
Assist families with young
children in finding needed
resources, access and leverage
technology tools, and partner
with other early childhood
experts (such as speech
pathologists and school
counselors) as needed to connect
families to community cultural
resources, mental health
services, early childhood special
education and early intervention
services, health care, adult
education, English language
instruction,
translation/interpretation
services, and economic
assistance
Advocate for families with young
children in finding needed
resources, access and leverage
technology tools, and partner
with other early childhood
experts (such as speech
pathologists and school
counselors) as needed to connect
families to community cultural
resources, mental health
services, early childhood special
education and early intervention
services, health care, adult
education, English language
instruction,
translation/interpretation
services, housing and economic
assistance
Support young children and
families during transitions
between classrooms and/or
other early learning settings to
help ensure a continuum of
quality early care and education
Collaborate with early learning
settings in the community to
support and advocate for a
continuum of quality early care
and education that ensures
successful transitions
Support young children and
families experiencing sudden,
severe incidents (e.g. divorce,
death, immigration concerns)
13
3a: Understand that assessment
(formal and informal, formative
and summative) is conducted to
make informed choices and for
planning in early learning
settings.
Identify and understand the
central purposes of assessment
Understand the theoretical
perspectives and core research
base regarding the purposes and
use of assessment
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base regarding the
purposes and uses of assessment
Understand that observation and
documentation are central
practices in assessment
Understand assessment as a
positive tool to support young
children’s learning and
development
Understand the essentials of
authentic assessment—such as
age-appropriate approaches and
culturally relevant assessment in
a language the child
understands—for infants,
toddlers, preschoolers, and
children in early grades across
developmental domains and
curriculum areas
Understand that assessment
approaches should be connected
to the learning goals, curriculum
and teaching strategies for
individual young children
3b: Know a wide-range of types
of assessments, their purposes
and their associated methods
and tools.
Identify common types of
assessments that are used in
early learning settings
Understand the structure,
strengths, and limitations of a
variety of assessment methods
Understand the structure,
strengths, limitations, validity
and reliability of a variety of
assessment methods and tools,
14
and tools used with young
children
including formative and
summative, qualitative and
quantitative, and standardized
assessment tools, used with
young children
Understand the components of
an assessment cycle including the
basics of conducting systematic
observations
Understand the components of
an assessment cycle including the
basics of conducting systematic
observations and interpreting
those observations
Understand components of an
assessment cycle including
making decisions on “who, what,
when, where, and why” in
conducting systematic
observations, selecting the most
appropriate assessment method
to gather information, analyzing,
evaluating, and summarizing
assessment results and reflecting
on their significance to inform
teaching
3c: Use screening and
assessment tools in ways that
are ethically grounded and
developmentally, ability,
culturally, and linguistically
appropriate to document
developmental progress and
promote positive outcomes for
each child.
Identify the appropriateness of
features of assessments for the
developmental stage, culture,
language, and abilities of the
children being assessed
Select and use assessments that
are appropriate for the
developmental stage, culture,
language, and abilities of the
children being assessed
Select and use assessments that
are appropriate for the
developmental stage, culture,
language, and abilities of the
children being assessed including
high stakes assessments used for
more than informing practice)
Under the supervision of ECE II
and ECE III practitioners, support
the use of assessment-related
activities in curriculum and in
daily routines to facilitate
authentic assessment and to
make assessment an integral part
of professional practice
Create opportunities to observe
young children in play and
spontaneous conversation as well
as in adult- structured
assessment contexts
Embed assessment-related
activities in curriculum and in
daily routines to facilitate
15
authentic assessment and to
make assessment an integral part
of professional practice
Understand that assessments
must be selected or modified to
identify and support children
with differing abilities
Use assessment resources (such
as technology) to identify and
support children with differing
abilities, including children whose
learning is advanced as well as
those whose home language is
not English, and children with
developmental delays and
disabilities
Understand legal and ethical
issues connected to assessment
practices
Understand the limitations of
various assessment tools and
minimize the impact of these
tools on young children
Understand the research base
and theoretical perspectives
behind harmful uses of biased or
inappropriate assessments
Understand the developmental,
cultural, and linguistic limitations
of various assessment tools;
recognize the circumstances
under which use of these tools
may be inappropriate (including
the use of their results); minimize
the impact of these tools on
young children; and advocate for
more appropriate assessments
Analyze data from assessment
tools to make instructional
decisions and set learning goals
for all children
Analyze data from assessment
tools to make instructional
decisions and set learning goals
for children, differentiating for all
16
children including those who are
exceptional learners
Identify implicit bias or the
potential for implicit bias in their
own assessment practices and
use of assessment data
Communicate and advocate for
the ethical and equitable use of
assessment data for multiple
audiences including families,
early learning setting leadership,
allied professionals and
policymakers
3d: Build assessment
partnerships with families and
professional colleagues
Partner with families and other
professionals to support
assessment-related activities
Initiate, nurture and be receptive
to requests for partnerships with
young children, their families and
other professionals to analyze
assessment findings and create
individualized goals and
curricular practices for young
children
Demonstrate ability to skillfully
communicate with families about
the potential need for further
assessment/supports when this
information may be difficult for
families to hear
Support young children as part of
IFSP and IEP teams
Work with colleagues to conduct
assessments as part of IFSP and
IEP teams
Know when to call on
professional colleagues when
assessment findings indicate
young children may need
additional supports or further
17
assessments to identify
developmental or learning needs
4a: Understand and use
positive, caring, supportive
relationships and interactions as
the foundation of early
childhood educators’ work with
young children.
Establish positive and supportive
relationships and interactions
with young children
Understand the theoretical
perspectives and core research
base related to facilitating
positive, supportive relationships
and interactions with young
children and creating a caring
community of learners when
working with groups of children
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base related to
facilitating positive, supportive
relationships and interactions
with young children and creating
a caring community of learners
when working with groups of
children
Understand that each child brings
individual experiences,
knowledge, interests, abilities,
culture and languages to the
early learning setting
Take primary responsibility for
(and support ECE I practitioners
in) creating a classroom culture
that respects and builds on all
that children bring to the early
learning setting
Take primary responsibility for
(and support ECE I and ECE II
practitioners in) creating a
classroom culture that respects
and builds on all that children
bring to the early learning setting
Support a classroom culture that
respects and builds on all that
children bring to the early
learning setting
4b: Understand and use
teaching skills that are
responsive to the learning
trajectory of young children and
to the needs of each child,
recognizing that differentiating
instruction, incorporating play
as a core teaching practice, and
supporting the development of
Understand that there are
teaching practices that are core
to working with young children
including differentiating
instruction for individual children
and groups of children, using play
in teaching practices, and using
teaching practices that build
young children’s executive
function skills.
Understand the theoretical
perspectives and core research
base about various teaching
strategies used with young
children
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base on various
instructional practices used with
young children
18
executive function skills is
critical for young children.
Under supervision of ECE II and
ECE III practitioners, use teaching
practices with young children
that are appropriate to their level
of development, their individual
characteristics, and the
sociocultural context in which
they live
Differentiate teaching practices
based on the level of
development, individual
characteristics and interests, and
sociocultural context of young
children
Use teaching practices that
incorporate the various types and
stages of play that support young
children’s development
Use teaching practices that
support development of young
children’s executive function
skills
Design, facilitate and evaluate
the effectiveness of
differentiated teaching practices
based on the level of
development, individual
characteristics and interests, and
sociocultural context of young
children
Design, facilitate and evaluate
teaching practices that
incorporate the various types and
stages of play that support young
children’s development
Design, facilitate and evaluate
teaching practices that support
development of young children’s
executive function skills
4c: Use a broad repertoire of
developmentally appropriate,
culturally and linguistically
relevant, anti-bias and evidence-
based teaching skills and
strategies that reflect universal
design for learning principles.
Under supervision of ECE II and
ECE III practitioners, use
developmentally appropriate,
culturally and linguistically
relevant teaching practices to
facilitate development and
learning and classroom
management
Use a broad repertoire of
developmentally appropriate,
culturally and linguistically
relevant teaching approaches to
facilitate development and
learning and classroom
management
Guide and supervise ECE I and
ECE II practitioners in
implementing effective teaching
practices and learning
environments
Apply knowledge about age
levels, abilities, developmental
status, cultures and languages,
and experiences of children in
the group to make professional
judgments about the use of
19
materials, the organization of
indoor and outdoor physical
space and materials, and the
management of daily schedules
and routines
5a: Understand content
knowledge and resources—the
central concepts, methods,
inquiry and application tools,
and structures—of the academic
disciplines in an early education
curriculum.
Has preparation in general
education content areas as
demonstrated through holding a
high school credential or
equivalent
Has preparation in general
education content areas as
demonstrated through holding
an associate degree4
Has preparation in a broad range
of general education content
areas as demonstrated through
holding a baccalaureate degree5
5b: Understand pedagogical
content knowledge—how young
children learn in each
discipline—and how to use the
educator knowledge and
practices described in Standards
One through Four to support
young children’s learning in
each content area
Understand how young children
learn across core content areas
Understand how children learn
across core content areas and
use this understanding of
pedagogical content knowledge
to make instructional decisions
Critically analyze, synthesize and
generate new knowledge about
the theoretical perspectives and
research base undergirding
pedagogical content knowledge
Understand how to engage
children in learning about
essential and foundational
concepts, principles, and
theories; in methods of
investigations and inquiry; and in
forms of representation that
express ideas, relationships, and
patterns in each curriculum area
Analyze models of engaging
children in learning about
essential and foundational
concepts, principles, and
theories; in methods of
investigations and inquiry; and in
forms of representation that
express ideas, relationships, and
patterns in each curriculum area
5c: Modify teaching practices by
applying, expanding, integrating
and updating their content
Identify early learning standards
relevant to their state and/or
early learning setting
4
Settings/states might consider an equivalent credential for a practitioner whose postsecondary preparation took place outside the United States
5
Settings/states might consider an equivalent credential for a practitioner whose postsecondary preparation took place outside the United States
20
knowledge in the disciplines,
knowledge of curriculum
content resources, and
pedagogical content knowledge.
Under guidance and supervision
of ECE II and ECE III practitioners,
support implementation of
curriculum across content areas
Combine their understanding of
content knowledge, pedagogical
content knowledge and early
learning standards to select or
create an integrated curriculum
across content areas for birth-
five settings
Critically analyze the content in
an integrated curriculum across
content areas for birth-age 8
settings
Supervise ECE II and ECE III
practitioners in implementation
of integrated curriculum across
content areas
Under guidance and supervision
of ECE III practitioners, support
the implementation of
curriculum across content areas
for K-3 settings
Use resources from professional
organizations representing
content areas to support
instructional practice
6a: Identify and involve oneself
with the early childhood field
and serve as an informed
advocate for young children,
families and the profession.
Identify as a committed
professional in the early
childhood education field
Be a member of a professional
early childhood education
organization (at the local, state,
or national level)
Understand distinctive history,
knowledge base, and mission of
the early childhood education
profession and the early
childhood field as a whole
Take responsibility for increasing
the stature of the early childhood
field
Identify basic professional and
policy issues in the profession,
such as compensation and
financing of the early education
system; standards setting and
Understand the broader contexts
and challenges, current issues
and trends that affect the
profession including
compensation and financing of
21
assessment in young children;
and issues of equity, bias and
social justice that affect young
children, families, communities
and colleagues
the early education system;
standards setting and assessment
in young children; and issues of
equity, bias and social justice that
affect young children, families,
communities and colleagues
Advocate for resources and
policies that support young
children and their families as well
as for early childhood educators,
with a primary focus on advocacy
within the early learning setting
Understand the basics of how
public policies are developed
Advocate for resources and
policies that support young
children and their families as well
as for early childhood educators,
within early learning settings as
well as in broader contexts such
as at the local, state, federal or
national levels
Advocate for resources and
policies that support young
children and their families as well
as for early childhood educators,
within early learning settings as
well as in broader contexts such
as at the local, state, federal,
national or global levels
6b: Know about and uphold
ethical and other early
childhood professional
guidelines
Understand the NAEYC Code of
Ethical Conduct and abide by its
ideals and principles
Use the NAEYC Code of Ethical
Conduct to analyze and resolve
professional ethical dilemmas
and give defensible justifications
for resolutions of those dilemmas
Facilitate the use of the NAEYC
Code of Ethical Conduct to
analyze and resolve professional
ethical dilemmas and give
defensible justifications for
resolutions of those dilemmas
Practice confidentiality,
sensitivity and respect for young
children, their families, and
colleagues
Understand and follow relevant
laws such as reporting child
abuse and neglect, health and
safety practices, and the rights of
children with developmental
delays and disabilities
Understand, reflect upon, and
integrate professional guidelines
such as national, state, or local
standards and regulations and
position statements from
professional associations as
Understand the background and
significance of professional
guidelines such as national, state,
or local standards and
regulations and position
22
Understand the basic elements of
professional guidelines such as
national, state, or local standards
and regulations and position
statements from professional
associations
appropriate for the
role/designation in the
profession
statements from professional
associations
6c. Use professional
communication skills, including
technology-mediated strategies,
to effectively support young
children’s learning and
development and work with
families and colleagues.
Apply proper grammar, spelling,
and usage of terms when
communicating with young
children, families and colleagues
equivalent to the expected level
of a U.S. high school graduate
Supports communication with
families in their preferred
language
Use clear and positive language
and gestures with young children
Use a positive, professional tone
to communicate with families
and colleagues
Use appropriate technology with
facility to support
communication with colleagues
and families, as appropriate
Facilitate ECE I and ECE II
practitioners in using positive
communication and technology
with children and families
Conduct sensitive, challenging
conversations with young
Support ECE I and ECE II
practitioners in conducting
challenging conversations with
23
children, their families, and
colleagues
young children, their families,
and colleagues
6d: Engage in continuous,
collaborative learning to inform
practice
Demonstrate self-motivated
commitment to continuous
learning that directly influences
the quality of their work with
young children
Have an introductory
understanding of the research
base and theoretical perspectives
related to continuous and
collaborative learning and
leadership
Understand the research-base
and theoretical perspectives
related to continuous and
collaborative learning and
leadership
Participate in collaborative
learning communities, informal
or formal, with colleagues and
with professionals in related
disciplines
Participate in and act on
guidance and reflective
supervision related to strengths
and areas for growth.
Lead teaching teams in birth
through age 5 settings through
providing guidance to teaching
team members, conducting
performance evaluations,
identifying professional growth
needs in members of the
teaching team, and adhering to
personnel policies in the early
learning setting
Lead teaching teams in birth
through age 8 settings through
providing guidance to teaching
team members, conducting
performance evaluations,
identifying professional growth
needs in members of the
teaching team, and adhering to
personnel policies in the early
learning setting
Lead collaborative learning
communities, informal or formal,
with colleagues and with
professionals in related
disciplines
6e: Develop and sustain the
habit of reflective and
intentional practice in their daily
work with young children and as
members of the early childhood
profession.
Regularly reflect on teaching
practice and personal biases to
support each child’s learning and
development.
Examine own work, sources of
professional knowledge, and
assumptions about the early
childhood field with a spirit of
critical inquiry
Determine when it is appropriate
to reach out for new resources
and consult with peers in related
24
professions and other members
of their teaching team
Reflect on own needs and
incorporate self-care into
routines to maintain positive
engagement with young children
and professionalism with families
and colleagues
Advocate for, model, and
practice self-care to maintain
positive engagement with young
children and professionalism with
families and colleagues
