General Information

This page is intended for Faculty and Instructors at institutes of higher education (IHE), Career and Technology Education (CTE) and post-secondary education programs. If you represent an IHE interested in connecting your work to the Office of Child Development and Early Learning (OCDEL) or the Pennsylvania Key, email Rebecca Lamar (

Institutes of Higher Education interested in offering the Director Credential, or applying for approval of this study should email Amy Barrett (

Pennsylvania Early Childhood Higher Education Inventory

The Center for the Study of Child Care Employment (CSCCE) has released the Pennsylvania Early Childhood Higher Education Inventory. This report describes the early childhood degree programs offered in Pennsylvania, focusing on variations in program content, age-group focus, student field-based learning, and faculty characteristics, as well as how Pennsylvania ECE higher education programs responded and adapted to the COVID-19 pandemic.

Recommendations include

  • Develop a mentor teacher program to support new teachers and students
  • Unify expectations for early childhood workforce preparation
  • Strengthen program content and equity across the age span
  • Strengthen the application of field-based learning experiences
  • Provide increased access and supports for students in attaining their degrees
  • Establish partnerships among and improve articulation agreements between two- and four-year institutions
  • Build a leadership pipeline reflective of the diversity in the state’s ECE practitioner and child populations
  • Increase faculty supports

2021 Recorded Faculty Webinar Series

Recent national frameworks, position statements, and evidence-based practices are motivating faculty to examine the ways in which courses build the capacity of future early childhood educators each and every child and family. Explicit tools, guidance and resources related to supporting the full and equitable potential of young children who are diverse in terms of culture, language, ability, opportunity, and life circumstances are now available.

The rubric is a tool that was developed to support faculty and instructors to reflect on and enhance the extent to which a course syllabus reflects explicit emphasis on each of 17 content indicators. The indicators were derived from key state, national, and federal early childhood frameworks (e.g., Pennsylvania Framework for Grades Pre K-4 Program GuidelinesProfessional Standards and Competencies for Early Childhood Educators, and Individuals with Disabilities Education Improvement Act of 2004).

The Pennsylvania Early Childhood Course Syllabus Rubric: A Tool for Enhancing Quality – Part 1

Objective: Part 1 is a 30-minute recorded webinar that provides an introduction to the rubric and discuss the ways faculty and instructors can use it to examine and enhance the content of a specific course.

[February 1, 2021]

The Pennsylvania Early Childhood Course Syllabus Rubric: A Tool for Enhancing Quality – Part 2

Objective: Part 2 is a 45-minute recorded webinar that focuses on how to use the rubric to support changes in a specific course through shifts in both content and instructional practices.

[February 12, 2021]

FAST Finds

Pennsylvania’s recommendations on how to be trauma informed, including resources for trauma informed distance learning such as strategies for recognizing and responding to students’ emotional needs in a distance learning situation. These resources are ideal for online discussion group postings and/or group discussions.

A collection of information on building relationships between families and school staff and ideas to promote effective communication between these groups. Supplemental resources that support ECE staff working with families with or at risk of disabilities are included. Resources are well-suited for online discussion posts in the IHE setting.

A collection of resources based on supporting Pennsylvania’s alignment with the US Policy Statement on Inclusion in early childhood education (ECE) settings. It includes both Pennsylvania’s guidance on inclusion and support for ECE professionals looking for practices to implement in their classrooms. These links can be used for small and large group discussion points in the IHE classroom.