A Comprehensive System of Personal Development
for the early childhood workforce who serve infants, toddlers and preschool children with disabilities and their families is a necessary and integral quality indicator of an early childhood service system.
What is a CSPD?
A Comprehensive System of Personnel Development (CSPD) is a cross-sector system designed at the State-level to address the challenges faced in the Early Childhood (EC) workforce. A CSPD acts as the primary mechanism by which a State ensures that infants, toddlers, and young children with disabilities and their families are provided services by a knowledgeable, skilled, competent, and highly qualified personnel, and that sufficient numbers of these personnel are available in the State to meet service needs.
A CSPD is a statutory requirement for Part C. Although no longer a mandate for Part B, we continue to use the terminology because a CSPD has a lengthy and prominent history in the Individuals with Disabilities Education Act (IDEA). An operational CSPD, therefore, is key to promoting both effective practices and implementation of legal requirements determined by the IDEA.
The CSPD Components:
The ECPC collaborated with the Early Childhood Technical Assistant Center (ECTA) to create an Early Childhood Systems Framework for Part C and section B(619) Coordinators to evaluate their current systems, identify potential areas for improvement, and develop more effective and efficient systems that support implementation of evidence-based practices in each of six main areas. The ECPC’s work resides in the Personnel/Workforce (PN) component of this framework, which is addresses the necessity of understanding workforce capacity in order to provide timely and consistent services by prepared personnel in early childhood.
The Framework is designed to by assigning subcomponents and quality indicators to each component. Therefore, a CSPD has six subcomponents, and two quality indicators per subcomponent. These subcomponents are: (1) Leadership, Coordination, & Sustainability, (2) Personnel Standards, (3) Pre-Service Development, (4) In-Service Development. (5) Recruitment & Retention, and (6) Evaluation. Addressing each of these subcomponents, in conjunction with their quality indicators, during the development of a CSPD ensures that the system is not only comprehensive, but integrated on all levels. The subcomponents and their quality Indicators are listed below:
How Are CSPDs Developed?
An ongoing, coordinated, and strategically designed system of personnel development provides the supports needed by the other framework components. Through an intense strategic planning process, each State addresses the six subcomponents and quality indicators of a CSPD using a diverse, cross-disciplinary team of stakeholders from their State.
Thus far, 10 States have completed CSPD strategic planning developed individualized vision and mission statements, featured below, which framed their strategic planning objectives.
“To develop and sustain a cross-sector professional development system that supports a high quality workforce serving young children and their families.” - Arizona
“In three to five years, there will be a cross sector sustainable personnel and professional development system for all programs serving young children birth to five to sustain a high quality work force.” -Delaware
“Every child, beginning at birth, will be healthy and successful.” - Iowa
“The Kansas early childhood CSPD will result in positive outcomes for young children and families.” – Kansas
“Each and every child gets the great start needed to succeed from their families, communities and early learning experiences.” - Minnesota
“To create a coordinated, sustainable and inclusive system of learning for those who support the development and education of all young children.” – Nevada
“We believe that as early childhood practitioners we are collectively responsible for assuring that the young children we work with are ready for school and are building the emotional and developmental tools necessary to live a life of positive experiences. Oregon’s early intervention/early childhood special education (EI/ECSE) Comprehensive System of Professional Development (CSPD) will ensure that all EI/ECSE practitioners receive the appropriate training and support needed to provide effective services to infants, toddlers, and preschool children with special needs and their families, which will result in positive developmental and behavioral child outcomes.” –Oregon
“Highly competent and committed team supported by an integrated and inclusive professional development system that results in positive outcomes for young children and their families.” –Puerto Rico
“Un equipo altamente competente y comprometido, apoyado por un sistema integrado e inclusivo para su desarrollo profesional, que alcance resultados positivos para la niñez en edad temprana y su familia.” – Puerto Rico
“Vermont’s CCV-hosted system prepares and supports professionals to effectively engage with children, families and systems to realize the promise of every child.” - Vermont
“Provide a coordinated system of customized and applicable professional development to support the use of effective inclusive practices that enhance child outcomes and family engagement” - Arizona
“To advocate, create, and implement a statewide, comprehensive early childhood professional development system to improve quality and services for all children and families.” - Delaware
“Our Early Childhood Comprehensive System of Personnel Development will be a well-
communicated system of integrated professional development supports for early childhood professionals across disciplines that directly impact infants, toddlers, and preschoolers with and without diverse abilities and their families.” – Iowa
“In order to accomplish our vision, the Kansas ECPC Strategic Planning Team will design a cohesive personnel development system that ensures high quality early childhood programs and services leading to positive outcomes for all children and families.” -Kansas
“Because each and every child, prenatal to 5, and their families deserve high quality early care and education, Minnesota will integrate and align existing systems of personnel development in order to empower practitioners to implement and sustain the use of the evidence-based practices.” - Minnesota
“To develop and sustain a statewide system of professional learning across agencies and disciplines to improve outcomes for ALL young children and their families.” - Nevada
“We will create an integrated professional development system for all practitioners who provide services to young children with special needs age birth to five that is linked to national and state standards and integrated within existing professional development systems in our state.” – Oregon
“Design, develop and implement a formal based cross disciplinary, articulated and sustainable system with accessible professional development experiences and opportunities.” –Puerto Rico
”Diseñar, desarrollar e implantar un sistema formal, interdisciplinario, articulado y sostenible con experiencias y oportunidades de desarrollo profesional disponibles y accesibles.” – Puerto Rico
“Vermont’s CCV-hosted system aligns, integrates and coordinates personnel development to equitably prepare, support and retain qualified personnel across settings and disciplines.” - Vermont
The Implementation Model for a CSPD: