Building a Professional Future in Early Years Education” Review … · deficit model), validation process similar to Siolta Recognition of prior learning-portfolio, reflective diaries,

“Building a Professional Future in Early Years Education” Review of Occupational Role Profiles in Early Childhood

Education and Care

Discussion Feedback

S AT U R D AY 1 9 T H N O V E M B E R 2 0 1 6 ,

P R I N T W O R K S , D U B L I N C A S T L E

Key Question 1– Generic characteristics of the Early Years Workforce

What would you see as alternative approaches to naming the various levels of

a) formal qualification

b) practical experience

represented in the ECCE workforce?

Q1 Key Points:

KEY POINT – DO WE NEED SO MANY LEVELS?

Eliminate current terminology and create one all-encompassing term – collapse five levels***

One name and various levels of competencies

Generic skills, disposition & knowledge for all teachers in the sector

Too many levels –some obsolete e.g. basic

Interactive and continuous EC profession

Level of occupational profile V NFQ level?

Q1 Key Points:KEY POINT – MORE ACCESSIBLE TERMINOLOGY:

The term “workforce” needs to encompass all those working in the totality of the system and not just those working directly with children

Current terminology e.g. basic, intermediate etc. of role profiles is not in use in ECEC services currently*** “who uses these terms?”

Terminology of occupational profiles needs to change and be agreed

Terminology needs to be accessible for children and families

Q1 KEY POINTS:KEY POINT – WHAT NAMES DO WE USE TO DESCRIBE PEOPLE WORKING IN THE SECTOR?

Revise names to early years professional/job titles with equality of emphasis given to care and education

Consider name as practitioner/educator/or teacher [early years]***

Suggestions: Basic: Assistant Practitioner, Intermediate : Lead Practitioner, Experienced: Teacher, Advanced: Teacher, Expert ?

Name the position e.g. Pre-School Teacher, Early Years Teachers, Early Years Practitioners, Early Years Educator, Pedagogue

‘Teacher’ used by child and also eases transition for child and define levels within this – democratic process within sector, no differentiation in title of ‘teacher’

Do not use practitioner to distinguish between profiles, Practitioner as a term?? ECEC professional.

Q1 Key Points:KEY POINT – WHAT NEEDS TO CHANGE/BE INCLUDED IN PROFILES?

Absence of role of educative role of care within profession

Integrative and continuous EC profession

Reflect ‘roles’ rather than ‘people’ & role evaluation and allied responsibilities

ISCED references should be included

Don’t link level of qualification to role profile

Take out descriptive narrative in occupational profile

Profiles need to be based on combination of qualifications/experience and CPD***

Practical experience should be acknowledged

Q1 Key Points:KEY POINT – WHAT NEEDS TO CHANGE/BE ADDED TO PROFILES?

Need to link generic occupational role profiles to specific roles and titles used in 2016***

Core competencies should be reflected in any categorisation of the workforce

Roles of responsibility e.g. curriculum leader, parent/community liaison, CPD Leader, Management, Leadership skills for those with higher responsibilities, strategic planning & collaborative skills or management skills for those at management levels

Role dependent – tying into salary/grade scale

Construct of teacher with under 3’s

Shared language

Qualifications, experience & salary scales should be allied

Q1 Key Points:KEY POINT – WHAT NEEDS TO CHANGE/BE ADDED TO PROFILES?-SYSTEM ISSUES

Identity of workforce very complex (Private, Family Employer)

Needs to be looked at in context of a competent system

Needs to be based on unitary system and not split system

Public and social good policy context of debate is important

Should include route map and timeframe for agreeing basic qualifications and remuneration

All staff should be actively working towards level 8 which should bring pay and conditions to an appropriate level

Key Question 2 – Core Knowledge AreasThe current Profiles do not mention recent guiding frameworks for the ECEC sector.

How can a clear orientation towards Aistear and Síolta, and respect for diversity and working towards equality(equitable outcomes for all children) be incorporated in the core knowledge and skills at all levels?

Q2 Key Points:KEY POINT: EMBEDDING SIOLTA & AISTEAR IN TRAINING & CPD:

Embed Aistear & Síolta in all pre-entry, under-graduate and CPD programmes at all levels*****

Consistency of Aistear and Siolta incorporated into all training courses

Aistear & Síolta incorporated into:

Practice Level: (Operation & evaluation of setting)

Mentoring & Inspection: (regulatory frameworks and inclusivity)

Governance Level

All training must have complete knowledge of A&S ready for implementation

Core knowledge needs to be embedded in pre-service formal education

Build on Aistear and Siolta as distinct frameworks and diversity

Q2 Key Points:KEY POINT: EMBEDDING SIOLTA, AISTEAR, OTHER IN TRAINING & CPD-TRAINING PROVIDERS:

Training programmes need to be guided by principles, concepts and philosophy of Aistear, Siolta & diversity, equality and inclusion guidelines e.g. the new Diversity, Equality & Inclusion guidelines are not incorporated into the LINC programme

Link to respect diversity and equality. AIM, standard modules of training

No integration of learning standardised in content of educational training

Qualified trainers of sector, training unit and CPD

Formalise the engagement of service providers with all core knowledge guidelines,

Consistency of outcomes for all educational institutions

Restructured level 5

Three pillars for professional education, All programmes should: 1. incorporate quality/regulatory framework (e.g. tusla etc.) 2. Siolta and Aistear together and diversity 3. knowledge

Q2 Key Points:KEY POINT: REFLECTING IN OCCUPATIONAL PROFILES:

Two omissions in profile descriptors: No mention of child and extending their learning through planning and providing learning opportunities

Use language principles and values (from Aistear, Síolta & Equality & diversity guidelines) explicitly when identifying levels in Framework i.e. profiles

Change heading ‘processes’ to ‘practice’ and reconsider other two headings

Current exemplar is Stark and comes from a deficit perspective

No indication of contribution of individual at each stage – Language needs to change

Use language, principles and values (from Aistear, Síolta and Equality & Diversity guidelines) explicitly when identifying levels in framework i.e. profiles

Core knowledge areas need to apply to everyone in the sector, not just those working directly with children e.g. BOM’s, tutors

Note ‘reflective practice’ needs to be deconstructed as a concept

Q2 Key Points:KEY POINT: EMBEDDING SIOLTA & AISTEAR-SYSTEM ISSUES:

Ongoing, resourced, incentivised, recognised, meaningful CPD***

Proof all areas across Siolta, Aistear, regulatory Frameworks and inclusivity

Importance of leadership at all levels

Remove fragmentation of service delivery

Language needs to change from mechanical to collaborative in all documents

Shared values and vision for ECEC profession developed in consultation with profession

This cohesion should be reflected in policy and in day to day practice

Large contradiction between the policy frameworks and the policy directives

System, issues e.g. unfunded and staff doing in own time

Key Question 3 – Pathways to Professionalisation and systemic development

How should practical experience (beyond, before, or outside of formal qualification) be documented and recognised?

How can the need for strategic leadership at systems level be reflected in education and training?

Q3 Key Points - pathwaysKEY POINTS RPL:

RPL and all its challenges

Central one stop shop for RPL to ensure coherent approach similar to CIPD

John Dewey noted that going to college cannot be equated with an education-It is CRITICAL TO ACKNOWLEDGE THE EXTENSIVE EXPERIENCE IN THE SECTOR

Documenting practical experience (portfolio building, professional portfolio, strengths based (non-deficit model), validation process similar to Siolta

Recognition of prior learning-portfolio, reflective diaries, learning records-QQI

Experiential log both during formal education and working environment – professional passport/portable portfolio

Method for sharing reflective practice

Q3 Key points - pathwaysUse competencies as outlined in CORE report as a mechanism

Build a competency matrix, self assessment against matrix

Look to other professions who do this for ideas and guidance , e.g. engineers, teachers

Assessment must be rigorous and valid

Also additional CPD needed as in other sectors

Expecting Level 7/8 to adopt management roles is contributing to these graduates leaving the ‘coalface’-Experience on the ground is a pre-requisite to management role. This is linked to pay and conditions element

Community of Practice

Mentoring/coaching/peer networks built on trust and shared power

Accredited CPD

Register of professionals

Q3 Key points - pathwaysKEY POINT-LEADERSHIP TRAINING & CPD:

Leadership, mentoring, coaching skills/knowledge/attributes embedded at all levels of programmes for all roles

Leadership included in training at higher levels of qualification

Leadership as a practitioner be embedded in pre service education-not only the manager of the service is a leader

Level 8 & level 9 leadership in Early Years

Mentoring

Q3 Key Points Key point-leadership within the sector:

Strategic leadership skills for those with higher responsibilities/strategic planning and management skills at management levels

Leadership as a practitioner to be embedded in pre-service education-not only the manager of a service is a leader

Transitional style leadership

Critical thinking and reflective practice be encouraged – “yes we can!”

Shared learning – networks for leaders/managers – skillnets employer led training

Need for Pedagogical leadership (specific onsite role) – e.g. pen green

Enabled leadership

Q3 Key Points Key points – Strategic leadership - systemic

Strategic leadership

Systemic leadership

Professional, statutory, independent body to develop sector (to drive vision, integration, strategy for the sector (Early Years Agency)

Importance of leadership at all levels***

Role of QQI in evaluating and monitoring of providers and their capacity to deliver

Salary scales – incremental (government subsidy must reflect real costs) – non contact time for reflection etc.

At a policy level One dept taking ownership (birth-|)

No binary between DCYA and DES –occupational Profiles should be similar and integrated for Primary school teachers

Q3 – Key Points:Fear for move away from holistic approach (care, family, community)

Neglecting of birth-3

Performance management system,

Competencies/appraisals, time served

Siolta L4 no recognition in monetary terms

Non-contact time for reflection, feedback, planning