Core Content Matrices for Credential Levels
The Matrices take the Core Content Areas document and cross-references it to the
NAEYC Standards and also the IPTS standards. The alignment with the Associate
of Arts in Teaching (AAT) degree will be available soon. This document serves
as a crosswalk to apply the Core Content Areas to the levels of the Career
Lattice and the appropriate achievement expectations.
Competency Levels—The degree to which early care and education
professionals are expected to show mastery of or competency in the Core Content
areas depends on the level of training and education they achieve. For each
content area, three levels of training and education are identified in the
Core Content Matrices for Credential Levels document. Each level
identifies specific achievement expectations. Levels—The
Career Lattice is organized into 6 different levels of training, education and
role responsibilities. They are then grouped into 3 categories - Level 1,
Levels 2-4, and Levels 5-6 for the benefit of those actually designing
curriculum. The knowledge, skills, and dispositions of each level are a
prerequisite to the next as professionals become increasingly competent through
their experiences and professional growth opportunities. (See
Gateways to Opportunity Career Lattice for a representation of the
different levels.) Achievement Expectations—For
each knowledge, skills and disposition statement, a specific achievement
expectation, based on Bloom’s Taxonomy*, has been identified. The expectation
for each level represents greater depth and breadth of knowledge and
application of that knowledge. For example, Level 1 may require describing or
demonstrating basic knowledge. Succeeding levels may require more complex
application of knowledge and then on up to the ability to plan and implement
programs or procedures and even analysis, synthesis and eventually evaluation.
* Bloom’s Taxonomy can be found
www.teachers.ash.org.au/researchskills/dalton.htm
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