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Aim4Excellence™ | Texas Department of Family and Protective Services

The Aim4Excellence National Director Credential has been approved as meeting the criteria for a Day Care Administrator’s Credential Program by the Texas Department of Family and Protective Services Child Care Licensing Division.  Individuals in Texas who have completed the Aim4Excellence credential and met additional requirements as defined in the state’s administrative code may meet the licensing requirements to be a center director.  Learn more at: http://www.dfps.state.tx.us/Child_Care/Information_for_Providers/credentialing.asp

Aim4Excellence™ | Workforce Solutions-Gulf Coast Workforce Board

Workforce Solutions-Gulf Coast Workforce Board offers the Aim4Excellence National Director Credential as a professional development opportunity for early childhood leaders. Participating center directors from the 13 counties of the Greater Houston area receive intensive support to complete the online modules and to implement the content into their programs. Course scholarships, peer group meetings, and one-on-one consultation are provided. The first Workforce Solutions cohort began the program in 2014, with new cohorts to be added annually.

For additional information and requirements, please email Yolanda Franklin, call 713.600.1124, or visit the Collaborative for Children website.

Aim4Excellence™ | Workforce Solutions Alamo

Workforce Solutions Alamo provides an Aim4Excellence National Director Credential opportunity for early childhood administrators in San Antonio and the surrounding counties.  Participants will join a cohort and receive a scholarship to complete the Aim4Excellence online modules, as well as support to help them implement the content into their programs.  Scholarships will be awarded as funding allows.

Interested participants in the San Antonio area should contact Terri Ramirez at 210.582.1542 or tramirez@wsalamo.org for additional information.

Aim4Excellence™ | Chicago Department of Family and Support Services

The Chicago Department of Family and Support Services (DFSS) has partnered with the  McCormick Center to offer Aim4Excellence cohorts to administrators of DFSS programs.

Chicago DFSS administrators work to build leadership and management skills by completing the Aim4Excellence National Director Credential online modules with the support of monthly face-to-face cohort gatherings. In addition, participants receive 15 quarter hours of college credit through National Louis University and points toward the Illinois Director Credential at no cost to them.

Read additional details or apply.

Program Administration Scale | District of Columbia Director Credential

The Institute for Early Childhood Leadership at the University of the District of Columbia administers the Washington D.C. Director Credential. Key components of the credential are academic coursework and business management and use of the Program Administration Scale (PAS). The PAS is being used to both document quality outcomes and surface areas in need of improvement.

For additional information, contact:

Kathy McKeon
The Early Childhood Leadership Institute
University of the District of Columbia
1834 11th Street N
Washington, DC 20001
(202) 986-1819
k3317@aol.com

Program Administration Scale | Wisconsin Professional Administrator Credential

The Wisconsin Professional Administrator Credential is attained by successfully completing a sequence of six courses relating to early childhood administration. The Program Administration Scale (PAS) is used in the course on Operations Management. Students read the PAS, work through each of the scales individually and in groups, and then choose six items to score their own programs and develop a plan for improvement.

For more information contact:
https://www.the-registry.org/Credentials/Administrator.aspx

Program Administration Scale & Business Administration Scale | Wisconsin YoungStar: Child Care Rating Program

Wisconsin YoungStar is a quality rating and improvement system with 5 star levels to incrementally improve the quality of child care centers, school-based early learning programs, and family child care homes. There are four categories evaluated: Education and Training of Lead Teachers and Director, Learning Environment and Curriculum, Business and Professional Practices, and Health and Wellness. Evaluation of the criteria within the Business and Professional Practices category at levels 3, 4, and 5 are informed by the use of the Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS). The PAS and the BAS are optional tools for program self-assessment at level 3.

For more information visit:
http://dcf.wisconsin.gov/youngstar/pdf/point_detail_group.pdf

http://dcf.wisconsin.gov/youngstar/pdf/point_detail_family.pdf

Program Administration Scale | Evaluation of the Tennessee Early Childhood Program Administrator Credential

Launched in 2008, the Tennessee Early Childhood Program Administrator Credential (TECPAC) is the recognition awarded to administrators who have demonstrated specific competencies for effective leadership and management through formal academics, experience, and portfolio assessment. Each year the Tennessee State University’s Center of Excellence for Learning Sciences conducts an evaluation of the credential. The Program Administration Scale (PAS) is used as a pre- and post-assessment to measure changes in program quality for the administrators who are awarded the credential. The results of the 2009-10 evaluation show that 93% of the credential completers felt that the PAS was a beneficial tool for supporting program growth. Changes in mean item scores ranged from .02 (Benefits) to 3.00 points (Staff Orientation) with a mean item improvement of 1.81. The most significant changes were related to the topics included in the credentialing training.

For further information contact:
Center of Excellence for Learning Sciences
Tennessee State University
(615)277-1651

Program Administration Scale & Business Administration Scale | Tennessee Star-Quality Child Care Program

Tennessee combines a required rated license and a voluntary quality rating system. If the administrator of a center or family child care home holds the Tennessee Early Childhood Program Administrator Credential (TECPEC) the child care program receives quality points towards a star level. The TECPEC is achieved through a combination of training based on the Program Administration Scale (PAS) or the Business Administration Scale for Family Child Care (BAS), a demonstration of administrative competency (achieving a certain score on the PAS or the BAS), and college coursework in early childhood education and program administration. The TECPEC is administered through the Tennessee Early Childhood Training Alliance.

For further information contact:
Katari Coleman, Program Director
TECTA Statewide Management Office
Tennessee State University
(615) 277-1659
Kcolemant14@tnstate.edu

 

Lin Venable, Assistant Program Director
TECTA Statewide Management Office
Tennessee State University
(615) 277-1659
lvenable@tnstate.edu

Program Administration Scale & Business Administration Scale | Tennessee Early Childhood Program Administrator Credential

The Tennessee Early Childhood Training Alliance (TECTA) at Tennessee State University Center of Excellence for Learning Sciences developed and administers the Tennessee Administrator Credential.  Key components of the credential are academic coursework, business management experience, and use of either the Program Administration Scale (PAS) or the Business Administration Scale for Family Child Care (BAS). The PAS/BAS provides a significant cornerstone as a tool for quality achievements and outcome measures. Candidates for the credential must develop a portfolio. Portfolio contents include sections relating to early childhood education as well as administrative experience and knowledge. The initial assessment using the PAS/BAS provides information for goal setting by the director/provider who is working toward the credential. Final assessment using the PAS/BAS provides a measure of goal attainment and an outcomes measure of improvements made during the credentialing process. Data are collected to determine the relationship between PAS scores, staff retention, and ERS scores.

Contact the TECPAC Program Manager for more information:
Norma Mason
TECTA Statewide Management Office
Tennessee State University
(615) 277-1636
nmason3@tnstate.edu     

Program Administration Scale | Early to Learn

United Way of Southeastern Pennsylvania was the lead agency and fiscal agent for Early to Learn: Partners for School Readiness (E2L), a five-year, $17.5 million, initiative. This project began in 2002 to address the needs of low-income children in the Philadelphia area. For the first three years, child care centers engaged in quality improvement efforts focused on the classroom learning environments. Centers were each given $30,000 for equipment, furniture, and supplies, as well as four hours of technical assistance per week. In the final two years of the Early to Learn Initiative, the charge shifted to implementing sustainability strategies. The Program Administration Scale (PAS) was used as a tool to help center administrators sustain the classroom improvements made. PAS assessments were conducted by assessors trained for reliability from St. Joe’s University. Directors received technical assistance from four different mentoring agencies based on their PAS assessments. In addition, directors received a stipend to make changes and to encourage their participation in eight monthly trainings based on different components of the PAS.

For further information contact:

United Way of Southeastern Pennsylvania
www.uwsepa.org

Program Administration Scale | Leadership Academy

The University of Oklahoma, College of Continuing Education, Center for Early Childhood Professional Development, offers leadership training and technical assistance through Leadership Academy I, II, and III. The Leadership Academy was developed specifically for administrators, directors, and managers of early childhood programs. Early childhood administrators enrolled in Leadership Academy I are required to participate in a pre- and-post Program Administration Scale (PAS) assessment. The pre-assessment is completed during the first two months of the six month program. Participants meet one full day a month for training on the leadership skills necessary to enhance the quality of care in Oklahoma. Session topics include: communication, team building, ethics, leadership traits/behaviors/characteristics, advocacy, mentoring, coping with change, discipline, and other leadership topics. Post-assessments are done six months after completing the training. Technical assistance is provided throughout the six month period, using the results of the PAS assessments, as well as information and feedback provided during the monthly classes. Data is collected and correlated for future research projects focusing on sustaining quality in our early childhood programs. Additionally, a PAS assessment is conducted at a percentage of QRIS facilities on a monthly basis as one of the approved assessments for child care centers.

For more information contact:

Susan J. Kimmel, Ph.D
Director, CECPD
1801 N. Moore Ave
Moore, Oklahoma 73160
(888) 446-7608
skimmel@ou.edu

Jill Soto, M.S.
Assistant Director, CECPD
1801 N. Moore Ave.
Moore, OK. 73160
(888) 446-7608
jsoto@ou.edu

Program Administration Scale | Oklahoma Reaching for the Stars

Oklahoma’s Quality Rating and Improvement System, Reaching for the Stars, includes a framework with criteria to enhance child care facilities in the State of Oklahoma. These criteria are designed to improve and promote quality environments for children in care outside their own homes. Reaching for the Stars has three star levels: One Star, One Star Plus, and Two Star. At the Two Star level, child care sites have an external verification visit conducted by assessors from the Oklahoma Child Care Services (OCCS) using one of three randomly selected tools for assessing program quality. The Program Administration Scale (PAS) is one of the three valid and reliable tools used for this verification.

For more information visit:
http://www.okdhs.org/NR/rdonlyres/A800CCFD-4403-46DC-90D1-D061821D9CB5/0/9939_ReachingfortheStarsforChildCareCenters_occs_07012012.pdf

 

Program Administration Scale & Business Administration Scale | Ohio Step Up to Quality

Ohio’s Step Up to Quality (SUTQ) is a voluntary, 5-level quality rating system for early childhood programs licensed by the Ohio Department of Job and Family Services. It recognizes five progressively higher levels of program quality building on the foundation of Ohio’s health and safety licensing requirements and provides supports and awards to assist programs to achieve and maintain a quality rating. SUTQ uses research-based benchmarks, including administrative practices geared to retaining highly qualified staff, to determine the Quality Achievement Awards. The Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS) are used by child care programs to benchmark the quality of administrative practices and to support ongoing program improvement efforts.

For more information visit:
http://jfs.ohio.gov/cdc/stepUpQuality.stm

Program Administration Scale | Technical Assistance Credentialing Pilot—Frank Porter Graham Child Development Institute University of North Carolina, Chapel Hill, North Carolina

Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill and the North Carolina Office of School Readiness offered a set of courses that provide professional development for technical assistance specialists in North Carolina. The role of North Carolina’s child care technical assistance workforce is critical in helping facilities maintain their current star ratings and achieve higher ratings. To enhance the skills and knowledge base of this valuable resource pool, a course on the Program Administration Scale (PAS) in addition to courses designed specifically for technical assistance specialists on the Early Childhood Environment Rating Scale–Revised (ECERS-R), the Infant Toddler Environment Rating Scale–Revised (ITERS-R), and the Family Child Care Environment Rating Scale–Revised (FCCERS-R) and NC Early Learning Standards (Foundations II) was provided.

For more information contact:
Frank Porter Graham Child Development Institute
The University of North Carolina at Chapel Hill
(919) 966-2622
http://www.fpg.unc.edu/

Program Administration Scale | Quality Maintenance Program—Smart Start of Davidson County, North Carolina

Smart Start of Davidson County uses the Program Administration Scale (PAS) as a technical assistance tool in its Quality Maintenance Program. This program provides maintenance funds to 4- and 5-star licensed child care centers to assist them in sustaining their rated license and maintaining their quality. Smart Start of Davidson County found the benefits of using the PAS in the Quality Maintenance Program are: 1) It focuses on the administration of the program; 2) It provides a framework for measuring early childhood leadership and management; 3) It serves as a self-assessment by directors of strengths and areas needing growth; 4) It defines the director’s role in supporting quality; and 5) It measures outcomes for the Quality Maintenance Program.

For more information contact:
Mary Draughn
Smart Start of Davidson County
(336) 249-6688
maryd@partnershipforchildren.org

Program Administration Scale | Early Childhood Directors Leadership Institute

The Early Childhood Directors Leadership Institute is a Race to the Top- Early Learning Challenge grant to develop leadership and management skills for directors across North Carolina.  The evaluation strategies includes a pre and post PAS assessment conducted by reliable PAS assessors. Program improvement action plan based on the PAS results are then created by the director and the PAS assessor. Coaches will assist the directors in action plan goal attainment and implementation.  The directors will also participate in three multi-day Institutes for leadership professional development opportunities, networking, and additional evaluation strategies.

 

For more information contact:
Lisa Shporer
Project Coordinator½ECDLI
Child Care Resources, Inc.
4600 Park Road, Suite 400
Charlotte, NC 28209
(704) 376-6697, ext. 128

Program Administration Scale | Directors Leadership Academy

The Directors Leadership Academy is offered to administrators of child care programs residing in Mecklenburg County, North Carolina, by Child Care Resources, Inc., a resource and referral agency. The goal of the Leadership Academy is to inform administrators of best practices in program administration and provide technical assistance in achieving goals; provide intensive training on the Program Administration Scale (PAS) to guide program improvements; and to support peer mentoring relationships among administrators. As part of the Academy all centers are informally assessed using the PAS. The results of the assessment are used to guide the administrators in selecting five areas of improvement. Technical assistance provided by specialists is centered on these areas. One goal of the project is to create a network of administrators who can call on each other for support and advice. Peers are asked to meet in small groups two times each month to review goals on their improvement plans. In addition, monthly opportunities for advanced level trainings on topics related to administration are available.

For more information contact:
Gretchen Cawley
Child Care Resources, Inc.
4600 Park Road, Suite 400
Charlotte, NC 28209
(704) 376-6697, ext. 113

Program Administration Scale | Quality Initiatives and Research | Evaluation of Uniform Performance Measurement System for New York City Administration for Children and Families

In 2008, researchers at the National Center for Children and Families at Teachers College, Columbia University were commissioned to propose a uniform and comprehensive performance measurement system for all publicly funded early childhood programs in New York City. Two measures used in the citywide pilot were the PAS and the ECERS-R. To assure that the two measures capture distinct dimensions of quality, factor analysis was conducted. Two major factors emerged from the analysis. The first factor exclusively included items from the ECERS-R, while the second only included items from the PAS indicating that these two instruments capture distinct elements of program quality. The recommendations by the researchers was the NYC unified performance measurement system should use both measures as program administration and classroom quality are both important elements of an effective program.

For more information contact:

Sharon Kagan, Ed.D, Professor
Teachers College, Columbia University
National Center for Children and Families
(212)678-8255
sharon.kagan@columbia.edu

Kate Tarrant, Ed.D.
Early Childhood Research and Policy Consultant
(203)349-5837
kathleen_tarrant@yahoo.com

Quality Initiatives and Research | Evaluation of Quality New York, NAEYC Accreditation Facilitation Project

Quality New York, a NAEYC Accreditation Facilitation Project (AFP), was a comprehensive program improvement model that included two types of support for participating programs—group support activities and individualized on-site support. In an effort to better understand the impact of support on the quality of early childhood classroom and administrative practices, the Center for Assessment and Policy Development collected data from 11 programs that participated in the Quality New York project for at least 18 months and had been identified as having substantial weaknesses. The evaluation included repeated assessments using the ECERS-R and the Program Administration Scale (PAS).

The results of the study found that both individualized support through on-site consultation and group support through workshops and network meetings contributed to quality improvements but in different ways. Individualized consultation contributed to greater improvements in the classroom learning environments, as measured by the ECERS-R. Group support was strongly associated with improvement in program administration, as measured by the PAS. On average, programs improved their PAS scores by 2 or more points on over six items. The researchers state that just as important as the improvements in specific areas of administration were changes in directors’ understanding of their own leadership role. They became better organized and more focused, recognizing areas of administrative practice they needed to work on. Additionally, the teaching staff’s participation in professional development was strongly associated with improvements in their center’s PAS scores.

For more information about this research contact:

S. A. Stephens, PhD., Vice-President
Center for Assessment and Policy Development
(609)334-6904
sstephens@capd.org

Program Administration Scale | Quality New York Accreditation Facilitation Project

Quality New York (QNY) assisted New York City early care and education programs in improving teaching and administrative practices in order to reach the high-quality national standards established by the National Association for the Education of Young Children (NAEYC). As an accreditation facilitation project, QNY helped program staff, parents, and public officials better understand the value of program standards and working together toward NAEYC accreditation as a process of continuous quality improvement. QNY’s accreditation facilitation began with assessments using the Early Childhood Environment Rating Scale–Revised (ECERS-R) or the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) for classroom practices and the Program Administration Scale (PAS) for administrative practices. When programs joined the accreditation facilitation project, program administrators were provided with focused training and technical assistance on three items from the PAS that QNY found related to overall program quality improvements: Staff Orientation, Risk Management, and Internal Communications.

Program Administration Scale & Business Administration Scale | QUALITYstarsNY

The QUALITYstarsNY standards were developed to provide New York State with a common understanding of the elements of high quality in early learning and development programs. QUALITYstarsNY uses five star levels based on four categories of standards to rate programs: Learning Environment; Family Engagement; Qualifications and Experience; and Management and Leadership. The Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS) are embedded in the Management and Leadership standard as self-assessment tools.

For more information visit:
http://www.qualitystarsny.org/pdf/QUALITYstarsNY_Center-School-Based-Standards_2012.pdf

http://www.qualitystarsny.org/pdf/QUALITYstarsNY_Family-Based-Standards_2012.pdf

Program Administration Scale & Business Administration Scale | New Mexico FOCUS

FOCUS is New Mexico’s third generation of QRIS. Through FOCUS, the state’s Early Learning Standards, Early Learning Program Standards, and Early Childhood Professional Development Standards merge. Altogether, they are designed to ensure that many more children from birth through age five have access to dramatically improved early learning programs so that they enter school with the skills, knowledge, and dispositions they need to be successful. The Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS) are used as self-assessment tools to build intentional leadership practices in center- and home- based early care and education settings.

For more information visit:

https://www.newmexicokids.org/content/caregivers_and_educators/focus/docs/July_2014_FOCUS_Center_Based_Pilot_Criteria.pdf

https://www.newmexicokids.org/content/caregivers_and_educators/focus/docs/FOCUS_TQRIS_FamilyChildCare_5-9-12rev.pdf

Program Administration Scale & Business Administration Scale | New Jersey Administrator Credential

A credential for administrators was developed to provide an incentive for center directors and family child care providers to obtain professional preparation in leadership of early care and education programs. The New Jersey Administrator Credential is competency based. The required practicum includes the 4-hour training on the Program Administration Scale (PAS) or the Business Administration Scale for Family Child Care (BAS), as well as 10 hours of training on using the PAS/BAS to develop a Program Improvement Plan. Achieving an average threshold score for the PAS/BAS (3.0, 4.0, or 5.0 depending on the credential level) is required for credential renewal.

For additional information, contact:
Georgina Criado
Professional Impact New Jersey
(908) 737-4226
hallge@kean.edu

Program Administration Scale | Grow NJ Kids

Grow NJ Kids recognizes that high quality leaders are essential to an effective program. One standard in the QRIS framework, Administration and Management, embeds the Program Administration Scale at multiple levels of the QRIS as a self-assessment tool to aid administrators in designing an early learning program that provides appropriate training opportunities to staff, promotes joint planning sessions, effectively involves families and the local community in program activities, and creates a welcoming environment for all. For more information visit:

http://www.nj.gov/education/ece/guide/standards/GrowNJKids.pdf

Program Administration Scale & Business Administration Scale | Montana Best Beginnings STARS to Quality

Best Beginnings is in the fourth year of a field test for a quality rating and improvement system for Montana. Best Beginnings recognizes five levels of increasing quality. One of the standards, Leadership & Program Management, is measured by the use of the Program Administration Scale (PAS) or Business Administration Scale for Family Child Care (BAS) at the 3-star through 5-star levels. At 3 Stars, the program receives a pre-assessment from a reliable STARS assessor and develops a quality improvement plan for any subscale below a score of 3.00. At 4 Stars, the average PAS/BAS score, assessed by a reliable STARS assessor, must be 4.00 or higher and a quality improvement plan is developed for any subscale below a score of 4.00. At 5 Stars, the average PAS/BAS score, assessed by a reliable STARS assessor, must be 5.00 or higher and a quality improvement plan is developed for any subscale below a score of 5.00.

For more information visit:
http://www.dphhs.mt.gov/hcsd/childcare/bestbeginnings/documents/centersbooklet.pdf

Program Administration Scale | Missouri / Kansas Director Credentialing Pilot

Building upon a pilot project that began in 2005, the Mid-America Regional Council (MARC) located in Kansas City, Missouri sponsored a program to improve the quality of business operations within 40 early learning programs. Activities in the project included conducting assessments using the Program Administration Scale (PAS), developing quality improvement plans, and providing support to directors through topic-based networking meetings and individualized coaching. Scholarships were also available to assist participants in earning the Kansas/Missouri Director Credential.  Evaluation of the project showed positive effects in administrative practice. For more information contact:

Kyle Matchell
Mid-America Regional Council
Metropolitan Council on Early Learning
(818) 701-8230
matchell@marc.org

Program Administration Scale & Business Administration Scale | Massachusetts QRIS

Massachusetts’ QRIS defines four levels of increasing quality and is designed for center-, school-, and home-based early childhood programs. One of the quality standards is Leadership, Management, and Administration. The specific indicators in this standard are aligned with the Program Administration Scale (PAS) for center- and school-based programs and with the Business Administration Scale for Family Child Care (BAS) for home-based programs. The PAS or BAS are used as a required observation measure in the Family and Community Engagement standard as well as the Leadership, Management, and Administration standard. The PAS or BAS are used as an alternative observation measure in the Workforce: Program Staff Qualifications and Professional Development standard.
For more information visit:
http://www.mass.gov/edu/birth-grade-12/early-education-and-care/provider-and-program-administration/quality-rating-and-improvement-system-qris.html

Program Administration Scale & Business Administration Scale | Maryland EXCELS

Maryland EXCELS is a voluntary tiered quality rating and improvement system that recognizes the accomplishments of early childhood and school-age only programs and providers through a set of standards with five levels that offer a pathway to high-quality. Maryland EXCELS also recognizes child care and public prekindergarten programs that provide services over and above those outlined in the standards.  Programs that select and complete additional recognitions are acknowledged on the Maryland EXCELS website for parents.  One of the areas of recognition is completion of the Program Administration Scale (PAS) training for center-based programs or the Business Administration Scale (BAS) training for family providers. For further information contact:

http://marylandpublicschools.org/MSDE/divisions/child_care/mdexcels.htm

 

Program Administration Scale | The Maryland PAS Continuous Quality Improvement Project

The Maryland PAS Continuous Quality Improvement Project is a voluntary program for centers accredited or seeking accreditation and centers that have 60% or more lead staff participating in the MSDE Credentialing Program. This voluntary initiative, focused on program administration, is a key component in Maryland’s efforts to create high-quality early learning environments for young children. The project links continuous quality improvement with the credentialing and accreditation programs.

In Phase 1 of the project, child care center directors participate in a two-day training institute. While focusing on the Program Administration Scale (PAS), directors also receive instruction in current best practices, managing change, improvement planning, and using the PAS for continuous quality improvement. The training begins a one-year implementation process. A certified PAS assessor completes a PAS assessment, reviews the results with the director, and provides technical assistance on how improvements can be made. Based on assessment results, each director chooses the areas they want to improve over the year. A follow-up assessment is completed at the end of the year to measure progress and help to reinforce director’s understanding of how to use the PAS for continuous quality improvement. Center assessments for all directors trained in the fall 2007 and spring 2008 training classes resulted in an average initial assessment score of 3.8 on a 7-point scale. The scores for centers that have had both the initial and follow-up assessments improved on average from 3.8 to 4.5, more than half a point. For more information contact:

Audrey Smith,MSDE – Division of Early Childhood Development
Office of Child Care – Program Development Branch
200 W. Baltimore Street – 10th Floor
Baltimore, Maryland 21201
(410) 767-7591
Audrey.Smith@msde.state.md.us

 

Quality Initiatives and Research | Evaluation of Kentucky Professional Development Framework

Researchers at the Human Development Institute at the University of Kentucky conducted a study to assess the impact of the Kentucky Professional Development Framework on classroom quality and child outcomes. The Program Administration Scale (PAS) was one of the instruments used to collect data and inform the researchers and state policymakers about the effectiveness of the professional development system and the organizational factors that support or impede quality practices. The researchers found that a supportive administrator combined with teacher experience and education, the use of Professional Development Plans by the teacher, and the self-selection of training by teachers had the highest impact on classroom quality scores as measured by the ECERS-R and the Early Language and Literacy Classroom Observation (ELLCO). The results of the data analysis surfaced statistically significant relationships between the PAS items, Staff Development and Supervision and Performance Appraisal, and the ELLCO Literacy Environment Checklist, as well as with the average ECERS-R score.

For further information contact:

Beth Rous, Ed.D
University of Kentucky
Education Leadership Studies
(859)257-9115
brous@uky.edu

Program Administration Scale | Missouri/Kansas Director Credentialing Pilot

Building upon a pilot project that began in 2005, the Mid-America Regional Council (MARC) located in Kansas City, Missouri sponsored a program to improve the quality of business operations within 40 early learning programs. Activities in the project included conducting assessments using the Program Administration Scale (PAS), developing quality improvement plans, and providing support to directors through topic-based networking meetings and individualized coaching. Scholarships were also available to assist participants in earning the Kansas/Missouri Director Credential.  Evaluation of the project showed positive effects in administrative practice.

For more information contact:

Kyle Matchell
Mid-America Regional Council
Metropolitan Council on Early Learning
(818) 701-8230
matchell@marc.org

Program Administration Scale & Business Administration Scale | IdahoSTARS Quality Rating and Improvement System

IdahoSTARS is a voluntary system to improve the quality of early care and education programs and is inclusive of child care centers and family child care homes. The QRIS provides for five tiers of increasing quality. The Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS) are included in the Business Practices Standard at Tier 5. Programs complete a self-study using the PAS or the BAS and submit a program improvement plan based on the self-study.

For more information visit:
http://idahostars.org/?q=qris

Program Administration Scale | Business Administration Scale for Family Child Care | Director Mentor Program

The California Director Mentor Program is a component of the California Early Childhood Mentor Program, the largest mentoring program for child care professionals in the country and one that links improved compensation with the mentor’s professional development. Since 1988 the program has provided advanced training for experienced child care practitioners who wish to become mentors to new practitioners. Following completion of an initial course in mentoring, interested candidates make formal application to a local mentor selection committee. Those who are selected as Director Mentors are paid stipends for guiding and offering practical help to less experienced directors, site supervisors or large family child care owner/operators. Selection of Director Mentors is based on their professional qualifications, the candidates’ self-assessment using the Program Administration Scale (PAS), or the Business Administration Scale for Family Child Care (BAS) and an interview with the mentor selection committee at which the candidate discusses how the PAS or BAS might be used to help other directors improve the quality of their administrative practices. Once selected, the Director Mentors use the Program Administration Scale or the Business Administration Scale for Family Child Care as a resource in their work supporting less experienced directors and large family child care owners/operators.

For more information, contact:

Linda Olivenbaum, Director
CA Early Childhood Mentor Program
(510) 723-6625
lolivenbaum@chabotcollege.edu
www.ecementor.org

Program Administration Scale & Business Administration Scale | TQRIS

As part of the Race-to-the-Top/Early Learning Challenge, California developed a hybrid model for its statewide QRIS which includes 17 local Consortia.  There are five possible tiers in the quality rating framework with three tiers common to all Consortia and two tiers which can be individualized by the local Consortia to best meet the needs of their communities. The Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS) are included in the Core Tools and Resources which, together with the Hybrid Matrix, comprise the California Quality Continuum Framework. As part of the federal grant, data will be gathered regarding how these tools and resources are used by the Consortia. For more information visit: http://www.cde.ca.gov/sp/cd/rt/rttelcapproach.asp

Program Administration Scale & Business Administration Scale | Better Beginnings Quality Rating Improvement System

Arkansas Better Beginnings is a voluntary system for quality improvement designed for child care centers, family child care homes, and school-age programs. The Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS) are utilized to measure the Administration standard at each of three levels. At level 1, the program administrator is required to attend a “PAS Basics” or “BAS Basics” training. At level 2, a program review is completed by a certified PAS or BAS assessor. At level 3, the facility scores an overall average item score of 4.00 or higher. For more information visit: http://www.arbetterbeginnings.com/

Quality Initiatives and Research | Evaluation of Arkansas Better Beginnings Quality Rating and Improvement System

In 2010 researchers at the University of Arkansas’ Partners for Inclusive Communities conducted an assessment of the state’s Better Beginnings Quality Rating and Improvement System. The Program Administration Scale (PAS) is one of the required assessments used in Better Beginnings to achieve a quality rating. The evaluation team sought to determine whether the cut scores for the system were meaningful. Better Beginnings’ Levels 1 and 2 do not require PAS assessments while Level 3 requires a minimum score of 4.00. The researchers found that programs scoring lower than 4.00 on the PAS have teachers who are less sensitive, more detached, and less supportive of social-emotional development and have classrooms with lower overall global environmental quality ratings.

For further information contact:

Lorraine McKelvey, PhD, Assistant Professor
Partners for Inclusive Communities
(501)585-8051
McKelveyLorraine@uams.edu

Melanie Chapin-Critz, Research Associate
Partners for Inclusive Communities
(501) 686-6765
mjchapincritz@uams.edu

Quality Initiatives and Research | Evaluation of Arkansas Professional Development System

Through funding from Arkansas Department of Human Services/Division of Child Care and Early Childhood Education, the Arkansas State University Childhood Services provides training and technical assistance to support the state’s early care and education workforce. As part of these efforts, ASU Childhood Services offers training for directors and for technical assistance specialists using the Program Administration Scale (PAS).

An evaluation of Arkansas’ professional development support system was conducted by KeyStone Research Corporation using the PAS as one reliable and valid tool to measure the quality of centers that had received professional development support through ASU Childhood Services. The results of the evaluation showed that the PAS differentiated the quality of administrative practices between programs classified as meeting minimal licensing requirements, those that met the state accreditation standards classified as Arkansas Quality Approval (QA) programs, and those meeting state prekindergarten standards classified as Arkansas Better Chance (ABC) programs.

For additional information contact:

Diana Courson, Program Coordinator
Arkansas State University Childhood Services
(870) 234-2253
dcourson@astate.edu

Joyce Ann Iutcovich Miller, Ph.D., President
Keystone University Research Corporation
(814) 836-9295
joycem@ksrc.biz

Program Administration Scale | Central Maricopa Infant Toddler First Relationships

Arizona First Things First funds this infant toddler quality improvement initiative, managed by the Maricopa County Community College District. Five items on the Program Administration Scale (PAS) are being used in a pre- and post-test evaluation of the quality of organizational practices: Staff Orientation (Item 1); Supervision and Performance Appraisal (Item 2); Staff Development (Item 3); Assessment in Support of Learning (Item 11); and Administrator Qualifications (Item 22).  PAS data is collected at three points in time: prior to the beginning of the intervention, after one year, and at the culmination of the project.  For more information contact:

Christie Colunga
Early Childhood Education Faculty
Paradise Valley Community College
602-787-7731
christie.colunga@paradisevalley.edu

Aim4Excellence™ | ExceleRate™ Illinois QRIS

Beginning in July of 2016,  Illinois directors will need the Illinois Director Credential to meet the  Director Qualifications standards for the Silver or Gold Circles of Quality in ExceleRate Illinois. Directors can complete Aim4Excellence modules to meet the Education and Training in Early Care & Education Administration component of the Illinois Director Credential. Points will be notated on the participant’s Certificate of Completion for each Aim4Excellence module. View details:   http://aim4excellence.nl.edu/assets/idc_breakout.pdf

Quality Initiatives and Research | Promoting Excellence in Family Child Care

In 2010, the McCormick Center for Early Childhood Leadership, in collaboration with the Grand Victoria Foundation, developed a professional growth opportunity for a select group of early childhood leaders from across the state of Illinois. Promoting Excellence in Family Child Care was designed to provide training and technical assistance for 30 early childhood leaders in Illinois in how to use the Business Administration Scale for Family Child Care (BAS) to support providers in improving the business and professional practices of their family child care programs. A main goal of the grant was to create a cadre of technical assistance specialists to assist providers in preparing for their BAS assessment, one component of the state’s quality rating system, and understanding how to make improvements to their business practices once they received their QRS report.

As part of the project, technical assistance specialists participated in the three-day BAS Assessor Reliability training. Following the training, they conducted two BAS assessments and submitted the assessments to become Certified BAS Assessors. Several months after the initial training, the technical assistance specialists met again for two days of follow-up training focusing on mentoring for home providers and clarifying information on the administration of the BAS. Participants learned about the characteristics of effective coaches, ideas for supporting family child care providers as entrepreneurs, and strategies to promote professionalism. The participants were also given an opportunity to develop their coaching skills through practice of active listening, establishing rapport, and aligning goals. For further information contact:

Robyn Kelton
McCormick Center for Early Childhood Leadership | National Louis University
847.947. 5057

 

Quality Initiatives and Research | Supporting Directors as the Gatekeepers to Quality

In 2008, the McCormick Center for Early Childhood Leadership and the Grand Victoria Foundation joined forces to create a professional growth opportunity for a select group of early childhood leaders from across the state of Illinois. Supporting Directors as the Gatekeepers to Quality was designed to provide training and technical assistance for 30 early childhood leaders in Illinois in how to use the Program Administration Scale (PAS) to support center directors in improving the administrative practices of their early childhood programs. A main goal of the grant was to create a cadre of technical assistance specialists to assist directors in preparing for their PAS assessment, one component of the state’s quality rating system, and understanding how to make improvements to their administrative practices once they received their QRS report.

As part of the project, technical assistance specialists participated in the four-day PAS Assessor Reliability training. Following the training, they conducted two PAS assessments and submitted the assessments to become Certified PAS Assessors. Several months after the initial training, the technical assistance specialists met again for two days of follow-up training focused on mentoring for directors and clarifying information on the administration of the PAS. Participants learned about the characteristics of effective coaches, useful ideas for supporting directors in different developmental stages, and strategies to promote professional competence. The participants were also given opportunity to develop their skills in active listening, establishing rapport, and aligning goals. For further information contact:

Jill Bella, EdD
McCormick Center for Early Childhood Leadership | National Louis University
847.947. 5059

 

Quality Initiatives and Research | ExceleRate™ Illinois (QRIS)

As part of the Race-to-the-Top/Early Learning Challenge, Illinois developed ExceleRate™ Illinois, a cross-sector quality rating and improvement system designed to improve the developmental outcomes of children enrolled in early learning and development programs located in centers, schools, and family child care homes. ExceleRate™ Illinois has four progressive Circles of Quality that build upon licensing standards as the foundation of quality. The Program Administration Scale (PAS) is embedded in each of the Circles of Quality for center-based programs. At the Bronze Circle, the program administrator attends the “Getting Ready for the PAS” training. At the Silver Circle, the program administrator conducts a self-assessment using the PAS and develops a quality improvement plan for any subscale below 4.5, verified by a Quality Specialist. At the Gold Circle, the program administrator chooses four subscales (in addition to the required Child Assessment and Family Partnerships subscales) to be assessed by a state-approved contractor and achieves an overall score of 5 on each of the 6 subscales. For more information visit: http://www.excelerateillinois.com/

Quality Initiatives and Research | Chicago Department of Family and Support Services (DFSS) Program Quality Evaluation

This project was designed to support the City of Chicago’s Department of Family and Support Services (formerly Children and Youth Services) in its technical assistance efforts with Head Start and child care programs. The McCormick Center for Early Childhood Leadership provided training for 50 FSS technical assistance specialists on how the Early Childhood Environment Rating Scale—Revised (ECERS-R) and the Program Administration Scale (PAS) can be used to support program improvements at the classroom and organizational level.

In addition to the training for technical assistance specialists, the McCormick Center provided one day of training for 400 DFSS center directors to acquaint them with the ECERS-R and the PAS, the documentation needed to prepare for their on-site PAS assessment, and how they might use the ECERS-R and PAS profiles to improve classroom teaching practices and strengthen the leadership and management practices of their programs.

The McCormick Center then conducted organizational assessments using the PAS at 250 FSS Head Start programs and classroom observations of 550 DFSS Head Start classrooms using the ECERS-R. Center profiles generated from the PAS data and individual classroom profiles generated from the ECERS-R data were given to both the center directors and the DFSS technical assistance specialists. The goal of this project was to yield information to help directors develop individualized professional development plans for their teaching staff and implement strategies to improve administrative practices at the organizational level. For further information contact:

Teri Talan, EdD, JD
McCormick Center for Early Childhood Leadership | National Louis University
847.947.5060

 

Quality Initiatives and Research | Evaluation of Illinois Great START and T.E.A.C.H.

In 2005-06, the McCormick Center for Early Childhood Leadership conducted an evaluation study for the Illinois Department of Human Services (IDHS) of the state’s Great START and T.E.A.C.H. Early Childhood® professional development initiatives. The purpose of the research was to examine the program characteristics associated with utilization of these statewide professional development funds. The Program Administration Scale (PAS) was used to measure the quality of leadership and management practices at all sites. The results of this study are summarized in the McCormick Center’s spring 2007 Research Note. For additional information contact:

Teri Talan, EdD, JD
McCormick Center for Early Childhood Leadership | National Louis University
847.947.5060

 

Quality Initiatives and Research | Evaluation of the McCormick Foundation Professional Development Initiative in Chicago

As part of a professional development initiative in Chicago, the McCormick Center for Early Childhood Leadership collected pre- and post test data (2002 and 2006) on the quality of early care and education programs at ten centers affiliated with social service agencies. The evaluation included measures of classroom quality, caregiver interactions, organizational climate, and program management and leadership. The Program Administration Scale (PAS) was used to assess the quality of administrative practices. The baseline data collected were used to create a profile of the child care programs to inform and guide quality improvements efforts. The Center for Urban Research and Learning (CURL) at Loyola University was the fiscal agent for the project and provided technical assistance to the ten agency-affiliated child care centers. For additional information about this research contact:

Teri Talan, EdD, JD
McCormick Center for Early Childhood Leadership | National Louis University
847.947.5060

 

Aim4Excellence™ | Child Care Aware® of North Dakota

Child Care Aware® of North Dakota provides an Aim4Excellence cohort opportunity for early childhood leaders in North Dakota. Participants complete the Aim4Excellence online modules and receive support to help them implement the content into their programs. For additional information or to apply visit http://www.ndchildcare.org/training/aim4excellence.html

If people are interested in a North Dakota cohort, they can contact pdadvising@ndchildcare.org or call 1-800-997-8515 (press 2).

Aim4Excellence™ | Southwest Human Development | Phoenix, Arizona

Southwest Human Development provides an Aim4Excellence cohort opportunity for early childhood leaders in the Phoenix area.  Participants complete the Aim4Excellence online modules and engage in monthly face-to-face cohort meetings through which they receive guided feedback as they work through the 9-module program. For additional information or to apply, contact Mary Jamsa at 602.633.8801.

Aim4Excellence™ | Ohio Administrator Credential

The Ohio Administrator Credential (ACL) includes three levels designed to allow flexibility as well as a growth potential for early childhood leaders. The Aim4Excellence National Director Credential can be used to meet the requirements of Option 2 of the ACL.  For additional information, contact the Ohio Child Care Resource & Referral at 877.547.6978.

Aim4Excellence™ | T.E.A.C.H. Early Childhood® Indiana

Eligible Indiana residents who take the Aim4Excellence modules for credit through the University of Southern Indiana may apply for a T.E.A.C.H. scholarship to assist with the tuition costs for students completing the coursework through the University of Southern Indiana. The T.E.A.C.H scholarship will cover up to 80 percent of tuition costs, as well as fees for the module content. Visit http://www.iaeyc.org/programs-research/teach-early-childhood-indiana/ for addition information and eligibility requirements.

Aim4Excellence™ | New York State Educational Incentive Program

Eligible participants in New York state may apply for a scholarship through the Educational Incentive Program (EIP) to help defray the cost of completing Aim4Excellence. Applicants must meet EIP requirements and must take the Aim4Excellence modules for credit through National Louis University. Apply or learn more at: http://www.ecetp.pdp.albany.edu/apply.shtm

Aim4Excellence™ | Mississippi Child Care Resource & Referral Network

The Mississippi Child Care Resource & Referral Network (MSCCR&R), through funding by Mississippi Department of Human Services, provides professional development to early care and education directors across the state. Eligible Mississippi residents may apply for a scholarship to be part of a cohort through the Mississippi Child Care Resource & Referral Network to help defray the cost of completing Aim4Excellence. Applicants must complete the Mississippi Director’s Credential program and agree to 20 hours of one-on-one technical assistance as an extension to the workshops. Contact Lydia Bethay, MSCCR&R Professional Development CD Coordinator, at 866.706.8827 or email for registration instructions.

Aim4Excellence™ | Delaware Early Learning Leadership Initiative

Aim4Excellence is recognized as the director credential of Delaware and is acknowledged within the Delaware STARS QRIS.  Participants may register, pay on their own, and complete the program as a self-paced series.

Those who are interested in waiting, can add their names to the list to be contacted in the event that additional funds become available to help support the program costs. For more information, contact Maria Edgerton at maria.edgerton@nl.edu or 302.824.4926.

Aim4Excellence™ | Illinois Gateways for Opportunity Scholarship Program

Practitioners working in Illinois Department of Children and Family Services (IDCFS) licensed centers and homes can apply for a Gateways Scholarship to cover the cost of the Aim4Excellence modules when taken for college credit. Learn more at: http://www.ilgateways.com/en/gateways-scholarship-program

Aim4Excellence™ | Illinois Professional Development Funds

Illinois Child Care Resource & Referral agencies have professional development funds available (based on funding from the Illinois Department of Human Services) to help defray the expense of certain credential and accreditation fees. CCR&Rs may also have funds available for college tuition, to attend a professional conference, and/or for in-service training/consultation. Locate your local CCR&R at: http://www.ilqualitycounts.com/component/sdasearch/?Itemid=142

Aim4Excellence™ | Iowa’s Quality Rating System

Iowa acknowledges the Aim4Excellence™ National Director Credential as an accepted qualification for receiving points toward Iowa’s Quality Rating System (QRS).  Aim4Excellence has been approved as an exception to 441 Iowa Administrative Code 118.3(2) a. Learn more at: www.dhs.state.ia.us/iqrs/

Aim4Excellence™ | Early Childhood Initiatives Center In Arkansas

The Early Childhood Initiatives Center is offering Aim4Excellence leadership development cohorts in partnership with the McCormick Center. The early childhood administrators participating complete the Aim4ExcellenceNational Director Credential with the support of monthly face-to-face cohort meetings. For additional information or to apply for an upcoming cohort, contact the Early Childhood Initiatives Center at 479.273.3552.

Aim4Excellence™ | Pennsylvania Keystone Stars

The Aim4Excellence National Director Credential is recognized as meeting the Pennsylvania Keystone STARS requirements for nine-hour director credential coursework.  Participants must present proof that they have completed all nine Aim4Excellence modules for college credit when applying for the PA Director Credential certificate. Learn more at:  http://www.pakeys.org

Aim4Excellence™ | Kansas Early Childhood Director’s Credential

As part of the requirements for the Kansas Early Childhood Director’s Credential, candidates must complete coursework in leadership and management. One option to do so is to complete an approved 9-credit hour course of study in early childhood program leadership and management from an accredited college or university. The Aim4Excellence National Director Credential is approved to meet the requirement. Details are available at http://kaeyc.net/Director_Credential.html

Aim4Excellence™ | Community Foundation of the Great River Bend

The Community Foundation of the Great River Bend has partnered with the McCormick Center to offer a bi-state early childhood leadership initiative in the Iowa/Illinois Quad Cities. Area early childhood directors and aspiring directors build leadership skills by completing the Aim4Excellence National Director Credential online modules with the support of monthly face-to-face cohort gatherings. For additional information or to apply to be a part of the next cohort, contact Danen Busch at Montessori Heartland Teacher Education Center at Villa Montessori School: 309.764.7047.

In 2012, the Community Foundation conducted an evaluative study of the impact of the Aim4Excellence project on the Quad Cities Community. Read the Research Notes.

Aim4Excellence™ | Florida Director Credential

The Aim4Excellence National Director Credential certificate can be submitted with the Florida Director Credential application to substitute the required “Overview of Child Care Management” coursework. Applicants should mark the “Director Credential from another state” box on their Florida Director Credential application: http://www.dcf.state.fl.us/programs/childcare/dircred.shtml

Aim4Excellence participants who opt to take the modules for credit through National Louis University may submit their transcripts to fulfill the Florida Director Credential – Advanced Level requirements for at least two three-semester hour courses:

Florida Details

Aim4Excellence™ | Pennsylvania Department of Education ACT 48

Public school teachers in Pennsylvania are required to complete continuing professional education credits to maintain their certifications as outline in the Pennsylvania Department of Education’s ACT 48.

Pennsylvania Aim4Excellence participants who take the modules for college credit may be able to apply their credits to meet ACT 48 requirements. After completing the modules for credit, send an official unopened sealed transcript showing completion of the Aim4Excellence college courses to:

PDE Act 48 Transcript
333 Market St, 3rd Floor
Harrisburg, PA 17126-0333

For additional information visit the Pennsylvania Department of Education’s website.

 

 

Aim4Excellence™ | Illinois Director Credential

Illinois Aim4Excellence™ participants will receive points toward the Education and Training in Early Care & Education Administration component of the Illinois Director Credential.  Points will be notated on the participant’s Certificate of Completion for each module. View details:   http://aim4excellence.nl.edu/assets/idc_breakout.pdf

Aim4Excellence™ | Scholarships through Bright Horizons Family Solutions®

Bright Horizons directors may use their tuition reimbursement benefit toward the cost of the Aim4Excellence national director credential. Both the noncredit and for credit options are eligible for reimbursement. For additional information see the flyer on Bright Web: https://mybrightweb.brighthorizons.com

Aim4Excellence™ | Undergraduate College Credit through National Louis University

Participants may opt to take the modules for undergraduate level credit through National Louis University. The approved courses (5 quarter hours per course) are ECE311: Administration I – Leadership Strategies and Staff Development (Covers Modules 1, 2, and 3), ECE312: Administration II – Managing Center Operations and Finances (Covers Modules 4, 5, and 6), and ECE313: Administration III – Implementing and Evaluating the Program (Covers Modules 7, 8, and 9). Students pay an additional $360 per course and register by selecting the college credit option when registering online: McCormickCenter.nl.edu/Aim4Excellence.

Aim4Excellence™ | Undergraduate College Credit through University of Southern Indiana

Participants may opt to take the modules for undergraduate level credit through the University of Southern Indiana. The approved courses (3 semester hours per course) are EDUC 340: Special Topics Aim4Excellence™ (Covers Modules 1, 2, and 3), EDUC 340: Special Topics Aim4Excellence™ (Covers Modules 4, 5, and 6), and EDUC 490: Special Topics Aim4Excellence™ (Covers Modules 7, 8, and 9). Courses are offered at USI’s standard tuition rate. Eligible Indiana participants may apply for scholarships through T.E.A.C.H. Early Childhood® INDIANA to assist with the costs. Interested participants should contact Jennifer Mohr at jamohr@usi.edu.

Aim4Excellence™ | Graduate College Credit through University of North Dakota

Aim4Excellence participants may opt to take the modules for graduate level credit through the University of North Dakota. The approved courses (4 semester hours per course) are T&L590: Administration and Leadership in Early Childhood Education I (Covers Modules 1, 2, and 3), T&L590: Administration and Leadership in Early Childhood Education II (Covers Modules 4, 5, and 6), and T&L590: Administration and Leadership in Early Childhood Education III (Covers Modules 7, 8, and 9). In addition to completing the modules, students are required to engage in an online discussion. Interested participants should contact Jo-Anne Yearwood at joanne.yearwood@email.und.edu or call 701.777.3947 to get started.

Aim4Excellence™ | College Credit through University of Montana Western

Montana Aim4Excellence participants may opt to take the modules for undergraduate level credit through the University of Montana Western.  Three 3-sememster hour courses are offered at points in the year corresponding with the Aim4Excellence modules. Note that this coursework is available to Montana residents only. Interested participants should contact Ryann Gibson at r_gibson@umwestern.edu, or call 406.683.753 prior to registering.

Aim4Excellence™ | Montana Director Credential

Aim4Excellence has been included in the three-level director credential framework for the state of Montana. Directors can complete the Aim4Excellence modules to meet education requirements in early childhood administration at all three levels of the Montana director credential. To view the framework and how Aim4Excellence fits in, visit: http://mtecp.org/career.html  (Scroll down to the section titled “MT Director Credential.”)

Aim4Excellence™ | Indiana Paths to Quality™

Family child care homes enrolled in Indiana’s Paths to Paths to Quality™ quality rating system can complete the Aim4Excellence National Director Credential as an equivalency to meet credential requirements. Learn more at: http://www.in.gov/fssa/pathstoquality/3737.htm

Program Administration Scale & Business Administration Scale | Arkansas Better Beginnings Quality Rating Improvement System

Arkansas Better Beginnings is a voluntary system for quality improvement designed for child care centers, family child care homes, and school-age programs. The Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS) are utilized to measure the Administration standard at each of three levels. At level 1, the program administrator is required to attend a “PAS Basics” or “BAS Basics” training. At level 2, a program review is completed by a certified PAS or BAS assessor. At level 3, the facility scores an overall average item score of 4.00 or higher.

Research Project | Evaluation of Arkansas Better Beginnings Quality Rating and Improvement System

In 2010 researchers at the University of Arkansas’ Partners for Inclusive Communities conducted an assessment of the state’s Better Beginnings Quality Rating and Improvement System. The Program Administration Scale (PAS) is one of the required assessments used in Better Beginnings to achieve a quality rating. The evaluation team sought to determine whether the cut scores for the system were meaningful. Better Beginnings’ Levels 1 and 2 do not require PAS assessments while Level 3 requires a minimum score of 4.00. The researchers found that programs scoring lower than 4.00 on the PAS have teachers who are less sensitive, more detached, and less supportive of social-emotional development and have classrooms with lower overall global environmental quality ratings. For further information contact:

Lorraine McKelvey, PhD, Assistant Professor
Partners for Inclusive Communities |501.585.8051   OR

Melanie Chapin-Critz, Research Associate
Partners for Inclusive Communities |501.686.6765

Research Project | Evaluation of Arkansas Professional Development System

Through funding from Arkansas Department of Human Services/Division of Child Care and Early Childhood Education, the Arkansas State University Childhood Services provides training and technical assistance to support the state’s early care and education workforce. As part of these efforts, ASU Childhood Services offers training for directors and for technical assistance specialists using the Program Administration Scale (PAS).

An evaluation of Arkansas’ professional development support system was conducted by KeyStone Research Corporation using the PAS as one reliable and valid tool to measure the quality of centers that had received professional development support through ASU Childhood Services. The results of the evaluation showed that the PAS differentiated the quality of administrative practices between programs classified as meeting minimal licensing requirements, those that met the state accreditation standards classified as Arkansas Quality Approval (QA) programs, and those meeting state prekindergarten standards classified as Arkansas Better Chance (ABC) programs. For additional information contact:

Diana Courson, Program Coordinator
Arkansas State University Childhood Services | 870.234.2253 OR

Joyce Ann Miller, Ph.D., President
KeyStone Research Corporation | 814.836.9295

Taking Charge of Change™ | United Way of Central Iowa & Polk County Early Childhood Iowa

The United Way of Central Iowa and Polk County Early Childhood Iowa have partnered with the McCormick Center to offer the Taking Charge of Change™ leadership development program. Area early childhood administrators learn to embrace the change process through face-to-face training sessions and hands-on projects that empower them to make positive change in their programs. For additional information or to apply to participate, contact Stacy Walter at 515.321.7227.

Aim4Excellence™ | United Way of Central Iowa & Polk County Early Childhood Iowa

The United Way of Central Iowa and Polk County Early Childhood Iowa have partnered with the McCormick Center to provide an Aim4Excellence leadership development opportunity for Polk County early childhood directors. Participants take part in monthly cohort gatherings while completing the Aim4Excellence Online National Director Credential. For additional information or to apply for an upcoming cohort, contact Stacy Walter at 515.321.7227.

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