Using the CKCs in Reflective Supervision

The Connecticut Core Knowledge and Competency Framework for Professionals Working with Young Children and Their Families guide teachers reflections about their own practice. Just as we have the CT ELDS that guide our practice by stating what children should know and be able to do, the CKCs guide early childhood professionals to reflect on what they should know and be able to do.

As a program leader, you can begin to think about how to use the CKCs to support program improvement and individual teacher growth. This step by step guide has been created to give you some ideas about how to go about this.

Reflection

This simple online tool can walk teachers through reflecting on their practice using the CKCs and beginning to think about what their goals are for your continued growth as an early childhood professional.

If they prefer to do this in written form, they can download the reflection tool from the OEC website here.

Individual Professional Development Plans

It is recommended that all early childhood professionals have an individual professional development plan that is driven by their own reflection and goal setting. In reflective supervision, early childhood leaders can support teachers in identifying their goals, planning action steps and reflecting on their progress. Here is a sample Individual Professional Development Plan form that you can use in your program or you are welcome to create your own.