Early Educator Certification Continuing Education Unit (CEU) Development Project
The Institute is partnering with Child Care Services Association, the NC Community College System and Richmond and McDowell Technical Community Colleges to utilize JobsNow funding to increase the non-credit bearing options available to the field, the NC Early Educator Certification-Curriculum Development Project will rapidly increase:
Certification renewal requires certified individuals attain four college credits or six continuing education units or a combination of both within a three or five year renewal period. Currently over 13,500 Early Educators are certified. Many are beginning to seek continuing education options to meet renewal requirements. It is anticipated that in fall 2011 a total of 30,000 individuals will be seeking continuing education options.
a) Adult Educator Endorsements
The Adult Educator Endorsement (AEE) is the field’s guidelines for adult educators providing CEUs for EEC renewal purposes.
Individuals must be certified prior to or during the endorsement application process. Certification provides the educational assessment required for AEE applicants. Click here for certification application information and forms. Applicants must have a minimum of a Level 9 (Bachelor’s degree with 6 focused hours in the early childhood or school age content), at least 3 years of experience working directly with or on the behalf of children birth to twelve and submit two professional letters outlining instructional experience and effectiveness. The endorsement application is available at: http://ncicdp.org/continuing-education/trainer-guidelines-tools/.
JobsNow funding will pay for the required application for up to 160 individuals sponsored by a local community college (at a minimum, each college can receive two slots). The remaining slots will be given to any community college or community partner on a first-come-first serve basis. Community partners are welcome to apply in an effort to increase the supply of content experts available to colleges to provide CEUs in designated topic areas. This opportunity ended March 18, 2011.
All complete AEE applications (including an Early Educator Certification application if not already certified) must be submitted no later than March 22, 2011 (extended deadline). Reassessments of education on the scale adopted as of July 2010, will automatically occur upon application for AEE.
Should you have questions, please email Debra Torrence at email@example.com.
b) Training for Adult Educators
Up to 160 adult educators identified by community colleges’ early childhood and continuing education departments and community partners working with colleges will be offered the opportunity to attend a 5 hour session (CEUs available) designed to increase CEU development skills. Cick here for schedule and registration information.
Webinars about developing online CEU sessions and learner assessments will also be provided in March as follows.
c) Model CEU Sessions
By the end of March, twenty (20) five-hour CEU sessions that meet guidelines established by the NC Institute for Child Development Professionals for EEC CEU design will be developed. Identified developers will be supported by a stipend and support from the Institute to develop CEUs sessions that supplement college courses. All 20 sessions will be available through community colleges across the state in online, hybrid and seated formats.
CEU session topics include:
Regional Professional Development
2009 – 2010
The NC Division of Child Development (DCD) has provided funding to support the facilitation of a regional early childhood professional development planning process, managed by the NC Child Care Resource & Referral Council (Council) and conducted in partnership with the NC Institute for Early Childhood Professional Development (Institute). Collectively, the regional action plans, current research and input from stakeholders will be used to inform regional efforts and the development of a written statewide early childhood professional development plan as outlined in the Plan for CCDF Services in North Carolina and the implementation of a continuing education framework.
Five-Year Regional Plans
A total of 18 regional teams will participate in a facilitated process to support the development of 5-year regional action plans which will identify goals, strategies and resources. The Institute will designate and train the facilitators and provide needed resources, guidance and tools to support the project’s goal of creating regional action plans.
Teams will use a facilitated process and a defined Strengths, Weaknesses, Opportunities & Threats (SWOT) analysis provided by the Institute to support the development of the action plan. Guidance on how to implement the SWOT analysis based on a common conceptual framework will be provided to support each team gathering information about their region and documenting findings in an action plan. The SWOT analysis will be conducted during a minimum of four regional meetings, per region. Regional teams must follow a common timeline and use tools provided.
Why is this important?
Qualified and well-compensated professionals are essential to ensuring high-quality early childhood education programs. State policies and financing of the professional development system have a significant impact on the recruitment, quality, and retention of early childhood professionals. Through the development of an integrated early childhood professional development system guided by a state plan, North Carolina will increase its capacity to develop and retain a competent and stable early childhood workforce.
The regional early childhood planning will occur between October 2009 and July 2010.
Lead CCR&R agencies will coordinate the activities of the regional planning teams to support the development of action plans. Action plans will be informed by input from team members and the Institute. Regional teams may include participation of up to 30 persons per team.
The teams must include representation from child care resource and referral and/or Smart Start partnership (including professional development providers/coordinators) in the region, and at least one DCD regulatory consultant serving the region, community college and university faculty from each institution in the region, an early intervention expert, and providers and administrators of direct services for children (must include representation reflective of the diversity of both Early Educators and early care and education settings in the region). The inclusion of NCaeyc members is also recommended.