Early Childhood Educator III (Lead Teacher/ECE III) OLD
Competency-based
ONET: 25-2011.00
80
Skills
825h
Related instructions
Classroom instruction topics
- MTH 110/MTH 112 - Finite Mathematics OR Pre-Calculus Algebra
- SCS 2234 - Earth and Space Science
- SCI L234 - Earth and Space Science Lab
- MTH 2251 - Mathematical Concepts for K-6 Teachers I
- MTH 2252 - Mathematical Concepts for K-6 Teachers II
- EDU 3310 - Introduction to Education
- SPE 3340 - Diverse Learners - Articulated Credit CHD 210
- EDU 3303 - Educational Psychology & Classroom Assessment
- EDU 3305 - Teaching With Technology
- EDU 4400 - Classroom Management
- EDU 4471 - Curriculum & Instructional Delivery
- ECE 4454 - Internship Seminar
- ECE 4474 - Internship
- RED 3310 - Language & Literacy K-6
- RED 3380 - Children’s Literature - Articulated Credit CHD 203
- ECE 3325 - Child Growth & Development (Birth to 8 years) - Articulated Credit CHD 201
- ECE 3340 - Language Acquisition
- RED 4465 - Literacy Practicum
- ECE 3325 - Primary Math & Science - Articulated Credit CHD 217
- ECE 3391 - Social Studies Community and Family - Articulated Credit CHD 214
- ECE 3315 - Assessment in ECE
- SPE 4407 - Inclusive Strategies
- RED 4483 - Reading Intervention Strategies
- ECE 4401 - Integrated Program - Articulated Credit CHD 204
- EDU 4478 - Math/Science/STEM Practicum
On-the-job training
- NAEYC Standard 1: Child Development and Learning in Context
- 1.a.1 Analyze and synthesize the theoretical perspectives and research base (that reflects multicultural and international perspectives) of the developmental periods of early childhood and how development and learning intersect across the domains
- 1.a.2 Describe brain development in young children including executive function, learning motivation and life skills
- 1.a.3 Describe how biology, environment and protective and adverse factors impact children's development and learning
- 1.a.4 Describe how social interaction, relationships and play are central to children's development and learning
- 1.b.1 Use research and professionally recognized terminology to articulate how each child is an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and capacity to make choices
- 1.b.2 Engage in responsive, reciprocal relationships with babies, toddlers, preschoolers and children in early school grades
- 1.b.3 Evaluate, make decisions about, and communicate effective ways to learn about children (e.g. through observation, play, etc.)
- 1.b.4 Describe developmentally appropriate decisions, plans and adjustments to practice in response to individual, developmental, cultural and linguistic variations of young children
- 1.c.1 Analyze, and synthesize the theoretical perspectives and research base that shows that family and societal contexts influence young children's development and learning
- 1.c.2 Describe how children's learning is shaped by cultural and linguistic contexts for development, their close relationships with adults and peers, economic conditions of families and communities, adverse and protective childhood experiences, ample opp
- 1.c.3 Describe how structural inequities and trauma adversely impact young children's learning and development
- 1.c.4 Explain how and why quality early childhood education influences children's lives
- 1.d.1 Use multidimensional knowledge (developmental period of early childhood, individual child, family, and multiple social identities, ability, race, language, culture, class, gender and others) to intentionally support the development of young children
- 1.d.2 Use available research evidence, professional judgments and families' knowledge and preferences - identifying and implementing early childhood curriculum, teaching practices, and learning environments that are safe, healthy, respectful, culturally a
- NAEYC Standard 2: Family-Teacher Partnerships and Community Connections
- 2.a.1 Analyze and synthesize the theoretical perspectives and research base family structures and stages of parental and family development
- 2.a.2 Analyze and synthesize the theoretical perspectives and research base of the ways that various socioeconomic conditions; family structures; cultures and relationships; family strengths, needs and stressors; and home languages cultural values create
- 2.a.3 Explain why it is important to build on the assets and strengths that families bring
- 2.b.1 Contribute to setting-wide efforts to initiate and sustain respectful, reciprocal relationships with families and caregivers
- 2.b.2 Use strategies to support positive parental and family development
- 2.b.3 Demonstrate the ability to negotiate sensitively any areas of discomfort or concern if there are potential conflicts between families' preferences and cultures and the setting's practices and policies related to health, safety and developmentally ap
- 2.b.4 Use a broad repertoire of strategies for building reciprocal relationships, with a particular focus on cultural responsiveness, to learn with and from family members
- 2.b.5 Engage families as partners for insight into their children for curriculum, program development, and assessment; and as partners in planning for children's transitions to new programs
- 2.b.6 Use a variety of communication and engagement skills with families and communicate (or find resources) in families' preferred languages when possible
- 2.c.1 Advocate for families with young children in finding needed resources, access and leverage technology tools, and partner with other early childhood experts (such as speech pathologists and school counselors) as needed to connect families to communit
- 2.c.2 Collaborate with early learning settings in the community to support and advocate for a continuum of quality early care and education that ensures successful transitions
- 2.c.3 Support young children and families experiencing sudden, severe incidents (e.g. divorce, death, immigration concerns)
- NAEYC Standard 3: Child Observation, Documentation, and Assessment
- 3.a.1 Analyze and synthesize the theoretical perspectives and research base regarding the purposes and uses of assessment
- 3.a.2 Understand that observation and documentation are central practices in assessment
- 3.a.3 Understand assessment as a positive tool to support young children's learning and development
- 3.a.4 Explain why assessment approaches should be connected to the learning goals, curriculum and teaching strategies for individual young children
- 3.a.5 Describe the essentials of authentic assessment-such as age-appropriate approaches and culturally relevant assessment in a language the child understands-for infants, toddlers, preschoolers, and children in early grades across developmental domains
- 3.b.1 Describe the structure, strengths, limitations, validity and reliability of a variety of assessment methods and tools (including technology-related tools), including formative and summative, qualitative and quantitative, and standardized assessment
- 3.b.2 Explain components of an assessment cycle including making decisions on "who, what, when, where, and why" in conducting systematic observations, selecting the most appropriate assessment method to gather information, analyzing, evaluating, and summa
- 3.c.1 Select and use assessments that are appropriate for the developmental stage, culture, language, and abilities of the children being assessed (including high stakes assessments used for more than informing practice)
- 3.c.2 Create opportunities to observe young children in play and spontaneous conversation as well as in adult-structured assessment contexts
- 3.c.3 Embed assessment-related activities in curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice
- 3.c.4 Use assessment resources (such as technology) to identify and support children with differing abilities, including children whose learning is advanced as well as those whose home language is not English, and children with developmental delays and di
- 3.c.5 Explain the research base and theoretical perspectives behind harmful uses of biased or inappropriate assessments
- 3.c.6 Explain the developmental, cultural, and linguistic limitations of various assessment tools; recognize the circumstances under which use of these tools may be inappropriate (including the use of their results); minimize the impact of these tools on
- 3.c.7 Analyze data from assessment tools to make instructional decisions and set learning goals for children, differentiating for all children including those who are exceptional learners
- 3.c.8 Identify implicit bias or the potential for implicit bias in one's own assessment practices and use of assessment data as well as support others on the teaching team in doing so
- 3.c.9 Communicate and advocate for the ethical and equitable use of assessment data for multiple audiences including families, early learning setting leadership, allied professionals and policymakers
- 3.d.1 Demonstrate ability to skillfully communicate with families about the potential need for further assessment/supports when this information may be difficult for families to hear
- 3.d.2 Work with colleagues to conduct assessments as part of IFSP and IEP teams
- 3.d.3 Demonstrate judgment in knowing when to call on professional colleagues when assessment findings indicate young children may need additional supports or further assessments to identify developmental or learning needs
- NAEYC Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- 4.a.1 Analyze and synthesize the theoretical perspectives and research base related to facilitating positive, supportive relationships and interactions with young children and creating a caring community of learners when working with groups of children
- 4.a.2 Take primary responsibility for creating a classroom culture that respects and builds on all that children bring to the early learning setting
- 4.b.1 Analyze and synthesize the theoretical perspectives and research base on various instructional practices used with young children
- 4.b.2 Design, facilitate and evaluate the effectiveness of differentiated teaching practices based on the level of development, individual characteristics and interests, and sociocultural context of young children
- 4.b.3 Design, facilitate and evaluate teaching practices that incorporate the various types and stages of play that support young children's development
- 4.b.4 Design, facilitate and evaluate teaching practices that support development of young children's executive function skills
- 4.c.1 Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant teaching approaches to facilitate development, learning and classroom management
- 4.c.2 Guide and supervise implementing effective teaching practices and learning environments
- 4.c.3 Apply knowledge about age levels, abilities, developmental status, cultures and languages, and experiences of children in the group to make professional judgments about the use of materials, the organization of indoor and outdoor physical space and
- NAEYC Standard 5: Child Development and Learning in Context
- 5.a.1 Complete required coursework in a broad range of general education content areas as demonstrated through holding a baccalaureate degree
- 5.b.1 Analyze and synthesize the theoretical perspectives and research base undergirding pedagogical content knowledge
- 5.b.2 Analyze models of engaging young children in learning about essential and foundational concepts, principles, and theories; in methods of investigations and inquiry; and in forms of representation that express ideas, relationships, and patterns in mu
- 5.c.1 Identify early learning standards relevant to the state and/ or early learning setting
- 5.c.2 Analyze the content in an integrated curriculum across content areas for birth-age 8 settings
- 5.c.3 Select or create curriculum that counters biases and stereotypes, fosters young children's interest in the content areas, and facilitates individual and group learning for birth-age 8 settings
- 5.c.4 Use resources from professional organizations representing content areas as well as through professional development to support instructional practice and to grow their own knowledge in content areas
- NAEYC Standard 6: Child Development and Learning in Context
- 6.a.1 Take responsibility for increasing the stature of the early childhood field
- 6.a.2 Analyze and synthesize the broader contexts and challenges, current issues and trends that affect the profession including compensation and financing of the early education system; standards setting and assessment in young children; and issues of eq
- 6.a.3 Advocate for resources and policies that support young children and their families as well as for early childhood educators, within early learning settings as well as in broader contexts such as at the local, state, federal, national or global level
- 6.b.1 Facilitate the use of the NAEYC Code of Ethical Conduct to analyze and resolve professional ethical dilemmas and give defensible justifications for resolutions of those dilemmas
- 6.b.2 Practice confidentiality, sensitivity and respect for young children, their families, and colleagues
- 6.b.3 Identify and follow relevant laws such as reporting child abuse and neglect, health and safety practices, and the rights of children with developmental delays and disabilities
- 6.b.4 Explain the background and significance of professional guidelines such as national, state, or local standards and regulations and position statements from professional associations
- 6.c.1 Apply proper grammar, spelling, and usage of terms when communicating with young children, families and colleagues equivalent to the expected level of a college graduate
- 6.c.2 Supports communication with families in their preferred language
- 6.c.3 Use clear and positive language and gestures with young children
- 6.c.4 Use a positive, professional tone to communicate with families and colleagues
- 6.c.5 Use appropriate technology with facility to support communication with colleagues and families, as appropriate
- 6.c.6 Conduct sensitive, challenging conversations with young children, their families, and colleagues
- 6.d.1 Describe the theoretical perspectives and research base related to continuous and collaborative learning and leadership
- 6.d.2 Lead teaching teams in birth through age 8 settings through providing guidance to teaching team members, conducting performance evaluations, identifying professional growth needs in members of the teaching team, and adhering to personnel policies in
- 6.d.3 Determine when it is appropriate to reach out for new resources and consult with peers in related professions and other members of their teaching team
- 6.d.4 Lead collaborative learning communities, informal or formal, with colleagues and with professionals in related disciplines
- 6.e.1 Examine own work, sources of professional knowledge, and assumptions about the early childhood field with a spirit of inquiry
- 6.e.2 Advocate for, model, and practice self-care to maintain positive engagement with young children and professionalism with families and colleagues
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