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Core Competencies for Early Childhood Professionals:
Professionalism and Program Organization

Early childhood professionals ensure that children and their families receive comprehensive, high quality early care, health and education and child development services. They maintain a code of ethical conduct, articulate a philosophy of early care and education, work collaboratively with colleagues, mentors, families, and organizations, maintain a solid work ethic, and implement sound business practices such as budgeting, administration, and evaluation.

Level One Competencies

A. Professionalism

  1. Discusses ethical conduct, specifically the NAEYC Code of Ethics
  2. Defines self-reflection and begins to practice it with support from supervisors and mentors
  3. Discusses philosophies related to early care, health and education
  4. Maintains confidentiality of children and families, complying with required policies
  5. Indicates an understanding of the role of a mandated reporter, and complies with required policies
  6. Exhibits a professional appearance
  7. Demonstrates good work habits
  8. Participates in learning opportunities for professional and personal growth
  9. Begins to develop an Individualized Professional Development Plan

B. Working with Staff and Colleagues

  1. Identifies positive communication strategies for use with colleagues
  2. Defines role and participates as a member of a team
  3. Works effectively with staff and colleagues
  4. Participates in a supervisory or mentoring relationship, and/or other available supports

C. Program Organization and Administration

  1. Completes required documentation (for employer, local, state and federal government)
  2. Follows basic business or financial regulations
  3. Complies with local, state and federal regulations
  4. Demonstrates awareness of the purpose of contracts and policies
  5. Shows commitment to the program’s goals
  6. Describes program’s philosophy and mission
  7. Shows awareness of program accreditation and other program quality systems
  8. Identifies components of protective services for children in early care and education settings.

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Level Two Competencies

A. Professionalism

 
  1. Reflects on ethical conduct, specifically the NAEYC Code of Ethics
  2. Recognizes potentially unethical practices in early care, health, and education
  3. Articulates a personal philosophy of early care, health, and education
  4. Maintains and Individualized Professional Development Plan
  5. Promotes one’s own health and well-being, and uses strategies to avoid burn-out
  6. Evaluates own performance as an early childhood educator
  7. Selects and pursues professional development opportunities that contribute to an IPDP and enhance knowledge and practice
  8. Engages in reflective practice
  9. Manages demands of personal and professional commitments, and maintains personal and professional boundaries
  10. Identifies local, state, and national organizations that advocate for children, families, and early childhood professionals

B. Working with Staff and Colleagues

  1. Uses feedback from supervision as an opportunity for professional growth
  2. Practices supervision of others according to program structure
  3. Identifies qualities of an early childhood educator for hiring purposes
  4. Collaborates as a team member
  5. Interacts with others reflecting values of respect and equity, and a commitment to conflict resolution
  6. Demonstrates an awareness of resources for professional development for oneself and staff

C. Program Organization and Administration

  1. Demonstrates the ability to plan a budget
  2. Demonstrates the ability to operate within a budget
  3. Conducts or assists in marketing the program and recruiting children and families
  4. Conducts or assists in evaluating program goals
  5. Recognizes the benefits of program evaluation and assessment
  6. Participates in quality assessment ratings (STARS) and program accreditation activities
  7. Plans or participates in parent and community involvement activities
  8. Plans and acquires appropriate materials and equipment
  9. Describes and discusses the concept of reasonable accommodations
  10. Develops and implements contracts and policies as needed

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Level Three Competencies

A. Professionalism

  1. Evaluates current trends and research in early care, health and education and adjusts practice as appropriate
  2. Incorporates program and individual standards into practice
  3. Describes the benefits of mentoring and supervisory relationships for both parties
  4. Uses consultation, mentoring, and technical assistance to improve practice
  5. Discusses leadership styles and identifies a personal leadership style
  6. Participates in advocacy activities that benefit children, families, and early childhood professionals

B. Working with Staff and Colleagues

  1. Advises and informs others about options for professional growth and development
  2. Provides learning opportunities for staff and colleagues that enhance their professional growth
  3. Strengthens ability to supervise and/or mentor others
  4. Participates in reflection and problem solving to address ethical dilemmas with integrity and a humane attitude
  5. Conducts observations of staff and/or colleagues
  6. Assesses the performance of staff using program processes and tools
  7. Participates or initiates problem solving and conflict resolution with staff and colleagues
  8. Conducts effective job interviews

C. Program Organization and Administration

  1. Creates program policies and tools (e.g., handbooks, contracts, forms)
  2. Demonstrates ability to address facility needs
  3. Demonstrates collaboration at the community level
  4. Conducts and maintains an inventory of supplies and equipment
  5. Develops and manages an annual budget
  6. Writes grants and proposals for funding
  7. Understands laws and regulations pertaining to early care, health and education
  8. Initiates program quality assessment (e.g., STARS) and program accreditation
  9. Participates in or initiates transition practices for children and families
  10. Participates in or initiates strategic planning for the program
  11. Critically evaluates or revises program vision, purpose, and mission statement
  12. Develops or selects curriculum for the program
  13. Communicates effectively with advisory or governance boards
  14. Communicates effectively about contracts and policies

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© Vermont Northern Lights Career Development Center
Last modified September 26, 2005