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

2. 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

3. 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.

4. 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

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

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

7. 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

8. 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

9. 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

10. 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?

11. Are we ready to answer?

12. Video

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

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

15. 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 

16. 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.

17. 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

18. 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

19. 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 

20. 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

21. 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

22. 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

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

24. Head and Heart

25. How do we get there? Learning from other professions

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

27. 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?

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

29. 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

30. Detangling the Profession and Field

32. 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

33. 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

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

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

36. 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

37. All Sectors, All Settings

38. 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

39. 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

40. 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)

41. 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

42. 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

43. Join the Conversation

44. Video

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

46. Inform
2. Sign-up to inform the decision-making process and to receive updates by ing 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

47. 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.

48. Our Votes. Their Futures.
NAEYC

49. NAEYC Early Childhood Higher Education Directory

50. Your Expertise and Leadership are Needed
Katherine Kempe,