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Department of Early Education and Care
Web Site:
www.mass.gov/eecOrganization Chart
Mission:
The Massachusetts Department of Early Education and Care provides the foundation that supports all children in their development as lifelong learners and contributing members of the community and supports families in their essential work as parents and caregivers.Governing Laws:
Statutes
MGL C. 15D S. 1-16 | Purpose and policies |
Regulations
102 CMR 1-5 | Standards for the Licensure |
102 CMR 12 | Dependent Care and Assistance Program |
606 CMR 10 | Subsidized Child Care |
606 CMR 14 | Background Record Checks |
606 CMR 7 | Standards of Licensure |
Reports:
- Massachusetts Early Education and Care and Out-of-School Time Workforce Development Task Force Report. In 2007, EEC, the United Way of Massachusetts Bay and Merrimack Valley, and the Schott Fellowship in Early Care and Education partnered to establish a Task Force charged with recommending next steps towards a statewide professional development system for the early education and care and out of school time workforce.
http://www.eec.state.ma.us/docs/EEC%20OST%20WDTaskForceFINAL.pdf
- Best Practices in Early Childhood Transition (Produced in Collaboration with DPH)
- UPK Fact Sheet
- Higher Education Report
The Department of Early Education and Care (EEC) in partnership with the Head Start State Collaboration Office contracted with Oldham Innovative Research in 2010 to map the institutes of higher education within the Commonwealth of Massachusetts. EEC's vision and mission for this project was to gather detailed information on early childhood education and related degrees to ease the process for the early education and out-of-school time workforce in selecting a degree and institute of higher education (IHE) to further their education. This relates to EEC's commitment to ensure that all children have access to quality programs. Increasing and ensuring the attainment of meaningful, quality higher education of the early childhood workforce is a critical part of EEC's mission.
- Waitlist Analysis
The goal of the Waitlist Analysis was to help improve the management of the EEC waitlist and better target services and programs for preschool age children. This analysis considered what types of child care parents on the Waitlist (but not receiving a subsidy) currently used and whether parents on the Waitlist were eligible for subsidized child care. This analysis used EEC administrative data and the results of online and telephone surveys directed to both Waitlist families and Non-Waitlist families.
- UPK Assessment
The purpose of the Universal Pre-Kindergarten Child Assessment Analysis project was three fold: (1) to analyze the FY 2010 UPK child assessment data, (2) to investigate what child assessment tools are currently being used in Massachusetts, and (3) to investigate how other states are utilizing their child assessment data.
- FY10 Annual Legislative Report
This reports satisfies the Board's legislative reporting mandates, as codified in M.G.L. c. 15D, §§ 3(g), 10
and 13(d), to submit an annual report describing its progress in achieving the goals and implementing
the programs authorized under Chapter 15D of the General Laws of the Commonwealth.
- Evaluation of QRIS Pilot
The Massachusetts' Quality Rating and Improvement System (QRIS) Pilot was successfully launched by the Massachusetts Department of Early Education and Care (EEC) in the Spring of 2010. This implementation evaluation report documents the accomplishments and lessons learned. It begins with findings related to the initial activities regarding the start-up and development of the QRIS Pilot including the engagement process activities, followed by findings related to the participating programs, and finally focuses on the recommendations for a future full-scale implementation.
- Dual Language Education Policy and Guidelines
The Department of Early Education and Care (EEC) in partnership with the Head Start State Collaboration Office (HSSCO) contracted with Hampshire Educational Collaborative in 2010 to develop language policies and practices that support best practices in early education and care programs serving dual language learners, from birth to 8 and their families, and for implementation by providers and programs throughout the mixed delivery system within the Commonwealth of Massachusetts.
- Core Competencies for Early Education and Care and Out of School Time Educators
An important first step for any workforce development system is defining core competencies, or the knowledge and skills that are necessary to be effective in working with children and youth. Core competencies provide educators with a framework for professional development -- a road map -- leading them to new credentials, or guiding ongoing professional development at various career stages. Educators must be able to "recognize themselves" as professionals based on the knowledge and competencies they have gained through education and practical applications rather than being defined solely by the setting in which they work or by their degree attainment.
- Current Opportunities for Providers
This document summarizes current opportunities and resources available for Early Education and Care and out of school time providers.
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