Washington’s Professional Development system uses various competencies and frameworks to guide the decisions and practices carried out by professionals in all early care and education settings.
The competencies and frameworks below are used in various ways, including:
- Professional development creation and evaluation
- Course design for higher education
- Assessment of level of knowledge and skill across professional roles
- Professional development plans and policy creation
Core Competencies for Early Care and Education Professionals
The Washington State Core Competencies for Early Care and Education Professionals define what early learning professionals need to know and be able to do to provide quality care for children. They serve as the foundation for decisions and practices carried out by professionals in all early care and education settings.
These competencies can be used as a tool by many for various purposes:
- Assess knowledge and identify areas for future professional development.
- Define training and education requirements for job descriptions, help employees with goal setting and establish a salary scale based on educational achievement.
- Plan and organize training opportunities.
- Coordinate and design courses and organize the framework for credentials, certificates, and degrees.
Learn how you can use the Core Competencies for Early Care and Education Professionals in your work.
Core Competencies for Child and Youth Development Professionals
The Washington State Core Competencies for Child and Youth Development Professionals define what school age professionals need to know and be able to do to provide quality services for children and youth ages 5-18 years old and their families. These Core Competencies may be used to:
- Assess level of knowledge and skill in the ten content areas.
- Identify specific areas of need for future professional development.
- Understand expectations of professionals working with children and youth in out-of-school time settings.
- Coordinate and design course content to facilitate transfer and articulation agreements.
Culturally Responsive Guidelines for Professional Development
The Culturally Responsive Guidelines provide a lens for professional development creation, delivery, and evaluation for everyone involved in the professional development of early childhood educators.
- Serve as a statewide resource for those involved in professional development of early learning professionals.
- Provide expectations for professional development creation, delivery, and evaluation.
- Outline essential information to enhance the cultural responsiveness of professional development in Washington.
- Provide a lens for continuous quality improvement of the professional development system and professional competencies.
Relationship-based Professional Development Standards
Relationship-based professional development is defined as using professional relationships as a primary method to support the professional growth and development of adult learners. The Relationship-based Professional Development Standards describe the knowledge and skills that professionals must have to facilitate adult professional development within a reflective framework.
These standards may be used to develop features of the early learning system, such as:
- Career pathways for relationship-based professionals, including educational opportunities.
- Partnerships with institutions of higher education to develop certificate or endorsement programs.
- Guidelines that define what relationship-based professionals need to know and be able to do to provide quality professional development opportunities for adults.
- Standards for relationship-based professionals in early care and education settings which support the professionalism of the field.