The CDA helps early educators meet current state and national professional requirements. CDA recipients are competent practitioners who value vital knowledge and skills
and formal education. It has stood the test of ti me, with more than 350,000
CDAs awarded since the early 70s, and 20,000 new CDAs and 18,000 renewals in 2013 alone.
Sustainable transformation requires significant financial resources and staff support of the vision in equal measure, because fundamental change is challenging, even when highly desired.
Routes to Competency explores the in-depth influence of the CDA® credential as a national certification and basis for educator performance and quality of early childhood education programs. The objective research highlights various aspects of current early childhood education state credential programs and compares these of the CDA® credential, by showing how many state programs lack the necessary competencies that serve as professional preparation for early educators to offer high quality child care services to families.
Sustainable transformation requires significant financial resources and staff support of the vision in equal measure, because fundamental change is challenging, even when highly desired.
Routes to Competency explores the in-depth influence of the CDA® credential as a national certification and basis for educator performance and quality of early childhood education programs. The objective research highlights various aspects of current early childhood education state credential programs and compares these of the CDA® credential, by showing how many state programs lack the necessary competencies that serve as professional preparation for early educators to offer high quality child care services to families.
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
Learn about an approach to understanding and designing future student experiences through external and internal research, service design, and organizational design.
AHDS Conference November 2014 - Workshop; TB: Reporting and ProfilingAHDScotland
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This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
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Examining how government can support career readiness
for underrepresented high school students. How would
collaborations between High Schools, Competitive
Industries, and accessibility to Higher Education reinforce
this initiative?
Massachusetts vs New Jersey
Part 1
Thousands of early education preparation programs rely on the CDA® as an essential part of their training. We
encourage and influence each of them to continually make sure that inclusion issues are an integral part of their
curriculum through the updated CDA® requirements for all new and renewal applicants.
This white paper focuses on comparisons between the CDA® Credentials' performance and assessment process to recent educator recommendations made by the National Academies of Sciences, Engineering, and Medicine. This comparisons will show how education pioneers during the 1970s helped create the credentials' principles through multiple sources of evidence about teacher competence, family engagement, observation of teacher practice, academic training, work experience/field placement, and through a focus on diversity.
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
Learn about an approach to understanding and designing future student experiences through external and internal research, service design, and organizational design.
AHDS Conference November 2014 - Workshop; TB: Reporting and ProfilingAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on Profiling and Reporting by George Sinclair from Education Scotland and Robert Hair, HT at Kinloss Primary, Moray and AHDS Vice-President
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
The Ministry of Science, Technology and Tertiary Education is holding a Stakeholder Consultation on Securing and Expanding the Government Assistance for Tuition Expenses (GATE) Programme. We are asked to select student representatives to represent the Lok Jack GSB and deliver a 10 minute presentation on the following topics:
Examining how government can support career readiness
for underrepresented high school students. How would
collaborations between High Schools, Competitive
Industries, and accessibility to Higher Education reinforce
this initiative?
Massachusetts vs New Jersey
Part 1
Thousands of early education preparation programs rely on the CDA® as an essential part of their training. We
encourage and influence each of them to continually make sure that inclusion issues are an integral part of their
curriculum through the updated CDA® requirements for all new and renewal applicants.
This white paper focuses on comparisons between the CDA® Credentials' performance and assessment process to recent educator recommendations made by the National Academies of Sciences, Engineering, and Medicine. This comparisons will show how education pioneers during the 1970s helped create the credentials' principles through multiple sources of evidence about teacher competence, family engagement, observation of teacher practice, academic training, work experience/field placement, and through a focus on diversity.
In 2016, The Council reached out to a base of nearly 700 CDA holders who earned their certificate through a high school CTE CDA program.
Most of the students who responded to the survey said the CTE CDA prepared them to work with children. A large majority also said CDA training helped them decide to pursue higher education.
The Graduate Diploma in Early Childhood Education and its Benefits.pdfAssignment Help
The Graduate Diploma in Early Childhood Education serves as a transformative early childhood education program with various benefits. Starting from influencing teaching practices to promoting comprehensive child’s development, the diploma program is a key factor in building our future.
As such, services that do my assignment for me offer additional support to the academic journey by providing expert guidance and assistance. While adoption of early childhood education is a rewarding professional effort. Individuals ease their efforts not only by developing themselves but also benefiting the children they nurture.
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Learn more about the multiple perspectives (state, local, higher education, teacher) of what we want teacher education candidates to know and be able to do to support state QRIS systems.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxmccormicknadine86
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo ...
Presented before The National Academies of Sciences, Engineering, Medicine on May 17, 2017.
By: Valora Washington, Ph.D., CAE,
CEO, Council for Professional Recognition
You may also be interested in the white paper: https://www.slideshare.net/councilcda/financing-early-care-and-education-white-paper
La Oficina del Censo de los Estados Unidos reporta
que el promedio de personas de tez blanca sufrirá una
disminución de 79.5% a 74% entre 2010 y 2050. Al
mismo tiempo, se estima que las personas de tez blanca
no hispanas no serán más la mayoría de la población
para 2042, pero seguirá siendo el único grupo racial
más grande. Se espera que el 62% de los niños en el país sea de una
«minoría» de origen étnico para 2050, en comparación
con un 44% hoy día.
El Concilio para el Reconocimiento Profesional / (Council for Professional Recognition ) creó el Departamento Multilingüe y de
Programas Especiales en su casa matriz con sede en
Washington, DC en enero de 2013, como resultado
de su liderazgo y compromiso fehaciente de servir a
las poblaciones diversas cada vez más numerosas en
la comunidad CDA tanto en los Estados Unidos como
en el exterior.
El Concilio es un líder en el desarrollo profesional en el campo
del cuidado y educación infantil. Su credencial
nacional de Asociado en Desarrollo Infantil (CDA))MR
/ (Child Development Associate Credential) consta de seis normas de competencia y 13 áreas funcionales que tratan directamente el desarrollo
cultural de los niños.
La Credencial Nacional de Asociado en Desarrollo
Infanti lMR (CDA)/ (Council for Professional Recognition)
representa el punto en el que convergen
la educación y la experiencia. Este punto de encuentro
simboliza la competencia y es un camino para aprender
las prácti cas más apropiadas de enseñanza para muchos
educadores infantiles.
La credencial CDA ayuda a los educadores infanti les
a cumplir con los requisitos profesionales vigentes a
nivel estatal y nacional. Las personas que reciben la
credencial CDA son profesionales competentes que
valoran el conocimiento y las destrezas vitales y la
educación formal. La credencial CDA ha superado la
prueba del ti empo con más de 350,000 personas que
han obtenido su CDA desde principios de los años
setenta; solo en 2013, 20,000 profesionales recibieron
su credencial CDA, y otros 18,000 la renovaron.
More from CDA Council for Professional Recognition (16)
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Delivering Micro-Credentials in Technical and Vocational Education and Training
Why CDA?
1. ”
“
The CDA™ represents expert
consensus about what early
educators should know and
be able to do. It plays a
significant role across the
spectrum of early childhood
settings in the United States,
from employer-sponsored child
care to federal government —
funded entities.
Why CDA?
The Child Development Associate™ (CDA) National
Credential represents the crossroad where
education and experience meet. This crossroad
epitomizes competence and is a pathway to learning
best teaching practices for many early educators,
including:
A lead teacher who already holds an
academic degree, but needs to gain hands-
on practical skill and competency in early
care and education
An assistant teacher with experience, but
little formal education
A family child care provider who must
improve the quality of his/her setting to
meet licensing requirements
A high school student interested in pursuing
a career in working with young children
The CDA helps early educators meet current state
and national professional requirements. CDA
recipients are competent practitioners who value
vital knowledge and skills and formal education. It
has stood the test of time, with more than 350,000
CDAs awarded since the early 70s, and 20,000 new
CDAs and 18,000 renewals in 2013 alone.
But there’s more.
1. The CDA online process is streamlined, with
credentialing decisions taking days rather
than months.
2. The CDA is portable, recognized in all
50 states, the District of Columbia, U.S.
territories, community colleges, school
districts and the military.
3. The CDA is the only national multilingual
credentialing system that assesses educators
in the language of their daily work.
Be sure to keep up with Council news by subscribing
to CounciLINK, our monthly newsletter. CounciLINK
is our primary means to provide you with the most
current information. To sign up, please visit www.
cdacouncil.org/newsletter.
Why CDA?
CDA is the Best 1st Step!
Valora Washington, CEO
Council for Professional Recognition
1Council for Professional Recognition 2460 16th Street NW, Washington, DC 20009 | www.cdacouncil.org
2. Why CDA? Why Now? —
A Focus on Competency
A white paper
T
he early care and education field, which
is comprised of 1.8 million educators, is in
the midst of a major historical shift from a
relatively low public profile to one that demands
increased accountability and high quality results
for young children. Early childhood programs that
ensure young children’s early academic success have
progressively become the focus of federal, state and
local policy discussions.
In this respect, there have been many efforts over
the past few decades focused on increasing the
competency of early educators. There is more than
enough evidence that well-trained, responsive and
effective teachers are essential to a high-quality
early care and education program. However, much
of the policy response has been to focus heavily
on increased academic training. We argue that
academic training is necessary but insufficient to
advance teacher competence. Teacher competence
requires the crossroad of both knowledge and
experience.
This paper aims to bring attention to teacher
competence as an essential element to support the
early care and education workforce and advance
professional development for the field.
Focus on Competence
S
ince 1975, the early care and education field
has relied on the CDA as the foundation
of professional development. The CDA
represents expert consensus about competence,
i.e., what early educators should know and be able
to do. The CDA plays a significant role across the
spectrum of early childhood settings in the United
States, from employer-sponsored child care to
federal government — funded entities, such as Head
Start and military child care programs. The CDA is
also included in many state-level QRIS systems and
a wide range of local community-based services for
young children and their families.
Given its national presence, the CDA credential
is portable across states and school districts
nationwide. It is competency-based, multilingual
and adaptable to any setting where programs for
young children are offered. The CDA has stood the
test of time—more than 350,000 early educators
have earned the CDA credential, with 20,000 new
CDAs and 18,000 renewal CDAs awarded in 2013
alone.
Why CDA?
W
hat makes the CDA credential so
effective in enhancing educator
competence? For one, the CDA
credential contains many of the components
of an early educator’s competency that both
research and subject matter expert consensus have
demonstrated are important. Competency must
include both a strong knowledge base (education)
and demonstrated practice (experience). The CDA
has accomplished this in several ways. Listed below
are six elements tied to educator competency that
make the CDA credential an effective measure of
teacher practice:
1. The CDA™ encompasses multiple sources
of evidence, such as 120 hours of
professional education in early childhood
development, 480 hours of work experience,
a Professional Portfolio that demonstrates
an understanding of competence, feedback
from families, an observation that
demonstrates effective practice, and content
knowledge via the CDA exam. In many
states, a high school diploma is the only
requirement that an early educator needs to
Council for Professional Recognition 2460 16th Street NW, Washington, DC 20009 | www.cdacouncil.org2
3. be hired, while other states have established
CDA-related certificate programs that are
often described as equivalent but still do
not offer a comprehensive professional
development system, such as the CDA.i
2. The CDA credentialing assessment
represents an organized process, a coherent
sequence of learning experiences aligned
with defined learning outcomes, and a
comprehensive system of assessment that
ensures that candidates master defined
learning outcomes and—most importantly —
can demonstrate them in practice.
3. The CDA includes a direct observation by a
Council Professional Development Specialist
of the CDA candidate in their work setting
as a lead teacher. A 2013 study suggested
that states might consider indicators, such
as observation-based scores of teacher
interactions that are more closely related to
student academic outcomes.ii
4. The CDA credentialing assessment can be
conducted in any language that supports the
language that a teacher’s daily work requires.
When program settings and teachers
acknowledge and support children’s home
language and culture, ties between the family
and school are strengthened.iii
Moreover, the
CDA embeds knowledge and skill required for
working with diverse children and families.
Conversely, a majority of teachers in a study
conducted by Ray and Bowman (2003) felt
they had learned to work with culturally
diverse children and families from other
teachers or on their own rather than through
their teacher training experience.iv
5. The CDA values parent involvement that
encourages family members to provide
feedback on a CDA Candidate’s strengths
and areas for professional development.
When teachers and families work together,
a child’s development and learning are fully
supported. Substantial research has found
significantly positive correlations between
parent involvement and young children’s
cognitive development, approaches
to learning, language and vocabulary
acquisition and pre-literacy skills.v
While
on the other end of the spectrum, a 2009
survey of university faculty members shows
that their students’ field experiences were
inadequate; offering few or no opportunities
to work with families.vi
This is a critical
element of being a CDA.
6. The CDA credential is a pathway to learning
best teaching practices for many early
educators, such as:
oo A lead teacher who already holds an
academic degree, but needs to gain
hands-on practical skill and competency
in early care and education
oo An assistant teacher with experience, but
little formal education
oo A family child care provider who must
improve the quality of his/her setting to
meet licensing requirements
oo A high school student interested in
pursuing a career in working with young
childrenvii
Why Now?
T
he Council for Professional Recognition
recognizes the value of having an effective
early childhood workforce that possesses
the competence to serve young children and
families. Specialized early childhood teacher
preparation processes, like the CDA credentialing
assessment system, are essential to both supporting
the professionals who work in the field, as well
as advancing the professional development
Council for Professional Recognition 2460 16th Street NW, Washington, DC 20009 | www.cdacouncil.org3
4. components for the field. The confidence that the
CDA offers an early educator is extremely important
to their career pathway.
After all, the reality is that a great many early
educators are adult learners to whom the field must
be responsive. Therefore, the CDA is essential to any
states’ career lattice or QRIS system.
The CDA credential reflects the foundational level
of knowledge acquired to work with young children.
It helps early educators meet current state and
national professional requirements, and recognizes
them as competent practitioners who value the
importance of acquiring both current knowledge
and skills to work with young children and families.
We know there are performance and credibility gaps
in the early care and education fieldviii
and must
insist on strong field-wide leadership to support
pathways that align with degree programs. More
professional mentoring and coaching have been
proven to compliment the necessary ingredients for
developing effective early care practitioners.ix
With
approaches to professional development that include
knowledge and experience, such as the CDA, it is
more likely that educator competence and effective
teaching practices will advance the field of early care
and education by supporting the nearly 2 million
professionals who care for young children every day.
i
Examples include:
New Hampshire Early Childhood Credential: http://www.dhhs.
nh.gov/dcyf/cdb/documents/earlychildhood.pdf
New Mexico Child Development Certificate: http://www.cnm.
edu/programs-of-study/communication-humanities-and-social-
sciences/educ/brochure/Child_Development_Certificate.pdf
Wisconsin ECE Initial Certificate: http://www.del.wa.gov/
publications/PD/docs/Stackable_Certificates.pdf
ii
Guernsey, et. al., p. 14 Note: The New America report
cited: Sabol, T.J., Soliday Hong, S.L., Pianta R.C., Burchinel,
M.R., 2013, Can Rating Pre-K Programs Predict Children’s
Learning? Science, pp. 845-846, http://www.sciencemag.org/
content/341/6148/845.summary?sid=0dd10888-95c2-4763-
9f73-eb-9157ccd884
iii
National Association for the Education of Young Children,
1995. Position Statement. Responding to linguistic and
culturally diversity: Recommendations for effective early
childhood education. www.naeyc.org/about/positions/pdf/
PSDIV98.pdf
iv
Ray, A. & Bowman, B. 2003. Learning multicultural
competence: Developing early childhood practitioners’
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