Director Credential
Policies and Procedures
Pennsylvania Early Learning Keys to Quality
12/30/2010
PA Director Credential
Policies and Procedures
12/30/10
2
Table of Contents
Table of Contents ...................................................................................................................... 2
Introduction and Rationale ........................................................................................................ 3
Application Process .................................................................................................................. 5
Approaches to Obtaining the Director Credential ..................................................................... 6
Renewal Guide ......................................................................................................................... 7
Appendices
Appendix 1: The Pennsylvania Director Credential ....................................................... 8
Appendix 2: Terms ........................................................................................................ 15
PA Director Credential
3
Policies and Procedures
PENNSYLVANIA DIRECTOR CREDENTIAL
Introduction and Rationale
Pennsylvania Director Credential is designed to provide a standard by which to measure
program and fiscal management and leadership abilities of early childhood and school-age
directors and administrators. It is also a requirement of Keystone STARS continuous quality
assurance program at the STAR three level. There are eight core knowledge areas and
seventy-eight learning objectives for the Director Credential. Qualified early childhood and
school-age professionals who do not participate in Keystone STARS program may take the
Director Credential course from approved higher education institutions
(http://www.pakeys.org/pages/get.aspx?page=Career_Degrees
) and apply to Pennsylvania Key
for award of the Director Credential certificate upon completion of the coursework or through the
Director Credential Portfolio submission option.
Administering an early childhood or school-age program is a complex job that requires
extensive skills, competencies, and knowledge of how children grow and learn; an
understanding of child development, program administration, personnel supervision, leadership
and job-related experience. Program directors are keys to providing quality and exemplary early
childhood and school-age programs. The expectation that directors and administrators of these
programs be well educated and credentialed
is gathering momentum around the nation. In
keeping with this growing national trend, Pennsylvania has developed the Director Credential
program offered through
approved institutions of higher education. The Director Credential
coursework validates what program directors may already know and are doing; while
challenging them to think and reflect about their work in creative and innovative ways.
As Pennsylvania continues to invest in early childhood education and school-age programs, and
families continue to seek quality developmental and learning experiences for their children; it is
critical that the field continues to expand leadership opportunities and promote program
outcomes and competencies for those administering these programs. Research has tied
program quality to director qualifications, skills and competencies (Fukkink, Ruben and Lont
Anna (2007); D. Muijs, C. Aubrey and A. Harris (2004); Jill Bella and P.J Bloom (2003); P. J.
Bloom and M. Sheerer (1992)). Increased demands today for program quality and
accountability necessitates that early childhood and school-age program directors undergo
tailored and high-quality professional development opportunities in leadership, program
management and family engagement. Pennsylvania Director Credential is designed to provide
for and be recognized as a standard by which to measure and validate the abilities and
competencies of directors and administrators to administer high quality early childhood and
school-age programs. Additionally, it represents a level of personal and professional
accomplishments of directors and administrators, their professional contributions through
demonstrated leadership and active engagement in professional endeavors beyond the scope
of the daily operation of an early care and education or school-age program.
Rationale (i) Management Knowledge, Competencies and Skills:
Effective administration of an early childhood and school-age care programs necessitates a
strong understanding of and foundation in basic business and management principles, including
how to effectively manage and supervise program staff. “The leadership role of the program
director or administrator is critical to the provision of high quality programs” (Pennsylvania
CBK/PDR – Knowledge Area 8). As the individual responsible for the creation of efficient
12/30/10
PA Director Credential
4
Policies and Procedures
management systems to implement the program mission and a learning environment that
promotes the optimal growth and development of children, a variety of skills is needed. A
program that is efficiently and effectively administered creates an environment that promotes
high quality early childhood and school-age services for children and their families, and attends
to the developmental and learning needs and desires of children, their families and staff.
“Administrators need a solid foundation in the principles of management, including how to
establish systems for smooth functioning and how to manage staff” (Pennsylvania CBK/PDR –
Knowledge Area 8). Therefore, a commitment to acquisition of good business and management
knowledge base and practices as well as the development of strong management competencies
is very essential to providing quality experiences to children and their families..
Rationale (ii) Work Experience:
On-the-job experience is widely recognized as an important influence on a professional’s career
development. It also provides a basis for evaluating effective and ineffective practices. The
work site is a powerful laboratory for learning and translating knowledge into deep, reflective
understanding the needs of young children and their families and for skills development.
Experience needs to be managerial and supervisory in nature and scope in an early learning or
school-age care settings. Work experience and managerial/supervisory responsibilities includes
educational, fiscal, facility, food program management, curriculum development and
implementation, regulatory compliance management, hiring, supervising and mentoring staff,
family support, marketing and public relations, leadership and advocacy.
Rationale (iii) Professional Contributions:
An effective administrator demonstrates leadership, as members of the early childhood and/or
school-age profession, through active engagement and participation in professional endeavors
beyond the daily routine of managing a program. Successful and effective directors identify and
involve themselves as members of the early childhood or school-age community. They work as
collaborators and leaders in the professional community to improve programs and enhance the
quality of children’s developmental and learning experiences. Administration, leadership and
supervision require an active involvement in the field, such as the development and
implementation of a systematic, intentional advocacy plan and demonstrated competence in
articulating and engaging in informed advocacy for children, their families and the profession.
Such advocacy endeavors will include advocating for sound professional practices and public
policies for availability of accessible and high quality early childhood and school-age programs
that foster positive development and sound foundation for learning for children.
Rationale (iv) Commitment to Lifelong Learning:
The early childhood or school-age program director is a model of lifelong learning and
continuous quality program improvement. Active engagement in continuous, collaborative
learning to inform practice is very essential. Research is very compelling about the positive
effects on programming and children when professionals receive relevant professional
development and education (Jill Bella and Paula Jorde Bloom, 2003, 1992). Early childhood and
school-age program directors or administrators should indicate a strong orientation towards
inquiry, reflective practice, self-motivation and continuing education both for themselves and
their staff with positive effects on program management and staff supervision which, in turn,
translates into positive outcomes for children.
12/30/10
PA Director Credential
5
Policies and Procedures
Approaches to Obtaining the PA Director Credential
Qualified professionals of early learning or school-age programs in Pennsylvania seeking to
obtain the Pennsylvania Director Credential have some options for achieving the requirements
of the Director Credential. These individuals may obtain the Director Credential in one of two
ways; either through approved coursework from higher education institutions or through the
portfolio submission option as detailed below:
I. COURSE WORK
Take college credit courses from an approved director credential institution of higher
education. (http://www.pakeys.org/pages/get.aspx?page=Career_Degrees
)
a. Qualified professionals with Associate degrees are required to enroll in the Director
Credential courses that are offered
i. for college credit.
b. Qualified professionals with Bachelor’s degrees or above are required to take the
Director Credential course
i. for college credit.
c. Qualified candidates, who successfully complete the Director Credential coursework
at an approved higher education institution, submit application for award of credential
with a non-refundable application processing fee of $25.00.
II. PORTFOLIO
Qualified candidates with a Bachelors degree or above may earn the Director Credential
through a portfolio assessment option instead of taking the Director Credential courses from
approved higher education institution.
The Portfolio represents evidence of professional development and demonstrates a candidate’s
competency in the eight core knowledge areas as a director of an early childhood or school-age
program. The Portfolio protocol is designed for experienced directors/administrators who have
acquired competency through prior learning and life experience. It involves documentation of
knowledge, skills and attitudes through submission of artifacts and reflective discussion about
the learning process. The review process is largely based on this compilation of documents.
Documents and materials in the portfolio will be rigorously assessed by the Director Credential
Peer Reviewers to determine whether the candidate has attained a sufficient level of
competency to be awarded the Director Credential without formal training and coursework.
Directors and administrators should have an understanding of the Director Credential “Core
Knowledge Areas” and learning objectives before deciding to submit a portfolio for assessment.
The Core Knowledge Areas are: Child Growth and Development, Curriculum, Learning
Environment and Experiences, Families in Society, Child Assessment, Communication,
Professionalism and Leadership, Health, Safety and Nutrition, and Program Organization and
Administration.
a. Candidate submits a portfolio for assessment to Pennsylvania Key.
b. Details of the Director Credential Portfolio submission option can be
assessed and downloaded from PA Keys’ website.
(http://www.pakeys.org/pages/get.aspx?page=Career_Degrees
)
12/30/10
PA Director Credential
6
Policies and Procedures
Application Process
The Director Credential process comprises five phases:
• Inquiry
• Candidacy
• Portfolio Review/Assessment
• Director Credential Application
• Credential Renewal
Phase I: INQUIRY
Prospective candidate, upon inquiring about the Director Credential and/ or portfolio process,
are directed to the Pennsylvania Key’s website for downloadable information that will include the
Director Credential Policies and Procedures, Application, the Director Credential Learning
Objectives and a list of approved Director Credential program institutions of higher education.
Phase II: CANDIDACY
There are two options to obtain the Pennsylvania Director Credential certificate. Candidate
reviews the application materials and decides to apply to either enroll in the Director Credential
course of study at an Office of Child Development / Pennsylvania Key’s approved college or
university or submit a portfolio for assessment in lieu of the coursework.
Phase III: Director Credential Application
Candidate applies to Pennsylvania Key for award of the Director Credential certificate upon
successful completion of the Director Credential course work at an approved Director Credential
program institution of higher education, and meets education and experience requirements as
stated in the Initial (Practitioner) Application.
Phase IV: Portfolio Review and Assessment
Upon deciding to apply for the Director Credential through portfolio submission option,
candidate submits completed application form with portfolio and all supporting documents to
Pennsylvania Key for assessment and review by the Director Credential Peer Reviewers. The
Director Credential Reviewers assess portfolio applications and make recommendations to
Pennsylvania Key to award, defer or deny the Credential. Pennsylvania Key awards the
Director Credential to individuals who have successfully met the requirements necessary to
obtain the credential.
Phase V: Director Credential Renewal
The Director Credential is valid for five years from the date of award of the initial credential, after
which it is renewable every five years.*
________________________________________________________________________
* Director Core Certificate (now Pennsylvania Director Credential) awarded prior to July 1, 2006 will be
renewed as Pennsylvania Director Credential Certificate, effective June 30, 2010.
12/30/10
PA Director Credential
7
Policies and Procedures
Director Credential Renewal Guide
1. Submit to PA Key a completed renewal application form with a $125.00 non-refundable
fee.The Director Credential Renewal application requires that you provide documentation of
the following:
9 PA Director Credential awarded by PA Pathways OR PA Key. (Attach copy)
9 Professional Development Requirement - When considering how to plan for your
professional development, make sure to plan for this intentionally. Use your site’s CQI plan,
your PDR, your strategic plan, Professional Reflection Tool or any other sources of evidence
that support your professional growth while keeping your program’s identified needs in mind.
• 3 credit college course- Suggested courses may include: NISL-ECELI, Action
Research, Leadership, etc. West Chester University will award 3 graduate academic
credits to those interested for complete participation in the NISL/ECELI.
• In order to meet your 90 hours of professional development, your primary source of
evidence in analyzing your areas of growth should be your PDR. Event topics you
may want to consider when looking for community based/non-credit PD may include
the following:
o Developing a risk management plan
o Developing and implementing a strategic plan
o Marketing strategies
o Budgeting
o Topics on Human Resource Management
o Topics on supporting families
o Topics on cultural competency
o Mind in the Making (MITM)
o Inclusive Practices
o Links to Learning Series (School Age Topics)
o Using Portfolios to Bring Out the Best in School-Age Children
o Implementing an Action Research Project (Documentation Tool in
Appendices)
o Working with non-profit boards
o Grant Writing/Fundraising
o Leadership
o Advocacy
o Program Accreditation- (Note that if you select this topic, you will need to
have a letter from your local AEYC or other accrediting body to verify your
hours and the tasks you personally accomplished during the accreditation/re-
accreditation process.)
9 Develop professional goals and pedagogy statement using the Director’s Professional
Reflection Tool with Rubric (see appendices in Director Credential Renewal Application on
PA Key’s website – http://www.pakeys.org/pages/get.aspx?page=Career_Degrees
)
12/30/10
PA Director Credential
8
Policies and Procedures
9 Submit five sources of evidence of your professional contributions to the field in the last five
years. Each documentation should be in a 150-word, double-spaced typed format and
includes the purpose, activity, participants/audience and outcomes related to the activity
(see details in the appendices of the Director Credential Renewal Application).
9 Provide documentation of current membership in an early childhood professional
organization at the local, state, or national level.
2. Complete application must be received 90 days prior to expiration date on Director
Credential certificate.
3. Completed renewal application, all supporting documentation, and a $125 non-refundable
renewal application fee must be submitted to:
Pennsylvania Key
Director Credential Program
200 N. Third St., 3rd Flr.
Harrisburg,
PA 17101
The Pennsylvania Key will process, verify, and assess the application and supporting
documentation. If approved, applicants’ Credential will be renewed.
12/30/10
PA Director Credential
9
Policies and Procedures
NAME
(Please print)
STREET ADDRESS
CITY, STATE AND ZIP
TELEPHONE E-MAIL
INSTITUTE START DATE AND LOCATION
PRIOR to the Institute, notify the COE Office of Grants & Partnerships that you want to
receive graduate credit by contacting Charlotte Harris at [email protected] or 610-
430-4172.
AFTER you have completed day five of the Institute, submit the following with this
application form:
• A check in the amount of $555.00 payable to WCU College of Education
• Verification of Institute attendance and completion of Institute requirements
Submit to: WCU College of Education, Office of Grants and Partnerships,
Recitation Hall 201, West Chester, PA 19383
The Department of Early and Middle Grades will register you for ECE 598 (Workshop in
Early Childhood Education: Early Childhood Executive Leadership) and will award you
three credits for the course. The course will be posted to your transcript.
Please note: Graduate credit will be awarded through WCU’s portfolio assessment
process. If you intend to transfer ECE 598 to another institution, it is your
responsibility to check their policy regarding graduate credit through portfolio
assessment.
Student Signature Date
12/30/10
APPLICATION FOR GRADUATE CREDIT
FOR THE PIL-NISL EARLY CHILDHOOD
EXECUTIVE LEADERSHIP INSTITUTE
For COE use:
Amt received $_______ Date__________ Staff Initials__________
Date course posted to transcript_______________ Faculty
Initials__________
PA Director Credential
10
Policies and Procedures
APPENDICES
APPENDIX 1: The PA Director Credential
A growing body of research on child and brain development, demonstrates that high quality
early education programs improve children’s school readiness and later outcomes in school and
in life. Over the last decade or more, the early childhood research and literature has also
confirmed that the director’s or administrator’s leadership and administrative abilities are primary
indicators and cornerstone for growing a quality program and that directors and administrators
of children’s programs play a critical role in the production of high quality developmental and
learning experiences and services for children and families.
1
The Early Childhood or School-Age program director or administrator is the individual
responsible for planning, implementing, directing and evaluating the ongoing daily operation of
the program, and supervision of curriculum and of staff. The role and responsibilities of the
program director or administrator covers both leadership and management functions. The
leadership functions of the program director include helping the organization clarify and affirm
values, articulate a vision, set program goals and plan implementation of program goals. The
managerial functions of a director involve the day to day operational tasks and setting up
systems to implement the organization’s mission.
Included in the functions of the program administrator are the following:
• Pedagogy – The director creates an learning community for children and adults that
promotes optimal child development and healthy families.
• Organizational development and systems – Establish systems for smooth program
operation; manage and motivate staff to implement the program’s mission; plan and
manage the program’s finances; manage change within the organization and establish
systems to monitor, analyze, assess program performance and manage the physical
facility.
• Human Resources – Recruit, hire, supervise, develop and establish mechanisms for
retaining staff and be a role model for staff in affirming program values and promoting a
shared vision.
• Collaboration – Establish partnerships with program staff, families, board members,
community representatives, civic leaders, and other stakeholders to design and improve
services for children and families.
• Advocacy – Take action and encourage staff and others to work on behalf of high-quality
programs and services that meet the individual needs of children and families.
2
1
Fukkink, Ruben G. and Lont Anna (2007), Does Training Matter? A Meta-Analysis and Review of Caregiver
Training Studies in Early Childhood Research Quarterly, Vol.22, No.3; M. Welch-Ross et al.,(2006) “Improving
Connections Between Professional development Research and Early Childhood Policies,” in “Critical Issues in
Early Childhood Professional Development, ed. M. Zaslow and I. Martinez-Beck, M. Muijs et al., (2004) “Effective
Leadership and Management in Early Years”; Bloom, P.J. and M. Sheerer (1992) “The Effect of Leadership
Training on Child Care Program Quality”, Early Childhood Research Quarterly
, 7.
2
NAEYC, 2005, Early Childhood Program Standards and Accreditation Criteria.
12/30/10
PA Director Credential
11
Policies and Procedures
The way a program is administered affects all the interacting complex components within the
program. High quality programming requires effective governance structures, knowledgeable
and excellent leadership and well-functioning administrative policies, procedures, and systems.
Effective administrators of early childhood and school-age programs create an environment that
facilitates the provision of high quality early education and developmental experiences for
children. They must have a clear, informed vision of what they want their program to become
and encourage, motivate and lead the program staff to develop and implement realistic and
purposeful goals as they explore the possibilities of achieving and maintaining program quality.
The PA Director Credential is, therefore, designed to provide for, measure and validate the
program management, fiscal management, leadership and advocacy skills necessary to
administer high quality early childhood and school-age programs. In addition, it represents a
level of personal and professional accomplishment of directors and administrators, and their
professional contributions through demonstrated leadership and active engagement in
professional endeavors beyond the scope of the daily operation of a program. Effective
administration also includes excellent communication strategies among all involved people,
positive community relations, fiscal soundness, a supportive workplace with stable staff and
attention to the needs and working conditions of all program personnel.
12/30/10
PA Director Credential
12
Policies and Procedures
DIRECTOR CREDENTIAL LEARNING OBJECTIVES
There are eight core knowledge areas and seventy-eight competencies/learning objectives in
the Director Credential program.
Candidates completing requirements for PA Director Credential will be able to:
KNOWLEDGE AREA 1: Child Growth and Development
D1C2 Use/demonstrate knowledge of domains of child development to meet the
developmental needs of all children, including early childhood ages, school-aged,
children with special needs and diverse backgrounds
D1C2 Use/demonstrate knowledge of brain development to facilitate children’s learning, socio-
emotional development, and self-regulation
D1C2 Adopt the systems in place used to support reciprocal communication strategies with
families about child development including individual children’s abilities, interests, and
needs
D1C2 Use information about program schedules and curriculum responsive to individual
needs of children and families to inform decisions
D1C2 Illustrate/apply the ways in which evidence based practices support child development
through program scheduling, creation of responsive curriculum, and play
D1C2 Select appropriate grouping of children, staff assignments, and transitions based on
children’s age, development, culture, language, and ability differences
D1C3 Develop and evaluate program curriculum and environments using the PA Early
Learning Standards and the State Academic Standards as a framework based on the
developmental needs of the children in your care
D1C3 Evaluate appropriateness of program curriculum in terms of PA Early Learning
Standards and the State Academic Standards as it applies to each child
D1C3 Create expressive experiences aimed at progress and mastery
KNOWLEDGE AREA 2: The Environment, Curriculum, and Content
D2C2 Adopt intentional, evidence-based framework to design environments, curriculum, and
teaching strategies or modify existing ones based on the Early Learning Standards and
the Academic Standard; and targeting children’s approaches to learning through play,
social interactions, creativity, initiative, persistence, problem solving, and decision
making
D2C2 Provide opportunities for teaching staff to implement the intervention strategies and
content goals in children’s Individual Education Plans (IEPs) and Individual Family
Service Plans (IFSPs), daily activities and routines; and cooperate with early
intervention and special education personnel in support of children with differing abilities
D2C2 Document and communicate the ways in which environment and curriculum support play
and enhance children’s connectedness, pro-social development, and foster children’s
self esteem, confidence, competence, and self regulation
D2C3 Create opportunities for staff and families to generate individual learning goals for
children which include play experiences
D2C3 Collect data and analyze learning environments to ensure that accommodations and
adaptations are consistent with the needs of all learners
D2C3 Analyze a variety of curriculum models and advocate for developmentally effective and
evidence-based programming
D2C3 Create supportive systems for ongoing evaluation and continuous quality improvements
to the curriculum, including the learning environment
12/30/10
PA Director Credential
13
Policies and Procedures
D2C3 Design and implement learning environments based on principles of universal design
that are responsive to children’s ages, abilities, interests, home culture, and language
and support the adaptations and accommodations of children’s Individual Education
Plans (IEPs) and Individual Family Service Plans (IFSPs)
D2C3 Evaluate program staff’s current teaching-learning skills and strategies and
cooperatively design ways to support their professional development, extend their
learning and enhance their teaching-learning effectiveness
KNOWLEDGE AREA 3: Families in Society
D3C2 Implement multiple strategies and create varied opportunities to work collaboratively
with families, school districts and other stakeholders
D3C2 Use/demonstrate an understanding of the impact of poverty and disability on child
development and family systems to provide quality services
D3C3 Design and apply multiple strategies to involve families in the program, including, but
not limited to, conferences, parent handbooks, group activities, and community events
D3C3 Create and implement a plan describing procedures that include families in the referral
process to appropriate social, mental health, educational wellness and medical services
D3C3 Design and implement plans and procedures using multiple strategies to involve and
work collaboratively with diverse families in a variety of ways including: engaging
families, addressing barriers, facilitating referrals to schools, responding to diverse
community interests, and mobilizing community resources
D3C3 Use/apply an understanding of diverse family cultures to evaluate ways to enrich
program offerings, materials, staff-child groupings, school readiness, and seamless
transition strategies
D3C3 Evaluate challenging family issues including, but not limited to, divorce, abuse,
unemployment, deployment, and inclusion, and create and utilize multiple, strength-
based strategies to educate and assist families and staff with these issues
KNOWLEDGE AREA 4: Child Assessment
D4C2 Support teaching staff in the application of/Apply appropriate methods of child
assessment in line with Early Learning Standards, Academic Standards, Assessment
Anchor Content Standards and Pennsylvania required child assessment systems
D4C2 Assist staff in utilizing child assessment data in curriculum planning with reference to
the Early Learning Standards and Academic Standards
D4C3 Design and implement staff professional development plans for improving staff
assessment skills and implementation of assessment procedures to improve program
quality and professional practices
D4C3 Evaluate all assessment tools to ensure that they are fair and free of cultural and
stereotypical biases
D4C3 Design and implement strategies to build partnerships with families for effective child
assessment
D4C3 Evaluate child assessment data to recognize when further evaluation by another
professional is indicated
D4C3 Create strategies to support staff’s use of formative, summative, benchmark and
diagnostic assessments, including child observation, in making decisions about
curriculum design and teaching strategies based on assessment data
12/30/10
PA Director Credential
14
Policies and Procedures
KNOWLEDGE AREA 5: Communication
D5C2 Navigate Pennsylvania’s diverse systems of communicative technologies which
provides practitioners with professional data such as: Early Learning Network (ELN)
system and the Pennsylvania Key website, www.pakeys.org
D5C2 Apply effective techniques and resources to communicate and negotiate across
potential cultural and linguistic barriers (e.g. both verbal and print messages,
translations into primary family language, signing and/or assistive devices as
appropriate)
D5C3 Design strategies to provide opportunities for team discussion and decision-making with
staff and families
D5C3 Design and implement an evidence-based framework for responsive internal and
external communication with diverse families, staff, children, schools, and communities
that addresses various communication styles, elaborates resources, recognizes
barriers, uses current technology, and models cooperative communication for mediating
challenging situations
D5C3 Develop a framework for reciprocal communication with families to learn about
children’s individual abilities, interests, and needs
D5C3 Analyze and evaluate program communication components to determine systems
functionality, communication patterns, opportunities, and barriers, and continuous
improvement strategies
D5C3 Analyze program approaches with sensitivity to meeting the needs of diverse families
including ELL, families with low socio-economic opportunities, families from various
cultures, families leading alternative lifestyles, and families who have ability differences
to refine, modify, and improve communication
KNOWLEDGE AREA 6: Professionalism and Leadership
D6C2 Demonstrate professional behavior and skills
D6C2 Demonstrate ethical behavior, set standards and expectations for staff and act as role
model
D6C2 Use available local, state and national resources that establish regulatory and
professional standards for quality programs
D6C2 Apply multiple strategies to promote professionalism among staff, including participatory
management style that values knowledge and experience of all staff members
D6C2 Build linkages which support children’s needs with early intervention and special
education personnel
D6C2 Apply privacy and confidentiality practices to all real-life situations, including, but not
limited to, developing program policy, staff professional development and record
keeping system
D6C2 Demonstrate the ability to design and use action research that can be used to improve
individual or program quality, inform practice, remediate problems, and discover
solutions for challenging situations
D6C2 Apply organizational theory and use the appropriate leadership style to lead staff
through the processes of program evaluation, quality improvement, and professional
development
D6C2 Apply knowledge of credentialing, teacher certification and induction to be used when
mentoring and advising program staff on their professional growth and development
D6C3 Support staff in the use of the PA Professional Development Record, referencing the
Career Lattice to advance professional development
12/30/10
PA Director Credential
15
Policies and Procedures
D6C3 Create a philosophy on early childhood education based on current child development
and family research, and best practices
D6C3 Create a vision and mission for a high quality program for children and families
D6C3 Lead and support staff in implementing the program vision and mission through
interpretation and communication of the programs’ philosophy to advocate for children,
families, staff, and board, if applicable, to meet strategic goals
D6C3 Evaluate personal values, skills, and leadership styles
D6C3 Advocate for children, families, and the early childhood community to appropriate stake
holders and decision makers
D6C3 Systematically create and maintain a professional, inclusive, collaborative and trusting
environment in the workplace
KNOWLEDGE AREA 7: Health, Safety, and Nutrition
D7C2 Develop and implement an evidenced based framework to ensure compliance with
current health, safety, and nutrition standards including, but not limited to:
• monitoring health and safety
• mandated reporting
• nutrition records and practices
• identifying community health resources
• ensuring appropriate exchange of staff and child health information
• preparing safety and emergency management plans
D7C2 Identify and use community health resources to benefit children, families, staff and the
program
D7C2 Develop procedures to ensure appropriate exchanges and maintenance of staff and
child health information
D7C3 Develop, implement, and assess programs and policies that are compliant with local,
state, and national standards, and best practices and include health activities in daily
curriculum for every child
D7C3 Evaluate policies and procedures for continuous monitoring of the environment, both
indoor and outdoor, for health and safety hazards
D7C3 Analyze policies and support systems to minimize staff illness and injury
D7C3 Evaluate program menu and food policies to ensure nutritional value of snacks and
meals; and inclusive of children’s nutritional needs
D7C3 Assess current practices for effectiveness and conformity with national health and
safety standards for child care (Caring for Our Children, American Academy of
Pediatrics, American Public Health Association, Maternal and Public Health Bureau,
Health Resources and Services Administration,
United States Department of Health and Human Services) and institute corrective
actions where needed, including determining the need for, obtaining, and using the help
of outside expertise
KNOWLEDGE AREA 8: Program Organization and Leadership
D8C2 Organize program operations based on the programs’ vision, mission and strategic plan
D8C2 Cultivate multiple strategies for staff hiring, developing, motivating, retaining and
appropriate separation that are in compliance with applicable state and federal
hiring/labor laws, anti-discrimination laws, tax codes, contracts liability, and ADA
D8C2 Convene and facilitate staff meetings to support program priorities and promote positive
group dynamics
D8C3 Create and monitor a program budget based on needs and resources
12/30/10
PA Director Credential
16
Policies and Procedures
D8C3 Develop and communicate policy and procedure documents that are compliant with
local, state and national standards, and best practices
D8C3 Create a mechanism for making decisions critical to program operations
D8C3 Design, implement, and evaluate models for staff supervision
D8C3 Supervise and evaluate staff performance based on job descriptions, staff policies and
the Core Body of Knowledge (CBK) , and cooperatively formulate individual plans using
the Professional Development Record (PDR)
D8C3 Assess the program operations formatively to ensure quality and compliance and to
measure the achievement designated outcomes
D8C3 Develop, review, and revise job descriptions, staff policies, and performance review
procedures as necessary
D8C3 Monitor, assess, and facilitate the professional development of staff in line with program
and individual needs
D8C3 Create systemic network among program staff for sharing and responding to
professional development information, program improvement suggestions, and other
resources to enhance program quality
D8C3 Analyze and manage fiscal operations to ensure a balance between revenue and
expenditures
D8C3 Implement and assess strategies that support all transitions
D8C3 Implement and revise (as necessary) risk management policies and procedures in
compliance with required guidelines
12/30/10
PA Director Credential
Policies and Procedures
12/30/10
17
APPENDIX 2:
Glossary of Terms
1. Candidate: An early childhood or school-age professional who submits a Director
Credential portfolio application along with supporting documents
2. Portfolio: Documentation of the candidates competency as an experienced early childhood
or school-age professional, submitted for review and assessment, in lieu of the Director
Credential coursework from an Office of Child Development & Early Learning (OCDEL) /PA
Key approved higher education institution, and include a current resume, professional
development plan, etc. (See Portfolio Guidelines for details
3. College Coursework: Courses completed in an accredited institution of higher education
that has been approved by the Office of Child Development & Early Learning (OCDEL) and
Pennsylvania Key to offer the Pennsylvania Director Credential program
4. ECE Credits: College credits from an accredited institution of higher education that have
core contents specific to Early Childhood or School-age Education
5. Competencies: There are eight (8) core knowledge areas (Competencies) which are further
broken down into seventy-eight (78) learning objectives that candidates for the Pennsylvania
Director Credential certificate must master to be assessed for the award of the credential
6. Related Degree: Related degrees include the following disciplines – Human Development,
Psychology, Sociology, Social Work, Education (excluding Secondary Education), Early
Intervention, Nursing, Home Economics/Family and Consumer Science, Recreation, Child
and Family Studies, and Business (See Pennsylvania Early Learning Keys to Quality
Career Lattice)
7. Core Body of Knowledge (CBR): The essential areas of knowledge needed for working
effectively with children, birth through twelve years of age, and their families (Access and
download from PA Keys’ website at www.pakeys.org
)
8. Experience: Experience should be managerial and supervisory in nature and scope.
Documentation of job duties and responsibilities must support an array of managerial and
supervisory responsibilities, including fiscal, facilities, food program management, hiring,
supervising and mentoring staff, staff professional development planning, curriculum
development, educational, regulatory compliance, family engagement/involvement and
support, marketing and public relations, leadership, advocacy, single or multi-site
management
9. Director/Administrator: The term “director” or “administrator” is inclusive and
represents a variety of titles used in early childhood and school-age settings to
describe the role of professionals in leadership positions.
