Early Childhood Professionals

Transcription

1 CAREER ADVISING for GUIDE Early Childhood Professionals A guide to help you with your professional development and career advancement Vermont Northern Lights Career Development Center

2 TABLE OF CONTENTS Introduction About this The Vermont Early Childhood Career Lattice Core Competencies for Early Childhood Professionals Description of the Career Levels and Opportunities to Advance Credentials Using the Bright Futures Information System to Guide Your Professional Development Career Planning and Advising Financial Assistance for Professional Development Program Quality Recognition Instructor Registry You are the Future of the Field References Local Resources Please visit the Vermont Northern Lights Career Development Center website for updates and to download copies of this document: Produced in February Originally prepared in 1998 by the Professional Preparation and Development Committee of the Vermont Early Childhood Work Group. Revised June 2006 by Vermont Northern Lights Career Development Center for Early Childhood and Afterschool Professionals of the Community College of Vermont and the Vermont Child Care Industry and Careers Council. Funded by the Child Development Division, Vermont Agency of Human Services.

3 February 2007 It is a pleasure to write this introduction. Since its inception in 2003, the Vermont Northern Lights Career Development Center has dramatically moved Vermont s professional development system forward. It has done this through leadership in developing a statewide coordinated system that includes competency-based learning and clearly defined stages of professional development. This guide will help us all see this progress and to understand it. A great deal has been accomplished and diligent work in the future will continue to benefit Vermonters. We hope that all those who care about children will find this an informative and inspiring guide and will become involved in the system in ways that help the profession and children thrive. Kim Keiser Deputy Commissioner Child Development Division Jan Walker Director, Workforce Development and Quality Enhancement Unit Child Development Division 1

4 ABOUT THIS CAREER ADVISING GUIDE What is the? The is a collection of brief explanations of the different options for professional development in the early childhood field in Vermont. It also includes information for afterschool professionals, some of whom work in the early childhood field. The includes some of the newer options for professional development, and also the options that have been available for some time. It is important to read the web sites included that describe the options that interest you. Who is this for? Professionals in all aspects of the field of early childhood education, as well as their advisors and mentors, will benefit from the information in this Career Advising Guide. The information supports the professional development and career advancement of those professionals who are relatively new to the field, as well as those with years of experience. It is for individuals seeking to grow their own professional skills, as well as for those who advise others. Who are early childhood and afterschool professionals? Early childhood professionals work with young children (birth through age six) and their families. They work in a variety of settings, and many of these are pictured in the Career Lattice included on page 4. In different settings, early childhood professionals may be called teachers, child care providers, interventionist, or many other titles. Afterschool professionals work with school age children and/or youth in any context. An afterschool professional may be just entering the field, or may have years of experience working with children and youth. They may work with children and youth one day per week or full-time. We use the title professionals because we recognize that the work demands skilled, experienced, well-educated, dedicated workers: true professionals. 2

5 Why do we need the? The Vermont Guide to Early Childhood Careers was originally published in 1998 through a joint effort of leaders in the field of early childhood in Vermont. There have been many changes since then that have influenced professional development, including the launch of the Vermont Northern Lights Career Development Center. Early childhood professionals need a guide that explains these updates in an easy-tounderstand way. Afterschool professionals likewise will benefit from a future document, as the focus in this particular Career Advising Guide is early childhood. Expect revisions and new documents in the future as the afterschool education field continues to create pathways for professional advancement. What is professional development? Many people immediately associate professional development with training. It is this and more. The current Vermont Early Childhood Program Licensing Regulations (2001) define professional development activities as interactive developmental activities [that] include but are not limited to workshop training sessions, course work, site visits to other programs, mentoring sessions, lectures, presentations, or acting as a member of an assessment team for compliance to regulations. Professional development is also an approach to our work that values learning and that continually challenges us to become more skilled as professionals. This is a commitment that lasts as long as we work in the field of early childhood education. How can you use the Career Advising Guide? Early childhood professionals can read it on their own to find out more about professional development and career advancement opportunities. They can locate themselves in the career levels and learn about the options for going to the next level by taking advantage of existing opportunities. They can turn to the Career Lattice and compare job settings. Advisors, mentors, and supervisors may use it as a tool to help other early childhood professionals identify their pathways to career advancement. 3

6 THE VERMONT EARLY CHILDHOOD CAREER LATTICE The Career Lattice includes the six Career Levels of early childhood professional development. A career lattice or pathway for afterschool professionals is being developed and will be available in the near future. Each Career Level combines education and experience, increasing from Career Level I (entry level) up to Career Level VI. Individuals may enter the profession at different Career Levels. For example, someone with a year of experience who graduates from a four year college with a Bachelor s degree in early childhood education enters at Career Level IV. The Career Lattice expands the Career Levels with examples of types of employment associated with that Career Level. Specific position requirements can vary, so check with any organization offering a position. Many people have a higher level of education than their job requires; the Career Lattice is a frame of reference for informational purposes.

7 CORE COMPETENCIES FOR EARLY CHILDHOOD PROFESSIONALS The foundation of Vermont s professional development system is the core competencies for early childhood professionals. The core competencies describe what professionals know, understand, and do at different stages in their careers. They are organized into five core knowledge areas that are related. Early childhood professional development opportunities in Vermont are aligned to these core competencies. Currently in Vermont, the core competencies are organized into Levels I, II, and III to associate with these different career stages. As the levels increase, the core competencies also build in complexity. Level I core competencies describe the skills, knowledge, and abilities for entry-level professionals. Level II core competencies describe the skills, knowledge, and abilities for professionals who have completed some college coursework, are working on obtaining a Child Development Associate credential, or have other professional development experiences beyond Career Level I. Level III core competencies describe the skills, knowledge, and abilities for professionals obtaining associate degrees or other credentials at the college level. The Core Competencies for Early Childhood Professionals are further explained and are available for download at 5

8 DESCRIPTION OF THE CAREER LEVELS AND OPPORTUNITIES TO ADVANCE In this section, each of the Career Levels is described one-by-one, with details about the professional development opportunities currently available at that level, links to relevant organizations where you can find more information, and a sample comment from a hypothetical professional to help illustrate the experiences that are possible at this Career Level. As you complete each Career Level, you can request a certificate from Vermont Northern Lights Career Development Center. Directions for doing so are available on the website, CAREER LEVEL I Professionals begin Level I when they enter the field of early childhood education without prior education related to early childhood education. These professionals may have experience and education in another field, or they may be just starting out in the working world with some college, a high school diploma, or GED. For many of these professionals, such as teaching assistants employed by child care centers, the Early Childhood Program Licensing Regulations of the State of Vermont require the successful completion of a course for professional development within one year of hire called the Level I: Fundamentals for Early Childhood Professionals course, or an equivalent. It addresses all of the Level I core competencies for early childhood professionals. The Fundamentals course is offered through Resource Development Specialists at community child care support agencies, and listed in the Bright Futures Information System Course Calendar. The Level I: Fundamentals course can be taken for 3 college credits. After the successful completion of this course, or its equivalent, plus at least one year of work experience, professionals fully complete Level I. Additionally, professionals at all levels benefit from joining the Bright Futures Information System (BFIS), the free online resource for information about child care, early education, school age care, and services available to help ensure high quality child care. Please refer to the BFIS section included later in this on page 16. I signed up for the Fundamentals course because of a requirement for my job. I ended up learning about a lot of different things that help me do my job, as well as meeting other new child care providers in my area. 6

9 CAREER LEVEL II Professionals enter Level II with some experience or education in early childhood topics beyond entry level. They may have completed the Level I: Fundamentals for Early Childhood Professionals course or its equivalent, such as another college-level course in early childhood education. Professionals may be working toward the Child Development Associate (CDA) national credential. Northern Lights Level II professional development opportunities total 90 hours and include choices in electives. This option helps professionals develop the core competencies of Level II. These and other quality professional development offerings in early childhood education are available through Resource Development Specialists at community child care support agencies. Participants also can locate these different opportunities online through the Bright Futures Information System Course Calendar (see page 16). The Child Development Associate (CDA) credential also fits into Level II. This is a national credential. CDA candidates obtain 120 hours of training in different topics and then complete a multi-part assessment process through the CDA Council for Professional Recognition. After the completion of the Level I: Fundamentals class and Level II courses, participants may consider taking the next step, the assessment process, to become candidates for the CDA credential as they have already accumulated sufficient training hours. There are many other options for working toward a CDA in Vermont. Contact your Resource Development Specialist for more information about opportunities in your area, and see page 12 for more information on CDA. After the successful completion of Level II courses or obtaining a CDA, plus a total of at least two years of work experience, professionals complete Level II and receive a certificate. Then they are ready for Level III or IV. I realized that I had a good start on Level II when I thought of all the classes I ve taken in the past few years to meet my annual professional development requirement. Now I know what else to take to complete Level II and to receive a certificate. I feel more confident and knowledgeable when I speak to the parents of children in my care. 7

10 CAREER LEVEL III Professionals beginning Level III are enrolled in college courses. Some professionals may have previously completed Levels I and II and have a lot of experience. Those in Level III could be recent high school graduates, or professionals starting a new career in early childhood and beginning their college coursework who may have less professional experience working with children and families. There are two stages in Level III. In Level III A, professionals study for one of three available professional certificates. These include the Child Care Certificate or the Paraprofessional Certificate, both at the Community College of Vermont (CCV) (21 or 26 credits) or the Vermont Child Care Apprenticeship Program (18 credits). Participating in one of these three certificate programs is an option for many early childhood professionals continuing their professional development from Levels I or II. Alternatively, some professionals begin their professional development in these certificate programs. Completing a certificate program is not required for an associate degree, but professionals may use the credits they have earned in the certificate programs toward this degree. Depending on the college, these credits can also transfer toward a Bachelor s degree. Many college credits can also be earned for life and work experience through Assessment of Prior Learning (APL) at the Vermont State Colleges Office of External Programs. APL is a course that guides students through the process of building a portfolio to present to a panel of experts. Based on this portfolio, a significant undertaking, this panel can award many college credits, granting students advanced standing for the cost of just one 3-credit APL course taken at CCV. The goal in Level III B is to earn the associate degree in early childhood education. Currently CCV and Champlain College offer this program of study in Vermont. With this associate degree and at least four years of accumulated work experience, professionals receive the Level III certificate. Then they may move on to Level IV. It was challenging and rewarding to learn and grow as a registered child care apprentice. I took the 6 apprenticeship courses at CCV which helped me to earn my associate degree. The Assessment of Prior Learning course helped me earn many additional college credits for what I already know. It took a few years, but I can see how far I ve come. Now, I m ready to continue toward my Bachelor s degree. 8

11 CAREER LEVEL IV There are two stages in Level IV. Professionals enter Level IV A when they begin coursework for a Bachelor s degree in early childhood education, or a closely related field. Some professionals have passed through the previous career levels to arrive in Level IV. Some are changing careers, and have degrees and experience in unrelated fields. Others may be applying their experiences and training in related fields to early childhood education. Still others will begin their coursework immediately after graduating from high school. There are several options for study for a Bachelor s degree in early childhood education or related fields in Vermont. These options include traditional 4-year degrees at institutions of higher education, programs designed around periods of intensive study, as well as online and distance learning. Some higher education institutions in Vermont have a 2+2 agreement with CCV. This means that college credits earned at CCV, an institution which only can award an associate degree, transfer seamlessly to certain four-year institutions, including all of the Vermont State Colleges and some other institutions that award a Bachelor s degree. Your college advisor is a good source of further information. Level IV A is a Bachelor s degree in early childhood education or a related field, without licensure from the Vermont Department of Education, plus a year of experience. In Level IV B, professionals seek a Bachelor s degree with teacher licensure from the Vermont Department of Education. Graduating from an approved teacher preparation program with recommendation for teacher licensure is one way that many professionals become licensed by the Vermont Department of Education. Higher education institutions offering a Bachelor s degree with teacher licensure in early childhood education in Vermont currently include Champlain College, Goddard College, Lyndon State College, University of Vermont, and Union Institute and University. Teacher licensure is required to teach in public schools. For those professionals with four-year degrees in the liberal arts and no teacher licensure, some postbaccalaureate programs are available at colleges and universities to complete education courses in order to obtain teacher licensure. In Vermont, post-baccalaureate programs currently exist at the University of Vermont and Union Institute and University. Other routes to teacher licensure are also available to professionals with Bachelor s degrees and professional experience as early childhood educators through Peer Review and other special initiatives designed to increase the number of licensed early childhood professionals. The Higher Education Collaborative offers coursework and student-teacher experiences to those seeking teacher licensure and endorsement in early childhood education or early childhood special education in Vermont. Peer Review is a process guided by the Vermont Department of Education for individuals who have acquired the knowledge and skills needed to meet the 16 Principles for Vermont Educators and the competencies and requirements for the endorsements they seek through coursework and experiences, rather than through a preparation program. Peer Review is not an alternative preparation program, and acceptance into the Peer Review process requires a Bachelor s degree. The Vermont Early Childhood Educator Licensing Project (VECEL) helps students through the Peer Review process to obtain teacher licensure and endorsement in early childhood education through support in documenting prior learning and experience, advising, and professional development in a cohort model. 9

12 With this Bachelor s degree, teacher licensure, and a year of practice in the field, professionals complete Level IV B, receive the certificate, and may proceed to Level V or VI. Additionally, professionals are highly encouraged to begin or maintain participation in a professional organization or statewide committee, such as the Vermont Association for the Education of Young Children (VAEYC), or another (see page 23 for more ideas). I have a Bachelor s degree in Psychology and the VECEL Project helped me earn teacher licensure in early childhood education. Now I have the qualifications to pursue a teaching job in the school where I have always wanted to work. CAREER LEVEL V Professionals enter Level V by enrolling in graduate courses in early childhood education or related fields toward a Master s degree. Higher education institutions offering a Master s degree with teacher licensure in early childhood education in Vermont currently include Goddard College, University of Vermont, and Union Institute and University. Additionally, the Higher Education Collaborative in Early Education through the Vermont Department of Education offers graduate-level professional development and teacher licensure for early childhood educators. Obtaining teacher licensure means that professionals can practice in public school systems. After completing the Master s program and three years of work experience, professionals receive the Level V certificate. This is recognition of the significant investment made by early childhood professionals, who are considered leaders in the field at this level. Professionals at Level V with a Master s degree may also consider teaching college-level courses. I earned my Bachelor s degree years ago, and while I was ready for more professional development, I didn t think that graduate school could fit in my busy life. The Higher Education Collaborative helped me connect to other busy, seasoned professionals and complete graduate-level courses near where I live and within my schedule. 10

13 CAREER LEVEL VI Professionals enter Level VI by enrolling in a doctoral program related to early childhood education. At this time, doctoral programs are available at the University of Vermont and the Union Institute and University. After completing the doctoral program, and three years of work experience, professionals receive the Level VI certificate. This is recognition of the significant investment made by these early childhood professionals, leaders in the field who can conduct research and teach at the college level. Obtaining teacher licensure is a way to expand the kinds of settings in which professionals at this level can practice. Professionals should begin or maintain participation in a professional organization or statewide committee. 11

14 CREDENTIALS A credential is a form of professional recognition for the individual early childhood professional. A credential indicates that the early childhood professional has participated in some focused, sustained study of certain aspects of the field, and validates the achievement and expertise of professionals. Credentials also can be seen as another stepping stone in professional development toward a college degree. Vermont recognizes several credential programs for individual early childhood and afterschool professionals, including those individuals who operate family child care businesses in their homes, those who work in licensed child care settings, and home visitors. The different credentials are described below. CERTIFICATES OF PROFICIENCY Certificates of Proficiency are awarded to students in technical education programs. Certificates describe skills and knowledge needed to conduct activities that are the daily responsibilities of educators, such as engaging a child in conversation, engaging a child in dramatic play, and hand washing. The Vermont Child Care Industry and Careers Council (VCCICC) has developed the procedures for students to achieve their Certificates of Proficiency in early childhood education based on its Early Childhood Educator Daily Activity Assessment Tools. These tools can also be used as on-the-job assessment instruments. CERTIFIED CHILDCARE PROFESSIONAL The National Child Care Association awards this credential to early childhood professionals who demonstrate their knowledge of early childhood development and their skills in working with young children in center-based care. The process includes obtaining hours of training and experience with children, and completing the assessment process that is described on their web site. The CCP fits into Career Level II. CHILD DEVELOPMENT ASSOCIATE (CDA) The CDA is a national credential that can be earned in Vermont through training and submitting a satisfactory, comprehensive assessment package to the CDA Council for Professional Recognition. The CDA is available for family child care providers, home visitors, as well as infant-toddler and preschool staff working in licensed early childhood programs. At this time, it is a requirement for staff working with families in a Head Start program who do not have a degree in early childhood education or 12

15 a related field. The CDA is a popular option in Vermont that fits into Career Level II. Oftentimes, courses for the CDA are offered for college credit. For Vermont s early childhood professionals, the CDA is both a worthy accomplishment and a stepping stone to further professional development at the college level. Talk to your Resource Development Specialist for more information about local programs to assist you in earning a CDA. As I was getting my materials organized to apply for the CDA, I realized how much I already know, and how much more there is to learn about early childhood education! It is great to know that I can apply for a Quality Bonus from the Child Development Division after I earn the CDA, and already I am getting ready to take more college-level courses. The following credentials fit into Career Levels III and IV. These credentials involve the successful completion of a series of specific college courses. These credentials may be either stepping stones toward a degree, or a way to build on a degree already earned by gaining a specialized knowledge base. Some college courses can be used to earn more than one credential. For example, some courses are part of the Vermont Child Care Apprenticeship Program, the Vermont Early Childhood and Afterschool Program Director Credential, and of course, the college degree only take each course once to fulfill many purposes. It is important for professionals to work with an advisor to determine how to best meet their goals. REGISTERED CHILD CARE APPRENTICESHIP The Vermont Child Care Apprenticeship Program awards a nationally-recognized child care specialist credential to individuals who successfully complete 4000 hours of on-thejob training with a mentor and 297 hours of related instruction. This Certificate of Completion and the six college courses included in the related instruction fits in to Career Level IIIA. I graduated from a human services program at my technical center before becoming a registered apprentice. It was hard and a lot of extra work, but I made the commitment for two years of on-the-job responsibilities and to the courses. My mentor and the children I work with helped me reach my goal of completing the Apprenticeship program. I believe I really know what it takes to be a college student now, and I am considering going on for my associate degree because I am so close already. 13

16 VERMONT EARLY CHILDHOOD AND AFTERSCHOOL PROGRAM DIRECTOR CREDENTIAL A director or administrator of an early childhood or afterschool program has complex responsibilities that require a wide range of knowledge and skills. While many skills can be gained from experience and prior knowledge, ongoing professional development supports a director's ability to adapt to the everchanging field. The Vermont Early Childhood and Afterschool Program Director Credential is intended for both center-based and family child care settings. The credential offers a three-step sequence of college courses for directors or administrators in the field, and for those aspiring to these roles. Participants have the opportunity to implement new learning in their professional settings and to develop colleagueship with peers from across the state. For NAEYC Early Childhood Program Accreditation, individuals who hold this Credential will qualify for the maximum number of points for relevant training and credentials, one of three categories included in the alternative pathways to achieving educational qualifications of a program administrator. The Vermont Northern Lights Career Development Center awards certificates for candidates who complete specific courses, or their close equivalents, for the Program Director Credential. See the web site for current information about course offerings and special opportunities. One of my professional goals is to become a child care center director. I can enroll in courses in the Program Director Credential to help me gain the knowledge and skills to achieve my goal. 14

17 New credentials coming soon: VERMONT INFANT-TODDLER CREDENTIAL This credential will offer a specialized sequence of professional development opportunities to those early childhood professionals working with infants and toddlers. The purpose of the Infant-Toddler Credential is to formalize the knowledge of those working with children under three, improve the quality of services, increase positive outcomes experienced by infants and toddlers, and increase the availability of infant-toddler course work and training. For the most current information on the Vermont Infant-Toddler Credential, please see the Vermont Northern Lights Career Development Center web site. EARLY CHILDHOOD AND FAMILY MENTAL HEALTH CREDENTIAL The Early Childhood and Family Mental Health Competencies describe the expertise needed by qualified personnel who provide services to young children and their families. The competencies are organized by categories that are highly interrelated: Philosophy and Professional Orientation Child Development Family Systems Assessment Addressing Challenges Systems Resources The competencies are further organized by levels: Foundational, Intermediate, Advanced, and Specialist. These competencies are closely aligned with many of the Core Competencies for Early Childhood Professionals. They also can be embedded in the personnel preparation, development and licensing systems for other professionals. In addition, it is anticipated that a special endorsement or certificate will be created to help professionals gain competencies that are beyond current licensing and certification systems to reflect more specialized knowledge and skills in early childhood and family mental health. These competencies can be found on the Vermont Northern Lights Career Development Center web site. AFTERSCHOOL CREDENTIAL Core competencies for afterschool education professionals are also on the Vermont Northern Lights Career Development Center web site. New coursework and credentials specifically for afterschool professionals are currently being developed by the Afterschool Professional Development Framework Committee. The Afterschool Credential will consist of courses that correspond to the afterschool core competencies. It is anticipated that courses will be offered in different formats and at several sites around the state. 15

18 USING THE BRIGHT FUTURES INFORMATION SYSTEM TO GUIDE YOUR PROFESSIONAL DEVELOPMENT BFIS is the place online for parents and child care providers to get answers to questions about child care, early education, school age care, and the services available to help ensure that high quality child care is available to every child in Vermont who needs it. BFIS is comprised of several components including licensing, subsidy, grants, and professional development. The professional development component of BFIS is of primary importance in this. This section explains the BFIS Course Calendar, joining BFIS, and the Resume tool. Go to Course Calendar The Bright Futures Information System course calendar is the place to search a statewide, online list of professional development opportunities. Use the online Course Calendar to find a session or a course. This list will provide good options for meeting the required annual training hours, and also for going beyond the basic annual requirement. Go to Click on Resources and then click on Course Calendar. This is what you will see: You can search the Course Calendar by any of the categories listed, including Core Knowledge Area and location. If you would like to list a professional development opportunity in the Course Calendar, please see the Vermont Northern Lights Career Development Center web site for instructions. Joining BFIS If you have not already, join the Bright Futures Information System to take full advantage of this free, statewide system. Go to and you will see the screen to the left. Then, click on How do I sign up? and submit the form online. Later, you will receive a card in the mail with your BFIS Quality/Credentialing Case ID. You can bring this card with you to sign in to trainings, so that your attendance appears more quickly in your Resume. Contact the Bright Futures Information System Help Desk ( , brightfuturesinfo@srs.state.vt.us) if you need further assistance with joining. 16

19 Resume tool in BFIS The Bright Futures Information System is also the place to find your personal, online resume of professional development. Once you have joined BFIS, your attendance in professional development sessions can be tracked in your online resume by the Vermont Northern Lights Career Development Center. To see your online resume in BFIS: I can look up my personal resume to see a list of all of the professional development that I have completed. It s all organized in one place. I can see that I have completed a number of sessions on Child Development, but not as much in Health and Safety. I can use the BFIS Course Calendar to locate courses and other trainings on this topic in my town. 1.Go to 2.Click Child Care Worker/Credential User Login and login to see your personal profile. 3.Click on Resume to see your menu options. 4.Click on Professional Development to see the list of experiences that has been recorded for you. Below is an example of one professional s resume. Yours will look something like it. In summary, BFIS is a free system to help track your professional development. You can locate professional development opportunities in the BFIS Course Calendar, and when you attend, sign the attendance sheet. It is beneficial to you because information from the attendance sheet updates your Resume in BFIS. This Resume is available to you online at any time. For assistance in joining BFIS, please contact the Bright Futures Information System Help Desk ( , brightfuturesinfo@srs.state.vt.us). For questions related to your resume, the Course Calendar, or the Instructor Registry, please contact the Vermont Northern Lights Career Development Center. 17

20 CAREER PLANNING AND ADVISING ADVISING Seeking career advising is an important part of planning your professional development. Career advising provides the opportunity to discuss your professional goals with an advisor. An advisor is a person who is knowledgeable about resources that exist for supporting your professional development. For early childhood and afterschool professionals seeking career advising and assistance with career planning, there are a number of resources. Here are some places to find answers to your questions and other support for planning your professional development: Supervisors at your workplace Mentors who support your professional development plans through an on-going professional relationship with you Instructors of professional development opportunities Resource Development Specialists located in each region of Vermont have resources and expertise to support all professionals, especially those at the early stages of the career levels For those professionals who are enrolled in institutions of higher education, faculty and advisors are important sources of information about progressing in the field The Vermont Northern Lights Career Development Center has staff to assist with career planning and advising for professionals at all career levels Vermont Child Care Industry and Careers Council (VCCICC) provides advising to early childhood professionals who are interested in participating in the Vermont Child Care Apprenticeship Program ( INDIVIDUALIZED PROFESSIONAL DEVELOPMENT PLAN (IPDP) Every professional is encouraged to have an IPDP in writing. The IPDP is a thoughtfully developed plan designed by you to increase your knowledge, skills, and expertise for working with young children and their families; it is a plan for your professional growth. By first assessing your current interests, knowledge, and skills, the IPDP helps you to identify and prioritize your specific areas for growth, develop and clarify strategies to support your professional growth, and document and reflect upon your professional growth. A guide to writing the IPDP, Planning Your Professional Growth, is available through the Vermont Northern Lights Career Development Center. This guide contains more information and forms for tracking and reflecting on your learning experiences. Additionally, presentations and workshops on the IPDP are available throughout Vermont and are listed in the Bright Futures Information System s Course Calendar ( When I talk to my advisor in person, on the phone, or through , I tell her about my ideas for my professional development. At times, I haven t had new ideas, but my advisor asks me questions and reminds me of the resources that exist to support me. This helps me choose the right option for myself. 18

21 FINANCIAL ASSISTANCE FOR PROFESSIONAL DEVELOPMENT Many professional development experiences in Vermont are free or low-cost, including some college courses. Vermont Child Care Apprenticeship Program for courses at the associate/undergraduate level ( Vermont Early Childhood Educator Licensing Project for courses and support to get your teacher licensure if you have a Bachelor s degree ( Higher Education Collaborative for courses to help you get your teacher licensure and Master s degree if you have a Bachelor s degree ( Northern Lights Career Development Center for various opportunities Your local Resource Development Specialist Additionally, you may be eligible for a professional development grant. Visit BFIS at and click on Resources and then Grants for full information and specific application forms. You may be eligible for a specific type of Quality Enhancement Grant through the Child Development Division to help you with: $1,000 bonus when you complete or renew certain credentials and degrees such as a CDA, associate degree, Bachelor s degree, and Master s degree. This is called the Achieved Credential or Degree Bonus Grant. A grant to help you obtain a credential or teacher licensure and endorsement. Refer to the CDA Assessment Fee Grant if you are applying for a CDA, or the Peer Review Assessment Fee Grant if you are taking this route to teacher licensure. A scholarship for college tuition sponsored by the Child Development Division and available through Vermont Student Assistance Corporation (VSAC). This is called the College Tuition: Individual Grant. There are other sources of financial support for professional development, including but not limited to the following: There may be local sources of funding available to you through your employer. A Vermont Student Assistance Corporation (VSAC) Non-Degree Grant and other grants for college coursework. Visit Federal student loans and other financial aid by contacting your college s financial aid office directly, if you are enrolled in a college degree program. Program Quality Grants to assist with expenses associated with achieving program accreditation. Applications are available through the BFIS web site ( 19

22 PROGRAM QUALITY RECOGNITION Accreditation is a form of recognition of a child care or early education program. One element of quality programs is the education of the individuals who work there. The award of accreditation is based on a program s self-assessment completed by staff within a facility, improvements made to the program based on a self-study, and validation visits made by an independent agency. Vermont s Graduated Recognition System: VERMONT STEP AHEAD RECOGNITION SYSTEM (STARS) STARS is a rating system in Vermont that recognizes and rewards early childhood programs for program quality. Achieving STARS recognition says that an early care, education or school age program has gone above and beyond Vermont s basic regulatory standards. For more information on STARS, to receive an application to become a STARS recognized provider, or to find a STARS provider in your area, visit National Program Accreditation FOR LICENSED CHILD CARE CENTERS National Association for the Education of Young Children (NAEYC) Accreditation NAEYC accreditation helps raise the quality of all types of preschools, kindergartens, and child care centers. Currently there are more than 10,000 NAEYC-accredited programs, serving nearly one million children and their families. Since the system began in 1985, NAEYC accreditation has provided a powerful tool through which early childhood professionals, families, and others concerned about the quality of early childhood education can evaluate programs, compare them with professional standards, strengthen the program, and commit to ongoing evaluation and improvement. Phone: or The Vermont Accreditation Project The Vermont Accreditation Project increases the number of early childhood programs in Vermont accredited by NAEYC by informing early childhood professionals of the benefits of accreditation and providing them with support as they pursue accreditation. Phone: National Early Childhood Program Accreditation (NECPA) National Child Care Association affiliate The NECPA has several components. The first is a thorough self-assessment of the program by management, staff, and parents to determine how closely the NECPA standards are being met. The second component is an action plan to address weaknesses. The third component is an on-site visit by a trained NECPA verifier. The fourth component is a review by the NECPA National Accreditation Council. The process is self-paced. Phone:

23 National AfterSchool Association (NAA) An accreditation process specifically for school age care and afterschool based on NAA s standards that promotes quality in afterschool programs serving children and youth, five to fourteen years. To date, more than 550 programs around the world have received and maintain NAA accreditation. Phone: FOR REGISTERED FAMILY CHILD CARE PROVIDERS National Association for Family Child Care (NAFCC) NAFCC is the only national accreditation system for family child care providers. Each family child care program goes through the in-depth accreditation process requiring training, health assessments, criminal background checks, as well as an observation verifying compliance with the quality standards for NAFCC accreditation. Decisions are made individually based on information gathered from an observer, the provider, and the parents of the children in the program. Phone: The Vermont Child Care Providers Association (VCCPA) Accreditation Project VCCPA supports family child care providers as they pursue NAFCC accreditation. 13 Academy Street Alburgh, Vermont wells_cheryl@hotmail.com (no website) 21

24 INSTRUCTOR REGISTRY Some early childhood professionals further their own professional development by instructing other adults in courses, single sessions, and conference presentations. In Vermont, there is support for instructors through the Instructor Qualifications System and the Instructor Registry. The Instructor Registry is an online list of instructors who have been approved based on their education and experience. According to their education and experience, instructors apply online to join the Instructor Registry as one of five categories of instructor. Instructors list information about themselves including their content expertise and contact information. Instructors use the Instructor Registry to tell the early childhood community about their qualifications as instructors and the variety of instruction that they provide. People who organize professional development opportunities use the Instructor Registry to find and hire instructors. Visit to view the online Instructor Registry, and to apply online to participate as an instructor in the Instructor Registry. As a new instructor, the Instructor Registry helped me to get the word out about my qualifications. Also it helped me find another experienced instructor who helped me to learn a lot about how to work with other early childhood professionals as adult learners. 22

25 YOU ARE THE FUTURE OF THE FIELD The field of early childhood education is evolving in exciting ways. There are many opportunities to make a difference for young children and their families and for the future of this profession. Groups across the state are discussing and taking action on important issues in this profession, including wages, program and teacher quality, integrating services for families, educating the public about the importance of the early years, and many other issues. Consider joining with other early childhood professionals and participating in a membership organization such as: Your local Early Childhood Council Each region of the state hosts a group of professionals and parents interested in how services to young children and their families are being offered and organized in their region. Councils are a place to learn about local resources, give your perspective about what is needed, and make connections. (See page 25.) VAEYC, Vermont s affiliate of the National Association for the Education of Young Children This professional organization has a newsletter, annual conference, and links you to resources across the country and the world that benefit professionals in the field of early childhood education. Kids Are Priority One This grassroots organization has a listserve that will help you stay on top of the issues and trends in the Vermont legislature specifically affecting young children, their families, and the people who care for them. Their web page offers information for families and professionals, organizing tools, and help to connect to your legislators and other advocates in your region. The Vermont Children s Forum The mission of the Vermont Children's Forum is to promote public policy that enhances the lives of children and youth in Vermont through information, research, organizing and advocacy. Vermont Child Care Providers Association VCCPA is a statewide, non-profit, professional organization offering peer support as well as access to information and resources. They advocate on the state and national levels to assure that the needs of child care professionals are met. They believe that meeting providers needs will lead to a more stable child care system and higher quality care for children. 13 Academy Street, Alburgh, Vermont wells_cheryl@hotmail.com And others 23

26 REFERENCES This document is a snapshot in time and follows other publications in the early childhood field in Vermont, such as: The Vermont Guide to Early Childhood Careers, Planning Your Professional Growth, 2000, revised in Find this and other information published on the Vermont Northern Lights Career Development Center website: This A full list of local, state, and national organizations and resources A comprehensive list of the professions in early childhood education Other current documents pertaining to career advising. Remember that it is important to read the websites included that describe the options that interest you. If you have any questions about any of the other information presented in this document, please contact the Vermont Northern Lights Career Development Center for Early Childhood and Afterschool Professionals. 24

27 LOCAL RESOURCES County/ Region Addison Bennington Caledonia/ Essex Chittenden Franklin/ Grand Isle Lamoille Valley Orleans/Essex Rutland Springfield Washington Area Windham County Windsor/Orange Community Child Care Support Agency with Resource Development Specialist Mary Johnson s Children Center Bennington Child Care Association Kingdom Child Care Connection at Umbrella Child Care Resource The Family Center of Northwestern Vermont Lamoille Family Center Northeast Kingdom Community Action Vermont Achievement Center Springfield Area Parent Child Center The Family Center of Washington County Windham Child Care Association Child Care Project Regional Building Bright Futures Council, also known as the Early Childhood Council referral@mjccvt.org bennsx6@sover.net maryannh@vtlink.net ecc@sover.net alisharadams@yahoo.com LVSX6@successbysixlamoille.org Julie.mulroy@verizon.net rutlandecc@yahoo.com riverconnect@vermontel.net cvecc@fcwct.org ctarail@sover.net christieb@wpgate1.ahs.state.vt.us 25