Strong Foundations For Our Youngest Children

Credentialing Cohort - Resource List


Build It Better Indicators of Progress to Support Integrated Early Childhood Professional Development Systems by National Association for the Education of Young Children (NAEYC) (2016).
This resource provides a set of indicators to benchmark the quality and effectiveness of state early childhood professional development systems, stimulate strategic planning, and help policy makers, administrators, educators, and advocates work together to build a better professional development system for early childhood educators working with children birth through age 8. This work builds on the policies areas and principles put forth in Workforce Designs A Policy Blueprint for State Early Childhood Professional Development Systems.

Early Educator Central Jointly administered and funded by the Office of Child Care and Office of Head Start. This website features essential tools for leaders to advance pathways to credentials and degrees for Infant-Toddler educators. It includes a Professional Development (PD) System Cost Analysis Tool, model articulation agreements for use in higher education, videos of effective practices and more.

NAEYC Standards for Early Childhood Professional Preparation the National Association for the Education of Young Children. (2009).
These core NAEYC standards are used across degree levels, from associate to baccalaureate to graduate programs. They are used in higher education accreditation systems, in state policy development, and in program improvement planning.  

Transforming the Workforce for Children Birth through age 8: A Unifying Framework by the Institute of Medicine (IOM) and National Research Council (NRC), (2015). This comprehensive resource explores the implications of the science of child development for the professionals who work with children birth through age 8. It offers recommendations to build a workforce that is unified by the foundation of the science of child development and early learning and the shared knowledge and competencies that are needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8.  Particular chapters that pertain to our Learning Table include:

Chapter 7: Knowledge and Competencies

Chapter 9: Higher Education and Ongoing Professional Learning
Chapter 10: Qualification Requirements, Evaluation Systems, and Quality Assurance Systems
Chapter 11: Status and Well-Being of the Workforce
Chapter 12: Blueprint for Action

Workforce Designs A Policy Blueprint for State Early Childhood Professional Development Systems by Sarah Lemoine (2012) NAEYC Public Policy Report.
This blueprint focuses on the policies that connect professional development activities and that support and make possible effective implementation of a state system of professional development. It highlights principles and six policy areas that build or sustain an integrated system—a system that ensures quality in all settings in which early childhood professionals work: The six essential policy areas of the blueprint are (1) professional standards; (2) career pathways; (3) articulation; (4) advisory structure; (5) data; and (6) financing. This policy blueprint also includes a listing of sample state strategies in each of the six key policy areas


A Perspective on Early Childhood Education and Articulation by Deborah Cassidy (2015).
This paper provides perspective on the importance of articulation and lessons learned from the author’s experience in North Carolina as the state’s Child Care Administrator and as a university professor.

Early Childhood Articulation Project Compendium by the T.E.A.C.H. Early Childhood National Center (2015).
This Articulation Compendium is a result of the very impressive efforts made by ten state teas to advance articulation between early childhood education associate and baccalaureate degree programs in their state. This Compendium includes the Articulation Framework, Tools and Resources, includes discussions of significant aspects of articulation efforts and resources from the states; State Profiles of the ten participating states; and resources from T.E.A.C.H. Early Childhood National Center.

Getting Started with Articulation: What State Partners Need to Know by the Administration for Children and Families (2015).
This paper introduces current issues on articulation supporting early childhood degree attainment for state partners and leaders. The paper addresses setting up, implementing, and sustaining articulations agreements.

Texas Early Childhood Education Degree Articulation Toolkit by Mary C. Munger, Ed Hammer, and Charles Munger (2013).
The Texas Early Childhood Education Degree Articulation Toolkit was developed to support Texas institutions of higher education in creating or improving early care and education degree articulation agreements. It provides tools and resources to enhance articulation as well as voices from the field and case studies to inform the work.

Higher Education Content and Capacity

Early Childhood Higher Education: Taking Stock Across the States by Marcy Whitebook and Lea J. E. Austin (2015).
This policy brief highlights findings from inventories conducted in seven states to date--California, Indiana, Nebraska, New Hampshire, New Jersey, New York, and Rhode Island--on the extent to which ECE teacher preparation is currently integrated across the birth-to-age-eight continuum, and on variations in field-based practice opportunities for teachers of young children.

Early Childhood Teacher Education Policies: Research Review and State Trends (Policy Report) by Diane Schilder (2016).
This report, published by the Center on Enhancing Early Learning Outcomes, provides policymakers with a review of published research on ECE workforce education and credentials as well as research on the current status of ECE wages, recruitment and retention challenges, and promising practices. It includes a summary of trends in state requirements regarding ECE teachers with bachelor’s degrees and specialized certification, licensure, or endorsements of pre–K teachers. It shares examples of state funding sources and strategies to increase the percentage of ECE teachers with bachelor’s degrees and ECE credentials, descriptions of promising practices employed by some states designed to retain educated and credentialed ECE teacher as well as recommended actions and strategies, based on research and state suggestions, regarding approaches states can use to recruit and retain teachers with bachelor’s degrees and an ECE credential.

Preparing Early Childhood Teachers to Successfully Educate All Children: The Contributions of Four-Year Undergraduate Preparation Programs by Aisha Ray, Barbara Bowman, and Jean Robbins (2006).

In this paper, part of a Project on Race, Class and Culture in Early Childhood, the authors examine how the developmental and educational needs of children with special needs, children of color, children who are low-income, immigrants, second language learners and second dialect speakers are reflected in bachelor’s-degree early childhood teacher preparation program requirements.

Preparing Early Childhood Teachers to Successfully Educate All Children: The Contribution of State Boards of Higher Education and National Professional Accreditation Organizations by Aisha Ray, Barbara Bowman, and Jean Robbins (2006).
In this paper, part of a Project on Race, Class and Culture in Early Childhood, the authors examine how the developmental and educational needs of children with special needs, children of color, children who are low-income, immigrants, second language learners and second dialect speakers are addressed in early childhood teacher standards (Pre-K – early elementary grades) developed by state boards of education and professional accreditation organizations. The goals of the study are to answer the following questions: 1) identify and describe diversity content (e.g., references to 8 student characteristics e.g., race, social class) in early childhood teacher standards of state boards of education; and 2) identify and describe references to 8 student characteristics e.g., social class, language) in early childhood teacher standards developed by national professional accreditation organizations.

Some Assembly Required: Piecing Together the Preparation Preschool Teachers Need by the National Center for Teaching Quality (2016). 
Preschool teachers have one of the toughest jobs around. Do the prep programs training aspiring preschool teachers give them the skills and knowledge they need to create an high-quality and enduring preschool experience? Read about what many prep programs are - and are not - teaching aspiring preschool teachers. 

Principal/Leadership Preparation and Licensure

Crossing the Boundaries: The Need to Integrate School Leadership and Early Childhood Education by Artin Göncü, Catherine Main, Anthony Perone, and Steve Tozer (2014) at this University of Illinois at Chicago
This brief examines Illinois’ new school leadership requirements of P.A. 96-0903. First, the strengths and potential pitfalls raised by the new legislation are analyzed. Second, this brief presents three principles, grounded in educational research, for improving the legislation. Finally, this brief concludes with concrete recommendations for strengthening school leadership programs to facilitate the preparation of principals who can more effectively lead schools that include preschool classes.

Preparing Principals to Support Early Childhood Teachers by Kristie Clarke Brown, Jim Squires, Lori Connors-Tadros, and Michelle Horowitz (2014).
This document summarizes what is known about principal licensing requirements and professional development in early childhood pedagogy and best practice, and provides selected state examples of professional development models for principals. Find more details in the report  What Do We Know About Principal Preparation, Licensure Requirements, and Professional Development for School Leaders? 

The 2015 Professional Standards for Educational Leaders by Council of Chief State School Officers (CCSSO) (2014).
The 2015 Professional Standards for Educational Leaders, formerly known as ISLLC standards, aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.

National Association of Elementary School Principal Competencies for Leading Pre-K-3 Learning Communities by the National Association of Elementary School Principals (2014).
This guide provides a framework to help principals create and support connections between the worlds of birth to five and K-12 and to help them implement developmentally-appropriate teaching and learning practices to ensure successful Pre-K-3 continuums their schools.

The Nuts and Bolts of ESSA Series: What Principals Need to Know to Support High Quality Early Childhood Education and Leadership, Kelly Pollitt and Andrea Brinnel (April 21, 2016). 
This presentation reviews the expectations of ESSA and highlights opportunities to support principals to be effective leaders for early childhood education and support PreK-3rd grade alignment. 

Credentialing and Competencies

Dual Language Learner Teacher Competencies (DLLTC) Report by Antonia Lopez and Marlene Zapeda (2012).
The Alliance for a Better Community and National Council of La Raza’s DLLTC contain general guidance relevant to the instruction of young Dual Language Learners from different vantage points (e.g., teachers, program directors).They consider the complexity of the teacher workforce working directly with children across a number of specific factors, including language capacity of the teacher – that is, the ability to speak the language of the child – cultural competence with the culture of the child, and experience teaching young DLL children.

Early Learning Career Pathways Initiative: Credentialing in the Early Care and Education Field by Chrys Limardo, Theresa Sweeney, and Laura Taylor (2016).
This report is part of the Early Learning Career Pathways Initiative, supported by the U.S. Departments of Education and Health and Human Services (the Departments) and examines the current state of career pathways in the early learning industry intended to meet the skill, employment, and advancement needs of low-income, low-skilled adults who are in or entering this field. This work signifies the joint commitment of these Departments to support the development of career pathway systems in states to increase access to jobs in the early care and education (ECE) field.

Portable Credentials and Degrees for the Early Childhood and School-Age Workforce by NAEYC’s National Center on the Child Care Professional Developments Systems and Workforce. (PDW Center) (2012).
This PowerPoint presentation is from a webinar presents a national perspective on workforce data, practices, and policies and then describes opportunities for creating a more coherent and integrated PD system through the development of portable credentials

Competencies For Early Childhood Educators In the Context Of Inclusion: Issues and Guidance for States by National Professional Development Center on Inclusion (NPDCI) (2011).
The purpose of this document is to identify issues and provide guidance to states as they develop, revise, and utilize early educator competencies in the context of inclusion. Key issues for consideration include: (1) Ensuring that early educator competencies reflect knowledge, skills, dispositions, and emerging research on effective practices for working in inclusive settings with children with and without disabilities and children who are dual language learners (DLL); and (2) Ensuring that competencies that support inclusion are linked with quality professional development opportunities, accountability systems, and other components of a comprehensive early childhood system.

Compensation, Scholarships, and Financing 

High-Quality Early Learning Settings Depend on a High-Quality Workforce Low Compensation Undermines Quality by U.S. Department of Health and Human Services U.S. Department of Education (2016).
This report discusses the importance of supporting the early learning workforce to improve the quality of early learning programs and to ensure fair pay so that they can support their own families. This report provides state fact sheets that include data on compensation for the early childhood workforce.

Washington State: Scholarship Program The Department of Early Learning’s redesign of the scholarship program for early learning professionals! This will allow us to streamline services and support early learning professionals in their career development.

Professional Learning Standards and Policies

Australia Capital Territory: Professional Learning Policy

California: Maximizing the Use of State Professional Learning Investments to Support Educator and School System Growth. Learning Policy Institute Stanford Center for Opportunity Policy in Education November 2015.

The Superintendent's Quality Professional Learning Standards approved by the State Superintendent of Public Instruction Professional Learning Support Division California Department of Education November 2014 Revised March 2015

Kentucky: Kentucky Professional Learning Standards Guidance 9/30/2014 Kentucky Department of Education Office of Next Generation Learning

Michigan: Professional Learning Policy and Standards (January 2012)

West Virginia: Transforming Professional Learning West Virginia Board of Education's Master Plan for Statewide Professional Learning (2015).