This project seeks the following OUTCOMES for key audiences: Audience Desired outcomes of the career pathways document ULTIMATE Our region’s High quality early childhood experiences that foster positive BENEFICIARIES children learning and development Greater awareness of where they are on the career pathway Greater ability to engage in continuous improvement of their competencies ECE Increased compensation and compensation alignment among early professionals education and learning settings Greater connectedness to a valued profession and to peers Increased ability to work across the region PRIMARY Greater ability to recruit, retain, recognize, and compensate ECE Managers of ECE AUDIENCES professionals professionals Fewer resources spent on re-certifying staff from other jurisdictions Greater ability to recognize, ask for, and value the competencies of Families those caring for and educating their children Improved connections and coherence across the ECE field ECE Field in our Greater reciprocity among jurisdictions Region Less turnover among ECE professionals Greater ability to engage in continuous improvement of their Informal care competencies providers (i.e. family, friend & Greater connectedness to a valued profession and to peers neighbor care) Initial steps (if desired) toward regulation Allied Greater awareness of competencies relevant for ECE professionals professionals* Greater connectedness to a valued profession and to peers Higher Greater awareness of what competencies should be identified, education taught, and observed in their degree programs Increased awareness of what competencies should be covered in PD providers their professional learning offerings (e.g., facilitators, Increased ability to serve the entire region coaches, Increased ability to communicate to ECE professionals and their SECONDARY mentors) managers how their offerings can support the workforce AUDIENCES Greater awareness of how licensing and credentialing guidelines Policymakers & can contribute to improving the competencies of the ECE workforce regulators Policy and regulatory decisions that contribute to ECE workforce development Greater awareness of how philanthropy can contribute to improving the competencies of the ECE workforce Funders Increased philanthropic support for competency-based ECE workforce development Greater awareness of how policy change and public awareness can contribute to improving the competencies of the ECE workforce Advocates Increased advocacy for competency-based ECE workforce development * e.g., home visitors, early interventionists, special educators, mental health consultants, etc.
This project seeks the following OUTCOMES for key audiences: Audience Desired outcomes of the career pathways document ULTIMATE BENEFICIARIES Our region’s children High quality early childhood experiences that foster positive learning and development PRIMARY AUDIENCES ECE professionals Greater awareness of where they are on the career pathway Greater ability to engage in continuous improvement of their competencies Increased compensation and compensation alignment among early education and learning settings Greater connectedness to a valued profession and to peers Increased ability to work across the region Managers of ECE professionals Greater ability to recruit, retain, recognize, and compensate ECE professionals Fewer resources spent on re-certifying staff from other jurisdictions Families Greater ability to recognize, ask for, and value the competencies of those caring for and educating their children ECE Field in our Region Improved connections and coherence across the ECE field Greater reciprocity among jurisdictions Less turnover among ECE professionals SECONDARY AUDIENCES Informal care providers (i.e. family, friend & neighbor care) Greater ability to engage in continuous improvement of their competencies Greater connectedness to a valued profession and to peers Initial steps (if desired) toward regulation Allied professionals* Greater awareness of competencies relevant for ECE professionals Greater connectedness to a valued profession and to peers Higher education Greater awareness of what competencies should be identified, taught, and observed in their degree programs PD providers (e.g., facilitators, coaches, mentors) Increased awareness of what competencies should be covered in their professional learning offerings Increased ability to serve the entire region Increased ability to communicate to ECE professionals and their managers how their offerings can support the workforce Policymakers & regulators Greater awareness of how licensing and credentialing guidelines can contribute to improving the competencies of the ECE workforce Policy and regulatory decisions that contribute to ECE workforce development Funders Greater awareness of how philanthropy can contribute to improving the competencies of the ECE workforce Increased philanthropic support for competency-based ECE workforce development Advocates Greater awareness of how policy change and public awareness can contribute to improving the competencies of the ECE workforce Increased advocacy for competency-based ECE workforce development * e.g., home visitors, early interventionists, special educators, mental health consultants, etc.
Washington-Region-ECE-Workforce-Network-Implementation-Plan-FINAL-2.docx