Invisible Child: A Spotlight on Life in the Shadows
Dasani wakes up before dawn each day at a homeless shelter in Brooklyn, New York. After slipping out from under the covers, she goes to the window. On a clear day, she can see all...
Recently the National Head Start Association, the HeadStarter Network and Bellwether Education Partners released a report that explores early childhood educators’ preparation and provides recommendations for the community to consider.
Dr. Calvin E. Moore Jr., CEO of the Council for Professional Recognition, shared his thoughts about the new report and hopes that this will spark conversation and action among education leaders and policymakers.
This report comes at a crucial time. When the pandemic took hold of our country, those outside of the early childhood education (ECE) community saw what we have known for years and years—that our early childhood educators are essential and are contributing significantly to our society. Not only are they crucial for keeping our economy going, but they are among our children’s first teachers.
It is a very good time for all of us to pause, reflect and think about how we might reimagine the ECE workforce. The sector needs to examine where there are gaps in services, how we can better support our early childhood workforce and how we can better finance the workforce.
The report is provocative and could generate some interesting ideas about how to best support our workforce of educators. I think some key takeaways include capitalizing on the national conversation about early childhood educators and thinking about how to best support, retain and recruit a more diverse workforce.
We are currently partnering with the Children’s Equity Project with the goal of making sure that our credentialing process has an equity lens embedded within it. The goal of our work together is to increase the knowledge, awareness and understanding of early educators on issues of equity, bias, and systemic racism as an important and necessary step to improving the learning conditions of young children of color and other children from historically marginalized communities. We want every aspect of our credentialing process to reflect the diversity in the field.
The CDA is the most widely recognized and accepted early childhood education credential. It is a competency-based credential that I believe anyone working with young children should earn. It is crucial for educators to learn and understand this set of time-tested, research-based tools.
As a CDA holder myself, I will tell you that this was the most impactful credential I have earned. It led me down a career path and gave me the confidence to work with young children.
In this global pandemic, educators have learned to use their skills in social-emotional learning, safety, wellness and more in new and different ways. While no one could have ever guessed we would be where we are today, CDAs are equipped with the knowledge and skills to engage with young children to navigate through these challenging times.
As highlighted in the report, the CDA is the most commonly pursued credential. Currently, more than 20 states have requirements for early educators that include the CDA. I would like to see all 50 states integrate CDA requirements for early educators.
The credentialing process is candidate-focused, and the voice of the candidate is respected and recognized throughout the process. We engage with every candidate and work to understand their perspective, whether on a candidate survey or questions we ask throughout the process. There is a reflective dialogue we have with each candidate.
We recently created the CDA Advisory Committee to gather an even deeper understanding from the field. These individuals share insights, perspectives, and best practices. The group originally came together in response to the COVID-19 health crisis, but the members have been an invaluable resource to the Council.
With the CDA’s 45th anniversary now in the rearview mirror, we want to work collaboratively with like-minded organizations to identify ways to make the CDA even better and support all our early childhood educators. It is my hope that our efforts will be in concert with the National Head Start Association and others in our field, but I would also include efforts like Power to the Profession and the Unifying Framework for the Early Childhood Education Profession. We must work together like a symphony to achieve what we know is best for our workforce and the children and families they serve.
Dasani wakes up before dawn each day at a homeless shelter in Brooklyn, New York. After slipping out from under the covers, she goes to the window. On a clear day, she can see all...
The CDA Advisory Committee was created to provide insights, perspectives, and best practices to the CDA community and other early childhood professionals. Established during the initial stages of the COVID-19 pandemic, the members’ first-hand experiences...
Where can you connect with CDA® holders and the wide range of folks who serve them? Turn to the Council Alumni Network (CAN), an online community that brings together current and past CDA earners, CDA...
Professional development is absolutely critical to your success, as well as the success of all the children in your care. Not to mention in most states, you’re required to complete a minimum number of training...
This month marks my second year at the Council for Professional Recognition. When I first arrived at the Council, I was no stranger to the organization or its mission, as I had been involved with...
Schools are microcosms of the world beyond their walls. Factors like race, culture, class and gender set the stage for what takes place in our schools as learners from different groups interact. The conflicts that...
There is no denying the academic and emotional impact of the pandemic on children. News websites and TV newscasts are full of stories about the unknown long-term effects of the past two years on kids....
Finding informative and trusted early childhood educator resources online can be a challenge. That’s why the CDA® Advisory Committee met virtually to learn more about the nonprofit, The Source for Learning (SFL) and its ECE...
Each year I update my professional bio and pause at the part where it says, “Rachel Robertson has worked in the field for over X years”. Not because I can’t believe it or can’t remember,...
Chief Operations Officer
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
Chief Financial Officer
Jan Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
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