1. Defining and Advancing the Professions that Support All Young Children
Peggy Kemp, Executive Director
Council for Exceptional Children
Division for Early Childhood
Marica Cox Mitchell, Deputy Executive Director
National Association for the Education of Young Children

2. Our Collective Commitment
All young children (each and every child) have the supports needed to grow and develop
All young children (each and every child) are able to meet their full potential

3. Professions and Occupations Matter
Well-prepared, diverse, effective, and supported professionals are essential
Child Outcomes
Family Engagement
Interdisciplinary Collaboration
Return on Public Investments
….and more

4. What We Need

5. What It Requires Significant Public Investments
Profession-led Policies*
Unifying Frameworks and Definitions*
*Focus of Presentation

6. What We Have Right Now: Internal Confusion
Varying nomenclature
Varying competencies
Varying preparation
Varying qualifications
Varying compensation
Varying working conditions
Varying expectations for practice
Varying performance
Varying accountability

7. What We Have Right Now: Internal Confusion (continued)
Lead teachers need credential X or degree Y.
Why do teachers have to take math classes? All they need is passion.
Any degree in early childhood education or a related field is fine.
Everybody who cares for young children is automatically an early childhood educator.
Educators working in home-based programs are “providers” not teachers.
We should not be called teachers because we also care and nurture.

8. Internal Confusion Yields External Confusion

9. How We Get What We Want

10. Power to the Profession January 2017- December 2018
National, profession-led initiative
Members of the early education field invited to join in as experts
National professional organizations serve as Task Force
National advocacy organizations serve as Stakeholders
NAEYC “deep dive” states inform and test decisions
Establish a unifying framework to define the early childhood profession
Name, unique role and identity
Career pathways
Knowledge and competencies
Qualifications
Compensation
Standards for practice
Quality assurance systems

11. Two Categories of Conversations
Awareness to Drive Action and Engagement
Acknowledge that there is some internal confusion needing internal attention
Acknowledge that the confusion weakens effectiveness, influence, and the case for compensation
Unifying Decisions
Consensus on the unified framework and definitions
Shared ownership of decisions
Organized as eight stackable “decision cycles”

12. Examples of Decisions
What is the ECE profession in the context of the wider field?
What are the unique responsibilities for this profession?
What should early childhood educators know and be able to do?
What are the career levels within the profession?
What is the compensation structure per career level?
What degrees and/or credentials can effectively ensure that professionals are prepared for their career levels?
What specializations should be recognized in this profession?
When should early childhood educators be eligible to specialize?
What infrastructure will be needed to support the profession? Higher education? Professional organizations? State licensing boards?

13. Decision Cycle 1: Identity and Boundary (working draft)
Review & React
Decision Cycle 1: Identity and Boundary (working draft)

14. Your Leadership and Expertise are Needed
Learn more about Power to the Profession
(see power to the profession main page)
Spread the word and advocate
Inform the Power to the Profession decisions
Join the mailing list
( Power to the Profession)