115 Professionalism 4. Leadership 1. Communication with the Broader Community Level 1 Work to develop trust and communicate clearly with children, families, and colleagues. P 4.1.1 Level 2 Understand the role of other professionals involved in the care and education of young children, e.g., special educators, reading specialists, speech and hearing specialists, physical and occupational therapists, and school psychologists. P 4.1.2 Level 3 Promote collaborative work by supporting relationships with all professionals involved in the care and education of young children. P 4.1.3 Level 4 Model positive relationships and extend influence in the support of the growth and development of young children. P 4.1.4 Level 5 Advocate for early childhood issues affecting families and communities at local, state, federal, and global levels. P 4.1.5 2. Exhibiting Classroom & Program Leadership Skills Level 1 Recognize the importance of a work culture that is inspiring and empowers initiative. P 4.2.1 Level 2 When appropriate, participate in leadership activities with staff, family, and colleagues. P 4.2.2 Level 3 Build trust and create supportive relationships with others in the field. Provide meaningful feedback. Create and regularly review program vision, mission, and goals. P 4.2.3 Level 4 Serve as a resource and mentor for others in the field. Build networks and teams which provide a base of support and facilitate professional growth. P 4.2.4 Level 5 Analyze, evaluate, articulate, and apply evidence-based best practices to facilitate changes that strengthen the quality and effectiveness of early childhood care and education. P 4.2.5