Table of Contents - PA Keys

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Center and Group Considerations

Version 2
.1









Table
of

Contents







Section I



Staff

Qualifications & Professional Development




Pages
3
-
3
1





Section

II



Learning

Program





Pages 3
2
-
5
7





Section III



Family

and Community Partnerships




Pages
5
8
-
9
5





Section IV



Leadershi
p

& Management




Pages
9
6
-
12
3




Appendix A



Annual Independent Financial Reviews Document




Page
s

124
-
125






STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

Page
3

of 12
6





Standard
:
Complete professional development on the Core Body of Knowledge/ Professional Development Record (CBK/PDR) and
Foundations of the Environment Rating Scale (ERS).
AND

Complete professional development on Continuous Quality Improvement (CQI), the
F
acility Professional Development (FPD
P
) Plan, and the Learning Standards.
AND

Complete professional development in the ERS scales
appropriate to age groups in the facility
.

(STAR
1/
2)


Good

Better

Best

Description of
Criteria at each
STAR Level



Director
or Owner/Operator takes
core series
.
(If

n
ew Director, takes
within 12 months after directorship
start date )



Participate in ERS Foundations and
one ERS specific age PD (one
representing majority of children in
facility)



Director of the facility has ERS
tr
aining in each age group served



Take STARS orientation
.
(Optional
for Director who has been a Director
@ STAR 1 or above prior to July 1,
2008
)





Director, assistant director, and lead
teacher take core series



Lead teachers have the relevant scale



Director

participates in Beyond the
PDR I



If applicable to site, additional staff
take additional ERS representing
another age group in facility



Directors of STAR 4A/3A sites take
Core Series



Other staff members complete core
series



New director gets Core Series w
ithin 3

months of hire date



Owner of facility completes series if
someone else is directing



All staff have relevant scales in facility



CBK/PDR taken by all staff or get TA



Director participates in Beyond the
PDR II


Research

Research shows that directors

with higher education levels have higher quality programs. This suggests that the qualifications
of directors have important implications for the quality of care teachers provide.


McCormick Center for Early Childhood Leadership. (2010).
Research Notes: H
ead Start administrative practices, director


qualifications, and links to classroom quality
. Wheeling, IL: National
-
Louis University, McCormick Tribune Center for


Early Childhood Leadership. Retrieved from
http://cecl.nl.edu/research/issues/rnw10.pdf

Mims, S.U., Scott
-
Little, C., Lower, J.K., Cassidy, D.J., & Hestenes, L.L. (2008). Education level and stability as it relates to


early childho
od classroom quality: A survey of early childhood program directors and teachers
. Journal of Research in


Childhood Education, 23
(2), 227
-
237.

Retrieved from
http://acei.org/wp
-
content/uploads/Mimswinter2008.pdf


Reference


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

Page
4

of 12
6





Source(s) of
Evidence



Signed and Dated c
ertificates or letter from PDO verifying submission (return receipt from USPS)



Verification by phone

by Regional Key as noted on Worksheet or phone log
/letter of
participation in video training



Professional Development History

verifying attendance

Supports
Available



Make sure FPD
P surveys

are comple
ted in a timely fashion online (Facility Professional Develop Plan
)
annually



Regional Keys and other PD organizations

respond to FPDP to meet practitioner needs



Keystone S
TARS

Core Professional Development



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E
RS professional development

available in Spanish
(check with Regional Key on availability)



CBK/ PDR available online



For ERS Tool Updates/Notes for Clarification, etc. go to the University of North Carolina at Chapel Hill website at:
http://search.unc.edu/search?q=Notes+for+Clarification&hq=inurl%3Awww.fpg.unc.edu+OR+inurl%3Awww.nectac.org+O
R+inurl%3Afpg.unc.edu&sort=date%3AD%3AL%3Ad1&output=xml_no_dtd&ie=UTF
-
8&oe=UTF
-
8&client=default_fro
ntend&proxystylesheet=default_frontend&site=default_collection&btnG.x=9&btnG.y=11



For
ERS updates, SACERS PA position statement, SACERS self/team reflection tool, 5 Tips for SACERS and CQI, go to PA

Keys

homepage at:
www.pakeys.org
. Go to Quick Links/ERS





Program
Considerations



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HS


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o浰leted⁢ ⁥du捡瑩on
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SACC


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浡n慧e浥湴



STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

Page
5

of 12
6





Standard
: Attend child abuse mandated reporter professional development that reflects the most
current laws i
n Pennsylvania. (Director)

(STAR 2

and above
)


Good

Better

Best

Description of
Criteria at
each STAR
Level



Director takes mandated reporter
training

within 90 days of hire
.

(Training must be at minimum 2
hours in length)



Director attends
updated mandated
reporter training if took this
professional development prior to
5/28/2007



Director shares mandated reporter
information with all staff



All staff take mandated reporter
training and subsequent updates



All staff review Mandated Reporter
req
uirements at a staff meeting
annually

Research

Research shows that, after training, teachers feel better equipped to deal with the challenges of detecting and reporting
instances of child abuse. This finding highlights the need for early childhood
educators to have a working knowledge and
understanding of child abuse and mandated reporting requirements.


Kenny, M. C. (2007). Web
-
based training in child maltreatment for future mandated reporters.
Child Abuse and Neglect
,
31
(6), 671−678.

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Children and Youth
Services Review
,
32
(1), 20
-
27.

Walsh, K., Bridgstock, R., Farrell, A., Rassafiani, M., & Schweitzer, R. (2008). Case, teacher and school characterist
ics
influencing teachers’ detection and reporting of child physical abuse and neglect: Results from an Australian survey.
Child Abuse and Neglect
,
32
(10), 983
-
993.

Retrieved from
http://eprints.q
ut.edu.au/14701/1/14701a.pdf


Reference


Source(s) of
Evidence



Signed and dated c
ertificates

from PD event



Professional Development History



If training completed between 7/1/2006 and 6/30/2007, signed copy of the summary of the new laws

STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6

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6





Supports
Available



ChildLine and Abuse Registry


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Pennsylvania Family Support Alliance (PFSA) training (telephone:

717
-
238
-
0937/ Website:
http://www.pa
-
fsa.org/

)



Cultivate relationships with county Office of Children, Youth, and Families (OCYF) to provide PD



Availab
le online through ECELS

at:
http://www.ecels
-
healthychildcarepa.org/section.cfm?sectionID=4




Regional Key sponsored professional development events

Program
Considerations



HS



A
ll⁳t慦a⁡瑴end猠慮nually



PKC


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慬l⁡ e慮d慴ed⁲eéorters




SACC


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te慳琠one⁡ ditional⁳t慦a
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SACC


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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

Page
7

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6





Standard
: Director: Level V or above on the Career Lattice
.

(STAR 3
)


Level VI or above on the Career Lattice. (STAR 4)


Good

Better

Best

Description of
Criteria at
each STAR
Level



Director meets required level



Director is working towards Level VI
or higher
on the Career Lattice



Position/Job Descriptions include the
requirement for required/preferred
Career Lattice level



Director is at Level VI or above



Second staff person (e.g., Asst. Dir.)
is at Level V or abo
ve


Research

Research shows that directors with higher education levels have higher quality programs. This suggests that the qualification
s
of directors have important implications for the quality of care teachers provide.


McCormick Center for Early Childhood Leadership. (2010).
Research Notes: Head Start administrative practices, director
qualifications, and links to classroom quality.
Wheeling, IL: National
-
Louis University, McCormick Tribune Center for
Early Childhood Lea
dership
.

Retrieved from
http://cecl.nl.edu/research/issues/rnw10.pdf

Mims, S. U., Scott
-
Little, C., Lower, J. K., Cassidy, D. J., & Hestenes
, L. L. (2008). Education level and stability as it relates to
early childhood classroom quality: A survey of early childhood program directors and teachers.
Journal of Research in
Childhood Education, 23
(2), 227
-
237.

Retrieved from
http://acei.org/wp
-
content/uploads/Mimswinter2008.pdf


Reference

Bella, J., & Bloom, P. J. (2003).
Zoom: The impact of early childhood leadership training on role perceptions, job
performance, and career
decisions
. Wheeling, IL: The Center for Early Childhood Leadership, National
-
Louis University.

Retrieved from
http://cecl.nl.edu/research/reports/zoom_report.pdf
.

Hyson, M., Tomlinson, H. B., & Morris, C. A. S. (2009). Quality improvement in early childhood teacher education: Faculty
perspectives and recommendations for the future.
Early Childhood Research and Practice, 11
(1). Retrieved from
http://www.eric.ed.gov/PDFS/EJ848839.pdf

McCormick Center for Early Childhood Leadership. (2008).
Research Notes: The dynamic relationship between child care work
environments and learning environments.

Wheeling, IL: The Ce
nter for Early Childhood Leadership, National
-
Louis
University. Retrieved from
http://cecl.nl.edu/research/issues/rnw08.pdf


Source(s) of
Evidence



Transcripts/degrees



ECE Calculation Tool

(In

ECE Teacher Quality: Recognizing High Quality Core Content

in Pennsylvania

d
ocument)

http://www.pakeys.org/uploadedContent/Docs/PD/ECE%20Teacher%20Quality.pdf


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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8

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6





Supports
Available



Online
,
blended

and traditional

course offerings accessible in each Regional Key



Financial assistance through v
ouchers available in each Regional Key at all degree levels

http://www.pakeys.org/pages/get.aspx?page=Career_Financial




PA Early Learning Keys to Quality
Career Lattice
-

http://www.pakeys.org/uploadedContent/Docs/PD/Career%2
0Lattice.pdf



ECE Teacher Quality:
Recognizing High Quality Core Content in Pen
nsy
lvania

document
-

http://www.pakeys.org/uploadedContent/Docs/PD/ECE%20Teacher%20Quality.pdf




Career Lattice Self Learning Module
-

http://www.pakeys.org/CareerLattice/player.html



Career Lattice Information Sheet



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Program
Considerations



PKC



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r慮tee猯sartner猠follo眠
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éro癩der⁴祰



GROUP
-

Primary Staff Person
:
Level
IV or above

on Career Lattice

by
6/30/2013
.

(STAR 3/4)




GROUP

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CDA/SAPC have 18 months on an
action plan/waiver



SACC



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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

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9

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6






Standard
:
DIRECTOR
:

Annual professional development plan is developed based on needs identified in the Professional Development
Record (PDR
)
. (STAR 2)

STAFF
:
Annual professional development plan is developed for each staff member based on needs identified in the
Professional Development Record (PDR) and documented on the Professional Development plan in the PDR.

(STAR

2)



Good

Better

Best

Description
of
Criteria
at each
STAR Level



Individuals (Director or S
taff) f
ill
out
annual
training plan based
on PDR



Annual PD
R

must have a written
plan, dated, signed

by Director
and Staff within year of
designation



Directors must complete K1
-
K7
as well as D1
-
D8



Staff must complete K1
-
K7
dependent upon Competency
level (If Level 1 are self
-
assessed at Beginning level,
may stop at that level. Logic
also applicable at Level 2
-
would
stop and not continue to Level
3)



Each annual PD plan should
include a K7 event



1
s
t
aff member per group
participates in staff meeting on
meaning of/development of PDR
and shares with staff they
supervise (if applicable)




Partially completed PDR/annual training
plan (some courses completed), match
needs in PDR



Of total hours required
,

at least some
are courses and/or a series that builds
upon a previous course/instruction



All
Staff
M
eeting on purpose of
/
how to
develop PDR



Review PDR at least annually with
director to evaluate effectiveness/status
of plan





Attaining all goals identifi
ed or
exceeding goals



Use PDR on a continual basis


not
on捥 祥慲



Review PDR
at least bi
-
annually with
director

to evaluate
effectiveness/status of plan



All PD hours are reflected in annual
plan for directors and staff



Of total hours required, the
majority of
hours will be courses and/or a series
that builds upon a previous course or
instruction



Professional development plan extend
s
beyond one year defining long
-
term
goals related to needs identified in PDR
and Career Lattice. Plan is
reviewed/revis
ed two times a year
(more intentional use as a career
planning tool)



Staff take online or face
-
to
-
face PD
event on PDR to assist in utilizing the
document


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Research

Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staf
f
are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program.


Brow
n, J. R., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (2009). Professional development to support parent engagement:
A case study of early childhood practitioners.
Early Education and Development, 20
(3), 482
-
506.

Retrieved from
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?arti
cle=1014&context=cyfsfacpub&sei
-
redir=1#search="Professional+development+to+support+parent+engagement:+A+case+study+of+early+childhood+pr
actitioners
."

Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention.
Afterschool
Matters, 12
, 9
-
16.

Retrieved from
http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13

Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., &
Justice, L. (2008). Effects of web
-
mediated professional
development resources on teacher
-
child interactions in pre
-
kindergarten classrooms.
Early Childhood Research Quarterly,
23
(4), 431
-
451.

Retrieved from
http://www.cds.unc.edu/CCHD/F2009/10
-
05/Pianta%20EARCHI_384
-
mtp
-
effects.pdf

Reference

Goffin
, S. (2010).
Learning how much quality is necessary to get to good results for children
.
Charlottesville, V
A: National
Center
for

Research on Early Childhood Education
. Retrieved from
http://ncrece.org/wordpress/wp
-
content/uploads/2010/03/NCRECEInFocusV1I2Threshold
analysis.pdf

Source(s)
of
Evidence



Completed
all 4 pages of
Annual Training Plans

(both current and prior

years
)

to see if higher levels of training/different topics
taken



Signed and dated t
raining certificates



Individual training plans (HS)



Completed
Self
-
assessment

(B/D/M)


Follows guidance under “Good” of GBB Continuum on previous page



Completed PDR, documentation of developed plan



Individually updated annual PDR reflecting new experiences/PD events



Documentation of staff meeting topic



CQI of PDR



Doc
umentation of staff review



Completed Annual Training Plans



Use of PDR documented more than once/year


Supports
Available



TA to assist directors/staff in completing PDRs accurately & purposefully as a requirement (esp. if they complete CBK/PDR on
-
line)



Career Development (CBK & PDR)


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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Program
Consideration
s



PKC


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o映
Links to Learning
Professional Development
.
NEW SACC directors have
180 days to complete PDR.




SACC


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Links to Learning Professional
Development.





SACC


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Links to Learning Professional
Development. NEW SACC directors have
180 days to complete PDR.



SACC


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Development
modules




STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Standard
:
DIRECTOR
:
Annually participate in professional

growth and development activities.

(STAR

2

and above
)

STAFF
:
Annually, all
staff involved in professional growth and

development activity. (
STAR 3

and above
)



Good

Better

Best

Description of
Criteria at
each STAR
Level



Meet one of the professional growth &
development activities listed in the
STARS worksheets



Staff know what
their role is and how
they can grow from this activity



Activity selected is a match for the
individual staff’s needs. Conversation
bet睥en⁳ta晦Ldire捴or on⁨潷⁴ i猠
獵séorts⁴ eir⁰ ofes獩on慬
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浥湴
Lgro睴h⁰rior⁴o
é慲ti捩c慴ion



Director
:


-
STAR 2=
1 Professional Development
and Growth Activity

-
STAR 3
-

2 Professional Development
and Growth Activities

-
STAR 4=3 Professional Development
and Growth Activities



Staff
:


-
STAR 3=1 Professional Development
and Growth Activity



-
STAR 4=2 Professional
Development
and Growth Activities



Participation on a committee
,
holding
an office, minutes



Attending a local/state
wide/national

conference
and networking with
colleagues or sharing
information/presenting a workshop or
sitting on a panel



Director/Staff
share

knowledge
gained with
other
staff (meeting
minutes, newsletter articles,
handouts)



Submit lesson plan for SAS/OCDEL
website consideration



Making contact with local, state, or
national elected official on an issue
related to children/families



Active i
nvolvement in organizations
through committee work, advocacy,
coordinating events, etc.



Published newsletter or
newspaper




Presenting at a
professional
development event

or conference



Attending a national conference



Holding an office/sitting on a board of

directors/committee chair in an
organization that supports early care
and education



Publish a journal article



Are a
Child Development Associate or
School Age

Credential Advisor or
Assessor



Mentor or consultant to other e
arly
childhood or SACC programs



Organize a site visit of your facility for
community/school/business
leadership or public officials, including
legislators



Organizer or panelist/testifier in a
leadership forum for
community/school/business/or
legislative leaders on early education
in the
community

Research

Research shows that day care centers with stronger linkages to government and community institutions have lower
organizational mortality
. This
suggest
s

that engaging in advocacy can be a viable means of establishing legitimacy that leads
to business success.


Baum, J., & Oliver, C. (1991). Institutional linkages and organizational mortality.
Administrative Science Quarterly
,
38
(2),
187
-
218.

Kimberlin
, S. E. (2010). Advocacy by nonprofits: Roles and practices of core advocacy organizations and direct service
agencies.
Journal of Policy Practice, 9
(3), 164
-
182.


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Reference

Bouffard, S., & Little, P. M. D. (2004).
Promoting quality through professional d
evelopment: A framework for evaluation




(Issues and Opportunities in Out
-
of
-
School Time Evaluation Brief No. 8). Cambridge, MA: Harvard Family Research

Project.

Retrieved from

http://www/hfrp.org/out
-
of
-
school
-
time/publications
-
resources/promotoing
-
quality
-
through
-

professional
-
development
-
a
-
framework
-
for
-
evaluation


Kreader
, J. L., Ferguson, D., & Lawrence, S. (2005).
Impact of training and education for caregivers of infants and toddlers.

New York, NY: National Center for Children in Poverty. Retrieved from
http://www.researchconnections.org/childcare/resources/6874/pdf






Signed conference certificate

and/or payment verification or name tag



Membership Cards and documentation of “how” membership is being used



Documentation regarding how
membership is being used



Module
(
s
) and Attendance Sheet (if using PD instructor as your Professional Development and Growth Activity)



Minutes from meeting attended with name in minutes/documentation of attendance



Interview questions to discuss
participation in professional growth activities


Supports
Available



L
ocal AEYCs and Advocacy Groups (such as PACCA
,
PSAYDN,

and P
A
P
artnerships For
C
hildren/PPC
)
post information
regarding
upcoming events, emerging trends, and issues
-

program contacts to
find ways to collaborate/participate



PACCA website:
www.pacca.org



NAEYC website:
www.naeyc.org

OR PENNAEYC website:
www.pennaeyc.org




BUILD
http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_BUILD



PA Promise for Children
http://paprom.convio.net/site/PageServer?pagename=index




NAA website:

www.naaweb.org

or PENN SACCA website:

www.pennsacca.net




Standards Align
System lesson plan submissions at:

http://www.pdesas.org/ocdel




Application for PQAS on PA Keys website



CDA Advisor / SACC Advisor
professional development events



Expand the Brand Cohort



Collab
orate with County LEARN groups
-

a list of these can be found at
www.pakeys.org

under the “Community Outreach”
獥捴con



Connect with Community Colleges and Universit
ies to support student teachers



CQI Section of PA Keys Website:
www.pakeys.org

under Early Learning Programs/CQI


Program
Considerations



HS


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慣瑩vities



PKC


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t

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O

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HS


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SACC



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䍯n晥ren捥sⰠ
浥浢er獨sér⁷ rk
 Kg⸠乁kⰠ偅乎k
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睯r欠
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t

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偲o晥獳ion慬⁇ro睴h⁡ d⁄ veloé浥湴
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慮d⁄ veloé浥湴
䅣Aivities


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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14

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6





Growth and Development Activity is
required
; 2 at STAR 4 for Directors

Secondary staff need 1 Professional
Development and Growth Activity to
meet STAR 4

requirements



NOTE



Staff

Persons hired within the
12 months prior to designation have
12 months after start date to
complet
e



NOTE




one 浢ershié⁣o癥r猠慬l
獴慦s o映a⁦a捩cit礬⁤ 捵cent慴ion i猠
needed⁴ ⁳how⁴ 慴⁳ta晦⁡re
in景r浥搠o映me浢er獨sé
獴慴u猠慮d
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ne睳wetter⁣ir捵c慴ed⁷楴h⁲outing
獬séF






STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

Page
15

of 12
6





Standard
: Completed the PA Director’s Credential. (STAR 3

and above
)



Good

Better

Best

Description of
Criteria at
each STAR
Level



Newly
-
hired director has two
-
and
-
one
-
half years from date hired to
complete (renewals
only, not
movement)



Approved Portfolio



Renews Credential per guidelines



Director has ongoing PD annually in
business, families, child development
that is credit bearing or Level
2 of the
CBK



Second facility person is working on
Director Credential





Director has ongoing PD annually in
business, families, child development
that is credit bearing or Level 3

of the
CBK



Second facility person has Director
Credential

Research

The results of these research studies support directors attaining at least a
4
-
year degree and/or receiving specialized training
in leadership and management in order to improve program quality.


Bella, J., & Bloom, P. J. (2003).
Zoom: The impact of early childhood leadership training on role perceptions, job
performance, and caree
r decisions
. Wheeling, IL: The Center for Early Childhood Leadership, National
-
Louis University.

Retrieved from
http://cecl.nl.edu/research/reports/zoom_report.pdf

Lower, J. K., &

Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments.
Journal of
Research in Childhood Education, 22
(2), 189
-
204.

McCormick Center for Early Childhood Leadership. (2011).
Research Notes: Quality in context


How

director’s beliefs,
leadership, and management practices relate to observed classroom quality.

Wheeling, IL: National
-
Louis University,
McCormick Tribune Center for Early Childhood Leadership
.

Retrieved from
http://cecl.nl.edu/research/issues/rnw11.pdf


Reference


Source(s) of
Evidence



PA Key Credential certificate

and/or letter




Director Credential Action Plan

with verified college enrollment

(available through Regional Keys
-
NEW Directors only
)



Transcripts

from an approved Director Credential program



Approved Portfolio with PA Key letter/certificate



Alternative Pathway Documentation (documentation from Regional Key). Note this is only an equivalency. No PA Director
Credential is awarded. Go
to
www.pakeys.org

under Ca
reer Development/Requirements for guidance.


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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Page
16

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6





Supports
Available



Online
, accelerated and traditional
offerings to accommodate practitioners


s捨cdules

慮de慲ning敥ds





偁⁄mre捴or
Credential crequentl礠䅳Aed nue獴son
s” document can be found at
睷w⹰K步祳Korg

under⁃ reer
䑥veloé浥湴L䑥grees C⁃redentials
J

httéWLLw睷⹰
慫e祳⹯rgLuélo慤ed䍯ntentL䑯捳L偄ma䌯䑃┲うAn匮pdf



List of Approved Director Credential Programs with approval dates
http://www.pakeys.org/uploadedContent/Docs/PD/DC
/DC%20Programs%20List.pdf




Applications for Director Credential Initial, Renewal and Portfolios can be found at
www.pakeys.org

under Career
Development
/Degrees & Credentials


Program
Considerations



PKC





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捨cld⁣慲e⁰rogr慭



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e


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䅤浩ni獴s慴i癥⁡ e慳



GROUP



Co浰letes

䍲edenti慬⁢礠
㜯ㄯ㈰ㄵ⁦or⁓ 慲‴




HS


t
or歩ngn⁡ degree⁩n⁂ 獩se獳
䅤浩ni獴s慴ionL䵡j慧e浥湴



SACC


p
o浥m慳aign浥nt猠h慶a⁡
景捵cn⁡晴frs捨colLl協



GROUP


Co浰lete猠䍲edenti慬⁰ ior
to‰㜯〱L㈰ㄵ†E協po‴F



HS


Bachelor’s in Business
䅤浩ni獴s慴ionL䵡j慧e浥湴



SACC


dr慤u慴ee癥l
捯ur獥睯r欠
獰s捩晩挠to⁡ ter獣hoolLout
J

J
獣hool
ti浥



GROUP


Co浰lete猠䍲edenti慬⁰ ior
to‰㜯〱L㈰ㄵ†E協po″F





STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

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17

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6





Standard
:

New Staff Orientation completed by all aides and new staff within 90 days of start of employment. (STAR 2

and above
)




Good

Better

Best

Description of
Criteria at
each STAR
Level



Showing Better Kid Care tap
es to new
staff and aides only.

No onsite
orientation or site discus
sion.
Director signs.
Volunteers serving
over 500 hours take.



Completed with all aides and new
staff
within 90 days



Age appropriate New Staff Orientation
or SAC
C

New Staff Orientation meets
the minimum requirement



Director sign
-
off on document
verifying reviewed prior to submission



Showing BKC tapes to all staff. Some
small discussions



Director has previ
ewed orientation
videos



Program has a clearly defined
orientation process/plan that includes
guidance, review and dialog regarding
the completion of the appropriate
New Staff Orientation Modules and
other program specific information
not included in the m
odules.
Orientation should include review of
cultural and socioeconomic
characteristics of program
participants



Review components as necessary and
have staff attend related PD
events/request TA to reinforce
content to meet program need



Director/mentor disc
usses with staff
members



Orientation plan includes assigning a
mentor who is responsible for
discussing/reviewing staff members.
All new staff/volunteers

participate in
mentoring over x weeks or x months
.



All staff (including volunteers &

substitutes) have appropriate
New
Staff Orientation/SAC
C

New Staff
Orientation



New staff submit with 30 days of hire


Research

Research shows that successful new employee orientation programs help employees to become familiar with their
organizational en
vironment and understand their responsibilities. Orientation has also been found to be positively related to
job satisfaction and employee socialization.


Klein, H. J., &

Weaver, N. A. (2000). The effectiveness of an organizational
-
level orientation training program in the
socialization of new hires.
Personnel Psychology, 53
(1), 47
-
66.

Retrieved from
http:/
/www.cob.ohio
-
state.edu/~klein_12/OrgSoc.pdf


Robinson, G. W. (1998).
New teacher induction: A study of selected new teacher induction models and common practices.

Paper presented at the Annual Meeting of the Midwestern Educational Research Association, Ch
icago, IL.

Retrieved
from
http://www.eric.ed.gov/PDFS/ED424219.pdf

Reference

Click, P. M., & Parker, J. (2005).
Caring for school
-
age children.

Florence, KY: Wadsworth Publishing.

Huang, D., & Cho,
J. (2010). Using professional development to enhance staff retention.
Afterschool Matters, 12
, 9
-
16.
Retrieved from

http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13


Little, P. M. (2007).

The quality of school
-
age child care in after
-
school settings
(Research
-
to
-
Policy Connections No. 7). New

York, NY: National Center for Children in Poverty at the M
ailman School of Public Health, Columbia University and the
Inter
-
university Consortium for Political and Social Research at the Institute for Social Research, University of
Michigan. Retrieved from
http://www.researchconnections.org/childcare/resources/12576/pdf

STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



Center/Group GBB v. 2.1 03/21/2012

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18

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6





Source(s) of
Evidence



Completed worksheets with proof of payment



Training certificates



Interview with director



Anecdotal notes



Completed agenda with sign
-
in sheets



On
-
site developed plan



Documentation of 15 hours
of professional development

cross walked with
Caring For Our Children

list


Supports
Available



Better Kid Care (BKC): Order online at

http://www.betterkidcare.psu.edu/

or call to order 800
-
452
-
9108



List of what topics are included in orientation videos to cross
-
reference for sites who have created own orientation pla
n



Caring for Our Children (CFOC
-
3
rd

Edition) may be purchased at:
http://www.aphabookstore.org




Center/Group
,

and
SACC New

Staff Orientation is available in English and Spanish
http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD



Program
Considerations



HS


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ho眠慧enda

Eor equi癡lentF

with trainer’s name and times



SACC





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bet睥en⁳ite猬⁲e癩e眠weces獡sy
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e慣a 獩te



SACC



fdenti晹

慮d⁣re慴e
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lrient慴ion⁴ ⁢ 捯浰leted⁢礠
individual猠th慴⁷ rk⁡琠浯me⁴ 慮
one 獩te
 denti晹⁷ i捨c捯
浰onent猠
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PKC



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r慮tee
L
é慲tner follo睳w
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K

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te慣a
ers⁷ r歩ng⁩n⁡ 偋䌠Cl慳aroom



NOTE



“New

staff” includes
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é慳琠㘠浯at
hsK



NOTE




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J
㐵⁤慹猠o映hireⰠso⁴ 慴 the
ér慣瑩tioner re捥i癥猠the⁰ o晥獳ion慬
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HS


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獩gn
J
in⁳heet猬⁡ ⁷ ll⁡
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SACC


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HS


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捯浢ined⁷ thther⁐a⁥ven
t献⁍ re
hour猠獥rvedK

䍥rti晩捡ce⁡睡rded⸠
c慭ilie猯癯lunteers

in捬cded⁩n
orient慴ion



SACC


䅲ea猠o映needed⁩浰ro癥ment
li獴sdn⁲e癩e眠wheet⁡re⁡摤ed⁴o
偄mél慮

STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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19

of 12
6





Standard
:
Staff Requirements for Career

Lattice. (STAR 2 and above)



Good

Better

Best

Description of
Criteria at
each STAR
Level



Required # of
staff at

each level;
some/many with
Action Plan



Consistent progress is being made on
each Action Plan



Required # of staff at each level



“Buffer” of more than minimum
required‣映獴慦映慴 ea捨⁃慲eer
䱡瑴i捥⁌e癥l



Job descriptions and job applications
for

staff include required/preferred
Career Lattice level



Staff serve as student teacher
supervisor/cooperating teacher to
recruit qualified applicants



Site links up with local institutions of
higher education to recruit
students/graduates


Research

Research

indicates that young children’s learning and development depend on the educational qualifications of their teachers.
乵浥mou猠獴sdie猠h慶a 景und⁴ 慴⁴ e edu捡瑩one癥l猠o映ére獣hool⁴ a捨cr猠慮d 獰s捩alized⁴ 慩ning in⁥慲l礠捨cldhood
edu捡瑩on⁰ edi捴c
teaching quality and children’s learning and development.


Saracho, O. N., & Spodek, B. (2007). Early childhood teachers’ preparation and the quality of program outcomes.
Early Child
Development and Care, 177
(1), 71
-
91.

Retrieved from
http://pdfserve.informaworld.com/400652__759275055.pdf

Vu, J. A., Jeon, H., & Howes, C. (2008). Formal education, credential, or both: Early childhood program classroom practices.
Early Education & Developm
ent
,
19
(3), 479
-
504.

Retrieved from
http://pdfserve.informaworld.com/857236__793832306.pdf


Reference

Grossman, J., Campbell, M, & Raley, B. (2007).
Quality time after school: What instructors can do to enhance learning
.
Philadelphia, PA: Public/Private Ventures. Retrieved from
http://www.ppv.org/ppv/publications/assets/213_
publication.pdf


Hyson, M., Tomlinson, H. B., & Morris, C. A. S. (2009). Quality improvement in early childhood teacher education: Faculty
perspectives and recommendations for the future.
Early Childhood Research and Practice, 11
(1). Retrieved from
http://www.eric.ed.gov/PDFS/EJ848839.pdf

Khashu
, A. &
Dougherty
, N. L.

(2007).
Staffing practices of high
-
quality after
-
school programs
. Houston, Texas:
The After
-
School Corporation for

Cornerstones fo
r Kids
. Retrieved from
http://www.tascorp.org/content/document/detail/2649/


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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20

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6





Source(s) of
Evidence



Transcripts/degrees
/ credential certificates



Signed
waiver with
action plans



Enrollment/course registrations

Supports
Available



Career Lattice

at
www.pakeys.org

under Career Development
/Requirements
-

http://www.pakeys.org/uploadedContent/Docs/PD/Career%20Lattice.pdf




Online/blended/face
-
to
-
face course offerings accessible in each Regional Key



Vouchers may be available in each Regional Key



Teacher Quality D
ocument and ECE Calculation Tool at
www.pakeys.org

under Career Development
/Requirements
-

http://www.pakeys.org/uploadedContent/Docs/PD/ECE%20Teacher%20Quality.pdf




CDA Council

website at:
www.cdacouncil.org/the
-
cda
-
credential



SACC Specialist to assist with SACC Credential

available at the Regional Keys


Program
Considerations



HS



oefer

to e匠p捴映㈰〷

却慦a
oequire浥湴s



PKC



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PKC



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獴慦s⁡琠 e癥l⁉ on⁴ e
䍡Ceer⁌慴ti捥
 呁q′



GROUP


pecond慲y⁓ 慦aW
䵡jntain

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䱥vel⁉䤠on

the⁃ reer⁌慴ti捥
 呁q



requirement⁩猠䱥癥l⁉䥉r⁡ ove
E協po‴




STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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21

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6





Standard
: Annual clock hours of
professional development based on PDR
. (C
overs 3 separate standards

-

STAR 2

and above
)



Good

Better

Best

Description of
Criteria at
each STAR
Level



STAR
2


15

hours (
Directors
)


1
2 hours (All Staff)



STAR 3



21

hours (
Directors
)


18 hours
(Teachers/Assistants)


12 hours (Aides)



STAR 4


2
7

hours (
Directors
)


24 hours (Teachers/Assistants)


15 hours (Aides)




Group Child Care



STAR 2


15 hours (Primary)


9 (Secondary)



STAR 3


18 hours (P
rimary)


15 hours (Secondary)



STAR 4


24 hours (Primary)


18 hours (Secondary)




25% face
-
to
-
f
ace

PD events/75% are
video or in
-
h
ouse events
.

(Percentage
of face
-
to
-
f
ace PD events can be
higher
.
) Online college courses are
not considered video module
learning
.



PD selected should
be relevant to age
of group(s) teacher works with




Some hours are at higher competency
levels



Courses that are part of a series



PD is spread through the year, not
“bunched up” just before
de獩gn慴ionLrene睡w



50% face
-
to face PD events/50%
video or in
-
house

PD events.
(Percentage of
face
-
to
-
f
ace events
can be higher.) Online college courses
are not considered video module
learning.



Staff

who have regular contact with
children, youth, or their families
receive training on
mandatory

report
i
ng

and the identification of
indicators of suspected abuse and
neglect
.



Staff

who work with children and
youth are trained in:
child and youth
development, and the differing needs
of children and youth
at different
stages of development;
building
positive relationships with children
and youth; understanding how staff
behavior can influence the behavior of
children and youth; cultural
awareness, sensitivity, and
responsiveness;
and
understanding
and comba
ting bias and
discrimination




Some hours for each staff member
are from credit bearing courses
(Teachers/Ass
istan
ts) and Aides do a
minimum of one credit/15 hours for
direct credit



Involvement in CDA or courses that
are part of a series (aides)



75% face
-
to

face PD events/25%
video or i
n
-
house PD events
(Percentage of
f
ace
-
to
-
f
ace events
can be higher
.
) Online college courses
are not considered video module
learning

Staff

who work with children and
youth are trained in:
working and
communicating with familie
s;
designing and/or facilitating activities
that support program goals and
engage program participants; topics
relevant to program goals and
activities
; and
recognizing when
children and youth may benefit from
additional or alternative services



Program adm
inistrators and/or
directors receive training in: program
administration and management;
staff
supervision; and legal topics relevant
to program operations, management,
and oversight

of programs






STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Research

Effective professional development requires repeated opportunities for individualized feedback. Research shows that when
staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the
program.


Brow
n, J. R., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (2009). Professional development to support parent
engagement: A case study of early childhood practitioners.
Early Education and Development, 20
(3), 482
-
506.

Retrieved from
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?arti
cle=1014&context=cyfsfacpub&sei
-
redir=1#search="Professional+development+to+support+parent+engagement:+A+case+study+of+early+childhood+
practitioners
."

Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention.
Afterschool Matte
rs, 12
, 9
-
16.

Retrieved from
http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13

Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., &

Justice, L. (2008). Effects of web
-
mediated professional
development resources on teacher
-
child interactions in pre
-
kindergarten classrooms.
Early Childhood Research
Quarterly, 23
(4), 431
-
451.

Retrieved from
http://www.cds.unc.edu/CCHD/F2009/10
-
05/Pianta%20EARCHI_384
-
mtp
-
effects.pdf


Reference

Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006).
Program
implementation: What do we know?

Washington, DC: Child Trends.

Retrieved from
http://www.childtrends.org/Files/Child_Trends
-
2007_06_01_FR_PrgmImplementation.
pdf

Source(s) of
Evidence



Training certificates



Transcripts



Professional Development History



Attendance Sheets

from PDO

or online verification (if certificates are not signed OR proof of payment cross
-
referencing
staff)



Annual Training Plan



PDE website
(Act 48)


Supports
Available



PA Keys Online Calendar
www.pakeys.org




Distance learning opportunities through Better Kid Care
http://betterkidcare.psu.edu/page02a.html



Distance learning opportunities through ECELS
http://www.ecels
-
healthychildcarepa.org/section.cfm?sectionID=4



Professional Development

that supports English as Second Language Learners
-
ELL (Spanish especially)



Remedial coursework, including English/writing



Online training on ELL or language acquisition



Satellite training/ Teleconferences in primary language of audience



Online opportuni
ties, including webinars and webcasts in primary language of audience



“Beyond the PDR” sessions



Professional Development listing is available on

http://www.pdesas.org/ocdel

under
the
Professional Development tab


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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23

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6





Program
Considerations



SACC


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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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24

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6





Standard
:

One staff member from each classroom must have current pediatric first aid certification.


(STAR 2 and above)


Good

Better

Best

Description of
Criteria at
each STAR
Level



1 staff per classroom has pediatric first aid



Current pediatric first aid
certification



Universal or pediatric first aid until card expires or
unless a new employee; upon card expiration or a
new employee, pediatric first aid must be taken



50% of entire facility has
pediatric first aid



Refresher course during time
of certificati
on



One additional staff person
per room has pediatric first
aid



Everybody in the facility has
pediatric first aid



One staff onsite throughout the
day has CPR in case of an adult
medical emergency



Everybody has pediatric first aid
(including non
-
staff facil
ity
personnel such as cooks, van
drivers, etc.)



Best practice would be that a
card is issued for the event
versus simply a certificate


Research

Research shows that knowledge of pediatric first aid can reduce the number of accidental injuries in child care centers.
Significant decreases in the number of accidental injuries occur after staff have been trained in identifying signs and
symptoms of chi
ldhood illnesses and infection control, preventing child and staff injuries, and providing basic first aid for
children.


Aronson, S.

S., & Aiken, L.

S. (1980)
.

Compliance of child care programs wit
h health and safety standards: I
mpact of program
evaluatio
n and advocate training
.
Pediatrics,
65
(2), 318
-
325.

Ulione
, M. S.

(1997). Health promotion and injury prevention in a child development center.
Journal of Pediatric Nursing,
12
(3), 148
-
154.


Reference

American Academy of Pediatrics
.

(2011).
Pediatric
first aid for caregivers and teachers
. Retrieved from
http://www.pedfactsonline.com/

National Resource Center for Health and Safety in Child Care and Early Education. (2007).
Healthy
kids, healthy care
: First
ai
d
and CPR
. Retrieved from

http://healthykids.us/chapters/firstaid_main.htm

Source(s) of
Evidence



Card/Training Certificate documenting status and expiration

(Expiration date is included in Title on Certificate effective
7/1/2010 if cards are not distributed)



Cards with expiration dates and Instructor’s signature

STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Supports
Available



Regional Key

supported opportunities listed on the PA Keys Calendar
www.pakeys.org



Description of approved Pediatric First Aid available on the PA Keys website
http://www.pakeys.org/uploaded
Content/Docs/PD/PD
-
Ped%20First%20Aid%20Approval.pdf




PD/test offered in
Spanish
in some Regional Keys




Local American Red Cross, American Heart Association
, and other local agencies/consultants within each Regional Key that
is approved to deliver the PD by

the PA Key


Program
Considerations



HS


A
ll⁳t慦a⁷ r歩ng⁷ th⁣hildren
 ot⁤ re捴crF
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r慮tee
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é慲tner follo眠wequire浥湴 o映
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t慦a

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捵牲ent⁰ di慴ri挠晩r獴⁡楤⁣erti晩捡cion



NOTE




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NOTE


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NOTE


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de獩gn慴ion⁨ 癥‱㈠ onths

慦瑥r⁤慴e of⁨ re⁴o
捯浰lete





HS


A
ll⁳t慦a⁩ncluding
bdu捡瑩on⁍慮慧er猯獵éer癩獯rs
h慶a⁰edi慴ri挠晩r獴⁡sd

STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Standard
:
All staff must have two hours of health and safety professional development annually. (STAR 2

and above
)


Good

Better

Best

Description of
Criteria at
each STAR
Level



All staff have 2 hours of
recommended health and safety
PD
annually



Staff will participate in relevant
age/topic course for current group in
their care



Staff also participate in courses
regarding prevention of chi
ld abuse
and neglect, children’s social and
e浯瑩on慬⁣o浰eten捥Ⱐor
却rengthening⁆慭ilie猠偲ote捴c癥
c慣瑯as



Utilizing many sources of evidence to
determine which health & safety
topics should be included
(illness/injury, safety plan, etc.)



More than one

topic on health &
safety among staff, based on PDRs




Health consultant/health and safety
specialist assesses facility and creates
action plan



Parent
/Family

education night (or
other means) of sharing hea
lth &
safety issues with families



Staff share info from trainings with
other staff (from

Better


捯ur獥F



Variety of health & safety PD based
on PDR plan, classroom makeup,
illness & injury tracking



Share at staff meetings



Best practice is that the event is 2
consecutive hours


Research

Health and safety are major concerns for children attending early care and education programs in the United States.
Strategies to improve quality in child care include meeting health and safety standards as well as providing staff training.


Alkon
, A., To, K., Mackie, J. F., Wolff, M., & Bernzweig, J. (2010). Health and safety needs in early care and education
programs: What do directors, child health records, and national standards tell us?
Public Health Nursing
,
27
(1), 3
-
16.

Dellert, J. C., Gasa
lberti, D., Sternas, K., Lucarelli, P., & Hall, J. (2006). Outcomes of child care health consultation services
for child care providers in New Jersey: A pilot study.
Pediatric Nursing
,
32
(6), 530
-
536.

Retrieved from
http://www.pediatricnursing.net/ce/2008/article12530537.pdf



Reference

American Academy of Pediatrics. (2011).
Caring for our children.

St. Paul, MN: Redleaf Press.

American Academy of Pediatrics. (2011).
Pediatric
first aid for caregivers and teachers
. Retrieved from
http://www.pedfactsonline.com/

National Resource Center for Health and Safety in Child Care and Early Education. (2007).
Healthy kids, healthy care: First
aid and CPR
. Retrieved from
http://healthykids.us/chapters/firstaid_main.htm

STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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27

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6





Source(s) of
Evidence



Certificates



Cross reference documentation



Agendas, flyers, minutes of staff meeting



PDR
plans

document K7 event



Copy of completed module and returned mail receipt

Supports
Available



Consider attending PD events offered by qualified experts in the field (dieticians, firefighters, nurses, etc.)



Promotional Materials of available PD
events/modules (i.e. ECELS flyers) are available across Regional Keys



Self
-
Learning Modules (ECELS)


httéWLL睷wKe捥ls
J
he慬th祣hild捡ceé愮orgLse捴con⹣f洿獵mfa=ㄳ



Program
Considerations



SACC


fn捬udes

m䐠ael慴ed⁴
nutrition⁡ d⁦itne獳⁦or 獣hool
J
慧e
捨cldren⁡ d⁹outh



PKC





require浥湴⁵nle獳
gr慮teeLéartner⁩猠愠ahild⁣慲e 晡fility



HS



oefer

to e匠p捴映㈰〷



NOTE
-

“Managing Illness in Child
Care” ECELS workshop is

re捯浭ended⁡ ⁴ e⁩nitial⁣our獥⁴
浥mt⁴ i猠協po匠per景r浡n捥
獴慮d慲d




SACC


some⁐a⁣overing⁥慲l礠
浥湳mru慴ion⁡ d⁳祭yto浳⁡md
慤ole獣ent⁳e硵慬⁤ 癥loé浥湴





STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Standard
:
All staff must attend at least two hours of professional development
annually on child observation, inclusive practices, and/or
ERS
. (STAR 2

and above
)


Good

Better

Best

Description of
Criteria at
each STAR
Level



All staff have annual PD on child
observation, inclusive practices
and/or ERS (age appropriate for
current
group enrollment)



All staff take same training at same
time for convenience



Participate in a series or higher
competency level training on a topic



Different staff take different trainings
based upon their PDRs



Expand inclusive practic
es to consider
poverty, family composition, racial/
cultural competency
,

English
Language Learners,

religion, and
gender



If ERS, take all other scales for facility



Develop individual training needs
based on info from outside consultant
(ERS score, TA, etc.
)



Balance of these trainings throughout
the facility based on:

o

PDR

o

FPDP

o

Director request

o

The program’s mission and vision


Research

Research shows a direct link between training in early childhood practices and positive changes in teacher knowledge and
skills. These improvements enhance early childhood programming and quality, often resulting in improved student learning.


Baker
-
Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers’ attitudes and
perceived
competence toward inclusion: What factors are associated with change?
Topics in Early Childhood Special
Education, 28
(4), 196
-
208.

Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in
-
s
ervice professional development: Effects of the Literacy Environment Enrichment Program (LEEP).
Early Childhood
Research Quarterly, 22
(2), 243
-
260.


Reference

Early Childhood
-
Head Start Task Force. (2002).
Teaching our youngest: A guide for preschool teac
hers and child care and
family providers
. Washington, DC: U.S. Department of Education and U.S. Department of Health and Human Services,
Early Childhood
-
Head Start Task Force. Retrieved from
http://www2.ed.gov/teachers/how/early/teachingouryoungest/teachingouryoungest.pdf

National Professional Development Center on Inclusion. (2009).
Why program quality matters for early childhood inclusion:
Recommendations for

professional development.

Chapel Hill
:
The University of North Carolina, FPG Child Development
Institute
, Author. Retrieved from
http://community.fpg.unc.edu/resource
s/articles/npdci
-
quality
-
paper/view


Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready?
Young Children,
64
(2), 20
-
26. Retrieved from
http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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29

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6





Source(s) of
Evidence



Training certificates



PDR



FPDP



Course description

with transcript
OR Course syllabus
with transcript
including # of training hours

Supports
Available



STARS
T
echnical Assistance available through
the
Regional Keys



Professional Development on the
E
arly
L
earning
S
tandards, child observation, inclusive practices and ERS scales

are
available through the Regional Keys

Program
Considerations



HS



e


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浩ni浵洠mraining
b慳ad on eds⁡ se獳浥湴f
érogr慭⁡ d⁳ta晦 rel慴ed⁴
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PKC



䵵獴

meet⁴ e⁡ nual⁴ 慩nin

hour⁲equirement猬慩nt慩n⁁捴

㐸Q
慮d⁡ hie癥e癥l 䥉 捥rtifi捡cion⁦or
te慣aers




SACC


却慦a

睨o 睯r欠睩th
c
hildren
C

youth⁡ e
tr慩ned

in⁲e獰onding
慰éroéri慴el礠to⁤ 晦ering敥ds

慮d
re捯gnizing⁷ en
the礠
浡礠bene晩t
晲o洠慤dition慬r⁡ tern慴i癥⁳er癩捥s


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Standard
:
Teachers/Assistant Teachers must attend at least two hours of professional development annually o
n curriculum, program or child
assessment, the age appropriate Learning Standards, and/or ERS.

(STAR 3

and above
)


Good

Better

Best

Description of
Criteria at
each STAR
Level



Any PQAS training that meets
knowledge area, minimum of 2

consecutive

hours



Attending additional courses or a
series of courses on learning
environment



Shares info with other staff at facility



Based on individual needs (not same
PD for everyone)




Staff participate in professional
development within these topic areas
that is
specific to needs identified in
their PDR



Credit
bearing course work and
demonstrates that knowledge is used
in classroom



Aid
e
s attend courses on early learning
standards



Professional development followed by
TA occurs when implementation is
identified as a

concern or coaching
and mentoring is occurring within
programs to support implementation
of best practices


Research

Research shows a direct link between training in early childhood practices and positive changes in teacher knowledge and
skills. These im
provements enhance early childhood programming and quality, often resulting in improved student learning.


Baker
-
Ericzén, M. J., Mueggenborg, M. G., &

Shea, M. M. (2009). Impact of trainings on child care providers’ attitudes and
éer捥i癥d 捯浰eten捥⁴o睡牤⁩n捬c獩onW⁗h慴⁦慣瑯a猠are⁡ 獯捩慴ed⁷楴h⁣h慮ge㼠
Topics in Early Childhood Special
Education, 28
(4), 196
-
208.

Dickinson, D. K., & Caswell, L. (20
07). Building support for language and early literacy in preschool classrooms through in
-
service professional development: Effects of the Literacy Environment Enrichment Program (LEEP).
Early Childhood
Research Quarterly, 22
(2), 243
-
260.


Reference

Campbe
ll
, P., & Milbourne, S. (2005). I
mproving the quality of infant

toddler⁣are

through⁰ o晥s獩on慬⁤ 癥loé浥湴

Topics
in Early Childhood Special Education
,
25
(
1
),
3
-
14
. Retrieved from
http://jeffline.jefferson.edu/cfsrp/pdfs/TECSE3
-
14.pdf


Early Childhood
-
Head Start Task Force. (2002).
Teaching our youngest: A guide for preschool teachers and child care and
family providers
. Washington, DC: U.S. Department of Education and U.S. Depart
ment of Health and Human Services,
Early Childhood
-
Head Start Task Force. Retrieved from
http://www2.ed.gov/teachers/how/early/teachingouryoungest/teachingour
youngest.pdf

S
c
hiller, P.
, &

Willis, C.

A. (2008).
Using
brain
-
b
ased
t
eaching
s
trategies to

c
reate
s
upportive
e
arly
c
hildhood
e
nvironments

that a
ddress
l
earning
s
tandards
.
Young Children
, 63
(4), 52
-
55. Retrieved from

http://www.naeyc.org/files/yc/file/200807/BTJPrimaryInterest.pdf


STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT



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6





Source(s) of
Evidence



Training certificates



Staff meeting agenda



Transcripts



Lesson plans

Supports
Available



STARS
T
echnical
A
ssistance

requested



SACC Specific PD Modules available

through the

Regional Key
s


Program
Considerations



SACC





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卣pool
J
䅧e⁐r慣瑩tioner猠co浰lete⁴ e

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iin歳⁴ ⁌e慲ning
浯摵le献⁐le慳e⁣ont慣a⁹our
oegiona
l⁋e礠景r⁦urther⁣l慲ifi捡cion



SACC



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䑥veloé浥湴⁳hould include
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J
made”
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J
慧e
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HS





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h
慳a愠ㄵ⁨潵r nimum⁴ 慩ning

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PKC





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bo匬⁗卓I

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develoé浥湴⁩猠required⁦or⁡ l⁐h䌠
te慣aers⁷ thin′⁹e慲s o映hireF




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Reference “Keystone
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J
Age Child Care”
do捵cent⁡琠
睷w⹰K步祳Korg

景r
慤ditional⁓䅃䌠偄




LEARNING PROGRAM





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32

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6





Standard
: Site obtains and maintains copies of the appropriate
Learning Standards for all age groups in the program. (STAR 1

and above
)


Good

Better

Best

Description of
Criteria at
each STAR
Level



PA
Learning Standards for each age
group are on
-
site and available to all
staff



Every classroom has the appropriate
set
of standards available in any
format and staff know how/where to
access them



Every teacher involved in
curriculum/lesson planning has the
appropriate set of standards available
in any format

Research

Standards are designed to inform curriculum and
instruction, improve program quality, improve children’s school readiness,
慮d⁰ o癩de⁡ ba獩猠景r⁩n獴su捴con慬⁡ 獥獳mentK

Research shows that standards that define what children should learn can
help teachers be more intentional in their teaching

and,
in turn, help improve child outcomes
.

Bodrova, E
.,
Leong, D
.,
& Shore, R. (2004).
Child outcome standards in pre
-
K programs: What are standards; what is needed
to make them work?

(Preschool Policy Matters No. 5). New Brunswick, NJ: National Institute for E
arly Education
Research.

Retrieved from
http://nieer.org/resources/policybriefs/5.pdf


Scott
-
Little, C., Lesko, J., Martella, J., &

Milburn, P. (2007). Early learning standards: Results from a n
ational survey to
document trends in state
-
level policies and practices.
Early Childhood Research and Practice
,
91
(1).

Retrieved from

http://ecrp.uiuc.edu/v9n1/little.html

Reference

Br
acken, B
.
, &

Crawford, E
. (2010).

Basic c
oncepts in
early childhood educational standards
:

A 50
-
State r
eview
.
Early
Childhood Education Journal
, 37
(5),
421
-
430
.

Gebhard
, B. (2010).
States’ use of early learning guidelines for infants and toddlers
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NAEYC
-
NAECS/SDE
position statement on early learning standards
: Self
-
assessment and planning tool
.

Retrieved from

http://www.naeyc.org/files/naeyc/
file/ecprofessional/StandardsSelfAssessmentTool.pdf


Source(s) of
Evidence



Visual evidence of
PA
Early Learning

(Infant
-
2
nd

Grade)/Academic

S
tandard
s

(electronic, CD, and/or hardcopy)



Staff interviews



LEARNING PROGRAM





Center/Group GBB v. 2.1 03/21/2012

Page
33

of 12
6





Supports
Available



Download/provide paper copies or
via electronic media such as websites, CDs, USB drives, etc.



Order/Pay for
PA
Early Learning Standards (ELS) at
fulfill@wavelinedirect.com



Copies of the
PA
Early Learning Standards

(Infant/Toddler through 2
nd

Grade)

can be downloaded on the PA Key website
at:
http://www.pakeys.org/pages/get.aspx?page=Career_Standards




Copies of the PA Academic Standards

for 3
rd

Grade and above

are av
ailable to download at
:

http://www.pdesas.org/standard/StandardsDownloads



Professional Development on the Early Learning Standards is available through each Regional Key and posted to the on
line
calendar at
www.pakeys.org




STARS Technical Assistance on usage of the Learning Standards is available through each Regional Key



Directors

who have obtained the Director PQAS on this topic

can access
Early
Learning Standards DVD Modules

for their
staff after attending professional development offered through the Regional Keys



Sample lesson plans

that align with Learning Standards

can be found at:
www.pdesas.org/OCD
EL



SACC Specific resources at
www.pakeys.org

under
Early Childhood Programs/Forms & Tools/
Optional Tools
-
scroll down to
School
-
Age



Program
Considerations



SACC



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hould

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and
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A
cademic standards DVD or hard
copy or saved in “Favorites” on
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LEARNING PROGRAM





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34

of 12
6





Standard
:

A developmentally appropriate screening of

the child is completed and shared with family within 45 days of program entry
.

(
STAR 2

and above
)



Good

Better

Best

Description of
Criteria at
each STAR
Level



Developmentally Appropriate
screening completed within 45 days
from enrollment date and
shared with
families at “Getting To Know
You”/Family Meeting



Screening instrument is reliable and