Topic: State Work

A list of site resources and discussions related to state work in early childhood.

Resources

Pennsylvania Tool Promotes Collaboration and Inclusion
NPCDI colleagues in PA have developed a self-evaluation tool Pennsylvania Preschool Inclusion: Self-Evaluation Tool.
Minnesota Self-Study Course: The Meaning of Inclusion: Practical and Philosophical Implications (NPDCI Resources in Minnesota)
Cindy Croft at the Center for Inclusive Child Care in Minneapolis, MN has used the joint position statement on inclusion to organize a new self-study course. The Meaning of Inclusion: Practical and Philosophical Implications* uses the definition of inclusion and the defining features (access, participation, supports) to consider the benefits and challenges on including children of diverse abilities.

What Do We Mean by Professional Development in the Early Childhood Field?
This concept paper presents a definition and framework for professional development in early childhood. Defining what is meant by professional development is intended to guide efforts aimed at ensuring that the early childhood workforce is highly qualified and effective in working with young children (birth through 8) and their families.
Why Program Quality Matters for Early Childhood Inclusion. Recommendations for Professional Development
Only a handful of states address children with disabilities in their early child care quality rating systems. As a result, few states are evaluating the quality of inclusive programs and services. This problem is compounded by a lack of consensus on dimensions that define high quality inclusion and a need for additional measures of quality inclusive practices. This NPDCI paper advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion.
Building Integrated Professional Development Systems in Early Childhood: Recommendations for States
Written comments to the US Department of Education’s Listening and Learning about Early Learning Workforce and Professional Development Tour. In May 2010, NPDCI submitted written comments on professional development in early childhood via this document.

The Big Picture: A Planning Guide for Cross-Sector Early Childhood Professional Development Systems
This is a seven-step sequence for considering the key components and contexts of a statewide early childhood professional development system. A definition and conceptual framework for professional development are included, as well as suggestions for facilitation, guiding questions, key considerations, and planning forms.
PD Planning Matrix
Creating Participatory Meetings
Document created by the NPDCI staff upon the suggestion of participants at the NPDCI National Planning Meeting; Washington, DC; February 26, 2007
Recommendations for Meaningfully Involving Families in State Planning Meetings
The Landscape: A Statewide Survey for Providers of Professional Development in Early Childhood
This survey is designed to gather information that will produce a descriptive landscape of professional development in early childhood in a state across multiple sectors. The intended respondents are professional development providers—those who provide learning opportunities and support for practitioners (the learners) who work directly with young children (birth to 8) and their families. The information gathered by The Landscape can be used to describe who the learners are, what professional development content they receive, and how learners acquire core competencies and get support to apply what they learn in practice.