in addition to Tony’s comments (about raising the bar) is also the $$ obligations when one has to pursuing more education/requirements.
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There are not internships required for any providers regardless of setting. They receive on-site PD and support in their work setting of either their FCCH or center or school.
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This may be another resource that may be helpful:
a couple more resources from the PreK in FCC project at Erikson:
I’ve worked with many highly educated educators that was challenged with practical implementation. Education does not equate to quality educator.
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#38 Without coursework and qualified diverse higher ed faculty we will have a workforce that mirrors the k-12 workforce. Mostly white.
Below is a link to the current iteration from CCTC for the cross-over credential from pre-K to TK. It is called Early Childhood Specialist. In my reading and understanding of this, again, the bar is raised for those currently on the child development permit matrix and lowers or even removes the bar for those in K-12 with multi-subject credentials. Slide 4 is about the educational requirement. Slide 5 is about experience. It appears that those who currently work in ECE/preK, but not through an LEA will have a roadblock to overcome in the number of hours needing to obtained for experience in terms of K-3 grade level. Slide 6 seems to raise the work experience bar to 6 years instead of 3 which is how it was understood out in the field at the onset of the development of this credential.
All these are barriers for existing ECE workforce members who are likely not able to leave (leave of absence, quit, apprenticeships) their current workplace in order to jump to these new hoops for this new credential.
I agree that appreticeship and coaching on the job will be very valuable to support the competency of the workforce. Some ECE educators love their work with the children and families and are very capable of it. However, when it comes to steping from the Assistant teacher to the Lead teacher role, or from Lead teacher to Site Manager, sometimes they are not motivated in it. Even though we need good lead teachers, we also need good assistant teachers.
Lookng at the targeted content specific curriculum Boston model, the coaching and support will be much needed, and these type of specific skills are not always gained or developed in the college classrooms or courses.
Research show that the most important indicator of quality in the ECE classroom is not teacher’s degreem=, it is the caring and responsive relationship between the adults and the children. It is valuable for the type of loving nurturing learning environment of the ECE classroom to continue with these caring teachers who love their job in the ECE classroom. We can provide them with a lot of specific support and coaching.
(Sometimes people with degrees and are not passionate about ECE teaching, once they reach it, they may move on to school district setting where they have summer off and all other opportunities, where ECE becomes a spring board.)
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I really love what I hear about the centralized enrollment system, one entrance to access the appropriate program according to their family needs or elgibilities. This requires a coordinated system that take into cosideration of families and children, and intentionally match them with the available resources in the system.
Otherwise, some programs may ended being underenrolled, while other settings are full of children waiting. Programs serving low income children may be scrambling around to find children while these children may all be in other programs where there is no eligibility requirements.
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We are now in the session about Child Centered Learning Environment recommendations
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We are now discussing Section 17702. Developmental Profile - Child Centered Learning Environments
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our research on factors behind the decline of FCC (conducted in CA, MA, WI, and FL) found that many FCC cite redundant and confusing requirements as a contributing factor in deciding to close their programs. The recommendation to align requirements and reduce redundancies resonates.
With respect to streamlining DRDP as it is completed for children with IEP’s as well as children attending CSPP. I would encourage alignment with administration dates. Currently, the dates do not align at all and create a barrier to collaboration.
We don’t have one specific statewide Kindergarten Readiness Assessment - we need one. If DRDP is the embraced assessment, then it would be important to offer ongoing training and supports for Child Care Providers to understand it and get support on how to best use it in their settings to inform care and education.
Seconding Fabiola’s comment that we need ongoing support and training for providers to use the DRDP. It’s a good but complex measurement tool that will only be useful if teachers are trained to use it appropriately, and have the time to score it. Illinois uses the DRDP as a KEA, which has benefits, although it should be used with caution if it’s going to be used for purposes outside of the classroom. It would be great to have a unified assessment across UPK programs.
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We are now discussing Section 17703. Education Program - as part of the Child Centered Learning Environment
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The PK3 Early Childhood Education Specialist Instruction Credential is an option for those who wish to teach TK-3rd grades in a California public school. The credential recognizes and values the rich background and extensive experience coming from the field of Early Child Education and offers a career option for those who wish to work with children ages 3-8. For an update on the PK3 ECE Specialist Instruction Credential and space for discussion, please join Community Circle on Monday November 13th from 11:00 am - 12:30 pm. To register for this meeting, please register here To contact the Commission on Teacher Credentialing ECE team, please email: ECE@ctc.ca.gov
I also want to add that non CSPP programs receiving subsides are also required to use the DRDP. Title 5 CCR § 18272 also speaks to the requirement of contractors supporting infants - school age to use the DRDP and can be found here: https://govt.westlaw.com/calregs/Document/I49622A934C6911EC93A8000D3A7C4BC3?viewType=FullText&originationContext=documenttoc&transitionType=CategoryPageItem&contextData=(sc.Default)&bhcp=1
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if a curriculum requirement, important to consider curricular resources that are relevant for family child care, mixed-age settings. Most curricula do not address this.
Yes! Thank you for that reminder!