NBPTS - Early Childhood/Generalist

The National Board for Professional Teaching Standards has organized the standards for accomplished Early Childhood/Generalist teachers into the following nine standards. The standards have been ordered to facilitate understanding, not to assign priorities. They each describe an important facet of accomplished teaching; they often occur concurrently because of the seamless quality of accomplished practice. These standards serve as the basis for National Board Certification in this field.

I. I. Understanding Young Children

Accomplished early childhood teachers use their knowledge of child development and their relationships with children and families to understand chidren as individuals and to plan in response to their unique needs and potentials.

II. II. Equity, Fairness, and Diversity

Accomplished early childhood teachers model and teach behaviors appropriate in a diverse society by creating a safe, secure learning environment for all children; by showing appreciation of and respect for the individual differences and unique needs of each member of the learning community; and by empowering children to treat others with, and to expect from others, equity, fairness, and dignity.

III. III. Assessment

Accomplished early childhood teachers recongnize the strengths and weaknesses of multiple assessments methodologies and know how to use them effectively. Employing a variety of methods, they systematically observe, monitor, and document children's activities and behavior, analyzing, communicating, and using the information they glean to improve their work with children, parents, and others.

IV. IV. Promoting Child Development and Learning

Accomplished early childhood teachers promote children's congnitive, social, emotional, physical and orchestrating the environment in ways that best facilitate the development and learning of young children.

V. V. Knowledge of Integrated Curriculum

On the basis of their knowledge of how young children learn, of academic subjects, and of assessment, accomplished early childhood teachers design and implement developmentally appropriate learning experiences that integrate within and across the disciplines.

VI. VI. Multiple Teaching Strategies for Meaningful Learning

Accomplished early childhood teachers use a variety of practices and resources to promote individual development, meaningful learning, and social cooperation.

VII. VII. Family and Community Partnerships

Accomplishing early childhood teachers work with and through families and communities to support children's learning and development.

VIII. VIII. Professional Partnerships

Accomplished early childhood teachers work as leaders and collaborators in the professional community to improve programs and practice for young children and their families.

IX. IX. Reflective Practice

Accomplished early childhood teachers regulary analyze, evaluate, and synthesize to strengthen the quality and effectiveness of their work.