Thank you for your engagement in the collective Power to the Profession (P2P) initiative. The tools and resources here are to help you walk through the major decisions being made through Power to the Profession Decision Cycle process. The resources below are designed to present various aspects of the Power to the Profession initiative in a module format. Each of the components listed below include summary statements, study guides, and links to additional resources in a "Review, Reflect, Respond" format. You engagement is essential to the success of the Power to the Profession initiative and we hope these resources will be useful.
You spoke, we listened: a statement from the National Task Force on Feedback on Decision Cycles 3, 4, and 5.
"We are deeply grateful for the thoughtful responses we received on the first draft of Decision Cycles 3, 4, and 5 related to preparation, specialization and career pathways for the profession." Read the full statement.
Power to the Profession Modules: Summary Statements, Study Guides and Additional Resources
The Urgent Need to Advance as a Unified Profession
The resources in this section are to help you reflect on some of the foundational questions of Power to the Profession, such as: What is this initiative about? Why are we approaching it in this way? What problems are we trying to solve?
Unifying, Defining, and Owning the Profession, Jacqueline Jones, PhD, President/CEO, The Foundation for Child Development
You Can’t Have Professionals Without a Profession, Laura Bornfreund and Stacie Goffin
Redirecting Early Childhood Education’s Developmental Trajectory: Becoming A Recognized Profession by Stacie G. Goffin - Dec. 1, 2017
A Letter to Every Adult Who Was Once A Child and Turned Out Fine by Rhian Evans Allvin - May 10, 2017
Power to the Profession Implementation and Timeline
ReviewIntroduction to Power to the Profession - Webinar hosted by Rhian Evans Allvin, CEO, NAEYC
Early Childhood Educators: Advancing the Profession – Executive Summary from NAEYC
Early Childhood Education’s Future as a Profession: The Ball’s In Our Court%nbsp; by Stacie G. Goffin
The Profession – Let’s Get on the Same Page by Samantha Marshall - Aug. 26, 2017
ReflectSummary Statements and Study Guide
Declaraciones resumidas y guía de estudio
Decision Cycle 1 - Professional Identity and Boundary
The initial cycle addressed the name, identity, scope, and responsibilities of what has been embraced as the early childhood education profession. With multiple rounds of responses and engagement, the content outlined in Decision Cycle 1 is based on the central concept that early childhood educators care for and promote the learning, development and well-being of children birth through age eight in all early childhood settings while meeting the qualifications of the profession and having mastery of its specialized knowledge, skills, and competencies.
Is Early Childhood Education a Profession? by Teri Talan - March 8, 2017
Pre-to-3: What is an early-childhood education professional? And what does that question mean for K-12 administrators? by Linda Jacobson - Dec. 8, 2017
A Profession-Led Dialogue: A Letter from the Chief Executive Officer to NAEYC Members by Rhian Evans Allvin - Feb. 22, 2017
Power to the Profession Decision Cycle 1 Task Force documents
Consensus Draft for Decision Cycle 1 approved by the P2P Task Force
The Early Childhood Profession within the Early Childhood Field (graphic)
La Profesión de la educación de la primera infancia dentro del campo de la primera infancia
Decision Cycle 2 - General Competencies
The second cycle addressed the question of how to use our existing resources and arrive at a set of agreed-upon standards and competencies that encompass required knowledge and skills for all individuals within the early childhood education profession, as defined in Decision Cycle 1.
Competency documents to be considered in the review of early childhood educator competencies:
- Council for Exceptional Children - Special Educator Professional Preparation Initial and Advanced Standards, the Early Childhood Special Education/Early Intervention Specialty Set (Early Intervention/Early Childhood Special Education)
- DEC Recommended Practices (Evidence based practices necessary for high quality inclusive programs for all children birth to age 8)
- Council for Professional Recognition - Child Development Associate (CDA) Competency Standards (for center-based: Infant/Toddler and Preschool; Family Child Care; and Home Visitor)
- National Board for Professional Teaching Standards - Early Childhood Generalist Standards (for teachers of students ages 3 to 8)
- ZERO TO THREE - Critical Competencies for Infant-Toddler Educators (for educators supporting children birth to age 3)
Power to the Profession Decision Cycle 2 Task Force document
Decision Cycles 3, 4, and 5 - Specializations, Competency Attainment Source, Qualifications and Pathways
Given the deeply interconnected nature of Decision Cycles 3, 4, and 5, they are being addressed as a whole, rather than on a sequential basis. We cannot detangle professional preparation, professional designations, scopes of practice, and specializations.
Future Decision Cycles
Decision Cycle 6 - Compensation Recommendation
What does comprable compensation look like in this profession?
Draft expected for public comment: Summer 2018
Decison Cycles 7 and 8 (combined) - Accountability, Quality Assurance, Required Support, and Infrastructure
What accountability structures must be in place to support effective preparation and practice? For example:
- Licensing and Certification
- Individual Assessments and/or Exams
What resources and policies must be provided to build and sustain the profession?
Draft expected for public comment: Fall 2018
Concept of Decision Cycles
All the components of the framework for a unified profession are interconnected and dependent on one another. In order to manage this complexity, we are structuring the initiative into a series of coordinated, iterative and strategic decision cycles. These cycles are designed to be predictable and intentionally sequenced to build on one another in order to lead to a unified framework.
The goal of using cycles to approach this conversation is to be able to focus on one aspect of the unified framework at a time without loosing its connection to the whole. The outcome of each cycle will be a defining document for each element of the unified framework. However, each document has the possibility to be revisited at a later cycle as new insights and connections are revealed.
Anatomy of Decision Cycle
Deliberations with Task Force meeting
Pre-meeting Information gathering including review and synthesis of research
Each Task Force meeting will end with a working draft statement on the topic of each cycle
Review and feedback from the field
Draft statement available for review 2 weeks after the Task Force meets
Draft statement first sent to Stakeholders
Comment period on working draft open for 3 weeks
Analyze feedback from the field and implementation analysis
Task Force deliberates on changes, makes recommendations for working draft 2
Review and feedback from the field
Draft statement available 3 weeks after first public comment period closes
Comment period on working draft 2 open for 1 week
Collect and analyze reaction to working draft 2
Task Force approves final draft