Early Childhood Standards Committee

1
Early Childhood Standards Committee

• Presentation to the
• Early Childhood Cabinet
• May 27, 2009

2
Charge to the ECE Standards Committee

• New Teacher Qualifications
• The Early Childhood Cabinet and Research and
  Policy Council made a recommendation that by
  2015
• At least 50 of teachers in state-funded centers
  have bachelors degrees and a new early childhood
  credential
• The remaining teachers hold associate degrees and
  a new early childhood credential
• The Standards Committee was charged with the
  task of developing the standards and procedures
  for this new credential.

3
Members of the Standards Committee

• October 2008 Standards Committee appointed by
• Commissioners Meotti and McQuillian
• Facilitators
• Dr. Merle Harris
• Dr. Regina Miller
• Members
• Representatives from 2- and 4-year colleges, DHE,
  DSS, SDE, and early childhood providers

4
Current Context

• Workforce Teachers in publicly funded programs
• 31 have bachelors degree
• 25 have associate degree
• 44 have neither
• Higher Education Institutions with EC programs
• 15 institutions offer associate degrees
• Many going through an national accrediting
  process
• 2 institutions offer related bachelors degrees
• (7 institutions offer bachelors and masters
  level teacher certification programs)

5
Early Childhood Teacher Credential

• Ensures that individuals have the competencies
  needed to teach children from birth to age 5
• 2 levels
• Associate (Level A)
• Bachelors (Level B)
• 3 Ways to obtain the ECTC
• Complete an approved associate degree program
• Complete an approved bachelors degree program
• Complete an alternative or expedited route

6
Standards and Procedures

• The Standards Committee was charged with
• Developing the competencies for the ECTC
• Recommending procedures for approving higher
  education programs leading to the ECTC
• Ensuring articulation between 2- and 4-year ECTC
  programs
• Developing expedited and alternative routes to
  the ECTC

7
ECTC Competencies

• Connecticut competencies based on national
  (NAEYC) standards in the following areas
• Promoting child development and learning
• Building family and community relations
• Observing, documenting and assessing to support
  young children and families
• Teaching and learning
• Becoming a professional

8
ECTC Competencies

• The committee identified competencies for each of
  the 5 standards for level A and B
• Level B includes greater depth

9
Example Standard 1

• 1a Knowing and understanding young childrens
  characteristics and needs
• Level A
• Candidates will
• Display in their work knowledge about
  individuality in the basic topics of infancy and
  early childhood development OR more advanced
  knowledge in one developmental phase
• Demonstrate basic knowledge and an understanding
  of milestones in the areas of fine and gross
  motor development, social and cognitive modes of
  exploration, language development, temperament,
  the importance of early attachments, and peer
  relations.
• Level B (all Level A competencies plus)
• Candidates will
• Apply current research-based knowledge about
  individuality during infancy and early childhood.
• Demonstrate understanding of and apply in the
  classroom setting knowledge about brain
  development, motor development, cognitive
  processes and language development, early
  learning, temperament, attachment theory,
  emotional intelligence, self-regulation, self
  development and executive functioning, peer
  relations, modes of play and exploration, and
  common types of exceptional development of young
  children from birth to five years.
•  

10
Process for Program Approval

• DHE and SDE
• Each program will present information showing how
  program addresses all of the competencies and
  how students are assessed.
• Associate degree programs will address all of the
  level A competencies
• Bachelors degree programs will address all of
  the level B competencies

11
Articulation Plan

• Associate degree graduates will be able to
  transfer all of the credits to bachelors ECTC
  programs
• Up to 24 credits transfer into the major a
• Remaining credits meet general education
  requirements or electives

12
Required Practicum

• Hours specified
• Can be place of employment with addition of
  outside mentor

13
Expedited and Alternate Pathway

• Plan for those with degrees to be awarded ECTC
  based on degree previously earned and work
  experience.
• Program recommended for candidates who have
  degree in another field to qualify for the ECTC
  credential.

14
Higher Education Capacity

• Need to assure institutional capacity and
  student access to high quality Early Childhood
  programs.
• Align CT early childhood associate degree
  programs to the ECTC competencies (accreditation
  process)
• Develop programs at the bachelors level that
  align with the ECTC competencies, articulate with
  the associate programs, and are accessible to
  working teachers

15
Higher Education Collaborative

• Cost Effective Way to Create New Programs
• Collaborative of Institutions each having
  responsibility for development of different
  institutions (on-line or on ground).
• Some national models but Connecticut would be a
  pioneer in the development of new program that is
  not a certification program
• Needs state leadership

16
Timeline to Meet 2015 Deadline

• All Community Colleges NAEYC Approved by fall
  2012
• All community college programs approved by
  DHE/SDE for credential by spring 2013
• New four-year programs developed and approved by
  DHE by spring 2012
• Alternate Pathway in place by 2013

17
Future Questions

• How will the DHE/SDE approval process be
  implemented?
• Charter Oak State College was designated by the
  Workforce Committee to award the Credential.
  How will this be funded?