Appendix A: Study Research Questions

Appendix A: Study Research Questions

This page has been left blank for double-sided copying.

Appendix A: Study Research Questions
Research questions guiding the ITTCC data collection
Research questions
1. How have competency frameworks been developed?

Systemlevel
X

1a. For whom was the framework developed and for what purpose?

X

1b. Which stakeholders were engaged and how were they engaged?

X

1c. How was the content (competency domains, proficiency levels, and individual
competencies) of the framework developed?

X

2. How have competency frameworks been implemented?

Programlevel

X

X

2a. Which stakeholders have been engaged and how have they been engaged?

X

X

2b. What incentives to implementation are present? How do those incentives differ
for different stakeholders?

X

X

2c. How are competency frameworks aligned with or integrated into existing
systems (e.g., licensing, QRIS, monitoring, training and technical assistance,
credentialing, or higher education systems)? How do these systems leverage
the framework?

X

2d. How are implementation efforts funded and what are the associated costs?

X

X

2e. How are competency frameworks and associated implementation efforts
evaluated?

X

X

2f. What challenges or facilitates implementation of competency frameworks? For
example, characteristics of the site, program, or framework itself?

X

X

X

X

3a. What measures are in development or have been used to assess
competencies?

X

X

3b. How have measures used to assess competencies been validated?

X

3c. Are assessment options sufficient to meet stakeholder needs?

X

X

3d. For what purposes have competencies been assessed? Has competency
assessment been primarily formative or summative?

X

X

3e. How is assessment/assessment development funded and what are the
associated costs?

X

X

3f. What challenges or facilitates assessment of competencies overall and for
different stakeholders?

X

X

4. How do program/center directors and FCC owners use competency frameworks?

X

X

3. How have competencies been assessed?

4a. How do program/center directors and FCC owners become familiar with
competency frameworks, competency domains, and individual competencies?

X

4b. How do program/center directors and FCC owners use competency
frameworks to inform hiring, promotion, compensation, or professional
development of their staff?

X

1

Appendix A: Study Research Questions

Research questions
4c. What challenges or facilitates their use of competency frameworks? For
example, characteristics of the setting, director/owner, or framework itself?

Systemlevel

Programlevel

X

X

4d. How do program/center directors assess their staff’s competencies? And for
what purpose do they assess their staff’s competencies?
5. How do I/T teachers and caregivers use competency frameworks?

X
X

X

5a. How do I/T teachers and caregivers become familiar with competency
frameworks, competency domains, and individual competencies?

X

5b. How do I/T teachers and caregivers use competency frameworks to inform
professional development, practice, and career-related decision-making? What
other resources do they use for these decisions?

X

5c. What challenges or facilitates their use of competency frameworks? For
example, characteristics of the setting, teacher or caregiver, or framework
itself?

X

5d. How do I/T teachers and caregivers assess their own competencies? And for
what purpose do they assess their own competencies?

X

X

6. What are key lessons learned related to the implementation of competency
frameworks and assessment of I/T teacher and caregiver competencies?

X

X

7. How can competencies help build the capacity of the I/T workforce and support
quality improvement?

X

X

Note:

QRIS= Quality Rating and Improvement System

2