Request for Application

Transcription

1 Request for Application FY Early Childhood Education Degree Coursework alignment with the Pennsylvania Core Knowledge Competencies for Early Childhood and School-Age Professionals Pennsylvania Professional Development System Values A Great Early Childhood Workforce System: Supports early childhood professionals at all levels, including progress along diverse career pathways as defined by the Career Lattice. Strengthens the capacity of early childhood professionals to support children s development and learning through high quality, developmentally culturally, linguistically and ability appropriate instruction that is child-centered, inclusive, family-focused, and built on the foundation of the Core Knowledge Competencies. Part I: General Information 1a. Issuing agency The Pennsylvania Key (PA Key) is committed to providing quality learning opportunities for Pennsylvania s children and their families by creating an integrated system of outreach, support and resources for early childhood and school-age educators and their programs. The PA Key is coordinated by the Berks County Intermediate Unit and partners with the Pennsylvania Office of Child Development and Early Learning (OCDEL). 1b. Statement of Need Pennsylvania recognizes that highly qualified educators are critical to improving children s readiness, particularly for children with high needs. Pennsylvania is committed to the development of a common statewide progression of credentials and degrees aligned with the core knowledge competencies. To accomplish this goal it is critical to engage postsecondary institutions in the effort. While many institutions have been involved over the years, the new CKCs afford new opportunities. 1c. Timeline and Due Date Application Release: February 15, 2016 Application questions due: 5:00 PM on February 24, 2016; submit questions to highereducation@berksiu.org. Application FAQ available: March 2, 2016 Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 1

2 Application Due Date: March 16, 2016 Funding Approval Notification: Mailed out on March 28, d. Core Knowledge Competencies Overview The Pennsylvania Core Knowledge Competencies (CKC) for Early Childhood and School- Age Professionals (formerly known as the Core Body of Knowledge) is an important component of Pennsylvania s professional development system. In January 2014, rollout of the CKCs began. Revisions to the CKCs was an extensive multi-year endeavor that resulted in the alignment of core competencies with existing State and National Standards; including the following standards: Pennsylvania Department of Education Teacher Certification Guidelines(Chapter 49-2) The Pennsylvania Child Day Care Regulations (Chapter 3270) National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Teacher Preparation Programs National Council for Accreditation of Teacher Education (NCATE) Early Childhood Program Standards and Accreditation Criteria Head Start Child Development & Early Learning Framework Workforce Knowledge & Competency Framework Definition in Race to the Top Early Learning Challenge (RTT-ELC) Council for Exceptional Children-Division of Early Childhood (DEC) Position Statement The CKCs define the knowledge and competencies expectations for adults working with young children within the early care and education settings, including the school-age field. It comprises eight knowledge areas and a set of core knowledge statements about what early care and education professionals, including childcare directors or administrators, should know and be able to do with such knowledge at three levels of competence. The following eight knowledge areas are addressed in the CKCs: K1 - Child Growth and Development K2 - Curriculum and Learning Experiences K3 - Families, School and Community Collaboration and Partnerships K4 - Assessment K5 - Communication K6 - Professionalism and Leadership K7 - Health, Safety and Nutrition K8 - Program Organization and Administration Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 2

3 Each knowledge area opens with a rationale that explains how the content in that knowledge area relates to the early childhood and school-age professionals in their work with young children and their families. Each set of competencies in the eight knowledge areas addresses knowledge, skills, and dispositions that lay the foundation for continuous quality improvement (CQI) in early learning and school-age care settings. The revision more fully describes competencies related to family engagement, cultural, linguistic, ability diversity, inclusive practices, and positive social emotional development of children. The revisions were also informed by a diverse group of stakeholders and early care and education professionals representing birth through higher education: Early Intervention, Head Start, Program Quality Assessors, Professional Development (PD), Technical Assistant (TA) consultants, the Office of Child Development and Early Learning (OCDEL), higher education faculty, and the PA Key. The revised CKC is designed to be more inclusive of all group settings and address the needs of all children in programs. It also reflects Pennsylvania s revised learning standards and current research on best practice in the field. It supports students preparation for entry into the field of early childhood education and school-age care at any point of such entry; as well as professionals commitment to lifelong learning through ongoing professional growth and development. The CKC content is research-based and contains information about a full range of knowledge and skills that assure sound teaching practices and is essential for pre-service candidates and individuals seeking advanced credits in Early Care and Education discipline. Alignment of ECE and Child Development degree courses with the CKC will ensure greater depth and breadth in all the content areas and across a full range of early education and school-age competencies. Incurring costs 1e. Term of the Agreement and Funding Amount The term of the agreement shall be for a period of one year (April 2016 to March 2017). The funding will range from $7, to $15, per grantee, based on the scope of alignment work. 1f. Eligibility and Funding Priority Eligible applicants include accredited Institutions of Higher Education with Early Childhood Education (ECE), Child Development and or ECE Equivalent programs of study at the associate, baccalaureate or graduate levels and certificate programs. Director Credential, CDA and School-Age credential coursework is also eligible. Priority will be given to institutions of higher education that serve students and children in high needs communities where children are at risk of school and life failures. 1g. Reporting and Meeting Expectations Two reports are expected from institutions receiving the mini grant for the ECE course alignment. Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 3

4 1) Meetings/Calls: Alignment Project Coordinator is expected to participate in two meetings or calls organized by the PA Key during the grant period. 2) Interim Progress Report : Due September 30, 2016 The Interim Progress Report should detail work completed to date and include any challenges encountered in the alignment work. 3) Final Outcome Report and Alignment Chart: April 30, 2017 At the end of the grant cycle grantees must provide an alignment chart of the courses to the CKCs and an Outcome Narrative. Alignment Chart must include the following (See Appendix I for example of chart): Course Title and Number Course Description Course Learning Objectives Core Knowledge Competency Number Outcomes Narrative must include but is not limited to the following: 1h. Submission of Application A description of how the alignment work will be used in ECE/Child Development /ECE Equivalent degree course offering(s) Indicate if and where there are gaps in the content of any course with regards to the Core Knowledge Competencies. A description of unexpected situations both positive and challenges Applications may be mailed or submitted electronically. Please note that fax applications will not be accepted. Outside mailing envelope shall be clearly marked Application for CKC Alignment. If ing application, the subject line should clearly indicate Application for CKC Alignment. Pennsylvania Key 200 North Third Street, 3rd Floor Harrisburg, PA Attn: Application for CKC Alignment highereducation@berksiu.org All required narratives must be provided in a double space format, using Times Roman 12 point font and one inch margins. Fifteen page limit. 1i. Incurring costs The PA Key is not liable for any costs incurred in the preparation of responses to this request. Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 4

5 Part II: Application for Coursework and CKC Application (15 page limit) Applicants must submit applications in accordance with the stated requirements and must address all sections described below. Application is limited to 15 pages not including appendices and budget. 2a. General Information about Institution Name of Institution: Address of Institution: City: County: State ZIP: Name of Contact Person for Application: Title: Phone Number: Fax: Signature Date: 2b. Overview of Postsecondary Institutions degree/course offerings for early childhood educators Provide a brief description or listing of your institution s degree program(s) for early childhood educators. 2c. Community Linkages/Collaboration Characterize your institution s current relationship and experience in working with practitioners and providers in at-risk communities and your relationship with Keystone STARS, PA Pre-K Counts and Head Start programs. Example: Participation in Regional Key s higher education meetings and events. 1) Collaboration with the Regional Keys in provision of professional development for ECE and school-age workforce (Director Credential, CDA Credential, School-age Credential, etc.). 2) Collaboration/partnership work or activities with local childcare programs. 3) Include information about student field experiences and/or student teaching. Specifically speak to placements in early learning programs or schools located in at-risk communities. As well as Keystone STARS participating facilities. 2d. Alignment Approach Funds may be used to support core knowledge competency alignment with existing courses, re-development of existing courses for alignment, or the development of new courses. Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 5

6 1) Indicate Degree, Certificate and/or Credential to be aligned and include the level for each (Example Undergraduate or Graduate). Specifically list courses that will be aligned with the CKCs. 2) Describe the approach to be taken by your institution in completing the alignment, and indicate those who will be involved in the work. As part of the alignment process institutions should reference OCDEL s crosswalk of the Charlotte Danielson Framework for Teaching and the CKCs which can be found by clicking here. 2e. ECE Coursework in PA Keys to Quality PD Registry Some higher education institutions have included courses in the PA Keys to Quality PD Registry (e.g. CDA coursework, Director Credential coursework). Inclusion of these courses in the PD Registry requires a level of alignment to the CKCs. If your institution has included any coursework in the PD Registry, then we want to understand how the alignment proposed in the application is different. If your institution has not included coursework in the PD Registry, then please indicate such. Also, there is not an expectation that courses aligned to the CKCs through this grant will be entered into the PD Registry 1) Describe efforts your college or university has already made to align ECE coursework with the core knowledge competencies and post in the PA Keys PD Registry? If so, include a list of the course(s) that have been included in the PD Registry. This listing can be provided as an addendum. 2) Describe how the activities proposed in this application differ from the alignment described above. Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 6

7 Part III: Commitment statement from Institution s Administrator and Project Coordinator Institution Administrator I certify that we are eligible to submit an application as a of higher education in Pennsylvania that offers Early Childhood Education or Child Development coursework and I endorse the submission of this application on behalf of our Higher Education Institution. Name: Position Title: Signed: Date: Project Coordinator I understand my role and responsibilities as identified in this application as the CKC/ECE degree Course Alignment Project Coordinator for my College or University. I will engage in coordination with my administration, peers and colleagues within my department and institution for the purpose of this alignment work in order to ensure consistency and continuum of course offerings in preparation of highly qualified early childhood and school-age educators in Pennsylvania. I understand that I am the Institution s representative and contact person responsible to assure the completion of all tasks and that all documentation is accurate and submitted in a timely manner and within designated timeframes to Pennsylvania Key. I understand that I must be available to participate in any meeting required in the course of this work during the grant cycle. Name: Position Title: Signed: Date: Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 7

8 Part IV: Fund Request and Budget Documentation Using the format below, clearly indicate the proposed costs including a budget narrative. Be sure to include Personnel (salaries and benefits) Operating, and any Subcontract costs as appropriate. a) The proposed budget request cannot exceed $15,000. Grants are expected to range between $7, 500 and $15,000. b) Amount of funds approved will be based on scope of alignment work. c) Food is not an allowable expense. CKC Course Alignment Budget PERSONNEL: Salaries/Wages (Name/Title) FTE 1 assigned to proposed work Salary/Wage Justification TOTAL Salaries $0.00 $0 Benefits Total Personnel OPERATIONS: Occupancy Subcontracted Services (Listed by Contract) Telephone Printing Postage Supplies Equipment Travel Meetings and Registrations Total Operations $0.00 CKC Course Alignment Total Budget Request 1 FTE Full-Time Equivalent Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 8

9 Appendix I ECE Course Alignment with the Core Knowledge Competencies Course Alignment Chart Name of Institution: Name of Degree/Certificate: Course Title/Number Course Description Course Learning Objectives Core Knowledge Competency Numbers Intentionally align course learning objectives to the Core Knowledge Competencies and complete the above chart by following the instructions below: Column 1 Enter Course Title and Course Number Column 2 Enter Course Description Column 3 Enter Course Learning Objectives Column 4 Enter the Core Knowledge Competency Number/s Each course learning objective should align with at least one Core Knowledge Competency Each Core Knowledge Competency may align with more than one course learning objective Pennsylvania Early Learning Keys to Quality (2/2016) P a g e 9