Standard 7: Topics and PD Guides

Component/Topic 7.1 Learners engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Current issues and trends in the EI/ECSE profession
  • Professional associations’ missions and professional supports (e.g., CEC, DEC, NAEYC)
  • National and state early learning standards, recommended practices, and personnel standards

Learners Who Have Mastered this Component/Topic Are Able To:

  • Improve knowledge and practice by:
    • Engaging in professional association activities
    • Accessing resources (e.g., webinars, journals)
    • Participating in learning communities with other educators and related service providers
  • Use national and state early learning standards, recommended practices, and personnel standards

Component/Topic 7.2 Learners engage in ongoing reflective practice and access evidence-based information to improve their own practices.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Reflective practice
  • Professional growth planning

 Learners Who Have Mastered this Component/Topic Are Able To:

  • Participate in evidence-based activities and training to improve professional practices
  • Reflect on their professional practice based on demonstration of personnel standards and application of research and recommended practices
  • Develop, implement, and evaluate a professional growth plan that includes:
    • Areas for growth
    • Evidence-based activities related to the areas for growth (e.g., conferences, online learning communities, library resources)
    • Mentors and mentorship experiences with opportunities for feedback
  • Formative assessment

Component/Topic 7.3 Learners exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Processes in the development of federal, provincial, state, and local policies
  • Central policy issues in EI/ECSE and implications for advocacy and policy change
  • Relationship of advocacy to systemic and policy change
  • Historical and current systems of marginalization and inequities, including implicit bias
  • Professional associations’ policy and advocacy missions

 Learners Who Have Mastered this Component/Topic Are Able To:

  • Advocate for:
    • Improved outcomes for children, families, and the profession
    • Use of evidence-based practices
    • Rights of children and families by working with decision-makers to minimize barriers
  • Access evidence-based resources to learn about issues around implicit bias and limit the impact of their own biases in interactions with children, families, and other professionals
  • Access professional organizations’ activities and resources to support their own advocacy efforts

Component/Topic 7.4 Learners practice within ethical and legal policies and procedures.Learners exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Relevant professional codes of ethics, such as:
    • DEC
    • NAEYC
    • CEC
  • Relevant legislation, such as:
    • IDEA
    • ADA
  • National, state, and/or local early learning standards, child outcomes, recommended and high leverage practices, and professional association position statements

 Learners Who Have Mastered this Component/Topic Are Able To:

  • Adhere to:
    • Professional ethics in all interactions with children, families, and other professionals
    • Legal policies and procedures
  • Report ethical and legal violations in relation to the profession and the safety of children and families

Select a Category:

Blueprint

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Faculty Forum - The Chronicle of Higher Education Archived Zoom Call: Faculty Resilience and the COVID-19 - Week 2
Frank Porter Graham Toolkit of Resources TOOLKIT: resources for early childhood faculty and instructors
Association of College and University Educators Online teaching toolkit
The Chronicle of Higher Education How to be a better online teacher advice guide
SCRIPT-NC Shifting to Online Instruction and Faculty Webinars
Openstax Open access to high quality textbooks online -free
CEEDAR Center Virtual Toolkit: Easing Faculty Transition to Online Instruction​
FREE RESOURCE: Poll Everywhere for Higher Ed. Faculty Create unlimited questions for up to 40 students
CEC Webinar and Resources Teaching Special Education Online During COVID-19
IRIS Center Planning for Distance Learning: Resources: Modules, Case Study Units, Activities
The Chronicle of Higher Education, Michelle D. Miller
Going Online in a Hurry: What to Do and Where to Start
The Chronicle of Higher Education, Kevin Gannon 4 Lessons from Moving a Face-to-Face Course Online
The Chronicle of Higher Education, Heather R. Taft, March 17, 2020 How to Quickly (and Safely) Move a Lab Course Online
The Chronicle of Higher Education Coping With Coronavirus: How Faculty Members Can Support Students in Traumatic Times
The Chronicle of Higher Education, Flower Darby How to Be a Better Online Teacher (Advice Guide)
Ohio Developmental Disabilities Council Video Series: Use of Technology with Evidence Based Early Intervention
National Center on Deaf Blindness
Open Hands, Open Access video learning modules
Coursera Child Development Courses

 

Activity Bank

*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19  Enhancing Family-Provider Partnerships
Tips for Providers: Providing & Coordinating EI Remotely Tips for Providers: What to say to Families
Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) Tips for Providers: What will a Remote Visit Look Like?
Tips for Families: Receiving Remote EI Services Tips for Families Flyer .pdf What is Remote EI

Consejos para Familias .pdf What is Remote EI? (Spanish)

Tips for Families: How to prepare for a Remote EI Visit Tips for Families: .pdf Preparing for the Visit

TConsejos para Familias: .pdf Preparing for the Visit (Spanish)

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Virginia Early Intervention Professional Development Center Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf
Virginia Early Intervention Professional Development Center Tools of Trade
OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) Suite of Resources for Early Childhood Professionals
Public Consulting Group Use of telehealth in early intervention (IDEA Part C)
Protecting Student Privacy

U.S. Department of Education

Student Privacy 101

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic
CEC Hosted Webinar with Resources Teaching Special Education Online During COVID-19
National Center for Hearing Assessment & Management Utah State University Welcome to the Tele-Intervention Learning Courses
Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators Series of Podcasts: teaching online, inclusion, etc.
National Center for Pyramid Model Innovations - May Newsletter Pyramid in the Time of COVID-19