Strategic Priorities of Wesley Global Knowledge Network

WERC sets forth strategic goals for the organization advancements. It reflects in three dimensions:

Dimension 1: Organizational Excellence

WERC reflects excellence in all aspects of organizational health and vitality. We aim to encourage:

• The National Dialogue results in a streamlined affiliate system that operates at the highest capacity, effectively serving early childhood professionals at the local, state, and national levels.
• Components report experiencing the national component as intentional in its effort to engage in reciprocal communications around matters that cut across all components.
• WERC’s governance structure is strong. National board members are accountable for the diversity, effectiveness, fiscal health, and sustainability of the organization.
• Staff report a shared understanding and accountability for a high-performing, inclusive organization, including an understanding of the vision, mission, and values.
• Members, customers, and staff report WERC’s information and communication technology systems are reliable, user-friendly, support their work effectively, and meet their needs

Dimension 2: Leadership in Innovation

WERC cultivates leadership and incubates innovative strategies that propel the field, profession, and systems of early learning. We aim to achieve:

• Strong leadership capacity is present throughout WERC components, membership, volunteers, and staff.
• Early childhood programs and professionals throughout the world have access to WERC’s resources, content, and early childhood systems expertise.
• WERC serves as a catalyst and consensus builder for complex and controversial issues to generate new knowledge and understanding.
• WERC is a reliable and productive collaborator and partner.

Dimension 3: Professional Development

WERC believes that the early childhood education profession exemplifies excellence and is recognized as vital and performing a critical role in society. We aim to promote:

• Professional preparation and development for birth through age eight educators is aligned and grounded in WERC’s standards and delivered in innovative ways.
• Skills, knowledge, competencies and qualifications are agreed upon and used to define the early care and education profession.
• Early childhood professionals are diverse, effective educators and leaders working within a compensation and recognition system that supports their excellence.
• Professional development and preparation systems support seamless progression for early care and education professionals to advance their education, professional learning, and careers.