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Family-provider partnerships: Examining alignment of early care and education professional performance standards, state competencies, and quality rating and improvement systems indicators in the context of research

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This review, co-authored by researchers from Bank Street College of Education and the Erikson Institute, aims to explore associations between early care and education professional standards, professional development system competencies, and QRIS indicators. This is accomplished by systematically comparing key elements of effective provider facilitation of family-provider relationships identified through a literature review from the Family-Provider Relationship Quality project to: 1) accreditation standards from the National Association for the Education of Young Children and National Association for Family Child Care, 2) Head Start Performance Standards, and 3) promising examples of professional development system competencies and QRIS partnership indicators in Colorado and New Mexico. These comparisons are used to answer three questions: 1) How do existing professional and performance standards align with research-based elements of provider-family relationships that are associated with positive child and family outcomes? 2) What are some of the gaps in alignment across professional and performance standards and research-based elements of family-provider partnerships? 3) What are some promising examples of language in the professional and performance standards, state professional development system competencies, and QRIS indicators that could be used to fill the gaps in alignment in the professional and performance standards? This brief finds gaps in alignment across professional standards, state professional development system competencies and QRIS indicators for four key elements of provider facilitation of family-provider relationships: developing parents' competence and confidence, social networking opportunities for families, theoretical knowledge, and openness to change. Promising language from state professional development systems and QRIS, that could serve as a starting point for addressing these gaps and strengthening existing definitions is offered. (author abstract)
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Family-provider partnerships: Examining alignment of early care and education professional performance standards, state competencies, and quality rating and improvement systems indicators in the context of research [Executive summary]

Executive Summary

Professional standards and competencies for early childhood educators

Other

Promising practices in professional development related to family-provider relationships

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