Power to the Profession Unifying and advancing the early childhood education profession __________________________________ Katherine Kempe NAEYC

A Shared Initiative: National Task Force American Federation of State, County and Municipal Employees National Association for the Education of Young Children American Federation of Teachers National Association of Early Childhood Teacher Educators Associate Degree Early Childhood Teacher Educators National Association of Elementary School Principals Child Care Aware of America National Education Association Council for Professional Recognition National Head Start Association Division for Early Childhood of the Council for Exceptional Children Service Employees International Union Early Care and Education Consortium ZERO TO THREE National Association for Family Child Care Lead the development of the shared framework Actively engage networks for input to drafts Promote and elevate Power to the Profession Advocate for the shared framework as a strategy to advance the profession

Commitment to Children and Families The initiative is focused on advancing the early childhood education profession because it is the best and most effective way to improve outcomes for children and families.

Unifying Identity Matters Power to the Profession is a national collaboration to establish a shared ownership and framework for career pathways, knowledge and competencies, qualifications, standards of practice, and compensation that unifies the entire early childhood education profession, ages birth through 8, across all settings and states

The Current Reality Varying nomenclature Varying preparation Varying qualifications Varying working conditions Varying expectations for practice Varying diversity Varying accountability

Shared Vision for the ECE Profession Prepared Supported Effective Professional Autonomy Diverse …..and more Compensated

This is Not a New or Isolated Conversation… Building on decades of advocacy Informed by past and current strategies Aligns with other state and national efforts

Advancing early childhood educators Early childhood work is critical Early childhood work requires complex thinking Early childhood work requires specialized training and education Investments must be made to support the profession

What We Need and Want Significant public investment Compensation Effective practices High-quality and accessible preparation Diverse professionals at all levels Professional autonomy Profession-led policies Professional respect and status

The Public Will Want to Know Who are early childhood educators? What do they do? Do they need specialized knowledge and skills? Why? What does compensation parity look like? Why?

Are we ready to answer?

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What the Solution Requires Unifying Professional Identity Public Funding & Policy Public Image & Recognition

What the Solution Requires Unifying Professional Identity Public Funding & Policy Public Image & Recognition Decision Cycle Process – 2017-2019 Public Image Campaign, Discover Nursing as model – begins 2018 Policy Advocacy and Adoption – begins 2019

Goals Shared framework and definition of the early childhood education profession (ages birth through 8, across all settings) Comprehensive policy and financing strategy for the systemic adoption and implementation of the shared framework 

Diversity and Equity Maintaining and growing a diverse and equitable profession is a key priority. Decisions and policy implementation will directly address structural, institutional, and individual biases and barriers. The process and structure of this initiative will ensure all voices are at the table.

The Decision-Making Structure The Field Bring the voices of the field into the national conversation Task Force 15 National Organizations who represent & engage with large groups of ECE professionals Stakeholders 35+ National Organizations with system-level influence

Power to the Profession Stakeholders Over 35 national organizations with system-level influence on the early childhood field, including: Council of Chief State School Officers First Five Years Fund National Academy of Sciences, Engineers and Medicine National Association of State Boards of Education National Association of Counties National Black Child Development Institute National Governors Association National League of Cities New America UnidosUS

Power to the Profession Funders Alliance for Early Success Buffett Early Childhood Fund Foundation for Child Development  Heising-Simons Foundation The Bill & Melinda Gates Foundation  Richard W. Goldman Family Foundation  W. Clement & Jessie V. Stone Foundation W.K. Kellogg Foundation 

Power to the Profession National Task Force American Federation of State, County and Municipal Employees National Association for the Education of Young Children American Federation of Teachers National Association of Early Childhood Teacher Educators Associate Degree Early Childhood Teacher Educators National Association of Elementary School Principals Child Care Aware of America National Education Association Council for Professional Recognition National Head Start Association Division for Early Childhood of the Council for Exceptional Children Service Employees International Union Early Care and Education Consortium ZERO TO THREE National Association for Family Child Care Lead the development of the shared framework Actively engage networks for input to drafts Promote and elevate Power to the Profession Advocate for the shared framework as a strategy to advance the profession

Field identified risks Overly burdensome barriers to entry and limit the people in the profession Lack of political will to influence policies and systems Lack of resources and supports for the field to meet the standards NAEYC

Field identified opportunities A stronger case for compensation and increased investments A more recognized and valued profession in society Greater consistency across states and early learning settings NAEYC

For Discussion What makes you excited about building and advancing a unified profession? What makes you nervous?

Head and Heart

How do we get there? Learning from other professions

How do we get there? Decision Cycles Task Force draft Field feedback

Decision Cycles: Key Questions Who are early childhood educators? What do they do? What should they know and be able to do? How many levels are within this profession? How do they vary? What preparation is required for each level? How should specializations be structured? What does comparable compensation and support look like for each role or level? What supports and infrastructure are needed to be successful? What are the non-negotiable conditions for implementation? How is accountability structured?

The Holistic View: All Settings, Sectors, 0-8

Decision Cycles: Approved Examples of Critical Questions Decision Cycles Who are early childhood educators? What do they do? Decision Cycle 1   Professional Identity and Boundary What do they need to know and be able to do? Decision Cycle 2   Generalist Competencies

Detangling the Profession and Field

Decision Cycle 1: Professional Identity and Boundary Early Childhood Educators… Care for and promote the learning, development and wellbeing of children birth through age eight Practice in all early childhood education settings Meet the guidelines of the profession Are defined by their mastery of knowledge, skills and competencies defined by the profession

Decision Cycle 2: Competencies Do not start with a blank slate Start with the 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs Leverage standards from other national organizations Make some important revisions to address gaps Rebrand and elevate, Professional Standards and Competencies for Early Childhood Educators Public Comment on Draft 1 – Fall 2018

Decision Cycles 3, 4, and 5 Preparation Responsibilities Uniformed Designations Specializations

Proposed Recommendation: The ECE Profession Has 3 Designations of Level ECE III ECE II ECE I

Proposed Recommendation: Preparation* is Required for Each Designation ECE III ECE II ECE I Bachelor’s Degree or Master’s (initial prep) Professional Training Program (at least 120 hours) Associate Degree *Organized programs of study in ECE; aligned with professional standards and competencies; does not include advanced practice roles

All Sectors, All Settings

Proposed Recommendation: Specialization Generalize before specialize Specializations help ECEs deepen their knowledge and practice and create a professional niche Professional organizations, not state or federal agencies, should be responsible for developing, administering, and issuing specializations

Draft 1 – Decision Cycles 345 Public comment February 2 – April 30, 2018 (13 weeks) Survey 1,296 total responses (75% completion rate) Letters and statements 24 formal letters and statement from individuals and organizations Focus groups and meetings 22 focus groups, 17 information sessions and meetings, 18 key informant interviews

Draft 1 – Decision Cycles 345 Feedback from the field: More clarity on the content, particularly distinct levels of preparation and responsibilities Outline field engagement and the decision-making process Ensure the commitment to diversity and equity is more tangible and visible Many comments elevated the need for public financing, shared accountability, and a solid infrastructure (to be addressed in future decision cycles)

Decision Cycles: In the Pipeline Examples of Critical Questions Decision Cycles What does comparable compensation and support look like in this profession? Decision Cycle 6 Compensation What accountability structures must be in place to support effective preparation and practice? Licensing and certification Accreditation Individual Assessments/Exams Decision Cycle 7 Required Accountability and Quality Assurance What resources and policies must be provided to build and sustain the profession? Decision Cycle 8   Required Support and Infrastructure

Next Steps Include compensation (DC6) in next draft DC345+6 draft for public comment and companion resources – Fall 2018 Professional Standards and Competencies for Early Childhood Educators – Fall 2018

Join the Conversation

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Review & Discuss 1. Access the latest draft, study guide, materials in Spanish, and summaries at www.NAEYC.org/profession. Next drafts for public comment, fall 2018.

Inform 2. Sign-up to inform the decision-making process and to receive updates by emailing p2p@naeyc.org p2p@naeyc.org. Create a list and invite others to sign-up! 3. Inform our efforts by scheduling time to chat with us during our virtual office hours every 2nd and 4th Friday of the month. Reserve your slot at www.NAEYC.org/profession.

Organize & Connect 4. Organize a Power to the Profession discussion group with your colleagues. It could be a Power to the Profession Potluck, an agenda item at an all-staff meeting…or get creative! 5. Connect with Colorado AEYC to co-host a Power to the Profession convening in your community and beyond – including those from communities that have been under-represented. This can include focus sessions, panels, keynote addresses, and workshops at local, state, and national meetings and conferences.

Our Votes. Their Futures. www.americaforearlyed.org NAEYC

NAEYC Early Childhood Higher Education Directory https://degreefinder.naeyc.org

Your Expertise and Leadership are Needed www.NAEYC.org/profession www.coloradoaeyc.org Katherine Kempe, kkempe@naeyc.org