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Just like Vanessa said -- that it is useful and used by agencies ... dogeared and with notes. That programs are using it to build and change thier practices to be more inclusive

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Share examples of what it looks like in practice

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Share examples of what it looks like in practice

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For programs to use them with intentionality to improve practices.

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For programs to use them with intentionality to improve practices.

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Show how it can be used by various roles

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Show how it can be used by various roles

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I hope the MCPs don't live on shelves - I hope they are alive and used well daily. I hope we continue to iterate on them as we learn more.

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More connection with Regional Offices so that the T/TA can filter down to the programs

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Continued promotion, ways to chunk the materials into even more bite-sized resources for PD, etc.

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Think about how to make it relevant and actionable to different relevant groups (e.g., directors, teachers, families)

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Hope that families are aware that they exist and that their program includes them in the practices that relates to the principles

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Hope that families are aware that they exist and that their program includes them in the practices that relates to the principles

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through leadership meetings and in teacher prep programs

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In my role in higher ed, I am excited about how the MCPs can be embedded into coursework and the Prek-3 early childhood credential that we are developing. I shared the eclck link with my ECE colleagues as soon as it was shared : )

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Discussion Questions:
Educate more deeply about the importance of culture.

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my hope is that these practical tools support teachers to understand the benefits of multiculturalism in learning environments

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Keeping them alive.

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Offering trainings through iPD that could be used as a part of ongoing professional development -- especially around the areas of EXPLORE & NURTURE

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Leaders becoming champions of different principles

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Leaders becoming champions of different principles

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and being overall champions in bringing this to their teams, embedding it into their way of being

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Helping staff implement this into their practices (embedded professional learning, not just workshops to build their knowledge of the MCPs

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Embed the tool as a resource that is used regularly in TTA work and having TTA demonstrate how program leaders can us the tool with their teams.

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I hope that there is a way for each teacher and family who use the MCP to share their stories 

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I hope that there is a way for each teacher and family who use the MCP to share their stories 

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Actively show how the MCP connects to current practice/frameworks that DTL shares already

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Actively show how the MCP connects to current practice/frameworks that DTL shares already

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Creating 1 page flyers that could be posted in programs

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Make the MCP visible in all training - how does the training objective support specific principles

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Make the MCP visible in all training - how does the training objective support specific principles

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Connect the MCP to outcomes we want to see for children and families 

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Connect the MCP to outcomes we want to see for children and families 

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Create trainings that provide relevant examples of how the principles apply to what is happening in the classroom

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highlight & leverage existing practices that support MCP (so it's not necessarily a new thing)

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Align training with the Multicultural Principles

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Align training with the Multicultural Principles

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similar to how they are aligned with HSPPS, continuing embedding in support visits, really keeping it present at all times, connecting practices

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Keep them alive as we train our staff - embed them into how we do work with children and families

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Keep them alive as we train our staff - embed them into how we do work with children and families

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Creating a tool that could be used by agencies to self-assess where they are in implementation and what next steps they want to take.

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promote via OHS social media

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might be a way to highlight Head Start's 60 years in 2025 as a leader (via MCPs)

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Staff need support to complete coursework including the building of their portfolio

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Portfolio development supports are vital

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Portfolio development supports are vital

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Having coursework available in Spanish would be a game changer for many programs

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Having coursework available in Spanish would be a game changer for many programs

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I hope we can play with some ways to leverage the coaching companion in the courses so that a teacher's coach could follow along with their progress and provide support.

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Home-based option coursework would be beneficial to support programs with multiple program models 

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Home-based option coursework would be beneficial to support programs with multiple program models 

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I think looping in coaches via coaching companion could really help give staff the onsite support to apply the learning and complete the portfolio.

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Market the ways in which the CDA on iPD offers support for portfolio building and overall course completion

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Market the ways in which the CDA on iPD offers support for portfolio building and overall course completion

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Lead with the guide- highlighting key strategies to support scholar success

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Lead with the guide- highlighting key strategies to support scholar success

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Highlight that the courses are bundled, FREE, and asynchronous to create flexibility of use 

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Highlight that the courses are bundled, FREE, and asynchronous to create flexibility of use 

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Ask previous CDA Subject Areas already completed

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Taking the tests embedded in the CDA process can create anxiety for some scholars. Considering ways to support - not just with content uptake, but feelings of anxiety with test-taking

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for staff who need strong foundational ECE 

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for staff who need strong foundational ECE 

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while they may not need a CDA (e.g., already have an associate's or bachelor)

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What kinds of roles are being leveraged for this entry pathway

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and / or if scholar's intent was to complete wholly or only a certain subject area

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or possible discussions with programs about the factors involved in successful completion

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What are education goals after CDA completion

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find how how the courses supported scholars to fulfill requirements for a portfolio -

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understand barriers for non completers or MIA scholars

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understand barriers for non completers or MIA scholars

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and address supports to facilitate their access & completion

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linkages w/ existing CDA programs in states/communities

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linkages w/ existing CDA programs in states/communities

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How did courses support scholars to feel ready and confident to take CDA tests?

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Make sure we broadcast the courses are open for all early learning educators, not just Head Start. 

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Make sure we broadcast the courses are open for all early learning educators, not just Head Start. 

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What predicts completion? What supports are necessary?

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What predicts completion? What supports are necessary?