Vermont Agency of Education 4 December 2015 Early Childhood & Early Childhood Special Education Endorsement Standards Vermont Agency of Education 4 December 2015  

OVerview Revision Process Logic of the Endorsement New Endorsement

Revision Process Action Schedule VSBPE sets endorsement review schedule Fall 2014 EQ completes initial review of endorsement January 2015 Convene Focus Group (practitioners, researchers, administrators, policymakers, advocates) 23 February 2015 Actualizing focus groups ideas March/April 2015 Check-in May 2015 Final Revisions Public Comment July 2015 VSBPE approval August 2015 Go live!

Logic of the Endorsement Teaching, not Learning, Standards Core Teaching Standards vs. Endorsement Standards The existential question of endorsements Educator Preparation Programs Educators’ professional growth AOE’s role Oversee Internal consistency Focus discussion Get out of the way Focus Group’s role Apply collected knowledge of early childhood and early childhood special education to update endorsement

Endorsement and Core Teaching Standards Endorsement requirements Vermont Core Teaching Standards Licensure Content knowledge & skills reflected in specific standards Praxis II Teaching practices Crosses endorsement areas Level I Licensure Portfolio Approved program recommendations (including Peer Review) Transcript review for those adding endorsement

Early Childhood Education Modeled on NAEYC’s 2010 Standards for Initial Early Childhood Professional Preparation Revised Early Childhood Education endorsement Promoting Child Development and Learning Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. Key elements of Standard 1 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. Promoting Child Development and Learning Educators are grounded in a child development knowledge base for the full range of students covered in this endorsement. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments and learning opportunities that are healthy, respectful, supportive, and challenging for each and every child 1.1 Knows and understands young children’s characteristics and needs, and the variation within and across developmental domains, birth to grade 3.

ECE Endorsement Themes Promoting Child Development and Learning Building Family and Community Relationships Observing, Documenting, and Assessing to Support Young Children and Families Using Developmentally Effective Approaches Using Content Knowledge to Build Meaningful Curriculum Becoming a Professional N.B., these themes are identical in both the NAEYC and AOE Standards.

Early Childhood Special Education Modeled on the Division for Early Childhood or the Council for Exceptional Children’s Initial Preparation Standards Revised Early Childhood Special Education endorsement Learner Development and Individual Learning Differences Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. K1.1 Theories of typical and atypical early childhood development Learner Development and Individual Learning Differences Special Educators understand how exceptionalities may interact with development and learning and use this knowledge to support learning experiences for individuals with exceptionalities. For Early Childhood Special Educators this includes the following knowledge and skill standards: 1.1 Knowledge 1.1.1 Theories of typical and atypical early childhood development

New Intensive Special Education Teacher Endorsement Linked to the Vermont Core Teaching Standards Learner Development and Individual Learning Differences Aligned with Learner and Learning Category of Vermont Core Teaching Standards

ECSE Endorsement Themes Learner Development and Individual Learning Differences (The Learner and Learning) Learning Environments Curricular Content Knowledge (Content Knowledge and Skills) Assessment (Instructional Practice) Instructional Planning & Strategies Professional Learning & Ethical Practice Collaboration (Professional Responsibility)

Inclusion Statement The National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood of the Council for Exceptional Children (DEC) have issued a joint position statement on early childhood inclusion.  This position statement represents dispositions desired of Vermont’s early childhood educators and early childhood special educators. “Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.” This is Standard 7 in the Early Childhood Education Endorsement and Standard 8 in the Early Childhood Special Education

Vermont Early Learning Standards Teaching standards are intended to be closely aligned with rigorous student learning objectives as defined by the VELS. For example, 5.6 Understands the progression of student skills defined by the Vermont Early Learning Standards (which include the appropriate Common Core State Standards and Next Generation Science Standards) and competence in teaching them.

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