FREY Training Consortium, Levels of Competence

Kent County Early Childhood
Professional Development System
Training Consortium - Levels of Competence and
Professional Development Steps

Frey Home/ Training Consortium

Levels of Competence
Kent County Frey Training Consortium Draft 3/1/200

Levels of Competence refer to a progression of knowledge, skills, and abilities important to the provision of quality care for children. These levels of competence, however, are not necessarily aligned with the Professional Development Steps. Some of the competencies may not be addressed at all in the earlier steps. These Levels of Competence have been aligned with Bloom's Taxonomy.

Awareness Level - KNOWLEDGE:
Professionals are developing an awareness of the Core Knowledge Areas. Competence may be reflected by knowledge, skills and abilities such as: recognizing, identifying, labeling, and observing.

Developing Level- COMPREHENSION:
Professionals are able to articulate Core Knowledge Areas. Competence may be reflected by knowledge, skills and abilities such as: describing, discussing, explaining, and paraphrasing.

Achieving Level - APPLICATION:
Professionals are able to apply Core Knowledge Areas. Competence may be reflected by knowledge, skills and abilities such as: demonstrating, illustrating, implementing, and applying.

Extending Level - ANALYSIS and SYNTHESIS:

Professionals are able to analyze and create based upon Core Knowledge Areas. Competence may be reflected by knowledge, skills and abilities such as: comparing, contrasting developing, relating, creating, constructing, designing, and modifying.

Advanced Level - EVALUATION:
Professionals are able to judge and advocate for Core Knowledge Areas. Competence may be reflected by knowledge, skills and abilities such as: critiquing, assessing, appraising, revising, justifying and advocating.

Kent County Frey Training Consortium Draft 3/1/2000

Professional Development Steps

Note: a suggestion to build in mentoring training for
each step is not currently included

Professional Steps	Education/ Certification or Training	Experience Required	Recommended Roles and Responsibilities
I	MI Licensing Standard (age 18+) or Vocational Education Certificate (age 17)	Minimal education and experience working in a professional setting	Entry level - works under direct supervision of a professional at a higher step.
II	CDA, Nanny certification including at least 12 credit hours in early childhood	One year experience working in a professional setting caring for children	May work under direct supervision of a professional at a higher step. May plan and implement program with guidance.
III	A.A.S. or A.A. in Early Childhood Care and Education, Special Education, or B.A. in unrelated field with 18 credits in Early Childhood Education	2 years working in professional setting caring for children	Develops curriculum, responsible for classroom management, may include program administration.
IV	B.A. with major or minor in in Early Childhood Education or ZA endorsement, or related field conforming to NAEYC standards	3 years experience working in a professional setting caring for children	Develops curriculum, responsible for classroom management, administers program, functions as a child and family advocate.
V	MA/MS in Early Childhood Education or related field conforming to NAEYC standards	4 years experience working in a professional setting caring for children	Develops curriculum, supervises program administration, functions as child and family advocate. Provides training to other professionals.