ࡱ> UWRSTc 4bjbjzz z~]\~]\֫ 4   hr 4fQfQfQ`bbbbbb$~fQ&Q&Q@fQfQh3*T*T*TfQ`*TfQ`*T*T^l6@==RDhL<LR`T*TfQfQfQ*TfQfQfQfQfQfQfQfQfQfQfQfQfQfQfQfQ > :  Standards for the Connecticut Early Childhood Teacher Credential Introduction This document represents the work of the CT Early Childhood Teacher Credential Standards Committee. Included are the Standards that were developed to align with the revised National Association for the Education of Young Children (NAEYC) 2010 Standards. These revised Standards have been approved by the Standards Committee in April of 2012 and outline the expected outcomes for candidates for the CT Early Childhood Teacher Credential (CT ECTC) graduating from two-year (Level A) and four-year (Level B) institutions have been identified. The four-year candidates would be expected to demonstrate the Level A as well as the Level B competencies. The document is structured on the 2010 National Association for the Education of Young Children (NAEYC) accreditation standards. The process of developing and refining the Standards was a lengthy one that sought input from a variety of individuals and groups of professionals in the field. Parallel to this process of developing standards for the credential process was also the creation of a set of processes and procedures to enable the implementation of the Early Childhood Teacher Credential. The standards outline the competencies expected of an associate degree candidate (Level A) and a bachelors graduate (Level B). The additional competencies expected of a four-year graduate are based on the premise that four-year graduates must be reflective problem solvers and have a deep knowledge of child development. Specifically, Level B graduates must understand early childhood research and use this research-based knowledge in practice; have a broad understanding of children with special needs and use appropriate assessments, interpret assessments and provide interventions for children and families; have the skills to mentor others; have high-level communication skills; and use ongoing evaluation to inform their own practices and modify curriculum to meet the needs of all children. Although the knowledge base is similar, the four-year graduates educational experience is deeper in both theory and practice. These same standards are the basis for the Individual Review Route to leading to the Credential. Unlike the traditional route by which institutions are approved, the Individual Review Route is for individuals who currently hold a degree and wish to obtain the Credential. Rubrics outlining indicators of performance for each standard serves as the evaluation tool when looking at portfolio evidence. The standards outlined below can also be found in the curriculum alignment chart. This document is intended to be used for general information you may need for your institutional program review or for describing the Credential to candidates. Standards Descriptions Table of Contents 1. Promoting Child Development and Learning. Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young childrens characteristics and needs, and of multiple interacting influences on childrens development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. 1a: Knowing and understanding young childrens characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 2. Building Family and Community Relationships. Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with childrens families and communities. They know about, understand, and value the importance and complex characteristics of childrens families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their childrens development and learning. 2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in young childrens development and learning 3. Observing, Documenting, and Assessing to Support Young Children and Families. Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. 3a: Understanding the goals, benefits, and uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children 3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 3e: Facilitating referrals based on screening, observation & child assessment.4. Using Developmentally Effective Approaches Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on childrens ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each childs development and learning. 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child 4e: Nutrition, Health & Safety5. Using Content Knowledge To Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. 6. Becoming a Professional. Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. 6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e: Engaging in informed advocacy for young children and the early childhood profession 7. Early Childhood Field Experiences Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood in at least two of the three early childhood age groups (birth age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). 7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth age 3, 3-5, 5-8) 7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)  CT Early Childhood Teacher Credential Standards Standard 1: Promoting Child Development and Learning Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young childrens characteristics and needs, and of multiple interacting influences on childrens development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. (NEW) 1a: Knowing and understanding young childrens characteristics and needs, for the birth through age component of the entire birth through age 8 early childhood period. Level A: Candidates will Display in their work knowledge about individuality in the basic topics of infancy and early childhood development or more advanced knowledge in one developmental phase. Demonstrate basic knowledge and an understanding of milestones in the areas of fine and gross motor development, social and cognitive modes of exploration, language development, temperament, the importance of early attachments, and peer relations.Level B (all Level A competencies plus): Candidates will Apply current research-based knowledge about individuality during infancy and early childhood. Demonstrate understanding of and apply in the classroom setting knowledge about brain development, motor development, cognitive processes and language development, early learning, temperament, attachment theory, emotional intelligence, self-regulation, self development and executive functioning, peer relations, modes of play and exploration, and common types of exceptional development of young children from birth to five years. Standard 1b: Knowing and understanding the multiple influences on early development and learning. Level A: Candidates will Display in their classroom practices a basic knowledge of influences on childrens early development and learning, and early intervention approaches. Demonstrate through their coursework and classroom practices they know and understand that families, teachers, and peers are influential in childrens learning. Recognize the major health concerns and nutritional needs of early childhood and implement classroom practices that address the basic principles of health, safety and nutrition. Identify common early intervention programs types in CT (i.e., Head Start, Early Head Start, School Readiness and Birth-to-Three systems) and describe their intended benefit on childrens learning. Level B (all Level A competencies plus): Candidates will Describe the nature of influences from multiple systems (family, community, societal) on early child development and early learning and how these influences may interact in complex ways. Demonstrate their understanding of the major health concerns of early childhood as well as the important influence of nutrition and health on childrens development and implement classroom practices that are reflective of the basic principles of health, safety, and nutrition. Demonstrate familiarity with the preschool special education system in addition to the other intervention types used in CT (i.e., Head Start, Early Head Start, and the School Readiness, Birth-to-Three) and can discuss the intended benefit of these programs for children and families. Build relationships with young children and families that demonstrate appreciation of the importance of the early care and education provider to engage particular parent, child, and community interests in the early learning curriculum.  Standard 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children. Level A: Candidates will Describe the basic developmental principles that they are using as a basis for creating learning environments for young children. Use in classroom practices the basic principles of health, safety, and nutrition. Create environments for young children that support childrens health, respect their culture and individuality, promote positive development, and challenge children to gain new competencies Set realistic expectations for young children for behavior and apply appropriate child guidance strategies according to the individual child and the situation. Level B (all Level A competencies plus): Candidates will Demonstrate their understanding of the essentials of developmental research and describe the principles that they are using as the basis for creating effective learning environments for all young children. Create classroom environments for young children that are inclusive of children with diverse learning needs and support childrens health, respect their culture and individuality, promote positive development, and challenge children to gain new competencies. Individualize and adapt practices for each child based on ongoing assessment, including the implementation of individualized Health Care Plans for children with chronic illness. Provide activities that are coherent with respect to their intended goals for early learning, drawing across multiple systems of influences and aspects of development to support the whole young child. Use systematic procedures within and across environments for young children, activities and routines to promote childrens learning, participation, and membership. Standard 2. Building Family and Community Relationships Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with childrens families and communities. They know about, understand, and value the importance and complex characteristics of childrens families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their childrens development and learning. Standard 2a. Knowing about and understanding diverse family and community characteristics. Level A: Candidates will Explain and apply knowledge about parenthood, school-family partnerships, and family diversity. Communicate his/her understanding of the challenges that diverse young families and families with children with disabilities face in ways that transcend stereotypes. Understand how childrens development and learning may be influenced by family and community contexts. Know the characteristics of Connecticut communities, especially the effects of racial isolation and changing demographics on families and childrens learning outcomes.Level B (all Level A competencies plus): Candidates will Use research-based knowledge of family dynamics, family development stages and parenthood, school family partnerships, and family diversity as the basis for developing relationships with families and involving families in their childs learning. Recognize and use community resources and understand their link to larger societal influences such as the economy and social policy in their work with diverse families. Demonstrate an understanding of how childrens development and learning may be influenced by diverse family and community contexts. Communicate their understanding of families of young children with typical development and those with special needs in ways that reflect their respect for the challenges facing young families and that transcend stereotypes. Appreciate the influences of the changing characteristics of Connecticut communities on schools and childrens achievement. Standard 2b. Engaging and supporting families and communities through respectful, reciprocal relationships. Level A: Candidates will Observe and construct reciprocal relationships with families, independently or as part of a team. Demonstrate a basic repertoire of communication strategies to connect with families and identify a limited number of community resources that families may draw on to enhance their literacy and social goals. Level B (all Level A competencies plus): Candidates will Incorporate family and community strengths in their approach to early learning in the classroom. Establish supportive and respectful reciprocal relationships with families; assess needs of children and families, and link families appropriately with community resources to enhance health, family literacy and social goals. Individualize practices based on family strengths and assets. Appreciate that community resources may not fully meet the needs of family diversity and have thoughtful ways to empower families to overcome these limitations. Encourage feedback from families and incorporate it into practice.  Standard 2c: Involving families and communities as partners in young childrens development and learning. Level A: Candidates will Demonstrate beginning skills to foster family and community partnerships. Welcome and include families in program activities. Level B (all Level A competencies plus): Candidates will Demonstrate family collaboration strategies. Form reciprocal partnerships with families that enhance their childs development. Create effective early learning environments that incorporate family and community partnerships. Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Standard 3a: Understanding the goals, benefits, and uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children. Level A: Candidates will Communicate their understanding of the goals, benefits and appropriate uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children. Engage in guided practice with a particular focus on classroom observation. Explain assessments goals and benefits to colleagues or families. Identify the varied uses of assessment. Implement the activities prescribed in a childs IFSP/IEP.Level B (all Level A competencies plus) Candidates will Communicate their essential understanding of typical development and the goals, benefits, and appropriate uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children. Explain how assessment may be used in positive ways; explain how inappropriate assessment may harm children and families. Demonstrate familiarity with the IDEA mandates and the role of the IFSP and IEP in supporting childrens development. Standard 3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments. Level A: Candidates will Demonstrate a basic understanding of the practical uses of assessment to individualize supports for development and learning and to gather and share information with families and professional colleagues. Plan intentionally using a variety of ongoing assessment strategies, documentation tools and multiple sources of information. Level B (all Level A competencies plus) Candidates will Plan and implement research-based knowledge and demonstrate competence in observation, documentation, including the use of current appropriate assessment tools being used in the State of Connecticut to gather and share information with families and professional colleagues. Engage in responsive practices that address a full range of diversity, including approaches for children with special needs and culturally and linguistically diverse children. Demonstrate essential skills in using assessments, interpreting assessment results, and using formal assessment information to influence practice for making appropriate referrals. Implement current accepted practices and frameworks used in early intervention and early childhood systems that include gathering and sharing information with families and professional colleagues.  Standard 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. Level A: Candidates will Articulate the ethical dimensions of assessment, including confidentiality. Observe children showing objectivity, fairness, and absence of bias. Identify the intended uses of assessment including observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. Level B (all Level A competencies plus) Candidates will Use responsible assessment to enhance childrens abilities and to identify individual differences. Use assessment practices that reflect educational, legal, and ethical issues including the rights of the families. Perform developmental screening and/or adapt screening and assessment procedures to meet the individual needs of children, the culture of their families and the setting. Use assessment and data including observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection for its intended purpose. Standard 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. Level A: Candidates will Explain the value and importance of practicing responsible assessment to promote positive outcomes for each child. Explain the reason for and use of assistive technology in assessment of children with disabilities. Level B (all Level A competencies plus) Candidates will Engage in assessment practices that promote positive outcomes for individual children. Implement assistive technology in the process of assessing children with disabilities to promote positive outcomes for individual children.  Standard 3e: Facilitating referrals based on screening, observation and child assessment. Level A: Candidates will List procedures and identify resources for making referrals. Identify children for screening or assessment to address potential developmental delays or disabilities.Level B (all Level A competencies plus) Candidates will Involve the family when making referrals for screening and/or child assessment. Assist staff and families in accessing diagnostic assessments, extra services and/or other supports as needed. Standard 4. Using Developmentally Effective Approaches Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on childrens ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each childs development and learning. Standard 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children. Level A: Candidates will Describe the critical importance of positive relationships and supportive interactions as the foundation of their work with young children. Demonstrate warm, nurturing interactions with individual children and their families, communicating genuine liking for and interest in young childrens characteristics and activities. Engage in practices that reflect the positive and supportive cultural practices and contexts of the young children they teach. Demonstrate the essential dispositions and skills to develop positive, respectful, supportive relationships with all children including those whose cultures and languages may differ from their own, as well as with children who may have special needs. Level B (all Level A competencies plus): Candidates will Articulate to other professionals and families the theories and research that support the importance of positive relationships and high-quality supportive interactions in early education. Design and implement meaningful, culturally inclusive environments that are critical to their work with young children.  Standard 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. Level A: Candidates will Demonstrate practices that reflect the needs of the children with whom they work using a variety of effective teaching strategies and tools with individual children, small groups and large groups. Demonstrate practices that reflect the needs of the children with whom they work using appropriate technology with individual children, small groups and large groups. Demonstrate a variety of effective classroom management strategies for all children. Use a variety of effective classroom management strategies with individual children, small groups and large groups. Level B (all Level A competencies plus): Candidates will Make professional decisions about approaches to effective early childhood teaching and learning based on an understanding of children as individuals and as part of a group, and on alignment with educational and developmental goals. Engage in practices that reflect a flexible, research-based continuum of teaching strategies as the best support for childrens developmental and educational needs. Articulate why they use particular teaching strategies and why they individualize and can relate teaching strategies to theories of child development and learning and to a philosophy of learning and teaching. Recognize and respond to individual needs of all children and circumstances by adapting management strategies.  Standard 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches. Level A: Candidates will Demonstrate practices that reflect a broad repertoire of developmentally appropriate teaching/learning approaches that support the needs of the children with whom they work Demonstrate practices that reflect a broad repertoire of developmentally appropriate teaching/learning approaches that support the needs of individual children, small groups and large groups. Level B (all Level A competencies plus): Candidates will Articulate why they use particular developmentally appropriate teaching /learning strategies and why they individualize and can relate teaching/ learning strategies to theories of child development and learning and to a philosophy of learning and teaching. Recognize and respond to individual needs of all children and circumstances by adapting management strategies that are developmentally appropriate.Standard 4d: Reflecting on their own practice to promote positive outcomes for each child. Level A: Candidates will Participate in making decisions about their practice based on their developing expertise. Make professional judgments through each day based on their knowledge of child development and learning, individual children, and the social and cultural contexts in which children live. Participate in the design of activities, routines, interactions and curriculum for specific children and groups of children using knowledge gained through study and experience. They consider both what to teach and how to teach, beginning to develop the habit of reflective, responsive and intentional practice to promote positive outcomes for each child. Level B: Candidates will Make decisions about their practice based on their developing expertise utilizing theories and research learned. Make professional judgments through each day based on their knowledge of theory and research as well as their knowledge of child development and learning, individual children, and the social and cultural contexts in which children live. Using their knowledge base gained through study and experience, they design activities, routines, interactions and curriculum for specific children and groups of children. They consider both what to teach and how to teach, consistently engaging in the habit of reflective, responsive and intentional practice to promote positive outcomes for each child. Standard 4e. Nutrition, Health and Safety Candidates use their understanding of the health, safety, and nutrition practices specific to young children for classroom practice and curriculum planning. Level A: Candidates will Demonstrate understanding of the health, safety, and nutrition practices specific to infants, toddlers, and preschoolers, and use this understanding to plan classroom practice and curriculum planning. Demonstrate understanding of the needs for implementing age appropriate routines as part of supporting children in learning about health and safety practices. Demonstrate approaches to developing and sustaining self-help skills as part of supporting children in learning about health and safety practices. Develop and implement lessons that teach about nutrition. Level B (all Level A competencies plus): Candidates will Demonstrate knowledge of and apply the state Guidelines for Child Day Care Center Licensing and for the Child Abuse and Neglect Policies and Procedures. Demonstrate understanding of the health, safety, and nutrition practices specific to infants, toddlers, and preschoolers, and use this understanding to plan classroom practice and curriculum planning as part of supporting children in learning about health and safety practices. Routinely plan age- and individually-appropriate curricula that encourages children to make good choices in regards to health, safety, and nutrition. Engage with appropriate health professionals and consultants to ensure that classroom practices support the individual health and developmental needs of all children, including participating in the planning and implementation of IFSP and IEP goals. Act as a source of information and support for families about issues of child health, safety, and nutrition. Standard 5. Using Content Knowledge to Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Standard 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. Level A: Candidates will Engage in work that demonstrates the basic knowledge and skill in the following content/academic areas: language and literacy; the arts; mathematics; physical activity and health; science and nutrition; and social studies, with special depth in the areas of language and literacy. Level B (all Level A competencies plus): Candidates will Engage in work that reflects advanced knowledge and skill in the development of learning in each content area: language and literacy; the arts; mathematics; physical activity and health; science and nutrition; and social studies, with special depth in the areas of language and literacy. Demonstrate familiarity with authoritative resources to supplement their own content knowledge. Standard 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. Level A: Candidates will Communicate understanding of each core content/academic area including which is important and why. Level B (all Level A competencies plus): Candidates will Engage in work that demonstrates knowledge of the theories and research underlying childrens approaches to learning in these content areas. Taking developmental and individual differences into account, their work shows that they use this knowledge to articulate priorities for high quality, meaningful experiences in each content area, with desired outcomes for children that connect with professional standards and curriculum resources.  Standard 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curriculum for each child. Level A: Candidates will Demonstrate that they can design and implement curriculum that uses the conceptual knowledge they are acquiring through coursework that is likely to promote positive developmental outcomes, including security and self-regulation, problem-solving and thinking skills, academic and social competence. Use play as a context for scaffolding learning and use various types of play in small group, whole group, or in individualized situations to stimulate childrens interest and functional progress. Demonstrate knowledge of the CT Preschool Curriculum and Assessment Frameworks as the basis for ongoing and systematic planning and monitoring childrens progress toward learning outcomes. Demonstrate skills in modifying curriculum in light of reflective teaching processes and adapt curriculum to meet the interests and needs of all children. Use childrens literature to teach multiple content areas. Level B (all Level A competencies plus): Candidates will Demonstrate advanced skill in designing, implementing, and evaluating meaningful, challenging, curriculum to meet the needs of all children. Integrate multiple areas of content in curriculum design, with successful focus on building security and self-regulation; problem-solving and thinking skills, and academic and social competence. Engage in curriculum development that takes into account childrens developmental, individual, and cultural characteristics, including children with ELL needs and makes use of reflective, ongoing evaluation of their own practices. Implement curriculum and participate in the development of curriculum that is characterized by use of high quality professional resources to supplement and inform their own understanding. Evaluate and assess curricula in comparison to their current classroom practices in order to maximize learning outcomes. Communicate with families and others about the Preschool Curriculum Framework and the Preschool Assessment Framework and similar assessments. Standard 6: Becoming a Professional Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Standard 6a: Identifying and involving oneself with the early childhood field The early childhood field has a distinctive history, values, knowledge base, and mission. Early childhood professionals, including beginning teachers, have a strong identification and involvement with the early childhood field, to better serve young children and their families. Well-prepared candidates understand the nature of a profession. They know about the many connections between the early childhood field and other related disciplines and professions with which they may collaborate while serving diverse young children and families. Candidates are also aware of the broader contexts and challenges within which early childhood professionals work. They consider current issues and trends that might affect their work in the future. Level A: Candidates will Identify and are involved with the field of early childhood with the purpose of better serving young children and their families.Level B (all Level A competencies plus): Candidates will Understand the nature of a profession. They know about the many connections between the early childhood field and other related disciplines and professions with which they may collaborate while serving diverse young children and families. Demonstrate awareness of the broader contexts and challenges within which early childhood professionals work. In their practice they consider current issues and trends that might affect their work in the future Standard 6b: Knowing about and upholding ethical standards and other professional guidelines. Level A: Candidates will Practice the NAEYC Code of Ethical Conduct. Show evidence of being guided by the ideals and principles of the Code. Explain and comply with relevant laws such as those pertaining to child abuse and the rights of children with disabilities. Demonstrate knowledge of and apply the state Guidelines for Child Day Care Center Licensing and for the Child Abuse and Neglect Policies and Procedures. Understand licensing regulations and be prepared to undertake the requirements.Level B (all Level A competencies plus): Candidates will Apply and model ethical standards and professional guidelines. Explain legal standards and other professional guidelines and apply these in practice.  Standard 6c: Engaging in continuous, collaborative learning to inform practice. Level A: Candidates will Engage in purposeful learning that directly influences the quality of their work with young children. Utilize the essential communication skills and knowledge base to engage in interdisciplinary team meetings and to fulfill their roles as part of the IFSP/IEP teams. Level B (all Level A competencies plus): Candidates will Take initiative and engage in purposeful learning including classroom-based research that directly influences the quality of their work with young children. Engage in interdisciplinary team meetings as informed partners fulfilling their roles as part of the IFSP/IEP teams. Communicate an understanding of how to guide staff who would be under their immediate supervision and how to assess performance, improve practice and promote individual growth. Standard 6d: Integrating knowledgeable, reflective, and critical perspectives on early education. Level A: Candidates will Make and justify decisions relative to working with young children on the basis of basic knowledge of the standards in their field. Engage in reflective practice to modify and improve their work with young children and the collaborative team. Use basic skills in oral and written communication, and in non-verbal and listening skills. Level B (all Level A competencies plus): Candidates will Make and justify decisions relative to working with young children on the basis of their knowledge of the professional values, standards, and research findings in early childhood. Engage in a critical stance, examining their own work, sources of professional knowledge, and the early childhood field. Communicate effectively in a way that is responsive to the needs of children and families in multiple formats: electronic, written and verbal. Facilitate a cooperative work environment by promoting positive communication and facilitating relationships among team. Standard 6e: Engaging in informed advocacy for young children and the profession. Level A: Candidates will Explain state and local policies including professional compensation and financing of the early education system. Describe how public policies are developed, and demonstrate essential advocacy skills. Level B (all Level A competencies plus): Candidates will Ground decisions and advocacy efforts in multiple sources of knowledge and multiple perspectives. Explain current public policy issues and their impact on children, families and the profession. Engage as an advocate for critical issues, in the early childhood professions and for the children, families and communities served.  Standard 7. Early Childhood Field Experiences Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood in at least two of the three early childhood age groups (birth age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). 7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth age 3, 3-5, 5-8) 7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).      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