UPK Mixed Delivery Quality and Access Workgroup Report: Development and
Refinement
The Workgroup will explore the following overarching topics through a
combination of presentations, facilitated discussions, and public comment.
a. The feedback of the Workgroup and members of the public on the
consolidated draft of the UPK Mixed Delivery Quality and Access Workgroup
Report
b. Practitioner and family perspectives on ways to increase quality and access
It wasn’t my impression that Work Group members were all in agreement that a ratio of 1:10 should be applied only to 4-year-old classrooms. I wasn’t able to stay for the entirety of our last meeting, but I remember strong arguments made for applying the ratio change to both 3- and 4-year-old classrooms, acknowledging that not all Work Group members agreed. When I left the meeting, it was my impression that we would be revisiting the topic. I also don’t remember hearing that the ratio changes would take place for CSPP only if they were made for TK. Happy to speak with GPG about how we arrived at the current recommendation that was just described!
Thanks Elsa - We did not arrive at consensus at the end of the discussion last week on what to do about ratios, but we attempted to adjust the recommendation to maximize where we did see common themes. We will have some open time to revisit recommendations at the end of today’s meeting and are also happy to continue to explore this question in one-on-ones
Thank you for sharing these powerful videos and voices! I really noticed a theme around the need for diverse teachers that can support home language as well as resources in the home language and anti-bias training. A powerful quote stood out for me, “children must have their home language represented so they feel part of the community”
I agree that teacher preparation matters and appreciate the educator feedback that high standards in teacher qualifications should be prioritized. I also agree that we need directors and administrators who are prepared and who specifically have training in Early Childhood Education. We need pathways for directors/Leaders who have advanced degrees and hold child development permits to access the Administrative Services Credential without the need to go back to school to complete a preliminary credential program. The Child Development Program Director Program Permit plus experience should be recognized as a preliminary pathway for an Administrative Services Credential.
An AA degree is not enough to work with our preschool and special education group. The lead teacher should have at least a BA and additional courses for how to work with Special Education students. The assistant teacher should have at least an AA and some course work on Special Education students
We should also re-examine the Administrative Services Credential holder’s allowance to manage and operate Child Development Programs without having ECE experience or preparation. The credential allows preschool administration and, by default, has allowed K-12 administrators to take on the leadership of child development programs without preparation in ECE leading to some quality concerns
Regarding the final recommendation on workforce, I apologize, I wasn’t able to capture the exact language, it stated something in reference to bilingualism and something else, but it does not reference any recommendations regarding a need for a diverse workforce representative of the students in the classrooms. Would like to uplift this as a recommendation, if possible - but, would also like to see that language again, if possible?
I understand that it would be difficult for teachers in the field to go back to school. But, I like the idea of having classes via Zoom throughout the day. One of the speakers mentioned that students take 2 hour nap and the teacher can take courses during that time. Also, provide weekends time for classes.
I feel like we also shouldn’t forget the power of coaching in supporting the development and sustenance of a competent work force. A supplementary micro credential program with job embedded coaching would be a significant support to strengthening the confidence and competence of our early educators in meeting the diverse needs of students and supporting the implementation of a high quality curriculum with a specific scope and
sequence across math, language, and literacy with embedded social-emotional learning that the report calls for.
Yes, a colleague often talks about taking ECE classes during naptime and at the center where they work. Supporting the workforce in what they need to be successful as they move towards achieving higher education
Bilingual and Bicultural - I would suggest add the bi-culture component - the bias in all of us is to assume bilingual is solely English and Spanish - when we add Bicultural, we broaden our thinking and considerations.
Further thoughts and clarifications after hearing workgroup colleagues:
My desire was to uplift the concept of more than what is assumed with the word “bilingual” - I said Bicultural to broaden our thinking AND ABSOLUTELY AGREE mulit-lingual and/or multi-cultural are BETTER ALTERNATIVES to ensure make it to the recommendations. Let’s remove bilingual and consider multi-lingual AND multicultural.
