Understanding the New ECE Teacher Performance Expectations and the Role of Competencies in Early Childhood in Preparing the Field
This session provides an overview of the performance expectations for the ECE workforce and the guidelines for ECE educator preparation programs recently adopted by the Commission on Teacher Credentialing and highlights the essential role of competencies as living documents in ECE preparation and professionalization.
Handout 1 Handout 2 Handout 3 Handout 4
Jan Fish, EdD
Jan Fish, EdD, has been in the field of Early Childhood Education since the late 1960s. Inspired by Head Start with its emphasis on child, family and community development, Jan worked in cross-cultural ECE programs as center teacher and director for 11 years.
After having taught child development courses in a several community colleges, Jan served as Professor and Coordinator of the Interdisciplinary BA Major in Child Development and, subsequently, Professor and Coordinator of the MA in Early Childhood Education at California State University, Northridge.
Jan earned her doctorate in Early Childhood and Developmental Studies from UCLA, and her research and advocacy interests include the role of inclusive, collaborative consultation in early childhood program growth as well as in ECE systems change. She has been awarded three Fulbright fellowships and has taught, published and lectured internationally in Spanish and English.
Jan has been Lead Consultant and now is Co-Lead Consultant with Partnerships for Education, Articulation and Coordination through Higher Education (PEACH), an ECE cross-sector higher education collaborative with faculty from more than 40 institutions of higher education, from 2011 to the present. She serves on the California Transforming the Workforce for Children Ages Birth Through 8 Core Team, co-leading Priority Area 3: Higher Education.
Phyllis Jacobson, EdD
Phyllis Jacobson is an Administrator in the Professional Services Division of the Commission on Teacher Credentialing. Her background relating to ECE includes writing and directing multiple federally-funded ECE projects such as Migrant Bilingual Preschool, Even Start Family Literacy, Full Service Community Schools, and Teacher Quality State Grants. She recently helped facilitate the work of the Commission’s Child Development Advisory Panel, which resulted in the development, field review and adoption of the first-ever ECE Performance Expectations and Program Guidelines to help grow and develop the ECE workforce. Her other responsibilities at the Commission include Examinations and Research, Bilingual and World Language education, and performance assessments. She earned her bachelor’s degree from Tufts University in world language, master’s degree in Linguistics from Indiana University, and doctorate in Educational Research and Evaluation from UCLA.