Proposed Affiliate Models of Support for NAEYC Accreditation Systems
A New Era of Support
NAEYC Affiliate Council approved a series of recommendations1 creating a more flexible
approach for the Affiliate Network to engage in the promotion and support of NAEYC
Accreditation of Programs for Young Children, and NAEYC Accredited Higher Education
Programs2 as part of the required criteria for Local and State Affiliates. NAEYC staff was
charged with developing new models for the Affiliate Council’s review and approval by
the June 2010 Affiliate Council meeting. What follows is an overview of the newly
proposed NAEYC Accreditation Systems Support Models for the Affiliate Network.
Framework
NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all
young children with primary focus on the provision of educational and developmental
services and resources. NAEYC expresses its mission in terms of three broad goals:
1. Improving professional practice and working conditions in early childhood
education.
2. Supporting early childhood programs by working to achieve a high-quality
system of early childhood education.
3. Building a high-performing, inclusive organization of groups and individuals
who are committed to promoting excellence in early childhood education for
all young children.
NAEYC Accreditation Systems
For more than 80 years, the National Association for the Education of Young Children
has worked to raise the quality of programs for all children from birth through age eight.
A major part of NAEYC's efforts to improve early childhood education is through different
systems of accreditation for programs that are committed to meeting national standards
of quality. Setting standards of excellence and accrediting programs that meet these
standards is a key strategic objective for NAEYC.
Now in its 25th Anniversary year, NAEYC Accreditation of programs for young children
offers a national, voluntary accreditation system that sets professional standards for
early childhood education programs and helps families identify high-quality programs.
NAEYC accredits high quality Associate Degree Programs that prepare early childhood
educators; the Early Childhood Associate Degree Accreditation (ECADA) system was
established in 2006. NAEYC also recognizes high-quality Baccalaureate and Graduate
Programs, as part of the accreditation system of the National Council for Accreditation of
Teacher Education (NCATE
1
AC June 2009 Taskforce Report/ www.naeyc.org/affiliates/forms
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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Proposed Affiliate Models of Support for NAEYC Accreditation Systems
NAEYC continues to invest in strategies and systems that improve the quality of
programs for young children and the quality of professional preparation programs for the
early childhood field. Each of our accreditation systems builds towards and links to
standards for programs and professional development. A critical strategy for NAEYC is
the collective efforts of our Affiliate Network in their ongoing promotion and support of
our accreditation systems.
History and Context for Change
NAEYC required Affiliates to establish an Accreditation Committee at the Local Affiliate
Chapter level to engage in the promotion and support of NAEYC Accreditation of
Programs for Young Children when criteria for affiliates were established in the early
2000s. While this traditional committee model has served NAEYC and some of its
Affiliates well, it became clear through recent data analysis of the Roles and Functions
report that this singular and somewhat limiting model was no longer as effective for all
Affiliates. Local Affiliate Chapters reported a number of challenges in maintaining these
criteria in both the 2008 and 2009 Roles and Functions report and subsequent survey –
most notably the ability to find a qualified volunteer to serve as accreditation chair.
Results of the survey also indicated that a large percentage of NAEYC State Affiliates
had established an active Accreditation Committee, with several reporting the inclusion
of an AFP (Accreditation Facilitation Project) at the state level. Additionally, no formal
strategies were in place for Affiliates to promote or support NAEYC’s accreditation and
recognition activities in higher education, a critical omission.
New Thinking
Developed from the Affiliate Council’s recommendations, the new model includes
several key differences from the former “one size fits all” model of the traditional
Accreditation committee. The flexibility of the new models is reflected in the Affiliate’s
ability to select the most appropriate model based upon organizational capacity and
resources. What remains consistent with the former model of accreditation support is
the requirement to support NAEYC Accreditation systems at the Affiliate level.
I.
All Affiliates adopt and implement Model One: The Foundation for Quality.
II. Affiliates have the option to maintain only Model One, indicating that this model
fully meets their current organizational capacity and resources.
III. Affiliates are encouraged to select an additional model (building upon the
requirements from Model One) as they identify the organizational capacity and
resources to provide additional services and support.
IV. Affiliates have the option to annually review and change their status within this
model as circumstances, organizational capacity and resources may change.
NAEYC Accreditation of Higher Education Programs will eventually include NCATE
Accredited Programs. During the initial phase of this new work regarding Affiliate
recognition of NAEYC Accreditation of Higher Education Programs the focus will center
on NAEYC Early Childhood Associate Degree Accreditation (ECADA) only. As this new
work unfolds it will eventually include NCATE Accreditation.
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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Proposed Affiliate Models of Support for NAEYC Accreditation Systems
Model One: The Foundation for Quality
Model One is the foundation for all NAEYC Affiliates as they develop strategies to
promote and support NAEYC Accreditation systems in their communities. This model
includes an intentional linkage between quality standards for early childhood programs,
professional development and professional preparation programs, and highlights
NAEYC Accreditation Systems as key pathways to a continuous quality improvement
process.
The Foundation for Quality promotes, recognizes and celebrates NAEYC Accreditation
of Programs for Young Children and NAEYC’s Early Childhood Associate Degree
Accreditation. Affiliates engage in activities that raise the level of awareness about the
importance of high quality early childhood programs for children and high quality early
childhood professional preparation programs in their communities. This model will work
well for those affiliates that have member leaders who may have limited or indirect
experience with one or more of NAEYC Accreditation systems. A variety of strategies
and resources are suggested below to support your efforts.
Strategies
I.
Raise the awareness of the importance of high quality early childhood programs
throughout your community.
II. Recognize and celebrate those early childhood programs and professional
preparation programs achieving NAEYC Early Childhood Associate Degree
Accreditation.
III. Develop a communications plan for your membership and key stakeholders to
promote quality early education using the framework of NAEYC’s Accreditation
systems.
General Responsibilities
Affiliate
 Appoint a committee to oversee and implement the above strategies
 Develop and adopt a budget, annual goals and internal reporting
 Maintain chair or liaison contact information in the online system
Committee
 Participate in any available coordinated outreach plans in accordance with the
State Affiliate’s strategic plan
 Conduct at least one community awareness event annually
 Attend and participate in monthly NAEYC Affiliate Accreditation Conference Calls
 Distribute promotional resources and materials
 Provide links on affiliate websites from NAEYC’s website
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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Proposed Affiliate Models of Support for NAEYC Accreditation Systems
Specific to NAEYC Accreditation for Programs for Young Children
 Send congratulatory letter to Programs for Young Children receiving NAEYC
Accreditation (template provided)
 Post NAEYC-produced Public Service Announcement (PSA) videos on State and
Local websites as available
Specific to NAEYC Accredited Associate Degree Programs
 Recognize NAEYC accredited associate degree programs
 .
 Send congratulatory letter to the higher education institution receiving NAEYC
ECADA Accreditation (templates provided)
Model Two: Accreditation Committee
Model Two maintains the original concept of the Accreditation Committee structure with
an emphasis on professional development, network and support activities in addition to
the awareness and recognition components found in the Foundation of Quality. This
model will work well for those affiliates that have member leaders that have experience
with one or more of NAEYC’s Accreditation systems. Work is currently underway to
develop a standard committee description based on over 70 samples submitted by local
and state affiliates.
Strategies
I.
Raise the awareness of the importance of high quality early childhood programs
throughout your community.
II. Recognize and celebrate those early childhood programs and professional
preparation programs achieving NAEYC Early Childhood Associate Degree
Accreditation.
III. Develop a communications plan for your membership and key stakeholders to
promote quality early education using the framework of NAEYC’s Accreditation
systems.
IV. Develop and implement workshop sessions or a track for local and/or state
conferences or other professional development events; including a request to
NAEYC’s Accreditation Program Support to provide onsite training at these or
other similar events.
V. Communicate, coordinate and collaborate with other key affiliate committees
such as Professional Development and Public Policy.
VI. Participate in local or state initiatives regarding Quality Rating Improvement
Systems (QRIS), professional development system building, or licensing and
standards efforts
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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Proposed Affiliate Models of Support for NAEYC Accreditation Systems
General Responsibilities
Affiliate
 Appoint a chair and a minimum of three members for this model to ensure
accountability, consistent communications, and enough volunteers to
successfully accomplish affiliate goals
 Develop and adopt a budget, annual goals and internal reporting process
 Maintain chair contact information in the NAEYC online system.
Committee
 Participate in any available coordinated outreach plans in accordance with the
State Affiliate’s strategic plan
 Attend and participate in monthly NAEYC Affiliate Accreditation Conference Calls
 Distribute promotional resources and materials
 Provide links on affiliate websites from NAEYC website
Specific to NAEYC Accreditation for Programs for Young Children
 Register as a member of the TORCH online community
 Receive Accreditation E Updates
 Send congratulatory letter to Programs for Young Children receiving NAEYC
Accreditation (template provided)
 Post NAEYC-produced Public Service Announcement (PSA) videos on State and
Local websites as available
 Host networking sessions or support groups for directors and/or teachers
Specific to NAEYC Accredited Associate Degree Programs
 Recognize NAEYC accredited associate degree programs
 Send congratulatory letter to the higher education institution receiving NAEYC
ECADA Accreditation (template provided)
 Build new or increase existing outreach efforts to the two and four year higher
education community including ACCESS
Model Three: Registered Accreditation Facilitation Projects (AFPs)
Affiliates selecting this model will fully meet the strategies outlined in Foundation of
Quality and Accreditation Committees. Affiliates may choose to also maintain an
Accreditation committee while operating an AFP. This model is dependent upon the
availability of a stable funding source.
NAEYC defines accreditation facilitation projects as: projects that support quality
improvement efforts of child care centers, preschools, and other early childhood
programs in many local communities and states and, in an effort to raise program
quality, provide technical assistance and support to programs working on NAEYC
Accreditation.
AFPs motivate programs—those working on accreditation and others who are not AFPs
receive guidance and resources’ from the Accreditation Program Support department
and participate in the AFP TORCH community. To be eligible, AFPs must serve 10 or
more programs in the field, or if the project is in development, or intend to do so. To
register as and AFP go to http://www.naeyc.org/academy/primary/localsupport/afp
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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Proposed Affiliate Models of Support for NAEYC Accreditation Systems
Strategies
I.
Raise the awareness of the importance of high quality early childhood programs
throughout your community.
II. Recognize and celebrate those early childhood programs and professional
preparation programs achieving NAEYC Early Childhood Associate Degree
Accreditation.
III. Develop a communications plan for your membership and key stakeholders to
promote quality early education using the framework of NAEYC’s Accreditation
systems.
IV. Develop and implement workshop sessions or a track for local and/or state
conferences or other professional development events; including a request to
NAEYC’s Accreditation Program Support to provide onsite training at these or
other similar events.
V. Communicate, coordinate and collaborate with other key affiliate committees
such as Professional Development and Public Policy.
VI. Participate in local or state initiatives regarding Quality Rating Improvement
Systems (QRIS), professional development system building, or licensing and
standards efforts
Responsibilities
 It is expected that the Affiliate AFP will maintain close ties with the Accreditation
Program Support department to insure accurate, current and important
information to the programs in the accreditation system.
 Participate in the AFP TORCH community
 Participate in monthly AFP conference calls
 Serve 10 or more programs in the field, or if the project is in development, intend
to do so.
 Register as and AFP at http://www.naeyc.org/academy/primary/localsupport/afp
Specific to NAEYC Accreditation for Programs for Young Children
 Receive and disseminate Accreditation E Updates
 Send congratulatory letter to Programs for Young Children receiving NAEYC
Accreditation (template provided)
 Post Public Services videos on State and Local websites as available
 Host networking sessions or support groups for directors and/or teachers
Specific to NAEYC Accreditation for Associate Degree Programs
 Recognize NAEYC accredited associate degree programs
 Send congratulatory letter to the higher education institution receiving NAEYC
ECADA Accreditation (template provided)
 Build new or increase existing outreach efforts to the two and four year higher
education community including ACCESS
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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Proposed Affiliate Models of Support for NAEYC Accreditation Systems
Resources
 NAEYC’s online and published Accreditation promotional materials (link to order
forms)
 www.naeyc.org/academy
 www.naeyc.org/TORCH
 www.RightChoiceforKids.org
 http://www.naeyc.org/ecada/
 A registered AFP has access to discounted accreditation self-study materials and
other resources including the new publication, Best Practices in Accreditation
Facilitation Projects – A Framework for Program Quality Improvement Using
NAEYC Early Childhood Programs Stands and Accreditation Criteria.
Prepared by Gwen Simmons, Alison Pepper and Alison Lutton, NAEYC Staff
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