Conference Call

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Ohio Early Childhood Core Knowledge

• Conference Call
• May 7, 2008

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Opening Welcome

• Welcome Introductions
• Purpose and Goals

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Purpose and Goals of Presentation

• Provide updates to significant statewide early
  childhood initiatives that support the Core
  Knowledge and Competencies Project
• Provide a description of the connection between
  the Professional Development System and Core
  Knowledge and Competencies.
• Provide an overview of the Trainer Guide, a
  companion piece to Core Knowledge and
  Competencies, and other next steps.

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Making Connections
Governor Stricklands Early Childhood Cabinet
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Why this matters
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Imagine
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PD System Principles

• Provide a continuum of training follow-up
  activities
• Systematically design, sequence, implement
  activities
• Embed opportunities for ongoing evaluation
• Build on a clearly articulated philosophical
  framework on core knowledge
• Tie to a system of licensure, credentialing, or
  certification

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A professional development system is a dynamic
arrangement of interdependent elements
From the National Child Care and
Information and Technical
Assistance Center
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Ohio Headlines
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Ohios PD System Efforts

• Professional Development Network
• Compensation Retention
• Training Trainer Approval
• Articulation
• Core Knowledge and Competencies

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Ohios PD System Efforts

• T.E.A.C.H. Early Childhood Ohio
• Step Up To Quality
• Workforce Study
• Registry
• College Profiles
• Infant Toddler Guidelines
• Preschool Content Standards
• Professional Development Specialists
• Healthy Child Care Ohio
• Afterschool
• First Steps
• Language and Literacy

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Core Knowledge and Competencies

• Define and discuss the benefits of Core Knowledge
• Describe the components
• Why do we need Core Knowledge Competencies
• How do we use Core Knowledge
• Discuss how Core Knowledge can be used by
  professionals

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At the Core
Core Competencies The range of observable skills
that adults working with young children need to
facilitate child learning development what
adults who work with young children need to be
able to do.
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Ohios Core Knowledge Areas

• Child Growth Development
• Child Observation Assessment
• Family Community Relations
• Learning Experiences Environments
• Professional Development
• Health, Safety, Nutrition

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Crosswalking Core Knowledge

• NAEYC Standards for Early Childhood Professional
  Preparation
• NAEYC Early Childhood Program Standards for
  Accreditation Criteria
• DEC Recommended Practices in Early
  Intervention/Early Childhood Special Ed

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Alignment of Core Knowledge

• Ohios Early Learning Content Standards State
  standards
• Ohios Early Learning Program Guidelines
• Ohios Infant Toddler Guidelines
• Ohios Standards for the Teaching Profession

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8 Guiding Principles

• Create a document that will
• identify key concepts
• universal appeal
• represent knowledge skill
• apply to teachers of children birth to eight
• reflect inclusion
• be culturally sensitive and respectful
• be based on research and expert wisdom
• be reader-friendly and useful

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Linkage to Career Pathways

• A framework that acknowledges experience,
  training and education
• Uses a research-based equation to calculate the
  level of the professional

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Career Pathways Levels

• Core Knowledge.........Career Pathways
• Level 1 applies to EC Professional Level 1 2
• Level 2 applies to EC Professional Level 3 4
• Level 3 applies to EC Professional Level 5 6

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Over-arching Considerations

• Knowledge competencies that cut across all
  content areas
• support for children with special needs
• diversity and its impact
• factors influencing childrens behavior

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Early Childhood Professional Dispositions

• Highly valued professional attitudes, beliefs and
  perspectives
• Related to children, parents families,
  coworkers and oneself
• Permeate every aspect of professional practice
• Caught rather than taught

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Uses of Core Knowledge

• Early Childhood Professionals
• Program Administrators
• Developers Providers of Training
• Higher Education
• State Local Agencies
• Early Childhood Advocates
• Parents

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Core Knowledge Framework

• Rationale
• Knowledge Base
• Competencies
• Levels I, II, III

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Core Knowledge Area

• Child Growth Development

• Competencies
• Developmental Processes
• Nurturing Relationship
• Appropriate Environments

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Core Knowledge Area

• Child Observation Assessment

• Competencies
• Foundations Principles
• Gathering Documenting
• Summarizing Interpreting
• Sharing Reporting

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Core Knowledge Area

• Family Community Relations

• Competencies
• Valuing Families
• Positive Family-Professional Relationships
• Supporting Family Connections
• Community Collaborations
• Impact of Culture, Community and Family
  Systems

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Core Knowledge Area

• Learning Experiences Environments

• Competencies
• Interactions Relationships
• Physical Environments
• Learning Experiences

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Core Knowledge Area

• Professional Development

• Competencies
• Professionalism in Practice
• Continuous Reflective Professional
  Development
• Leadership Advocacy
• Ethical Standards Professional Guidelines

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Core Knowledge Area

• Health, Safety, Nutrition

• Competencies
• Health
• Safety
• Nutrition

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Other Components of Core Knowledge

• Research References
• Resources
• Linkages

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Core Knowledge

• Download a copy at www.ohpdnetwork.org
• Multiple copies are available by e-mailing
  pd_at_occrra.org or by calling the OCCRRA office at
  877-547-6978

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Core Knowledge Next Steps

• Instructor Guide
• The Instructor Guide will serve as a tool to
  help instructors make decisions concerning
  categorizing past trainings and planning future
  ones.
• Focus Group input
• Writing Team process

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What Now?
Next Steps for Ohio

• 2 4 Year Colleges
• Information Sessions
• Dissemination
• Training
• School Age and Social/Emotional Competencies
• Director Competencies
• Step Up To Quality Sample Professional
  Development Plan

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Thank You
www.ohpdnetwork.org
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Core Knowledge Competencies

• Im the reason you do this work

Thanks for all you do!