Content Area VIII: Professional Development and Leadership

Serve children and families in a professional manner and participate in the community as a representative of early childhood education and care.

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Level 1
Level 2
Level 3
Level 4
Level 5

Level 1

• Enjoys working with children and models a positive attitude.
• Exhibits good hygiene and personal appearance.
• Demonstrates good work habits.
• Consults with supervisor or resource person regarding concerns.
• Works cooperatively with colleagues.
• Is aware of the National Association for the Education of Young Children (NAEYC) code of ethics for early education and care and its main topics.
• Behaves ethically, maintaining confidentiality and impartiality.
• Shows commitment to the program’s goals.
• Seeks out knowledge and skills to improve practice.

Level 2

• Manages demands of personal and professional commitments.
• Uses problem-solving skills as needed.
• Interacts in a manner reflecting respect for self and others.
• Performs well as a team member.
• Promotes value of quality in early education and care.
• Demonstrates a commitment to NAEYC code of ethics.
• Is aware of professional resources.
• Takes advantage of opportunities to improve competence.
• Accepts advice and constructive criticism to improve practice.
• Participates in one (or more) professional association.

Level 3

• Demonstrates early education and care practices that support inclusion and cultural and linguistic diversity.
• Routinely reflects on teaching practices and behavior of children.
• Plans and implements routine tasks to maximize the amount of time spent interacting with children.
• Participates in professional organizations and on-going professional development to enhance knowledge and skills.
• Consistently adheres to NAEYC code of ethics.
• Demonstrates understanding of the early childhood profession and historical, social, and political influences on its current practices.
• Is aware of other professions providing related services for young children and their families.
• Exhibits knowledge of child and family advocacy issues.
• Demonstrates knowledge of federal, state, and local regulation of programs and services for children birth through eight years of age.
• Demonstrates awareness of own culture and begins to articulate how cultural heritage influences values, decisions, and behavior.
• Seeks out professional relationships to enhance professional growth (e.g., identifies a mentor).

Level 4

• Demonstrates critical reflection on own professional and educational practices from community, state, national, and global perspectives.
• Articulates and uses NAEYC code of ethics for making professional decisions.
• Participates in group problem solving of ethical dilemmas.
• Articulates personal philosophy of early childhood education based on knowledge of child development and best practices.
• Evaluates current trends in early childhood education and revises practices as appropriate.
• Demonstrates knowledge of basic principles of administration, organization, and operation of early childhood programs, including supervision of staff and volunteers.
• Uses professional resources to continually improve practice.
• Actively participates in career development.
• Acknowledges and assesses personal values and own cultural biases.
• Serves as a mentor to others working with young children and families.
• Advocates for excellence in programs and services for young children and families.
• Communicates and interacts with parents/guardians, families, colleagues, and the community to support children’s learning and well-being.
• Establishes effective working relationships with early elementary education practitioners to promote continuity in children’s development and learning.

Level 5

• Initiates and mediates group problem solving of ethical dilemmas.
• Recognizes causes and symptoms of “burnout” and develops strategies to prevent it.
• Keeps current on research and policy relevant to early education and care and revises practice accordingly.
• Understands how historical, philosophical, and social foundations of early childhood education affect current practices and future trends.
• Understands the impact of public policy upon children, families, and educational programs and advocates for supportive public policies.
• Designs staff development opportunities for staff and colleagues.
• Ensures staff development in cultural dynamics, (e.g., ethnocentrism, prejudice, cultural mistrust, white privilege).
• Recognizes variations in adult and child learning styles and applies knowledge to practice.
• Provides a work culture that fosters staff initiative to solve problems and resolve conflict.
• Serves on professional boards and committees.