I agree with this. I especially wonder if the the application process is a barrier to their participation.
Agree that linguistically appropriate and affirming should be added to this recommendation.
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We can not isolate CSPP quality standards, but we need aligned UPK quality standards across CSPP and TK. As a state, we can not say TK is a part of Universal Pre Kindergarten if we continue to refer to it as a separate educational program and define it as a “First Year of a Two Year Kindergarten.” that language needs to be changed in legislation in order to provide a quality developmentally appropriate pre-kindergarten program in Univeral Transitional kindergarten. Quality standards in UTK should mirror CSPP Pre-K if we really do have universal pre-K in California.
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The family engagement needs a framework to show why it is critical for early care and education
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— — — Start of Workforce Recommendations — — —
We are now discussing Recommendation #40. Assess the existing workforce development funding (e.g., Golden State Teacher Pathways Program) and make changes as necessary to allow funding to be used for preschool educators to earn college credits needed to meet degree requirements.
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I would add that we should also explore funding to support paid, mentored clinical practice to meet permit and credential requirements, in addition to college credits.
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I agree with Christian’s point. There should be one resource that lets people see what aid is available to them.
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Building on what Dr. Wesley said - Blending the UTK funding and allowing access to preschool educators may also allow us to create cohorts that are preparing educators for the P-3 credential. so that while we are buildind a mixed delivery system model, we are also looking at building the P-3 continuum and not siloing preschool from UTK.
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Here is a guide referencing the programs being discussed:
UPK Teacher Pipeline Resource Compendium - Preschool Through Third Grade Alignment (CA Dept of Education)
Yes, to Kate’s comment. Also, within Teacher Residency Grants for pathways for Classified Staff. Some districts classify their Child Development Teachers as Certificated because they have the CTC Child Development Permit, which is excellent for alignment but eliminates these child development teachers from enrolling in these credential programs. Perhaps the requirements for these residency grants can make an exception for certificated child development teachers to support the P-3 teacher pipeline.
Also, experienced Child Development Administrators with advanced degrees and permits are not eligible for opportunities for the Administrator Credential programs. We need funding, but tweaks in language about who is eligible to participate in grant and preparation programs would be a no-cost recommendation.
Yes, to Anisa Green’s comments
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yes to Dr.Green’s comments and specifically need courses in Spanish as well as other languages
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I wanted to agree with Ansina’s comment about providing supports for speakers of other languages, including coursework in languages other than English.
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We are now discussing Recommendation #44. Adjust ratios and class sizes in CSPP classrooms to reflect the qualification level of lead teachers: No higher than one adult to 10 children in classrooms with an educator with a minimum of an Associate degree in early education or child development in accordance with the recommendations of the forthcoming CTC Child Development Permit workgroup with a class size of 20 children. No higher than one adult to eight children for majority 3-year-old classrooms with an educator who does not hold these qualifications, with a class size of 24 children.
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I agree with ensuring we consider early education as a whole and not just focus on CSPP or TK separately. We need to view the pipeline as one pipeline, with individuals entering at varying places. Many of our preschool teachers will be our future TK teachers; we need to ensure we are focused on building our capacity in private and public preschools as well. We also need to focus on recruiting individuals to enter the pipeline who are representative of our communities.
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I also want to add support for Instructional aids in TK classrooms to access ECE professional development and stipends to support them in engaging in professional growth, including incentives to enroll in ECE coursework. To bring them into the ECE pipeline
While this recommendation is focused on preschool we should also consider supports, resources for ALL early educators to include family child care. Vetted and accredited unit based courses are needed in Spanish as well. In addition, consider a fast track or emergency credential for preschool staff that would like to pursue a PK-3 credentials.
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Appreciate Ms. Charles’ comments about what ratios should look like in programs with students who may have needs for additional supports.
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Please elaborate to the 3yr old recommendation. Not sure I agree with that. 1:10 agree
I think we need language and to develop recommendations around ratios for children with special needs
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The IEP or IFSP process will address the needs with children with special needs. A child’s unique needs will determine the staffing need based on a team decision that includes the family.
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