Resources

The Bright Futures Information System (BFIS) is the place for parents, early childhood and afterschool programs, and professionals to get answers to questions about child care and the services available to help ensure that high quality child care is available to every child in Vermont.

BBF is the statewide nonprofit, public-private partnership focused on improving the well-being of young children and families by improving the system that serves them. BBF improves child and family well-being through three program areas: Community, Data and Policy.

CDD’s goal is to increase access to high-quality, sustainable services that are developmentally beneficial for children, strengthen families, and meet their needs. We do this in partnership with families, communities, schools, providers and state and federal agencies.

STARS is Vermont’s quality recognition system for child care, preschool, and afterschool programs. Programs that participate in STARS are stepping ahead — going above and beyond state regulations to provide professional services that meet the needs of children and families.

We are a public-private statewide partnership dedicated to supporting and sustaining innovative learning opportunities that extend beyond the school day for all Vermont’s children and youth. Our activities are directed toward increasing the quality and availability of education programs during non-school hours.

Let’s Grow Kids works to ensure that high-quality child care programs thrive and that more families can access them. Their team provides a variety of services to child care programs, early educators and other community stakeholders, offering advice, customized technical assistance, Vermont-specific resources and grants.

Child Care Licensing Regulations govern child care programs in the State of Vermont. These rules are minimum requirements established to protect the health and safety of Vermont’s children in out-of-home care and ensure that children in child care programs in Vermont are provided with wholesome growth and educational experiences.

The Council for Professional Recognition promotes improved performance and recognition of professionals in the early childhood education of children ages birth to 5 years old. The Council administers the Child Development Associate® (CDA) National Credentialing Program. The CDA Program is CDA designed to assess and credential early childhood education professionals.

The Vermont Community Loan Fund is a mission-driven, community-focused alternative lender. We provide loans and other resources to local businesses, community organizations & nonprofits, early care & learning providers and developers of affordable housing who don’t qualify for a loan from a traditional lender. We develop and promote innovative capital-based solutions to issues of poverty and opportunity. We’re invested in a stronger, healthier, happier Vermont.

The mission of ACEI is to promote innovative solutions to education challenges and inspire action that creates positive, sustainable futures for children and youth worldwide. Children need stimulating learning environments that provide the knowledge and skills they need to tackle the challenges of this century. However, their opportunities to learn are being threatened around the world. Our solution is
expanding diplomatic interactions to advance education, promoting skills children need for a 21st century life, and transforming today’s education into education for tomorrow.

Started in 1982, the National Association for Family Child Care (NAFCC) is the only national professional association dedicated to promoting high-quality early childhood experiences in the unique environment of family child care programs. NAFCC works on behalf of the one million family child care providers operating nationwide. NAFCC is a 501(c)(3) nonprofit membership association. The NAFCC team operates in Salt Lake City, Utah, Miami, Florida and Washington, DC.

The Division for Early Childhood (DEC) promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. DEC is an international membership organization for those who work with or on behalf of young children (0-8) with disabilities and other special needs and their families. 

The National Early Childhood Program Accreditation was established in 1991 to encourage quality and recognize excellence in early childhood programs throughout the United States and other countries. We pledge to remain focused on the interests of children by promoting benchmarks for high quality standards throughout the early care and education profession.

The National Head Start Association (NHSA) is a nonprofit organization committed to the belief that every child, regardless of circumstances at birth, has the ability to succeed in life. NHSA is the voice for more than 1 million children, 200,000 staff and 1,600 Head Start grantees in the United States. Since 1974, NHSA has worked diligently for policy changes that ensure all at-risk children have access to the Head Start model of support for the whole child, the family and the community.

Vermont Higher Education Collaborative’s mission is to collaborate with Vermont’s higher education institutions, state & local agencies and other organizations to make quality preparation, training and support programs accessible to schools, early childhood and human service providers, educators and educators-to-be. VT-HEC seeks out experts in each field it addresses to work together to design and deliver high-quality learning opportunities and supports in areas of critical need that could not be delivered by one organization alone and that help ensure the success of every child and student.

The Office of Prior Learning Assessment is a Vermont State Colleges program administered and housed at CCV. Our goal is to provide convenient options to request credit for college-level learning and experience you may have gained through work and training, military or community service, online or individual study.

The Vermont Student Assistance Corporation is unique in its scope and role. Created by the Vermont Legislature in 1965 as a public nonprofit agency, we advocate for students and their families to ensure that they have the information, the counseling and the financial aid to achieve their education goals.

Established in 1983, Voices for Vermont’s Children (formerly Vermont Children’s Forum) began as an informal alliance of human service and education advocates concerned about the status of children and youth in Vermont. Voices has evolved into a statewide membership organization of several hundred individuals and organizations. Membership dues and contributions support our advocacy, outreach and community organizing on behalf of Vermont’s children and youth.

The 2018 Core Knowledge and Competencies for Early Childhood Professionals builds on the 2008 and 2013 versions. Please see this document for a summary of the changes.

Dispositions are behaviors guided by beliefs and attitudes related to a person’s values. The dispositions of early childhood professionals impact and influence the children and families they work with. The National Council for Accreditation of Teacher Education (NCATE) defines professional dispositions as: “professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities.”

This tool includes the Core Knowledge and Competencies for Early Childhood Professionals, revised in 2017 and due for publication in 2018. This document includes all eight core knowledge areas, subheadings for each core knowledge area, and all competencies.

Competencies for Program Directors of Early Childhood and Afterschool Programs in Vermont, published in 2012.

Vermont’s Knowledge and Competencies for Instructors working with Early Childhood and Afterschool Professionals, published 2015.

Early Childhood Family Mental Health professional competencies by domain.

Early Childhood Family Mental Health professional competencies by level.

Vermont’s Knowledge and Competencies for MATCH Professionals working with early childhood and afterschool professionals.

Action Planning document for Early Childhood Family Mental Health competencies.

MATCH Professionals provide many different kinds of support to early childhood and afterschool professionals in Vermont. Here are some of the most common types of support and their definitions in Vermont’s professional development system for early childhood and afterschool professionals.

In order to be verified by Northern Lights at CCV, college transcripts, certificates, and diplomas must be from a recognized and appropriately accredited institution of higher education (IHE). Northern Lights at CCV follows the same policy as the Community College of Vermont (CCV) in reviewing and accepting documentation from higher education institutions.

The Vermont State Colleges’ Direct Admissions program gives Community College of Vermont students guaranteed transfer admission to Castleton University, Johnson State College, Lyndon State College or Vermont Technical College.

These criteria are used when reviewing coursework and training documentation for current Montessori or Waldorf educators. Updated 10/16/20

High school graduates to who have completed VT Technical Center human service/ early childhood programs may use their supervised and documented experience with children in regulated early
education programs, to count towards meeting the Level I (or higher) Career Ladder certificate experience requirement.

The Child Development Division has several professional development-related grants available including: CDA Assessment Fee Grant, College Tuition: Individual, Peer Review Assessment Fee
and GED Assessment Fee.

To obtain an educator license in the state of Vermont, there are several possible pathways you may take: traditional/initial, reciprocity/out of state licensure, peer review, transcript review, or temporary licensure (via employment in a Vermont School).

If you wish to send your CCV transcript to Northern Lights, you can do so at no cost! Use this form to request your transcript (be sure to follow the steps carefully).

Specialized training is for those who serve vulnerable children and their families in child care settings, provide intensive services in early childhood classrooms or in families’ homes, or consult with teachers or directors who work with children and families.

Submit a completed and signed copy of this form and any documents you wish to enter into your Bright Futures Information System (BFIS) Quality and Credential Account. We cannot accept documents without this form.

Guiding Principles of Vermont’s Early Childhood Professional Development System (2011)

Guidance Document to be used with the Guiding Principles for Vermont’s Early Childhood Professional Development System (2011)

Standards of Quality article written by Nancy Sugarman (2016)

This worksheet is designed to be used in partnership with the Guiding Principles of the Early Childhood Professional Development System.

The mission and purpose of the statewide Building Bright Futures Professional Preparation and Development Committee.

The Experiential Learning Cycle and the Four Phases of Instruction. Designed to be used by Instructors and Trainers.

Data Summary from the Professional Development Survey conducted in summer 2018 by Northern Lights.

Data from open response question “what other professional development supports do you need?” part of the Northern Lights survey of the field 2018

Data from open response question “any additional trainings you want to take in the next year” part of the Northern Lights survey of the field 2018

Core Competencies booklet for Afterschool Professionals, updated 2015

Outline of an instructional design for a single, face-to-face workshop.

This is one model of a learning cycle and how it can be applied to a training.

A sample learning cycle for a training with examples for each step in the process.

Sample instructional design for a two hour workshop.

Guidance information for completing an Observation of the Practitioner

Form to be completed by Observer and Practitioner as part of the Observation of the Practitioner

Meeting notes from the BBF Professional Preparation and Development Committee meeting on November 12, 2018.

Training Worksheet for BBF PPD to plan for training recommendations to be provided to the state.

Draft version of the PPD workplan using the Early Childhood Action Plan template.

Meeting agenda for the BBF Professional Preparation and Development committee meeting on 12/10/18.

Brief survey for anyone interested in signing up for the online Voices of Learning training. Survey responses are reviewed on a rolling basis and the training is offered 3-4 times per year.

This document provides DRAFT recommendations from the Building Bright Futures Professional Preparation and Development Committee about which trainings and other professional development opportunities should be prioritized for the 2019-2020 school year.

Part 2 of 3 documents for the BBF PPD Committee on creating a marketing plan. Document created for BBF PPD meeting on 1/14/19.

Agenda for the BBF PPD meeting scheduled for January 14, 2019 in Rutland.

Northern Lights at CCV has been charged by the Child Development Division of the Department for Children and Families of the Vermont Agency of Human Services to review and approve online non-credit trainings for early childhood and afterschool professionals in Vermont. This document includes the process and criteria for review and approval of online non-credit trainings in Vermont.

Policy Statement released by the U.S. Department of Health and Human Services.

Child Care and Early Education Research Connections Early Childhood Career Pathways: Research-to-Policy Resources

2017 Status Report on early childhood program leadership in the United States. L.E.A.D. Early Childhood Clearinghouse.

Building Vermont’s Future from the Child Up 2018 Think Tank Recommendations

Summary (pages 1-16) of Transforming the Workforce for Children Birth Through Age 8

This document provides an overview of Vermont’s early childhood career ladder. Updated 1/31/19

Agenda for the Building Bright Futures Professional Preparation and Development Committee meeting on 2/11/19

Feedback received from the field about the 2019-2020 draft training recommendations document of the Building Bright Futures Professional Preparation and Development committee.

Early Childhood Action Plan implementation update plan received from Building Bright Futures.

Preschool Development Grant evaluation language about the early childhood professional development system.

Bid scoring rubric used by the State of Vermont (reference document for Preschool Development Grant discussion at BBF PPD meeting)

Northern Lights is often searching for highly qualified trainers. Current trainer opportunities are available at this link.

Power to the Profession Decision Cycles 3, 4, 5, and 6.

Toolkit designed to support the 2019 update of the Early Childhood Action Plan.

Meeting notes from the BBF PPD meeting on January 14, 2019.

Meeting notes from the BBF PPD meeting on February 11, 2019

Agenda for the BBF PPD committee meeting on March 11, 2019.

Workgroup notes from the Result #3 group at the first meeting of the ECAP revision team 2019.

This document provides recommendations from the Building Bright Futures Professional Preparation and Development (BBF PPD) Committee about which training topics should be prioritized for the 2019-2020 school year. The BBF PPD Committee hopes all organizations and groups who provide trainings to early childhood and afterschool professionals in Vermont will use these recommendations to inform their decisions about what to offer in 2019-2020.

Proposed changes to bonus structure for level certificates for professionals who are participating in TEACH

This document provides the training recommendations from the Building Bright Futures Professional Preparation and Development Committee for what trainings should be offered by Northern Lights at CCV in 2019-2020

Agenda for the Building Bright Futures Professional Preparation and Development Committee meeting on April 8, 2019.

PDF version of the Northern Lights Early Childhood Career Ladder Level Certificate application. This document can be printed and applicants can hand-write their application then mail or email to Northern Lights.

Fillable Word version of the Northern Lights Early Childhood Career Ladder Level Certificate application. Applicants can type answers directly into this document then save and email to Northern Lights.

Guidance document to help applicants fill out the Northern Lights Early Childhood Career Ladder Level Certificate application.

To be used as a self-assessment or as a tool for a supporting instructor to observe an Affiliate I or II or Specialist I instructor. Updated 4.15.19

This document details the role of the Supporting Instructor. Updated 4.15.19

This document provides step-by-step instructions for Northern Lights-approved sponsors to offer trainings.

This document includes course names and numbers for Community College of Vermont (CCV) courses that meet the criteria for related credit. This document also includes the names of other courses that typically meet the criteria for related credit at other institutions of higher education.

Guidance document for how to enter your Individual Professional Development Plan (IPDP) information into BFIS.

Document for the purposes of discussion at the Professional Preparation and Development Committee regarding the status of the Child Development Associate Credential and ideas for future support of professionals.

Draft language for revision of Result 3 of the Early Childhood Action Plan.

Draft 2 of the Draft NAEYC standards and competencies for early childhood education professionals

Final report of the Early Childhood Career Ladder ad hoc workgroup which met from January to June 2019. Recommendations to be presented to the BBF Professional Preparation and Development committee on 7/8/19.

Final report of the Program Director Credential ad hoc workgroup that met from January to June 2019. Recommendations to be presented to the BBF Professional Preparation and Development committee on 7/8/19.

ECAP document for PPD 7.8.19

BBF PPD Agenda 7.8.19

Northern Lights Annual Report for services provided 7/1/18-6/30/19.

Summary of survey data from the 2019 Professional Development Survey.

Guide to Northern Lights trainings 2019-2020

Meeting agenda for the September 2019 meeting of the Building Bright Futures Professional Preparation and Development Committee

Links to CIS Orientation Training Modules, updated 8/2/19

CIS One Plan Training Modules, updated 8/2/19

CIS Early Intervention Training Modules, updated 8/2/19

Meeting notes from the Building Bright Futures Professional Preparation and Development committee meeting on September 9, 2019.

This guide includes descriptions of all trainings available from Northern Lights at CCV during 2019-2020

This guide provides helpful tips about which documents to send to Northern Lights, and which documents NOT to send.

A handy guide to the difference between official and unofficial transcripts, and tips about which documents to send to Northern Lights

A brief guide to the role of Northern Lights and what we can do to support the field

This document describes the processes the BBF Professional Preparation and Development committee uses to make decisions.

Agenda for the BBF PPD meeting on December 17, 2019

List of 2019-2020 workgroups and workgroup members for the BBF PPD committee

Draft 2 of the BBF PPD committee’s 2019-2021 workplan

Results from online survey about 2018-2019 workplan topics and their inclusion in 2019-2021 workplan

Document for discussion about ECAP revisions at the 12/17/19 BBF PPD meeting

Document for discussion about ECAP revisions at the 12/17/19 BBF PPD meeting

Document for discussion about ECAP revisions at the 12/17/19 BBF PPD meeting

CSPD Strategic Action Plan for use at the PPD meeting on 1/21/20

CSPD and ECAP Crosswalk for use at PPD meeting on 1/21/20

Summer Institute Survey for PPD 1/21/20

ECAP document for discussion at PPD meeting on 1/21/20

CDA Competency Standards at a Glance for use at the 2/18/20 BBF PPD meeting.

Fundamentals and CDA Subject Areas for use at the 2/18/20 BBF PPD meeting.

Initial release 1/25/21

Vermont Infant Toddler Competencies, released 2021

If you work in a regulated early childhood or afterschool program in Vermont, there are four types of trainings that may count toward training hours required by child care licensing: in person, online real-time, online anytime, and online asynchronous. This document details the four types of training and common questions and answers. Published September 2021.

The attached criteria apply to individuals and groups in Vermont who wish to deliver STRONG trainings to participants working in regulated child care and afterschool programs. These criteria were approved by the Vermont Agency of Human Services Department for Children and Families Child Development Division in May 2021.

Participants are expected to attend all sessions of a multi-session training. This enables Northern Lights at CCV to maintain the fidelity of the training design and to safeguard the training experience for the other participants. See attached for the policy regarding multi-session Northern Lights at CCV trainings.

There are three key types of standards that matter for early childhood professionals regardless of setting: program standards, professional standards, and learning standards. These three sets of standards have different roles and functions within our practice as early educators and when combined together help us become more effective in our work with children and families.

If you’re new to the early childhood or afterschool field there are several trainings you must complete during your first year of work. It’s helpful to complete First Aid and CPR prior to beginning a job in the field but we recommend waiting to take the other trainings until after you start your new job. Each person’s situation is different so reach out to your Northern Lights Resource Advisor to ask which trainings – and timing – could be right for you.

This resource describes the processes Vermont public and independents schools can use to submit professional development documentation to Northern Lights for entry into the Bright Futures Information System.

Effective July 1, 2022 all trainings for professionals working in regulated child care settings must meet the Unified Training Criteria. These criteria are grouped into three categories – quality criteria, verification criteria, and content criteria.

Quality criteria guide high quality practices during training design and implementation. Verification criteria guide the documentation provided by the training organization. Content criteria guide the training content included in each training.

A community of practice is a multi-session, facilitated conversation among members of a particular group with a goal of creating positive change related to an area of common interest.

This planning form is designed to allow institutions of higher education to examine how their college courses align with Vermont child care program licensing qualifications criteria and relevant certificates and credentials issued by Northern Lights at CCV. If you have further questions about alignment of your coursework, please contact Northern Lights directly. Updated 3/21/22

This planning form is designed to allow institutions of higher education to examine how their college courses align with Vermont child care licensing qualifications criteria and relevant certificates and credentials issued by Northern Lights at CCV. If you have further questions about alignment of your coursework, please contact Northern Lights directly. Updated 3/21/22

Fillable PDF

Examination of attrition rates for free trainings offered by Northern Lights during 2020

Data summary from the Northern Lights professional development survey of the field conducted in summer 2020

Data Summary of professional development data from survey conducted in summer 2020

Workplan priorities for the Professional Preparation and Development committee for 2020

BBF PPD Committee meeting notes from meeting held on 1/19/21

Data review of available data sources used by PPD to inform the professional development recommendations

Checklist for application of learning components to be used by professional development trainers and instructors

Meeting notes from the BBF PPD Committee meeting on 4/20/21

BBF PPD Committee meeting notes from the meeting held on 5/18/21

Feedback from the field regarding the professional development recommendations (5/17/21)

Information about Prior Learning Assessment for the PPD committee meeting in May 2021

Meeting notes from the BBF PPD committee meeting on 6/15/21

Meeting notes from the BBF PPD committee meeting on 7/20/21

Brief regarding review and approval of online trainings in Vermont, prepared by Becky Millard September 2021

Review of current criterion for Online Anytime Trainings re: evaluation of learning

Meeting notes from the BBF PPD committee meeting held on 12/21/21

Meeting Notes from the BBF PPD committee meeting on 1/18/22

Application for Steps 1, 2, and 3 of the Program Director Credential. Updated 12/2/25

Fillable PDF application for Program Director Credential. Updated 12/2/25

Results from committee survey regarding workplan topics for 2022-2024. Will be discussed and revised into a final workplan document.

This attendance form can be used by Vermont public schools to capture attendance for participants whose data needs to be submitted into the Bright Futures Information System. For more detail about submitting documentation, please visit the Resources for Vermont Schools page.

Meeting notes from the BBF PPD committee meeting on October 18, 2022.

Meeting notes from the Building Bright Futures Professional Preparation and Development committee meeting on January 17, 2023

Meeting notes from the Building Bright Futures Professional Preparation and Development committee meeting on March 21, 2023.

Meeting notes from the Building Bright Futures Professional Preparation and Development committee meeting on April 18, 2023.

BBF PPD Meeting Notes for September 2023

Presentation shown to the PPD committee by Julia Wayne during the November 2023 meeting to go over recent updates to Chidren’s Integrated Services

The presentation given by Becky Millard to the BBF PPD committee at the November 2023 meeting covering the new Recognized Communities of Practice guidelines

BBF PPD Meeting Notes for November 21, 2023

NAEYC Professional Standards and Competencies for Early Childhood Educators published November, 2019 and adopted in Vermont in October, 2023.

Brief summary of the NAEYC Professional Standards and Competencies published November 2019 and adopted in Vermont in October 2023.

Core Knowledge, Skills, and Competencies for Afterschool and Youth Development Professionals published 2021 and adopted in Vermont October 2023.

Slide deck from Recognized Communities of Practice trainings conducted in November and December, 2023.

Recognized Community of Practice preparation form to be used by approved sponsors the first time you offer a Recognized Community of Practice

BBF PPD Meeting Notes for January 2024

Vermont’s Unified Core Knowledge Areas provide shared language that works across multiple sets of professional standards. They were created using:

• InTASC Core Teaching Standards,
• Early Intervention/Early Childhood Special Education Standards,
• NAEYC Professional Standards and Competencies for Early Childhood Educators, and
• NAA Core Knowledge, Skills, and Competencies for Afterschool and Youth Development Professionals.

BBF PPD Meeting Notes for March 2024

IPDP form to be used with the Unified Core Knowledge Areas

IPDP form to be used with the NAEYC Standards and Competencies for Early Childhood Educators

IPDP form to be used with the NAA Core Knowledge, Skills, and Competencies for Afterschool and Youth Development Professionals

Fillable IPDP form to be used with the Unified Core Knowledge Areas

Fillable IPDP form to be used with the NAEYC Standards and Competencies for Early Childhood Educators

Fillable IPDP form to be used with the NAA Core Knowledge, Skills, and Competencies for Afterschool and Youth Development Professionals

BBF PPD Meeting Notes for July 16th, 2024

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