The Intensive Technical Assistance program of the Early Childhood Personnel Center is an 18-month program centered on the development and implementation of an integrated, comprehensive system of personnel development (CSPD) for the participating state. Each participating state will be assigned at least one Technical Assistance (TA) Consultant, who will assist in guiding the state participants through the phases of developing their CSPD.
The goal of the Intensive TA State Partnership is to build state capacity to foster professional development of the early childhood education workforce. Through this partnership, we hope to:
- Enhances knowledge and skills of practitioners and those who support them including administrators, TA providers, and faculty
- Support the implementation and sustainability of evidence-based practices
- Increase the size of the workforce skilled in providing inclusive intervention practices.
Intensive TA states will follow a 4-phase process that allows them to recruit and develop a diverse team of professionals who will address all subcomponents of a CSPD, including: (a) leadership, coordination, and sustainability; (b) state personnel standards; (c) pre-service personnel development; (d) in-service personnel development; (e) recruitment and retention; and (f) evaluation. More detailed information on the process of forming a CSPD can found on our Comprehensive System of Personnel Development page.
The ECPC has recruited and fully trained one cohort of States in Intensive Technical Assistance. Listed below as Cohort 1, these States have each created a CSPD individual to their State. The ECPC is also currently training two other State cohorts, listed below as Cohort 2 and Cohort 3. Each of these States has been assigned an ECPC-appointed TA provider, completed our strategic planning process to create a personalized vision and mission for their CSPD, and are working through action plans developed for each subcomponent. Examples of the vision and mission statements created for each of these States can be found on our Comprehensive System of Personnel Development page.
These Cohorts Are:
South Carolina, Puerto Rico
Intensive Technical Assistance-- Technical assistance (TA) as defined by the Office of Special Programs (OSEP) services are often provided on-site and require a stable, on-going relationship between the TA Center staff and the TA recipient. TA services are defined as negotiated series of activities designed to reach a valued outcome. This category of TA should result in changes to policy, program, practice, or operations that support increased recipient capacity and/or improved outcomes at one or more systems levels.
The goal of the Intensive TA State Partnership is to build state capacity to foster professional development of the early childhood education workforce that: (a) enhances knowledge and skills of practitioners and those who support them including administrators, TA providers, and faculty; (b) supports the implementation and sustainability of evidence-based practices; and (c) increases the size of the workforce skilled in providing inclusive intervention practices. Intensive TA will address all components of a CSPD, including: (a) leadership, coordination, and sustainability; (b) state personnel standards; (c) preservice personnel development; (d) inservice personnel development; (e) recruitment and retention; and (f) evaluation.
To date, ECPC has recruited and trained two cohorts of states for Intensive Technical Assistance. These cohorts are:
Cohort 1: Delaware, Iowa, Kansas, & Oregon
Cohort 2: Arizona, Nevada, Pennsylvania, Utah, & Vermont
Intensive Technical Assistance partnerships progress through a series of stages, each with a set of prospective activities and expectations, as described below:
- Orientation and introduction to the Intensive TA State Partnership.
- Identify key state stakeholders to serve on strategic planning and implementation teams.
- ECPC webinar for stakeholder / task force group.
- Develop task force norms and procedures including a calendar for planning meeting and work groups.
- Begin to explore the components of CSPD in place in the state.
- Identify data sources needed to develop the elements of a CSPD framework.
- Develop strategic plans with implementation objectives and activities for each CSPD component.
- Outline timelines, identify leaders and work group members, and assign tasks for implementation.
- Implement activities and objectives.
- Workgroups document, evaluate, and report findings and recommendations on tasks.
- Engage in problem solving activities.
- Reconvene full strategic planning group every 4 months to review progress and make recommendations to comprehensive plan objectives.
- Strategic planning group re-assesses and re-prioritizes objectives and outcomes based on results of implementation on a year basis.
- Prepare annual report of planning group process and recommendations.
- Develop an evaluation process of the state’s CSPD components.
- Strategic planning group reconvenes to evaluate CSPD and make recommendations for needed modifications and sustainability.
Intensive TA is a strategic planning process within a state to develop a CSPD with the following subcomponents:
|Leadership, Coordination, and Sustainability||1||A cross sector leadership team is in place that can set priorities and make policy, governance, and financial decisions.|
|2||There is a written multi-year plan in place to address all sub-components of the CSPD.|
|State Personnel Standards||3||State personnel standards across disciplines are aligned to national professional organization personnel standards.|
|4||The criteria for state certification, licensure, credentialing and/or endorsement are aligned to state personnel standards and national professional organization personnel standards across disciplines.|
|Preservice Personnel Development||5||Institution of higher education (IHE) programs and curricula across disciplines are aligned with both national professional organization personnel standards and state personnel standards.|
|6||Institution of higher education programs and curricula address early childhood development and discipline specific pedagogy.|
|Inservice Personnel Development||7||A statewide system for inservice personnel development and technical assistance is in place for personnel across disciplines|
|8||A statewide system for inservice personnel development and technical assistance is aligned and coordinated with higher education program and curricula across disciplines|
|Recruitment and Retention||9||Comprehensive recruitment and retention strategies are based on multiple data sources, and revised as necessary.|
|10||Comprehensive recruitment and retention strategies are being implemented across disciplines.|
|Evaluation||11||The evaluation plan for the CSPD includes processes and mechanisms to collect, store, and analyze data across all subcomponents|
|12||The evaluation plan is implemented, continuously monitored, and revised as necessary based on multiple data sources|