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Certification Council of Early Childhood Educators of NS
~ committed to the development of a high quality, professional, certified body of early childhood educators.

Early Childhood Centre Administrator Certification
Developing Standards:The Early Childhood Centre Administrator Data Base
In developing an Early Childhood Centre Administrator Certification Process, the management areas grid (Appendix A) provides a list of what will be evaluated, that is, the cells of the grid, or competencies . To be standards, these competencies have to have an objective, collective measure of the caliber of the competence. In recognition of the need for standards and the lack of agreement on what the standards for an early childhood centre administrator are, a data collection tool, the Early Childhood Centre Administrator Certification Data Base, was built into the project. This tool is building a data set that can be used to develop standards when a valid and reliable sample is reached. The database provides rich sources of evaluative and demographic data that will provide a sample to determine standards.

How is the data collected?
The Early Childhood Centre Administrator Certification Process has a number of vehicles for collecting the data. Sources of evaluative data are the peer, self and validator evaluation of case study presentations based on the relationship areas and specific competencies within that relationship area. Ratings are based on a three-point scale, with 1 being needs improvement, 2 -demonstrates basic competence and 3 -demonstrates excellence. Along with the rating, evaluators give a reason why the rating is given and a description of what the candidate would do to get the other ratings. This gives three ratings for each item evaluated. Other sources of evaluative data are validator site visits and practice binders.

 How is the data stored so that it can be used to generate data sets to develop standards?
A software package was developed to store the data gathered in an efficient manner, so that when the sample is valid and reliable, analysis can be performed to start the process of standardization. Data is collected on the Candidate’s:
  • Addresses, centre, phone numbers;
  • Years of experience, age, kinds of experiences;
  • Training credentials, credit/non credit professional development;
  • Facilitator/mentor;
  • Assignments completed and dates including journals, case studies, practice binders, training sessions,
  • Self, Peer and Validator ratings given in case studies response phase and written case study phase;
  • Validator reports.
The candidate is evaluated and given ratings on fifteen competencies in the relationship area of the case study. These ratings are inputted into the data base for each candidate for each case study. The data base has the capability to generate a report of each competency, and the ratings explanation given for the ratings. This information then can be used to develop standard statements for each rating for each competency, establishing criteria for each of the ratings for each competency. The database allows continuous improvement of the standards without disrupting the process.

The advantages to this method of developing standards:
  • Standardization can be an evolving process, getting more refined as the process moves, allowing for adjustment to competence expectations;
  • It involves early childhood practice in determining practice standards;
  • Collectivity develops;
  • Standards can reflect provincial/territorial, regional and national contexts
  • As samples increase, data sets can be merged provincial/regional/national standards can emerge.
  • Having an open process in the development of standards will lessen the possibility of subjective biases and increase the richness of the standards;
  • This process could be generalized over other positions in early childhood practice, and other occupations in the process of developing standards.
Conclusion
 The early childhood centre administrator certification process is providing data that will contribute to the standardization of the role of the early childhood centre administrator, an important aspect in the work toward professional recognition. The vehicle for the collection of this data is the early childhood centre administrator certification process. Developing early childhood centre administrator certification provides the child care sector with another piece in the professional recognition puzzle for child care. Through the process, early childhood centre administrators will be recognized for the complexity of work they perform and present themselves as accountable and responsible for their practice.

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