| (B) analyze professional and ethical standards that
apply to early childhood professionals; and
(C) analyze situations requiring decisions based on
professional, ethical, and legal considerations.
(10) The student explores the need and opportunities
for continued professional development for early education professionals.
The student is expected to:
(A) identify strategies and resources for the professional
development of early education professionals such as research and
assessment; and
(B) create a plan for professional career growth, including
short-term and long-term goals.
(11) The student understands facility operations, including
nutrition, program management, and safety guidelines. The student
is expected to:
(A) explain the importance of accurate record maintenance
such as personnel, student, incident, and facility documentation;
(B) create a meal plan that promotes good nutrition
and wellness;
(C) explain the importance of allocation of facility
resources and budget management; and
(D) explain the importance of safety procedures and
regulations.
(12) The student continues to participate in field-based
experiences in early childhood settings. The student is expected to:
(A) apply instructional strategies and concepts within
a local educational or training facility; and
(B) document, assess, and reflect on instructional
experiences.
(13) The student documents technical knowledge and
skills. The student is expected to:
(A) gather artifacts and documentation that support
attainment of technical skill competencies;
(B) update a professional portfolio to include components
such as a resume, samples of work, service-learning log, recognitions,
awards, scholarship essays, letters of recommendation, certifications,
evaluations, and Child Development Associate (CDA) requirements; and
(C) present a portfolio to interested stakeholders.
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