NJ Administrators Credential: Guide for Administrators and Facilitators

Transcription

1 NJ Administrators Credential: Guide for Administrators and Facilitators Professional Impact NJ

2 Professional Impact NJ Mission Statement Professional Impact NJ promotes the improvement of workforce quality by coordinating career pathways and standards for early childhood professionals working with children from birth to age eight and in afterschool programs. Vision Statement Professional Impact NJ will cultivate and lead a coordinated, integrated, statewide professional development system assisting all childhood professionals in advancing the knowledge, skills, education, and career pathways that lead to a qualified workforce. Broad-based leadership occurs within an organization when individuals construct knowledge collectively and collaboratively. Dr. Julie K. Biddle, Author The Three Rs of Leadership: Building Effective Early Childhood Programs Through Relationships, Reciprocal Learning, and Reflection 1

3 Preface Professional Impact NJ grew out of New Jersey Sows the Seeds for Growth. This statewide initiative, started by the New Jersey Child Care Advisory Council (CCAC) and the New Jersey Association of Child Care Resource and Referral Agencies (NJACCRRA), established the steps for implementing a system to enhance the preparation and continuing education for all professionals providing care and education to the State s most vulnerable population our children. The New Jersey Department of Human Services (DHS) awarded a contract to Kean University, in partnership with NJACCRRA, as a grant partner, to create Professional Impact NJ (PINJ), the first unified professional development system in the state. PINJ promotes and coordinates systems for the educational development of early childhood and primary education, family child care, and afterschool program professionals. PINJ advocates for policies and standards that result in high quality care and education for the children and families of New Jersey. The Professional Impact NJ staff works collaboratively with a Policy Advisory Board composed of representatives from early childhood and primary education, family child care and afterschool programs, higher education, resource and referral agencies, government, business, and social services agencies. In addition to advisory board members, Professional Impact NJ works with more than 100 volunteers from the larger professional community who meet regularly in several working committees: Professional Standards & Articulation, Clearinghouse, Membership, Communications & Marketing, and Legislative, Policy & Emerging Issues. PINJ s products include the NJ Registry for Childhood Professionals, NJ Registry Career Lattice, NJ Professional Development Provider Approval System, Scholarship and Financial Assistance Programs, NJ Administrators Credential, NJ Infant/Toddler Credential, Core Knowledge and Competencies Standards, Technical Assistance Standards, Accreditation Facilitation and the Christian Kjeldsen Leadership Institute (including NJ Mentors Network, NJ Early Childhood Consultants Network, Trainers Collaborative, and Leadership-in-Action Regional Study Groups). 2

4 Acknowledgements The NJ Administrators Credential Guide for Administrators and Facilitators is a publication of Professional Impact NJ, funded by the NJ Department of Human Services, Division of Family Development, housed at Kean University in Union, NJ. Professional Impact NJ would like to acknowledge the NJ Administrators Credential Guide Development Committee for their valuable input and recommendations toward implementing the new structure for the 144 hour non-credit NJ Administrators Credential. Georgina Criado-Hall Committee Chair and Director of Credentialing, Professional Impact NJ Nezzie DeFrank Director of Education and Innovative Programs, Programs for Parents Sandy Dibble Program Director, Training, Community Child Care Solutions Laura Mickley Tri-County Training Manager, NORWESCAP Elmoria Thomas Director of SRCCRC/EIRC A special thanks to Dr. Sonja de Groot Kim, Assistant Professor, and Dr. Polly Ashelman, Professor, Kean University Early Childhood and Family Studies Program for sharing their course outlines Professional Impact NJ staff for editing, layout and design Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others. Jack Welch, Author Jack Welch Speaks: Wit and Wisdom from the World s Greatest Business Leader 3

5 Table of Contents Introduction... 5 NJ Administrators Credential Process... 7 NJ Administrators Credential Framework At-A-Glance... 7 NJ Administrators Credential Process... 8 NJ Administrators Credential Framework Coursework... 9 NJ Administrators Credential Competency Statements Professional Contribution Areas The Practicum or Action Research Project Guidelines Program Administration Scale (PAS) Business Administration Scale (BAS) Developing Your Program Improvement Plan (PIP) or Action Research Project (ARP) Implementing Your PIP or ARP Professional Resource File (PRF) Guidelines Appendices Resources and References Credential Process Checklist Professional Impact NJ Contact Information

6 Introduction Acknowledging that administrators in the field come from an array of educational backgrounds and experiences, the New Jersey Administrators Credential is designed to ensure the essential knowledge base of administrators in management and leadership, as well as evidence-based and developmentally appropriate practice, while documenting competency to foster professionalism. Overall, administrative practices are crucial for ensuring high-quality outcomes for children and families. The credential is consistent with the drive towards excellence in early childhood education. As part of the credentialing process administrators: Participate in education and professional development Evaluate their programs and create Program Improvement Plans (PIPs) Create a Professional Resource File (PRF) Document professional contributions Through education, professional development, and program improvement efforts administrators will create the systems that lead to and sustain quality. Administrators who are grounded in quality practices, and are knowledgeable about reliable tools of program assessment, will be better able to create systems that are crucial for sustaining high-quality outcomes. Educational experiences for the credential are available through both credit and non-credit settings and include: foundations of early childhood and family studies organization and administration of early childhood programs strategies for professional learning, program planning, and staff development curriculum and teaching: theory and practice in early childhood education practicum or (Action Research) field project for program improvement plan and professional evaluation Tools for measuring the overall quality of administrative and classroom level practices will be examined in the coursework and then utilized during the practicum or action research field project to develop program improvement plans. 5

7 Regarding the importance of high quality early education programs, The New Jersey Council for Young Children states the following in its Strategic Plan (2012); that children and families have access to the high quality early experiences that we know, and research confirms, contribute to school success and family well-being If we want all children to enter kindergarten with the skills, knowledge and dispositions they need to be successful, we must ensure that they have access to high quality early care and education. This is especially critical for the state s most vulnerable children, who often fall behind their peers well before entering kindergarten. The New Jersey Administrators Credential prepares leaders in the field to embark on a quest for excellence that begins with the administrators themselves. By examining their own theories of best-practices, management and leadership, administrators can lead their programs in assessing and building the level of quality, as well as advocate for quality care for all children and families in our state. Leaders don t create followers, they create more leaders. -Tom Peters, Author In Search of Excellence: Lessons from America s Best-Run Companies 6

8 Framework At-A-Glance NJ Administrators Credential Domain *General Education Supervised Fieldwork Experience Working With Children Management Experience Professional Contributions (see page 22) NJ Administrators Credential Coursework Non-Credit Bearing BA or BS Degree with 120 hours of NJ Administrators Credential Coursework Practicum PAS/BAS, PIP, PRF 24 hours A minimum of one year in ECE setting One year of ECE management experience A minimum of four professional activities in at least three contribution areas and evidence of specialized expertise NJ Administrators Credential Coursework Credit Bearing BA or BS Degree with 12 credits in Early Childhood Education Action Research Project three credits A minimum of one year in ECE setting One year of ECE management experience A minimum of four professional activities in at least three contribution areas and evidence of specialized expertise *Pre-requisite: Must meet licensing requirements for BA or BS degree to be a director of a licensed program serving more than 30 children 7

9 Credential Process In order to obtain a NJ Administrators Credential, the candidate must complete the following steps: Step 1: Join the NJ Registry at Step 2: Submit documentation to become an Active member of the NJ Registry Step 3: Download and complete the NJ Administrators Credential on-line application at Step 4: Submit proof of administrative coursework (Early Childhood Education and/or Supervision college courses or other approved coursework provided by a PINJ Approved Professional Development Provider)* Step 5: Submit Written Competency Goals (10) o Leadership and Advocacy o Health, Safety and Nutrition o Staff Management and Professional Development o Financial Management o Support and Services for All Children and Families o Personal and Human Relations o Program Planning, Evaluation and Improvement o Legal and Regulatory Requirements o Facilities and Program Operations o Marketing and Public Relations Step 6: Submit appropriate Professional Contributions (minimum of four) Step 7: Submit two letters of reference: one from a professional colleague and one from an organization with which you are affiliated Step 8: Submit required documents for the Practicum or Action Research Project A detailed checklist of requirements can be found in the Appendix on page 31 * For non-credit credential, submit certificates for professional development taken within the last five years; for credit credential, submit official transcripts along with your application 8

10 Framework for Coursework This coursework is intended for use by facilitators in preparing administrators to obtain their NJ Administrators Credential. It consists of twenty-one topics. The sample coursework for the NJ Administrators Credential was adapted from the Kean University Early Childhood and Family Studies Program s M.A. Administration in Early Childhood and Family Studies. It can be used in both non-credit and for credit institutions. Content: Foundations of Early Childhood A. Interpret and evaluate the significance of philosophical, historical, psychological and social foundations of early childhood education and family studies B. Analyze the influence of philosophical, historical, psychological, and social foundations of early childhood education and family studies on contemporary programs and practices, with an emphasis on delivery systems and public policy Content: Understanding Families A. Understand the Strengthening Families Model and how to apply the protective factors to support children and families ( B. Develop a system to explore and embrace families values, beliefs, cultures and child-rearing practices through acknowledging and incorporating all families (a mom and a dad, single mom/dad, grandparents as guardians, interracial families, lesbian or gay parents, stepfamilies, blended families, adoptive families and the host of other configurations) C. Adapt to meet the individual needs and strengths of all the children and families in the program by identifying community resources for screening, assessing and serving children and their families D. Be conversant with major theories, current research and issues in early childhood education linked with effective family involvement 9

11 Course Content: Diversity A. Design policies and procedures that respect, appreciate and represent the family and culture of each child and promote the value of open and inclusive environments B. Analyze the implications of recent trends and issues that influence the field of early childhood education and family studies C. Support connections between the program and the home by honoring family values, childrearing practices and home language Course Content: Child Wellness: Health, Safety and Nutrition A. Understand the role of the administrator in educational, health and social service programs B. Coordinate the program according to federal, state and local regulations, including licensing standards, the food program and all health and safety mandates C. Foster policies that prevent obesity by adopting best practices in promoting physical activity, limiting screen time, promoting healthy eating habits and creating a supportive breastfeeding environment ( ) Course Content: Child Growth and Development A. Be able to explain the developmental stages of childhood including optimal growth periods and the importance of play while recognizing individual differences B. Be able to integrate diverse language experiences into all areas of the curriculum to enhance language development C. Support the social/emotional aspects of development through teaching social skills and responsive interactions with each child and his/her family D. Understand current child growth and development research and its application to implementing classroom curriculum that addresses and integrates all areas of development 10

12 Course Content: Program Development and Management A. Understand the role of the administrator by applying knowledge of leadership roles, traits, dispositions and styles B. Understand organization, job design, evaluation and development of staff and communication systems C. Identify existing and new resources in developing policies and procedures D. Have a working knowledge of program policies and procedures related to leadership, management and program evaluation E. Be knowledgeable of and understand fundamentals of program organization and management principles and their application Course Content: Budgeting and Fiscal A. Acquire an understanding of fiscal management and accountability resulting in a fiscally sound program B. Understand and develop fiscal systems through defined processes of accountability C. Correlate the relationship between funding and the provision of quality programs for children and families in analyzing the true cost of care D. Write grant proposals and identify available financial resources at the local, state and federal levels Course Content: Legal A. Develop an understanding of and comply with all legal and regulatory mandates that ensure compliance with federal, state and local guidelines including the NJ Office of Licensing Manual of Requirements ( B. Comply with federal, state, regional and local laws and regulations as to the operation of your program including building, health and safety regulations and program planning (as applicable) C. Establish and comply with staff policies, procedures and job descriptions which are consistent with applicable laws, regulations, policies and procedures D. Comply with federal, state and local laws, regulations, policies and procedures when providing services to children with special needs 11

13 Course Content: Marketing & Public Relations A. Be able to articulate their program philosophy, vision and mission and define quality to families and community through effective marketing and public relations B. Develop marketing strategies and materials using a variety of media C. Articulate how program philosophy, goals and practices are related to the community needs for children s services and programs D. Develop linkages to other community agencies to assure that the program is known throughout the community Course Content: Leadership and Advocacy A. Be able to develop and demonstrate leadership and advocacy skills to promote and support quality care B. Develop partnerships or join peer support networks and groups for the exchange of ideas and educational opportunities C. Ensure understanding of and commitment and adherence to the state approved accrediting entities. Encourage and facilitate membership in the NJ Registry for all program staff ( Course Content: Ethics A. Utilize equitable and ethical approaches to program and administration oversight by analyzing the implications of recent trends and issues that influence the field of early childhood education B. Develop an understanding and commitment to following NAEYC s Code of Ethical Conduct C. Exemplify respect for the dignity, worth and uniqueness of each individual child, family, colleague and employers D. Understand that culture includes ethnicity, racial identity, economic level, family structure, language, religious and political beliefs, all of which profoundly influence each child s development and relationship to the world E. Understand the value of working effectively with families through developing trusting relationships and partnerships 12

14 Course Content: Program Planning A. Design and critique integrated learning experiences for young children that meet NAEYC guidelines for Developmentally Appropriate Practice (DAP), the NJ Preschool Teaching and Learning Standards (Preschool), the NJ Core Curriculum Content and Common Core Standards (K-3 grades), the NJ Birth to Three Early Learning Standards (infants/toddlers) and GrowNJ Kids Standards B. Develop a program plan based upon knowledge of available resources, models, regulations, assessments and community needs C. Develop or revise a program mission statement related to a clearly articulated philosophy and goals Course Content: Staff Development A. Achieve growth toward becoming an informed dynamic professional as evidenced by demonstration of knowledge, skills and dispositions to teaching B. Develop personnel policies, procedures and legal requirements that support staff development and result in quality programming C. Understand the various dynamics of supervision, coaching and mentoring Course Content: Supervision A. Apply professional guidelines for best practice in curriculum and activities for children in early childhood education programs B. Evaluate daily classroom experiences through reflective conversation and reflective writing C. Understand and apply knowledge of theories of adult growth, development and learning D. Use and model reflective practice for ongoing professional growth of self and staff E. Demonstrate knowledge of group dynamics, conflict resolution and building relationships with people of diverse racial, cultural and ethnic backgrounds 13

15 Course Content: Evaluation & Observation A. Gain knowledge of program assessment and improvement tools: Grow NJ Kids; Early Childhood Environment Rating Scale-Revised (ECERS-R); Infant/Toddler Environment Rating Scale-Revised (ITERS-R); Family Child Care Environment Rating Scale-Revised (FCCERS-R); School-Age Care Environment Rating Scale (SACERS); National Association for the Education of Young Children (NAEYC) Accreditation; National Early Childhood Program Accreditation (NECPA); National Association for Family Child Care Accreditation (NAFCC); Program Administration Scale (PAS); Business Administration Scale (BAS); Classroom Assessment Scoring System (CLASS) B. Create a program improvement plan with objectives and steps toward implementation C. Develop an understanding of the functions of a strategic plan D. Utilize evaluations from families and staff and link to program improvement planning Course Content: Developing as a Professional A. Learn the importance of reflective practice including how past experiences shape present perceptions and future aspirations B. Learn practical strategies for reducing stress and avoiding burnout C. Appreciate their unique styles and create an action plan for achieving greater professional competence Course Content: Understanding & Teaching A. Understand fundamentals of curriculum, principles and applications B. Develop an understanding of a curriculum that reflects the NJ Birth to Three Early Learning Standards (infants/toddler), NJ Preschool Teaching and Learning Standards (preschool), NJ Core Curriculum Content and Common Core Standards (K-3 grades), National Afterschool Association Standards for Quality School-Age Care (NSACA), National Association for Family Child Care (NAFCC) C. Plan and implement curriculum that advances all areas of children s learning and development, is individualized and meets the needs of all children including those with special needs 14

16 Course Content: Environment A. Assess classrooms to ensure that the environment supports appropriate child development, learning and promote positive experiences for all children and families B. Ensure a safe, healthy and inclusive learning environment for children that is consistent with professional guidelines and best practice C. Understand and utilize environment rating tools for classroom improvement D. Assess, review and secure developmentally appropriate materials for learning environments Course Content: Child Assessment & Observation A. Demonstrate awareness and understanding of assessment tools and processes that may be used in educational programs and acquire knowledge of their appropriate use, administration and effective interpretation B. Analyze children s data and develop action plans based on findings, seeking input and assistance when needed C. Communicate regularly with appropriate family members and professionals, involving them in discussions and decisions regarding children s assessments, respecting professional guidelines and confidentiality Course Content: NJ Curriculum Models A. Have knowledge of the state approved curriculums ( ) Course Content: NJ Early Learning and Preschool Standards A. Have knowledge of the NJ Early Learning Standards B. Effectively utilize the standards with families and the community Source: Adapted from Kean University s Early Childhood and Family Studies Program Course Outlines

17 Competency Statements What competencies does a Director need to demonstrate a quality program? Please review the Core Knowledge & Competencies Document and Technical Assistance Specialist Standards. (available at Leadership and Advocacy The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Ensure understanding, adherence to and commitment to the National Association for the Education of Young children (NAEYC) Code of Ethical Conduct Explain the program s demographics and describe ways in which social and cultural competencies have been used to provide ethical approaches to program oversight and the administration of program policies and procedures Describe incidents that have been resolved effectively with various constituencies and develop a list of resources that provide services appropriate for children and families Health, Safety and Nutrition The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Regularly assess program to ensure best practices in good nutrition, health and safety policies for children Comply with all legal requirements in reporting suspected child abuse and neglect, develop policies and procedures for reporting abuse or neglect and for effectively working with families in such cases Implement the latest professional information to staff and others on nutrition, the ability to plan nutritious meals and health and safety practices 16

18 Staff Management and Professional Development The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Promote membership in the NJ Registry for all program staff Develop personnel policies and procedures according to best practices, state, federal and other legal regulations Apply best practices in personnel policies, procedures and legal requirements for: personnel administration, recruiting, hiring, supervision, evaluation, and termination while adhering to applicable legal regulations Plan staffing patterns for required and preferred ratios in all classrooms Write purposeful job descriptions Employ reflective practices and identify and use performance evaluation tools for the purpose of staff development Create and individualize professional development plans; link professional development goals for each staff member to the philosophy, mission, vision and values of the program and staff member Demonstrate knowledge of group dynamics, conflict resolution and relationship building with people of diverse racial, cultural and ethnic backgrounds Financial Management The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Understand and apply principles of sound financial management and program planning to provide quality programming for children and families Recognize the effects of sound business practices, staff compensation (benefits) and funding on quality programs for children and families Understand the benefits and challenges in utilizing public and private funding sources and be able to write grants and secure funding from numerous funding sources Develop and implement policies and procedures for budget planning including revenues, expenses, line-item breakdowns and adequate cash-flow practices Analyze the true cost of care Apply proper accounting practices through utilizing systems to generate income and expense statements, implementing accounting checks and balances and employing a system of accounting review 17

19 Support and Services for All Children and Families The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Apply professional guidelines for best practice in curriculum and activities for children in early childhood education programs Design, implement and commit to, with staff input, practices that meet the needs of children and all kinds of families (a mom and a dad, single mom/dad, grandparents as guardians, interracial families, lesbian or gay parents, stepfamilies, blended families, adoptive families and the host of other configurations) Provide the supports and resources necessary for children with special needs Design environments that support room arrangement as a teaching strategy Design outdoor learning environments that support gross motor and explorative arrangements as a teaching strategy Establish mechanisms for collaborating with community agencies and organizations creating a system to explore and embrace families values, beliefs, cultures and child-rearing practices Develop a portfolio of local agencies that provide services for families of children with special needs and other family supports Personal and Human Relations The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Identify personal leadership style Apply knowledge of personal leadership style and assess its impact on administering a program Establish and maintain positive relationships and partnerships with families and staff Analyze the impact of enrollment policies and procedures: legal issues, quality issues, and the effect on relationships with families Establish and implement effective organizational communication structures and decisionmaking process Exercise conflict resolution techniques to facilitate ongoing communication and problem-solving 18

20 Program Planning, Evaluation and Improvement The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Use management systems including technology to implement quality programs Compare national models of program accreditation approved for New Jersey to assess the most appropriate model to pursue: National Association for the Education of Young Children (NAEYC) Accreditation, National Early Childhood Program Accreditation (NECPA), National Association for Family Child Care Accreditation (NAFCC), Council on Accreditation (COA) Identify and incorporate quality criteria into all aspects of the program Identify effective software for program, including computerized record-keeping systems Implement a system in which technology can facilitate communication Create an outline of a strategic plan with objectives and steps toward implementation Develop or revise a program mission statement related to a clearly articulated philosophy and statement of goals Develop a budget designed to reflect the program s mission and goals Develop a program plan based upon knowledge of available resources, program models, community needs, and regulations Create an organizational chart that identifies reporting or supervising responsibilities of staff Legal and Regulatory Requirements The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Apply federal, state, regional, and local laws and regulations in the operation of your program; as applicable Apply federal, state, and local building, health, and safety regulations to program planning; as applicable Establish and comply with staff policies, procedures, and job descriptions which are consistent with applicable laws, regulations, policies, and procedures Comply with federal, state, and local laws, regulations, policies, and procedures when providing services to children with special needs 19

21 Facilities and Program Operations The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Maintain a healthy and safe facility and program Apply collaborative organizational structure and management theory to roles and responsibilities in the administration of children s programs Plan for effective time management and delegation, using knowledge of laws and regulations for program planning and management; including local, state, and federal agencies and their roles Investigate and describe professional guidelines and accreditation criteria for quality programs for children and families in different environments Engage staff actively in assessing and developing program procedures Explore diverse services in the wide range of children s programs including: public, private, proprietary, non-profit, full day, part day, single purpose and comprehensive Marketing & Public Relations The statement should be a minimum of 300 words and a maximum of 1000 words and clearly define the administrator s experiences, leadership and decision-making abilities, and overall measurable outcomes for competency review. To guide the writing of your competencies consider the following: Articulate program philosophy that defines quality to families and the community Develop marketing strategies and materials using a variety of media Articulate how program philosophy, goals, and practices are related to the community needs for children s services and programs Develop linkages to other community agencies to assure that the program is known throughout the community 20

22 Professional Contribution Areas Professional Contribution Areas Include: Advocacy and Community Service Provide a copy of a letter to an editor indicating participation on committees, councils or working groups or written testimony OR provide a copy of a letter to legislature or government officials signed by you or one of the above. Service in a Leadership Role in a Professional Organization Provide a letter indicating your role, dates of service and the name of an organization or committee that lists you as a board member or officer. This must be signed by the board president, executive director or other official representative and must be on the organization s letterhead. Presentations and Training Provide a copy of conference brochure with presentation listing or confirmation letter from conference or workshop contact. Become an Approved Professional Development Provider in the NJ Registry. Provide documentation of training presented as an approved Professional Development Provider in the NJ Registry. Program Improvement Provide a copy of accreditation validation or assessor letter OR a copy of consulting contract or agreement OR a copy of a report or summary of consultation, a sample product, picture or copy of a product. When available, provide documentation of participation in implementation of Quality Rating and Improvement System (QRIS). Provide proof of staff membership in the NJ Registry and/or utilization of scholarship or reimbursement dollars. Writing and Publication Provide documentation of published writings, such as National or State Publications. Research or Grant Writing Provide a copy of cover sheet; table of contents and abstract OR a copy of transcript indicating completion of thesis; including title and content description OR provide a copy of grant approval letter OR a copy of letter indicating service as a grant reader or reviewer. Professional Endorsements Provide proof of Infant Mental Health Endorsement, Council for Professional Development Child Development Associate (CDA) Professional Development Specialist, Accreditation Assessor, (Rater Reliability) Early Childhood Environment Rating Scale-Revised (ECERS-R), Infant/Toddler Environment Rating Scale-Revised (ITERS-R), Family Child Care Environment Rating Scale- Revised (FCCERS-R),School-Age Care Environment Rating Scale (SACERS), Program Administration Scale (PAS), Business Administration Scale (BAS), Classroom Assessment Scoring System (CLASS). 21

23 Practicum or Action Research Project Guidelines The NJ Administrators Credential practicum or action research project consists of the completion of the following instruments that will be reviewed by a facilitator to certify that the administrator has met all requirements for the credential. A practicum or action research project can take one to two years depending on program readiness and the active role of the director in the field of early childhood education. The Program Administration Scale (PAS) (For Center-Based Administrators) The Business Administration Scale (BAS) (For Family Child Care Providers) The Program Improvement Plan (PIP) The Professional Resource File (PRF) Management is about arranging and telling. Leadership is about nurturing and enhancing. Tom Peters, Author A Passion for Excellence: The Leadership Difference 22

24 Program Administration Scale (PAS) The following information is an overview of the rationale for the Program Administration Scale (PAS). The PAS is based on the professional consensus that early childhood program quality should be viewed through a broader lens than only that of the classroom learning environment. It should incorporate multi-source data collection methods including interview, document review, and observation. The PAS was designed to serve as a reliable and accessible tool for measuring the overall quality of administrative practices in early childhood programs and to provide a user guide for program improvement. Published in 2004, the development of the PAS began with a review of the literature on best practices that foster collaboration, diversity, cultural sensitivity and social justice. The instrument includes 25 items clustered in 10 subscales that measure both leadership and management functions of center-based programs. Leadership functions relate to broad views of helping an organization clarify and affirm values, set goals, articulate a vision, and chart a course of action to achieve that vision. The PAS is applicable for multiple uses: program self-improvement, technical assistance and monitoring, training, research and evaluation, and public awareness. Source: Talan, T. and Bloom, P.J. (2004). Program administration scale: Measuring early childhood leadership and management. New York, NY: Teachers College Press. 23

25 Business Administration Scale (BAS) for Family Child Care The following is an overview of the rationale for the Business Administration Scale for Family Child Care (BAS). The BAS for Family Child Care reflects the growing professional consensus that the quality of family child care is determined by more than a provider s nurturing heart and caring interactions with children. Providers that utilize effective professional and business practices are more likely to view family child care as a career and provide a higher quality learning environment in which they interact more sensitively with children. The BAS was designed to serve as a reliable and easy-to-administer tool for measuring and improving the overall quality of business practices in family child care settings. Published in 2004, the development of the BAS began with a review of the literature on best practices in family child care with an eye to policies and procedures that support the wellbeing and professionalism of providers as well as positive outcomes for children and families. The content of the BAS reflects the wisdom in the field about the components of high-quality family child care. High-quality programs are run by providers who are intentional in their work, committed to ongoing professional development, engaged in ethical practice, and savvy about accessing community resources to enhance their program s effectiveness. High-quality programs have business practices in place that promote financial stability, reduce the risk associated with doing business in a home environment, and comply with local and state legal requirements (NAFCC, 2005). The BAS includes 37 indicator strands clustered in ten items. The instrument was constructed to complement the widely used Family Child Care Environment Rating Scale-Revised (FCCERS-R) by Harms, Cryer, and Clifford (2007). When used together, these instruments provide a comprehensive picture of the quality of the family child care learning environment and the business practices that support the program. The BAS is applicable for multiple uses; program self-improvement, technical assistance and monitoring, training, research and evaluation, and public awareness. The target audience for the BAS is family child care providers and those working to monitor and improve the quality of family child care professional and business practices. Source: Talan, T. and Bloom, P.J. (2004). Business administration scale for family child care. New York, NY: Teachers College Press. 24

26 Developing Your PIP or ARP The Program Improvement Plan (PIP) or Action Research Project (ARP) is a detailed description of your plan to improve your program. The development of your plan emerges from the scores of your Program Administration Scale (PAS) or independent program assessment and addresses one or more area(s) of need. Your plan should be typed in 12 pt. font; double spaced, and should include the following sections: Overview of Program: In one page or less, provide a descriptive overview of your program. This overview should include information about your program s history, sponsorship, legal structure, size, services offered, and ages served. Statement of Need: In one page or less, provide sufficient background on the need for your program improvement endeavors. This section should provide adequate background information supported by data for addressing each objective you plan to pursue, and, if you are applying for a grant, how your grant will improve program quality. Objectives & Outcomes: Describe what you expect to accomplish. The outcomes should support the statement of need, be measurable, and attainable. Activities: Describe the activities necessary to accomplish your objectives. Include sufficient detail to give the reader a clear idea of the precise nature of your plan. Make sure your activities are attainable within the specified timeline you established. Personnel: The personnel section describes who will be responsible for different activities and a realistic assessment of workload and time needed to accomplish objectives. Evaluation: This section describes what you will do to determine if you have accomplished your objectives. The assessment tools you will be using may be included as appendices. Timeline: The timeline provides a realistic timeframe to accomplish your proposed activities and evaluation. Budget Narrative: Your budget narrative provides a description of the costs associated with achieving your objectives. Include costs for which you may apply for a grant and in-kind donations. Budget Summary: Your budget summary should include the categories of expenses detailed in your budget narrative. It should be in table form and must be accurate. 25

27 Implementing Your PIP or ARP The Program Improvement Plan (PIP) or Action Research Project (ARP), one of the competency-based areas of the NJ Administrators Credential, demonstrates an early childhood administrator s proficiency in program evaluation and ability to address areas designated for quality improvement. Program administrators are encouraged to adhere to and reference the NJ Core Knowledge and Competencies for Early Childhood Professionals (2015) as they develop and communicate their plan or project. The PIP or ARP is also an excellent tool for developing grant writing techniques. Each section of the PIP or ARP serves as an outline for developing and writing a successful grant proposal. Developing Your Ideas Collect preliminary data to determine needs (use Program Administration Scale (PAS), Business Administration Scale (BAS) scores, independent program assessment scores) Formulate your ideas into a preliminary plan of action Develop an outline to frame your plan and ensure you address each area of the plan Review outline with facilitator prior to your writing of the plan Writing the Plan (Include all sections) Overview of your program Statement of Need the problem you want to solve Objectives you want to accomplish Activities you plan to implement Methods for evaluating progress and three outcomes Timeline for doing the activities People needed to conduct the activities Budget narrative and summary of costs involved Reviewing the Plan with Your Facilitator Facilitator reviews plan and provides feedback The PIP and ARP are practicum assignments and required to assess NJ Administrators Credential competency Implementing the Plan Keeping on track (use your timelines) Modifying your original plan if necessary (be flexible) Reaching out for support from an instructor, facilitator or fellow directors Source: Adapted from the McCormick Tribune Center for Early Childhood Leadership-National-Louis University 26

28 Professional Resource File (PRF) The Professional Resource File (PRF) is part of the NJ Administrators Credential practicum experience. It is one of five areas in which early childhood administrators present evidence of competency for assessment. Autobiography Documents to Be Included The autobiography is a reflective document which incorporates the administrator s: past experiences leading to choosing the field of early childhood education the present, including the administrator s current experience future endeavors and goals The autobiography should have a minimum of 300 words, be typed in 12 pt. font, and double spaced. Current Résumé Your résumé is an avenue for reviewing, updating and effectively communicating your qualifications. The résumé should be a maximum of two typed pages. 27

29 Resources and References Albrecht, K. (2002). The right fit recruiting: Selecting and orienting staff. Lake Forest, IL: New Horizons. Bloom, P. J., Scheerer, M. & Britz, J. (1991). Blueprint for action: Achieving center-based change through staff development. Lake Forest, IL: New Horizons. Bloom, P. J. (1992). The child care director: A critical component of program quality. Educational Horizons, 70 (3), Bloom, P. J. (2002). Making the most of meetings: A practical guide. Lake Forest, IL: New Horizons. Bloom, P. J. ( nd Edition). Blueprint for action: Achieving center-based change through staff development. Lake Forest, IL: New Horizons. Bloom, P. J. (2007). From the inside out: The power of reflection and self awareness. Lake Forest, IL: New Horizons. Bloom, P. J. & Talan, T. N. (2009). Business administration scale for family child care. New York, NY: Teachers College Press. Bloom, P. J., Hentschel, A. & Bella, J. (2010). A great place to work: Creating a healthy organizational climate. Lake Forest, IL: New Horizons. Bloom, P. J. ( nd Edition). Circle of influence: Implementing shared decision making and participative management. Lake Forest, IL: New Horizons. Bloom, P. J. & Talan, T. N. ( nd Edition). Program administration scale: Measuring early childhood leadership and management. New York, NY: Teachers College Press. Bloom, P. J. ( nd Edition). Leadership in action: How effective directors get things done. Lake Forest, IL: New Horizons. Bordin, J., Machida, S. & Varnell, H. (2000). The relation of quality indicators to provider knowledge of child development in family child care homes. Child and Youth Forum, 29 (5),

30 Burton, A., Whitebook, M., Young, M., Bellm, D., Wayne, C., Brandon, R. M., & Maher, E. (2002). Estimating the size and components of the U.S. child care workforce and caregiving population. Washington, DC: Center for Child Care Workforce. Culkin, M. L. (2000). Children s program administrators and the advancement of an administrator credential. In M. L. Culkin (Ed.), Managing quality in young children s programs: The leader s role. (pp. 1-17). New York, NY: Teachers College Press. Harms, T., Cryer, D. & Clifford, R. M. (2007). Family child care environment rating scale revised edition (FCCERS-R). New York, NY: Teachers College Press. Helburn, S. W., Morris, J. R., & Modigliani, K. (2002). Family child care finances and their effect on quality and incentives. Early Childhood Research Quarterly. 17(4), Jack, G. H. (2004). The business of child care: Management and financial strategies. Independence, KY: Cengage Learning. Kontos, S., Howes, C., Shinn, M. & Galinsky, E. (1995). Quality in family child care and relative care. New York, NY: Teachers College Press. Morgan, G. (2000). The director as key to quality. In M. L. Culkin (Ed.), Managing quality in young children s programs: The leader s role. New York, NY: Teachers College Press. pp Neugebauer, B. & Neugebauer, R. (Eds.). (2008). The art of leadership: Managing early childhood organizations, Revised Edition. Redmond, WA: Exchange Press, Inc. Nelson, F. (2003). Creating a professional development system in New Jersey: The role of the New Jersey professional development center for early care and education. School Connections: A Journal of the College of Education at Kean University. New Jersey Department of Education (2002). Early childhood program expectations: Standards of quality (PTM# ). Trenton, NJ: New Jersey Department of Education. New Jersey s Council for Young Children Strategic Plan for Early Education and Care (2012). The Center for Career Development in Early Care and Education at Wheelock College (2000). Director credential action pack. Boston, MA: Wheelock College. 29

31 Credential Process Checklist Apply to the NJ Registry Send required documents to NJ Registry to become Active Completed NJ Administrators Credential Application Proof of administrative coursework (Early Childhood Education and or Supervision college courses, or other approved coursework provided by a PINJ Approved Professional Development Provider) Autobiography (minimum of 300 words) Current Résumé Written Competency Goals (10) o Leadership and Advocacy o Health, Safety and Nutrition o Staff Management and Professional Development o Financial Management o Support and Services for All Children and Families o Personal and Human Relations o Program Planning, Evaluation and Improvement o Legal and Regulatory Requirements o Facilities and Program Operations o Marketing and Public Relations Professional Contributions (minimum of four) Two Letters of Reference: one from a professional colleague and one from an organization with which you are affiliated Required documents for the Practicum coursework or Action Research Project Assessment The Program Improvement Plan rubric below makes it possible for administrators to earn a score up to 100 points. Each section is assigned a maximum score of 10 points. Competency is established by attaining a minimum overall score of 80 points. Program Improvement Plan Areas of Assessment Overview of Program 10 points Statement of Need 10 points Objectives/ List three outcomes 20 points Activities to implement 10 points Timeline 10 points Personnel 10 points Budget Narrative 10 points Budget Summary 10 points Overall Written Presentations 10 points Total 100 points 30