ECU Kansas Licensure Standards - Early Childhood Birth to Grade 3

Kansas Licensure Standards Template

Example:

Standard 1:

Oral Language: Teacher of young learners understand the importance of oral language, know the developmental process of oral language, and provide a variety of instructional opportunities for  young learners to develop listening and speaking skills.

Function 1:

Teacher of young learners understand the importance of oral language

 

Content KnowledgeProfessional Skills
1.1.1    Linguistic concepts, such as phonemes, segmentation, other phonological skills, and narrative concepts related to emergent literacy1.1.1    Acknowledge learners’ current oral language skills and build on these skills to increase learners’ oral language proficiency through specific language instruction using such activities as meaningful and purposeful conversations, dramatic play, songs, rhymes, stories, games, language play, discussions, questioning, and sharing information;

Note:

  1. There are two components in the standards column: subject and the standard. The subject helps the reader to see at the glance what the standard is about before going in to the actual language of the standard.  
  2. The function column is for essential areas broken down from the actual standard.

 

 

Kansas Licensure Standards for Early Childhood Unified B-G3 Educators

**”Learner(s) is defined as children including those with disabilities or exceptionalities, who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, and geographic origin.

Standard 1:

Building Family and Community Relationships: Candidates prepared in early childhood B-G3 degree programs understand that successful early childhood education depends upon collaborative partnerships with learners’ families and communities. They know and understand Family Systems and the role of families in the learners’ development and educational process.  They know about, understand, and value the importance and complex characteristics of learners’ families and communities and respect families as the primary decision-maker for their learners. They use this understanding to create respectful, reciprocal, and culturally sensitive relationships that support and empower families, and to involve all families in their learners’ development and learning.

 

Function 1:

Candidates know about and understand diverse family and community characteristics.

Content KnowledgeProfessional Skills
1.1.1    The Candidate possesses knowledge and understanding of family expectations and cultural requirements around educational settings. The candidate values diverse languages and cultures1.1.1    The candidate applies their understanding of language and culture in educational settings. The candidate seeks to integrate languages and diverse cultures into his/her instructional practice to engage learners.
1.1.2    The candidate knows the context of the community in which they are placed including demographics, socioeconomic factors and cultural diversity to support the child’s development, learning and well being1.1.2     The candidate accesses and applies community context in all aspects if the educational setting, including but not limited to differences in family structures and social and cultural backgrounds.

 

Function 2:

Candidates understand and demonstrate respectful, reciprocal, and supportive skills with family and community through collaborative partnerships

Content KnowledgeProfessional Skills
1.2.1    The candidate demonstrates an understanding of collaborative practices that support strong interactions among families, educators, and community members.1.2.1    The candidate collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. The candidate provides and creates family involvement opportunities.
1.2.2    The candidate understands a variety of communication skills to foster relationships.1.2.2    The candidate provides appropriate and proactive communication with families. Candidates apply communications skills that emphasize informal conversations while also including appropriate uses of conferencing and technology to share learners’ work and to communicate with families.
1.2.3     The candidate understands how to build positive relationships.1.2.3     The candidate uses culturally responsive factors that promote effective communication and collaboration. Candidates take families’ preferences and goals into account and incorporating knowledge of families’ languages and cultures.
1.2.4     The candidate understands that there are community resources available, and know how to connect families with appropriate services.1.2.4     The candidate connects classroom to community (i.e. field trips, community volunteers, community outreach, etc.). Candidates are able to identify and connect families to community resources that will support children and families (such as mental health services, health care, adult education, English language instruction, and economic assistance).

 

Function 3:

Candidates understand theories of family and community and possess the essential skills to involve families and communities in learners’ development and learning.

Content KnowledgeProfessional Skills
1.3.1    The candidate understands theories of family and community and how they impact child development1.3.1    The candidate differentiates and applies the Ecological theory, family systems theory, constructivism, behaviorism, and social learning (e.g., Brunner, Vygotsky, Piaget).
1.3.2    The candidate understands and demonstrates an understanding of family systems--both individual families’ systems and dynamics as well as systems theory (dynamics, roles, diversity and relationships).1.3.2    The candidate values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development
1.3.3    The candidate understands the importance of engaging families in curriculum planning, assessing learners’ learning and planning for learners’ transitions to new programs.1.3.3    The candidate knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction

 

 


Standard 2:

Foundations of Early Childhood: Candidates in early childhood B - G3 degree programs understand the historical, philosophical, ethical, and legal foundations applicable within the early childhood field. They will understand rights and responsibilities of learners with special needs, their families, teachers and other professionals, and schools, related to learning needs. They will understand models, theories, research, issues and current trends.

 

Function 1:

Candidates know about and understand diverse family and community characteristics.

Content Knowledge

Professional Skills
2.1.1    The candidate understands the early childhood profession, its multiple historical, philosophical, cultural, political and social foundations and how these foundations influence current thought, research, and practice2.1.1    The candidate considers and is able to articulate the history and philosophy of the field, and integrates theory into practice to meet the needs of all learners.
2.1.2    The candidate understands the historical, theoretical, and foundational philosophy of the field.2.1.2    The candidate applies theories of child development and developmentally appropriate and research-based practices when working with infants, and young children.

 

Function 2:

Candidates understand the legal foundations within the field of early childhood education

Content KnowledgeProfessional Skills
2.2.1    The candidate understands the field of early childhood is continuously developing and changing.2.2.1.   The candidate can select and apply appropriate, research based practices when teaching, to meet the developmental level of each learner.
2.2.2    The candidate understands the importance of integrating the knowledge, reflective, and critical perspectives on early education.2.2.2    The candidate applies their knowledge of contemporary theory and research to construct learning environments that provide achievable and “stretching” experiences for each learner- including learners with special abilities and learners with disabilities or developmental delays.

 

Function 3:

Candidates analyze and evaluate the implications of current trends and issues within the field of early childhood.

Content KnowledgeProfessional Skills
2.3.1     The candidate knows the progression of federal legislative acts that have provided the foundation for current educational law.2.3.1     The candidate will be able to apply federal legislation relating to all learners including but not limited to IDEA, NCLB, mandated reporting and FERPA.
2.3.2     The candidate understands the rights and responsibilities of all learners, their families, teachers and other professionals and schools.2.3.2     The candidate will advocate for the rights of learners and families.
2.3.3     The candidate knows the implications of current federal legislation relating to children with exceptionalities2.3.3 The candidate can apply current federal legislation when working with all learners (e.g., IEPs, least restrictive environment,  IFSPs)

 

 


Standard 3:

Promoting Child Development and Learning:  Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each learner.

 

Function 1:

Candidates know and understand typical progression in each developmental domain of children from birth to age 8

Content KnowledgeProfessional Skill
3.1.1     The candidate understands early childhood developmental theory (e.g. Vygotsky, Piaget etc.).3.1.1     The candidate can apply early childhood developmental theory to promote learning
3.1.2     The candidate knows age-appropriate developmental expectations (e.g., cognitive, physical, social, emotional, and language) and recognizes variable progression in children.3.1.2     The candidate can apply age-appropriate developmental expectations to address individual learning of students, including physical, cognitive, social, emotional language and aesthetic domains; play, activity and learning processes.
3.1.3     The candidate understands integration of developmental domains.3.1.3     The candidate uses knowledge of developmental domains to address individual needs of learners and to create positive rich learning environments to stimulate brain development.
3.1.4     The candidate understands typical and atypical childhood development. Candidates know age-appropriate developmental expectations (e.g., cognitive, physical, social, emotional, and language).3.1.4     The candidate can apply knowledge of typical and atypical childhood development to support a healthy respectful and challenging learning environment for each learner

 

Function 2:

Candidates know and understand the multiple influences on physical, cognitive, social and emotional development and learning.

Content KnowledgeProfessional Skill
3.2.1     The candidate knows and understands multiple influences on development of the whole child (Play, brain research, environmental factors, individual physical factors, medical, genetics, parent developmental level, nutrition, SES status etc.)3.2.1     The candidate demonstrates respect for each child as a feeling, thinking individual and respect for each child’s culture, home language, individual abilities or disabilities, family context, and community. The candidate models and affirms anti-bias perspectives on development and learning.
3.2.2    The candidate possesses the knowledge and skills needed to promote young learners’ physical and psychological health, safety, and sense of security.3.2.2     The candidate can apply the knowledge and skills needed to promote young learners’ physical and psychological health, safety, and sense of security.   
3.2.3     The candidate understands that children are motivated in different ways and knows that a basic belief in a learner’s ability to learn is essential in success for the student.3.2.3     The candidate demonstrates belief in young learners’ ability to learn, and use of their understanding of early childhood development to help each learner understand and make meaning from his or her experiences through play, spontaneous activity, and guided investigations.
3.2.4     The candidate understands Maslow’s hierarchy of needs, multiple intelligences theory, blooms taxonomy, learning styles research.3.2.4     The candidate can apply Maslow’s hierarchy of needs, multiple intelligences theory, blooms taxonomy and learning styles research when designing the learning environment and planning instruction to meet the needs of all students.
3.2.5     The candidate understands how learning occurs—how learners construct knowledge, acquire skills, and develop discipline thinking processes—and knows how to use instructional strategies that promote student learning.3.2.5     The candidate designs, implements, and evaluates meaningful, challenging curriculum which requires alignment with appropriate early learning standards and knowledgeable use of the discipline’s resources to focus on key experiences for each age group and taking into account each individual child’s strengths, interests, and needs emphasizing academic and social competences.

 

 


Standard 4:

Using Content Knowledge to Build Meaningful Curriculum: Candidates prepared in early childhood B – G3 degree programs use their knowledge of pre-academic/ academic disciplines to design, implement and evaluate experiences that promote positive development and learning for every learner. Candidates understand the pre-academic/academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including pre-academic/academic subjects, and can identify resources to deepen their understanding.

 

Function 1:

Understanding content knowledge and resources in developmental domains and pre-academic/academic disciplines: language and literacy; the arts-music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.

Content KnowledgeProfessional Skills

4.1.1     The candidate must be well versed in the essential content knowledge in all pre-academic/academic disciplines including:

  • mathematical concepts (e.g. number sense, shapes, one-to-one correspondence, sequence, problem solving);
  • scientific concepts (e.g. cause and effect, discovery learning, observation, change, systems, cycles);
  • literacy concepts (e.g. phonemic awareness, vocabulary, writing,, shared reading);
  • social studies concepts (e.g. social skills, community, character, family, culture, cultural identity)

4.1.1.a      The candidate selects appropriate content based on knowledge of child development and the abilities of children at each developmental level (e.g., math, science, language arts, social studies, literacy) 

4.1.1.b     The candidate demonstrates not only what is important in each content area but also why it is important-how it links with earlier and later understandings both within and across areas providing opportunities for students to learn, practice, and master content.

4.1.1.c  The candidate can apply the content knowledge in the context of children’s learning, demonstrate understanding of the structure of the content area, demonstrate understanding of ways in which concepts can be integrated across the content areas
4.1.2    The candidate must be well versed in the essential content knowledge in health and physical education (e.g., nutrition, gross motor play, movement, hand washing, physical health, wellness, self-regulation, exercise, safety, prevention)4.1.2    The candidate can integrate physical health and wellness throughout the curriculum; explain the value of integrating physical health and wellness into the learning process
4.1.3    The candidate must be well versed in the essential content knowledge in the arts (e.g., music, creative movement, visual arts, structure and processes of art, dance, drama)4.1.3     The candidate can design experiences that focus on the process rather than the product; explain the value of integrating the arts into the learning process.
4.1.4    The candidate realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.4.1.4    The candidate can access and use the research base underlying each content area, basic knowledge of the core concepts and standards of professional organizations in each content area, and rely on sound resources for that knowledge. 

 

Function 2:

Going beyond own knowledge to identify appropriate early learning standards, and other high quality resources (books, standards document, web resources, and individuals who have specialized content expertise) to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Content KnowledgeProfessional Skills
4.2.1   The candidate knows and understands the role of state and national content standards in instructional planning.4.2.1   The candidate can access and apply current state and national standards to build meaningful curriculum in all content areas.
4.2.2    The candidate knows how to design, implement, and evaluate lessons.4.2.2    The candidate designs and implements developmentally appropriate lessons (e.g., content areas, developmental domains) and knows the techniques to evaluate the effectiveness of lessons (e.g., self-reflection, child assessment, peer feedback).
4.2.3    The candidate understands how scope and sequence affect instructional planning4.2.3    The candidate utilizes scope and sequence to plan lessons that promote growth in all developmental domains and content areas, and to help learners build on prior knowledge.
4.2.4    The candidate understands the role of resources and materials for planning and for differentiated instruction4.2.4    The candidate can organize and allocate resources and materials for planning and differentiating instruction. Candidates can select resources and materials based on the comprehensiveness, accuracy and usefulness for representing particular ideas and concepts.
4.2.5    The candidate considers curricular, theoretical and philosophical approaches as planning resources.4.2.5    The candidate grounds their practice in a thorough, research-based understanding of young learners’ development and learning processes and they recognize that every child constructs knowledge in personally and culturally familiar ways as evident in their daily planning.

 

 


Standard 5:

Using Developmentally Effective Approaches: Candidates in early childhood B - G3 degree programs understand that teaching and learning with young learners is a complex enterprise, and its details vary depending on learners’ ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive intentional interactions as the foundation for their work with young learners and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies and tools to connect learners and families and positively influence each and every learner’s development and learning.

 

Function 1:

Understanding positive relationships and supportive and intentional interactions as the foundation of their work with young learners

Content KnowledgeProfessional Skills
5.1.1   The candidate values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community5.1.1    The candidate uses collaboration as a tool to effectively support the well-being of all learners across a wide range of settings and collaborators.
5.1.2   The candidate understands the roles of support personnel5.1.2    The candidate identifies the benefits and recognizes the need for collaboration with other support staff (e.g. speech therapists, paraprofessionals) as partners in student success.
5.1.3    The candidate knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).5.1.3    The candidate accesses resources and collaborates with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).

 

Function 2:

Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology and assistive technology

Content KnowledgeProfessional Skills
5.2.1    The candidate knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.5.2.1    The candidate uses technology, and integrates technological resources throughout the curriculum (e.g., assistive devices, interactive white boards, overhead projector, camera, computer, etc.)
5.2.2   The candidate knows how to select and use resources and materials to support development across the curriculum5.2.2    The candidate can select resources and materials to support curricular and developmental goals (e.g., manipulative, technology, community resources)

 

Function 3:

Using a broad repertoire of developmentally appropriate teaching/learning approaches

Content KnowledgeProfessional Skills
5.3.1   The candidate knows a variety of Positive Behavioral Support strategies5.3.1   The candidate provides an integrated systemic approach to meeting the needs of all children, including struggling and advanced learners (e.g., tiered lessons, scaffolding, MTSS, RTI etc.)
5.3.2    The candidate understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated5.3.2    The candidate provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products
5.3.3     The candidate knows a variety of approaches for accommodating learners with diverse learning needs5.3.3     The candidate can identify and apply learning accommodations for children with diverse needs (e.g. English language learners, gifted learners, special needs, local cultures, child populations)
5.3.4     The candidate recognizes areas of exceptionality and its potential impact of a child’s learning5.3.4     The candidate can identify areas of exceptionality that may impact the child’s learning (e.g., developmental delays, health impairments, and giftedness) and develops appropriate adaptations.
5.3.5  The candidate understands how learning occurs—how learners construct knowledge, acquire skills, and develop discipline thinking processes—and knows how to use instructional strategies that promote student learning.5.3.5     The candidate creates and implements teaching and learning strategies that promote student learning and stimulates brain development.
5.3.6     The candidate knows a variety of instructional methods that encourage higher-level thinking5.3.6     The candidate implements a variety of instructional methods to create lessons that extend beyond factual recall and challenge learners to develop higher level thinking; pose questions that encourage learners to view, analyze, and interpret ideas from multiple perspectives.
5.3.7    The candidate understands how to adjust instruction in response to the needs and interests of children5.3.7     The candidate engage students in active learning strategies (e.g., interactive materials, discovery learning, project based learning, exploration)
5.3.8     The candidate understands the use and implications of different grouping techniques and strategies5.3.8    The candidate implements different grouping techniques and strategies that create opportunities for children to work collaboratively and independently, (e.g. small group, whole group, independent, homogeneous, heterogeneous)
5.3.9  The candidate understands the value of play in the developmental domains and learning process5.3.9     The candidate integrates play across the curriculum, provides opportunities for learning through play (e.g., space, time, materials) and identifies different types of play (e.g., dramatic, parallel)
5.3.10    The candidate recognizes the role of reflective practice for improvement of curriculum and instruction5.3.10   The candidate demonstrates purposeful reflective practice to guide instruction (e.g. critical, pedagogical, surface, self-reflection, self-evaluation) and is open to adjustment and revision of lessons based on learner needs and changing circumstances.

 

Function 4:

Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for all learners.

Content KnowledgeProfessional Skills
5.4.1     The candidate knows basic methods for promoting the development of learner’s self-regulatory skills.5.4.1     The candidate applies principles of effective classroom management to establish clear rules and standards of behavior (e.g., daily routines, setting up classroom rules, providing choices, logical consequences).
5.4.2     The candidate understands the importance of a literacy rich environment to support and expand learner’s communication through speaking, listening, reading, writing, and other modes5.4.2     The candidate creates a literacy-rich environment and implements components of literacy throughout the environment (e.g., by using printed material, dramatic play, environmental print, listening center, writing materials) to model reading, speaking and writing during daily routines.
5.4.3     The candidate understands the importance of a culturally sensitive and anti-biased learning environment.5.4.3     The candidate uses a variety of materials and strategies to support a multicultural and anti-bias curriculum in the classroom (e.g., pictures, books, and cultural artifacts)
5.4.4     The candidate knows how create a learning environment that encourages learners to work productively and cooperatively with each other to achieve learning goals.5.4.4    The candidate can plan and select activities and materials that incorporate team building, cooperative learning, respect and personal responsibility (e.g., morning meeting, positive reinforcements, classroom jobs)
5.4.5    The candidate knows that the learning environment should include safety procedures and precautions.5.4.5     The candidate identifies procedures that ensure the learning environment is a safe place (e.g., scanning for safety hazards, playground routines, fire drills).
5.4.6     The candidate understands the importance of a technology rich learning environment.5.4.6     The candidate develops technology enriched learning environments that uses appropriate digital tools and resources.

 

 


Standard 6:

Observing, Documenting, and Assessing to Support Young Learners and Families: Candidates prepared in early childhood B - G3 degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of each and every learner.

 

Function 1:

Understanding the goals, benefits, and uses of assessment—including its use in development of appropriate goals, curriculum, and teaching strategies for young learners

Content KnowledgeProfessional Skills
6.1.1    The candidate demonstrates an understanding of the role of observation, documentation, and assessment tools, including the use of technology in documentation, assessment, and data collections.6.1.1    The candidate uses multiple types of assessment processes to support, verify, and document learning, including the use of technology to complete these tasks
6.1.2    The candidate understands the role of informal and formal assessment strategies to determine level of performance, to identify developmental delay, to plan and individualize curriculum and to monitor and evaluate the instructional program.6.1.2    The candidate regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
6.1.3     The candidate understands the purpose of different types of assessments (e.g., daily observations, selected response, portfolio, checklist, standardized tests, unit tests, benchmarks)6.1.3     The candidate discriminates among summative, formative and diagnostic assessments and effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
6.1.4     The candidate understands how assessment should influence planning6.1.4      The candidate adjusts instruction based on assessment data (e.g. modify learning goals, grouping, materials, modeling, level of complexity, methods of teaching)
6.1.5     The candidate understands how to analyze assessment data to identify patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.6.1.5     The candidate analyzes assessment data to understand and identify patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
6.1.6    The candidate is able to efficiently analyze, interpret, and summarize assessment data, including data from mandated, standardized, and performance based assessments.6.1.6    The candidate can accurately describe and use results of date for each learner to make informed decisions.
6.1.7     The candidate understands the importance and role of documentation6.1.7     The candidate keeps appropriate and accurate records of assessments both informal (e.g. student samples, anecdotal notes, parent communication) and formal (e.g., test scores, homework).

 

Function 2:

Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

Content KnowledgeProfessional Skills
6.2.1   The candidate understands the importance of collaborating with family members and other professionals when conducting assessments. (multidisciplinary, interdisciplinary, transdisciplinary)6.2.1    The candidate works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
6.2.2   The candidate understands the importance of communicating assessment results with appropriate parties6.2.2    The candidate can discuss a learner’s performance objectively with others and adjusts communication style and vocabulary when relaying assessment results to various audiences.
6.2.3     The candidate understands the purpose and procedures for assessment when planning transitions to other program levels or with other agencies.6.2.3   The candidate keeps accurate records of assessment data for each child to facilitate smooth transitions to other program levels or with other agencies.

 

Function 4:

Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for learners with disabilities.

Content KnowledgeProfessional Skills
6.4.1    The candidate understands the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.6.4.1    The candidate uses various assessments and assessment data in an ethical manner based on the purpose of the assessment
6.4.2    The candidate knows how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.6.4.2    The candidate can recognize and make appropriate accommodations in assessments and testing conditions.
6.4.3     The candidate understands the importance of linking assessment information to plan appropriate programs, environments, and interventions to address individual differences of all children, including the development of IFSPs/IEPs when required, and for reporting progress toward meeting outcomes or annual goals.6.4.3    The candidate can select appropriate assessment data for use in decision making; to adjust programs, plan interventions, when developing IFSP’s/IEPs and report writing.
6.4.4     The candidate understands assessment development, administration, and interpretation of results, including reliability, validity, appropriate scoring, and culturally unbiased assessments.6.4.4     The candidate creates developmentally appropriate assessments according to the child’s needs and is able to choose appropriate assessment tools in a variety of contexts.

 

 


Standard 7:

Professional and Ethical Practice: Candidates prepared in early childhood B - G3 degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledge, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

 

Function 1:

Identifying and involving oneself with the early childhood field

Content KnowledgeProfessional Skills
7.1.1     The candidate recognizes the benefits that professional learning communities in the field can provide (e.g. quality standards, conferences, research)7.1.1    The candidate actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem solving.
7.1.2    The candidate understands the importance and role of research-driven practice.7.1.2    The candidate takes responsibility for contributing to and advancing the profession.

 

Function 2:

Knowing about and upholding ethical standards and other early childhood professional guidelines

Content KnowledgeProfessional Skills
7.2.1    The candidate understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.7.2.1    The candidate can access, assess and manage information and data in an appropriate, professional and ethical manner.
7.2.2    The candidate understands ethical responsibly in a professional context (e.g. due process, confidentiality, accurate record keeping, required reporting)7.2.2    The candidate appropriately applies codes of ethics, professional standards of practice, and relevant law and policy.
7.2.3      The candidate knows and understands the laws, regulations, and major policies related to the rights and responsibilities of teachers and children.7.2.3     The candidate adheres to laws, regulations, and policies that regulate the early childhood field and appropriately advocates for the rights and responsibilities of learners and teachers (e.g., educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

 

Function 3:

Engaging in continuous, collaborative learning to inform practice; using technology effectively with young learners, with peers, and as a professional resource.

Content KnowledgeProfessional Skills
7.3.1    The candidate understands the importance of engaging in continuous learning.7.3.1    The candidate sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
7.3.2     The candidate knows how to collaborate with colleagues.7.3.2    The candidate knows the roles and responsibilities of other professionals in the school setting (e.g., school board, principal, superintendent), effectively uses colleagues as resources (e.g., grade-level meetings, mentor) and demonstrates professional communication with colleagues.
7.3.3     The candidate exhibits knowledge, skills, and work processes representative of an innovative professional in a global and digital society7.3.3    The candidate demonstrates fluency in technology systems; models and facilitates effective use of current and emerging digital tools and uses contemporary tools and resources to maximize learning.

 

 


Standard 8:

Field Experience: Field experiences and clinical practices are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood--in all early childhood age groups (birth-age 2; 3 through 5 years; 5 through 8 years) and in a variety of settings that offer early education (early school grades, child care centers and homes, community agency programs).

 

Function 1:

Opportunities to engage in field/clinical experiences.

Content KnowledgeProfessional Skills
8.1.1    The candidate understands the importance of field/clinical experience in a variety of professional settings.8.1.1    The candidate will engage in a variety of field/clinical experiences at all 3 age groups in a variety of settings.  The candidate reflects on, analyzes and evaluates field experience.
8.1.2   The candidate understands the importance of functioning as a member of a multidisciplinary team member.8.1.2    In field/clinical experiences, candidates will engage in effective communication with families (including families of diverse backgrounds) and other team members.
8.1.1     The candidates will synthesize and integrate skills acquired in previously completed coursework. For the early childhood age groups (birth- age 2, 3-5 and 5-8).8.1.1    In field/clinical experiences, candidates will demonstrate dispositions, knowledge and skills appropriate for the early childhood age groups (birth-age 2, 3-5 and 5-8).
8.1.3   The candidate understands the processes of planning and implementing effective curriculum for the early childhood age groups (birth-age2, 3-5 and 5-8).8.1.3    In field/clinical experiences, candidates will engage in planning and implementing effective lessons (including choice of materials, monitoring progress, appropriate adaptations and use of assistive technology, and development of IFSPs/IEPs) with all learners
8.1.4   The candidate understands the process of assessment including selection, application, analysis and interpretation of a variety of instruments and data sources. 8.1.4    In field/clinical experiences, candidates will extend their skills in administration and interpretation of assessment instruments
8.1.5      The candidate understands the process for creating and implementing IFSP’s and IEP’s.8.1.5     In field/clinical experiences, candidates will demonstrate competency in IFSP and IEP writing, assessment; selection and utilization of materials found in the learner’s natural environment;
8.1.6    The candidate recognizes the importance of being sensitive to the needs and rights of children and families.8.1.6     In field/clinical experiences, candidates work sensitively with families, keep the family as focus of the intervention; and serve as a member of a multidisciplinary team.

 

Function 2:

Opportunities to observe and practice in all early childhood age groups (birth-age2, 3—5, and 5-8) and in all types of early education settings (early school grades; child care centers and homes/early intervention services, community agency programs).

Content KnowledgeProfessional Skills
8.2.1    Specific to the home-based/child care center clinical experience, candidates should have the knowledge to put into practice the concepts and goals of infant mental health and development in early intervention.8.2.1    During the home-based/child care center clinical experience candidates will work with families who have young children, ages birth to three, with and without disabilities, or who are at risk for disabilities. 
8.2.2     Specific to the community agency/early intervention services programs clinical experience, candidates understand the concepts and goals of infant mental health and development in early intervention8.2.2    During child community agency/ early intervention services programs clinical experience, candidates will apply knowledge of planning activities, assessing students, and managing the learning environment.
8.2.3    Specific to the early school grades clinical experience, candidates understand the concepts and goals of young child development and the formal schooling process.8.2.3    During early school grades clinical experience, candidates will apply knowledge of lesson planning, student assessment, and managing the learning environment.