1. Power to the Profession
A Broad Overview

2. P2P: The Rationale

3. What We Need and Want Significant public investments
Comparable compensation
Effective practices
Diverse professionals at all levels
High-quality and accessible preparation programs
Professional autonomy
Profession-led policies
Professional respect and status

4. What the Public Will Want to Know
Who?
What?
Why?
How?

5. What We Have: Internal Confusion

6. What We Have: External Confusion

7. What We Have: External Confusion
[Child-care or daycare] workers with associate’s and bachelor’s degrees are likely to go into other, better-paying jobs, like teaching. 

8. What We Have: Internal and External Confusion
It IS NOT that complex.
1. “The two primary qualifications for a child care worker should be common sense and a warm and loving heart.”
2. “When my mother went back to work, my sister and I were cared for a time by a wonderful woman who we only much later deduced was semi-illiterate. She kept us safe and made us feel loved, and instilled a desire to be the kind of people that would be worthy of that affection.”
It IS that complex.
3. “It really isn't rocket science. Seems to me like at least a two year degree/certificate should be warranted.” 
4. “Yes, they should have college degrees and a professional culture. However, the government must be responsible for paying them, for all children, not just the poor.”

9. What We Have: External Confusion
Confusion about who we are:
lead teacher
child-care providers 
home-care providers
assistant teachers 
providers
teachers 
child-care workers 
daycare workers
early-childhood workforce
preschool teachers
child care teachers 
Confusion about what we do:
early learning 
child care
day-care
care and education of children from birth through age 8

10. The Essence of Power to the Profession
Coherence and Clarity Are Necessary for Public Support.
We Create the Coherence and Clarity.

11. P2P: The Implementation Strategy

12. Power to the Profession

13. How do we get there? 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
30 National Organizations with system-level influence

14. 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

15. Stakeholders American Indian College Fund
National Association of State Boards of Education
BUILD Initiative
National Black Child Development Institute
Center for American Progress
National Board for Professional Teaching Standards
Center for the Study of Child Care Employment
National Council of La Raza
Center on Enhancing Early Learning Outcomes
National Governors Association
CLASP
National Institute for Early Education Research
Council of Chief State School Officers
National League of Cities
Data Quality Campaign
National Women’s Law Center
Early Childhood Personnel Center
National Workforce Registry Alliance
First Five Years Fund
New America
JumpStart
Ounce of Prevention Fund
McCormick Center for Early Childhood Leadership
Save the Children
Military Child Education Coalition
TEACH Early Childhood National Center
National Academy of Sciences
Teach for America
National Association of Early Childhood Specialists in State Departments of Education

16. Core Components of a Unifying Framework
Name
Distinct role in society
Distinct responsibilities and designations
Expectations and standards for practice
Competencies and Code of Ethics
Professional preparation expectations

17. Core Components of a Unifying Framework
Examination or assessment requirements
Experience, practicum, or clinical requirements
Accreditation of professional preparation programs
Government agency that issues license to practice
Government agency that penalizes licensed professionals who violate professional norms or threaten public safety
Public and private funding to ensure effectiveness and public safety

18. How Professions Are Typically Structured
STATE LICENSING BOARDS
Grant license to competent individuals to protect the public
Adopt guidelines from the profession
May modify to better align with state context
POWER TO THE PROFESSION
NATIONAL PROFESSIONAL ORGANIZATIONS
Unify and define the profession
Hold the profession accountable
Develop guidelines that shape state and federal policies
STATE/FEDERAL AGENCIES
Provide policies and funding to support high- quality professional practices
Adopt guidelines from the profession
May modify to better align with state context

19. Examples of Questions for Workforce Registries to Ponder
Who is responsible for granting ECEs license to practice in your state?
What is unique about practicing as an ECE in your state?
Does your push for comparable compensation also include comparable accountability?
What level(s) on your career lattice really impacts the ECE effectiveness, public recognition, and compensation?
Is you career lattice based on the assumption that some folks, regardless of resources, are not capable of earning a degree or certificate?
How will a more organized and compensated profession impact your current work?
Where are you putting the most emphasis? Why?
Quality assurance for trainers and training programs
Quality assurance for higher education programs

20. Your Expertise and Leadership are Needed