Our Progress

We are building the early childhood education profession of the future.
And for today's early childhood educators, we are building a supportive bridge to the profession of the future.

Our Process

When Vermont’s early childhood educators were first asked if we had the will to advance as a profession, we said yes – with some recommendations. It was critically important to Vermont early childhood educators that we lead this project. We said: “Nothing about us without us.”

Since then, we have shaped every piece of our shared vision. A Task Force of early childhood educators representing all settings and regions makes recommendations to the workforce and incorporates feedback into our consensus documents.

The recommendations in those consensus documents go to Design Teams that include partners in key roles throughout the ECE ecosystem as well as educators. These teams are tasked with designing implementation recommendations for their part of the new ECE profession.

At the same time, advocacy partners, policy makers, and other stakeholders are kept informed about our work and invited to engage.

Finally, project leaders are in close communication with NAEYC and other states active in this work, with the ultimate goal of implementing the recommendations of The Unifying Framework to create a national early childhood education profession.

A Bridge For Today's Early Childhood Educators

Am I an ECE I, ECE II, or ECE III? 

An academic credential is evidence of knowledge and skills. But it’s not the only evidence. We develop knowledge and skills through experience. 

Vermont needs a process for early childhood educators who are highly experienced but don’t have the required credentials for a particular professional designation. The point of the process is to value experience. The Task Force is working on a fair and accurate process to help educators qualify for a particular designation by showing evidence of their knowledge and skills. This is called “establishing equivalence.”

Current early childhood educators must have key roles developing and testing this process, and the process must honor experience. Those are core commitments.

After we go through this process, many of us will have choices to make. And that’s when we will need lots of flexible, individualized supports, like an extended phase-in period, and waivers. Because every member of the current workforce has a place in the future profession.

It will take some work to cross the bridge. But it will be worth it.

A Supportive System For Tomorrow's Early Childhood Educators

The Unifying Framework envisions “the profession itself will take the lead in defining who early childhood educators are, what we do, what we will be held accountable for, and what supports we need to ensure our success.”

Partners in this complex and interdependent ecosystem include:

  • Early childhood educators
  • Program owners/employers across all settings
  • Preparation programs / higher education
  • A professional governance body
  • The State of Vermont
  • The Federal Government

Nationally, NAEYC convened the Commission for Excellence in Early Childhood Education as a national model professional governance body, and is developing model legislation to support establishing an ECE profession in states and nationally.

In Vermont, we are investing in the partnerships necessary for this system to work. From building systemic alignment in higher ed with NAEYC’s Professional Standards and Competencies, to providing regular testimony to the legislature and other bodies that influence state policy, to our core work engaging early childhood educators and programs in the process, our implementation Design Teams and stakeholders must be mutually engaged in reaching our shared vision.

Ready To Dig Deeper?

Register for a session of “What’s the Latest?

Our regularly updated professional development offering for early childhood educators familiar with the project