MASTER OF EARLY CHILDHOOD STUDIESCompetency Based LearningCh.docx

MASTER OF EARLY CHILDHOOD STUDIES
Competency Based Learning
Change Matrix for Competency “Not Achieved”
Student Name:
Competency: Example LD005 (Student: remove example and
insert competency)
· For each objective you earned a 1 or a 0, please complete the
table below.
· Please make sure any revisions you make to your paper are in
a different colored font or made using track changes.
· Once you have completed the form and made revisions to your
paper, return BOTH the matrix and your revised paper to the
SME for review.
· After reviewing that changes have been made, the SME will
submit this signed form to you and your Coach, which will
indicate that the competency can be unlocked.
· When submitting your competency work, please also upload
this form.
Note: You are responsible for making all changes suggested by
the SME on this form. The SME’s signature does not ensure that
the competency will be achieved.
Learning Objective:
Please state the number and the full objective
Learning Objective:
Assessor’s Comments:
Please add the assessor’s comments from the rubric
Revisions made:

Student:Please give page number and state what specific
changes you have made.
SME’s Recommendations: (Section to be completed by the
SME)
SME Signature:
Date:
Please copy and paste this table and complete for each of the
Learning Objectives that need to be addressed.
Final Exam, Introductory Macroeconomics (Econ 2)
Winter 2019
18 March 2019
Version A
DO NOT OPEN THIS TEST UNTIL YOU ARE INSTRUCTED
TO DO SO.
This exam has 24 questions (some with multiple parts). There
are 6 sheets of paper (including
this cover sheet). The last sheet is scrap paper. You may tear off
the scrap paper but must leave

the rest of the exam stapled.
You should write your answers in the space provided for each
question. No credit will be given
for answers written anywhere else. On every question you must
show your work and circle
your final answer.
Before exam time starts, you must fill in the information below
in the space provided:
1) Your name, AS RECORDED WITH THE REGISTRAR (do
not write your nickname)
2) your numerical student ID
3) Circle your officially registered section time
Failure to do any of the above will result in a one-point
deduction from your exam score
You will NOT be given extra time to do this after exam time is
over. Do it now.
Please write:
Name (as given to Registrar):
__________________________________________

Numerical ID:
__________________________________________
Circle your Section Time:
Naresh Kumar Wed 2:40-3:45 Fri 10:40-11:45
Anirban Sanyal Wed 10:40-11:45 Wed 12:00-1:05
Ted Liu Mon 12:00-1:05 Mon 1:20-2:25
Harrison Shieh Mon 8:00-9:05 Mon 9:20-10:25
Guanghong “Michael” Xu Fri 12:00-1:05 Fri 1:20-2:25
YOU MUST USE A PEN
A. Gains from Trade War
The US has 200 million workers (that's 200,000,000). It can use
these workers to produce either
Aluminum (A) or Engines (E). It takes 10 workers to produce 1
ton of aluminum and 40 workers to
produce 1 engine.

1. [2 p] Write down the PPF for the US.
10� + 40� = 200,000,000
2. [3 p] What is the cost of an engine? What is the opportunity
cost? You must show your work and
specify the units of each cost for full credit.
Cost: 40 workers
Opportunity cost: � = 20,000,000 − 4� => 4 tons of aluminum
Suppose the US starts trading with several countries at a
mutually acceptable trade price of 10 tons of
aluminum for 1 engine.
3. [2 p] Will the US import engines or aluminum? Explain in 1
or 2 sentences.
Since the trade price of an engine exceeds its opportunity cost,
the U.S. will want to export engines. That
means it must be importing aluminum.

4. [4 p] Write down the PPF of the US after trade.
Before trade: � = 5,000,000 −
1
4
�
After trade: � = 5,000,000 −
1
10
�
5. [2 p] Suppose the price of an engine is $8000.
a. What is the price of aluminum in the U.S. before trade?
��
��
= [��. ��] = 4 => �� =
��
4
= $2000

b. What is the price after trade?
��
��
= [�� ] = 10 => �� =
��
10
= $800
6. [6 p] Calculate nominal GDP and the nominal wage after
trade. (Hint: Is the U.S. specializing in
producing one of the goods after trade?)
After trade the U.S. specializes in engines and imports
aluminum. It will produce 5,000,000 engines (see
PPF for E above).
[��. ��] = $8000 × 5,000,000 + $2000 × 0 =
$40,000,000,000
[��.��] =

[��. ��]
[# �� ]
=
$40,000,000,000
200,000,000
= $200
The government puts a tariff on aluminum imports, causing the
relative trade price of aluminum to rise
to 1/5 engines for 1 ton of aluminum. The (dollar) price of
engines remains $8000.
7. [1 p] What is the (dollar) price of aluminum after the tariff?
��
��
= [�� ] = 5 => �� =
��
5
= $1600

8. [2 p] What is the nominal wage after the tariff?
The nominal wage is unchanged from #6 because the U.S. will
still specialize in producing engines, and
the dollar price of engines is unchanged.
9. [7 p] What is the real wage after the tariff? Assume the
basket of goods for a typical consumer is
1 engine and 3 ton of aluminum. Take the period after trade as
the base for the consumer price
index (meaning you should use the prices that you solved for in
Question 5b as the base year
prices).
[�� , �� ] = $8000 × 1 +
$800 × 3 = $10,400
[�� , �� ] = $8000 × 1 +
$1600 × 3 = $12,800
�� =
[�� ]

[�� ]
× 100 = 123.08
[�� ] =
[��.��]
��
× 100 = $162.50
B. Political Business Cycle
The nation of Dystopia has a long-run aggregate supply curve of
�� = 2. The velocity of money has
growth rate � = 0.
Initially the country has a rate of money growth equal to ��
= 3.
1. [2 p] Write down the aggregate demand curve.
�� + �� = �� + � => �� = 3 − ��
2. [4 p] Solve for long-run equilibrium.
�� = ��
3 − �� = 2
1 = �� ∗

�� ∗ = �� = 2
3. [2 p] Write down the short-run aggregate supply curve.
�� = ( �� − �[ �� ]) + �� = ( �� − 1) + 2
The president of Dystopia is up for re-election this year. The
president's political consultants believe that
he will win 45 + �� percent of the vote, where �� is the
growth rate of GDP. He needs to win at least
50% to be re-elected.
4. [6 p] The president pressures the central bank to permanently
raise the rate of money growth to
�� = 10. Assuming the election happens immediately after
the change (before expectations
adjust), would the president be re-elected? Justify your answer
by solving for the president's
vote share (you must show all steps for full credit).

New AD curve: �� 2
� = 10 − ��
New Short-run Equilibrium:
10 − �� = ( �� − 1) + 2
9 = 2��
4.5 = �� ∗
�� ∗ = 10 − �� ∗ = 5.5
[��′� �� ℎ��] = 45 + �� ∗ = 50.5
Yes, he will win re-election.
5. [6 p] After the election firms adjust their expectations. What
is the rate of inflation in the new
long-run equilibrium? What is the new short-run aggregate
supply curve?
�� 2
� = ��
10 − �� = 2
8 = �� ∗
�� ∗ = �� = 2

�� 2
� = ( �� − �[ �� ]) + �� = ( �� − 8) + 2
6. [5 p] Most advanced democracies (e.g. the US, Canada,
Britain, the European Union, Japan) have
made their central banks almost completely independent of the
political branches of
government. Given your answers to Questions 4 and 5, why
might these countries consider
central bank independence a good policy? Explain your answer
in 1 or 2 sentences.
Since the central bank can engineer booms and recessions,
politicians will want the central bank to
create good economic conditions just before elections to sway
the vote. The only way to prevent this is
to make the central bank independent of elected politicians.
C. Solow Below Trend
In the figure above, each dot shows the GDP growth versus
initial GDP for a single country. The trend

line shows the average relationship among the black dots.
1. [4 p] According to the Solow Model, what is likely to be true
about the countries represented as
black dots? Why might we expect the trend line to be negative?
Explain your answer in 2 or 3
sentences. [Hint: think about the parameters of these economies
and what that implies about
their GDP in the long run.]
The black dots are likely to be countries that are converging to
the same steady state. In that case we
would expect the trend to be negative because the countries
with the lowest 1950 GDP would have to
grow at a higher rate to catch up to the countries with higher
1950 GDP.
2. [4 p] Country A (see figure) does not fit the trend line. How
would the Solow Model explain why
Country A falls below the trend? Explain in 1 or 2 sentences.
Country A likely has a less favorable set of parameters (a lower
investment rate, a lower productivity, a
higher depreciation rate) and is thus converging to a lower

steady state than the other countries.
G
D
P
G
ro
w
th
, 1
9
50
t
o
2
01
8
GDP in 1950
A
Trend Line
D. What does it all mean!?

1. [3 p] Each of the 3 letters shown in the diagram above
represents a quantity from those named
in the table below. Write the name for the quantity represented
by each letter (several will not
be used).
a. Number of employed
b. Number of unemployed
c. Labor force
Number of unemployed
Number of non-
institutionalized adults
Number of employed Labor force
Number of underemployed
2. [2 p] Write down a formula for the unemployment rate using
the letters from the figure above
(for example, a + b – c).
Either

�
�
× 100% or
�
�+�
× 100% would give the unemployment rate in percentage points.
Since we
didn't specify it had to be in percentage points (as opposed to a
proportion), you could leave off the
100% and still get full credit.
3. [2 p] Explain in 1 or 2 sentences why the demand curve for
labor has a negative slope.
Either answer below is acceptable:
Minimum
Wage
w
L
a
b
c
Market for Labor

get less benefit from each
additional worker. Their willingness-to-pay for each additional
worker is thus decreasing.
-to-pay for hiring an
additional worker. As the market wage
increases, fewer and fewer workers find it profitable to hire an
additional worker, reducing the
demand for workers.
E. Gains from Trade Peace
The figure above shows the market for rice in India. India is
about to allow trade in the market for rice at
the world price �� shown above.
1. [4 p] Who loses from opening to trade in the market for rice?
How much surplus do they lose?
(Show your work!)
Since �� > �∗ , consumers lose from trade. We calculate their

loss in surplus:
��ℎ� =
1
2
× 200 × (80 − 30) = $5000
�� =
1
2
× 150 × (80 − 50) = $2250
�� = $2750
P
Q
D
S
80
5
30
200
�� = 50
150 300
Market for Rice in India

Alternative Answer: Some students may have calculated the loss
in consumer surplus as the trapezoid
bounded by the axis, the world price, the equilibrium price, and
the demand curve. In that case they'd
get �� =
1
2
(200 + 150) × 20 = $3500. We will also accept this answer for
full credit as long as
the calculations make it clear this is how you got your answer.1
2. [4 p] Suppose the Indian government wants to compensate the
losers by transferring surplus
(through a lump sum tax) from the winners to the losers. If the
tax extracts just enough surplus
to leave the losers no worse off from trade, how much of the
gains from trade would be left to
the winners?
Gains from trade before tax:
��ℎ� =
1

2
× 200 × (30 − 5) = $2500
�� =
1
2
× 300 × (50 − 5) = $6750
�� = $4250
The tax would transfer $2750 of surplus from producers to
consumers. Producers would be left with
$1500 of the gains from trade.
Alternative Answers: If you used the trapezoid method above
you'd have to use $3500 as the surplus
needing to be transferred. IF you calculated PS gained as $4250
as above, you'd get that producers are
left with $750 after the transfer. If you calculated PS gained
again using trapezoids you'd get
�� =
1
2
(300 + 200) × 20 = $5000, in which case you'd get the same
answer for how much of
the gains are left to producers ($1500). One final approach is to
calculate the size of the deadweight loss

triangle bounded between the two curves and the world price,
which represents the overall gains to
society from trade. That is
1
2
× (300 − 150) × (50 − 30) = $1500, again the same answer.
3. Bonus [2 p] Suppose the market for rice is the only market in
India that is open to trade,
meaning it has no other imports or exports. Net transfers are
zero. If India has a capital account
of �� = −5000, what must be India's net factor payments?
We know from the balance of payments that
[�� ] + [�� ] +
[�� ] = −[�� ]
Net exports is just the value of India's exports in rice (300 −
150) × $50 = $7500. Net transfers is 0.
Then
[�� ] = −(−5000) − 7500 = −2500
1 Thanks to Chenhan Xu for suggesting this alternative
calculation.

F. Half-Baked
1. [3 p] The manager of the local bakery wants to motivate her
15 workers to bake more bread.
She is considering two schemes for paying bonuses. One would
pay each baker an extra 50 cents
for each loaf he bakes. The other would pay all 15 bakers an
extra 50 cents for every loaf baked
by any one of them. According to the model of individual
incentives, which scheme would yield
more bread? Explain your answer in 1 or 2 sentences.
Since the wording of this question is a little unclear, we'll
accept two answers for full credit.
If it's clear from your answer that you interpreted "pay all 15
bakers an extra 50 cents" to mean the 50
cents is split across all workers (which is how I'd intended it to
be read), the correct response would be:
The scheme that pays each worker only for the bread he or she
bakes would yield
more bread because the marginal benefit to individual effort is
the full 50 cents,

whereas the other scheme splits the benefit across 15 workers.
If it's clear from your answer that you interpreted "pay all 15
bakers an extra 50 cents" to mean each
worker would be paid 50 cents for each additional loaf of bread
baked by anyone (meaning the manager
hands out a total of $7.50 every time someone bakes a loaf), the
correct response would be:
Since under both schemes each worker receives an extra 50
cents for each loaf he or
she bakes, the two schemes would induce an equal amount of
effort and thus yield an
equal amount of bread.
Rubric Evaluation Results
Close

PLEASE MAKE ALL CORRECTIONS IN RED.
Learning Objective 1.1: Identify long-term goals and aspirations
for working in the early childhood field.
Only one long-term professional goal and/or aspiration is
identified and/or the goals and aspirations are not clearly stated
and/or they do not reflect NAEYC standards for professional
preparation.
Criterion Feedback
Please be sure to include an overt tie to NAEYC Standards for
Professional Preparation. Please use the SMART goal strategy
to develop your goals - I would encourage you to specifically
think about your own long-term goals and aspirations - for
example, is to learn more about child development to support
children's friendships and independence?
Learning Objective 2.1 Identify areas of strength, areas for
growth, and areas of interest.
Areas of strength, areas for growth, and areas of interest
identified are incomplete or do not relate to long-term goals and
aspirations.
Response addresses fewer than three.

Criterion Feedback
As you are specifying your areas for growth and inspiration,
please be sure to expand so the notation is clear. For example,
when you mention physical development, I am not sure if you
are referring to knowledge of, skills in supporting, etc.
Learning Objective 2.2 Determine near-term goals for
professional development.
Three specific, appropriate, near-term goals are stated clearly.
Near-term goals relate to long-term goals and aspirations.
Near-term goals align with the areas of strength, areas of
growth, and areas of interest identified.
Criterion Feedback
I would encourage you to broaden these and ensure that they are
tied to professional development. What specific goals do you
have as a professional that would reflect your own development
and support children within your classroom environment?
Learning Objective 3.1 Describe early childhood research,
policies, issues, and trends impacting professional goals.
Fewer than three early childhood research, policies, issues,
and/or trends are described, or the descriptions are vague or not
relevant to the identified goals.
Criterion Feedback
The information that you have included does not seem relevant
to your goals. I would strongly encourage you to revise your
goals and then select/present information in this section that
includes a direct tie. Please be sure that this information is cited
and that references are included.
Learning Objective 3.2 Explain how to apply learning about
research, policies, issues, and trends to achieve professional
goals.

Explanation does not clearly detail ideas for how research,
policies, issues, and trends can be applied to achieve near-term
professional goals.
Criterion Feedback
Please revise per note in 3.1 above.
Learning Objective 4.1 Explain how professional organizations
and resources support achievement of professional goals.
Explanations are provided for how fewer than three specific
professional organizations or resources support achievement of
professional near-term goals.
Explanations are unclear or incomplete.
Criterion Feedback
I would encourage you to broaden this information based on
revisions above. Please ensure that there is a direct tie and
please be sure to spellcheck.
Learning Objective 5.1 Develop action steps and identify
resources to achieve professional goals.
Action steps and resources are vague or incomplete and/or do
not align with professional goals.
Criterion Feedback
Please review information within the competency, particularly
in the area of developing goals and professional development.
These need significant revision to provide outlined support for
goals.
Learning Objective 5.2 Apply action steps from a professional
development plan.
Evidence of completion of action steps missing.
Criterion Feedback
Please remember that you need to provide documentation for
two of your action steps.

PV005
Guided Notes from “A Guide to Creating an Individual
Professional Development Plan (IPDP)
Source: Vermont Northern Lights Career Development Center.
(2011a). A guide to creating an individual professional
development plan (IPDP). Retrieved from
http://northernlightscdc.org/wp-content/uploads/2011/11/5-10-
ipdp_guide.pdf
Four Key Parts of an Individualized Professional Development
Plan (IPDP)
Part 3. Strategies/Action Steps and Resources: How will I do
this?
Now that you have developed your goals, it is time to decide
how you will accomplish them. Your IPDP requires that you be
specific about what you will do to achieve your goal. Your
strategies should include specific activities to help you
accomplish your goals such as: gathering materials,
interviewing specific people, visiting other sites, contacting
specific organizations and agencies, researching workshops to
attend, etc.
There are many professional organizations and resources
available to help you meet your professional development goals.
For example, under Goal #1, “Incorporate regular observation
and documentation of each child at least weekly,” you might
write:
Action Step
Resources
Contact Sue at XYZ child care to learn how she has set up an
observation and documentation system.

Contact information, any template or schedule already created
for the observations.
Ask if lending library has the book, The Power of Observation.
If not, check online for used prices, and order.
BFIS course calendar for training on Observations of Children
or Temperament
Your Turn:
Using your goals, complete the following:
Goal #1:
Action Step
Resources
Part 4. Timeline
When will I complete my tasks/activities?
Now that you have prioritized goals and you have specific plans
to achieve your goals, you will add timelines each goal. Identify
a date, month, and year for each goal—noting the completion
date for the activity. Be realistic in setting your timeline and
plan time to review your plan to see if you did what you
planned on the dates you identified in your timeline.
For example, under Goal #1 you might write:
· End of March 2015: Contact Sue, look in BFIS course
calendar, check lending library.
· May 1, 2015: Start documenting observations.
· June 1, 2015: Review documentation system and check back
with Sue; finish book.
· Sept. 1, 2015: Evaluate observations (what I learned and how I

am using them).
Your Turn:
Considering the goal you identified, identify the necessary
resources and timeline to achieve the goal.
Goal #1:
Action Step
Resources
Timeline
©2014 Walden University 1
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February 25, 2019
IPDP FormIPDP WorksheetIPDP Instructions &
SampleIndividual Professional Development Plan Workshops
Request for Training Funds
What is an Individual Professional Development Plan (IPDP)?
A professional development plan is an individualized document
that is used to record an employee's current training needs or
desires and short and long term career goals. It is a written plan
for developing knowledge, skills, and competencies that support
both the organization's objectives and the employee's needs and
goals.
What is the purpose of an IPDP?
To improve performance in current work assignments, acquire
or sharpen professional competencies and prepare the employee
for positions of changing or greater responsibilities.
Who should have an IPDP?
All full-time employees are required to have an annual
professional development plan. The IPDP is optional for non-
permanent employees.
What are the benefits of an IPDP?As a planning device, the
IPDP helps supervisors and employees to be clear on individual
goals and is the basis for input into the organization's training
needs assessment and training plans.For budget purposes, the
IPDP is used as a tool to determine training needs and financial
resource needs.As a communication tool, supervisors and
employees can discuss career goals and ways to maintain high

levels of productivity.
What is the supervisor's role in the IPDP process?Provide
information to employees needed to plan realistically and to
guide them in identifying knowledge, skills, and competencies
that will help them perform in their current job and /or
upcoming performance cycle while helping the organization
meet its goals.Help employees:
Understand the IPDP process and its purposesIdentify their
strengths and weaknesses in performing their current work
assignmentsIdentify opportunities for capitalizing on talent and
development of new skillsIdentify areas where they could take
greater responsibility.Find possibilities for career progress in
their current jobs and work organizationObtain access to
learning resourcesFollow IPDP procedures and
instructionsIdentify non-traditional learning opportunities such
as coaching, mentoring, self-directed studies and shadowing.
What can the supervisor expect from the employee?Take
responsibility for their learning and developmentParticipate
actively in planning goals and how they will meet themSet goals
and objectives that will benefit the organizations as well as
enhance their careerResearch ways of meeting personal career
goals and enhancing work performanceProvide input into the
drafting of the IPDPEvaluate own progress and keep supervisor
informedIdentify opportunities for professional development
Type of professional development and training:New employee
orientationBasic skills trainingContinuing technical and
professional education and trainingRetraining for occupational
changesSupervisory, managerial and executive development
Short term: Accomplished in 1-2 years
Long-term: Accomplished in 3-5 years
Personal Goals: Skills, activities or experiences designed to
improve your performance.
Professional Goals: Skills, activities or experiences designed to
improve professional effectiveness.
Career Goals: Skills, activities or experiences designed to
advance your employment within the university.

Click here to request training funds
Phase 1: Planning and Preparation
In this phase, preparation for a realistic and worthwhile IPDP
begins. The performance appraisal can provide a good basis for
planning development while starting a new performance cycle.
Employee self-assessment is also a critical component of this
phase.
The supervisor should:Explain the IPDP process and the
supervisor and employee roleReview and discuss the employee's
strengths and weaknesses in performing the current work
assignmentsIdentify specific gaps between current competencies
and those required to perform in the current job/work
assignments/performance plan. 1. Identify the activities that
will address these gaps 2. Prioritize the activitiesProvide
information on options for learning, such as:
Formal trainingOn-the-job training or coaching by yourself or
an expert workerJob enrichment-adding new work or increasing
the employee's level of responsibility.Developmental
assignments or details to other parts of the universitySelf-study,
including readingActivities in professional associations or
societiesIf requested, provide information on career planning
and counseling resources available for the employee to use.Give
the employee a copy of the IPDP and instructions for
completing a draft planHelp the employee set a deadline for
completing the draft IPDP.
Phase 2: Drafting the IPDP
In this phase, the supervisor drafts the IPDP for competencies
the employee needs to perform in their current job and/or the
upcoming performance cycle. For developmental requirements,
the supervisor is required to secure the necessary resources.
For career goals or personal goals, the employee drafts the
IPDP with advice and guidance from the supervisor. It is
expected that supervisors will assist the employee in coming up

with innovative ways to obtain these competencies. Employees
will:Assess his/her existing competencies and interestsIdentify
KSAs or competencies he/she will plan to develop during the
upcoming performance cycleResearch and identify learning
experiences that address the KSAs or competenciesDraft an
IPDP proposing and scheduling possible learning activities.
When the employee has completed the draft IPDP, the
supervisor reviews it to make sure:Learning activities are
realistic, given your organization's needs, budget, and
staffing.Learning activities are the best possible options for
learning what the employee needsThe employee has identified
specific activities and schedules for each. Activities should
allow the employee to continue to carry a fair share of the
workload and perform it satisfactorily.Learning activities
identified in the IPDP are available or can be made available
Phase 3: Preparing the Final IPDP
In this phase, the supervisor and employee work together to
finalize the IPDP.Supervisor and employee meet to discuss the
draft IPDP and reach agreement on employee needs, learning
experiences and schedules.The employee prepare the final
IPDPThe supervisor approves the IPDPPeriodic meetings are
held to check progress
Phase 4: Follow-up
Keep close track of planned activities when an employee is new
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JAMES MADISON UNIVERSITY
March 2016
Indicators of Progress to
Support Integrated Early
Childhood Professional
Development Systems
Build It Better
Indicators of Progress to Support
Integrated Early Childhood Professional
Development Systems
Build It Better
Indicators of Progress to Support
Integrated Early Childhood
Professional Development Systems
March 2016
Copyright © 2016 by the National Association for the Education
of Young Children.
All rights reserved. Printed in the United States of America.

Build It Better 4
CONTENTS
Introduction
...............................................................................................
.................................... 3
Purpose and Suggested Use
...............................................................................................
3
Context: Advancing the Profession
................................................................................... 4
How Did We Get Here?
...............................................................................................
........... 5
How Do We Move Forward?
...............................................................................................
.. 6
Four Core Principles and Six Policy Areas 7
..................................................................... 9
Key Definitions
...............................................................................................
......................... 10
Principles, Policies, and Indicators of Progress for Early
Childhood Professional Development Systems
............................................................12

Principle 1: PD System Integration
.....................................................................................12
What Does This Principle Look Like in Policy?
...............................................................13
Indicators of Progress in PD System Integration
..........................................................13
Principle 2: PD Quality Assurance
......................................................................................15
...............................................................15
Indicators of Progress in PD Quality Assurance
.......................................................... 16
Principle 3: Equity and Workforce Diversity
...................................................................18
...............................................................18
Indicators of Progress in Equity and Workforce Diversity
..........................................19
Principle 4: Compensation Parity Across 0–8 Sectors and
Settings .....................21
...............................................................21
Indicators of Progress in Compensation Parity
........................................................... 22

PD System Indicators Survey Instrument
....................................................................... 24
Strategic Planning Chart
...............................................................................................
........34
References
...............................................................................................
................................36
Resources
...............................................................................................
.................................. 37
Acknowledgements
...............................................................................................
...............39
5Build It Better
BUILD IT BETTER
Introduction
Purpose and Suggested Use
Picture a house. A foundation, walls, a roof. In 2008, the
National Association for the Education of Young Children
(NAEYC) built this house. Four principles at the base and
six essential policy areas for the frame—a blueprint for
early childhood professional development systems.
But strong, sustainable, solid houses aren’t built overnight.
Sometimes the builder starts and then abandons them.
Sometimes the builder starts out one way and then goes

in a different direction. Sometimes the people carrying out
the plans need to know which bricks to select and in what
order to lay them down. Sometimes it can be hard to see
what the house might look like at the end.
Build It Better 6
That’s why NAEYC developed this Indicators of Progress
resource—to 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. To the four fundamental principles
that make up the
foundation (PD Systems Integration, PD Quality Assurance,
Equity and Workforce
Diversity, and Compensation Parity Across 0–8 Sectors and
Settings) and the six
policy areas that form its walls and roof (Professional
Standards, Career Pathways,
Articulation, Advisory Structures, Data, and Financing),
NAEYC has added the
home’s bricks—the indicators of progress—each of which, when
taken together, can
ultimately support an early childhood profession that
exemplifies excellence and is
seen as performing a vital role in society.
Context: Advancing the Profession
Research is clear that children who attend high-quality early
childhood education
programs are more likely to be ready for school and for life.
The benefits of all

children having access to good early development and learning
experiences extend
beyond the individual child to the society as a whole (Berrueta-
Clement et al. 1992;
Ramey & Campbell 1999; Reynolds 2000). Research also tells
us that qualified and
well compensated professionals are essential to ensuring high-
quality early childhood
education programs, with many studies pointing to
knowledgeable and skilled early
childhood program staff as the cornerstone of high-quality early
childhood education
programs. Specialized knowledge and professional
development in how young children develop and
learn is critical, as is the quality of interactions
between program staff and children (Shonkoff &
Phillips 2000). NAEYC’s own market research finds
that this knowledge has filtered into the public
sphere: American voters overwhelmingly view early
educators as essential parts of our education system
and as important members of our communities—
nearly on par with firefighters and nurses (NAEYC
2015a; NAEYC 2015b). Far from seeing them as
equivalent to babysitters, voters recognize early
childhood educators as professionals who have
complex and demanding jobs and responsibilities.
They understand the evidence-based connection
between high-quality educators and high-quality
education—and they believe that compensation and
professional development are critical components of
ensuring quality.
As further evidence of a tipping point, recent
initiatives and investments from federal, state,
and local levels signal that we are in a critical time

In order to advance a profession, that
profession must be defined. The absence of
a unified and agreed upon scope of practice,
competencies, career pathways and
nomenclature that define early childhood
education professionals across states and
settings has limited our collective impact
for too long, stifling the case for increased
professional recognition and compensation
parity.
As you focus on building a better
professional development system within
your state, we encourage you to intentionally
work with NAEYC and our partners to inform
and leverage the unifying competencies,
career pathways and nomenclature that will
be developed by and for the profession.
Our collective history reminds us that
success comes when we share a message
and a commitment to working from the same
blueprint so we can build it better, together.
Build It Better 7
that could define a new era for early childhood education. We
must be clear-eyed
both about the challenges we face and the solutions we must
offer, along with a
commitment to elevating the voices of early childhood
educators themselves as we
collectively define and advance this most important profession.

Together, we know so much about how to do this right. So let’s
go! It’s time to build
it better.
How Did We Get Here?
Most state early childhood education professional development
activities strive to
provide effective preparation, development, and supports to
address the professional
knowledge, stability, and diversity that relate to program
quality. However, while
many states have components of a professional preparation,
development, and career
system, policies and initiatives are not linked and reflect gaps,
inconsistencies, and an
untenable and unequal system of compensation that
compromises the quality of the
early childhood education being provided to children and their
families.
To help states achieve their visions and address these issues,
NAEYC first published its
public policy report Workforce Designs: A Policy Blueprint for
State Early Childhood
Professional Development Systems (LeMoine 2008) to promote
integrated, birth
through age 8 professional development systems for early
childhood educators.
This Blueprint was designed for—and with input from—state
policy makers, early
education advocates, higher education faculty, and program
administrators working
to connect professional development activities and initiatives
into an integrated

system and also for national organizations and experts working
to strengthen
professional development career pathways for the early
childhood workforce. (See
“Acknowledgments” for a list of participants who provided
input and feedback to
help develop the Blueprint.) In the years following its
publication, a number of states
have participated in a series of summits held in conjunction
with the NAEYC National
Institute for Early Childhood Professional Development and
used the Blueprint as
a framework for strategic planning reports. Samples, along with
the state policies
featured in the Blueprint, are available on the NAEYC website.
(See “Resources” for
links to this and other valuable professional development sites.)
In 2015, NAEYC responded to requests to help state teams
define indicators of
progress toward a well-qualified, professional early childhood
educator workforce
and toward stronger professional development systems,
ultimately resulting in this
resource. These PD system indicators were developed with a
national advisory panel
using the Blueprint framework. Cross-sector teams from seven
states piloted draft
indicators in a self-assessment survey format that could be used
to generate multiyear
timelines with measureable goals and benchmarks (see “PD
System Indicators Survey
Instrument”).

Build It Better 8
Pilot state teams were asked to include the range of potential
users of these
indicators and primary stakeholders in professional development
systems including
representatives from the following:
• the state child care agency, Head Start Collaboration Office,
and state early
education specialists in the Department of Education;
• the state Early Childhood Advisory Council and other
committees focused on early
childhood professional development as relevant in the state;
• the state higher education system office, early childhood
teacher certification
office, and early childhood faculty consortia as relevant in the
state;
• early intervention/early childhood special education agencies;
• kindergarten through third grade school-age child care,
infant/toddler child care,
and family child care; and
• state affiliates of national early childhood professional
associations including
NAEYC, the Council for Exceptional Children Division of Early
Childhood (CEC/
DEC), the National Association for Family Child Care
(NAFCC), ACCESS (the
national association of early childhood faculty in associate
degree granting
institutions), the National Association of Early Childhood

Teacher Educators
(NAECTE), and others as relevant in the state.
The indicators published here were developed through the input
of the National
Advisory Panel, pilot state teams, and other national and state
experts and
stakeholders. (See “Acknowledgements” for a full list of
contributors.)
How Do We Move Forward?
We know that an effective process of professional development
focuses on the ongoing
growth of all early childhood professionals, at all levels of
expertise. A successful
system allows professionals to incorporate new knowledge and
skill through a
coherent and systematic program of learning experiences that
are grounded in theory
and research, structured to promote linkages between theory and
practice, and
responsive to each learner’s background, experiences, and
current role.
To effectively design a system that meets these individual and
professional criteria,
meets increasing federal and state mandates, and meets the
compensation needs of
the early education workforce, many states are already working
to build or increase
integrated professional development systems that serve all early
childhood education
professionals. Many are also working to connect the financing
of professional
preparation and development across settings and sectors to the
state’s overall early

childhood system, increasing efficiencies and accountability.
Furthermore, many
are exploring ways to address issues of workforce diversity,
higher education quality
improvement and capacity building, equitable access to high-
quality professional
development that offers opportunities for advancement, and
equitable compensation
to attract and retain qualified teachers in all early education
settings, age groups,
and sectors.
Build It Better 9
In addition to building on these starts and successes, this
resource also draws on the
inspiration and recommendations of the Institute of Medicine’s
report Transforming
the Workforce for Children Birth Through Age 8: A Unifying
Foundation (2015),
which supports efforts to design, evaluate, and improve early
childhood professional
development policy and system implementation.
The agreed-upon indicators of progress in this resource, with
their unique and
specific focus on four core principles applied across six
essential policy areas, can be
used to build, support, and sustain an effective, integrated early
childhood education
professional development system. Policy makers, educators,
administrators, and
advocates can use this report to answer such questions as “How
do we start?” or “What

could we do next?” or “What elements do we need to consider
to achieve successful
implementation?”1
Four Core Principles and Six Policy Areas
The following principles and policy areas are designed to help
states ask the questions
and craft the systems that support the success of educators and
the children they serve.
They are aimed at the development and retention of an early
childhood workforce that
exemplifies excellence and is comprised of a skilled cadre of
effective, diverse, and
fairly compensated professionals.
Each time a policy is considered, created, or revised, everyone
involved should begin
by asking and answering these four foundational questions:
1. How does this policy increase professional development
system
integration across early childhood education sectors and settings
from birth
through age 8?
2. How does it include quality assurances for professional
development?
3. How does it support workforce diversity and equitable access
to professional
development?
4. How does it increase compensation parity across early
childhood education
sectors and settings from birth through age 8?
There are then six essential policy areas where the four

principles can be successfully
applied: Professional Standards, Career Pathways, Articulation,
Advisory Structures,
Data, and Financing.
1. Professional Standards define the content of professional
preparation
and development—what members of the profession should know
and be able
to do. Most professions require both initial professional
preparation and
continuing professional development. Developing the content of
the standards
for preparation and ongoing development is typically
understood to be the role
and responsibility of the profession itself, often with support
from national
1A note on usage: While this resource is focused on early
childhood education, states may choose to include
other disciplines in their strategic planning activities (i.e.,
maternal infant health). In this case states are
urged to respect the professional associations and standards of
each discipline/profession in interdisciplinary
collaborations (education, special education, health,
psychology, social work, public administration, etc.).
Build It Better 10
professional associations. National professional accrediting
agencies are also
able to provide an evidence-based structure for national review,
approval, and
continuing improvement of professional preparation programs,

while state
policies typically incorporate these national standards and
accreditation systems
into state entry qualifications and ongoing professional
development. These
requirements should be explicitly detailed career pathway
policies aligning and
connecting professional standards across sectors, settings, and
roles.
2. Career Pathways create a unifying framework that uses the
national standards
of a profession to align and create credentials that indicate
competence in the
context of a coherent professional progression. Early childhood
professionals
need to be able to plan and sequence the achievement of
increased qualifications,
understand the professional possibilities resulting from such
acquisitions, and be
appropriately compensated. Policies should institutionalize or
embed pathways
with credentials that are portable—offering opportunities for
movement across
roles, settings, sectors, and states—and stackable—offering
opportunities
for career advancement into positions requiring increased
qualifications and
providing increased compensation. Pathways should include
opportunities to
build mastery over a lifelong career in early childhood
education and to enter the
profession from other fields.
3. Articulation is a critical part of creating career pathways and
building capacity

to meet required professional standards. Articulation includes
the transfer of
professional development credentials, courses, credits, degrees,
and so on—
based on demonstrated student competencies—from one
program or institution
to another, ideally without a loss of credits. States should
require colleges
and universities to form articulation agreements that assist early
childhood
professionals in moving seamlessly through and across
undergraduate and
graduate degree programs while ensuring that all graduates have
demonstrated
competency in the standards of the profession for both
knowledge and practice.
Grants with resource allocations should be attached to such
policy requirements,
as colleges and universities may need fiscal support for cross-
institution
collaboration, program evaluation, improvement, and
articulation design.
4. Advisory Structures can intentionally support system
coordination by
examining needs, strengths, gaps, misalignments, inequities,
and opportunities
and by providing policy recommendations to the entity or
entities funding the
professional development system. The advisory body should be
freestanding,
dedicated to transparency, and have some authority or direct
link to authority
in the state’s governance structure. For this group‘s work to be
recognized,
integrated, and valued across sectors, its composition must

include
representatives from diverse settings and roles across the early
childhood field
and across professional development providers.
Build It Better 11
5. Data are essential to inform professional development system
planning,
evaluation, quality assurance, and accountability, gauging
progress on impacts
and systems change. Data may be gathered and maintained by
multiple partners,
including workforce/practitioner registries, teacher licensure
offices, and higher
education institutions. State policies should require the methods
and collection
of specific data and also mandate non-duplication of efforts and
cross-sector data
collection, sharing, and alignment. Policies also should require
comprehensive
workforce studies at regular intervals and ongoing collection of
professional
development utilization and improvement indicators.
Additionally, policies
should include specific requirements for disaggregated data by
role, sector,
setting, and other demographics.
6. Financing is required to ensure that professional development
systems are
sufficiently, efficiently, equitably, and effectively funded. State
policies should
support the financing of integrated professional development

systems in four
specific areas:
• Financial support for early childhood professionals to obtain
education and ongoing
development, based on need.
• Financial support for programs/workplaces that facilitate
professional development
through resources for release time and substitute staff, teacher
mentors and
coaches, purchase of materials and equipment, and other
supports.
• Financial support for compensation parity based on
comparisons of role
qualifications, credentials, and responsibilities of birth through
age 8 educators
across settings and sectors.
• Financing of the professional development system
infrastructure, which may
be linked to and/or embedded in the state’s larger early
childhood system.
Infrastructure pieces that require financing may include the
advisory body, data
systems, higher education institutions and training
organizations, and quality
assurance processes.
State work on these six policy areas and four guiding principles
can support strategic
plans related to the recommendations of the Institute of
Medicine’s report on
Transforming the Workforce for Children Birth Through Age 8
(2015) as well as

the federal requirements and guidelines accompanying the 2015
reauthorization of
the Child Care and Development Fund (CCDF), particularly the
six components of a
professional development framework, which are closely aligned
to the six policy areas
listed here. States using the Early Educator Central course
development framework
and articulation resources will also find these early childhood
PD system indicators to
be a complementary resource.
None of these policy areas should be addressed in isolation.
Like the domains of child
development, each area relates to and intersects with the others,
and to be effective,
each of these policies must be integrated with the four
principles and guided in
implementation by the indicators of progress.
Build It Better 12
Key Definitions
A few definitions will be helpful to users of this PD system
indicators resource and related
NAEYC materials. These definitions are organized for logical
rather than alphabetical flow.
Integrated early childhood professional development system
refers to a comprehensive
system of preparation and ongoing development and support for
all early childhood
education professionals working with and on behalf of young
children from birth through

age 8. An integrated professional development system crosses
the sectors, settings, and
roles providing early care and education for children from birth
through age 8. Such roles
may be in Head Start, for-profit and nonprofit child care
programs in centers and homes,
state pre-K programs in community-based and school settings,
early grades in public and
private schools, early intervention and special education
services, resource and referral
agencies, higher education institutions, and state departments
related to early childhood
education (e.g., education, licensing, health, etc.). This resource
refers repeatedly to
the core sectors, settings, and roles that are essential to the
delivery of early childhood
education; however, this list does not preclude states from
including additional sectors,
settings, and roles.
Professional development includes both professional
preparation and ongoing
professional development. It includes training, education, and
technical assistance. It can
take the form of university/college credit-bearing coursework,
preservice and in-service
training sessions, observation with feedback from a colleague;
peer learning communities;
and mentoring, coaching, and other forms of job-related
technical assistance. High-quality
professional development includes an opportunity for the
learner to participate in planning
his professional development as well as access to credit-bearing
course work, valued
credentials, and instructors with appropriate knowledge and
experience in early childhood

education and principles of adult learning (NAEYC &
NACCRRA 2011; NAEYC & The Alliance
for Early Childhood Teacher Educators 2011).
Early childhood education is defined using the developmental
definition of birth through
approximately age 8 regardless of programmatic regulatory,
funding, and delivery sectors
and mechanisms.
Sector refers to the core regulatory or funding sectors that
deliver early childhood
education: child care, Head Start, preschool, early intervention,
pre-K, and pre-K to third
grade.
Setting refers to the locations in which early childhood
education takes place and includes
child care centers, child care homes, and schools that are state
licensed or registered,
public or private, for-profit or nonprofit.
Professional roles in early childhood education include early
childhood educators or
teachers, assistant teachers, family child care providers, center
or program directors, pre-K
to third grade school principals, and professional development
specialists (higher education
faculty, trainers, coaches, mentors, and consultants who provide
technical assistance to
practitioners and programs).
Core knowledge and competencies are the shared knowledge,
skills, and dispositions
necessary to support high-quality practice across all early
childhood education sectors,

settings, and roles.
Build It Better 13
Specialized or advanced knowledge and competencies are the
unique (not shared)
knowledge, skills, and dispositions necessary to support high-
quality practice in specific
early childhood education sectors, settings, or roles. They build
upon and extend the
foundation of the shared core.
Standards of the profession are the national standards formally
adopted by a profession
to define the essentials of high-quality practice for all members
of the profession. They
may be applied in the development of national accreditation,
state program approval,
individual licensing, and other aspects of professional
development systems. They
provide the unifying framework for core as well as specialized
or advanced knowledge
and competencies. The NAEYC Standards for Early Childhood
Professional Preparation
Programs (2009) are the national standards for knowledge,
skills, and dispositions for all
early childhood education professionals in all birth through age
8 early education settings,
sectors, and roles. They are research-based, regularly updated,
and adopted by the
NAEYC Governing Board and the Council for Accreditation of
Educator Preparation (CAEP)
national accrediting body for schools of teacher education.

Credentials may be academic degrees, diplomas, licenses,
endorsements, or certificates
awarded to individuals who successfully complete a training or
education program. They
may be awarded by institutions of higher education; training
organizations; professional
associations, councils, or boards; or state agencies. Credentials
gain value when they are
recognized or required by the profession, government agencies,
employers, professional
development systems, and/or the public; can be stacked to build
and demonstrate
increasing knowledge and competency; and are portable across
workplace settings,
regulatory sectors, and state lines (NAEYC & NACCRRA 2011;
NAEYC & The Alliance for
Early Childhood Teacher Educators 2011).
Policy provides goals and procedures that guide decisions and
actions. Governments,
businesses, professions, and other entities develop and employ
policies. Public policies,
the focus of this resource, can be in legislation, articulated in
statute, executive order, or
department regulation. Policies can also be captured via
operational documentation that
may or may not be referenced in laws or rules.
Principles define fundamental values. In this document the four
principles for policy
making and policy advocacy are overarching value statements
that are applied in each of
the six highlighted policy areas.
Strategies define the “how”—the plans to do or achieve
something, such as creation and

implementation of policy.
Goals are aspirational and may not be numerical, measurable, or
100 percent achievable.
They are designed to raise important and fundamental questions
that allow stakeholders
to grapple with priorities and policies.
Indicators are measurable, objective, and valid markers toward
a goal. In this document
indicators may be policies or strategies for implementing
policies that lead to outcomes
that can be benchmarked. They are intentionally written in an
open-ended way to respect
differing …
Sample Individual Professional Development Plan (IPDP) Goals
7/2015
SMART Goals
Examples of SMART goals are provided below. We suggest that
every educator include at least one broad SMART goal on
their IPDP similar to the one below.
RECOMMENDED SMART GOAL
State the
Action you will
take
Describe an Area of

Focus for the Learning
Include the Rationale Add the Activities
Predict a
Completion
Date (Optional)
I will continue
to learn about
current legislation, and
best practices in special
education
In order to provide quality
education and be compliant
with state and federal
regulations
by participating in
professional development
in-services, webinars, and
professional reading.
Ongoing
SMART goals should follow the general structure illustrated
below.
I WILL
(State the Action)

SAMPLE AREAS OF FOCUS
(Ohio Standards for the Teaching
Profession)
RATIONALE
(Ohio Standards for Professional
Development)
• Acquire information on
• Analyze
• Become familiar with
• Become knowledgeable about
• Become proficient in
• Develop/design
• Enhance my understanding of
• Gain skills in
• Implement
• Incorporate
• Investigate
• Learn about
• Learn how to
• Mentor
• Participate in
• Research
• Study
• How students learn and develop
• Identification, instruction and
intervention for special populations
• Specific academic content
• Instructional strategies

• Interdisciplinary content
• Connection of content to life
experiences and career opportunities
• Diagnostic, formative and summative
assessments
• Analysis of data to monitor student
progress and to plan, differentiate, and
modify instruction
• Instructional design and delivery
• Resources to support learner needs
• Safe learning environment
• Strategies to motivate students to work
productively and assume responsibility
for learning
• Strategies to share responsibility with
parents/caregivers to support student
learning
• Collaboration with other educators on
projects to promote student success
• Collaboration with community agencies
to promote student success
• Positive impact on profession (e.g.
mentoring another teacher)
• Increased educator effectiveness
• Improved results for students
• Professional learning needs

• Student Learning Needs
• Improved content knowledge
• Develop leadership capacity
• Improved academic decisions
• Advocate for students
• Improved classroom environment
• Promote collaboration with other
educators
• Better use of educational resources
• Improved capacity to analyze and
interpret data to promote student
success
• Improved capacity to assess student
progress
• Promote professional growth
7/2015
SMART Goals
Specific Measurable Attainable Results-based Time-bound
Ohio Standards for
the Teaching

Profession
State the Action
you will take
Describe an Area of
Include the
Rationale
Add the Activities
(optional)
Standards Alignment
I will acquire the knowledge needed to collect data, develop
materials and put into
place individualized learning /behavior plans that are
appropriate for individual
autistic children by working with the school system autism
specialist and by attending
autism workshops.
1, 4, 6
I will investigate intervention strategies to incorporate
Response to Intervention (RTI)
processes into my classroom in order to better differentiate
student instruction by
participating in in-services and district workshops.

1, 4
I will learn about strategies to improve student learning in the
area of reading in
order to incorporate them into my daily instructional practices.
2
I will enhance my skills in both interpreting and using data to
appropriately adjust
instruction to enhance student learning by participating in
online training on Value
Added.
3
I will enhance my skills in administering and collecting
assessment data to
appropriately plan interventions, to improve student learning
and to identify special
needs students by attending workshops and seminars on
educational strategies,
assessment tools and eligibility requirements.
3
I will continue to develop proficiency in technology that
supports instruction through

the internet, workshops, and ongoing tech updates.
4, 5
I will acquire multiple strategies to improve classroom
discipline by participating in a
building-level book study.
5, 6
7/2015
SMART Goals
Specific Measurable Attainable Results-based Time-bound
Ohio Standards for
the Teaching
Profession
State the Action
you will take
Describe an Area of
Include the
Rationale

Add the Activities
(optional)
Standards Alignment
I will promote collaboration among staff members to better
align our curriculum by
leading professional committees targeting long range planning
for services to special
needs students and families.
6
I will assist and help mentor resident educators to help them
become successful
special education educators by mentoring and sharing my
knowledge, teaching
strategies and materials used working with special needs
students.
6, 7
I will enhance my abilities in educating students in order to
improve student learning
by attaining my Masters Degree in Curriculum Development.
7
I will attain Master Teacher designation in order to improve on
my professional

practices through the process of self reflection.
7
Ohio Standards for the Teaching Profession
1. Understand student learning and development and respect the
diversity of the students they teach
2. Know and understand the content area for which they have
instructional responsibility.
3. Understand and use varied assessments to inform instruction,
evaluate and ensure student learning.
4. Plan and deliver effective instruction that advances the
learning of each individual student.
5. Create learning environments that promote high levels of
learning and achievement for all students.
6. Collaborate and communicate with students, parents, other
educators, administrators and the community to
support student learning
7. Assume responsibility for professional growth, performance
and involvement as an individual and as a member
of a learning community.

4 Volume 37, Number 3 DIMENSIONS OF EARLY
CHILDHOOD Fall 2009
What is the difference between being a professional and acting
in a professional manner?
Discover the lifelong path that early childhood leaders take—
and take steps to act professionally.
What Do Early Childhood
Professionals Do?
Kathryn Castle
Professionalism is typically defined as acting in accordance
with agreed-upon professional standards or ethical codes.
For entry into many types of careers, a professional needs a
credential such as a license, certificate, or degree. To actually
be professional requires that one accept and follow the
ethical code adopted by the field.
In nearly every field, many people hold credentials, but
fewer act professionally. Professionals exhibit sound decision
making and routinely engage in appropriate performance.
“When people become professionals, they are expected to
embody the characteristics that are common to the group of
professionals for which the term is reserved” (Bergen, 1992,
p. 3). Bergen identified three characteristics of being
professional:
1. an extensive understanding of the body of
knowledge that composes the area of
professional expertise,
2. a high level of competence in the practice of
the skills identified as essential for effective

professional performance, and
3. a conscious commitment to the ethical
standards embraced by the group of
professionals who comprise the field. (p. 3,
emphasis added)
To accomplish all three requires time and a commitment
of energy and resources. The body of knowledge in early
childhood draws from many disciplines including child
development, curriculum, pedagogy including learning
theory, human/family relations, health care, and psychology.
One document that reflects this multiple-discipline
approach is the National Association for the Education of
Young Children’s (NAEYC) Developmentally Appropriate
Practice in Early Childhood Programs (Copple & Bredekamp,
2009). This document reflects the breadth and depth of
knowledge in the early childhood field.
Early childhood practitioners are hard at work every day,
engaged in professional activities such as providing “essential
services related to an area of social need” (Feeney, Fromberg,
Spodek, & Williams, 1992, p. 416). Competency in
effective professional performance takes time, practice,
development, and refinement. That is why professional
progress is a developmental process. Being professional
means that early childhood practitioners and leaders are
constantly in the process of reflecting on and rethinking
what they do in order to make improvements.
Reflection on the NAEYC Code of Ethical Conduct and
Statement of Commitment (2005) is one way to work toward
continuous improvement. This ethical code describes core
values, ideals, principles, a conceptual framework, and ethical

Three characteristics of being professional
◆ An extensive understanding of the body of
knowledge that composes the area of
professional expertise,
◆ A high level of competence in the practice of
the skills identified as essential for effective
professional performance, and
◆ A conscious committment to the ethical
standards embraced by the group of
professionals who comprise the field.
(Bergen, 1992, p. 3, emphasis added)
Kathryn Castle, Ed.D., is Professor and Graduate
Coordinator, School of Teaching and Curriculum
Leadership, Oklahoma State University, Stillwater. She has
been an early childhood teacher, supervisor, professor, and re-
searcher. Castle has authored books and articles and served on
the Board of Directors for the Southern Early
Childhood Association.
Being professional is a
lifelong project.
Fall 2009 DIMENSIONS OF EARLY CHILDHOOD Volume 37,
Number 3 5
responsibilities to children, families,
colleagues, employers, employees, the
community, and society. It is a helpful
reference, particularly in resolving real-
life ethical dilemmas.

How Do Early
Educators Become
Professional?
Professional knowledge, competence,
and ethical conduct can be actively
developed through a systematic
approach to one’s career. Professionals
working with or for young children
and their families plan for their
professional growth including setting
goals for continued training and
education. Being professional is a
lifelong project.
Grow From Within
Professional knowledge comes both
from outside sources and from inner
reflection on what is important.
External pressure for professional
development may come from many
sources, including research studies
whose results indicate that changes are
necessary, programs that are seeking
accreditation, and state licensing
requirements.
One example is a recent study
which found that preschool teachers
hold different beliefs about children
based on their families’ socioeconomic
status (Lee & Ginsburg, 2007). These
researchers called for teachers to deepen

their knowledge of developmentally
appropriate instructional strategies and
assessment methods that promote
literacy and mathematics learning.
Growth from within occurs when
practitioners reflect on research and
best practices derived from that
knowledge, are motivated to reexamine
their own beliefs and practices, and
then make necessary changes. Re-
flection on professional lives means
thinking about what practitioners do
and how that affects children and other
adults. Professionals then can identify
what needs to change to improve.
For example, at the end of the day
teachers typically wonder what needs
to be done tomorrow to build on
children’s learning. They may decide to
critically examine their beliefs and
expectations for children in the group
and make necessary changes in their
teaching practices. Through such
reflection, teachers decide on ways to
improve their teaching with positive
results for children.
Reflection often occurs during a
quiet moment at a break, while driving
home, or just before going to sleep.
Teachers who systematically keep
journals find these written documents
to be a helpful approach to reflection.

This systematic strategy helps teachers
avoid making the same mistakes
again—or they may point out the
positive effects of change. In reviewing
a written journal, teachers may
recognize their own strengths and
opportunities for professional growth.
Most professionals find it most
useful to select just one thing at a time
to change and plan for that change. For
example, in reviewing his teacher
journal, Kyle, a first grade teacher,
consistently observed that few children
in his class were actively engaged in
writing. Instead of merely encouraging
them to write, Kyle chose to start a
compelling small group project over
the course of several weeks to naturally
generate children’s interest in writing
about their experiences.
Sara, a child care worker, was not
happy with the beginning of the day’s
activities. She regularly saw children
running around out of control and
unengaged. She decided to implement
a group time to plan the day with
Teachers who systematically keep journals find these written
documents to be a helpful
approach to reflection. This systematic strategy helps teachers
avoid making the same
mistakes again—or they may point out the positive effects of
change. In reviewing a
written journal, teachers may recognize their own strengths and

opportunities for
professional growth.
Subjects & Predicates
A continuous loop of
planning-action-reflection-
assessment can lead to
more professional
performance.
CHILDHOOD Fall 2009
children shortly after they arrived. Sara
kept anecdotal notes about each group
time and children’s behavior. After 2
weeks of systematic note taking, she
reflected on her notes and looked for
patterns in children’s behavior. Based
on her reflections, she decided to
continue the beginning group time
because she had evidence that children
become more purposefully engaged
in their activities following their
planning time.
Professionals plan for change,
including when the change will begin
and what to use to measure im-
provement. Observation and reflection
follow to assess the effects of changes. A

continuous loop of planning-action-
reflection-assessment can lead to more
professional performance.
Participate in Professional
Associations
The field of early childhood is rich
with international, national, regional,
and state professional associations to
join and lead. These groups are
committed to members’ professional
development. “The Southern Early
Childhood Association (SECA) is
committed to improving the quality
of care and education for young
children and their families through
advocacy and professional develop-
ment” (SECA, 2009).
SECA offers professional develop-
ment activities in which members
can participate to update their know-
ledge including
•annual conference
•the journal Dimensions of
Early Childhood
•committee work
•advocacy efforts
•community service projects
Membership and involvement in
professional associations such as SECA
have a wide array of professional

benefits. Many groups, including
SECA, have state and local affiliates.
Professional associations produce pub-
lications and refereed journals such as
Young Children (NAEYC), Childhood
Education (ACEI), and Dimensions of
Early Childhood (SECA).
Professional service and leadership
opportunities in educational organ-
izations include
•presenting at conferences
•joining committees and task
forces
•holding elected offices
•volunteering to write or review
journal manuscripts or
conference program proposals
Many beginning early childhood
leaders start with service on a local or
state committee such as a Week of the
Young Child committee to plan events
focused on young children and fam-
ilies. Next might come running for an
elected office and serving as a board
member to guide the future of
an association.
Several other associations focus on
specific early childhood issues including
Head Start and the National Ass-
ociation of Child Care Professionals.
Content discipline associations such as

the National Council of Teachers of
Mathematics include subgroups fo-
cused on early childhood.
Work With Others
Practitioners often learn and grow
best in their professional development
within their own work communities
(Lieberman & Miller, 2008). Dis-
cussing professional topics, publica-
tions, and ideas for improving
programs with colleagues is not only a
convenient but a very practical way to
grow professionally. Good-quality
programs set aside time for colleagues
to meet, discuss relevant topics, and
make important program decisions.
Working toward mutual goals
with well-informed colleagues can be
a powerful professional develop-
ment activity.
One study documented the pro-
fessional development benefits of
Early Childhood Education
Professional Websites
◆ Alliance for Childhood:
www.allianceforchildhood.org
◆ Association for Childhood
Education International:
www.acei.org

◆ Child Care Exchange:
www.childcareexchange.com
◆ Heads Up! Network: National
Head Start Association:
www.heads-up.org
◆ National Association for the
Education of Young Children:
www.naeyc.org
◆ National Board for Professional
Teaching Standards:
www.nbpts.org
◆ National Writing Project:
www.writingproject.org
◆ Southern Early Childhood
Association:
www.southernealrychildhood.org
◆ The Center for Career
Development in Early Care and
Education, Wheelock College:
www.wheelock.edu/ccd/
ccdearlychildhood.asp
Professionals plan for
change.
Many leaders start with
committee service.

Number 3 7
participation in a teacher study group
on literacy (Socol, 2007). Socol and
other teachers met regularly to discuss
a book and encouraged one another to
begin implementing literature circles in
their own classrooms.
Vesay (2008) studied staff develop-
ment opportunities in community-
based, nonprofit child care centers and
found that the practitioners surveyed
wanted further professional develop-
ment in areas where they already had
some experience and a certain level of
knowledge. They preferred an onsite
short workshop format. Such a format
helps participants become better
acquainted with and connected with
colleagues with whom they can discuss
issues and plan changes.
Developing relationships with
colleagues helps practitioners who are
new to the field get to know other
professionals and their approaches to
leadership opportunities. It is impor-
tant to spend time with colleagues who
have a positive attitude toward their
work, are enthusiastic, and relate well
with others. Positive people can be very
uplifting role models. Negative people
can quickly lower the professional level

of the work climate and create a tense
and unpleasant environment for
teachers, children, and families.
Good leadership role models are
active participants in their programs.
They take initiative and contribute to
program decision making including
setting goals and conducting assess-
ments. Leaders share their knowledge
and experiences when program de-
cisions must be made. They collab-
orate with colleagues in making joint
decisions and take responsibility
for outcomes.
Professionals who have been
mentored and have had positive role
models usually want to extend their
leadership roles by mentoring others.
Effective mentors assist those preparing
to work with young children and
families as well as those who are just
beginning their careers.
Mentoring encourages both the
mentor and the mentee to grow
professionally. Both are motivated to
sharpen their skills and keep up with
the profession’s knowledge base.
Mentors become more knowledgeable
about a subject when they share it with
someone else. Mentors often begin by
actively listening to a colleague, sharing
a professional publication on a topic of

mutual interest, or sponsoring the
membership of a beginning prac-
titioner in an early childhood pro-
fessional association.
Take a Stand
Taking a stand on professional
issues is a natural step in acting on one’s
beliefs. It is an important stage of career
development. One recurring issue in
early childhood education is the effort
to implement developmentally appro-
priate practices. Early childhood
teachers who are mandated to use
instructional practices that are not
developmentally appropriate often find
themselves facing an ethical dilemma.
They must weigh the consequences of
their actions and make decisions based
on the best interests of all involved,
especially children.
As a result of such dilemmas, many
early childhood teachers have chosen
to take a stand in favor of dev-
elopmentally appropriate practice. The
ability to articulate to others a rationale
for the many values of developmentally
appropriate practice can be convincing
in resolving ethical dilemmas about
teaching strategies and content.
It takes time to learn to articulate a
rationale for what early childhood
educators do in working with children

(Cowhey, 2006). Cowhey suggests
talking through ideas with a trusted
colleague or mentor to reflect on the
educational benefits of sound teaching
Take a stand on issues.
Nancy P. Alexander
Mentoring encourages both the mentor and the mentee to grow
professionally. Both are
motivated to sharpen their skills and review the profession’s
knowledge base. Mentors
become more knowledgeable about a subject when they share it
with someone else.
CHILDHOOD Fall 2009
practices. Think about the reasons why
developmental appropriateness is so
essential. This process helps teachers
better understand and communicate
the basis for their actions to others.
Participation in advocacy means
taking a stand on issues and is a
hallmark of professional leadership.
Advocacy is necessary to improve
conditions for children and families.
One example of a widespread advocacy
movement was the professional
response to inappropriate academic
pressures on young children. NAEYC’s

document on developmentally appro-
priate practice (Copple & Bredekamp,
2009) continues to evolve as new
understandings about children’s brain
development and other issues
are reached.
Many early childhood practitioners
advocate for developmentally and
culturally appropriate practices to
counter the climate of high-stakes
testing. Advocacy also includes tackling
issues of diversity (race, gender, class,
ethnicity), educational equity, and
adequate funding for high-quality early
childhood programs.
A current advocacy initiative focuses
on play in early childhood programs.
Time for dramatic play, art
explorations, and outdoor recess has
declined in many settings. Advocates
justify the many values of play to
families, policy makers, and even other
educators. Joining a play advocacy
group is a form of leadership and
community service.
Advocacy can be as simple as
posting information on a program’s
Web site for families or writing letters
to representatives to voice opinions on
an issue or pending bill. Many
professional associations, such as
SECA, have advocacy agendas and

committees that members can join in
order to stand up for what is best for
young children and their families.
Renew Professional
Knowledge
The knowledge base of the early
childhood profession is constantly
growing. To keep up, read professional
literature at least once a week. Choose
articles in respected professional
journals, program documents, or
information from a credible Web site
such as SECA’s, which offers journal
articles from Dimensions, position
papers, and other information on
important issues.
NAEYC’s Web site is also
continuously updated with info-
rmation about early childhood events,
professional publications including
Young Children, Teaching Young
Children, Beyond the Journal, and Early
Childhood Research Quarterly, position
papers, and related resources.
Professional renewal may also take
the form of further education, such as
studying to earn a degree, or
movement into a different level or
position in the field. Education
opportunities are available onsite, at
conferences, professional development

institutes, workshops, college camp-
uses, and online.
An additional means of professional
renewal comes through practitioner
inquiry, also called teacher research,
practitioner research, or action
Read professional literature
once a week.
Subjects & Predicates
Good leadership role models are active participants in their
programs. They take
initiative and contribute to program decision making including
setting goals and
conducting assessments. Leaders share their knowledge and
experiences when
program decisions must be made. They collaborate with
colleagues in making joint
decisions and take responsibility for outcomes.
Number 3 9
research. Informal studies enable
teachers to systematically analyze
practices and their effects on children.
NAEYC’s Voices of Practitioners, part of
Beyond the Journal, Young Children on
the Web, provides an opportunity to
share results of inquiry in a con-
temporary journal format. Acting on

the results of teacher inquiry is yet
another form of professional dev-
elopment (Johnson, 2008).
* * *
Professionalism is an ongoing
process that requires time and
commitment to deepen one’s
knowledge of the field, develop
competence in professional perform-
ance, and to demonstrate commit-
ment to ethical standards. Kay, a
teacher for many years, thinks it is very
important to continue to learn and
develop professionally. What does she
do to keep up with the field?
• She values the role that mentors
have played in her life and
continues this passion by
mentoring others.
• She attends professional
development opportunities
offered by her program and the
professional associations to
which she belongs.
• She seeks out professional
books and readings to inform
her teaching.
• She engages in teacher inquiry
in collaboration with other
teachers.

• She completed a master’s degree
program and certification from
the National Board of
Professional Teaching Standards.
Even with these credentials, she
continues to look for ways to develop
professionally because she thinks it is
important to improve her work with
young children. She says, “My fear is
that I’m going to fall short somewhere.
I don’t have all the answers yet”
(Brown, Castle, Rogers, Feuerhelm, &
Chimblo, 2007, p. 15).
No one has all the answers yet. That
is why professionals are always in the
process of becoming more professional.
Given the variety of career paths and
diverse levels of expertise and education
in early childhood, some continue to
debate whether the field is a true
profession in the same way as
medicine, for example (Freeman &
Feeney, 2006).
Professionalism in early childhood
may be close to what Maxine Greene
describes as “a matter of awakening…,
a matter of keeping open to what
we can imagine as possibility”
(Liebermann & Miller, 2001, p. 11).
References

Bergen, D. (1992). Defining a profession and
developing professionals. Journal of Early
Childhood Teacher Education, 13(4), 3-5.
Copple, C., & Bredekamp, S. (Eds.) (2009).
Developmentally appropriate practice in
early childhood programs (3rd ed.). Wash-
ington, DC: National Association for the
Education of Young Children.
Brown, P., Castle, K., Rogers, K., Feuerhelm,
C., & Chimblo, S. (2007). The nature of
primary teaching: Body, time, space, and
relationships. Journal of Early Childhood
Teacher Education, 28, 3-16.
Cowhey, M. (2006). Black ants and Bud-
dhists: Thinking critically and teaching dif-
ferently in the primary grades. Portland,
ME: Stenhouse.
Freeman, N.K., & Feeney, S. (2006). The
new face of early care and education:
Who are we? Where are we going? Young
Children, 61(5), 10-16.
Feeney, S., Fromberg, D.P., Spodek, B., &
Williams, L.R. (1992). Early childhood
educator professionalism. In L.R.
Williams & D.P. Fromberg (Eds.), Ency-
clopedia of early childhood education (pp.
416-418). New York: Garland.
Johnson, A.P. (2008). A short guide to action
research (3rd ed.). Boston: Pearson Allyn

& Bacon.
Lee, J.S., & Ginsburg, H.P. (2007). Preschool
teachers’ beliefs about appropriate early
literacy and mathematics education for
low- and middle-socioeconomic status
children. Early Education and Develop-
ment, 18(1), 111-143.
Liebermann, A., & Miller, L. (Eds.). (2001).
Teachers caught in the action: Professional
development that matters. New York:
Teachers College Press.
Liebermann, A., & Miller, L. (2008). Teach-
ers in professional communities. New York:
Teachers College Press.
National Association for the Education of
Young Children (NAEYC). (2005).
NAEYC Code of Ethical Conduct and
Statement of Commitment. Washington,
DC: Author.
Socol, T.T. (2007). Finding meaning and
purpose together. Phi Delta Kappan,
88(8), 616-624.
Southern Early Childhood Association.
(2009, April). Retrieved April 15, 2009,
from http://www.southernearlychild-
hoodassociation.org
Vesay, J.P. (2008). Professional development
opportunities for early childhood educa-
tors in community-based child care cen-

ters. Journal of Early Childhood Teacher
Education, 29, 287-296.
Thank You, Reviewers!
SECA expresses its appreciation to these content experts who
reveiwed the
articles that appear in this issue of Dimensions of Early
Childhood.
• Nancy Cheshire • Vicki Folds
• Jaesook Gilbert • Stephen Graves
• Anita McLeod • Cynthia Simpson
Early childhood professionals who are interested in becoming
SECA
volunteer manuscript reviewers are encouraged to complete the
Review
Application at SouthernEarlyChildhood.org.
Copyright of Dimensions of Early Childhood is the property of
Southern Early Childhood Association and its
content may not be copied or emailed to multiple sites or posted
to a listserv without the copyright holder's
express written permission. However, users may print,
download, or email articles for individual use.
PV005: Professional Development Worksheet
Use the following worksheet to guide the development of the
Assessment for this Competency.

Part One: Professional Goals and Self-Assessment
Long-Term Goals and Aspirations |
Note: These must reflect NAEYC standards for professional
preparation.
1.
2.
Areas of Strength
·
·
·
·
Areas for Growth
·
·
·
·
Areas of Interest/Inspiration
·
·
·
·
Near-Term Goals (Note: These are goals that you will achieve
in the next 6 months.)
Goal 1:
Goal 2:
Goal 3:

Part Two: Research to Inform Professional Development
· What current policies, research, issues, and/or trends inform
your near-term goals?
· How might these policies, research issues, and/or trends
support or impede your ability to reach your goals?
· How can you apply your learning about the research, policies,
issues, or trends to advance toward achieving your goals?
Part Three: Early Childhood Professional Organizations and
Resources
Organization/Resource #1
· Name of organization or resource:
· Website or contact information:
· Brief overview of purpose of organization or resource:
· Statement of how the organization or resource can be used to
support one or more of your near-term goals:

Part Four: Individual Professional Development Plan
Complete the Individual Professional Development Plan (IPDP)
template and Appendix. Submit them separately.
PV005: Goals, Action Steps, Timeline: Individual Professional
Development Plan (IPDP)
In the first column, list your near-term goals. They should be
specific and clear. Action steps should be specific, such as
gathering materials, interviewing specific people, visiting
specific places to observe, etc. Add resources, such as written
materials you will read, websites you will explore, funding
needed to attend events, etc. Finally, think about how long it
will take to reach your goal. This is your timeline and helps you
meet your goal. Put a day, month, and year next to each goal
and/or strategy showing when you expect to complete it or
check in on your progress; this is the status.
Near-Term Goals
Action Steps
(What specific tasks will I
complete to accomplish this goal?)
Resources
(What do I need to
accomplish my goal?)
Timeline
(Anticipated completion date)
Status
Example:
Obtain certification in child CPR
· Call the local health department to find where classes are held.

· Complete a child CPR certification course.
· Phone number of local health department
December 2015
November 17th—called the health department and enrolled in a
child CPR training course
1.
2.
3.
Note: After completing the IPDP, choose two action steps from
your plan to implement. Provide evidence to demonstrate that
you completed the action step and attach it as an appendix to

your IPDP. Examples of evidence might include such items as a
certificate of attendance from a professional conference,
interview notes, and/or photographs.

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