Performance Category - Teachers - Final Draft accreditation performance criteria followed by Approved June 15, 2004 by Program Standards/Criteria Commission

Program Standard 6—Teachers

Final Draft Accreditation Performance Criteria

Approved June 15, 2004 by Program Standards/Criteria Commission

Performance Category: Teachers

Program Standard: The program employs and supports a teaching staff that has the educational qualifications, knowledge, and professional commitment necessary to promote children’s learning and development and to support families’ diverse needs and interests.

Rationale: Children benefit most when their teachers have high levels of formal education and specialized early childhood professional preparation . Teachers who have specific preparation, knowledge and skills in child development and early childhood education are more likely to engage in warm, positive interactions with children, offer richer language experiences, and create more high-quality learning environments. Opportunities for teaching staff to receive supportive supervision and to participate in ongoing professional development ensure that their knowledge and skills reflect the profession’s ever-changing knowledge base.

Please note: When a state rule/regulation prohibits the performance expectation outlined in the draft criterion, the state rule/regulation takes precedence. When a state rule/regulation exceeds the performance expectation outlined in the criterion, the state rule/regulation again takes precedence. When state rules or regulations differ in other ways, or mandate a lower threshold of performance, NAEYC’s criteria take precedence.

Number	Strand	FINAL DRAFT CRITERIA
Preparation, Knowledge, and Skills of Teaching Staff
6.1	U	All teaching staff know and use ethical guidelines in their conduct as members of the early childhood profession.
6.2	U	When working with children, all teaching staff demonstrate the ability to · interact with children without using physical punishment or any form of psychological coercion or abuse. · recognize health and safety hazards and act to ensure that children are protected from harm. · encourage and provide children with a variety of opportunities for learning and social experiences. · communicate with children and their families.
6.3	U	All teaching staff possess the physical and mental health required to carry out the responsibilities of their position.
6.4	U	Before working alone with children, new teaching staff are given an initial orientation that introduces them to fundamental aspects of program operation including · program philosophy, values, and goals; · expectations for ethical conduct; · health, safety, and emergency procedures; · individual needs of children they will be teaching or caring for; · accepted guidance and classroom management techniques; · daily activities and routines of the program; · program curriculum; · child abuse and neglect reporting procedures; · program policies and procedures; · NAEYC early childhood program standards; · regulatory requirements. Follow-up training expands on the initial orientation.
6.5	U	Substitutes, volunteers, and other adults are given a preliminary orientation that introduces them to fundamental aspects of program operation before they begin working with children. The orientation includes · health, safety, and emergency procedures; · accepted guidance and classroom management techniques; · child abuse and neglect reporting procedures; · regulatory requirements. These adults work with children under the direct supervision of qualified teaching staff. Follow-up training expands on the initial orientation.
6.6	U	All teachers have a minimum of an associate’s degree or equivalent. At least 75% of teachers have a minimum of a baccalaureate degree or equivalent. Degrees include or are supplemented by college-level course work in early childhood education, child development or early childhood special education, which encompasses child health, development and learning, family and community relationships, observing, documenting and assessing young children, teaching and learning, and professional practice and development. Degrees and college course work are from regionally accredited institutions of higher education. They may include on-line course work, distance learning, and/or degree completion programs that offer credit as a part of formal assessment of prior learning. [See timeline for phasing in teacher qualifications.]
6.7	U	Assistant teachers/teacher aides (staff who implement program activities under direct supervision) have a high school diploma or GED and · 50% of assistant teachers/teacher aides have at least a Child Development Associate Credential (CDA) or equivalent. · 100% of assistant teachers/teacher aides who do not have at least a CDA are enrolled in a program leading to a CDA or equivalent, are actively participating in the program, and are demonstrating progress toward the CDA or equivalent. College-level course work is from regionally accredited institutions of higher education. If there is only one assistant teacher/teacher aide, then either of the requirements can be met.
6.8	U	All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children and families of diverse races, cultures, and languages. They adapt their teaching in response to children’s differences. Specialized college-level course work may include core courses that cover these topics or courses addressing these topics specifically.
6.9	U	All teaching staff have specialized course work or professional development training in the program’s curriculum, and in communication and collaboration skills that prepare them to participate as a member of a team.
6.10	U	All teaching staff who supervise or mentor other staff members have specialized college-level course work or professional development training and preparation in adult supervision and leadership development. Specialized college-level course work may include core courses that cover these topics or courses addressing these topics specifically.
6.11	U	All teachers and assistant teachers/teacher aides have specialized college-level course work in knowledge and skills relevant to the specific age(s) or the special circumstances/specific needs of the children they teach. Specialized college-level course work may include core courses that cover these topics or courses addressing these topics specifically.
6.12	U	All teachers and assistant teachers/teacher aides have specialized professional development training in how to accurately use the program’s assessment procedures for assessment of child progress and program quality. Their training is used to adapt classroom practices and curriculum activities.
6.13	U	All teachers and assistant teachers/teacher aides have specialized college-level course work or professional development training that prepares them to work with children who have special needs. The course work or training may include core courses that cover these topics or courses addressing these topics specifically. The course work and training includes· · family-centered practice;· · atypical development and common health problems; · · IDEA and other applicable laws;· · children's and families' rights under these laws;· · roles and responsibilities related to the IEP/IFSP;· · strategies for supporting inclusion;· · strategies for modifying and adapting curriculum, schedules, materials, and instruction to meet individual needs;· · referral and assessment process;· · community supports and resources.
Teachers’ Dispositions and Professional Commitment
6.14	U	All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development.
6.15	U	All teaching staff continuously strengthen their leadership skills and relationships with others and work to improve the conditions of children and families within their programs, the local community or region, and beyond. Teaching staff participate in informal or formal ways in local, state, or regional public-awareness activities related to early care by joining groups, attending meetings, or sharing information with others both at and outside the program.
6.16	U	All teaching staff have the knowledge and skills to adapt and respond to changing and challenging conditions in ways that enhance program quality.