CT-PEN works to improve the social, emotional, and educational lives of Connecticut's children and families.
Leadership Team effective May 19, 2011:
Pam Langer-Chairperson
Ginny Molleur-Co-Chair
Carol Corliss-Recording Secretary
Mary Burke-Treasurer
Ginny Molleur-Webmaster
Carol Corliss-Membership
Regional Leaders:
Patty Berky
Diane Thibodeau
Ruth Freeman
Ellen Swan
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CT-PEN goals |
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Link parenting educators and programs across the state
Expand knowledge of best practices in parenting education
Increase access to culturally appropriate parenting programs
Increase access to research in parenting education |
Support professional development among parenting educators
Developing leadership in the field of parenting education
Improve the visibility of parenting education in Connecticut
Develop and put into practice and policy a statewide parenting educator credential |
CT-PEN brings together and supports parenting educators of diverse backgrounds, educations, and affiliations. It is working to promote a coordinated system of parenting education that recognizes the central role of parents in child development and school readiness. This system will be results-based, accountable, and accessible to all caregivers. It has two essential purposes: (1) to strengthen and educate parents (or other caregivers) so that they can rear caring, competent, and healthy children and (2) to prevent the neglect and maltreatment of children.
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Immediate tasks |
Long-term tasks |
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To conduct a survey among parenting educators to identify current state of professional knowledge and practice
To identify current training opportunities
To encourage rigorous evaluation as an integral part of parenting education programs |
To identify effective tools and resources to assess parent needs
To identify methods of matching parent needs with curricula and approaches
To establish a parenting educator credential/license recognized by the state legislature and endorsed by key funders |
The Connecticut Parenting Education Network (CT-PEN) has adopted the goals of the National Extension Parenting Education Framework (NEPEF) to advance the field of parenting education and to increase access to high quality programs in Connecticut.
In 1992, family life and human development specialists initiated a nationwide effort to develop a framework of what to teach parents in parent education programs. In 1994, the resulting model called the National Extension Parent Education Model (NEPEM) set forth six categories of priority parenting practices to be learned by parents and taught by parenting educators.
In 2000, this work expanded to address the need for outlining the critical skills and practices of parenting educators. Professionals proposed that the NEPEM's "priority practices for parenting educators" be melded with a set of "priority processes for parenting educators" to form a new structure, the National Extension Parenting Education Framework (NEPEF).
Since 2002, NEPEF has two dimensions, each containing six domains of competency. One dimension outlines the content of knowledge needed by parenting educators while the other dimension outlines the processes that parenting educators need to work effectively with parents and children.
To learn more, visit the NEPEF website at: http://www.joe.org/joe/2006june/a8.shtml
This site includes documents that describe the content that is the basis for parenting education and the process by parenting educators.
