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Pennsylvania Core Knowledge Competencies for Early Childhood & School-Age Professionals

Office of Child Development and Early Pennsylvania Department of and Department of Public Welfare

Pennsylvania Core Knowledge Competencies for Early Childhood & School Age Professionals

Introduction Table of Contents Preface...... 1 Overview...... 2 Framework...... 5 Design...... 5 Core Knowledge Competencies (CKC)...... 6

How to Use the Core Knowledge Competencies Suggested Uses...... 9 Big Ideas Framework...... 10 Individual Professional Development Plan and Reflection...... 13

Core Knowledge Competencies Child Growth and Development...... 15 and Learning ...... 18 Learning Environment, Curriculum, Instruction Families, Schools and Community Collaboration and Partnerships ...... 23 Assessment ...... 27 Comprehensive Assessment System, Child Assessment, , Reporting and Documentation ...... 32 Professionalism and Leadership...... 36 Professionalism, , Advocacy and Leadership Health, Safety and Nutrition...... 40 Health, Safety, Nutrition Program Organization and Administration...... 44 Program Administration and Organization, Personnel, and Marketing

Appendices Glossary...... 50 Expanded Competency Glossary...... 53 Linkages to Primary Resources...... 59

“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in.”

–Rachel Carson

Preface Pennsylvania’s early learning and school-age programs and professional development are supported by a comprehensive quality improvement initiative with a vision: Introduction All Pennsylvania families will have access to high-quality care and education for their children, fostering successful futures in school and in life.

The Pennsylvania Early Learning Keys to Quality system was established by the Pennsylvania Office of Child Development, now the Office of Child Development and Early Learning (OCDEL) - in 2005 to promote this vision through a quality improvement system by which all early learning and school-age programs and professionals are encouraged and supported to improve child outcomes. Improvements in programming are designed to increase the capacity to support children’s learning and development, increase educational attainment among professionals, and enhance professional skills and competencies in support of children’s learning and development.

The PA Keys to Professional Development System is a comprehensive statewide framework for professionals serving children and families in all early childhood and school-age settings, including child care, Early Head Start and Head Start, Early Intervention, home visiting, public school, private academic school, and school-age programs. It provides a continuum of professional development opportunities and ongoing support for professionals to improve outcomes for children in early childhood and school-age programs. The PA Keys to Professional Development defines pathways to qualifications and credentials and addresses the needs of adult learners. The system includes core knowledge competencies, professional development record, career lattice, early learning standards, credentials, PA Quality Assurance System (an approval system for instructors and technical assistance consultants), education supports, and links to the Keystone STARS Quality Rating Improvement System.

An essential component of Pennsylvania’s professional development system is Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals (formerly known as the Core Body of Knowledge). It identifies a of content areas that help define the knowledge expectations for professionals in settings within the early childhood education and school-age field. The exception is home visitors for which a separate set of competencies will be developed. Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals (CKC) is Pennsylvania’s set of core competencies, linked to the learning standards, that specifies the scope of skills and knowledge that guides those who work with children to facilitate child learning and development and support their partnerships with families.

PA CORE KNOWLEDGE COMPETENCIES 1 Overview The role of the early childhood and school-age professional in supporting children’s growth and development is critical. While demonstrates that children learn best when they explore and engage with materials and activities that enhance their skill development and creative thinking processes, the adults who facilitate those experiences are key. Children become confident and successful problem-solvers and learners when they are in the care of skillful adults who provide safe and stimulating environments, guide children’s discovery and mastery of the world and help them build strong relationships with both their peers and adults.

While family members are children’s first and primary teachers, most children are influenced by adults who are dedicated to supporting children’s early learning experiences. Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals (CKC) offers a road map for early childhood and school-age professionals. It communicates the critical areas of professional knowledge and skills that are necessary to help children in their care thrive and become successful in school and in life.

Benefits of Having Core Knowledge Competencies When professionals use core knowledge competencies to guide their assessment of their own professional practice, they are assured of utilizing a framework that represents the full scope of early childhood development. The framework offers up-to-date, research-based while representing Pennsylvania’s and values and ensures that this information is put into practice. When used in combination with Pennsylvania’s early learning standards, the core competencies can serve as a foundation for decisions and practices to be carried out within early learning and school-age settings and programs.

Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals (CKC) is a comprehensive resource that specifies the competencies and dispositions that adults who work with children need to know, understand and be able to do. It covers a range of competencies that becomes a valuable tool for individuals as they assess their own knowledge and skill level and chart a course for their own development. It supports students’ preparation for entry into the field of early childhood and school-age care as well as professionals’ commitment to lifelong learning through ongoing professional growth.

Purpose Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals (CKC) has been designed to be used by varied professionals:

• Direct-line Professionals: Can assess and track their level of knowledge and skill in various content areas and can identify specific areas for future professional development.

• Program Administrators and Directors: Can use the CKC to develop program policies, specify their own professional development/education requirements, and support staff in developing their professional development/education plans.

• Family Child Care/Group Child Care Professionals: Will want to utilize the resource in both the direct-line professional and program administrator roles.

• Instructors and Professional Development Organizations: Will plan and organize professional development/education that aligns with Pennsylvania’s learning and quality improvement standards and promote professional development/education opportunities relative to these standards. They may also use these competencies to track their level of knowledge and skill and to guide their own professional development.

2 PA CORE KNOWLEDGE COMPETENCIES • Higher Education Faculty, Staff, and Administrators: Can assess current program content to determine aligned course development and to coordinate and design additional aligned course content to facilitate transfer and articulation agreements.

• Federal, State, and Local Agencies: May use the document as a resource to develop and implement policies for enhancing professionalism in the field.

Overall, the CKC document is one element within the framework of a career development system that allows professionals to achieve recognition in the field, provides access to competency-based professional development/education, and promotes compensation commensurate with educational achievement.

Guiding Principles The Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals (CKC) is based on a number of guiding principles as described below:

• All early childhood and school-age roles and settings are included in the profession and the CKC is relevant in all group settings (child care centers, Family child care programs, Head Start, Pre-K programs, schools serving children birth through age 8, nursery schools, Early Intervention programs, -based programs, and school-age programs serving children up to age 12)1.

• Developing and sustaining positive relationships are the foundation for applying the knowledge base and for demonstrating the core competencies. These relationships: adult to child, child to child, professional to parent, professional to professional and professional to community, are essential to the coordination of each child’s learning experiences, opportunities and outcomes.

• The family has a key role in nurturing their children’s growth and learning as well as supporting the programs in which their children are participating. Respectful and reciprocal relationships are critical.

and application of the social and cultural context of children and their families is essential to the creation of developmentally and individually appropriate learning environments and to the development of positive relationships.

• Professionals have a role as designer and builder of the world in which each child lives while in an early childhood or school-age program. They must understand the interplay between children’s experiences, environments and relationships along with their well-being, development and learning.

• It is the responsibility of every professional to guide children’s behavior and to mentor children’s understanding of socially appropriate ways to self-regulate, communicate, and be socially competent in order to become successful and productive members of society.

• Professionals have a responsibility to optimize every child’s learning opportunities by providing supportive environments, curricula and policies that include adaptations and accommodations as appropriate.

• Each professional role has room to develop from entry to mastery of knowledge base and competence (for example, there are master-level teachers and entry-level administrators/directors).

• Professionals’ movement through the Pennsylvania Career Lattice is individually driven and based on how one chooses to through one’s current levels of education and , as well as current work settings and plans for future career advancement.

1. Home visitors are not included in this definition. A separate set of competencies will be developed for home visitors.

PA CORE KNOWLEDGE COMPETENCIES 3 Whether the professional chooses to grow within a particular role or grow into the next role, growth is determined by the professional using the Core Knowledge Competencies for Early Childhood and School-Age Professionals as a supportive document to help chart a course of professional development.

• The PA Learning Standards and Core Knowledge Competencies for Early Childhood and School-Age Professionals are aligned. The Learning Standards provide guidance for professionals about many of the CKC Knowledge Areas and Competencies.

Dispositions Every profession has a set of attitudes, beliefs and perspectives that distinguish its members as a group. Together they are called professional “dispositions.” The early childhood and school-age profession has dispositions that are highly valued among its members.

Although dispositions are an important part of professional practice, they are different from professional knowledge and competencies. Dispositions describe how a person sees all aspects of his or her work in the profession, rather than what is actually known and done. They are more often absorbed by newcomers and nurtured by seasoned veterans within the professional community instead of being formally taught. Because dispositions apply to all members of the profession and are equally important, they are listed separately.

The model early childhood and school-age professional is one who:

• Delights in and is curious about children and how they grow and learn.

• Appreciates and supports the unique and vital role of parents and families in their children’s lives.

• Is eager to learn new knowledge and skills that will support children’s development and learning.

• Models the attitudes and behaviors that she/he values in children.

• Values and celebrates the diversity found among children and their families and in the world around them.

• Is willing to ask for help, to learn from others, and to accept constructive criticism.

• Reflects on the personal beliefs and values that influence her/his own attitudes and practices.

• Accepts responsibility for her/his own actions.

• Shows respect for children, families, and colleagues by maintaining confidentiality.

• Communicates clearly, respectfully and effectively with children and adults.

• Responds to challenges and changes with flexibility, perseverance and cooperation.

• Expresses her/his own emotions in healthy and constructive ways.

• Values and nurtures imagination, , and play, both in children and in herself/himself.

• Demonstrates responsible professional and personal habits in working and interacting with others.

• Has a collaborative attitude.

4 PA CORE KNOWLEDGE COMPETENCIES Professionals must make a commitment to lifelong learning. The field continually changes and requires each of us to learn new skills and new information in order to provide the most current practices that are aligned with Pennsylvania’s philosophies and values while supporting children’s growth and development in partnership with their families.

Adult lifelong learners demonstrate those same positive learning values that they strive to instill in the children in their care. Lifelong learners are inquisitive with an open approach to learning; use a variety of techniques to practice and master new skills; show a respect for researching and understanding new information; and utilize self-reflection as a tool for determining the kinds of information they are seeking.

Framework Pennsylvania’s Core Knowledge Framework consists of the following three components:

Core Knowledge Competencies: An in-depth review and assessment of the breadth of content that prepares early childhood and school-age professionals to become master teachers and professionals. While every professional should become familiar with the sections and content within the Core Knowledge Competencies this will principally be the foundational document for higher education and professional development instructors.

Big Ideas Framework: A summary of the core competencies presented as Big Ideas and Essential Questions, this will be the primary tool for consideration of long and short term professional development goals and the creation of professional development plans for the individual early childhood educator.

Individual Professional Development Plan and Self-Reflection: This is the culmination of the review of the Big Ideas Framework and is the summary of the decisions made related to professional development goals. It includes an assessment of how the acquired information is applied to the classroom and reflections on additional goals and steps as appropriate. This is the individual’s professional development plan, which will be available online in the near future.

Design The revised Pennsylvania Core Knowledge Competencies for Early Childhood and School-Age Professionals (CKC) is designed to be more inclusive of all group settings and updated to reflect revised learning standards and current research on best practices.

Elements that remain the same:

• Knowledge Areas are the same, although in some Knowledge Areas, content is broken out into sub-categories.

• Three competency levels with sequentially more complex information.

• Content areas align with the Pennsylvania Learning Standards.

• Completion of a self-assessment and reflection.

• Competencies are coded to the Knowledge Areas (K), followed by Competency Level (C). For example, K1.1 C1 refers to the first competency within Knowledge Area 1: Child Growth and Development.

PA CORE KNOWLEDGE COMPETENCIES 5 Here’s what may look different: • Content is updated and expanded to reflect the depth and breadth of knowledge that is critical for professionals to understand and know.

• Early childhood and school-age professionals will use the same document. Family child care providers no longer have a separate section.

• The competency levels read across the page to demonstrate the sequencing in skill mastery.

• Administrator/Director information is embedded within each Knowledge Area.

• The Big Ideas Framework (a companion document to the CKC) is the foundation for the professional’s self-assessment and reflection and individual professional development plan (formerly the PDR Pre-Assessment).

• Professional dispositions have been added as a critical component of a professional’s ethical considerations and quality of practice.

• Appendices offer additional information on definitions, including a further detailing of competencies as indicated by an asterisk (*), and an alignment of the CKC to other commonly-used documents.

• Additional specifications about the use of these documents are offered in “How to Use the Core Knowledge Competencies for Early Childhood and School-Age Professionals.”

Core Knowledge Competencies (CKC) The Core Knowledge Competencies are an in-depth review and assessment of the content that prepares early childhood and school-age professionals to become master teachers and professionals. Every professional should become familiar with the sections and content within the Core Knowledge Competencies. The components include:

Rationale: Explains how the content area relates to the early childhood and school-age professionals’ day-to-day practice.

Knowledge Areas: Define the depth and breadth of information that a professional must learn in order to be a competent early childhood or school-age professional. Eight knowledge areas identify specialized knowledge that shape early childhood and school-age educators’ and administrators’ professional practice.

The Knowledge Areas are: 1. Child Growth and Development: Early childhood and school-age professionals base their practice on an understanding of all of the ways that children change over time, including expected patterns of development and the many ways that individual children can differ.

2. Curriculum and Learning Experiences: Early childhood and school-age professionals demonstrate their understanding of the interplay between children’s experiences, environments and relationships along with their well-being, development and learning. They demonstrate their role as designers and builders of the world in which each child lives while in an early childhood or school-age program.

3. Families, Schools and Community Collaboration and Partnerships: Early childhood and school-age professionals understand and respect the family, and community context in which each child lives. They demonstrate practices that build strong, positive connections to families and community resources for the benefit of children.

6 PA CORE KNOWLEDGE COMPETENCIES 4. Assessment: Early childhood and school-age professionals are able to continually improve each child’s care and learning experiences through a comprehensive assessment process that includes the collection and analysis of information about the interplay between environment, their own interactions, the program itself and the children. They understand that every child follows a unique path of growth and development; therefore, they will gather and apply information about each child’s progress as part of their regular practice.

5. Communication: Early childhood and school-age professionals demonstrate use of effective culturally and linguistically appropriate communication strategies with children and adults while providing communication-rich environments for learning.

6. Professionalism and Leadership: Early childhood and school-age professionals see themselves as members of a larger professional community and demonstrate commitment to the use of ethical practices, professional standards, and an accepted body of knowledge to guide their practice. They advocate for young children and families and engage in lifelong learning.

7. Health, Safety and Nutrition: Early childhood and school-age professionals realize the importance of children’s physical well-being as a basic and necessary foundation for their growth, development and learning, while understanding the many ways of fostering it.

8. Program Organization and Administration: Early childhood and school-age professionals demonstrate knowledge of accepted business practices, legal and regulatory requirements, financial obligations, and record keeping while engaging in ongoing continuous quality improvement practices.

Competencies: Are the concepts and that a professional must learn in order to become competent in each area of practice. This knowledge becomes the cognitive foundation for the skills and behaviors implemented in the professional’s work with children.

Professionals participate in continuous quality improvement practice by acquiring new skills, refining their previously-developed skills and promoting the idea of lifelong learning for professionals who work in the early childhood and school-age profession. Regardless of whether programs work with mixed age groups and the same children over multiple years or similar age children for only one year, the commitment to acquiring the necessary competencies to provide the highest quality learning experiences is the same.

Competency Levels: Competency statements are organized in three levels of understanding, offering professionals an opportunity to assess their level of knowledge within a given Knowledge Area. Professionals progress from one level to another through many pathways, including formalized study, and professional development, mentoring or coaching, and their own self-reflection on practice.

Each professional may be operating at different Competency Levels in different Knowledge Areas. For example, the same individual may be at Competency Level Two in Healthy, Safety and Nutrition while still working through the Competencies Level One in Child Growth and Development. All practicing professionals would be expected to know Competency Level One; information in Competency Levels Two and Three would be added as their competence grows over time.

PA CORE KNOWLEDGE COMPETENCIES 7 Early childhood professionals at: Competency Level One have an understanding of the content within the Knowledge Area and relates it through their daily practices with children and families. They implement program guidelines and policies; demonstrate a commitment to professionalism and the provision of best practices for children and families in their everyday work. Level One professionals understand, identify, describe, define, and explain.

Competency Level Two demonstrate the skills in Level One. In addition, they demonstrate the ability to apply the content within each Knowledge Area in practice to assure high quality delivery of services for children and families. Level Two mastery includes the ability to adapt environments to accommodate children’s individual needs and learning styles. As professionals, Level Two professionals are mentors for others and demonstrate the use of the skills and knowledge to others. Level Two professionals apply, develop, explore, practice, and implement.

Competency Level Three demonstrate the skills in Levels One and Two. In addition, they demonstrate the ability to analyze and assess the information as part of the cycle of continuous quality improvement within the home, classroom and/or program setting. Level Three mastery includes of leadership skills that advance the use of best practice within the content area in the program setting and in the community. Level Three professionals analyze, research, critically examine, and design.

Director and Administrator Competencies: Within each Knowledge Area there are a set of additional competencies for those professionals who are already fulfilling a supervisory role or for those professionals who aspire to achieve an administrative function as part of their career pathway. These additional competencies make the assumption that professionals have achieved the basic competencies at the identified level and will develop supplementary competencies that are specific to leadership and administration. Family child care and Group home providers will also use this section when selecting appropriate professional development opportunities.

8 PA CORE KNOWLEDGE COMPETENCIES How to Use Pennsylvania’s Core Knowledge Competencies for Early Core Learning and School-Age Professionals Knowledge “Professional development consists of facilitated teaching and learning experiences that are Competencies transactional, collaborative, and designed to support the acquisition of professional knowledge, skills, ethics/values, and dispositions, as well as the application of this knowledge in practice to benefit all children and families” (PA Professional Development System Framework).

Pennsylvania’s Core Knowledge Competencies for Early Learning and School-Age Professionals has been designed to guide professionals’ decisions about their lifelong learning pathway and to enable them to identify and seek out professional development that will help them travel along that pathway.

Suggested Uses

For Higher Education Faculty: The content within each of the Knowledge Areas details the information that is essential for pre-service candidates and those seeking advanced credits. It is extensive and designed to describe the full range of knowledge and skills that assure sound teaching practices.

Institutions of Higher Education can utilize the Core Knowledge Competencies (CKC) document to assess the coursework in their early childhood and school-age programs. It becomes a tool, along with Learning Standards, to develop educational experiences with greater depth and breadth in a specific content area and across the full range of early childhood and school-age competencies. When post-secondary early childhood programs are reviewed in comparison to the scope of the CKC, content gaps can be identified and coursework revised. It becomes an resource as colleges seek accreditation or alignment with the NAEYC Standards for Early Childhood Professional Preparation.

Core Knowledge Competencies are a valuable resource from which to write learner objectives and outcomes that enable faculty to match the level of competency with the level of coursework within the degree of the program. The format of the document can also be a model for student assessment, and its use helps to initiate the pre-service candidate to future employment requirements. When tied to a pre-and post-assessment, instructors can adjust class content, as well as modify future coursework to accommodate learners’ strengths and where to focus instruction.

The content within the CKC becomes the framework from which to ensure articulation with community-based professional development. As faculty considers offering opportunities for early childhood professionals to obtain needed coursework or credits to pursue an advanced step on the Career Lattice, the CKC document provides information about the content and the levels of mastery that can be used to develop varied levels of coursework.

For Instructors: The CKC provides the Pennsylvania instructor with the focus for the development of professional development sessions and resources that assure the delivery of rich, research-based and current information across all three Competency Levels.

The extent of information within the CKC enables instructors to reflect upon their levels of mastery on the topics for which they train or prioritize for training. As they consider the Knowledge Areas and competencies they will prioritize for delivery of content, an honest review of the CKC will result in a realistic assessment of one’s own knowledge and experience. Even the most experienced trainer will most likely have competencies within Knowledge Areas that inspire them to seek more information.

PA CORE KNOWLEDGE COMPETENCIES 9 The Competency Levels in the CKC are based upon Bloom’s Taxonomy. The verbs in each competency were carefully chosen to illustrate the sequence of skill mastery that occurs over time with experience and learning opportunities. Instructors will use the competencies within the CKC when developing objectives for professional development to ensure alignment. This will enable attendees to identify and connect the with their training goals and seek content that is specific to their needs.

The three Competency Levels enable instructors to design professional development events that address the individual differences and needs of the learner. Just as with the Learning Standards’ Continuum of Learning, the CKC enables an instructor to view the sequence of skills within a competency and design training that relays information to reach varied levels within one professional development event. While the training may be specifically designed for one level, understanding adult learning principles and the sequence of skills within an area will help instructors formulate content to reach varied audiences and styles of learning.

The Core Knowledge Competencies align with the content in the PA Learning Standards. When the CKC content is combined with the examples of supportive practices and ways in which children demonstrate the skills that are found in the PA Learning Standards, professional development events will provide participants with a strong understanding of the implementation of best practices. For example, ways in which professionals build strong relationships with families, described in the Knowledge Area that addresses family and community partnerships, can be further understood through the descriptions and examples in the PA Learning Standards addressing the same content.

For Administrators/Directors: A review of the CKC content will provide a picture of the broad scope of knowledge that every early childhood and school-age professional must obtain in order to excel in this dynamic field. Once familiar with the overall content, another review of each of the administrator/director competencies will inform individuals of their own strengths and areas for additional research and preparation and provide guidance towards their own career pathways.

Familiarity with the competencies will help administrators/directors provide guidance to staff to maximize their learning potential and knowledge base. From shared discussions, , and a review of past or current professional development, the supervisor will be better able to help the individual staff person prioritize the Knowledge Areas to include an annual individual professional development plan.

When used in combination with the PA Learning Standards, administrators can design programs that ensure all children served are provided with high quality, comprehensive learning experiences in the context of their families’ culture and values.

The CKC is a valuable resource for administrators’ use during program assessment. As can be identified through the Linkages with Primary Resources, the CKC has been cross-walked to other Pennsylvania regulations and standards and can be used to help determine if additional resources are needed in classrooms, if a Knowledge Area needs to be the focus for group training, or if specific areas within a Knowledge Area should be identified for strategic planning.

How to Use the Big Ideas Framework The Big Ideas Framework is a companion document to the CKC and is designed to facilitate the regular and ongoing self-assessment and reflection for practicing professionals. Similar to the Big Ideas and Essential Questions for PA’s Learning Standards at each grade level, these Big Ideas describe the content within each Knowledge Area and help to categorize the information into key concepts. The Essential Questions further describe the Knowledge Area’s focus and can be used as the starting point for self-reflection and assessment. These questions will guide individuals’ thinking about their Competency Level in each Knowledge Area and the kinds of information or types of skills they may want to enhance or acquire.

10 PA CORE KNOWLEDGE COMPETENCIES The Individual Professional Development Plan and Reflection form is the written summary of the important work the professional and supervisor have done together. It details the decisions that have been made about professional development goals and links them to the Core Knowledge Competencies. Additionally, it offers the professional an opportunity to assess the learning that has occurred from related professional development experiences and to consider enhance- ments or additional knowledge that are integrated into practice as a result. This becomes the individual’s professional development plan.

Both administrators/directors and direct-line professionals may find varied uses and strategies for implementing the Big Ideas Framework. The following suggestions are offered as a guide.

The Process Starts Here! The beginning of the decision-making process starts with self-assessment and reflection. Think- ing about a combination of new learning opportunities, past experiences, and the way in which new knowledge can be applied to work experiences to enhance one’s work with children and families helps every professional create her/his own specialized professional development plan. This plan must be meaningful for the practitioner’s current circumstance and relate to future goals, interests, and short term needs. Self-assessment and reflection, together, offer a way in which strengths and challenges are identified and balanced with new professional development opportunities to improve skills and expand horizons.

Shared Thinking While self-assessment and reflection is conducted by the professional alone, the next step is to discuss those with a supervisor or administrator. Together, a meaningful conversation should take place where a summary of this assessment and reflection is shared as the starting point in a discussion about the professional’s strengths, challenges, and professional develop- ment interests. This confidential conversation must be one in which the pair, together, designs a professional development plan that uses the information from the assessment and reflection, the CKC documents and the program’s resources and identified needs as the guide.

Administrators’/Directors’ Self-Assessment Before Administrators/Directors can use these resources effectively with staff, they must first use the tool for their own reflection and goal planning. They will use both the Core Knowledge Competencies and Big Ideas Framework, to fully self-assess their knowledge, understanding, and experience.

• Step One: Review the CKC to become familiar with format and information. Carefully read the introductory sections to understand the principles, dispositions, and the suggested uses. Review the Core Knowledge Competencies to understand the Knowledge Areas, and Competency Levels.

• Step Two: Review the Administrator/Directors’ competencies in the Knowledge Areas for understanding, knowledge, and experience.

• Step Three: Review each Knowledge Area in the Big Ideas Framework. Assess and reflect on both the Big Ideas and the Essential Questions. Identify any Essential Questions that may prompt a need for more research and/or training. Prioritize two to three goals from these competencies to include in an annual professional development plan. It is important that administrators/directors complete both sets of Essential Questions. Return to the CKC document as often as necessary for reference.

• Step Four: Complete the Individual Professional Plan and Reflection.

• Step Five: Seek out professional development events that will enhance the learning that has been identified through the self-assessment.

PA CORE KNOWLEDGE COMPETENCIES 11 Once the administrator/director has completed her/his own self-assessment, identified annual goals, and completed a professional development plan through the Individual Professional Plan and Reflection, she or he will be able to support the use of the CKC’s and Big Ideas Framework with staff.

Using the Big Ideas Framework with Professionals Entering the Field Self-Assessment: For a new professional, The Big Ideas Framework is a great introduction to Pennsylvania’s comprehensive approach to the early childhood and school-age profession. If they have not already used the resource as part of their pre-service experience, completing a self-assessment using the document in order to become familiar with its format and content is a good first step.

Shared Assessment: Following an individualized assessment, supervisors and new staff persons can use the Big Ideas Framework together to ensure that basic concepts and information that are critical for successful provision of quality services to children are understood. A shared assessment of the document will reveal the broad concepts and philosophies that every professional should carry into the work environment. When a supervisor and the new professional briefly review each of the Knowledge Areas together, they can share a discussion about the Competencies that are important for consideration in each of the domains of learning.

Initial Focus of Knowledge Areas: Next, there are critical Knowledge Areas that ensure children’s health and safety are safeguarded, and that appropriate developmental support is implemented in every classroom.

• Knowledge Area 1, Child Development

• Knowledge Area 7, Health, Safety and Nutrition

These Knowledge Areas should be prioritized for new professionals. Together, the new staff person and the supervisor should complete a careful review of these Essential Questions with a reference back to the Core Knowledge Competencies.

For each Essential Question, the pair should identify the level of experience and training needs. Consideration of the program requirements to meet or maintain program standards should be a part of this discussion and goal development.

Using the Individual Professional Development Plan and Reflection form, an overall professional development plan should be developed that incorporates these Knowledge Area prioritizations in addition to other professional development needs that might incorporate the staff person’s interests or career pathway goals.

The Reflection section at the end of the Individual Professional Development Plan should be used to note insights, new information or thoughts for additional research or training.

Updates should occur periodically throughout the year to document completed professional development. Reflection/Assessment should occur to indicate if the level of understanding has increased on the decision column or if additional training is needed. This review should occur annually, at a minimum.

The CKCs present a wonderful framework from which new professionals can develop a portfolio. Using the Knowledge Areas as a guide, documentation of successful activities and instructional experiences will be a valuable resource that can grow as the learner garners more practical work knowledge and experience. The portfolio can also be a compilation of research that is updated regularly and helps to guide understanding of the competencies and their implementation. This portfolio becomes an important resource for future annual reviews of one’s professional development plan, as well as for performance assessments.

12 PA CORE KNOWLEDGE COMPETENCIES Using Big Ideas Framework with Experienced Professionals The CKC comprehensive content and its alignment to the PA Learning Standards offers practicing professionals a unique opportunity to consider their practice in light of a breadth of knowledge that assures every child’s successful growth and development. Professionals who gain insight and knowledge in each of the CKC’s Knowledge Areas and continue their life-long learning quest to acquire additional information will stay current and fresh in their presentation of new ideas to children and families, and will remain strong and vital advocates for the field.

There are three criteria that must be considered when developing an annual professional development plan:

1. The professional’s previously completed self-assessments and reflections;

2. Observations, , and meeting notes from the shared planning meeting with the administrator/director;

3. Program standards, such as Keystone STARS or Head Start Performance Standards.

Reflection/Assessment: For each Knowledge Area, the professional should carefully review the Big Ideas and the Essential Questions listed. Consider the level of understanding for each item targeted for professional development. If more detail about the content is needed during this reflection/assessment, each of the Essential Questions contains links back to the Core Knowledge Competencies. Complete a self-assessment and determine areas of interest and need for additional research and training.

Gathering Data: The professional is encouraged to gather additional data to bring to the supervisory discussion. This may include sharing a portfolio that demonstrates accomplishments and achievements. The administrator/director will have also compiled a variety of data sources including observations of the staff person’s performance with children and families, feedback from others, along with the staff person’s portfolio and self-assessment.

Shared Assessment: The professional and the administrator/director should meet to review the Big Ideas Framework. Together, they will complete a shared assessment and agree on areas of strength and growth.

Individual Professional Development Plan and Reflection: The needs and interests of the professional are prioritized into 3-5 goals. A review of program standard requirements for professional development will determine if there is a need for additional goals. This professional development plan should incorporate Knowledge Area prioritizations in addition to other professional development needs that might incorporate the staff person’s interests or career pathway goals.

Updates should occur periodically throughout the year to document completed professional development. At least once a year, Reflection/Assessment should occur to indicate if the level of understanding has increased and to identify additional training needs.

How to Use the Individual Professional Development Plan and Reflection For the Administrator/Director: At least annually, • Record the identified professional development goals from both the Core Knowledge Competencies and the Big Ideas Framework.

• Consider the ways in which knowledge will be obtained related to those goals. This may come from research, conferences, professional development events, higher education coursework, etc.

PA CORE KNOWLEDGE COMPETENCIES 13 • Following the professional development, consider the knowledge, skills and insights that have been acquired.

• Assess new strategies that will or have been implemented as a result of the professional development.

• Hold shared meetings with all staff to review and approve individual professional development plans.

• Analyze all staff’s individual professional development plans to ensure that the appropriate professional development is being held or attended that supports individual and programmatic goals. Make adjustments as necessary to support continuous quality improvement efforts.

For the Professional: • Record the identified professional development goals that were identified in the Big Ideas Framework. Include the date of the supervisor-staff review and acquire the supervisor’s signature.

At least annually, • Maintain records of the professional development that was obtained related to each of the goals. Include the date, title of the event and the CKC code.

• Review the objectives of the professional development events and describe how they relate to the identified goals from the Big Ideas Framework.

• Assess the knowledge and insights gained as a result of the professional development and how it pertains to one’s work with children and families.

• Attend a meeting with your administrator/director/supervisor to review your individual professional development plan and obtain sign-offs as needed.

• Complete a re-assessment.

Appendices Professionals that use the Core Knowledge Competencies will find additional resources in the appendices.

Glossary: • A collection of terms and definitions from within the CKC.

Expanded Competencies Glossary: • Terms identified in the competencies by an asterisk (*) are further defined in this section of the glossary.

Linkages to Primary Resources: • A crosswalk that demonstrates the CKC’s alignment with other state and national documents utilized by early childhood and school-age professionals.

14 PA CORE KNOWLEDGE COMPETENCIES Child Growth and Development

Rationale: Children’s fun, stimulating and successful learning experiences in their early childhood and school-age programs are dependent on their early childhood and school-age professionals’ knowledge and application of basic child development. Professionals must understand the inter-dependence of each key area of learning and how to provide meaningful and relevant experiences for children that are developmentally appropriate, individualized to accommodate each child’s needs and interests, and be respectful of the families’ diverse values and .

The adult working in the early childhood and school-age field will be able to: COMPETENCY LEVEL 1 COMPETENCY LEVEL 2 COMPETENCY LEVEL 3

All of Level 1 All of Level 1 & Level 2 E arl Describe how child development depends Illustrate for families, caregivers, peers Examine how classroom practices

on supportive and reciprocal and other community members the support child development through y C hildhood & S chool -A relationships with families, caregivers, impact their reciprocal relationships positive interactions with families, peers and other community members. have on a child’s development. caregivers, peers and other community K1.1 C1 K1.1 C2 members to further develop reciprocal relationships. K1.1 C3

Identify important concepts and Apply principles and concepts of child Analyze how the principles and principles of child development theory development theories in working with concepts of child development theories and the theorists associated with the children.* inform professionals about children’s theories.* K1.2 C2 development and learning.* K1.2 C1 K1.2 C3 ge P rofessio n al S List issues and policies that impact child Illustrate ways knowledge of issues and Design strategies to address issues and development and learning, including: policies impact practices related to child policies related to practice which • Inclusion development and learning, including: intentionally impact child development • Diversity • Inclusion and learning, including: • Brain Development • Diversity • Inclusion • Children and Families At Risk • Brain Development • Diversity • Poverty • Children and Families At Risk • Brain Development K1.3 C1 • Poverty • Children and Families At Risk K1.3 C2 • Poverty K1.3 C3

Identify the impact of brain development Apply knowledge of brain development Analyze the degree effectiveness on children’s development and learning. to facilitate children’s learning, information of brain development and K1.4 C1 socio-emotional development, and learning is used to guide instructional self-regulation. practices. K1.4 C2 K1.4 C3

Identify the different domains of child Use knowledge of the domains of child Analyze the degree to which development and how they link to the development as they relate to the Key -based instruction and Key Learning Areas of the PA Learning Areas of Learning within the PA Learning appropriate adaptations and Standards.* Standards to implement evidence-based accommodations occur across the K1.5 C1 instructional practices.* different domains of child development K1.5 C2 and relate to the Key Areas of Learning in the PA Learning Standards.* K1.5 C3

PA CORE KNOWLEDGE COMPETENCIES 15 ADMINISTRATOR / DIRECTOR Early Childhood & Schoolge-A ProfessionalS 16 D1.3 C1 families at andpoverty. risk brain development, children and byare impacted inclusion, diversity, waysDefine that classroom practices D1.2 C1 development andlearning.* research-basedupon evidence inchild environment alearning based support elements that curricular Describe D1.1 C1 children’s abilities, interests andneeds. development includingindividual strategies child withfamiliesabout reciprocal communication support programmaticDescribe systems that COMPETE 1 NCY LEVEL K1.10 C1 in theclassroom. differencesability influence learning development, culture, languageand Identify theways that children’s age, K1.9 C1 competence andself-confidence. middle childhood, whichsupport throughgrowth that from occur birth Identify thedevelopmental patterns of K1.8 C1 and creativity skills. communication, , for children to and develop learn how playDescribe fosters opportunities K1.7 C1 and invarious ways. develop at andlearn different rates how individualchildrenDescribe K1.6 C1 acrosslearning agelevels andgrades. development inthecontinuum of demonstrate thesequence ofchildskill how theLearningDescribe Standards COMPETE 1 NCY LEVEL Child Growth andDevelopment PA CORE COMPETENCIES KNOWLEDGE D1.3 C2 and familiesat andpoverty. risk diversity, brain development, children thatpractices by are impacted inclusion, program staffintheirclassroom Support D1.2 C2 development andlearning.* research-basedupon evidence inchild anenvironmentthat supports based development staffincurriculum Guide D1.1 C2. interests andneeds. including individualchildren’s abilities, childdevelopmentwith familiesabout reciprocal communication strategies Adopt programmatic systems to support All ofLevel 1 COMPETE 2 NCY LEVEL K1.10 C2 differences.and ability age, development, culture, language, transitions children’s basedupon children, staffassignments, and appropriate groupings of Select K1.9 C2 to middle childhood. competence andself-confidence birth Develop environments that foster K1.8 C2 problem solving, andcreativity. that fosterand activities communication, Provide play environments, experiences K1.7 C2 for individualchildren. establish appropriate expectations development, to andlearning ofgrowth,Apply knowledge K1.6 C2 and grades. Learning Standards across agelevels of development inthePA asarticulated assessments thesequence that reflect and Implement plannedactivities All ofLevel 1 COMPETE 2 NCY LEVEL K1.10 C3 language, differences. andability children’s age, development, culture, assignments, andtransitions basedupon appropriate groupings ofchildren, staff of decisions madeintheselection Assess asneededthe andmodify K1.9 C3 through play. facilitate ofknowledge theconstruction inprogram settings,and activities which Evaluate play environments, experiences K1.8 C3 through play. facilitate ofknowledge theconstruction inprogram settings,and activities which Evaluate play environments, experiences K1.7 C3 to theindividualneedsofchildren. Evaluate programs andmodify according K1.6 C3 and grades. Learning Standards across agelevels sequence ofdevelopment inthePA the andassessments reflect activities A All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL D1.3 C3 the classroom/program. developing within orpractices policies when and familiesat andpoverty risk diversity, brain development, children data around theissuesofinclusion, staff isusingfamilyandcommunity Assess thedegree to whichprogram D1.2 C3 positive outcomes inchildren.*support todevelopment plans asnecessary development andadjust professional Assess ofchild program staffknowledge D1.1 C3 improvement.quality and needs, whichfacilitate continuous including individualabilities, interests childdevelopment,with familiesabout reciprocal communication strategies A All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL ssess and modify methods to support to methods ssess andmodify support nalyze to andassesstheextent which ADMINISTRATOR / DIRECTOR 17

NCY LEVEL 3 COMPETE 2 1 & Level of Level All ways for Examine strategies/practices instructional improve continuously to learning, supportpractices to children’s and socio-emotional development self-regulation. D1.4 C3 program and evaluate Develop using curriculum and environments a as Standards Learning the PA based on the developmental framework care.* your in needs of the children D1.5 C3 which support the strategies Analyze child development evidence-based scheduling program practices through of or creation adaptation, and adoption, in curriculum and play responsive Standards. Learning with PA alignment D1.6 C3 assess the to a system Create schedules of program effectiveness responsiveness and curriculum ensure to and individual needs of all children to families. D1.7 C3 of the adult as a the role Analyze and promoting, in creating, facilitator problem creative, sustaining complex, experiences. solving during play D1.8 C3 and make effectiveness Assess staff how around recommendations supports a nurturing that environment in development self-concept fosters birthchildren middle childhood. to D1.9 C3 and make effectiveness Assess staff selects on how recommendations staff of children groupings appropriate based on and transitions assignments, culture, development, age, children’s that and ability differences language, practices. align with research-based D1.10 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

mploy knowledge Employ of brain children’s facilitate to development socio-emotional development learning, the program. within and self-regulation D1.4 C2 practices that program Adopt knowledge of the demonstrate to domains of child development needs of all meet the developmental including early childhood children, with special children school-aged, age, backgrounds.* needs and diverse D1.5 C2 support that strategies Apply child development evidence-based scheduling program practices through or creation adaptation, and adoption, in curriculum and play of responsive Standards. Learning with PA alignment D1.6 C2 schedules and program Develop curriculum ensure implement to individual needs of to responsiveness and families. children D1.7 C 2 of the implementation Monitor instructional support practices that of communication the development and creativity. solving, problem skills, D1.8 C2 staff to for strategies Model effective support that a nurturing environment in development self-concept fosters birthchildren middle childhood. to D1.9 C2 staff in for strategies Model effective the selection groupings of appropriate and staff assignments, of children age, based on children’s transitions and language, culture, development, align with that ability differences practices. research-based D1.10 C2 NCY LEVEL 2 COMPETE 1 of Level All Explain to staff, families and the families and staff, Explain to children’s that community the ways language culture, development, age, influence and ability differences learning in the classroom. D1.10 C1 Explain the importance of fostering and self-confidence competence birthof a child from through middle childhood. D1.9 C1 Describe should that the elements environments, in play be present and activitiesexperiences support that of communication the development solving and creativity. problem skills, D1.8 C1 Explain to staff, families and the staff, Explain to community the importance of schedules and curriculum developing individual to responsive are that and families. needs of children D1.7 C1 Describe to staff, families, and the families, Describe staff, to Learning the PA community how the sequence demonstrate Standards in the of child skill development age of learning across continuum and grades. levels D1.6 C1 Define the importance of all staff in foundation a strong having the and how child development the domains link to developmental in support Standards Learning PA of the needs of all learners.* D1.5 C1 Explain to staff, families and the families staff, Explain to community the impact of brain children’s on development and learning. development D1.4 C1 and Development and Growth Child NCY LEVEL 1 COMPETE Early Childhood & Schoolge-A ProfessionalS 18 K2.4 C1 outcomes. development andlearning andmaterials support how andoutdoorDefine both indoor K2.3 C1 diverse learners. adaptations andaccommodations for acoustics, schedules, resources, and arrangement, visualcues, temperature, relationships including, room behavior andencourages supportive environment promotes positive waysDescribe that aprepared physical K2.2 C1 outcomes.learning physical needs)promote positive needs (biology, age, temperament, between theenvironment andachild’s waysDescribe inwhichamatch K2.1 C1 the needsandinterests ofalllearners. and schedule)how they support (setting, space, resources, relationships responsive environment learning thecomponents ofa Describe COMPETE 1 NCY LEVEL facilitate children’s physical, andemotional, social andcognitive learning. age, cultural appropriate andlinguistically experiences that guideand child’s individualized needsandinterests to designlearning and professionals ofchilddevelopment must utilize theirknowledge andeach developmental needs, abilitiesandinterests. andschool-age childhood Early curriculum, andenvironment instruction that isreflective ofchildren’s Rationale: whenthere isabalance Children knowledge of construct PA CORE COMPETENCIES KNOWLEDGE Learning Experiences field will be ableto: fieldwillbe andschool-age childhood intheearly The adultworking Curriculum and LEARNIG EVIRONMET K2.4 C2 developmental outcomes. learning comprehensive,materials to support and outdoor physical space and Plan for appropriate use ofindoor K2.3 C2 accommodations for diverse learners. resources, andadaptations and cues, temperature, acoustics, schedules, including, room arrangement, visual relationships,encourages supportive promotes positive behavior and Sketch aphysical environment, that K2.2 C2 promote positive outcomes. learning temperament, physical needs), which based onachild’s needs(biology, age, outcomesmeet individuallearning Implement appropriate strategies to K2.1 C2 to thePAlinked Learning Standards. interests andneedsofchildren that are on ages, abilities, homeculture, and relationships andschedules)based environment (setting, space, resources, Arrange aresponsive learning All ofLevel 1 COMPETE 2 NCY LEVEL

All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL K2.4 C3 for assessinglearning. * assessment tools that are appropriate information, usingavariety of environments basedonassessment andoutdoor indoor Design K2.3 C3 accommodations. resources, andadaptations and temperature, acoustics, schedules, including room arrangement, visualcues, are facilitated for diverse learners, relationshipsbehavior andsupportive determine theways that positive Assess thephysical environment to K2.2 C3 classroom environment. align achild’s needswiththe intentional program decisionsthat outcomeslearning are achieved with Analyze to theextent whichindividual K2.1 C3 to thePAlinked Learning Standards. needs ofchildren andhow itis abilities, culture, interests and determine ifitmeetstheages, relationships andschedules)to (setting, space, resources, responsive environment learning Evaluate thecomponents ofa Early Childhood & Schoolge-A ProfessionalS 19

NCY LEVEL 3 COMPETE 2 1 & Level of Level All support intentionally to ways Assess and growth individual and group learning in each of the domains language, social, (emotional, and creative). physical, cognitive, K2.11 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All in the the resources Examine how (SAS) System Aligned Standards portal* support success. student K2.5 C3 a curriculum how framework Analyze partis an integral of curriculum and individualization development children. for K2.6 C3 elements the programmatic Evaluate the of the curriculum insure to meet to is adapted content defined needs as individualized Standards. Learning the PA by K2.7 C3 curriculumConstruct which mirrors experiences. home and classroom K2.8 C3 of knowledge multiple areas Integrate curriculum design in effective of the extent to on analysis focusing which clear and developmentally, and individually appropriate culturally all children for learning outcomes expectations and implemented, are instructional are staff for roles and the extent to established, appropriate which developmentally linked are and materials strategies Standards. Learning the PA to K2.9 C3 curriculum Develop which addresses learning, to approaches children’s social and emotional development, and academic subjects. K2.10 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

CURRICULUM N INSTRUCTIO NCY LEVEL 2 COMPETE 1 of Level All support to Modify the environment in all domains learning and development (emotional, social, language, cognitive, cognitive, language, social, (emotional, and creative). physical, K2.11 C2 All of Level 1 of Level All of the Standards elements the Employ support (SAS) to System Aligned success.* student K2.5 C2 a of the components Utilize in the curriculum framework of lesson plans. development K2.6 C2 elements the programmatic Employ of the curriculum provide to in as defined information content and Standards Learning PA meet to adaptations incorporate needs. individualized K2.7 C2 Modify curricular activities to in learning activitiesengage children which build upon experiences. home K2.8 C2 curriculum a well-developed Use clear and implement effectively to and culturally developmentally, learning individually appropriate expectations explain and outcomes, and instructional staff, for roles appropriate developmentally execute linked and materials to strategies Standards. Learning the PA K2.9 C2 Modify curriculum support to learning, to approaches children’s social and emotional development, and academic subjects. K2.10 C2 NCY LEVEL 2 COMPETE learning as a process that that Define learning as a process all domains of development integrates cognitive, language, social, (emotional, and creative). physical, K2.11 C1 NCY LEVEL 1 COMPETE Define how a curriculumDefine how encompasses learning, to approaches children’s social and emotional development, and academic subjects. K2.10 C1 Define of curriculum the elements planning including establishing staff learning outcomes, children’s expectations and strategies and roles developmentally, employing for and individually appropriate, culturally experiences. standards-based K2.9 C1 Define how curriculumDefine how engages as experiences families and at-home part of the learning process. K2.8 C1 Define the programmatic elements of elements Define the programmatic curriculumscheduling including environment, materials, elements, and assessment, learning materials, meet individualized to adaptations needs. K2.7 C1 Name the components of a curriculum the components Name Standards as defined in the framework * System. Aligned K2.6 C1 Name the elements of the Standards of the Standards the elements Name how (SAS) and relate System Aligned supportthey success.* student K2.5 C1 NCY LEVEL 1 COMPETE Curriculum and Learning Experiences and Learning Curriculum ADMINISTRATOR / DIRECTOR Early Childhood & Schoolge-A ProfessionalS 20 K2.16 C1 tools to reinforce children’s learning. usedwithotherteaching be can Name digitalmediaresources that K2.15 C1 Principles.* Learning Standards andtheGuiding and inlife asoutlinedinthePA for successful outcomes inschool Name theexperiences children need K2.14 C1 children’s ofknowledge. construction for mode instructional supporting istheprimary applying knowledge) (construction, organizing, and Identify ways inwhichplay K2.13 C1 and mutualrespect. resolution, problem social solving including self-regulation, conflict children develop skills social-emotional adults andchildren, designedto help Identify strategies, involving both K2.12 C1 interest, engagement, andcapacity. development, participation, individual children’s levels of and inthecurriculum of activities with families, between theschedule connections,Make incollaboration COMPETE 1 NCY LEVEL Curriculum andLearning Experiences D2.2 C1 temperament, physical needs). based onachild’s needs(biology, age, to outcomes meetindividuallearning withstaffappropriateDiscuss strategies D2.1 C1 Standards. how to thePA itislinked Learning interests, andneedsofallchildren and ages, abilities, homeculture, language, program to determine ifitmeetsthe environmentlearning withinthe Identify components ofaresponsive COMPETE 1 NCY LEVEL PA CORE COMPETENCIES KNOWLEDGE LEARNIG EVIRONMET K2.16 C2 to reinforce children’s learning. resources withotherteaching tools Combine appropriate digitalmedia K2.15 C2 Principles.* Learning Standards andtheGuiding for children asoutlined inthePA provide experiences highquality rooted inchilddevelopment to ofthecontentUse knowledge areas K2.14 C2 applying knowledge). (constructing, organizing, and to approach through learning play Provide for children opportunities K2.13 C2 skills. child development ofsocial-emotional designed to facilitate andsupport involving adultsandchildren both Implement guidance strategies K2.12 C2 engagement, andcapacity. development, participation, interest, individual children’s levels of include play experiences andreflect activities, basedonfamilyinput, that Connect andemploy curriculum All ofLevel 1 COMPETE 2 NCY LEVEL ways to support learning outcomes learning ways through to support Illustrate to teaching staffflexible, creative All ofLevel 1 COMPETE 2 NCY LEVEL D2.2 C2 temperament, andphysical needs). on achild’s needs(biology, age, outcomesindividual learning based use appropriate strategies to meet Demonstrate to staffways to intentionally D2.1 C2 to thePAlinked Learning Standards. home culture, andlanguagethat are to allchildren’s ages, abilities, interests, environmentslearning that are responsive INSTRUCTION

K2.16 C3 with otherteaching tools. media resources incombination children usingappropriate digital experiences learning forDesign K2.15 C3 Principles.*Guiding the PA Learning Standards andthe andinlifein school asoutlinedin achievement ofdesignated outcomes for children to determine the Assess theexperiences provided K2.14 C3 outcomes for children. the achievement oflearning the PA Learning Standards facilitate basedon applying knowledge) (constructing, organizing, and intentional play opportunities Evaluate to theextent which K2.13 C3 skills. social-emotional childdevelopment of supports adults andchildren facilitates and of guidance strategies involving both Analyze to theextent whichtheuse K2.12 C3 developmental outcomes. engagement, andpromotes positive and childparticipation, interest and successful levelsimpacts offamily Assess how appropriate curriculum All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL D2.3 C3 for children. individualize outcomes learning appropriate strategies to theuseof program supports Evaluate to theextent whichthe D2.1 C3 language. interests, homeculture, and to allchildren’s ages, abilities, of universal design that are responsive environments basedonprinciples andimplement learning Design All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL ADMINISTRATOR / DIRECTOR 21

NCY LEVEL 3 COMPETE 2 1 & Level of Level All knowledge staff’s and skill in Evaluate within in the elements implementing (SAS) portal. System Aligned Standards supportto success.* student D2.5 C3 and extend the program’s Assess of a curriculum implementation part as an integral of lesson framework planning. D2.6 C3 Build additional opportunities for deepen their knowledge staff to teaching of working with differing with children their expand abilities and to of the intervention implementation goals in children’s and content strategies and (IEPs) Plans Individual Education Service (IFSPs). Plans Individual Family D2.7 C3 family policies for Examine program in the curriculumengagement and learning process development the curriculumand how connects to home experiences. D2.8 C3 of curriculum a variety models Analyze developmentally for and advocate and evidence-based effective programming. D2.9 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All learning and analyze Collect data positive promote to environments supportive encourage behavior, ensure as to as well relationships, and accommodations that with consistent are adaptations the needs of all learners. D2.3 C3 Examine indoor and outdoor based on assessment environments of using a variety information, are that tools assessment assessing for appropriate learning.* D2.4 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

CURRICULUM NCY LEVEL 2 COMPETE 1 of Level All the elements staff how to Demonstrate (SAS) System Aligned of the Standards outcomes.* student positive to relate D2.5 C2 use of the components Review staff’s in the of a curriculum framework of lesson plans. development D2.6 C2 opportunities teaching for Provide the programmatic implement staff to of the curriculum ensure elements to meet to is adapted the content by needs as defined individualized and children’s Standards Learning the PA and (IEPs) Plans Individual Education Service (IFSPs). Plans Individual Family D2.7 C2 Review staff activities they ensure to and include family engagement connections home experiences. to D2.8 C2 curriculum supports that Adopt all for learning outcomes positive domains in all developmental children of child development. D2.9 C2 All of Level 1 of Level All with collaboration in Implement that learning environments staff, behavior, positive promote supportiveencourage relationships and accommodations and provide the with consistent adaptations needs of all learners. D2.3 C2 Support staff in the appropriate physical use of indoor and outdoor promote to and materials space developmental comprehensive, learning outcomes. D2.4 C2 NCY LEVEL 2 COMPETE NMENT ING ENVIRO LEARN Select curriculum that program learning positive children’s promotes developmentally, through outcomes and individually appropriate culturally, experiences. standards-based D2.9 C1 Explain to staff and families how Explain to curriculum includes family engagement and home-school connections. D2.8 C1 Identify the programmatic elements the programmatic Identify of curriculum including scheduling learning environment, elements, and adaptations assessment, materials, needs. meet individualized to D2.7 C1 Relate how the curriculum how framework Relate Aligned Standards as defined in the (SAS) supportsSystem the development of lesson plans. D2.6 C1 Discuss with staff how the elements the elements Discuss with staff how (SAS) System Aligned of the Standards * support success. student D2.5 C1 NCY LEVEL 1 COMPETE Describe to staff the appropriate use Describe staff the appropriate to space physical of indoor and outdoor promote to and materials developmental comprehensive, learning outcomes. D2.4 C1 Review with staff ways that the that Review staff ways with environment physical program’s and behavior positive promotes supportiveencourages relationships, visual arrangement, including room schedules, acoustics, temperature, cues, and and adaptations resources, learners. diverse for accommodations D2.3 C1 NCY LEVEL 1 COMPETE Curriculum and Learning Experiences and Learning Curriculum ADMINISTRATOR / DIRECTOR 22 D2.10 C1 subjects. emotional development, andacademic approaches to learning, and social children’s supports which curriculum Outline withstaffandfamiliesways in COMPETE 1 NCY LEVEL D2.16 C1 children’s learning. resourceinstructional that supports Explain digitalmedia’s value asan D2.15 C1 Standards Principles.* andtheGuiding and inlife asoutlinedinthePA Learning need for successful outcomes inschool experiences children instructional withstaffandfamilies Discuss D2.14 C1 outcomeslearning for children. Standards facilitate theachievement of basedonthePAknowledge) Learning (constructing, organizing, andapplying to which intentional play opportunities Explain to staffandfamiliestheextent D2.13 C1 development skills. ofsocial-emotional children that facilitate andsupport strategies involving adultsand both Summarize withstaffpositive guidance D2.12 C1 interests, andcapacities. language, developmental levels, abilities, differences, ability culture, basedonchildren’scurriculum ages, goalstolearning develop appropriate process individual usedto select to staffandfamiliesthe Describe D2.11 C1 physical, andcreative). (emotional, social, language, cognitive, integrates alldomainsofdevelopment program philosophy curriculum that ofa Explain to stafftheimportance COMPETE 1 NCY LEVEL Curriculum andLearning Experiences PA CORE COMPETENCIES KNOWLEDGE D2.10 C2 development, subjects. andacademic learning, andemotional social enhances children’s approaches to play and supports in whichcurriculum andcommunicateDocument theways All ofLevel 1 COMPETE 2 NCY LEVEL D2.16 C2 strategy.media asaninstructional staff’s implementation ofdigital Support D2.15 C2 Standards Principles.* andtheGuiding materials asoutlinedinthePA Learning content,instructional and practices continuous improvements quality to ofmaking and familiestheimportance Communicate anddocument to staff D2.14 C2 decision making. persistence, problem solving, and interactions,social creativity, initiative, approaches to through learning play, Learning Standards, targeting children’s existingmodify onesbasedonthePA frameworks to teaching strategies or Adopt intentional, evidence-based D2.13 C2 development skills. ofsocial-emotional child to facilitate andsupport adultsandchildrenboth designed positive guidance strategies involving staff’s implementation of Observe D2.12 C2 interests, andcapacities. language, developmental levels, ages, abilities, differences, ability culture, play children’s experiences andreflect goalsforlearning children which include assessment individual data to select and staffinusingobservation Guide D2.11 C2 physical, andcreative). (emotional, social, language, cognitive, includes alldomainsofdevelopment program’s philosophy curriculum that Collaborate withstaffto develop the All ofLevel 1 COMPETE 2 NCY LEVEL CURRICULUM INSTRUCTION D2.10 C3 development, subjects. andacademic learning, andemotional social enhances children’s approaches to play and program supports curriculum improvementquality theways inwhich Evaluate for andmodify continuous All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL D2.16 C3 program staff. of digitalmediafor children and Assess andmonitor appropriate uses D2.15 C3 environment.* practices, curriculum, andlearning improvements to theinstructional andcontinuous quality Create systems for supportive ongoing D2.14 C3 throughlearning play. promote children’s approaches to for teaching strategies which best Evaluate theevidence-based framework D2.13 C3 staff, children, andfamilies. topolicies ensure they are responsive to Analyze theprogram’s positive guidance D2.12 C3 interests, andcapacities. language, developmental levels, ages, abilities, differences, ability culture, children’sexperiences andreflect goals for children which includeplay families to generate individuallearning forCreate staffand opportunities D2.11 C3 creative) asneeded. andmodify social, language, cognitive, physical, and domains ofdevelopment (emotional, philosophy to ensure itisinclusive ofall Appraise theprogram’s curriculum All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL Early Childhood & Schoolge-A ProfessionalS 23

NCY LEVEL 3 COMPETE 2 1 & Level of Level All of methods the effectiveness Analyze assist families in recognizing used to discussing their their strengths, and determining and needs, concerns their priorities.* K3.1 C3 support to ways family structureAnalyze in various and families of children stages in collaborative developmental efforts on behalf of children. K3.2 C3 which knowledge to the degree Analyze cultural, to related about personal beliefs and socio-economic linguistic, racial, changes in daily prompt differences practices with children. K3.3 C3 and referrals the supports, Evaluate families to to provided other resources service servicedetermine effectiveness, additional needs. identify gaps and/or to K3.4 C3 set prioritize needs, strengths, Evaluate to needed resources and define goals, family to related the outcomes achieve and/or crises.* stressors concerns, K3.5 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

NCY LEVEL 2 COMPETE 1 of Level All of the cultural an understanding Apply when of families and children context and planning the environment creating - guide inten to experiences, children’s with families. tional interactions K3.1 C2 with individuals who comprise Partner the family structures representative maximize to in care of children outcomes. developmental K3.2 C2 personal in which the ways Interpret relative and behaviors values, beliefs, and linguistic, racial, cultural, to relate differences socio-economic daily practices with children. to K3.3 C2 policies/procedures for Advocate which assist families in their efforts to obtain supports schools, needed from agencies and other community resources. K3.4 C2 - stress knowledgeUse about concerns, - interac enhance and/or crises to ors, needed tions with families and provide supports.* K3.5 C2 and Partnerships The adult working adult The in the early childhood and school-age field will be able to:

Family, Schools and Schools and Family,

Describe concerns, stressors, and/or stressors, Describe concerns, families.* to crises related K3.5 C1 Identify the supportsIdentify and community families need in raising that resources with a wide children including children, of abilities.* range K3.4 C1 Discuss how personal biases and societal Discuss how racial, impactstereotypes cultural, experienceslinguistic and socio-economic and values beliefs, own and shape one’s behaviors. K3.3 C1 Describe differences and complexities and complexities Describe differences in family structure within and lifestyles child development influence that cultures traditions, beliefs, including and learning, parent-child practices, child rearing and discipline. styles, interaction K3.2 C1 Define how the family’s relationship relationship the family’s Define how and community, of home, context is the primary on influence culture, development. children’s K3.1 C1 NCY LEVEL 1 COMPETE

The partnerships The early childhood that and school-age professionals Rationale: and successful supporting critical to with families are develop children’s out-of-home setting. in the experiences and educational growth confident and family members work their learning when professionals thrive Children school experience within the children’s and values embed culture to together strategies. communication respectful and reciprocal ongoing, develop and to of community be must aware Early childhood and school-age professionals make and help families to those connections when needed. resources Community Collaborations Collaborations Community Early Childhood & Schoolge-A ProfessionalS 24 K3.11 C1 Factors Framework. Strengthening Families Protective components thekey ofthe Describe K3.10 C1 ments andCommunities. Learning: the Key Learning Area—Partnerships for the agegroup withwhichyou work, and appropriate PA Learning Standards for betweenIdentify the theconnections K3.9 C1 other child-familyaffiliated agencies. schools, programs after-school and programs, learning home andearly List to foster continuity between K3.8 C1 familyprivacy.respect Identify andlegalreasons theethical to K3.7 C1 transitions. avariety of and familiesinmaking List examples ofways to assist children K3.6 C1 families.* reciprocal relationships withdiverse of familiesandto create positive, andvalueto acknowledge thestrengths Identify intentional designed practices COMPETE 1 NCY LEVEL Family, andCommunity Schools Collaborations andPartnerships PA CORE COMPETENCIES KNOWLEDGE Families, Learning Environ- All ofLevel 1 COMPETE 2 NCY LEVEL K3.11 C2 classroom practices. Protective Factors Framework and between theStrengthening Families Communicate anddemonstrate linkages K3.10 C2 ments andCommunities. Learning: Key Learning Area—Partnerships for group withwhichyou work andthe the PA Learning Standards for theage Employ various strategies identified in K3.9 C2 child-family affiliated agencies. programs, school and after andother programs, learning and early schools, to foster continuity between home Use various strategies to build linkages K3.8 C2 real-life situations. andconfidentiality issues to privacy andlegalissuesrelatedethical to Demonstrate anunderstandingof K3.7 C2 a variety oftransitions. assist children andfamiliesinmaking agenciesto andcommunity schools Employ appropriate strategies involving K3.6 C2 socio-economic status. language, needs, disability/special and across perceived suchas; barriers race, of reciprocal relationships, particularly thedevelopmentvalue andsupport families ofthechildren incare which Promote amongthe connections Families, Learning Environ- K3.11 C3 Families Protective Factors Framework. Evaluate classroom use ofStrengthening K3.10 C3 Communities. Learning Environments and Partnerships for Learning: Standards intheKey Learning Area— the age-appropriate PA Learning by theprogram, addressing eachof employed practices Assess supportive K3.9 C3 affiliated agencies. programs,school andotherchild-family programs,learning schools, andafter continuity between homeandearly andimprovepartnerships employedpractices to build Evaluate andadjustprofessional K3.8 C3 andlegalguidelines.ethical and confidentiality inlinewith to maintain privacy Examine efforts K3.7 C3 avariety oftransitions. making children withappropriate assistance in employed to provide familiesand Assess thetransition activities Program Evaluation • K3.6 C3 Children andFamilies At Risk • Collaboration • Planning Goal • Participation • incorporating: through partnerships positive, reciprocal relationships andsystemsstructures that creates strength-based approach to family diverse familiesbasedona Analyze with approaches to working All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL Families,

ADMINISTRATOR / DIRECTOR 25

NCY LEVEL 3 COMPETE 2 1 & Level of Level All and modify practices to used Evaluate sustain and strengthen involve, relationships respectful and reciprocal supportwith families to children’s and learning. development D3.1 C3 of program the effectiveness Analyze supports promote families to to effortsbehalf on of collaborative and makechildren changes as necessary. D3.2 C3 which personal to the degree Evaluate families held by biases and stereotypes influence and staff may children’s and expectations for and learning. development D3.3 C3 a plan describing and implement Create include families in the that procedures social, appropriate to process referral wellness, educational health, mental and medical service. D3.4 C3 multiple, and utilize Create educate to strategies strength-based families and staff with challenging issues unemployment, abuse, such as divorce, etc. inclusion, poverty, deployment, D3.5 C3 Design and apply multiple strategies families in the program, involve to conferences, to, but not limited including, and activities, group handbooks, parent community events. D3.6 C3 family cul- diverse that ways Evaluate materials, offerings, enrich program tures school readiness, staff-child groupings, strategies. and seamless transition D3.7 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

Adopt practices that involve, sustain, involve, practices that Adopt respectfuland strengthen and with families relationships reciprocal development supportto children’s and learning. D3.1 C2 partner to staff ways to Demonstrate the fam- comprise with individuals who of children ily structures representative developmental maximize to in care outcomes. D3.2 C2 meaningful frequent, Adopt opportunities and practices (informal engage families from to and formal) in becoming backgrounds diverse in discussions about their involved and learning. development child’s D3.3 C2 families on to information Provide health, mental social, appropriate and medical wellness, educational service. D3.4 C2 an understanding of the Demonstrate unemployment, abuse, impact of divorce, on etc. inclusion, poverty, deployment, and family systems child development quality services. provide to D3.5 C2 the and document Communicate families in importance of involving a variety and implement the program inclusion of achieve of methods to and operations families within program practices. D3.6 C2 enrich program to ways Promote staff-child groupings, materials, offerings, and seamless transition school readiness, NCY LEVEL 2 COMPETE 1 of Level All in support strategies of the diverse within the represented family cultures program. D3.7 C2 Identify for staff ways to assist children to staff ways for Identify and families in making of a variety transitions. D3.7 C1 Explain to staff, families, and the families, staff, Explain to family involvement, community how and reciprocal collaboration, supportcommunication a quality program. D3.6 C1 State how staff’s knowledge staff’s of family how State and/or crises impact stressors concerns, and learning. development children’s D3.5 C1 List the supports, referrals, and other referrals, List the supports, to families to provided resources servicedetermine effectiveness, service identify gaps and/or to additional needs. D3.4 C1 Discuss with staff how personal beliefs, personal beliefs, Discuss with staff how cultural, to relative and behaviors values, and socio-economic linguistic, racial, daily practices with to relate differences children. D3.3 C1 Identify for staff, families, and community families, staff, for Identify in and complexities the differences family structure within and lifestyles child development influence that cultures traditions, including beliefs, and learning, parent-child practices, child rearing and discipline. styles, interaction D3.2 C1 Describe for staff, families, and community families, staff, Describe for the with relationship the family’s how takes which in the context place child, is community and culture, of home, the primary on children’s influence development. D3.1 C1 Family, Schools and Community Collaborations and Partnerships Collaborations Schools Community and Family, NCY LEVEL 1 COMPETE ADMINISTRATOR / DIRECTOR 26 D3.11 C1 to program goals. Factors Framework .andtherelationship Strengthening Families Protective components thekey ofthe Describe D3.10 C1 Environments andCommunities. ships for Learning: and theKey Learning Area—Partner- for theagegroup with whichyou work, the appropriate PA Learning Standards Express between to stafftheconnections D3.9 C1 affiliated agencies. programs, andotherchild-family programs,learning schools, after-school continuity between homeandearly Define for staffthe reasons to foster D3.8 C1 reasons familyprivacy. to respect Relate to andlegal stafftheethical COMPETE 1 NCY LEVEL Family, andCommunity Schools Collaborations andPartnerships PA CORE COMPETENCIES KNOWLEDGE Families, Learning D3.11 C2 and program practices. Families Protective Factors Framework between theStrengthening linkages Communicate anddemonstrate D3.10 C2 Communities. Learning Environments and Partnerships for Learning: work andtheKey Learning Area— for theagegroup with whichyou identified inthe PA Learning Standards as they employ various strategies Monitor staffandprovide feedback D3.9 C2 affiliated agencies. districts, andotherchild-family collaboratively withfamilies, school create to work varied opportunities Implement multiplestrategies and D3.8 C2 program. and legalguidelineswithinyour and confidentiality inlinewithethical Promote to maintain privacy efforts All ofLevel 1 COMPETE 2 NCY LEVEL Families,

D3.11 C3 Factors Framework. Strengthening Families Protective Evaluate classroom/program useof D3.10 C3 Communities. Learning Environments and Partnerships for Learning: Standards intheKey Learning Area— age-appropriate PA Learning addressingpractices eachofthe Generate additionalsupportive D3.9 C3 resources. interests, andmobilizingcommunity responding to diverse community barriers, facilitating referrals to schools, including: engagingfamilies, addressing with diverse familiesinavariety ofways, to involve andwork collaboratively procedures usingmultiplestrategies andimplement plansand Design D3.8 C3 andlegalguidelines.in linewithethical confidentialitypolicies andprocedures on ways to improve and privacy recommendations andmake practices Evaluate program andstaff policies All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL Families,

Early Childhood & Schoolge-A ProfessionalS 27

Combine data from the assessment the assessment from data Combine program analyze methods to implementation. K4.1 C3 data assessment and analyze Synthesize environmental makingfor instructional, continuous decisions for and relational quality improvement. K4.2 C3 which to the degree Analyze is used and information assessment ways. managed in appropriate K4.C3 of environmental the results Analyze programmatic consider to assessments new changes such as scheduling, etc. equipment, K4.4 C3 in of staff evaluations results Assess of long the development to relation and shortterm goals. professional term K4.5 C3 with other Design in collaboration staff shortprogram and long term support goals that program continuous to in response quality improvement assessment. of the program the results K4.6 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All stem PA CORE KNOWLEDGE COMPETENCIES CORE PA

NCY LEVEL 2 COMPETE 1 of Level All methods each of the assessment Utilize understand the depth of program to operation. K4.1 C2 decision inform to data assessment Use environmental, making instructional, for purposes. and relational K4.2 C2 and ethical assessment Practice of management confidential information. K4.3 C2 Modify instructional settings in response of environmental the results to assessments. K4.4 C2 to staff evaluations from results Use make instructional changes to identify and to techniques goals. development professional K4.5 C2 assessment. in program Participate K4.6 C2 nt Sy omprehensive Assessme C Assessment The adult working adult The in the early childhood and school-age field will be able to: Describe and participants the elements assessment. of a programmatic K4.6 C1 Recognize the importanceRecognize of participating staff evaluation, in regular supervisory including self-reflection, for and areas discussions of strengths professional and desired improvement development. K4.5 C1 Review the results of environmental Review the results understand potential to assessments of the instructionalmodifications setting. K4.4 C1 Define ethical practices for assessment for assessment Define ethical practices of management and confidential information. K4.3 C1 Identify ways in which assessment is in which assessment ways Identify environmental makeused to instructional, they decisions and how and relational quality improvement. continuous to relate K4.2 C1 NCY LEVEL 1 COMPETE various methods assessment Define the make a when combined, that, system.* assessment comprehensive K4.1 C1 A comprehensive assessment approach within an early childhood within an early childhood approach assessment A comprehensive Rationale: the environment, of children, assessment combines or school-age program quality and responsiveness continuous ensure itself to and the program staff, Early childhood and and the community. families, and its children to must be knowledgeable aboutthe types school-age professionals of and systematic regular implement to and their uses in order assessments ensuring that data, interpreting and documenting, observing, methods for experiences appropriate and developmentally individualized receive children supportto learning. and their growth Early Childhood & Schoolge-A ProfessionalS 28 Assessment K4.13 C1 experiences. children’ssupport successful learning andfamiliesto specialized services agenciesthatwith both provide List professional reasons for partnering K4.12 C1 delays. identify children’s developmental possible tools provide can information that will how screeningDescribe andassessment K4.11 C1 and goal-setting. including conducting, ofresults sharing included inthechildassessment process Name theways inwhichfamiliesare K4.10 C1 environments experiences. andlearning child assessment inplanningchildren’s waysDescribe to use information from K4.9 C1 assessment.* thecomponents ofquality Describe K4.8 C1 development, andlearning. decisions around young children’s authentic assessment inguiding of importance Explain thecritical K4.7 C1 information children. about purposes, andtheirusesfor obtaining valid andreliable childassessments, their of andcharacteristics Identify thetypes COMPETE 1 NCY LEVEL PA CORE COMPETENCIES KNOWLEDGE COMPETE 2 NCY LEVEL K4.13 C2 ofthefamily.needs withthepermission or care plan, for children withspecial Plan/ IndividualEducation Plan,Service monitoring ofanIndividualFamily development, implementation and ofateam inthe Participate aspart K4.12 C2 delays. children have developmental possible gather data that willhelpdetermine if Use screening andassessment tools to K4.11 C2 of results andgoal-setting. process, includingconducting, sharing Engage familiesinthechildassessment K4.10 C2 colleagues. incollaborationinterventions with strengths, andplanappropriate identify student challengesand recognize students having difficulty, assessment data to scaffold learning, Interpret information from child K4.9 C2 components assessment.* ofquality includingdatalearning from the children’sabout development and teaching team to obtaininformation ofthe Implement assessment aspart K4.8 C2 children develop, andprogress. learn information theways about inwhich for gatheringauthentic opportunities to providematerials andactivities Arrange theenvironment, andmodify K4.7 C2 children.decisions about assessments data to for collect making Employ valid andreliable child All ofLevel 1 Child Assessment

of Advocate asamember for participation K4.12 C3 may have developmental possible delays. assessment tools to determine ifchildren Analyze data from screening and K4.11 C3 assessment information andgoal-setting. for conducting, theresults sharing of approach Assess thefamilypartnership K4.10 C3 assessment andshared decisionmaking. children’s basedonchild learning to environments modify andmaximize Evaluate andadjustprofessional practices K4.9 C3 assessment.* quality throughcollected thecomponents of gatheredlearning from assessment data Synthesize information student about K4.8 C3 intentional teaching practices. children, situations, andgoalsto inform thosemostsuited to particular and select Evaluate authentic assessment techniques K4.7 C3 children.about valid andreliable data decisions to make Create program plansfor collecting All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL K4.13 C3 team, pendingapproval. parental Plan,Education Individual or care plan

the IndividualFamily Plan/ Service Early Childhood & Schoolge-A ProfessionalS ADMINISTRATOR / DIRECTOR 29

NCY LEVEL 3 COMPETE 2 1 & Level of Level All assessments various from data Interpret program analyze to completed implementation. D4.1 C3 Design professional and implement staff improving for development skillsassessment and implementation improve to procedures of assessment quality and professional program practices. D4.2 C3 which assessment to the degree Analyze is used and managed in information staff. program by ways appropriate D4.3 C3 of Examine with staff the results to assessments environmental changes such programmatic consider etc. new equipment, as scheduling, D4.4 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All recording for strategies Create understand to observational information and growth children’s and document learning. K4.14 C3 and techniques, assessment Evaluate cultural ensure to modify if necessary, reduction of and linguistic sensitivity, of the abilities of and recognition bias, all children. K4.15 C3 and formal informal Evaluate the determine to assessments in of these tools effectiveness learning and assessing children’s development. K4.16 C3 portfolio artifactsEvaluate to if changes in portfoliodetermine needed. practices are assessment K4.17 C3 stem PA CORE KNOWLEDGE COMPETENCIES CORE PA

NCY LEVEL 2 COMPETE 1 of Level All of a staff implementation Promote methods to of assessment variety understand the depth of program operation. D4.1 C2 instructional activities assist to Provide staff in acquiring a working knowledge benchmark summative, of formative, including and diagnostic assessments, child observation support practices to curriculum development. informed D4.2 C2 ethical assessment staff’s Promote management practices and confidential of information. D4.3 C2 with staff Modify in collaboration instructional within the settings of the results to in response program assessments. environmental D4.4 C2 All of Level 1 of Level All recording of forms various Employ such as observational information records, running records, anecdotal or audio recording video checklists, children’s document and others to and learning. growth K4.14 C2 observationUse and recording and culturally are that techniques bias, reduce linguistically sensitive, of all the abilities and recognize children. K4.15 C2 and formal informal Implement of artifacts, using a variety assessments, learning and children’s monitor to development. K4.16 C2 to portfolioUse strategies assessment and development children’s document learning. K4.17 C2 NCY LEVEL 2 COMPETE

nt Sy omprehensive Assessme C n ntatio nd Docume ng a R eporti n, Observatio Explain to staff ways in which information in which information staff ways Explain to and observation assessment from attained of Review with staff the results assessments environmental needs identified checking any for in the instructional setting. D4.4 C1 Discuss with staff the various assessment assessment Discuss with staff the various make a when combined, methods that, system. assessment comprehensive D4.1 C1 staff ethical practices for to Relate management and confidential assessment of information. D4.3 C1 NCY LEVEL 1 COMPETE make is used to instructional, results decisions and relational environmental continuous to relate they and how quality improvement. D4.2 C1 Define how portfolioDefine how is one assessment document to process intentional and learning. development children’s K4.17 C1 Name artifactsName to can be gathered that and growth children’s document and in both informal development assessments. formal K4.16 C1 Define ways to observe record and Defineways and of bias is free that information to and linguistically sensitive culturally of all children. the abilities recognize K4.15 C1 Identify ways in which teachers’ in which ways Identify experiences observations of children’s of component a foundational are and can be to used assessment learning. and growth document K4.14 C1 NCY LEVEL 1 COMPETE Assessment ADMINISTRATOR / DIRECTOR 30 Assessment D4.11 C1 information anddesigninggoals. and reviewing childassessment withfamiliesinconducting partnership ofthe Explain to stafftheimportance D4.10 C1 environments experiences. andlearning basis from whichto planchildren’s information from childassessments asa ofusing Relate to stafftheimportance D4.9 C1 assessment.* quality Define for staffthe components of D4.8 C1 learning. children’sabout development and informed decisions and how itsupports Define for staffauthentic assessment D4.7 C1 ofchildren’ssupport development. informed programmatic decisionsin information children about to make purposes, andtheirusesfor obtaining valid andreliable childassessments, their avariety of ofconducting importance Express to staffandfamiliesthe COMPETE 1 NCY LEVEL D4.6 C1 process. the continuous improvement quality of programmatic assessment aspart of Explain to stafftheimportance D4.5 C1 development. improvement anddesired professional discussions ofstrengths andareas for including staffself-reflection, supervisory Arrange to holdregular staffevaluations, COMPETE 1 NCY LEVEL PA CORE COMPETENCIES KNOWLEDGE C omprehensive AssessmetSy D4.11 C2 assessment. for effective andinformed child Promote ways withfamilies to partner D4.10 C2 and theStandards Aligned System (SAS). reference to thePA Learning Standards planningwith data incurriculum Assist staffinutilizingchildassessment D4.9 C2 from multiplesources anddimensions. children’s development andlearning obtain assessment information about Assist staffteams to work together to D4.8 C2 authentic assessment information. toto gather provide opportunities work togethermaterials andactivities ways inwhichtheenvironment, staffunderstandingof the Support D4.7 C2 systems. Pennsylvania required childassessment Standards Aligned Systems (SAS)and in linewithPA Learning Standards and appropriate ofchildassessment methods teaching staffintheuseof Support All ofLevel 1 COMPETE 2 NCY LEVEL D4.6 C2 results. of thedeveloped goalsto determine assessment andtheongoingreview Promote inprogram staff’s participation D4.5 C2 development goals. and to identify professional techniqueschanges to instructional results oftheirstaffevaluation to make staffinimplementing the Support All ofLevel 1 COMPETE 2 NCY LEVEL Child Assessment

stem COMPETE 3 NCY LEVEL D4.6 C3 assessment goals. change that relates to theprogram improvement goalsfor progress and reviewing continuous quality Assess theprogram’s system for D4.5 C3 term professional goals.and short collaboratively develop longterm individual staffevaluations to Examine annuallytheresults of All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL D4.11 C3 tive childassessment. withfamiliesfor effecbuild partnerships - andimplement strategiesDesign to D4.10 C3 Standards Aligned System (SAS). of thePA Learning Standards andthe withintheframeworkand observations data from collected childassessments development for consistent inclusionof Create asystem to review staffcurriculum D4.9 C3 decisions.informed instructional children’s progress andto make sources anddimensionsto monitor assessment information from multiple staffprocesses for gathering support Evaluate theprogram’s that policies D4.8 C3 their intentional teaching practice. of assessment techniques aspart staff’s useofauthentic support Evaluate programmatic that policies D4.7 C3 strategies basedonassessment data. designandteaching curriculum observation, decisionsabout inmaking diagnostic assessments, includingchild of formative, summative, and benchmark Create staffuse strategies to support All ofLevel 1&Level 2

ADMINISTRATOR / DIRECTOR 31

NCY LEVEL 3 COMPETE 2 1 & Level of Level All to Design strategies implement and build partnerships families for with child assessment. effective D4.11 C3 for processes program’s Evaluate to data of child assessment reviewing when further by recognize evaluation is indicated. another professional D4.12 C3 community collaborations Evaluate and partnerships program’s assure to participation in Individual Family Service Plan Individual Education Plan/ and implementation, development, monitoring. D4.13 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All that policies and procedures Evaluate support use of observation staff’s as a growth means of assessing children’s and learning. D4.14 C3 ensure to tools all assessment Evaluate and of cultural fair and free are they that biases. stereotypical D4.15 C3 ensure policies to program Assess include both informal to exist processes as part assessments and formal of the strategy. child assessment D4.16 C3 use of the portfolio staff’s as Evaluate children’s documenting a means for and learning. development D4.17 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

ssessme nt Child A All of Level 1 of Level All partner to with families ways Promote child and informed effective for assessment. D4.11 C2 Support skills required staff in attaining tools assessment and in using screening with possible collect on children to data delays. developmental D4.12 C2 Support participation staff’s as part of a implementation, in the development, team of an Individual Family and monitoring Service Plan, Individual Education Plan/ with special children for plan, or care with the permission of the family. needs, D4.13 C2 NCY LEVEL 2 COMPETE NCY LEVEL 2 COMPETE 1 of Level All Support improving methods for staff’s observational procedures assessment using observational assessment and for successful modify and improve to and professional strategies teaching practices. D4.14 C2 staff the importance to Communicate of using observational tools assessment of cultural free are and practices that biases. and stereotypical D4.15 C2 and staff the differences for Interpret and formal uses of both informal and the artifactsassessments that support both types. D4.16 C2 Support use of portfolio staff’s document to strategies assessment and learning. development children’s D4.17 C2 n d Documentatio an ng, eporti R n, Observatio Review with staff the agencies within the community with whom partnering services specialized provide to will occur, supporting families for to children’s learning experiences. successful D4.13 C1 Explain to staff the steps of screening of screening staff the steps Explain to children’s for and assessment this and how delays developmental with other is shared information agencies and families. professional D4.12 C1 Explain to staff the importance staff Explain to of the partnership in conducting with families child assessment and reviewing goals. and designing information D4.11 C1 NCY LEVEL 1 COMPETE Assessment Identify for staff the elements of a staff the elements for Identify - portfoliofor document and its benefits and learning. development ing children’s D4.17 C1 List with staff a variety of artifactsList with staff a variety that formal and used in both informal are children’s document to assessments and development. growth D4.16 C1 Identify a variety of observation a variety Identify and and choose techniques recording and culturally are methods that and bias, reduce linguistically sensitive, the abilities of all children. recognize D4.15 C1 Explain to staff the ways in which staff the ways Explain to is used to observational information children’s understand and document and learning. growth D4.14 C1 NCY LEVEL 1 COMPETE Early Childhood & Schoolge-A ProfessionalS 32 K5.5 C1 communication skills. children’s impact skills successful development andreading ofvocabulary thewaysDescribe inwhichthe K5.4 C1 children, families, andprofessionals. acceptance, warmth, to andcomfort communicates positive messages of (physical, temporal, human/nurturing) the waysDefine in which theenvironment K5.3 C1 or limitations. language andcognitive strengths and/ the listener, basedonculture, primary adaptedmust be to meettheneedsof communication andvocabulary styles thewaysDescribe inwhich K5.2 C1 assistive technology) communication. non-verbal (tactile, gestures, visual, exchange, assistive technology) and effective verbal (includingsign, picture theelements thatDefine characterize K5.1 C1 members.families andcommunity between andamongstaff, children, development ofpositive relationships are sent andreceived to facilitate the which verbal andnon-verbal messages Define communication asaprocess in COMPETE 1 NCY LEVEL interactions withothers. with families, peers, children’s andchildren andto support and learning environments,of digitalmediaandliteracy-rich to cultivate theirrelationships Professionals mustuseeffective communication strategies, includingtheuse are ingredients critical intoday’s classrooms. andschool-age childhood early ways about knowledge inwhichchildren skills acquire languageandliteracy Rationale: Professionals’ strong and interpersonal communication skills PA CORE COMPETENCIES KNOWLEDGE field will be ableto: fieldwillbe andschool-age childhood intheearly The adultworking Communication K5.5 C2 and reading skills. children anddevelop practice vocabulary Learning Standards asaguide, where Provide dailyexperiences, usingthePA K5.4 C2 families, andprofessionals. warmth, to children, andcomfort positive messagesofacceptance, theenvironmentModify to communicate K5.3 C2 and/or limitations. language andcognitive strengths listener, basedonculture, primary to meettheneedsof vocabulary Adapt acommunication and style K5.2 C2 and/or assistive devices, asappropriate. andwritten language,spoken sign, Communicate effectively by using K5.1 C2 members.community among staff, children, familiesand ongoing relationships between and perceived asthebasis for facilitating are sent, received, processed and which verbal andnon-verbal messages Use communication asaprocess in All ofLevel 1 COMPETE 2 NCY LEVEL K.5.5 C3 skills. andreadingand develop vocabulary for children to practice opportunities and dailyexperiences to expand Generate newclassroom environments K5.4 C3 children, families, andprofessionals. acceptance, warmth, to andcomfort communicates positive messages of to whichtheenvironment successfully environment to determine thedegree strategiesDesign for evaluating the K5.3 C3 cognitive strengths and/orlimitations. based onculture, languageand primary individual needsofeachparticipant and adaptapproaches to meet appropriateness ofcommunication developmental andcultural Analyze feedback data to determine K5.2 C3 sent andmessagesreceived. (spoken, written, sign, assistive devices) between themessages the congruency informally requesting feedback about by members community formally and professionals, children, familiesand effectiveness between and among Evaluate program communication K5.1 C3 the messagessent andmessagesreceived. feedback between thecongruency about formally andinformally requesting by members families andcommunity effectiveness withprofessionals, children, Evaluate communication personal All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL Early Childhood & Schoolge-A ProfessionalS 33

NCY LEVEL 3 COMPETE 2 1 & Level of Level All a expand to strategies new Research environment.* communication-rich K5.6 C3 components communication Analyze and extending, supporting, aimed at determine to communication scaffolding program.* each child in the for outcomes K5.7 C3 new ideas about qualityGenerate which support and extendenvironments skills.* communication children’s K5.8 C3 improve to new strategies Identify within the communication reciprocal and families, among colleagues classroom, met. needs are children’s ensure to K5.9 C3 which experiences Design and organize communicate supportto of ways a variety and adults.* with children K5.10 C3 and skills employ strategies that Assess practices with communication effective and attentively listen (e.g., children speak write and respond, sensitively fluently). and read clearly, K5.11 C3 use to ways with innovative that and resources materials, equipment, support and extend children’s skills.communication K5.12 C3 through acquired data Compile of systems diverse Pennsylvania’s and communicative inform to this information utilize practices. classroom K5.13 C3 applications, digital media, Analyze are and activities they ensure to and enriching for age-appropriate children. K5.14 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

Implement experiences which provide which provide experiences Implement opportunities varied with children to in a communication-rich interact environment.* K5.6 C2 which support, programs Implement communication extend and scaffold child each by is understood that and the use of verbal through encourage that techniques non-verbal and receptive expressive children’s language.* K5.7 C2 provides that an environment Organize opportunities support to and extend skills.* communication children’s K5.8 C2 of reciprocal a system Adopt and with colleagues communication or revising families when developing children’s ensure goals to classroom met. needs are K5.9 C2 to of ways the variety Demonstrate and adults.* with children communicate K5.10 C2 with children effectively Communicate and sensitively attentively listen (e.g., and clearly, speak and write respond, fluently). read K5.11 C2 and materials Select equipment, support that resources and extend skills. communication children’s K5.12 C2 diverse Pennsylvania’s Navigate technologies of communicative systems with data professionals which provide (ELN) Network Early Learning such as: System Aligned the Standards system, Key and the Pennsylvania (SAS) portal, website. K5.13 C2 digital media in age-appropriate Use as part rich ways of a communication environment. K5.14 C2 NCY LEVEL 2 COMPETE 1 of Level All Describe ways in which varied digital in which varied Describe ways computers, smartphones, media (phones, support can be used to etc.) cameras, skills. communication children’s K5.14 C1 Describe the purpose of Pennsylvania’s Describe the purpose of Pennsylvania’s which systems communication diverse such as: with data professionals provide (ELN) system, Network Early Learning (SAS) System Aligned the Standards website, Key and the Pennsylvania portal, it supportsand how in the their work classroom. K5.13 C1 Identify equipment, materials, and materials, equipment, Identify support that resources and extend skills. communication children’s K5.12 C1 Identify the adult factors/interactionsIdentify of development a child’s influence that listen (e.g., good communication respond, and sensitively attentively - fluent and read clearly, speak and write ly). K5.11 C1 Summarize the variety of ways to to of ways the variety Summarize and adults.* with children communicate K5.10 C1 Define reasons for fostering reciprocal reciprocal fostering for reasons Define and with colleagues communication goals classroom implement families to needs. meet children’s that K5.9 C1 Describe environments that provide provide that Describe environments opportunities support to and extend skills.* communication children’s K5.8 C1 Describe how professionals can supportDescribe professionals how can be understood that communication use of verbal the each child through by that techniques and non-verbal and expressive children’s encourage language.* receptive K5.7 C1 Participate in discussions about creating discussions about in creating Participate meet children’s to experiences a providing needs by communication environment.* communication-rich K5.6 C1 Communication NCY LEVEL 1 COMPETE ADMINISTRATOR / DIRECTOR 34 D5.7 C1 receptive language. encourage children’s expressive and and non-verbal techniques that by eachchildthrough theuseofverbal communication that understood be can State for staffthevalue ofsupporting D5.6 C1 environment.* interact inacommunication rich towhich provide children opportunities programs create varied experiences Define for staffthe ways inwhich D5.5 C1 and oral communication. children’s impact skills success inwritten development andreading ofvocabulary Outline withstafftheways inwhichthe D5.4 C1 professionals. to children,comfort families, and messages ofacceptance, warmth, and communicates positive nurturing) environment (physical, temporal, human/ Recognize theways inwhichthe D5.3 C1 and/or limitations. language andcognitive strengths the listener basedonculture, primary adaptedmust be to meettheneedsof communication andvocabulary styles withstaffthewaysReview in which D5.2 C1 communication. gestures, visual, assistive technology) technology) andnon-verbal (tactile, sign, exchange, picture assistive characterize effective verbal (including Explain to stafftheelements that D5.1 C1 members. children, families, andcommunity relationships between andamongstaff, facilitate thedevelopment ofpositive messages are sent andreceived, to process, inwhichverbal andnon-verbal forDescribe staffthecommunication COMPETE 1 NCY LEVEL Communication PA CORE COMPETENCIES KNOWLEDGE D5.7 C2 receptive language. encourage children’s expressive and and non-verbal techniques that each childthrough theuseofverbal communication that isunderstood by which support, andscaffold extend Prepare withstaff input programs D.5.6 C2 communication environment.* varied experiences to interact inarich experiences whichprovide children with Develop, incollaboration with staff, D5.5 C2 developmentreading skill inchildren. and vocabulary materials to support Provide developmentally appropriate D5.4 C2 children, families, andprofessionals. acceptance, warmth, to andcomfort communicates positive messagesof (physical, temporal, human/nurturing) thewaysModel inwhichtheenvironment D5.3 C2 devices asappropriate). language, andsigningand/orassistive family translations into primary (e.g. verbal andprint messages, potential cultural andlinguisticbarriers to communicate andnegotiate across Apply effective techniques andresources D5.2 C2 members.community professionals, children, families, and communication between andamong Promote effectiveness ofprogram D5.1 C2 are addressed. in whichvarious communication styles staff, children, schools, andcommunities, diversity amongfamilies,that support responsive communication methods professional avariety practices of Demonstrate inprogram goalsand All ofLevel 1 COMPETE 2 NCY LEVEL D5.7 C3 language. children’s expressive andreceptive non-verbal techniques that encourage each childthrough theuseofverbal and communication that isunderstood by ofstaffto use Examine theability D5.6 C3 development.*skills children’ssupport languageandliteracy communication-rich environments that Evaluate ofstaffto design theability D5.5 C3 developmentreading skill inchildren. Standards, and andpromote vocabulary by thePAwhich are supported Learning implementation ofactivities/materials, Evaluate and staffknowledge D5.4 C3 of acceptance, warmth andcomfort. environments convey positive messages and families, to theextent which Assess, incollaboration withstaff, children, D5.3 C3 and improve communication. have differences, ability to refine, modify, alternative lifestyles, and familieswho from various cultures, familiesleading socio-economic opportunities, families Language Learners, familieswithlow diverse familiesincludingEnglish to meetingtheneedsof sensitivity Analyze program approaches with D5.2 C3 modifications asindicated. sources ofevidence andmaking communication by examining the Evaluate theeffectiveness ofprogram D5.1 C3 mediating challengingsituations. cooperative communication for current technology, andmodels resources, recognizes barriers, uses communication styles, elaborates communities that addresses various families, staff, children, schools, and communicationexternal withdiverse framework for responsive internal and andimplement anevidence-based Design All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL ADMINISTRATOR / DIRECTOR 35

NCY LEVEL 3 COMPETE 2 1 & Level of Level All Design staff quality with environments opportunities provide that support to communication and extend children’s skills.* D5.8 C3 provides that a framework Develop opportunities open communication, for and decision-making discussion, team and families. with colleagues D5.9 C3 observations, classroom through Evaluate, of staff skillsthe effectiveness and using instructional supportsstrategies supportthat of the use of a variety strategies.* communication D5.10 C3 with interactions the staffs’ Assess effective demonstrate that children practices with children communication and sensitively attentively listen (e.g., and clearly, speak and write respond, fluently). read D5.11 C3 a list of additional equipment, Generate needed that and resources materials, - commu and extend children’s promote skillsnication support to the continuous process. quality improvement D5.12 C3 and staff technological program Assess and use the diverse access abilities to - communi internet-based professional and support systems cation continuous staff and program to improvements capabilities. D5.13 C3 digital age appropriate various Research with staff to media options and work should be technology prioritize what within the program. available D5.14 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

Promote ways for staff to provide staff to for ways Promote supportsincreased the within individualized generate that environment of development the promote plans that skills.* communication children’s D5.8 C2 the and document Communicate importance collaborative of regular discussions and decision-making among staff and families. D5.9 C2 of staff the variety for Demonstrate can be that strategies communication and adults.* used with children D5.10 C2 staff and families the for Demonstrate adult factors/ influence that interactions of good development a child’s attentively listen (e.g., communication speak and respond, and sensitively fluently). and read clearly, write D5.11 C2 and materials, equipment, Provide support that resources and extend skills. communication children’s D5.12 C2 communication program various Research on information methods and compare opportunities, patterns, the functionality, and barriers of the methods used to collection data within the improve program. D5.13 C2 professional the appropriate Provide digital varied around development supportmedia to children’s skills.communication D5.14 C2 NCY LEVEL 2 COMPETE 1 of Level All Discuss with staff and families ways to Discuss with staff and families ways supportuse digital media to children’s skills.communication D5.14 C1 Select using the data classroom internet-based professional diverse inform to systems communication policies and classroom program practices. D5.13 C1 List needed equipment, materials, and materials, List needed equipment, support that resources and extend skills. communication children’s D5.12 C 1 Explain to staff and families the adult Explain to a factors/ influence that interactions of good c development child’s attentively listen (e.g., ommunication speak write and respond, and sensitively fluently). and read clearly, D5.11 C1 Outline for staff the variety of staff the variety Outline for can that strategies communication and adults.* be used with children D5.10 C1 Describe program practices that provide provide practicesDescribe that program opportunities and families colleagues for about information communicate to and needs. interests, abilities, children’s .9 C1 D5. Point out for staff environments that staff environments out for Point opportunitiesprovide support to and skills.* communication extend children’s D5.8 C1 Communication NCY LEVEL 1 COMPETE Early Childhood & Schoolge-A ProfessionalS 36 K6.5 C1 ofmeans. ety state, andnational level through avari- development andgrowth at thelocal, for professionalopportunities Participate, asalifelong learner, in K6.4 C1 professional development goals. to establishlong-term andshort-term to strengthen professional growth and informal self-assessment opportunities professionals engageinformal can and Name theways childhood inwhichearly K6.3 C1 relationships withcolleagues andpeers. working Engage insupportive K6.2 C1 field. childhood assume intheearly * List thevariety ofroles professionals K6.1 C1 grade 4). * to field(birth childhood the early in thedispositions Define for working COMPETE 1 NCY LEVEL PA CORE COMPETENCIES KNOWLEDGE assures the field its very reputationassures ofanessential profession. thefielditsvery societal lifelong for andadvocacy learning thechildren andfamiliesthey serve experiences learning for andhighquality ethical children, apledgeto environmentlearning inwhichthey work. Inadditionto theprovision of demonstrate acommitment to theprofession beyond that extends the Rationale: Today’s professionals andschool-age childhood early must field will be ableto: fieldwillbe andschool-age childhood intheearly The adultworking Professionalism and Leadership K6.5 C2 inform andenhance practice. education programs andschool-age to development relative to childhood early Engage incontinual professional K6.4 C2 records, journaling, andothers). portfolios, professional development (includingself-reflection, practices andrefineand dispositions professional self-assessment tools to enhance skills anduseof Demonstrate knowledge K6.3 C2 development andfamilies’ satisfaction. children’s successful growth and Utilize ateam approach to support K6.2 C2 assume.* professionalsthat childhood early Execute effectively themultipleroles K6.1 C2 to grade 4)withotherprofessions.(birth * Compare profession childhood theearly All ofLevel 1 COMPETE 2 NCY LEVEL Professionalism

All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL K6.5 C3 ideas andperspectives. programs,and school-age to share new involved education childhood inearly of professionals andorganizations including engagement withavariety collaboration,in interdisciplinary Synthesize information and participate K6.4 C3 of alifelong learner. and challengesintheprofessional role self-development basedonstrengths Plan for continuous self-assessment and K6.3 C3 ofservices. in thedelivery ensure child, staff, andfamilysatisfaction Analyze thecollaborative approach to K6.2 C3 contributes to career planning.* professionalschildhood andhow this variety ofroles assumedby early Assess professional growth inthe K6.1 C3 interactions andcodes ofconduct.* ethical/professionalwhich embodies profession, to grade 4)asadistinct (birth Advocate for field childhood theearly Early Childhood & Schoolge-A ProfessionalS

37

NCY LEVEL 3 COMPETE 2 1 & Level of Level All Reflect in leadership and assess growth and competencies dispositions, styles, skills, develop seek professional to and continue opportunities upon these to expand to support quality improvement continuous program.* within your K6.9 C3 of knowledge multiple sources Synthesize engage in and multiple perspectives to best practices ethical advocacy ensure to children. meet the needs of young to K6.10 C3 the early childhood field for Advocate (birth 4) as a distinct grade to research based is standards based discipline that in success and supports children’s young school and life. K6.11 C3 that environment a classroom Create skillsutilizes and knowledge gained and supports a mentor/coach from best practice and meets the needs of and families. all children K6.12 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All Analyze and reflect data upon the relevant standards, guidelines, codes, professional which governand regulatory processes continuous for plan to role professional your program improvement, including the improvement, program and policy research of current review development. child and youth to relevant K6.6 C3 skills knowledge, cultural cross Transmit collaborative and dispositions in ethical, and motivating modeling, through ways the effect analyze to in order mentoring knowledgethat has on transmission children. for learning outcomes K6.7 C3 action within how research Evaluate supportsthe classroom professional challenging issues solving for problem action planning steps.* strategic through K6.8 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

ETHICS on the challenges facing the early including the childhood profession impact of public policy practices and policies and funding Demonstrate knowledge of the skills, knowledgeDemonstrate of the skills, and competencies dispositions, styles, supports leader uses to an effective that an early learning or school-age program.* K6.9 C2 and ethical in informed Participate advocacy activities in the community that: and professionally • perspectives Articulate well-developed • sound educational for Advocate • services appropriate for Advocate K6.10 C2 about the early childhood information Use as a distinct discipline to profession schools, families, to information provide the community. and to K6.11 C2 strategies or coaching mentoring Utilize support to with co-workers their quality improvement continuous within the program. K6.12 C2 NCY LEVEL 2 COMPETE 1 of Level All All of Level 1 of Level All of high standards Demonstrate exercise and and integrity, competence practice in the of the sound judgment of the codes internalizing by profession, codes, conduct and using professional and regulatory guidelines standards, processes. K6.6 C2 collaboration cultural Engage in cross settings in an disciplines and across learning improve ethical manner to children. for outcomes K6.7 C2 a address Engage in action to research challenge or supportclassroom quality improvement continuous efforts.* (CQI) K6.8 C2 NCY LEVEL 2 COMPETE y and Leadership Advocac Professionalism and Leadership Professionalism Define mentoring and coaching, the coaching, and Define mentoring and how them, between differences used.* are they K6.12 C1 Recognize the early childhood profession the early childhood profession Recognize as a distinct discipline with a mission, of code knowledge base, values, , and guidelines for and standards ethics, and professionals. children programs, K6.11 C1 Define the role of the earlyDefine childhood the that as an advocate professional policycentral issues in the identifies supportfield and promotes for early childhood education. K6.10 C1 List and describe leadership styles, skills, skills, List and describe styles, leadership and dispositions that competencies, an early learning or school-age administrator/director/teacher possess.* may K6.9 C1 NCY LEVEL 1 COMPETE Define the steps for action with- research Define the steps a classroom address to in the classroom challenge or support quality continuous efforts.* (CQI) improvement K6.8 C1 Define cultural competence in educationalcompetence Define cultural of in the context programming of ethics and codes guidelines standards, learning outcomes improve to children. for K6.7 C1 NCY LEVEL 1 COMPETE codes, professional relevant the Identify guidelines, regulations, standards, evidence-based position statements, and federal practices and state support that regulatory processes the early childhood field. K6.6 C1 ADMINISTRATOR / DIRECTOR 38 Professionalism and Leadership D6.6 C1 guidelines, processes. andregulatory and usingprofessional codes, standards, internalizing thecodes ofconduct oftheprofessionpractice by and exercise soundjudgment inthe standards ofcompetence andintegrity, Outline for staffandfamiliesthehigh COMPETE 1 NCY LEVEL D6.5 C1 enhance practice. programsand school-age to inform and relative to education childhood early of continual professional development Identify to staffandfamiliesthebenefits D6.4 C1 journaling, andothers). professional development records, (including self-reflection,portfolios, for refining professional practices anddispositions,tools to enhance skills andtheuseofself-assessment knowledge ofdeveloping theimportance Define D6.3 C1 families’ satisfaction. successful growth anddevelopment and children’sa team approach to support ofutilizing Recognize theimportance D6.2 C1 those roles. eachof or career optionsthat support ofprofessionaland thetypes development assumed by professionals childhood early that are teaching-learning skills Identify withstaffthevarious D6.1 C1 at alltimes.* program staff, behavior ethical modeling reference for to outlineexpectations all NAEYC’s Code ofEthical Conductasa Share written program using policies COMPETE 1 NCY LEVEL PA CORE COMPETENCIES KNOWLEDGE D6.6 C2 programs.quality and professional standards for resources that establishregulatory Use available local, state andnational All ofLevel 1 COMPETE 2 NCY LEVEL D6.5 C2 development. staff ontheirprofessional growth and when mentoring andadvising program teacher certification, andinduction ofcredentialing,Apply knowledge D6.4 C2 professional development. evaluation, improvement, quality and staff through theprocesses ofprogram the appropriate to lead leadershipstyle anduse Apply organizational theory D6.3 C2 staff members. values andexperience ofall knowledge that management style participatory professionalism among staff, including Apply multiplestrategies to promote D6.2 C2 development. and theneeded, related professional strategies that professionals assume teaching-learning skills, roles and withthestaffdifferentDiscuss D6.1 C2 model.* asrolefor staffandfamilies andact behavior, setstandards andexpectations Demonstrate ethical/professional All ofLevel 1 COMPETE 2 NCY LEVEL Professionalism ETHICS D6.5 C3 development. Career Lattice, to advance professional Development Record, referencing the staffuseofthePAJustify Professional D6.4 C3 Development plan. with staff, oftheProfessional insupport development chosenincollaboration evaluation andongoingprofessional improvement throughprogram consistent Prioritize andplanfor continuous quality D6.3 C3 environment intheworkplace. inclusive, collaborative, andtrusting Create andmaintain aprofessional, D6.2 C3 development. theircareer effectiveness to support and enhance theirteaching-learning development, theirlearning extend theirprofessionalways to support strategies andcooperatively design teaching-learning skills, roles, and Evaluate program staffcurrent D6.1 C3 behavior andskills.* requirements inprofessional inform allstaffofthespecific evaluations,performance inwhichto staff andperiodic expectations Create asystem ofdocumentation of All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL D6.6 C3 to provide program. aquality andprofessionalall regulatory standards Evaluate for inmaintaining consistency All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL Professionalism and Leadership ETHICS COMPETENCY LEVEL 1 COMPETENCY LEVEL 2 COMPETENCY LEVEL 3 All of Level 1 All of Level 1 & Level 2

Support staff as they engage in Collect and review research-based Analyze the effectiveness of the cultural ADMI N ISTRATOR / DIRECTOR cross-cultural collaboration, across articles that demonstrate for staff and collaboration within your program and disciplines and settings in an ethical families how to transmit cross-cultural make quality improvements when manner, to improve learning outcomes knowledge, skills, and dispositions in necessary, with the input of staff, for children. ethical, collaborative ways. children, families, and the community. D6.7 C1 D6.7 C2 D6.7 C3

Provide professional development op- Demonstrate the ability to design and Assess if additional steps should portunities for staff to gain knowledge use action research that can be used to be implemented within program policies and experience in conducting an action improve individual or program quality, and/or practices to continue improve- research project. inform practice, remediate problems, ments made to program quality and D6.8 C1 and discover solutions for challenging solutions offered in areas of need, as situations and/or continuous quality depicted through the results of the improvement (CQI) efforts.* action research project.* D6.8 C2 D6.8 C3

Advocacy and Leadership COMPETENCY LEVEL 1 COMPETENCY LEVEL 2 COMPETENCY LEVEL 3 All of Level 1 All of Level 1 & Level 2 Model for staff ways to reflect and Practice self-reflection skills continuously Evaluate personal values, skills, and assess growth in leadership skills, styles, to seek professional growth and high leadership styles and reflect upon how dispositions, and competencies while standards in personal values, skills, and these traits need to be developed to continuing to seek professional develop leadership styles.* meet the changing needs of your opportunities to expand upon these in D6.9 C2 program.* support of continuous quality improvement D6.9 C3 within your program.* D6.9 C1

Outline for staff and families the role of Communicate support in a variety of Create a program environment that the early childhood professional as an ways for the children and families being advocates for children, families, and advocate that identifies central policy served, as well as the early childhood the early childhood community to issues in the field and promotes support community at large. appropriate stakeholders and for early childhood education. D6.10 C2 decision makers. D6.10 C1 D6.10 C3

Describe a vision and mission for a high Communicate and document the Design with stakeholders and support quality program for children and families. program’s goals that advocate for staff and implement the program vision D6.11 C1 children, families, staff, and board and mission through interpretation and members. communication of the program’s D6.11 C2 philosophy to advocate for children, families, staff, and board (if applicable) to meet strategic goals. D6.11 C3

Select appropriate staff to develop as Assign mentors/coaches as appropriate Evaluate the effectiveness of mentoring mentors/coaches within your program to support staffs’ continuous quality and coaching strategies occurring to support staffs’ continuous quality improvement within the program. within the program and identify improvement within the program. D6.12 C2 additional areas of support required. D6.12 C1 D6.12 C3

PA CORE KNOWLEDGE COMPETENCIES 39 Early Childhood & Schoolge-A ProfessionalS 40 K7.6 C1 records. containedshould be inchildren’s health allelementsIdentify that anddescribe K7.5 C1 acute andchronic illnessesinchildren.* discuss accepted measures for managing List healthcare prevention and practices K7.4 C1 of theirrecords. including dailyhealthchecksandreview indailyactivities,healthy participation waysDescribe to ensure children’s K7.3 C1 age, appropriate. andability for childrenactivities that are individually, Name essential healthhabitsandfitness K7.2 C1 germs. thatpractices reduce thespread of therecommendedDescribe sanitation K7.1 C1 program.* apply to orschool-age childhood theearly standardsnutrition andregulations that Identify thesources ofhealth, safety, and COMPETE 1 NCY LEVEL in thecontext of families’ cultural traditions andchildren’s needs. special professionals mustadhere to relevant regulations andrecommended practices and physically. Children mustfeel safe environments intheirlearning and needs are metsothat they are ableto develop socially, emotionally, cognitively, to theircommunity about ensure thatknowledgeable children’s andnutritional withchildren’ professionals mustwork inpartnership familiesandbe foundation for theirsuccessful growth andlearning. andschool- childhood Early Rationale: Children’s healthy andsafe years experiences intheearly are the PA CORE COMPETENCIES KNOWLEDGE field will be ableto: fieldwillbe andschool-age childhood intheearly The adultworking Health, Safety and N utrition K7.6 C2 elements. complete andcurrent withallrequired healthrecordsMaintain that are K7.5 C2 chronic illnessesinchildren.* andmanagementpractices ofacute and Demonstrate theuseofpreventive K7.4 C2 routines. and indailyactivities to participate to ensure they are healthy andable Reviews ways that children are assessed K7.3 C2 routine. of thedaily aspart fitness activities Incorporate healthand andmodel K7.2 C2 ofthespread ofdisease.the reduction prescribed sanitation related practices to Incorporate into dailyroutines the K7.1 C2 mandates andstandards.* incompliancepractices withapplicable required health, safety, andnutrition Demonstrate infollowing aconsistency All ofLevel 1 COMPETE 2 NCY LEVEL HEALTH

K7.6 C3 care information onchildren andstaff. maintain complete andcurrent health to theprocesses usedto andpolicies Analyze andrecommend modifications K7.5 C3 authorities.* and external of children, incooperation withfamilies plans that meetthehealth-related needs and implementation ofindividualized Evaluate for policies thedevelopment K7.4 C3 the life oftheprogram.* ensure children’s in healthy participation Assess andprocedures policies that K7.3 C3 practices.best basedoncurrent expanding activities curriculum, anddevelop aplanfor of thedaily aspart fitness activities Evaluate implementation ofhealthand K7.2 C3 modifications asneeded.and make in minimizingtransmission ofdisease within your classroom for effectiveness Evaluate current sanitation practices K7.1 C3 needed orrequired.* as need andconsulting outsideexperts inareas of instituting corrective actions mandates andstandards through health,applicable safety, andnutrition effectiveness andcompliance with Evaluate thecurrent for practices All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL Early Childhood & Schoolge-A ProfessionalS 41

NCY LEVEL 3 COMPETE 2 1 & Level of Level All meal plans and menus to Evaluate meet guidelines for they that ensure including special sound nutrition, dietary concerns. K7.12 C3 to ways with family’s Develop their mealtime practices incorporate family-stylepolicies. eating into K7.13 C3 on research and state Review national keepbest practices to nutrition and safe handling policies current. food K7.14 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All supervision child Assess practices and make as needed and required changes risk. and minimize protect children to K7.7 C3 observational and data Analyze reportsincident on the program take action corrective environment; adaptations health and safety through and modifications. K7.8 C3 of the the implementation Evaluate plan to emergency preparedness used is feasible if the process determine of all evacuation for and appropriate children. K7.9 C3 the ability to Assess of colleagues of the signs and symptoms recognize child abuse and neglect. K7.10 C3 report effectively to strategies Develop in suspected child abuse and neglect, reporting with mandated compliance requirements. K7.11 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

Y SAFET Nutrition NCY LEVEL 2 COMPETE 1 of Level All the provision ensure input to Provide meet required of nutritious meals that children’s guidelines and accommodate - special needs and prefer and families’ ences. K7.12 C2 and enjoyable healthy, safe, Demonstrate and mealtime experiences. feeding K7.13 C2 handling procedures food safe Practice all times. at K7.14 C2 All of Level 1 of Level All supervision appropriate Demonstrate all times. policies and at procedures K7.7 C2 knowledgeUse of health and safety reduce and practices to standards indoor and in the program’s hazards environments. outdoor K7.8 C2 in emergency drillsParticipate regularly, the emergency to according plan. preparedness K7.9 C2 between the differences Interpret and emotional abuse sexual, physical, and neglect. K7.10 C2 with the challenges associated Relate reporter suspectedbeing a mandated for child abuse and neglect. K7.11 C2 NCY LEVEL 2 COMPETE utrition Explain the importance of using safe all times. at handling procedures food K7.14 C1 Describe ways to provide safe, healthy, healthy, safe, provide to Describe ways and mealtime feeding and enjoyable experiences. K7.13 C1 NCY LEVEL 1 COMPETE Describe the dietary needs associated and ways development with age-related and families’ children’s accommodate to special needs and preferences. K7.12 C1 Name and adhere to the laws and the laws to and adhere Name with being a associated responsibilities reporter suspected child mandated for abuse and neglect. K7.11 C1 Identify the signs and symptoms of child the signs and symptoms Identify abuse and neglect. K7.10 C1 Define of an emergency the elements plan and emergency drills. preparedness K7.9 C1 Identify and reportIdentify health and safety in environment, in the program hazards line with reporting procedures. K7.8 C1 Describe the critical role the professional Describe the professional critical the role in the supervisionplays and of children supervise to all at list ways children release for including procedures times, of children. K7.7 C1 NCY LEVEL 1 COMPETE Health, Safety N and Health, ADMINISTRATOR / DIRECTOR 42 D7.6 C1 elements. complete andcurrent withallrequired maintaining healthrecords that are of Explain to stafftheimportance D7.5 C1 related issuesofchildren.* themanagement ofhealth that support State program andpolicies practices D7.4 C1 and review oftheirrecords. checks in dailyactivities, includingdailyhealth ensure children’s healthy participation Share that practices withstaffbest D7.3 C1 program.routine learning oftheearly into thedaily and fitnessactivities ofincorporating health the importance withstaff,Discuss children andfamilies, D7.2 C1 that reduce thespread ofgerms. usedintheprogram being practices Identify recommended sanitation D7.1 C1 program.* orschool-age childhood regulations that applyto theearly standardssafety andnutrition and regularlyReview withstaffthehealth, COMPETE 1 NCY LEVEL Health, andN Safety PA CORE COMPETENCIES KNOWLEDGE utrition All ofLevel 1 COMPETE 2 NCY LEVEL D7.6 C2 information. maintenance ofstaffandchildhealth to ensure appropriate exchanges and Develop andimplement procedures D7.5 C2 program.* children,benefit families, staffandthe Use healthresources community to D7.4 C2 ofPediatric policies. Caring for OurChildren andAmerican regulations,DPW certification as well as your program, current whichreflect topractices implemented be within and research-based healthandsafety Communicate anddocument effective D7.3 C2 incurriculum. fitness activities and includeage-appropriate healthand and national health/safety standards, to ensure compliance withlocal, state, programModify andpractices policies D7.2 C2 spread ofgerms. sanitation that practices reduce the Demonstrate to stafftherecommended D7.1 C2 standards.* current health, safety, andnutrition framework to ensure compliance with Implement anevidenced-based HEALTH D7.6 C3 of staffandchildhealthinformation. appropriate exchanges andmaintenance collaboratively withstaffto ensure Assess procedures andmodify D7.5 C3 children, families, andstaff needs.* andmore fullysupport knowledge areas oftheprogram to deepen health resource information into various Develop aplanto infusecommunity D7.4 C3 expertise.* obtaining, andusingthehelpofoutside including determining theneedfor where needed,corrective actions programsand school-age andinstitute and safety standards for learning early and conformity withnational health Assess current for practices effectiveness D7.3 C3 child.every indailycurriculum for fitness activities standards, andincorporate healthand local, state, andnational health/safety topolicies ensure compliance with Develop, implement and assessprogram D7.2 C3 modifications asneeded. transmission ofdiseaseandmake of stafffor effectiveness inminimizing Monitor current sanitation practices D7.1 C3 specialists.* the community, includinghealth andresourcesutilizes of theexpertise continuous improvement quality that Create aninfrastructure focused on All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL ADMINISTRATOR / DIRECTOR 43

NCY LEVEL 3 COMPETE 2 1 & Level of Level All menu and food program Evaluate of nutritional value ensure policies to of inclusive and are snacks and meals, special nutritional needs and children’s family preferences. D7.12 C3 Revise as necessary policies program incorporate practices that and classroom and feeding and enjoyable healthy, safe, mealtime experiences. D7.13 C3 - policies and proce Design program handling food safe promote that dures and national on current based practices, research. state D7.14 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All appropriate that ensure to Design systems child supervision is occurring in all areas of the program. D7.7 C3 policies and procedures Evaluate the of monitoring continuous for both indoor and outdoor, environment, hazards. health and safety for D7.8 C3 Examine periodically program of the emergencyimplementation if the determine plan to preparedness appropriate and used is feasible process of all children. evacuation for D7.9 C3 the ability recognize Assess of staff to of child abuse the signs and symptoms and neglect. D7.10 C3 and fully with the laws Comply with associated responsibilities reporterbeing a mandated for suspected child abuse and neglect. D7.11 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

Y SAFET Nutrition NCY LEVEL 2 COMPETE 1 of Level All with staff and family input, Implement, policies that menu and food program of snacks and nutritional value ensure of children’s inclusive are that meals, special nutritional needs and family preferences. D7.12 C2 policies and program Implement incorporate practices that classroom and feeding and enjoyable healthy safe, mealtime experiences. D7.13 C2 staff instructional to resources, Provide food and guidelines on safe materials, handling procedures. D7.14 C2 All of Level 1 of Level All supervision staff appropriate Model for policies. and procedures D7.7 C2 promote policies to program Implement indoor practices in monitoring safety health for environments and outdoor hazards. and safety D7.8 C2 Schedule and hold emergency drills the to basis according on a regular plan and emergency preparedness DPW certificationregulations. D7.9 C2 the staff and families to Promote importance of knowing the signs and of child abuse and neglect.symptoms D7.10 C2 in staff and document Communicate policyand parent handbooks the laws with be- associated and responsibilities reporter suspected ing a mandated for child abuse and neglect. D7.11 C2 NCY LEVEL 2 COMPETE utrition Recognize the importance Recognize safe of using and support handling procedures food of the staff in their implementation procedures. D7.14 C1 Share with staff and families ways to with staff and families ways Share and enjoyable healthy safe, provide and mealtime experiences. feeding D7.13 C1 NCY LEVEL 1 COMPETE staff and families the dietaryExplain to with age-related needs associated to and discuss ways development special children’s accommodate nutritional needs and families’ preferences. D7.12 C1 Identify the laws and responsibilities the laws Identify with being a mandated associated reporter suspected child abuse for and neglect. D7.11 C1 Review with staff regularly the signs and Review with staff regularly of child abuse and neglect.symptoms D7.10 C1 Discuss and review regularly the regularly Discuss and review emergency of the current effectiveness the program. plan for D7.9 C1 Use knowledgeUse of health and safety adequately and practices to standards staff on the importancetrain of reducing environment. in the program hazards D7.8 C1 Point out the critical role the professional professional the out the critical role Point in the supervisionplays and of children supervise to all at list ways children release for including procedures times, of children. D7.7 C1 NCY LEVEL 1 COMPETE Health, Safety N and Health, Early Childhood & Schoolge-A ProfessionalS 44 K8.5 C1 LineItem • categories Budget • theelements ofabasicbudget: Describe K8.4 C1 Investment reports • bankstatements Monthly • Audits • (revenue Budget andexpenditures) • limited to: practices. The listmay include, butisnot your program’ssupport and policies Name two ormore financial thattools K8.3 C1 plan.* management arisk behind purpose andoutlinetheelements and Define K8.2 C1 abusinessplan. behind purpose andoutlinetheelements and Define K8.1 C1 vision, mission, andstrategic plan.* andoutlinetheelementsDiscuss of COMPETE 1 NCY LEVEL responsive services forresponsive thechildren andfamiliesintheircare. services philosophy that utilizes data, current research, to practice andbest provide administrators/directors adoptacontinuousSkilled improvement quality positive organizational staff, climate that supports children, andfamilies. leaderswhodesignandmanagesystems that fosterwith forward-thinking a Rationale: programs Successfulandschool-age childhood early are those PA CORE COMPETENCIES KNOWLEDGE Program Organization field will be ableto: fieldwillbe andschool-age childhood intheearly The adultworking and Administration Organiz Program K8.5 C2 for aclassroom. and/or purchasedmaterials selected classroom decisions on impacts Interpret how your program’s budget K8.4 C2 andpractices.policies offinancial supports tools selection Demonstrate how your program’s K8.3 C2 made. * policies, procedures, anddecisions staff managementrisk planimpacts Interpret how your program’s current K8.2 C2 procedures, anddecisionsmade. staffpolicies,business planimpacts Interpret how your program’s current K8.1 C2 work intheprogram.* yourand strategic daily plansupport Relate how theprogram’s vision, mission, All ofLevel 1 COMPETE 2 NCY LEVEL ation adAdmiistration

All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL K8.5 C3 useofprogramthe best resources. of thebudgetto make knowledge upon Propose classroom needs/wants based K8.4 C3 with program administrator. financial andpractices,tools andshare and procedures by sound are supported Differentiate whichprogram policies K8.3 C3 provides guidance to program staff. * and managementrisk plansupports Evaluate how effectively theprogram’s K8.2. C3 guidance to program staff. andprovides business plansupports Evaluate how effectively theprogram’s K8.1 C3 disconnect.* administrator whenthere isa recommendations to theprogram your work intheprogram andmake mission, andstrategic planalignwith oftheprogram’sknowledge vision, Evaluate to theextent whichyour Early Childhood & Schoolge-A ProfessionalS

45

is in compliance with local, state, and state, with local, is in compliance as they and regulations laws national staff policies, job descriptions, to relate and performance procedures. review K8.11 C3 on staff evaluations Generate supervised of and self-assessment job performanceown based upon job and work policies, program descriptions, to with administration cooperatively plans using the individual CQI develop competencies. core K8.12 C3 NCY LEVEL 3 COMPETE 2 1 & Level of Level All exist may incompliance where Evaluate and labor wage and national with state laws.* K8.9 C3 changes to Examine and propose necessary policies where to employee staff/ among communication improve and to and families, administration local, with state, compliance maintain requirements.* and national K8.10 C3 program which your the extent to Evaluate NCY LEVEL 3 COMPETE 2 1 & Level of Level All and material classroom Adjust/revise based upon an requests resource with the funds, of available awareness support administrator. of the program K8.6 C3 or programmatic classroom Propose based upon knowledgeneeds/wants maketo of the financial plan the best resources. use of program K8.7 C3 and family policies staff Examine current changes as and propose and procedures necessary.* K8.8 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

children, n nd Administratio n a atio Personnel practice resources. and families. NCY LEVEL 2 COMPETE 1 of Level All employment program’s your Practice and state that ensure policies to are and labor laws wage national being followed.* K8.9 C2 knowledge your of employee Employ is consistency there and policies so that and regulations understanding of rules among staff and families.* K8.10 C2 the importance local, Interpret of various and regulations laws and national state practices and employment govern that situations. daily work apply them to K8.11 C2 with align that daily job roles Perform performance criteria: review • aligns with ELS and best Curriculum • with staff, Professionalism All of Level 1 of Level All and expenditures revenue how Illustrate and classroom impact programmatic decisions. purchasing K8.6 C2 plan impacts a financial how Illustrate and classroom programmatic decisions. purchasing K8.7 C2 and supportImplement staff family and supportto policies and procedures program.* consistency within your K8.8 C2 NCY LEVEL 2 COMPETE • with health and safety Compliance regulations. • self-assessment. Competency K8.12 C2

children, Programniz Orga practice resources. and families. • with staff, Professionalism Relate the role that performance that the role Relate reviews in support play of quality improvement within programs: • aligns with ELS and best Curriculum Name the various local, state and state local, the various Name that and regulations laws national ADA, practices, employment govern Labor (Wage and Hour Laws), laws. and harassment anti-discrimination, K8.11 C1 State the components of an employee an employee of the components State it supportshandbook and how positive within the agency.* communication K8.10 C1 Name and explain types of employment types and explain Name of employment guide hiring that and labor laws status practices.* and employment K8.9 C1 NCY LEVEL 1 COMPETE Describe policy procedure and used in early are that documents learning or school-age programs.* K8.8 C1 Describe in a the basic components financial plan. K8.7 C1 List components of a book keeping List components and and expenditures) (revenue system its purpose.* K8.6 C1 NCY LEVEL 1 COMPETE • with health and safety Compliance regulations. • self-assessment. Competency K8.12 C1

Program Organization and Administration and Organization Program Early Childhood & Schoolge-A ProfessionalS 46 K8.17 C1 and philosophy.* with theprogram’s missionstatement program’s planthat aligns marketing theelements ofyourList anddescribe K8.16 C1 programs inPA.* andschool-age utilized learning inearly and technology components that are Recognize various data management key K8.15 C1 reciprocal communication. theelements andvalueDescribe of COMPETE 1 NCY LEVEL K8.14 C1 priorities. communication ofprogram support frameworkpractice andhow they of of staffmeetingsandacommunity Recognize therelevance andpurpose K8.13 C1 plan andgoals. aprofessional’ssupports educational development calendar, andhow it oftheonlineprofessionalbenefits professional development system, the thecomponents ofPA’sDescribe COMPETE 1 NCY LEVEL Program Organization andAdministration PA CORE COMPETENCIES KNOWLEDGE Technology andMarketig COMPETE 2 NCY LEVEL K8.17 C2 community.* and uniquenesswithintheprogram/ represents your classroom’s strengths Prepare planthat asamplemarketing K8.16 C2 development.* incurriculum practices best support inyour classroom toreporting recommended for childoutcomes technology components required or Use thevarious data management and K8.15 C2 andpolicies.practices improvement ofindividual andprogram available for continuous quality and otherresources that may be professional development offerings, newprogramin sharing ideas, new among co-workers andadministration reciprocal communication Support All ofLevel 1 COMPETE 2 NCY LEVEL K8.14 C2 practice group of dynamics andacommunity program andpromote priorities positive Participate instaffmeetingsto support K8.13 C2 calendar. on theonlineprofessional development for professional development updates regularly and program needschecking individual that support opportunities Choose professional development All ofLevel 1 Personnel K8.14 C3 ofpractice. acommunity support in development ofstaffmeetingsto Plan collaboratively withadministration K8.13 C3 needs. is inlinewithprogram andindividual to ensure that staff and staffsupervised Assess one’s professional development All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL K8.17 C3 analysis withadministration.* grams withinyour andshare community Compare plansofvarious pro marketing - K8.16 C3 withintheclassroom.* practices best improvement plans that support implement continuous quality your classroom to develop and Analyze childandprogram data within K8.15 C3 network to enhance program quality. the effectiveness ofthe communication Assess andshare withadministration All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL ADMINISTRATOR / DIRECTOR 47

NCY LEVEL 3 COMPETE 2 1 & Level of Level All based on operations program Evaluate and mission, vision, program current as and make revisions plan, strategic reflectneeded to changes made. D8.1 C3 effectiveness the business plan’s Evaluate in making program decisions critical to quality and continuous operations and make of program improvement changes as required. D8.2 C3 (as necessary) and revise riskEvaluate in policies procedures and management guidelines. with required compliance D8.3 C3 a financial plan and budget usingCreate and tools. sound concepts D8.4 C3 an annual program and monitor Analyze andbudget based on needs and resources a balance ensure to adjust accordingly and expenses. revenue between D8.5 C3 the methods revise used and Evaluate to and book keeping systems record reporting. financial accurate ensure D8.6 C3 Review and assess the goals of a financial the current to it relates ensure plan to of the and fiscal climate economic program. D8.7 C3 and modify policy- and proce Evaluate with compliant are that documents dure and best standards, local/ state/national practices.* D8.8 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

n nd Administratio n a atio All of Level 1 of Level All based operations program Categorize and mission, vision, on the program’s plan. strategic D8.1 C2 business plan based a program Write of upon the support and/or approval staff, stakeholders: the following of any community boards, program families, or other regulatory agencies, groups, in the a say have may that groups decision-making and outcome. process D8.2 C2 risk policies management Implement meet compliance that and procedures guidelines and with required staff for communicate/document and families. D8.3 C2 tools and concepts financial Research within utilize and decide which ones to program. your D8.4 C2 a balanced and implement Write based on budget annual program communicating needs and resources, conserve to and make staff ways to good use of resources. D8.5 C2 methods for appropriate Implement and of income monitoring accurate * expenses. D8.6 C2 a financial plan based upon needs Write support to and resources programmatic goals. D8.7 C2 to and communicate Research stakeholders within the documents or required state that the organization that policiesprocedures and suggested with local/state/national compliant are and best practices.* standards D8.8 C2 NCY LEVEL 2 COMPETE Programniz Orga Describe policy documents and procedure be used in early learning or may that * school-age programs. D8.8 C1 Identify the elements of a financial plan the elements Identify decision and its connection informed to making. D8.7 C1 Outline financial record and book keepingrecord Outline financial their purpose and explain in systems and income business documenting expenses. D8.6 C1 Describe of an the basic components it budget and how annual operating operations. impacts day-to-day D8.5 C1 List various financial concepts and tools and concepts financial List various supportthat of policy development and practices. D8.4 C1 Identify the purposeIdentify components and plan and describeof a risk management in programs. it can be utilized how D8.3 C1 Describe the purpose a business plan of it guides programmatic and how decisions.* D8.2 C1 NCY LEVEL 1 COMPETE of Discuss outline the elements and mission and strategic vision, various each supportsplans and how goals.* programmatic D8.1 C1 Program Organization and Administration and Organization Program ADMINISTRATOR / DIRECTOR 48 Program Organization andAdministration D8.15 C1 reciprocal communication. theelements andvalueDescribe of COMPETE 1 NCY LEVEL D8.14 C1 communication ofprogram priorities. staff meetingsandhow they support Recognize therelevance of andpurpose D8.13 C1 plan andgoals. aprofessional’ssupports educational development calendar, andhow it oftheonlineprofessionalbenefits professional development system, the thecomponents ofPA’sDescribe D8.12 C1 programs. improvement quality within support Outline ways reviews performance D8.11 C1 contracts liability, andADA. anti-discrimination laws, taxcodes, state andfederal laws, hiring/labor are incompliance withapplicable retaining ofstaffwithinprograms that hiring, developing, motivating, and the strategiesList possible that support D8.10 C1 administrator/staff communication.* positive andhowhandbook itsupports State thecomponents ofanemployee D8.9 C1 and employment practices.* status laws andlabor that guidehiring ofemploymentName andexplain types COMPETE 1 NCY LEVEL PA CORE COMPETENCIES KNOWLEDGE Technology andMarketig D8.15 C2 andpolicies.*practices improvement ofindividualandprogram availablebe for continuous quality offerings andotherresources that may ideas, newprofessional development newprogramamong staffinsharing reciprocal communication Support All ofLevel 1 COMPETE 2 NCY LEVEL D8.14 C2 positive group dynamics. program andpromote priorities support Convene andfacilitate staffmeetingsto D8.13 C2 calendar. development updates onthe online needs, regularly for professional checking individualandprogram that supports Promote staffprofessional development D8.12 C2 on thecore competencies. Professional Development planbased completed, current Individual include therequirement ofhaving a reviews are based,performance and whichstaff upon staff thecriteria Communicate andimplement with D8.11 C2 contracts liability, andADA. anti-discrimination laws, taxcodes, and federal laws, hiring/labor compliance state withapplicable and appropriate separation that are in hiring, developing, motivating, retaining, Employ multiplestrategies for staff D8.10 C2 handbook.* Develop andimplement anemployee D8.9 C2 employment laws.* standard thatpolicies and labor reflect Implement andfollow employment All ofLevel 1 COMPETE 2 NCY LEVEL Personnel D8.14 C3 mission, andstrategic planasneeded. asagroupmodifying program vision, vision, missionandstrategic plan, program asstated priorities inprogram to collaboratively review withstaff Develop aCommunity ofPractice strategy D8.13 C3 with program andindividualneeds. professional development ofstaffinline Monitor, assess, andfacilitate the D8.12 C3 competencies. improvement plans usingthecore create individualcontinuous quality Effectiveness Rubrics, andcooperatively policies,staff/program Teacher basedonjobdescriptions,performance Supervise, evaluate, andshare staff D8.11 C3 necessary. review proceduresperformance as descriptions, staffpolicies, and Develop, review, andrevise job D8.10 C3 requirements practices.* andbest compliance withlocal/state/national and tohandbook maintain accuracy Evaluate andupdate employee D8.9 C3 asrequired.*and adjustpolicies oflabor/employmentknowledge laws to maintain current andaccurate professional development opportunities Examine program andpursue policies All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL D8.15 C3 enhance program quality. improvement, andother resources to suggestions for continuous quality to professional development information, program stafffor andresponding sharing Create systemic network among All ofLevel 1&Level 2 COMPETE 3 NCY LEVEL ADMINISTRATOR / DIRECTOR 49

NCY LEVEL 3 COMPETE 2 1 & Level of Level All to data and program child Analyze continuous and implement develop support plans that quality improvement goals.* programmatic D8.16 C3 a periodic on assessment Complete of the marketingthe effectiveness plan data, lookingby enrollment current at and usefulness of marketing materials, opportunities. outreach potential D8.17 C3 PA CORE KNOWLEDGE COMPETENCIES CORE PA

All of Level 1 of Level All management data the various Use required components and technology child outcomes for or recommended reporting support and to continuous within programs.* quality improvement D8.16 C2 a marketing and implement Develop program’s your represents plan that within the and uniqueness strengths community. D8.17 C2 NCY LEVEL 2 COMPETE Marketi ng y and olog Techn List and describe of a the elements marketing aligns with a plan that and mission program’s philosophy.* D8.17 C1 NCY LEVEL 1 COMPETE key management data various Recognize are that components and technology in early learningutilized and school-age in PA.* programs D8.16 C1 Program Organization and Administration and Organization Program APPENDICES

Glossary

The glossary provides the reader with definitions to pertinent words and terms within Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals in two ways.

Administrator/Director: The professional within an early learning or school- Glossary age program that oversees the day to day operations, administration, and supervision.

Big Idea: Describes the content within the Knowledge Area and helps to categorize the information into key concepts.

Career Lattice: A guide to the education levels required for many different positions in the early care and education field. The Career Lattice encourages professionals to attain credentials and degrees and to plan their educational pathway according to the position that they are interested in attaining.

Collaboration: In Pennsylvania early learning and school-age programs, collaboration is known as agencies that work together, including the sharing of resources or services, to support children and families.

Competency: The concepts and facts that a professional must learn in order to become proficient in each area of practice. This knowledge becomes the cognitive foundation for the skills and behaviors implemented in the professional’s work with children.

Competency Level: A continuum of skills in each of the Knowledge Areas with Level One being basic or developing knowledge, to Level Three being more advanced knowledge and experience of the content.

Comprehensive Assessment System: A coordinated and comprehensive system of multiple assessments that organizes information about the process and context of young children’s learning and development in order to make informed instructional and programmatic decisions. Assessments within a comprehensive system include, at a minimum, screening, formative assessments, environment assessments, and measures of adult-child interactions.

Continuum: The Early Learning Standards Continuum of learning demonstrates the sequence of learning across the age levels from birth through age twelve.

Culture: The customary beliefs, social forms, and material traits of a racial, religious or social group.

Curriculum: The entire range of experiences provided in an educational setting, including content, goals, philosophical underpinnings, teaching strategies, and assessment practices.

50 PA CORE KNOWLEDGE COMPETENCIES Curriculum Framework: Specifies what is to be taught for each Key Learning Area and includes Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards, and for older grades, Assessment Anchors and, where appropriate, Eligible Content.

Developmentally Appropriate: Learning environment and teaching strategies that are based on theories and research about the growth and development of children.

Direct Line Professional: An individual whose primary responsibility is directly with children in an early learning or school-age setting.

Disposition: A set of attitudes, beliefs and perspectives that distinguish individuals as members of a group. Dispositions describe how a person sees all aspects of the work rather than what is known and done.

Diversity: Recognizing, valuing and respecting difference; believing and respecting that that each family has its own structure, roles, values, beliefs, and coping styles.

Early Childhood: The period of human development from birth to through age eight.

Essential Question: Helps to further frame the practitioner’s reflection and understanding of the concepts and content within each Knowledge Area.

IEP (Individualized Education Plan): Written individualized plans for children with disabilities aged 3 and older as required under the Individuals with Disabilities Education Act (IDEA).

IFSP (Individualized Family Services Plan): Written individualized plans for children with disabilities from birth to age 3 as required under the Individuals with Disabilities Education Act (IDEA). An Individualized Family Service Plan (IFSP) documents and guides the early intervention process for children with disabilities and their families.

Key Learning Area: The domains of learning that assure children’s holistic development. They include cognitive, physical, social-emotional, language and approaches to learning.

Knowledge Area: Key categories of specialized knowledge that shape all early childhood educators’ professional practice.

Learning Standards: There are separate sets of Learning Standards for different age levels in Pennsylvania. The Learning Standards for Early Childhood begin at infant-toddler and continue through 2nd grade. Academic standards provide guidance for the later grades. Learning standards are research-based and denote age-appropriate expectations for children who are leaving that age level. The standards describe what children should be able to know and do.

Learning styles: The varying environmental factors and personal preferences that affect approaches to, and the processing of, learning.

Partnership: In Pennsylvania early learning programs, a partnership is considered an arrangement between programs where there is an agreed‐upon formal relationship and funding of some kind exchanges hands.

PQAS (Pennsylvania Quality Assurance System): A system for certifying individuals who provide professional development and technical assistance to early childhood and school-age professionals in Pennsylvania. The Pennsylvania Quality Assurance System (PQAS) maintains a registry of approved Instructors and Consultants to help ensure that professional development and technical assistance activities meet quality standards.

Professional: Pennsylvania uses this term to denote all of the professionals who work in the early childhood and school-age field. This includes classroom teachers and assistants, early interventionists, and administrators. It is intended to be inclusive and all adults who work with children, regardless of age or setting, should visualize themselves as a professional. In Pennsylvania, this term is synonymous with practitioner.

PA CORE KNOWLEDGE COMPETENCIES 51 Professional Development: Facilitated teaching and learning experiences that are transactional, collaborative, and designed to support the acquisition of professional knowledge, skills, ethics/ values, and dispositions as well as the application of this knowledge in practice to benefit all children and families.

Program: An organized early learning or school-age setting that is inclusive of various environ- ments including child care, Head Start, Early Intervention, nursery schools, home-based and school-based programs.

Program Assessment: A review of data gathered from varied tools designed to assess programs.

Provider: An agency that offers early learning or school-age programs to children and families.

Professional Development Record: A place to document employment history, professional development, and to develop an annual professional development plan in the context of the PA Early Learning Career Lattice.

Scaffolding: The process of graduated assistance given during the learning process which is tailored to the needs of the child and helps to raise the level at which the child is capable of working.

School-Age: Children who are attending kindergarten through age twelve are considered school-age in Pennsylvania. School-Age children from kindergarten through age eight are in the Early Childhood stage of development.

Standards Aligned System (SAS): A collaborative product of research and good practice that identifies six distinct elements which, if utilized together, will provide schools and districts a common framework for continuous school and district enhancement and improvement. The elements are: standards, assessment, curriculum framework, instruction, materials and resources and safe and supportive schools.

Technical Assistance (TA): The provision of targeted and customized supports by a profes- sional(s) with matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients.

Whole child approach: Every school, community, classroom, educator, student, and family has unique challenges and strengths, and has a role to play in ensuring that each student is healthy, safe, engaged, supported, and challenged. Collectively we have the knowledge, skills, and abilities to meet these challenges and share these strengths (ASCD—Association for Super- vision and Curriculum Development).

52 PA CORE KNOWLEDGE COMPETENCIES Expanded Competencies Glossary The Expanded Competencies Glossary provides additional or related information that further explain specific competencies. The lists in this glossary are relevant for competencies related to classroom professionals and administrator/directors unless otherwise noted.

Child Growth and Development

1.2: Theories and Theorists: • Attachment Theory (John Bowlby, Mary Ainsworth); • Behavioral (George Sugei, Mary Louise Hammeter, Lise Fox, Harry Wong); • Cognitive-Developmental (); • Developmentally Appropriate Practices (Sue Bredekamp, Carol Copple, NAEYC); • Ecological (Urie Bronfenbrenner); • Humanistic (Abraham Maslow); • Information Processing (Schiffler, Golman, McClellan); • Multiple (Howard Gardner)Play (Friedrich Froebel, Jean Piaget, Lev Vygotsky); • Psycho-Social (Erick Erickson); Social-Cultural Theory (Lev Vygotsky).

1.5: Key Learning Areas of the PA Learning Standards for Early Childhood: • Approaches to Learning Through Play; • Cognitive Thinking and General Knowledge: Mathematical Thinking and Expression, Scientific Thinking and Technology, and Social Studies Thinking; • Creative Thinking and Expression; • Health, Wellness and Physical Development; • Language and Literacy Development; • Partnerships for Learning; • Social Emotional Development.

Curriculum and Learning Experiences

2.4: Tools for assessing the learning environment include (This is not an exclusive list): • Environment Rating Scale (ERS); • Teaching Pyramid Observation Tool (TPOT); • The Pyramid Infant Toddler Observation Scale (TPITOS); • Classroom Assessment Scoring System (CLASS); • Early Language and Literacy Classroom Observation (ELLCO).

2.5: Elements of Pennsylvania’s Standards Aligned System: • Standards; • Assessment; • Curriculum Framework; • Instruction; • Materials and Resources; • Safe and Supportive Schools.

2.6: Elements of the Curriculum Framework include: • Big Ideas; • Essential Questions; • Competences and Concepts.

PA CORE KNOWLEDGE COMPETENCIES 53

2.15: Experiences outlined in the Learning Standards that support successful outcomes for children: • Define the knowledge of the content areas rooted in child development to provide high quality experiences for children; • Identify meaningful curriculum based on children’s identified individual needs; • Name meaningful activities that support children in making connections between previous learning experiences and new knowledge; • List learning activities and provide differentiated learning opportunities to meet the needs of children in line with learning goals; • Identify instructional practices that promote competence in the content areas and facilitate successful learning; • Define essential concepts, inquiry, tools, and structure of content areas, including resources, to deepen children’s understanding; • Define understanding in the content areas develops through interaction with materials, peers, and supportive adults in settings where children have opportunities to construct their own new learning; • Describe how engagement in challenging content areas builds children’s confidence in their ability to be successful in all content areas.

Families, Schools, and Communities

3.4: Needed supports and resources for children with a wide range of abilities may include: • The education and special education process, including the legal rights of families; • Parent education and support groups; • Child development; • Health services; social and economic services; • Access to linguistic interpreters; transition across settings.

3.5: Family concerns and stressors include: • Families who have children with disabilities; • Who are living in poverty; • Domestic violence issues, including child abuse; • Mental health needs; • Learning English as a second language; • Changes in family circumstances (birth, death, loss of job, military deployment, incarceration, divorce or marriage, etc.); • Substance abuse issues; • Homeless.

3.6: Intentional practices to value strengths of diverse families include: • Value the strength, knowledge and passions that families bring to the program; • Greet families by name at arrival and departure; • Use a warm tone of voice and welcoming body language with children and families, including smiling; • Communicate regularly about their child in positive, non-judgmental, linguistically and culturally appropriate and encouraging formats; • Request that families share information about their experiences with their child; • Provide opportunities for families to participate in evaluation and decision making, to share their skills, talents and strengths, to get to know and support each other, to participate in regularly scheduled conferences with families to discuss their child’s progress; • Identify other programs and services that are important to the child and/or family; • Work on mutually agreed upon practices and goals; • Thank families regularly for their contributions to their child and your program.

54 PA CORE KNOWLEDGE COMPETENCIES Assessment 4.1: Comprehensive Assessment System includes, at a minimum: • Screening Measures; • Formative Assessments; • Measures of Environmental Quality; and • Measures of the Quality of Adult-Child Interaction.

4.9: Components of assessment include: • Observation; • Multiple dimensions of experiences; • Multiple sources; • Multiple instruments; • Multiple points of assessment; • Engagement of children in self-assessment.

Communication

5.6: Communication rich environments should seek: • Input and feedback; • Reflective listening; • Reciprocal feedback; • Sensitive responses; • Visual, verbal, and physical cues.

5.7: Verbal and non-verbal techniques that encourage children’s expressive and receptive language include: • Talking with children at eye level; • Encouraging children to communicate to express reflexively through crying, cooing, body movements, facial movements; • Extending reflexive communication by identifying emotions being expressed and shaping sounds into words, words into sentences and sentences into conversations; • Intentionally using a complex and content-rich vocabulary to name, label, define, request, describe and explain; • Using vocabulary to facilitate concept development; providing opportunities for children to communicate intentionally through gestures and words and to convey needs, desires and ideas; • Helping children to communicate to connect with others to form relationships, share feelings, request, protest, greet, take leave, respond, comment, and question.

5.8: Environments that provide opportunities to support and extend children’s communication skills include: • Providing many opportunities for children to interact with adults and peers; • Listening and responding to children; • Reading to young children; talking with children; • Defining colloquialisms for children in terms understood by larger society; • Rhyming and singing with children; • Narrating to children about their experiences; • Responding to children on an individual basis considering their needs, temperament, waking and sleeping cycles, and activity levels (Source: Annual additions 2007, 2008 Literacy).

5.10: Communication formats: • Build children’s vocabulary; • Make connections to prior knowledge; • Enhance concept development; • Facilitate higher level thinking; • Increase the level of communication; • Make connections with families; • Value the home language of the family.

PA CORE KNOWLEDGE COMPETENCIES 55 Professionalism and Leadership

6.1: Dispositions: • Delights in and is curious about children and how they grow and learn; • Appreciates and supports the unique and vital role of parents in their children’s lives; • Is eager to learn new knowledge and skills that will support young children’s development and learning; • Models the attitudes and behaviors that she/he values in children; • Values and celebrates the diversity found among children and their families and in the world around them; • Is willing to ask for help, to learn from others, and to accept constructive criticism; • Reflects on the personal beliefs and values that influence her/his own attitudes and practices; accepts responsibility for her/his own actions; • Shows respect for children, families, and colleagues by maintaining confidentiality; • Communicates clearly, respectfully and effectively with children and adults; responds to challenges and changes with flexibility, perseverance and cooperation; • Expresses her/his own emotions in healthy and constructive ways; • Values and nurtures imagination, creativity and play, both in children and in herself/ himself; demonstrates responsible professional and personal habits in working and interacting with others; • Has a collaborative attitude.

6.2: The multiple roles that early childhood professionals assume include: • Advocate; • Collaborator; • Communicator; • Decision Maker; • Educator; • Emerging Leader; • Lifelong Learner; • Organizer; • Planner; • Relationship Builder

6.8: Steps for conducting classroom action research and planning include: • Identify a challenge or vision; • Determine factors that may provide opportunities or obstacles to implementation; • Name questions that must be addressed; • Indicate assistance needed; define how success will be measured; • Indicate strategies that will be utilized; • List action steps required for implementation; • Provide a timeline.

6.9: Leadership style, skills and competencies include: • Develop and follow established policies to support the program and ensure they are followed; • Are concerned with effectiveness of decisions and efficiency of process; • Create systems; are goal and task driven; • Focus on relationships, rules and policies, vision and mission; • Seek opportunities for planning and organizing; are willing to take risks; • Seek stability; are long range and short term planners; support change and CQI, motivate and inspire others; • Have a passion for the cause; focus on setting and achieving high and realistic goals (professional and organizational); recognize own strengths/weaknesses; • Hold strong principles, beliefs, and values.

56 PA CORE KNOWLEDGE COMPETENCIES 6.12: The difference between mentoring and coaching: • Mentoring is a one-on-one informal developmental relationship where an experienced mentor supports a less experienced individual by providing relevant information, guidance, and encouragement; • Coaching is a deliberate process using focused conversations to create an environment that results in individual growth, purposeful action, and sustained progress.

Health, Safety, and Nutrition

7.1: Sources of health, safety and nutrition standards include: • Department of Public Welfare (DPW) Certification Regulations; • Labor and Industry Standards; • National Association for the Education of Young Children (NAEYC) Standards; • Caring for Our Children Standards; • National Playground Standards; • Head Start Performance Standards; • Keystone STARS Standards; • PA Department of Education (PDE) Teacher Certification Guidelines; • PA Learning Standards, Child and Adult Food Program; • Early Childhood Education Linkage System (ECELS).

7.1: Framework to ensure compliance with standards includes (Administrators/Directors): • Monitoring health and safety practices; • Mandated reporting; • Nutrition records and practices; • Identifying community health resources; • Ensuring appropriate exchange of staff and child health information; • Preparing safety and emergency management plans.

7.5: Preventative health care practices for managing acute and chronic illnesses include: • Universal precautions; • Immunization schedules; • Well child check-up; • Medication and administration; • Child specific medical needs.

Program Administration

8.1: Elements to consider for a vision, mission, and strategic plans are: • Vision: one to three sentence statement perceiving and creating a better place, situation, or circumstance in the future for an organization and/or the individuals it supports; • Mission: a one to three sentence statement that states the purpose of the organization that guides the actions and decision making in support of the overall goal; • Strategic Plan: needs assessment, plan for services, short/long range goals, marketing/ enrollment, marketing projections, financial plans, strategies to achieve goals.

8.3: A risk management plan may include: • List of identified risks (i.e. competitors, hazardous businesses/materials in the area); • Chart with assigned roles, procedures and checklist for identified risks; • Types of Insurance (i.e. Business Liability, Workers Compensation, Contact list of brokers and agents used); • Current emergency preparedness plan.

PA CORE KNOWLEDGE COMPETENCIES 57 8.6: Components of a bookkeeping system may include: • Revenue - tuition, fundraising revenue; registration; fees; late fees, program fees, donations; • Expenditures – capital expenses, bills, flexible spending (i.e. petty cash).

8.6: Sources of evidence to monitor a bookkeeping system may include (Administrators/Directors): • Bank statement reconciliation; • Other financial statements/investment records; • Prior year audits; • Prior year tax returns; • Policies to ensure checks and balances (i.e. dual signatures for payment approvals/checks.

8.8: Policy and procedure documents may include: • Family/parent handbooks; • Employee manuals; • Department of Public Welfare regulations; • Americans with Disabilities Act (ADA); • Workers Compensation Law; • Occupational Safety and Health Administration (OSHA) requirements.

8.9: Types of employment status and labor laws that guide hiring and employment practices may include: • Employment classification (i.e. full/part time status, hourly wage, salary vs. contract); • Substitutes; • Volunteers; • “At-will” employment; • Wrongful termination; • Discrimination; • Willful misconduct; • Fair Labor Standards Act; minimum wage requirements; • Americans with Disabilities Act (ADA).

8.10: Some components of an employee handbook include: • Salary range; employee benefits and compensation; • Employment policies and procedures (i.e. grievance procedures, probationary period, annual reviews, disciplinary policies, sexual harassment, etc.); • Resignation policy; • Overtime policy; • Leaves of absence policy; • Sick leave and vacation; • Confidentiality; • Conflict resolution procedures; • Mandated reporter policies; • Employee code of conduct/ethics statement.

8.16: Key management and technology components can include: • Basic computer literacy skills (i.e. Microsoft Office programs, EXCEL spreadsheets, ACCESS , etc.); • Tools used for data collection in PA (i.e. Environment Rating Scale (ERS) assessments, • Program Administration Scale (PAS), Classroom Assessment Scoring System (CLASS), Office of Child Development and Early Learning (OCDEL) recognized authentic assessment tools, Ages and Stages Questionnaire (ASQ), etc.).

8.17: Some components of a marketing plan could include: • SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats); • Competitive analysis; marketing image/branding; • Publicity strategies; • Target market; • Area needs.

58 PA CORE KNOWLEDGE COMPETENCIES Linkages to Primary Resources

The Core Knowledge Competencies is one of a number of important documents in existence in Pennsylvania and nationally related to early childhood and school-age programming and preparation of its professionals. To support its use across all early learning and development programs, Pennsylvania was committed to creating core competencies that support, align with, and complement these documents.

Document Focus Content Format

PA: Core Birth through Professional 8 areas of professional practice Knowledge age 12 development and skills 3 levels of competency Competencies professionals

PA Learning Children, birth Essential skills and concepts for 8 Key Learning Areas, Approaches Standards for through young children to have learned to Learning Through Play; Cognitive Early Childhood kindergarten by entry into next age level Thinking: Mathematical Thinking and Expression, Scientific Thinking and Technology, Social Studies Thinking; Creative Thinking And Expression, Early Literacy Foundations; Health Wellness and Physical Development; Partnerships for Learning; Social and Emotional Development

Individual documents by age level: infant-toddler, pre-kindergarten, kindergarten

PA Academic Students, 1st Essential skills and concepts Reading, Writing, Speaking and Listening; Standards through 12th for students should know and ; and Technology grade be able to do as a result of and Engineering Education; Environment instruction and Ecology; Civics and Government; Economics, , History, Arts and ; Health, Safety and Physical Education; Family and Consumer ; World Languages; Career Education and Work; Student Interpersonal Skills; (Driver’s Education not applicable to birth through age 12 children)

Pennsylvania Child Child care centers, Programmatic regulations, General requirements, facility persons, Care Regulations group homes and including staff qualifications staff-child ratio, physical site, fire safety, Family Child Care and professional development equipment, program, admissions, child Programs requirements health, adult health, nutrition, transportation, child records, adult records, head start, special exceptions, school-age programs

Pennsylvania Pre-kindergarten Program framework for Professional Core including Development, Chapter to 4th grade early pre-k to 4th grade educators’ and Learning, Subject Matter 49-2 Standards for childhood certifi- professional knowledge and Pedagogy Content, Assessment, the Teaching cate candidates skills embedded within higher Family and Community Collaboration Profession education coursework Partnerships, Professionalism; Candidate Competencies; Field Experiences and Student Teaching

PA CORE KNOWLEDGE COMPETENCIES 59 Document Focus Content Format

PA: Core Birth through Professional 8 areas of professional practice Knowledge age 12 development and skills 3 levels of competency Competencies professionals

Pennsylvania’s Early childhood Performance standards that Four levels that build on the previous Keystone Stars and school-age guide quality improvement level (STAR 1-2-3-4) using standards in Standards programs efforts through standards, the areas of: Staff Qualifications and training and professional Professional Development, Learning development, assistance, Program, Partnerships with Family and resources and support Community, and Leadership and Management; Includes a Career Lattice

Head Start Head Start and Programmatic standards that 45 CFR 1304 contains child development Performance Early Head Start guide compliance with the and health services, family and community Standards grantees Head Start Act partnerships, program design and management and implementation and enforcement

45 CFR 1306 contains information on staff qualifications and training

Early Childhood Core standards used across Two sets of standards: Initial and NAEYC Teacher professionals, degree levels to prepare Advanced that include content in seven Preparation birth through 8 candidates in programs standards: Promoting Child Development Standards that don’t require licensure and Learning, Building Family and Community Relationships, Observing, Documenting and Assessing to Support Young Children and Families, Using Developmentally Effective Practices, Using Content Knowledge to Build Meaningful Curriculum, Becoming a Professional, Early Childhood Field Experience

Early Learning Competency standards Thirteen Functional Areas within Six CDA Competency Professionals: towards a credential Competency Goals: safe and healthy Goals and Infant-Toddler, learning environment; physical and Functional Areas Preschool, Family intellectual learning competence; social Child Care, and and emotional development and positive Home Visitor guidance; productive relationships with families; purposeful responsive program, commitment to professionalism.

Council for Birth Through 8 Standards to prepare Content for both knowledge and skills Exceptional Children: Early Intervention professionals who within ten Standards including Division for Early professionals work with children Foundations, Development and Childhood (DEC) with special needs Characteristics of Learners, Individual Learning Differences, Instructional Strategies, Learning Environments/Social Interactions, Language, Instructional Planning, Assessment, Professional and Ethical Practice, Collaboration

60 PA CORE KNOWLEDGE COMPETENCIES Notes

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______The task of creating Pennsylvania’s Core Knowledge Competencies for Early Childhood and School-Age Professionals was a multi-year endeavor guided by many talented, passionate, knowledgeable and committed early childhood and school-age professionals from a wide variety of disciplines and with a broad range of expertise. Stakeholders Acknowledgements included postsecondary education faculty; educators representing Child Care, PA Pre-K Counts, K-12, Early Intervention, and Head Start; Environment Rating Scale assessors; professional development and technical assistance consultants; and representatives from the PA Key and Pennsylvania‘s Office of Child Development and Early Learning.

Additionally, we thank and appreciate the work of other states that have developed similar documents which provided guidance and inspiration to Pennsylvania. Especially valuable were documents from Ohio and South Carolina.

Pennsylvania Core Knowledge Competencies for Early Childhood & School-Age Professionals

Office of Child Development and Early Learning Pennsylvania Department of Education and Department of Public Welfare

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