District of Columbia Career Guide for Early Childhood and Out of School Time Professionals

Transcription

1 District of Columbia Career Guide for Early Childhood and Out of School Time Professionals Pathways to Professional Growth Division of Early Learning Office of the State Superintendent of Education (OSSE) Government of the District of Columbia 810 First Street, NE, 4th Floor Washington, DC 20002

2 The Goal & Purpose The mission of the Office of the State Superintendent of Education, Division of Early Childhood Education (ECE) is to provide leadership and coordination to ensure all District of Columbia children from birth to kindergarten entrance have access to high quality early childhood development programs. ECE also monitors and supports before and after school programs. A highly qualified workforce is critical to fulfilling this mission. Current research shows that when educators have higher levels of relevant formal and specialized training with support, they are much more likely to use evidence based practices and possess an ongoing professional commitment to the field. Using this research to drive policy, professional development standards and entry requirements for the workforce across all settings have stressed the need for professionals with higher degrees and credit bearing credentials. The goals of the District of Columbia Career Guide for Early Childhood and Out of School Time Professionals are: To help professionals understand the range of positions and needed to advance in the field To acknowledge and award professional growth and retention To increase higher capacity to serve the workforce To streamline professional development reporting requirements and track workforce data The Need Early childhood professionals work in many settings. These include licensed child development centers and homes, public schools, Head Start programs and private schools. The professional development standards and entry requirements across these settings may vary although they all emphasize the need for higher degrees and credit bearing credentials. This guide provides a clearly articulated road map or pathway that helps the workforce understand and plan for entry, growth and retention in the field. Companion Resources The following companion resources have been developed to support the use of the District of Columbia Career Guide for Early Childhood and Out of School Time Professionals Professional Registry/Database Career Counseling Higher Education Guide Associate Credential Scholarships Early Childhood Leadership Institute at the University of the District of Columbia Higher Education Scholarships T.E.A.C.H. Early Childhood DC Higher Education Scholarships DC Professional Development Registry 1

3 Benefits of the Career Guide Professionals in the field can identify the following: Degrees and credentials needed to enter the field Degrees and credentials needed to advance in the field Incentives and resources to help grow in the field Degrees and credentials needed for various positions in the field (teacher, assistant teacher, director, etc.) Directors and administrators can streamline the following processes: Hiring qualified staff Creating professional development plans Maintaining and easily organizing personnel files Preparing for monitoring and accreditation site visits Policy makers, researchers and funders can access the following data: Credentials and degrees professionals in the field have acquired Areas requiring targeted funding Teacher preparation institutions can develop: Programs based on the needs of professionals in the field Articulation agreements that connects a variety of credentials and degrees 2

4 Level 1 Qualification Requirements High School Diploma or GED AND 60 professional development hours (clock hours) that specifically address at least six of the core knowledge areas. Training must be from an OSSE/ECE approved training source. 3 college level credits from a regionally accredited college in coursework related to early childhood, child development or child and family studies. Course content should specifically address at least six of the core knowledge areas. AND 15 professional development (clock hours) from an OSSE/ECE approved training source. Leadership Include at least 15 professional development hours that specifically address business Guidelines for Career s Include at least 15 Include at least 15 professional professional development hours development hours that specifically address that specifically address infant/toddler pre kindergarten Include at least 15 professional development and recreation Teacher Aide Teacher Aide Assistant Group Leader Level 2 Qualification Requirements Associate Credential (CDA) 9 college level credits from a regionally accredited college in coursework related to early childhood, child development or child and family studies which must align with at least 9 of the core knowledge areas. Option 3 Successful completion of an ECE approved credential program from a regionally accredited college that includes a minimum of 9 college level credits which must align with at least 9 of the core knowledge areas. Leadership For example University of DC s Director s Credential Select CDA Endorsement or Guidelines for Career s CDA Preschool Endorsement or and recreation Assistant Teacher Assistant Teacher Assistant Group Leader 3

5 Level 3 Qualification Requirements Associate Credential AND 12 college level credits from a regionally accredited college in coursework related to early childhood, child development or child and family studies which must align with all core knowledge areas. 24 college level credits from a regionally accredited college that includes a minimum of 12 college level credits in coursework related to early childhood, child development or child and family studies which must align with all core knowledge areas. Leadership Select CDA endorsement and Guidelines for Career s CDA Preschool endorsement and and recreation Assistant Teacher Assistant Teacher Assistant Group Leader Level 4 Qualification Requirements 45 college level credits from a regionally accredited college that includes a minimum of 15 college level credits in coursework related to early childhood, child development or child and family studies which must align with all core knowledge areas. Leadership Guidelines for Career s and recreation Assistant Director Child Development Center Assistant Teacher Assistant Teacher Assistant Group Leader 4

6 Level 5 Qualification Requirements Associate degree in early childhood, child development or child and family studies from a regionally accredited college that includes a minimum of 18 college level credits in coursework related to early childhood, child development or child and family studies. At least one course must contain a supervised field experience component. Associate degree in a related field from a regionally accredited college that includes a minimum of 18 college level credits in coursework related to early childhood, child development or child and family studies. At least one course must contain a supervised field experience component. Leadership Center Assistant Director (expanded home) based programs only) based programs only) and recreation *note Degree in Elementary Education acceptable Group Leader Option 3 64 college level credits that include a minimum of 18 credits in coursework related to early childhood, child development or child and family studies. At least one course must contain a supervised field experience component. 5

7 Level 6 Qualification Requirements Meet the requirements in Level 5 AND 21 additional college level credits from a regionally accredited college 87 college level credits from a regionally accredited college that include a minimum of 18 college level credits in coursework related to early childhood, child development or child and family studies which together must align with all core knowledge areas. Leadership Center Assistant Director (expanded home) Guidelines for Career s based programs) based programs) and recreation Group Leader Level 7 Qualification Requirements Meet the requirements in Level 5 AND 42 additional college level credits from a regionally accredited college 108 college level credits from a regionally accredited college that include a minimum of 18 college level credits in coursework related to early childhood, child development or child and family studies which together must align with all core knowledge areas. Leadership Center Assistant Director (expanded home) based programs) Guidelines for Career s based programs) and recreation Group Leader 6

8 Level 8 Qualification Requirements Bachelor s degree in early childhood, child development or child and family studies from a regionally accredited college that includes a minimum of 21 college level credits in coursework related to early childhood, child development or child and family studies. At least one course must contain a supervised field experience component. Bachelor s degree in a related field from a regionally accredited college that includes a minimum of 21 college level credits in coursework related to early childhood, child development or child and family studies. At least one course must contain a supervised field experience component. Leadership Center Director (expanded home) based programs) Guidelines for Career s based programs & charter schools) and recreation *note Degree in Elementary Education acceptable Afterschool facilitator Afterschool program coordinator Level 9 Qualification Requirements OSSE Early Childhood Teacher Licensure Pre K Grade 3 obtained with a bachelor s degree Leadership Guidelines for Career s and recreation *note Licensure in Elementary Education acceptable Director Child Development Center Home Owner (expanded home) Teacher Teacher ( community based programs, DCPS & charter schools ) Afterschool facilitator Afterschool program coordinator 7

9 Level 10 Qualification Requirements Master s degree in early childhood, child development or child and family studies. Master s degree in a related field that includes a minimum of 9 graduate credits in coursework related to early childhood, child development or child and family studies. Leadership Include at least 6 Include at least 9 Guidelines for Career s Include at least 9 Include at least 9 graduate level credit hours that specifically and recreation *note Degree in Elementary Education acceptable Principal Principal Principal Principal Assistant Principal Assistant Principal Assistant Principal Assistant Principal Instructional Coach Instructional Coach Instructional Coach Instructional Coach Center Director Center Director Center Director Center Director Higher Education Faculty (Associate level) Education Coordinators (Head Start) 8

10 Level 11 Qualification Requirements OSSE Early Childhood Teacher Licensure Pre K Grade 3 obtained with a master s degree. Leadership Include at least 3 Include OSSE School Administrator Licensure Principal Assistant Principal Instructional Coach Center Director Include at least 6 Guidelines for Career s Include at least 6 Include at least 6 graduate level credit hours that specifically and recreation *note Licensure in Elementary Education acceptable Level 12 Qualification Requirements Ph. D or Ed. D in early childhood, child development or child and family studies. Higher Education Faculty Researcher Superintendent Program Administrator Center Director 9

11 An Overview of Minimum Staff Qualification Standards for Some Positions in the Field Positions Assistant Teachers DC Public Schools & DC Public Charter Schools Minimum Level 5 recommended but other options available Minimum Staff Qualification Standards per Setting Head Start & Early Head Start As of September 2013 Minimum Level 2 Centers Licensed Only: Minimum Level 2 Homes Licensed Only: Minimum Level 1 Requirements may vary per individual charter school Teachers Minimum Level 9 Directors or Principals Requirements may vary per individual charter school Elementary School Principals Minimum Level 10 Requirements may vary per individual charter school Minimum Level 2 (Early Head Start) As of October 2011 Minimum Level 5 As of September % Minimum Level 8 Minimum Level 8 recommended but other options available Participating in QRIS (Going for the Gold) Bronze: 50% Minimum Level 2 Silver: 75% Minimum Level 2 Gold: 100% Minimum Level 2 Gold Plus: Minimum Level 5 Licensed Only Minimum Level 2 Participating in QRIS (Going for the Gold) Bronze: 25% Minimum Level 5 Silver: 50% Minimum Level 5 Gold: 100% Minimum Level 5 Gold Plus: Minimum Level 8 Licensed Only: Minimum Level 2 Participating in QRIS (Going for the Gold) Bronze: Minimum Level 6 Silver: Minimum Level 7 Gold: Minimum Level 8 Gold Plus: Minimum Level 8 Participating in QRIS(Going for the Gold) Bronze: Minimum Level 2 Silver: Minimum Level 3 Gold: Minimum Level 4 Gold Plus: Minimum Level 5 Licensed Only: Minimum Level 1 Participating in QRIS (Going for the Gold) Bronze: Minimum Level 2 Silver: Minimum Level 3 Gold: Minimum Level 4 Gold Plus: Minimum Level 5 Licensed Only: Minimum Level 1 Participating in QRIS (Going for the Gold) Bronze: Minimum Level 2 Silver: Minimum Level 3 Gold: Minimum Level 4 Gold Plus: Minimum Level 5 - This is a broad overview of minimum entry requirements, please contact each employer directly for specific details since more than the minimum may be required - This does not include ongoing training requirements 10