Notice of proposed revisions to the CDA® Competency Standards: Competency Goals and Functional Areas.
The proposed enhancements have been carefully crafted, to impact the knowledge, skills, and preparation of early childhood educators regarding the need for greater equity and inclusivity in early childhood education. In the pursuit of excellence, we have identified two crucial updates to the current CDA® Competency Standards: Competency Goals and Functional Areas.
1) Additional Functional Area for Each Competency Goal: To ensure comprehensive and well-rounded preparation for early childhood educators, we have introduced an additional Functional Area for each Competency Goal. Functional Areas have been strategically integrated to address various aspects of equity and inclusivity in child development and educational practice.
2) Addition of Equity-Based Indicators of Competence: Recognizing the significance of equitable education, equity-based indicators have been incorporated to all Functional Areas. These indicators aim to promote fairness, inclusivity, and cultural responsiveness, fostering an environment that caters to the diverse needs of all children and families.
To assist you in the review process, we have provided the draft of the proposed and the current CDA Functional Areas and indicators for comparison. Your feedback and constructive input are crucial to ensure that the revised standards uphold the highest quality in early childhood education and reflect the values of our collective commitment to equity.
During the 30-day open comment period, we encourage you to thoroughly review the proposed enhancements and share your thoughts, suggestions, and concerns. Your perspectives will play a pivotal role in refining and finalizing the CDA Competency Standards that will shape the future of early childhood education.
In order to be considered, written comments on the proposed revisions must be received by September 18, 2023.
- Proposed Revisions to the CDA® Competency Standards
- Current CDA Competency Standards Cascading Chart
Subject Matter and Technical Workgroup Members who contributed directly to the equity enhancements are as follows:
• Shantel Meek, Founding Executive Director, the Children’s Equity Project, ASU
• Rosemarie Allen, Founding CEO and President, Institute for Racial Equity and Excellence
• Xigrid Soto-Boykin, Assistant Research Professor, the Children’s Equity Project, ASU
• Darielle Blevins, Assistant Research Professor, the Children’s Equity Project, ASU
• Lisa Gordon, Director of Training and Technical Assistance, the Children’s Equity Project, ASU
• Mary Louise Hemmeter, Vanderbilt University
• Iheoma Iruka, Equity Research Actional Coalition, University of North Carolina, Chapel Hill
• Dina Castro, Boston University
• Veronica Fernandez, Teachstone
• Walter Gilliam, Buffett Institute for Early Childhood, University of Nebraska
• Michelle Sarche, University of Colorado Denver
• Hakim Rashid, Howard University
• Dr. Calvin Moore, CEO of the Council for Professional Recognition
• Abena Ocran-Jackson, M.S.A. Vice President, Programs, Council for Professional Recognition
• Dr. Carol Day, Former CEO of the Council for Professional Recognition and Council Fellow.