The Early Childhood Personnel Center

The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 3. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 3:  Candidates apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices.  In partnership with families and other professionals, candidates develop and implement individualized plans and successful transitions that occur across the age span. Candidates use a variety of collaborative strategies while working with and supporting other adults.

Components:

3.1 Candidates apply teaming models, skills, and processes, including appropriate uses of technology, when collaborating and communicating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies.

3.2 Candidates use a variety of collaborative strategies when working with other adults that are evidence-based, appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and service delivery approach.

3.3 Candidates partner with families and other professionals to develop individualized plans and support the various transitions that occur for the young child and their family throughout the birth through 8 age span.

Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements.  The term learner will be used in the support materials and resources.

Purpose

The purpose of this module is to: (a) identify what learners should know and be able to do specifically to Standard 3: Collaboration and Teaming and its components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.

Objectives

After engaging with these resources, IHE faculty and PD providers will be able to:

• Identify learner outcomes specific to collaboration and teaming.
• Identify resources to integrate into the higher education curriculum and/or content for PD.
• Identify the relationship of the resources with evidence-based practices for adult learners.