TABLE OF CONTENTS Executive Summary 2 I. Context 3 II. Project Overview 4 III. 2016-2017 Implementation Activities 9 IV. 2016-2017 Implementation Timeline & Structure 12 V. Appendices A. Steering Committee & Core Team 2015 – August 2016 13 B. Key events and activities since April 2015 14 C. Stakeholders engaged in planning phase 15 D. DC, MD, VA pathway frameworks crosswalk 16 ABOUT THIS IMPLEMENTATION PLAN This plan was prepared by FSG through the generous support of the Washington Area Women’s Foundation and its Early Care and Education Funders Collaborative. FSG Washington Area Women’s Foundation FSG is a mission-driven consulting firm supporting leaders in creating large-scale, lasting social change. Through strategy, evaluation, and research we help many types of actors — individually and collectively — make progress against the world’s toughest problems. Our teams work across all sectors by partnering with leading foundations, businesses, nonprofits, and governments in every region of the globe. We seek to reimagine social change by identifying ways to maximize the impact of existing resources, amplifying the work of others to help advance knowledge and practice, and inspiring change agents around the world to achieve greater impact. Washington Area Women’s Foundation is the only public foundation dedicated to increasing resources and opportunities for women and girls in the Washington, D.C. metropolitan area. We mobilize our community to ensure that economically vulnerable women and girls in the Washington region have the resources they need to thrive. Washington Area Women’s Foundation established the Early Care and Education Funders Collaborative in 2008, as a multi-year, multi-million dollar collective funding effort. The Collaborative is supported and directed by corporate funders and local and national foundations.
This project seeks the following OUTCOMES for key audiences: Audience Desired outcomes of the career pathways document ULTIMATE BENEFICIARIES Our region’s children High quality early childhood experiences that foster positive learning and development PRIMARY AUDIENCES ECE professionals Greater awareness of where they are on the career pathway Greater ability to engage in continuous improvement of their competencies Increased compensation and compensation alignment among early education and learning settings Greater connectedness to a valued profession and to peers Increased ability to work across the region Managers of ECE professionals Greater ability to recruit, retain, recognize, and compensate ECE professionals Fewer resources spent on re-certifying staff from other jurisdictions Families Greater ability to recognize, ask for, and value the competencies of those caring for and educating their children ECE Field in our Region Improved connections and coherence across the ECE field Greater reciprocity among jurisdictions Less turnover among ECE professionals SECONDARY AUDIENCES Informal care providers (i.e. family, friend & neighbor care) Greater ability to engage in continuous improvement of their competencies Greater connectedness to a valued profession and to peers Initial steps (if desired) toward regulation Allied professionals* Greater awareness of competencies relevant for ECE professionals Greater connectedness to a valued profession and to peers Higher education Greater awareness of what competencies should be identified, taught, and observed in their degree programs PD providers (e.g., facilitators, coaches, mentors) Increased awareness of what competencies should be covered in their professional learning offerings Increased ability to serve the entire region Increased ability to communicate to ECE professionals and their managers how their offerings can support the workforce Policymakers & regulators Greater awareness of how licensing and credentialing guidelines can contribute to improving the competencies of the ECE workforce Policy and regulatory decisions that contribute to ECE workforce development Funders Greater awareness of how philanthropy can contribute to improving the competencies of the ECE workforce Increased philanthropic support for competency-based ECE workforce development Advocates Greater awareness of how policy change and public awareness can contribute to improving the competencies of the ECE workforce Increased advocacy for competency-based ECE workforce development * e.g., home visitors, early interventionists, special educators, mental health consultants, etc.