(D)(1) Developing Workforce Knowledge and Competencies and a progression of credentials

(D)(1) Developing Workforce Knowledge and Competencies and a progression of credentials

The extent to which the State has developed, or has a High-Quality Plan to develop, a common statewide--

  1. Set of Workforce Knowledge and Competencies designed to promote children's learning and development and improve outcomes; and
  2. Progression of credentials and degrees aligned with the Workforce Knowledge and Competencies.


States should include and plan for professional development of state agency personnel and line-staff – including managers, directors and inspectors -- participating in the systems initiatives under this grant.

There is a wonderful opportunity to connect the administration’s early childhood agenda with the administration’s youth employment agenda by training disadvantaged youth to become early childhood educators.

  • (D)(1)(b) Add to end of sentence “and which are designed to be accessible to disadvantaged older youth who are out of school and unemployed.”

We recommend including Family Leadership and Support within the Set of Workforce Knowledge and Competencies, as follows:
“Set of Workforce Knowledge and Competencies designed to promote children’s learning and development, support parents in their role as their children’s first teachers, and improve outcomes;” The intent is to incorporate the Family Leadership and Support Standards into the Workforce Knowledge and Competencies. There are examples of States that have already done this through the Strengthening Families initiative.

Frank Farrow, Director, Center for the Study of Social Policy
Judy Langford, Senior Fellow and Director, Strengthening Families Initiative, Center for the Study of Social Policy
Teresa Rafael, Executive Director, National Alliance of Children's Trust and Prevention Funds

Further specific explanation would assist states in addressing this selection criteria.

The Early Intervention Family Alliance (EIFA) is a national group of family leaders dedicated to improving outcomes for infants and toddlers with disabilities and their families. The EIFA represents family leaders involved in Part C programs in states and other jurisdictions implementing the Individuals with Disabilities Education Act (IDEA) Part C for infants and toddlers with disabilities and their families.

We would add that it is important to create opportunities for family-professional partnerships. As parent leaders we are aware of many families who wish to partner with professionals, however find barriers to this involvement. Programs need models of parent leadership and reassurance that parent leadership can result in positive outcomes. It is important to provide families with access to information and trainings and to create additional opportunities for meaningful family leadership. It is important to create these opportunities at the program level, local level and finally at the State level. It is further important to ask states to describe how parents will be included in managing grants, whether this involvement will be consistent with the requirements of existing federally funded programs (e.g., Part C of IDEA, Title V, Head Start) and will there be a workforce lattice for parents? We would suggest that the final document include a definition of family engagement, and further that it refer to the aforementioned federally-funded programs and indicate how the definition complements those existing family involvement definitions and requirements.

I support the progression of credentials and degrees aligned with the early childhood Knowledge and competencies. But states need to show the relationship of this to compensation and subsequently retention of individuals in the profession. We must build the profession at all levels entry through advanced in order to fill all roles.
Darlene C Ragozzine, CT Charts-A-Course

This work needs to be linked into the Common Core Curriculum being developed PreK through 12 as part of the first two RTTT grant opportunities. This work will specify what children need to know and be able to do in the preschool and early elementary school years.

Educator coursework, credentialling and teacher competency and effectiveness work can then reasonably be aligned within this framework in order to understand, design and implement a continuum of credentials and learning experiences that will -- finally -- mprove the quality and effectiveness of early education and care across the entire mixed model system.

Dr. J.M Gruendel, CT

the infrastructure is nowhere near ready, if the expectation is for kindergarten teachers to be prepared with cureent knowledge in early education practices. this void results in immediate inappropriate staffing decisions by elementary schools and only exacerbates the poor articulation between early educators and k-12 educators.