Early Childhood Standards of Quality for ... - State of Michigan

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Staffing and Administrative support and PRofessional DevelopmentStaffing and Administrative Supportand Professional DevelopmentEarly childhood programs are staffedby individuals with differing levels ofeducation and experience as required bythe program’s administering agency. Allinstructional staff, support staff, and nonpaidpersonnel (e.g., parents, volunteers)should have training, experience,and access to staff developmentactivities commensurate with theirresponsibilities. Additionally, strong andknowledgeable administrative leadershipis a key component of an effective earlychildhood program.1. Program Standard: Teachers are qualified to develop and implementa program consistent with the program philosophy and appropriateto the developmental and learning needs of the children and familiesbeing served, including the development of a continuing parenteducation and family involvement component. [LRCCC-R400.5103a]A Quality Program:1. Employs teachers with bachelor’s degrees in early childhood education, orchild development, including coursework and supervised field experiencesuch as:• An elementary teaching certificate with an early childhood endorsementfrom an institution approved by the State Board of Education based onthe National Association for the Education of Young Children/NationalCouncil for Accreditation of Teach Education guidelines, or• The equivalent teacher certification from another state, or• A program specifically focused on preschool teaching.2. Program Standard: Paraprofessionals (i.e., those staff who work withchildren under the supervision of a teacher) are trained to implementprogram activities and assist in the education and care of the children.22 Michigan Department of Education
Staffing and Administrative support and PRofessional DevelopmentA Quality Program:1. Employs paraprofessionals with associate’s degrees in early childhoodeducation/preschool education, child development, child care or hold ChildDevelopment Associate (CDA) credentials or equivalent continuing educationexperience, as approved by a college or the State Board of Education.2. Employs paraprofessionals who have had directed training programs,supervised work, or field experiences implementing educational activitiesfor young children.3. Program Standard: Support staff and non-paid personnel are assignedto roles that enhance the program’s goals and increase the adult/childratio. [LRCCC-R400.5104; 5104a; 5104b]A Quality Program:1. Provides background screens for support staff and regular volunteers inorder to protect the physical and emotional safety of the children in theprogram.2. Provides orientation on program goals and objectives as well as basicmethods of positive interaction with children.3. Assigns tasks and responsibilities that compliment their skill level andareas of strength.4. Offers professional development and advancement opportunities.5. Through restructured staff assignments and configurations, uses supportstaff and volunteers to improve the adult/child ratio.4. Program Standard: The staff participates in a variety of ongoingprofessional development activities (e.g., in-service training,professional workshops, courses at institutions of higher learning,teacher exchanges, observations, coaching). [LRCCC-R400.5102a]A Quality Program:1. Assures that program specific requirements for maintaining andcontinuing teacher certification or other credentials are met.2. Assures that staff members participate each year in early childhoodprofessional development activities (e.g., college courses, in-serviceactivities, workshops, seminars, or training programs).3. Assures that professional development activities are based upon programand individual needs assessments.Early Childhood Standards of Quality for Prekindergarten 23
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needs of the children; and theestab
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for the Education of Young Children
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Hohmann, M., Educating Young Childr
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Early Childhood Standards of Qualit
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Early Childhood Standards of Quality for ... - State of Michigan

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