1. Knowledge and Competency Framework Early Childhood Administrators
EC Regional Networking Groups
Collaborative Project
“Leading for educational excellence and equity. Every day for every one.”

2. Background – The Challenge
School-based early childhood administrators often begin their job with many responsibilities and little formal training.
“What do I need to know?”
“What are my responsibilities?”
“How do I know if I am doing a good job?”
“How do I grow and improve?”
Of course, even after many years of experience, we will be asking these same questions, as we are continually learning and growing in our profession.
education.state.mn.us

3. Background – The Challenge
The field of early childhood education has changed immensely in the last 10 years.
Many stakeholders have recognized its importance.
New funding and additional accountability requirements follow this recognition.
Aligning systems. Not only with K-12 (e.g. data systems, funding formulas, PreK-3) but also with other early childhood systems (e.g. Parent Aware, Develop)
Training and professional development have not kept pace with the numerous new requirements and responsibilities.
education.state.mn.us

4. The Solution – Part 1
We have identified three steps to help us meet this challenge (we will be focusing on #2 this year):
Identify standards for early childhood administrators.
Develop a knowledge and competency framework so administrators can learn what they should know and do, and how they can improve their work.
Develop training and professional learning based on the framework.
education.state.mn.us

5. The Solution: Part 1, Step 1 Start with Standards
Standards for Minnesota teachers and licensed administrators currently exist.
Standards of Effective Practice for Teachers
Core leadership competencies for Minnesota administrative licenses
education.state.mn.us

6. The Solution: Part 1, Step 1 Start with Standards
During the school year, a group of early childhood administrators reviewed the “Core leadership competencies for Minnesota administrative licenses”
In most cases, the group thought that the competencies would also work for early childhood.
In some cases, information was added to reflect or highlight the unique responsibilities of the early childhood administrator.
education.state.mn.us

7. The Solution: Part 1, Step 1 Start with Standards
So, we adopted the core leadership competencies for Minnesota administrative licenses.
Some minor additions were made to Subpart 1 and
A Subpart 6 was created to focus on specific competencies needed by early childhood administrators.
For now, Step 1 is complete. We will be focusing on completing Step 2 this year.
education.state.mn.us

8. The Solution: Part 1, Step 2 Using Standards to Develop Competencies
Goal:
Using Minnesota’s Knowledge and Competency Framework for Early Childhood Professionals as a guide, we will develop levels of knowledge and competency for each content area, which will result in a Knowledge and Competency Framework for Early Childhood Administrators.
education.state.mn.us

9. Process for Developing a Knowledge and Competency Framework for EC Administrators
Solicit the help of each early childhood regional network.
Each group will focus on one part of the framework
Members download spreadsheet which contains all competencies.
Review Minnesota’s Knowledge and Competency Framework for Early Childhood Professionals.
Review the core leadership competencies for Minnesota administrative licenses document.
Review spreadsheet that lists all content areas.
education.state.mn.us

10. Process for Developing a Knowledge and Competency Framework for EC Administrators
On competencies spreadsheet, go to tab of content area assigned to your group.
Review Bloom’s taxonomy to assist writing.
As a group, develop descriptions of each competency that show levels of growth, skill, or knowledge.
Explores
Implements
Designs and Leads
Save and send spreadsheet to Mike.
education.state.mn.us

11. Layout of Spreadsheet Row 4: Leadership competency area
Row 5, Columns B-D: Levels (same as KCF)
Table rows: Black text is the core leadership competencies for administrative licenses.
Tabs: Each competency area is contained on a separate tab.
education.state.mn.us

12. Spreadsheet
In green text on this page are examples of levels that were built off of the core leadership competencies.
If new text was added to core leadership competencies, it is in purple.
The core leadership competencies are in black. They are in the “Explores” column. They can be moved to another column if you think it is a better fit (e.g. code 1.A.2 in row 7)
education.state.mn.us

13. Networking Group’s Task
Consider the development and progression of an EC administrator. Create levels for each competency which show realistic knowledge and skill growth.
In the example below, you may want to consider moving the core leadership competency to the Implements column, as we would not expect a beginning coordinator to demonstrate knowledge of effective personnel recruitment, selection, and retention.
education.state.mn.us

14. Example Use purple text as you add your competencies. Thanks!!
In the example below in Row 7, the core leadership competency was moved to the “Implements” column. A new level of the competency was created in column B.
Note: Using Bloom’s taxonomy helps when creating levels.
You will notice purple text in row 10, column D. This is just to help your group think of content to include in the competency.
Use purple text as you add your competencies.
Thanks!!
education.state.mn.us