K-3 or K-12 TA system What topics/CKCs does current TA cover? Are there additional topics/CKCs that will be covered? How does/will TA with community values, including the values of diverse cultural groups? “fit” What are the unique needs of TA providers? What are the unique TA needs of the infant/toddler and school-age community? Consideration of Required Changes Purpose: Identify the specific system components, governance, political, financial, and sustainability issues that are needed to build TA capacity. What additional TA capacity is needed to support the demand for TA? Is there a TA model in place? If so what changes will be needed to meet the identified TA needs goals and outcomes? What organization(s) are best positioned to implement, grow and sustain TA services? What organizations(s) are best positioned to implement, grow and sustain TA Capacity? What organizational expertise and structure do TA organizations need? What ongoing support will TA organizations need, and how will it be provided? How can law, regulations, policy, and guidance be used to support TA as an integral part of an integrated EC and SA PDS? How can States/Territories develop efficiencies of scale and avoid duplication of services to make the best use of TA funds? What reallocations of investments, changes in policies, QRIS or licensing standards, or contracts for services are needed to develop or advance TA capacity? Which combination of investments or strategies are a good fit for the community/State/Territory? What funding resources can be accessed to support planning and coordination? If additional funding is required, what additional funding is available, and from what sources? Can TA capacity building leverage new policy and funding opportunities presented by efforts such as State/Territory Early Childhood Advisory Councils (ECACs) or other existing efforts? What changes need to be made to existing policies, QRIS standards, contracts with vendors, CKCs, career pathways, or training and education support building TA capacity? By systems By those providing PD, including faculty By EC and SA direct service staff By EC and SA staff working on behalf of young children Are there opportunities to integrate expectations for TA providers related to appropriate salaries, benefits, and work environments into career pathways, QRIS criteria, quality initiatives? How will States/Territories ensure diversity within their TA capacity (e.g., racial/ethnic/linguistic diversity among TA professionals)?
K-3 or K-12 TA system What topics/CKCs does current TA cover? Are there additional topics/CKCs that will be covered? How does/will TA “fit” with community values, including the values of diverse cultural groups? What are the unique needs of TA providers? What are the unique TA needs of the infant/toddler and school-age community? Consideration of Required Changes Purpose: Identify the specific system components, governance, political, financial, and sustainability issues that are needed to build TA capacity. What additional TA capacity is needed to support the demand for TA? Is there a TA model in place? If so what changes will be needed to meet the identified TA needs goals and outcomes? What organization(s) are best positioned to implement, grow and sustain TA services? What organizations(s) are best positioned to implement, grow and sustain TA Capacity? What organizational expertise and structure do TA organizations need? What ongoing support will TA organizations need, and how will it be provided? How can law, regulations, policy, and guidance be used to support TA as an integral part of an integrated EC and SA PDS? How can States/Territories develop efficiencies of scale and avoid duplication of services to make the best use of TA funds? What reallocations of investments, changes in policies, QRIS or licensing standards, or contracts for services are needed to develop or advance TA capacity? Which combination of investments or strategies are a good fit for the community/State/Territory? What funding resources can be accessed to support planning and coordination? If additional funding is required, what additional funding is available, and from what sources? Can TA capacity building leverage new policy and funding opportunities presented by efforts such as State/Territory Early Childhood Advisory Councils (ECACs) or other existing efforts? What changes need to be made to existing policies, QRIS standards, contracts with vendors, CKCs, career pathways, or training and education support building TA capacity? By systems By those providing PD, including faculty By EC and SA direct service staff By EC and SA staff working on behalf of young children Are there opportunities to integrate expectations for TA providers related to appropriate salaries, benefits, and work environments into career pathways, QRIS criteria, quality initiatives? How will States/Territories ensure diversity within their TA capacity (e.g., racial/ethnic/linguistic diversity among TA professionals)?
PDW%20Center%20Technical%20Assistance%20Planning%20Guide_3.docx