Strategic Plan

Implement a high-quality, competency-based professional development(Early childhood education professional development is a continuum of learning and support activities designed to prepare individuals for work with and on behalf of young children and their families, as well as ongoing experiences to enhance this work. These opportunities lead to improvements in the knowledge, skills, practices, and dispositions of early education professionals. Professional development encompasses education, training, and technical assistance(Technical Assistance (TA) is the provision of targeted and customized aid to develop or strengthen processes, knowledge application, or implementation of services by a professional(s) with subject matter expertise and skills in adult learning practices.).) system.

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.

What do these icons mean(To help Kansans see themselves as key contributors to the important work ahead, each tactic displays one or more icons representing where stakeholders can have impact.)?

As the Workforce Registry and Career Pathway are developed, complementary work toward a competency-based professional development system is also in progress. The Workforce Development Advisory Group is analyzing various national and regional core competencies to identify the appropriate standards for the Kansas early childhood workforce, which will also align with initiatives such as Links to Quality(A Quality Rating and Improvement System (QRIS) is an approach to assess, improve, and communicate the level of quality in early care and education settings. In Kansas, our QRIS is called Links to Quality. Links to Quality is a child care quality recognition and improvement system created with the support of early childhood organizations across the state and led by the Kansas Department for Children and Families (DCF).). Higher education is present in these conversations, supported by representation from the Early Childhood Quality Instruction Partners Group and the Kansas Board of Regents.

Smaller scale efforts to strengthen early childhood professional development include PDG Quality Subgrants, ASQ trainings, and the Kindergarten Transitions Toolkit.

The Child Care Provider Experience Mapping initiative provided data to identify improved coordination opportunities during the pre-licensing, licensing, and post-licensing processes. Nearly 400 providers were surveyed, and many participated in interviews and a co-creation session to further explore the bright spots and challenges of being a licensed child care provider in Kansas.