Draft – May 2016 Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 1
Draft – May 2016 Presentation Outline • TWB8 report from the National Academies • Implementation planning § National coordination and support § California structure and process § Opportunities for involvement Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 2
Draft – May 2016 Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation By the Institute of Medicine and National Research Council of the National Academies Report and Report Brief available for free download at: www.iom.edu/birthtoeight Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 Abbreviated Statement of Task How can the science of children’s health, learning, and development inform how the workforce supports children from birth through age 8? * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 Starting From the Science • “Nature” and “nurture” do not operate in parallel – a dynamic interaction among experiences (supports or stressors), genes turning on and off, and the developing brain underlies individual trajectories of development and early learning. • From birth, children’s minds are active and inquisitive, and early thinking is insightful and complex. • Relationships and interactions are central to children’s development and learning. • Domains of development (cognitive; socioemotional; physical; subject matter knowledge; general learning competencies) each have specific developmental paths, but they are also overlapping and influence each other. • In all domains, the foundations are being laid starting at birth and are continuously building, allowing for increasingly sophisticated learning. Educational practices that reflect this complexity are crucial to actively support children’s lifelong progress. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 Key Messages Children are already learning at birth. Development and learning in the early years is rapid and cumulative – and is the foundation for lifelong progress. Adults who provide for the care and education of children birth through age 8 bear a great responsibility for their health, development, and learning. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 Key Just when consistent, continuous support is so important, the systems Messages and services that children encounter – and the systems that support the adults who work with them – are fragmented. Practices and policies have often not kept pace with what we know about the sophisticated knowledge and competencies required to provide high-quality care and education for children birth through age 8. High-quality practice requires more than individual mastery of competencies. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 TWB8 Report Vision: A care and education workforce for children birth through age 8 that is unified by a foundation of the science of child development and early learning, shared knowledge and competencies, and principles to support quality professional practice at the individual, setting, systems, and policy levels. As a result: All children experience high-quality and continuity in support for their development and early learning. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 A Unifying Foundation: Essential Features of Child Development • Early foundations continuously inform future development and learning. • A dynamic interaction among experiences, gene expression, and brain development underlies development and learning. • The domains of young children’s development and early learning have specific developmental paths and also overlap and mutually influence each other. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 A Unifying Foundation: Essential Features of Child Development • Stress and adversity experienced by children can undermine learning and impair socioemotional and physical well-being. • Secure and responsive relationships with adults, coupled with high-quality, positive learning interactions and environments, are foundational for the healthy development of young children. • Conversely, adults who are underinformed, underprepared, or subject to chronic stress themselves may contribute to children’s experiences of adversity and stress and undermine their development and learning. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 A Unifying Foundation Care and education professionals need both foundational, shared competencies and differentiated, specialized competencies. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 A Unifying Foundation: Principles to Support Quality Practice • Professionals need foundational and specific competencies. • Professionals and systems need to be able to support diverse populations. • Professional learning systems need to develop and sustain professional competencies. • Practice environments need to enable high-quality practice. • Systems and policies need to align with the aims of high- quality practice. • Professional practice, systems, and policies need to be adaptive. * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 Call to Action • Recognize the complex, important role of care and education professionals. • Recognize the extensive and ongoing professional learning and other supports needed to train, retain, and recruit highly effective practitioners. • Commit to pathways that will lead us to the systems and policies that we need (rather than making do within what we have ). * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 13
Draft – May 2016 Report, report brief, and other report materials available for free download: www.nap.edu Looking Ahead: Related Ongoing Studies Committee on Supporting the Parents of Young Children Committee on Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research * Slide adapted from original slide developed by the Institute of Medicine and National Research Council of the National Academies Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California
Draft – May 2016 Implementation Planning: National Coordination and Support Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 15
Draft – May 2016 Implementation Planning: Purpose of the National Process • Support the development of implementation plans for a national team and five state/regional teams. § Targeting September 2016 to release plans. • Initial guidance that implementation plans would focus on a subset of report recommendations. Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 16
Draft – May 2016 Implementation Planning: National Structure & Process • Coordinated by the National Academy of Medicine’s (NAM) Innovation to Incubation (i2I) Division • Three meetings of state/region “core teams”: § February (Washington, DC), May (Irvine, CA), July (Washington, DC) § Teams from California, Illinois, Virginia, Washington, and DC-Maryland-Northern Virginia § Time for Core Teams to work within teams and share across teams, with assistance from NAM staff • One to two meetings per year in future years (possible) Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 17
Draft – May 2016 Implementation Planning: California Structure and Process Transforming the Workforce for Children Birth Through Age 8 (TWB8) in California 18
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