Directors Education. Teacher Education Comparison. OCAEYC Members. OC Head Start Teacher Education. Existing System Mandates.

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1 Who s Teaching Our Youngest in Orange County? Public Believes that Bachelor s Degrees Are Important for Preschool Teachers Importance of preschool teachers having college degree Very/fairly important Just somewhat/not very important 7 58% Child & Adolescent Studies Cal State Fullerton Gwen Morgan-Beazell Human Development Santa Ana College 4 28% All voters Latinos Source: Peter D. Hart Research Associates & the Tarrance Group for CDPI Education Fund & Preschool California Research Shows that College Education is Important for Preschool Teachers Education predicts Emotional support Language use Social interaction Interest and individualization All education is positive Incremental degrees linked to incremental benefits Limited Information About Workforce Available data: United Way Success By Six Salary and Working Conditions Survey (2001) Orange County Association for the Education of Young Children Members Orange County Head Start staff Possible additional data sources: Child Development Permit holders State Preschool staff School districts Center s Best-Educated Staff Teachers Education 35% 25% 15% 10% 5% 0% 39% 1 Units Only Associate's Bachelor's Graduate Child Development and Related Subjects 15% Only Units Associate's Degree 64% Bachelor's Degree Graduate Units Gwen Morgan-Beazell 1

2 Teacher Education Comparison Directors Education 70% 60% 50% 10% Orange County California (NIEER) Child Development and Related Subjects 7% 2 52% Only Units Associate's Degree Bachelor's Degree Graduate Units 0% Only Units Associate's Degree Bachelor's Degree Graduate Units OCAEYC Members OC Head Start Teacher Education 90% 80% 70% 60% 50% 10% 0% (%) of Degree in ECE (%) of Degree not in ECE High School CDA Associate's Bachelor's Graduate 2% 29% 27% High School Diploma Some College Associate's Degree Bachelor's Degree Some Graduate School Master's Degree Existing System Mandates Title 22: Private Preschool Includes: For-Profit and Privately-Funded Non-Profit No Child Assessments Title 5: State-Funded Preschool Child Development Teachers Permit Child Assessments Head Start: Federally-Funded Preschool College Education and Permit Mandates Child Assessments Gwen Morgan-Beazell 2

3 Ratio & Group Size Comparison Age Infant Toddler Preschool School Age Title 22 1:4 1:6 1:12 1:14 Ratio Title 5 1:3 1:4 1:8 1:14 Title Group Size Title Status Aides/ Assistant Provisional / Associate Teacher Director Education Comparison Title 22 No Continuing Ed 18 yrs and enrolled in ECE 6 ECE units and enrolled in units 12 ECE units and 6 mo experience 4 yrs exp. w/ units or 2 yrs exp. w/ AA or 1 yr exp. w/ BA or and 3 units admin. Title 5 Continuing Ed Requirement 6 ECE/CD units 12 ECE/CD units 50 days experience 24 ECE/CD units 16 GE units 175 days experience BA including Site Supervisor Requirements 1 year supervising Expected Head Start Mandates 2008: All teachers must Have CDA Be enrolled in college 2010: All teachers must have AA 2011: 50% of teachers must have BA Also requires: Degrees for some administrators Yearly professional development Teachers meet state preschool requirements Compensation Retention Initiatives Goals Improve retention Increase education Reward professional development Strategy: compensate staff for completing college coursework while stably employed CRI AB 212 Funding from Child Development Division of California Department of Education Stipend upon completion of college units Staff at state-funded schools CARES Funding from First 5 California Private and publicly-funded staff Not available in Orange County Includes: Stipend, books & materials Counseling & support Success By 6 Accreditation Project Funding from United Way Staff at participating schools Stipend upon completion of college units Gwen Morgan-Beazell 3

4 # Participants Orange County AB 212 Data Program Year Rejected Qualified AB 212 Participants Education 3% 3% 29% 3 29% 5% High School GED AA BA/BS MA Other AB 212 = Education Motivator Did AB 212 motivate you to continue your education? 22% No Somewhat 77% Very Strong NAEYC Accreditation Center Accreditation 2006: 25% of teachers have AA all are working on degrees 2010: 50% of teachers have AA 25% of teaches have BA 2015: All teachers have AA 50% of teachers have BA 2020: 75% of teachers have BA College Accreditation Specifies content for effective teacher preparation Emphasizes: Developmentally Appropriate Practice Family/community partnerships Observation and assessment Ongoing professional development Quality Rating Systems Generally based upon Early Childhood Environmental Rating Scale (ECERS) Teacher education United Way Quality Rating System Easily used by parents Links teacher education and training to quality Implements the Permit in private centers Requires ongoing progress toward college degrees Gwen Morgan-Beazell 4

5 Assessment & Accountability Goal: evaluate efficacy of early childhood programs Process: ongoing child assessments Desired Results Developmental Profile (DRDP) Prekindergarten Standards National Reporting System (NRS) Requires: Highly educated staff Specific training on the measure Accountability Changes Good Start, Grow Smart Extension of No Child Left Behind Proposes new accountability guidelines Likely linked to funding Changing California Assessments Revision to DRDP Prekindergarden Standards Implications not defined Preschool for All Various models First 5 California Pilot Projects Los Angeles PfA Ballot Initiative All teachers have BA & Credential by 2016 PfA Bachelor s Degree Built on the 24 units of child development specified in the Permit PfA recognizes existing Permit holders as most highly qualified current workforce Facilitate completion of degree within timeframe Comply with NAEYC college accreditation guidelines Gwen Morgan-Beazell 5

6 PfA Early Childhood Credential Developed By 2008 Through collaboration of community colleges, 4-year colleges, and universities Largely undefined Possibly revision of previous primary credential Accommodate different pathways to preschool teaching Articulated Pathway Associate s Degree in Development Mutually-accepted core lower-division coursework Includes Supervised field experience Coursework specified by current Permit Bachelor s Degree in Development Articulate with Associate s degree Extend and build on lower-division coursework Includes: Supervised field experience Enhanced training in observation & assessment Integration of theory research & practice The Good, The Bad... Mutually accepted courses Child, Family & Community Child Growth & Development (Introduction to Child Development) Conversations about additional courses Observation & Assessment Curriculum Overview Family/Parenting/Diversity Language & Literacy Health, Safety & Nutrition Required Supports Advisement Career guidance Course sequence Remediation Academic English Math Financial assistance Tuition Books Transportation Accessible scheduling Next Steps Gwen Morgan-Beazell 6

7 Collect Missing Information Current data on Workforce in private centers Staff turnover Incentives for professional development Support for education costs/time Proposal: Create workgroup to design countywide survey Hosted by United Way Success By 6 First meeting: February 1:00 PM Create County-Wide Articulation Plan Specify common lower-division core of units Include existing 6 units Meet Permit requirements Fulfill county needs Accepted by 4-year programs Proposal: Create workgroup to create an collaborative environment to define course learning objectives Hosted by Child Development Planning Council First meeting: February 1:00 PM Location: B33 at Santa Ana College Together we can do it! 5% Availability of Bilingual Classes 6% Success By Six Survey English Only Some Bilingual Rooms All Bilingual Rooms 88% Other Language Only OC Head Start Language Proficiency English Spanish Asian Middle Eastern Speaks Teaches Other Gwen Morgan-Beazell 7