Design for “CBK/PDR Workshop for Directors and Home-based Practitioners”
This professional development design is a guide for the “CBK/PDR Workshop for Directors and Home-based Practitioners.” This event
qualifies for the Keystone STARS Core Series. It must be delivered by a PQAS approved instructor who has successfully completed an
instructor institute session after July 2003. This event must be titled, coded, and listed on calendars using the standard information provided
at the instructor institute session. Questions can be answered by calling (800) 284-6031.
Time
60
minutes
Content Outline
Presentation Methods
Handouts/Materials
Materials
Welcome and Introductions
Introductions: Briefly introduce instructor for the
Introduction of instructors and participants
Exercise: Staff Development
• Newsprint: “In a quality child care
program I expect to see…”
Learning Objectives:
As a result of this workhop, participants will be
able to:
Feedback and discussion of the responses from this
activity are a nice lead in to the discussion regarding the
components of a career development system.
• Markers
•
•
•
•
Explore an overview of career development
for early childhood and school-age educators
and its benefits.
Demonstrate an understanding of what the
CBK/PDR are; why they are needed; who can
use them; and for what benefit?
Be familiar with the contents of the CBK and
PDR and the identification of professional
development goals based on their use.
Illustrate how the PDR can be used by child
care professionals, directors and home-based
practitioners to develop professional
development goals.
Staff Development
Each individual child care professional possesses
an incredible array of talents and experiences.
This is derived from both formal education and
experiential learning
workshop.
• Post newsprint in the room with the heading,
“In a quality child care program I expect to
see…”
• Ask participants to complete the phrase by
writing their response on the newsprint as they
enter the room or on a 3x5 card.
• Ask participants to introduce themselves and
share how they completed the phrase.
• Masking tape
• 3 x 5 cards
Handouts
9 CBK/PDR Workshop for Directors
and Home-based Practitioners
Overview
Responses may include: qualified/educated staff;
low turnover; safe & healthy environment; warm,
responsive interactions; parent involvement; happy
noises; good staff-child ratios; written policies &
procedures; appropriate learning environment,
etc.
Provide an overview of the learning objectives and
review contents of participant folder. Point out that
additional information on OCD programs and
services are found on the PA Keys to Professional
Development website at www.pakeys.org.
PA Keys to Professional Development 9-06
Group Resume
Exercise: Group Resume
Materials
The group resume may include information from
the Professional Development Record such as:
• Divide participants into groups of at least five
members
9 Employment History
9 Total # yrs in the field (list one number for
• Tell the group that everyone is an incredible
array of talents and experiences
• Markers
• Newsprint: List categories found on
a resume
the whole group)
9 Educational Degrees Certifications, Awards,
(Fitness, Academic, Punctuality, Attendance,
etc.)
9 Professional activities (i.e. committees,
readings), professional organization
membership, publications (article,
newsletters, etc.)
9 Prior and Ongoing Professional Development
(list last 3 events attended)
• Suggest that one way to identify and publicize
the group’s resources is to compose a group
resume. (You might want to suggest a job or
contract on which they are bidding.)
• Give the group markers and newsprint to display
their resume. It should include any data that
sells the group as a whole, such as, hobbies,
talents, travel, major accomplishments.
• Each group shares their resume with the larger
group.
• Use this time to acknowledge the talent and
experience in the room (Group resume will be
revisited later in the day)
Career Development, Quality
Some components clearly relate to quality
programs. These include:
9 Low staff-child ratios
9 Staff educated in ECE
9 Low turnover rates
9 Safe healthy facilities
9 Family involvement
9 Effective (DAP) learning environment
9 Increased staff compensation
9 Warm, responsive interactions
9 Written policy & mission
In the mid 90’s, the Department of Public Welfare
(DPW) contracted with Wheelock College to do a
statewide study of our State’s Early Childhood
Education delivery system. In the written report,
Common Threads: Weaving a Training and
Exercise: Career Development, Quality
• List question…”What are the key components
of a career development system?” Facilitator
could ask participants to reflect on their own
professional development. (i.e. steps taken
and supports available)
•
Ask participants to identify & discuss
components of a career development system
•
Discuss why/ how identified components relate
to supporting quality programs
•
Facilitator makes transition to history, “Now
let’s see where we are in Pennsylvania and
how we got there.”
•
Discuss components of Pennsylvania’s career
development system.
Materials
• Newsprint: “Components of a
Career Development System?”
Handouts
9 Career Development Plan
9 PA Keys to Professional
Development Website Overview
9 CBK
9 PDR
9 Crosswalk of CBK and STARS
(Center and Family Day Care
Homes)
9 Regional Key Map and Contact
Information
9 FAQ: PQAS
9 Professional Development Approval
Policies
PA Keys to Professional Development 9-06
Career Development System for 21st Century
Pennsylvania, Wheelock College made several
recommendations suggesting that PA build a
Career Development System.
Recommendations include:
¾ Vision for one overall career development
system
¾ Core Body of Knowledge and Professional
Development Record for Early Childhood and
School-age Practitioners (display copy of CBK
& PDR)
¾ Requirements and incentives for practitioners
to obtain Professional Development
(Crosswalk of CBK and STARS)
¾ System for maintaining information on
professional development (web access to PD
Registry)
¾ System for assessing PD needs and offering
PD based on those needs (Regional Key Map
and Contact Information)
¾ Sequenced system of teacher preparation and
continuing career development (PDR)
¾ Quality control system (FAQ: PQAS and
Professional Development Approval Policies)
¾ System for easy, user friendly access to
information about PD (On-line Calendar
Announcement)
¾ System for serving a diverse population of
practitioners (FAQ: Earning the Child
Development Associate Credential, web
access to information on the Director’s
Credential )
¾ Support methods to link professional
development and compensation (TEACH,
Keystone STARS)
¾ Facilitate efforts of other programs
•
Preprint newsprint with “bold” (9) statements from
items under Pennsylvania’s Career Development
Plan. Indicate “Where are we now?” Provide an
overview of the elements of a career development
plan as it applies to the programs and
accomplishments of DPW’s Office of Child
Development. (Use Career Development Plan as a
guide and the PA Keys to Professional Development
Website Overview as references for discussion)
9
Vision for one overall career development system
9
Core Body of Knowledge and Professional
Development Record
9
Requirements and incentives to obtain professional
development
9
System for maintaining information
9
System for assessing PD needs
9
Sequence system of teacher preparation
9
Quality control system
9
User friendly access to PD information
9
System that serves a diverse population
9
Support methods to link PD and compensation
9
Facilitate efforts of other programs
9 On-line Calendar Announcement
9 FAQ: Earning the Child
Development Associate Credential
PA Keys to Professional Development 9-06
25
minutes
PA Core Body of Knowledge (CBK) Overview
Exercise: Knowledge Area Familiarity
Materials
Purpose of PA Core Body of Knowledge
¾ A basic building block for a career
development system
¾ Defines what professionals need to know to
deliver quality services
¾ Foundation for making decisions,
implementing practices & defining standards
specific to a profession
Option 1:
•
Newsprint: Show structure of the
CBK Knowledge Areas and
Competency Levels
•
Knowledge Area Headings
(Laminated – Included in Instructor
Manual)
The DPW Office of Child Development uses the
CBK as a framework for its coding system. The
CBK provides the knowledge area and
competency level. CBK Knowledge Areas are:
ƒ
Child Growth & Development
ƒ
Environment, Curriculum & Content
ƒ
Families & Society
ƒ
Child Assessment
ƒ
Communication
ƒ
Professionalism & Leadership
ƒ
Health, Safety, Nutrition
ƒ
Program Organization & Administration
Each CBK Knowledge Area has competencies for
all practitioners (K), for Directors (D), and for
Home-based Practitioners (H).
Competency Levels are defined in terms of
Blooms Cognitive Taxonomy where:
Competency Level 1 or C1: These events
provide participants with basic information,
knowledge, and comprehension of the topic.
Competency Level 2 or C2: Participants are
expected to have the knowledge that is presented
in a Level 1 event and are expected to apply that
knowledge in a Level 2 event.
•
•
Post Knowledge Area headings on wall
•
Divide into groups of 3-5 people
•
Divide Core Knowledge Statements (lettered
statements) evenly among groups
•
Ask groups to review and discuss the core
statements and determine under which
knowledge area they belong
•
•
•
Once group has decided where to post their
“core statements” ask them to place their
laminated cards under the Knowledge Area
heading
Review placement of core statements, check
them against the CBK
Discuss the placement (i.e., difficulties,
overlapping content)
Review language for competency levels
9 Level 1: identify, describe, name
9 Level 2: create, apply, implement
9 Level 3: evaluate, analyze, assess
•Review Topic Code List indicating that topic codes
are not used in the PDR but are used to further
identify the content of an event. Stress that
topic codes are found on the PD calendar and
on other documentation of professional
development.
•
Handouts
9 CBK
9 Packet of core knowledge
statements from CBK (Laminated
and numbered/lettered to
correspond with CBK knowledge
areas – Included in Instructor
Manual)
9 Core Knowledge Area Summaries
9 Bloom’s Cognitive Taxonomy
9 PA Keys to Professional
Development Topic Code List
9 Coding Educational Events
According to the PA CBK
Complete the exercise Coding Educational
Events According to the PA CBK. (Answer key
is provided.)
PA Keys to Professional Development 9-06
Competency Level 3 or C3: Participants are
expected to have the knowledge acquired in a
Level 1 event and be able to apply that knowledge
in a Level 2 event. In a Level 3 event, the
participant is expected to engage in analysis,
synthesis, and evaluation of the knowledge.
Topic Codes further specify the focus of event
content. Topic codes are not used in the PDR but
are used by instructors and professional
development organizations when events are listed
in PD calendars.
Guiding Principles:
¾ Competency Levels are defined so that career
advancement does not mean movement away
from direct work with children
¾ Each professional role has room to grow from
entry level to mastery in knowledge and
competency
¾ Where ECE practitioners begin and how they
choose to progress are dependent upon
current levels education, experience, current
work setting and plans for future career
advancement
Option 2:
• Divide participants into 8 groups and assign
each group a Knowledge Area
• Provide each group with description of
Knowledge Area and CBK
• Each group to read through the description of
the knowledge area
• Discuss in groups the knowledge area content
and what PD topics might fall under that
knowledge area
• Review the competency statements and have
group discuss what they notice about the way
the statements are written
• Describe the knowledge area in own words
• Ask each small group to describe knowledge
area to large group and name a few PD topics
that might come under that knowledge area
• Ask group what they noticed about the
competency statements and discuss the
competencies for home-based practitioners
and directors
• Review language for competency levels
9 Level 1: identify, describe, name
9 Level 2: create, apply, implement
9 Level 3: evaluate, analyze, assess
• Review CBK guiding principles (pg 3 & 4 of
CBK)
• Review Topic Code List indicating that topic
codes are not used in the PDR but are used to
further identify the content of an event.
Stress that topic codes are found on the PD
calendar and on other documentation of
professional development.
• Complete the exercise Coding Educational
Events According to the PA CBK. (Answer key is
provided.)
Materials
•
Newsprint: List PD topics by
knowledge area on newsprint
Handouts
9 CBK
9 Core Knowledge Area Summaries
9 Competency Statements (Included
in Instructor Manual)
9 Bloom’s Cognitive Taxonomy
9 PA Keys to Professional
Development Topic Code List
9 Coding Educational Events
According to the PA CBK
PA Keys to Professional Development 9-06
15
minutes
60
minutes
BREAK
Professional Development Record (PDR)
What is the PDR?
•
•
The PDR is a written record of practitioner
background, professional development, and
PD plans.
Exercise: Review PDR Tutorial and Case Study
Handouts
•
Introduce the Professional Development Record
providing rational for its use.
9 PDR
•
Using the PDR Tutorial, review each section of
the PDR and identify what information is
recorded in each section and how each section
relates to each other.
9 PDR Case Study – Nena Gonzalez
Enables providers to:
9 Think about themselves as professional
practitioners
•
9 PDR Tutorial
9 Tips for Completing the PDR
Complete the exercise PDR Case Study – Nena
Gonzalez. (Answer key is provided.)
9 Determine what they need to know and
be able to do when caring for and
educating children
9 Plan a pathway for career development
9 Create a record of their accomplishments
Optional Exercise: Reflection on Group Resume
and Relationship to PDR
•
Participants are to work in the same groupings
that created the resume
•
Ask groups to review the group resume created
at the beginning of the workshop. Using
information from the group resume, ask the
group to identify in which sections of the PDR
the information belongs
What are the sections of the PDR?
•
Section I: Employment History
•
Section II: Professional Development History
•
Section III: CBK/Competency Areas
9 Pre-assessment of knowledge
9 Matching professional development listed
in Section II with competencies of CBK
•
•
Materials
•
Group Resumes created at the
beginning of the workshops session
Handouts
9 PDR
Groups can reflect on issues regarding where
information may be recorded in the PDR.
Directors and practitioners may have different
perspectives.
Section IV: Annual Professional Development
Plans
PA Keys to Professional Development 9-06
Exercise: Reviewing a Pre-Assessment and
Setting Annual Professional Development Goals
•
•
Divide participants into 7-8 groups, 3-4 each
Using a copy of the Jane Doe Sample PDR, each
group is to review the completed section of the
Jane’s pre-assessment and determine if that
knowledge area is an area of “Strength” or an
area of “Growth” for Jane Doe.
•
Each group receives 6 cards. Three cards have
the word “Strength” printed on it and three
cards have the word “Growth” printed on it.
•
Once group has decided on whether the
competency level is an area of “Strength” or
“Growth,” they can place 3 of their cards
under the appropriate heading and level. (See
example below.)
•
Participants review chart that shows Jane
Doe’s areas of strength and growth. Discuss
why group identified “Growth” or “Strength”
for a knowledge area/competency level.
•
Discuss how PDR can be used to identify
concentration of professional development
taken in one knowledge area or an apparent
need for PD in another knowledge area.
•
Review the questions on the handout, “PDR
Case Study – Setting Annual Professional
Development Goals.” Participants receive a
copy of “Setting Goals for Staff Professional
Development: Using the PDR Pre-Assessment
and Mentor Input” for their personal use.
(Answer key is provided.)
•
Using the handout, “Setting Goals for Staff
Professional Development,” discuss the steps
for developing annual professional
development goals.
Materials
•
Knowledge Area Headings
(Laminated – Included in Instructor
Manual) are posted in front of room
Handouts
9 PDR
9 Jane Doe (Sample PDR) (Included
in Instructor Manual – Full 80 page
document)
9 Strength and Growth cards (3 each)
9 PDR Case Study – Setting Annual
Professional Development Goals
(Includes modified version of Jane
Doe PDR)
9 Setting Goals for Professional
Development
PA Keys to Professional Development 9-06
20
minutes
Wrap up
Professional Development Opportunities
Learning experiences and educational
requirements vary according to the prior
experiences and future goals of each individual
child care professional. Also, additional
knowledge and skills are required for homebased practitioners and directors as reflected In
the CBK and PDR competencies for these target
groups.
Exercise: Professional Development for all Child
Care Professionals
•
9 How do you nurture your professional
9 On-line Calendar Announcement
9 Regional Key Map and Contact
Information
9 Crosswalk of CBK and STARS
development?
9 What professional publications do you
Accessing Professional Development
Opportunities
receive? Do you read review them?
9 Are you involved in any community
¾ On-line calendar at www.pakeys.org
activities that keep you abreast of what is
going on in ECE in your area? Statewide?
Nationally?
¾ Professional Development: Regional Key
(see map and list for contact information.
Information on the Regional Keys is also
available on the PA Key website at
www.pakeys.org.
9 Do you belong to a Director’s group? Would
you start one?
¾ Local resources (e.g., child care local
planning groups, businesses, foundations, fire
department, library, etc.)
9 Are there any other resources available?
(TEACH, Voucher Program)
•
Closing Summary
Indicate that learning experiences and
educational requirements vary according to the
prior experiences of the individual. Pose all or
some of the following questions for discussion:
Handouts
Indicate how professional development
opportunities fit with the performance standards
of STARS by referencing the Crosswalk of the
CBK and STARS. Remind participants that they
received copies of the On-line Calendar
Announcement and Regional Key Map and
Contact Information. Also indicate that
additional information on OCD programs and
services are found on the PA Keys to
Professional Development website at
www.pakeys.org.
Exercise: Workshop Summary
Materials:
•
Index cards – post card size
Review the purpose and content of the
PA Keys to Professional Development 9-06
workshop. Ask participants what they learned
as a result of the workshop and how they will
be able to use what they learned. Determine
if there are still areas of misunderstanding and
clarify where necessary
•
Remind participants of the resources they have
learned about.
•
Ask participants what they found to be the
most useful in the workshop.
•
Ask participants ways in which they think the
workshop could be made more useful for future
workshops.
Optional:
Evaluation
•
Have participants create a self-addressed index
card and on the back side of the card list three
goals for completing PDRs that they would like
to have accomplished within the next month.
Have them date the cards. Collect the cards
and let them know that you will be mailing the
cards back to them after a month.
•
Have participants complete the Participant
Evaluation form. Collect.
Materials:
9 Participant Evaluation Form
PA Keys to Professional Development 9-06