The increasingly professionalized field of early education has created new opportunities for early childhood practitioners and the people who provide them with technical assistance (TA), including trainers, mentors and coaches, professional development staff, and faculty and staff from Institutes of Higher Education.
Core Competencies for Professional Development Providers
TA Competencies for Professional Development Providers
In 2014, ECA developed the manual, with support from the Massachusetts Department of Early Education and Care, Guiding Change, Impacting Quality: A Guide to Technical Assistance in Settings Serving Infants & Toddlers, Preschoolers, and Children in Out-of-School Time Programs and their Families and a companion Self-Assessment Tool. ECA compiled research on evidence-based approaches to technical assistance and conducted nine focus groups with recognized members of the Massachusetts’ PD system in every region of the Commonwealth to develop the Guide and Self-Assessment Tool.
The purpose of the Guide is to describe and articulate the dispositions, knowledge, and skills needed by Technical Assistance (TA) providers who work in one or more of the following settings: Infant/Toddler, Pre-K, and Out-of-School Time programs. Core dispositions, knowledge, and skills (e.g. competencies) are essential for TA providers in order to support program quality, good outcomes for children and families, and to sustain effective TA.
Free copies of the Guide and Self-Assessment Tool are available to download here.