I was once a CDA assessor and never received anyone to assess. The reason it’s not as widely used in CA is because we have Child Development permits that supersede the CDA. Head Start uses it because it is a national program and other states may not have a credential/permit for ECE.
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The LPCs are meeting now trying to figure out the local charge with the mixed delivery system - the data needs to be shared ASAP with them.
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In this context, capacity means the number of providers and number of spaces. In other words, availability of those programs (rather than the potential to expand them).
Thank you for the feedback. In Massachusetts we also have ECE Teacher certificate of all levels. CDA is another acceptable alternative that receives higher recognition than the regular Assistant Teacher certificates. The field observation and coaching component makes it stand out. I am glad you were the CDA Assessor.
I just want to echo the comments around supports for FCCs, especially since we know they serve large proportions of DLLs and also often share the language and culture of the children in their programs.
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Another aspect of access is related to workforce. As the P3 credential is rolling out, we are finding that many IHE’s are not interested in offering the P-3 credential. I have a colleague who is working to encourage some private IHEs to offer and many do not see the need. I will share the research i have access to and would love to have access to more detailed research from Dr. Fuller if possible. We need to ensure a variety of IHEs are offering in order to meet the needs of diverse learners (prospective teachers and providers) across the state.
Yes, to Mindy Camacho’s comment that Full Day CCTR and CSPP programs have to operate a year-round program that has to operate a set number of days (246 operational days) in order to earn their contracts. This is a challenge for programs to be able to offer professional development and training for staff or planning time for teachers. Flexibility to the number of operational days for full-day programs is needed in order to provide high-quality programs. ECE Teachers should not be limited to attending professional development during the evening or Saturdays. These professionals should have access to professional development, and planning time during the scheduled workday specific to their centers, and classrooms.
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