I want to encourage the pastors to bring their wives along with them and to invite their church ladies to come if they would like.

We would like to have an idea how many will be coming for the free luncheon to make sure we are prepared.

FAITH BASED PROGRAMS ARE NOT EXEMPT
An essential component of the quality improvement system is the development of a comprehensive professional development system that is accessible; based on a clearly articulated framework; includes a continuum of professional development and ongoing supports; and has defined education and career pathways leading to qualifications and credentials, which address the needs of adult learners. This professional development system can apply to practitioners in all settings including center and home-based child care, school-age programs, Head Start, early intervention, school district based pre-kindergarten, Pre-K Counts, nursery schools and faith-based programs.

THE BASIS FOR THE NEW POLICIES
The Early Learning Keys to Quality established guidelines related to professional development. The content utilized for quality improvement for programs and professional development for practitioners should be research-based, incorporate state and national research and best practices, and must build upon current standards including the Early Learning Standards, Keystone STARS Program Standards, NAEYC Accreditation Standards and the Core Body of Knowledge.

PERSONS WORKING WITH CHILDREN WILL BE REQUIRED TO MEET STATE QUALIFICATIONS
A key component of any professional development system is the creation of a core body of knowledge, which identifies a set of content areas that help define the knowledge expectations for all practitioners in all settings within the early childhood education and school-age field. The Pennsylvania Core Body of Knowledge (CBK) is a set of core competencies linked to the learning standards that need to be mastered by all those working with children to facilitate child learning and development and to work effectively with families.

THE POLICIES ARE INTENDED TO EDUCATE CHILDREN IN ATTITUDES THE STATE DETERMINES ARE ADEQUATE
The ELS guide practitioners to intentionally integrate developmental knowledge with the attitudes, skills and concepts children need to make progress in all learning areas.

THE NEXT TWO PASSAGES SHOW THAT THESE POLICIES ARE COMPREHENSIVE — ALL CHILDREN IN ANY SETTING
All early childhood roles and settings are included in the profession and the CBK is relevant in all settings (child care centers, child care homes, Head Start, pre-K programs, schools serving children birth through age 8, nursery schools, early intervention programs, faith-based programs and school-age programs serving children up to age 12).

All early childhood and school-age professionals working with children ages birth to 12, regardless of role or setting, need to master the core body of knowledge. This knowledge base enables the practitioner to develop professional competency. However, professionals may apply the knowledge differently depending on their role and setting. For example, infant-toddler professionals need to develop competency in supporting beginning language development and preschool professionals need to develop competency in supporting specific language skills like speaking in more complex sentences and following multi step
directions. Program directors, school administrators or supervisors need to develop competency in supportive supervision to ensure that staff working with either age group demonstrate competency in supporting developmentally appropriate language acquisition. Some programs (like practitioners in family child care homes) often work with mixed age groups and the same children over multiple years, others work with similar age children for only one year. These variations require different application of knowledge.