Standard 6: NAEYC Accreditation Criteria for Teachers Standard

The following chart presents the accreditation criteria for this topic area. Each criterion provides specific details to guide program plans, policies and practices. The criteria are numbered (01, 02, 03, etc.) within their topic area. Each criterion within each program standard is identified by its relevant age group (or groups). Many criteria are identified as "universal" (U), meaning that all classrooms and programs pursuing NAEYC Accreditation must address these criteria. These aspects of quality should be seen in any programs or classrooms serving birth through kindergarten, though they may look somewhat different in practice depending on the children's age.

Age Groups:
U = universal
I = infant
T = toddlers/twos
P = preschool
K = kindergarten

6.A.
Preparation, Knowledge, and Skills of Teaching Staff

6.A.01
U   I   T   P   K
All teaching staff know and use ethical guidelines in their conduct as members of the early childhood profession. (See NAEYC's Code of Ethical Conduct)

6.A.02
U   I   T   P   K
When working with children, all teaching staff demonstrate the ability to

6.A.03
U   I   T   P   K
Before working alone with children, new teaching staff are given an initial orientation that introduces them to fundamental aspects of program operation including

Follow-up training expands on the initial orientation.

6.A.04
U   I   T   P   K
Substitutes, volunteers, and other adults are given a preliminary orientation that introduces them to fundamental aspects of program operation before they begin working with children. The orientation includes health, safety, and emergency procedures; accepted guidance and classroom management techniques; child abuse and neglect reporting procedures; and regulatory requirements.

These adults work with children under the direct supervision of qualified teaching staff. Follow-up training expands on the initial orientation.

6.A.05
U   I   T   P   K
All teachers  (see Definitions of Teaching Staff) have a minimum of an associate's degree or equivalent. At least 75% of teachers have a minimum of a baccalaureate degree or equivalent in early childhood education, child development, elementary education, or early childhood special education that encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development. Note: This requirement is phased in between 2006 and 2020 with variations by program size; for phase in and for notes regarding degrees and equivalencies (see timeline for meeting Teacher Qualifications)

6.A.06
U   I   T   P   K
Assistant teachers-teacher aides (staff who implement program activities under direct supervision) have a high school diploma or GED and

College-level course work is from regionally accredited institutions of higher education and may include distance learning or online coursework.

If there is only one assistant teacher-teacher aide, then either of the requirements can be met.

6.A.07
U   I   T   P   K
All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children and families of diverse races, cultures, and languages. Specialized college-level course work may include core courses that cover these topics or courses addressing these topics specifically. Teaching staff adapt their teaching in response to children's differences.

6.A.08
U  I   T  P   K
All teaching staff have specialized course work or professional development training in the program's curriculum, and in communication and collaboration skills that prepare them to participate as a member of a team.

6.A.09
U  I   T  P   K
All teaching staff who supervise or mentor other staff members have specialized college-level course work or professional development training and preparation in adult supervision, mentoring, and leadership development. Specialized college-level course work may include core courses that cover these topics or courses addressing these topics specifically.

6.A.10
U  I   T   P   K
All teachers and assistant teachers/teacher aides have specialized college-level course work or professional development training in knowledge and skills relevant to the specific age(s) or the special circumstances/specific needs of the children they teach. Specialized college-level course work may include core courses that cover these topics or courses addressing these topics specifically.

6.A.11
U  I   T     P   K
All teachers and assistant teachers/teacher aides have specialized professional development training in how to accurately use the program's assessment procedures for assessment of child progress and program quality. Their training is used to adapt classroom practices and curriculum activities. (This criterion is an Emerging Practice.)

6.A.12
U  I   T   P   K
All teachers and assistant teachers/teacher aides have specialized college-level course work or professional development training that prepares them to work with children who have special needs. The course work or training may include core courses that cover these topics or courses addressing these topics specifically. The course work and training includes