ABOUT THE CEC/DEC PERSONNEL STANDARDS:
DEC Initial Standards
DEC has worked with CEC’s Knowledge and Skills Committee, which is overseen by the CEC Professional Standards and Practices Committee, to revise and validate its standards for preparing professionals for initial careers in ECSE/EI (birth to age 8). CEC has a systematic validation process. It begins with each division generating a set of standards, which for DEC consisted of an examination, evaluation, and integration of the then current DEC and CEC/EC standards. Subsequently, the representatives from the division work with the other members of the Knowledge and Skills Committee to examine potential overlap between the specialty standards of a division and CEC’s Common Core of knowledge and skills that ALL individuals who work with individuals with special needs should possess. A Division’s specialty standards that are perceived to overlap with the Common Core are removed from the Division’s standards if they are found in the Common Core. The Common Core standards are, by nature, general in that they are intended to apply to ALL special educators. Following this process, a division’s standards are sent out to members of the division and members of other relevant organizations for survey. In the case of DEC’s standards, members of NAEYC, in addition to DEC, participated in evaluating the relevance for inclusion of each standard. The survey results are then reviewed and discussed by the Knowledge and Skills Committee, with advocacy from the division. The final set of standards is determined and approved by the committee and sent forward to CEC’s Professional Standards and Practices Committee. The initial level standards were validated in 2006, accepted by the CEC Knowledge and Skills Committee in January 2007, and accepted by the DEC Board in April, 2007.
Individuals who prepare program reports for CEC or NAEYC accreditation must demonstrate how their programs address personnel standards. Program reports for EI/ECSE must use CEC’s early childhood standards (i.e., DEC’s ECSE/EI standards), in addition to the Common Core. Program reports focused on preparing individuals to work with typically-developing young children are submitted to NAEYC and must address NAEYC’s personnel standards. Programs that prepare individuals to work with BOTH typically-developing and young children with special needs (i.e., blended programs) must address both standards.
DEC's Advanced Standards
In addition to initial-level standards, a workgroup of DEC’s Personnel Preparation Committee also developed and assisted in the validation of Advanced Standards that are designed for programs wishing to prepare individuals to work in leadership positions in ECSE/EI (birth to age 8). These standards are new, just as the standards for CEC’s Advanced Common Core are relatively new. The development of the advanced ECSE/EI standards was based on work on advanced DEC standards conducted in the late 1990s by members of the DEC Personnel Preparation Committee. The procedures that were used for the validation were the same as those used for validating the initial standards. The draft of the advanced standards was presented and discussed at the April 2007 meeting of the Knowledge and Skills Committee. They were sent out for survey August/September 2007, and then accepted by the Knowledge and Skills Committee at their late September 2007 meeting.
Vicki Stayton appointed to Knowledge and Skills Committee
DEC is pleased to announce the appointment of Vicki Stayton to serve as DEC's Representative to the CEC Knowledge and Skills Committee.
Contact Vicki for more information about the work of this Committee.
Vicki D. Stayton, Ph.D. is a Professor in Interdisciplinary Early Childhood Education (IECE) at Western Kentucky University (WKU) in Bowling Green, Kentucky. She teaches both graduate and undergraduate courses in these blended Early Childhood and Early Childhood Special Education programs. Dr. Stayton began her career as a preschool teacher in Head Start and public school preschool. She also taught primary age children with cognitive and learning disabilities in resource settings.
After completion of her Ph.D. at the University of Illinois at Urbana-Champaign with an emphasis in Early Childhood Special Education, her career focused on preservice preparation of students to work with children birth through kindergarten and their families. In that role, she has directed several OSEP funded personnel preparation grants and was the co-director of the Center to Inform Personnel Policy and Practice in Preschool Education and Early Intervention. She has been active in both state and national initiatives having served as a past-president of DEC, former chair of DEC’s personnel preparation committee, and co-chair of the personnel preparation strand for the first two sets of DEC’s recommended practices. She has also served on CEC and NAEYC Committees specific to personnel standards and accreditation. She formerly chaired Kentucky’s Early Intervention Interagency Coordinating Council and currently chairs Kentucky’s Part C Comprehensive System of Personnel Development Committee.
She conducts research and has published articles and book chapters specific to issues in ECE and ECSE personnel preparation. These and other professional endeavors have resulted in Dr. Stayton being honored as the recipient of the Kentucky DEC’s Early Childhood Contributor of the Year Award, DEC’s Merle B. Karnes Service to the Division Award, WKU’s College of Education and Behavioral Sciences’ Public Service Award, the Joseph B. Gangemi Award for Excellence in Leadership in Psychology and Education, and WKU’s Distinguished University Professorship.
On a more personal note, she enjoys spending time with her three grandchildren, ages 8, 5, and 1. They keep her grounded and in-tune with the interests and needs of today’s children and families.