Implement a high-quality, competency-based professional developmentsystem.
6.2.1 Establish a comprehensive professional development system that includes diverse representation from across the early childhood care and education workforce.
6.2.2 Revise, as appropriate, and align core competencies and the development of credentials across all early childhood care and education positions, drawing from national evidence-based practices and standards. Ensure they include knowledge and performance competencies that prepare professionals to support all children at all levels of ability.
6.2.3 Engage two- and four-year institutions of higher education in the development of articulation agreements supporting transfer of early childhood major courses to create additional degree advancement opportunities for early childhood care and education professionals.
6.2.4 Coordinate the activities of professional development contracts across state agencies to realize efficiencies, ensure effectiveness, and identify key investment areas.
6.2.5 Select, promote, and provide training, mentorship, coaching, and support to integrate best and/or evidence-based practices into service delivery. Ensure key topics like trauma-informed care, early childhood mental health, early literacy, and cultural responsiveness are addressed.
6.2.6 Identify gaps in awareness of, access to, and availability of professional development opportunities, including evidence-based practices, early childhood credentials and credentialing opportunities, and quality initiatives and programs. Develop plans to effectively and efficiently address those gaps for all early childhood care and education roles.
6.2.7 Identify strategies to create and promote joint participation in professional development activities across settings and roles, including opportunities for school-based and non-school-based early childhood care and education professionals.
As Kansas works to build core workforce elements such as a formal Career Pathway and a Professional development Workforce Registry, complementary initiatives regarding a competency-based professional development system are also in progress. The Workforce Development Advisory Group is actively researching and analyzing various national and regional core competencies to identify the right set of competencies for the Kansas early childhood workforce. There are early efforts to ensure these competencies align with quality initiatives such as Links to Quality as well. Higher education is present in these conversations, supported by representation from the Early Childhood Quality Instruction Partners Group and the Kansas Board of Regents.
There are smaller scale efforts going on throughout the early childhood care and education system to strengthen professional development opportunities for child care providers and other early childhood professionals, including through PDG Quality Subgrants, ASQ trainings and the Kindergarten Transitions Toolkit. The Child Care Provider Experience mapping initiative in spring 2021 provided data that is helping partners identify gaps and opportunities for increased coordination.