in Early Childhood First Edition Employment Opportunities an Indiana Directory First Edition

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1 Careers in Early Childhood First Edition Careers in Early Childhood First Edition An Indiana Directory an Indiana Directory Indiana Association for the Education of Young Children, Inc Child Care Services 2008 Association Child Care Services Association

2 Careers in Early Childhood Careers in Early Childhood Table of Contents Table of Contents First Edition First Edition Introductory Letter Glossary of Early Childhood Work Environments Early Childhood Teachers of Young Children: Child Care, Head Start & Pre-K-Based Programs Providers of Home-Based Services Administrators/Directors of Center-Based Programs Professional Development Coordinators Instructors & Trainers Technical Assistance Specialists Regulators Topic Specialists Program Managers Family Specialists/Counselors Consultants Researchers Sales Representatives Child Development Associate (CDA) Credential Programs (Non-Formal training) Child Development Associate (CDA) Credential Programs (Credit-bearing) Associate s Degree Programs Bachelor s Degree Programs Graduate Degree Resources Financial Aid Sources References This document was produced by Child Care Services Association (CCSA). Through direct services, research and advocacy, CCSA This document works to was promote produced high-quality by Child Care Services early Association care and (CCSA) education. in partnership CCSA s with T.E.A.C.H. the Indiana Association Early Childhood Project awards for the educational Education of scholarships Young Children, Inc. to child Through care direct providers services, research, throughout and advocacy, North CCSA Carolina works and to promote is licensed in 20 high-quality early care and education. CCSA s T.E.A.C.H. Early Childhood Project awards educational scholarships other states. The Child Care WAGE$ Project provides salary supplements to early educators in North Carolina to child care providers throughout North Carolina and 20 other states, including Indiana, that are licensed to do so. The and is licensed in two other states. Child Care WAGE$ Project provides salary supplements to early educators in North Carolina and is licensed in two PO Box 901, other Chapel states. Hill, NC PO Box telephone 901 Chapel Hill, North Carolina facsimile (telephone) (fax) Child Care Services Association

3 Careers in Early Childhood Dear Reader, Careers in Early Childhood: An Employment Indiana Directory Opportunities First Edition This directory was created to introduce you to the variety of careers in the early childhood field. As larger number of children live in families where all parents work, more early childhood professionals are needed to education and care for these children. Families also need people to help them find care and assistance paying for this care. In addition, our society has become more concerned about how this care affects young children and what quality child care really means. These concerns have led to an increase in resources to help support improving the quality of child care and have simultaneously increased employment opportunities. Today, we need more researchers to find out what produces quality child care programs; we need more trainers and consultants to help child care programs and partners use the information researchers have found; we need more facility regulators to make sure child care programs are meeting the requirements for quality; and we need more administrators to help the workforce meet the needs of children and families from increasingly diverse backgrounds. A sampling of different types of employment opportunities in the early childhood field according to the population served, or supported by each, is provided in the first section of this directory. As each position description is read, note that there may be different types of jobs in each category, each with its own specific responsibilities, requirements, and salaries. In addition, the increasing diversity of families and the workforce means that there is a greater need for dual-language professionals, with some positions reserved exclusively for people with those skills. In the directory, you will also find information about where to access Child Development Associate classes and college courses in Indiana. Education opens the door to more career opportunities and to becoming a licensed or registered early childhood professional. Both the two-year and Bachelor s degree programs offer an array of educational opportunities on campus, online, and in communities. It is suggested that those interested in these classes determine if a program is regionallyaccredited prior to enrollment. For a list of regionally-accredited college and university programs, visit the Council for Higher Education Accreditation website at (search the Database of Institutions and Programs Accredited by Recognized United States Accrediting Organizations). Seeking financial assistance can be a scary and daunting task. This directory is designed to make the search for financial aid easier. A list of loan and scholarship options follows in the latter part of this directory. It is also recommended, however, that assistance be sought from a high school guidance counselor, college or university financial aid office, student advisement center, or Early Childhood Department Chair or Coordinator. Those seeking training opportunities are encouraged to contact local, regional, or statewide organizations or agencies, such as Child Care Resource & Referral agencies, the Indiana Family and Social Services Administration (Division of Family Resources, Bureau of Child Care), and groups working with businesses, such as SCORE (Service Corps Of Retired Executives, After reading this directory, new questions about working in the Early Childhood field may arise. The Early Childhood Chair or Coordinator at a higher education institution, a school advisor, guidance counselor, or reference librarian may be able to answer questions or help in locating more information. To find out what jobs are available in the Early Childhood field, visit job boards, the area Child Care Resource & Referral agency, local and state government agency websites, or the website of the Indiana Association for the Education of Young Children, Inc. ( Early childhood is an exciting time in the lives of children and can provide a rewarding opportunity for those who choose to focus their life s work on that period of child and family development. Whether you are a student considering a career in Early Childhood or are a professional working in the field while considering your career options, we hope this directory will inspire you with the many employment options available. Sincerely, Dianna Wallace, Executive Director Indiana Association for the Education of Young Children, Inc. Sue Russell, President Child Care Services Association 2

4 g in sk for hose ills for success often have on provided to the children. garten programs rence in what is expected of sation, career advancement, day, five days a week. rate without any external e of a teacher of foureveloping children. Yet (CDA) Credential Associate s Degree Private preschool programs Head Start programs Glossary of Early Childhood Work Environments Public Prekindergarten (Pre-K) Programs serve children ages 3 to 5 years, may be targeted to specific children, and may be offered to families in a public school and in non-profit or for-profit/private facilities. Some of these programs operate for half of the day, while others follow regular school hours. In addition, some programs may provide wrap-around services to care for children after school. Funds for public Pre-K programs come from local, state, or federal governments, and parents may pay no fee or a fee adjusted to their income. Child Care Centers provide care and education for children ages birth to 5 years, including before- and afterschool care and summer care for preschool and school-age children. Centers vary by size, ages of children served, and mission. Most centers operate for more than four hours per day. Centers may be operated by non-profit agencies, for-profit owners or corporations, or government agencies. Funding primarily comes from parent fees, with some parents able to receive government assistance. Family Child Care Homes serve small numbers of children and are licensed by the Indiana Family and Social Services Administration, Division of Family Resources, Bureau of Child Care. The agency is responsible for overseeing the provision of child care and/or school-age services. Funding comes primarily from parent fees, with some parents able to receive government assistance. Head Start programs provide developmentally appropriate learning activities plus health, nutrition, early intervention, and family support services. Most Head Start programs serve 3 and 4 year-old children from low-income families both in center-based and home-based settings. Early Head Start is limited to children from ages birth to 3 years. Head Start centers traditionally operate four to six hours a day for nine months of the year. Some centers provide services all day, year round. Others provide seasonal programs for children of migrant families. Head Start programs may be operated by public schools or other non-profit community organizations. Funding primarily comes from the federal government and parents pay no fees. Child Care Resource & Referral (CCR&R) Agencies help families find the child care they need and educate families and the community about child care choices, quality, and related issues. CCR&R agencies also help child care providers improve quality through training, technical assistance, and other support services. In-Home Care is provided to the children of a single family in that family s own home. Sometimes in-home caregivers live with the family and/or may be related to the families. These caregivers may or may not be related to the children in their care and, depending on state law, may be required to be regulated or licensed. Funding for in-home care comes primarily from parent fees. Private Preschool Programs may be based in a center, place of faith, or in the community. They may provide early education programs that typically offer educational enrichment and social interactions for children ages 2 to 5 years. These programs usually operate on a part-day basis, two to five days per week. Funding comes primarily from parent fees. Unlicensed Registered Child Care Ministries provide child care that is operated by a church or religious ministry that is a religious organization exempt from federal income taxation under Section 501 of the Internal Revenue Code. d Programs Child care centers at: possibilities Job learned skills in: (1) how prekindergarten programs or other public 1 Chapter Child Development Associate education Recommended Development Childhood Early in Childhood Education/Child in Early Degree Bachelor s Teaching license Development ith, schools, colleges, centers These nters. $17,200 - $46,830 range salary Typical ployers/industry, chains/ mental changes. The daily r Teacher s Aide and work eir jobs well. Teaching n in a creative learning ility. All individuals who erience is given the title of aid and have a criminal ent to learning how to best nced teacher. Sometimes in re planning and supervision program can be both in a variety of positions. ren to play, (4) how to dren and their families, (5) e time a child is ready to e only a few hours a day, ary by auspice or setting Child Care Services Association 3

5 Teachers of Young Children: Child Care, Head Start & Pre-K Based Programs The job of teaching preschool children in a center-based program can be both extremely rewarding and challenging. Between birth and the time a child is ready to go to kindergarten, children experience remarkable developmental changes. The daily activities of a teacher of infants are very different than those of a teacher of four year-olds. Teacher may work with typically and atypically developing children. Yet, all teachers need certain skills and knowledge to perform their jobs well. Teaching young children requires that you have knowledge about and learned skills in: (1) how young children grow and develop, (2) planning for activities for children that will take place in a creative learning environment, (3) securing a safe and healthy place for children to play, (4) how to communicate with an increasingly diverse population of children and families, (5) effective group management strategies, and (6) a commitment to learning how to best educate and care for the young child. Within any center-based setting, teachers may be found in a variety of positions. The beginning teacher may be called an Assistant Teacher or Teacher s Aide and work with, and under the supervision of, a more educated and experienced teacher. Sometimes, in larger programs, a teacher who has more education and experience is given the title of Lead Teacher or Mentor/Master Teacher. This position may entail more planning and supervision of other teachers, as well as center administrative responsibility. All individuals who work directly with young children should be certified in first aid and have a criminal record check. Teaching young children in center-based programs can vary by auspice or setting. Most commonly, teachers are found working in child care centers. These centers include those operated by Head Start programs, places of faith, schools, colleges, mental health agencies, non-profit groups, non-child care employers/ industry, chains/corporations, or for-profit providers. Some programs operate only a few hours a day, a few days a week. Others are open twelve hours or more a day, five days a week. Some operate under state or federal regulations, while others operate without any external oversight. The auspice of the program can make a big difference in what is expected of teachers and what teachers can expect in terms of compensation, career advancement, work environment, and the quality of the early care and education that is provided to children. There is increasing interest in, and funding for, prekindergarten (Pre-K) programs focused on helping three and four year-olds acquire the skills needed for school success. Pre-K programs are found in an array of settings and often have state or federal funding. Some are targeted to children who are considered at risk for school failure. Others are universally available. Teachers in those settings often earn substantially more than teachers working in traditional child care centers. Job possibilities at: Child care centers Private preschool programs Head Start programs Chapter 1 or other public prekindergarten programs Child Development Associate (CDA) Credential Associate s Degree in Early Childhood Development Bachelor s Degree in Early Childhood Education/Child Development Teaching license $17,200 - $46,830 4

6 Providers of Home-Based Services Providers of Home-Based Services Providers of Home-Based Services Providers of home-based services may work with young children in a child s home or in their own home. They may work with as few as one child or care for several children Job possibilities at: at one time. Within the home setting, the teacher has the responsibility of providing Private homes Providers of home-based services may work with young children in a child s Job home possibilities or at: safe and in stimulating their own environment home. They (both may indoors work with and outdoors) as few as for one children, or planning care for several Private children homes developmentally at one time. appropriate Within activities, the home ensuring setting, that the the teacher children has are the given responsibility nutritious of providing a meals, communicating safe and stimulating with parents environment about the (both program indoors and their and children, outdoors) setting for children, and planning Recommended Job education possibilities at: collecting developmentally fees, and managing appropriate and marketing activities, a small ensuring business. that the children are given nutritious Child Development Private homes meals, communicating with parents about the program and their children, setting Recommended Associate and education (CDA) Credential Often the home setting provides a more natural environment for the care of young collecting fees, and managing and marketing a small business. Child Associate s Development Degree Associate in Early children that is seen as more friendly and comfortable by parents. Many providers Often the home setting provides a more natural environment for the care (CDA) of young Childhood Credential Development Child Development Associate begin this children career because that is seen they as have more a preschool friendly child and of comfortable their own and by parents. want additional Many providers Associate s Bachelor s Degree Degree (CDA) Credential in Early income for begin themselves this career and because a social experience they have for a preschool their child. child Home-based of their settings own and want additional Childhood in Early Childhood Education/Child Associate s Degree often have income either for no themselves or only minimal and regulations a social experience to meet, depending for their on child. the Home-based number settings Development in Early Childhood often have either no or only minimal regulations to meet, depending on the number Development of children served and the hours of operation. Many family child care homes care for Development of children served and the hours of operation. Many family child care homes Bachelor s care for Degree in Early children of different ages, extending from infancy through school age. Bachelor s Degree in Early children of different ages, extending from infancy through school age. Childhood Education/Child Family Child Care Homes receive funding from parent fees, may participate in the Typical salary Childhood range Education/Child Family Child Care Homes receive funding from parent fees, may participate in the Development Child and Child Adult and Care Adult Food Care Program Food to Program help support to help adequate support nutrition adequate for the nutrition children, for the children, $15,900 - $29,280 Development and may also receive reimbursement for families who received public or private child and may also receive reimbursement for families who received public or private child care assistance. Most in-home caregivers, often called nannies, operate solely on care assistance. parent fees. Most Because in-home caregivers, of the limited often number called nannies, of children operate that solely can be on cared for Typical in a home salary range $15,900 - $29,280 parent fees. setting, Because additional of the limited sources number of revenue of children can enhance that can be the cared teachers for in a earning home potential. $15,900 - $29,280 setting, additional sources of revenue can enhance the teachers earning potential Child Care Services Association 5

7 Administrators/Directors of Center-Based Programs Administrators/Directors of Center-Based Programs Child care center administrators/directors have the challenging job of ensuring that center-based programs offer developmentally appropriate experiences for the children, are supportive of the needs of families, and operate with sound administrative and fiscal management. The job of a child care center administrator often requires both formal education and learned skills. Administrators/directors must be able to manage Child care center administrators/directors have the challenging job of ensuring Job possibilities at: the program and lead the staff in offering stimulating, enriching and nurturing early Child care centers that center-based programs learning offer experiences. developmentally In addition, appropriate the administrator/director experiences must have the combined Job possibilities Private preschool at: programs for children, are supportive skills of of a the mentor, needs social of worker, families, early and childhood operate educator, with sound nutritionist, accountant, Child care Head centers Start programs administrative and fiscal human management. resources manager, The job secretary, of a child and care program center administrator to operate a dynamic Private Prekindergarten preschool programs often requires both a formal human education service such and as child learned care. skills. An advanced Administrators/directors degree child care administration can Head Start programs must be able to manage provide the program the variety and of training lead the necessary staff in to offering master this stimulating, position. A child care administrator/director must ensure that (1) the program maintains all Prekindergarten programs enriching, and nurturing early learning experiences. In addition, the administrator/ of the required local, state and federal standards; (2) the teachers working with the director must have the combined skills of a mentor, social work, early childhood Child Development Associate young children are educated, well-trained, and provide the children developmentally educator, nutritionist, accountant, human resources manager, secretary, and (CDA) Credential appropriate education, care and supervision; (3) children are always properly Associate s Degree program administrator supervised, to operate even a dynamic when the human regular classroom service, such teacher as is child unable care. to come to work; (4) in Early Childhood An advanced degree in the child nutritional care administration needs of the children can are provide met, even the when variety the of cook training Associate s Degree in Early is sick or parents Development necessary to master this have position. forgotten to pack a lunch; (5) the center has ample enrollment to sustain the Childhood Education Bachelor s Degree in Early A child care administrator/director budget; (6) tuition must or fees ensure are established that (1) and the collected; program (7) maintains available resources to Bachelor s Childhood Degree Education/Child in Early all required local, state, support and federal operating standards, expenses, increase (2) the professional teachers working development with levels young of staff, provide Childhood/Child Development Development children are educated, nutritious well-trained, meals and subsidize provide tuition children are with continuously a developmentally sought; (8) a healthy, safe and with coursework in Child stimulating indoor and outdoor environment is provided and maintained; (9) parents appropriate education, (3) children are always properly supervised, even when Care Administration are able to become involved with the center and to communicate their needs and the regular classroom concerns; teacher is (10) unable financial to obligations come to work, of the center (4) the are nutritional met, including needs paying teachers Graduate Degree in Child of children are met, even $27,210 - $85,110 and when other meals the cook and subsidize is sick or tuition parents continuously have forgotten sought; to (11) pack the center is Care Administration a lunch, (5) the center represented has ample in enrollment the community to sustain through work the budget, with other (6) community tuition or agencies. fees are established and If collected, the center is (7) very available large, the resources administrator to may support have operating an assistant administrator/ expenses, increase the director professional to help meet development some or all of these staff, responsibilities. provide nutritious The position meals, of administrator/ and subsidize tuition are director continuously and assistant sought, administrator/director (8) a healthy, can safe, be found and stimulating in centers operated by Head Start, places of faith, schools, mental health agencies, nonprofit $27,210 - $85,110 indoor and outdoor environment is provided and maintained, (9) parents are able corporations, or for profit providers. Some are part-time programs; others to become involved with the center and to communicate their needs and concerns, are open twelve hours a day or more. Some operate under state or federal (10) the financial obligations regulations; of the others center operate are without met, including any outside paying regulations. teachers Some and serve other staff a worthy wage less and than a offering dozen children benefits, while and others (11) serve the hundreds center is in represented multiple sites. in the community through Some work programs with that other operate community full-time, agencies. year-round may only have part-time If the center is very administrators/directors. large, the These may differences have an help assistance determine what is expected of administrator/director to administrators/directors help meet some or and all what of these they can responsibilities. expect to earn. The positions of administrator/director and assistant administrator/director can be found in centers operated by Head Start, places of faith, schools, mental health agencies, non-profit corporations, or for-profit providers. Some are part-time programs. Others are open twelve hours or more hours a day. Some operate under state or federal regulations, while others operate without any outside regulation. Some serve fewer than a dozen children, while others serve hundreds in multiple sites. Some programs operating full-time, year-round may have only a part-time administrator/director. These difference help determine what is expected of administrators/directors and what they can expect to earn Child Care Services Association 6

8 Professional Development Coordinators Professional development coordinators help teachers and programs assess, plan, and achieve professional development goals. They serve as community leaders and catalysts for professional development opportunities to meet the needs of the early childhood and school-age workforce. Professional development coordinators use research-derived data to regularly assess the professional needs of the early childhood workforce in the community. They serve as liaisons between early childhood and school-age educators and existing educational systems. They ensure that professional development activities are available, accessible, and relevant to subjects or content areas that reflect researchbased and appropriate early childhood and school-age practices. Professional development coordinators must possess good written and oral communication skills, be able to collaborate, plan, and partner with other agencies and institutions providing professional development opportunities, be able to provide professional development opportunities on a wide variety of topics, know how to provide follow-up support, and document and evaluate services provided. Professional development coordinators also advocate for policies, standards, practices, and efforts necessary for ensuring and retaining a well-educated, compensated, and skilled early childhood workforce. Job possibilities at: Colleges Universities High Schools Child Care Resource & Referral agencies Public & Nonprofit agencies Self-employment Head Start programs Graduate Degree in Early Childhood Education/Child Development, or Youth Development Instructors & Trainers $31,000 - $68,000 Those who teach the personnel working in settings with young children have the important responsibility of giving the field the necessary knowledge and skills to be effective. Whether working as a faculty member in a college or university, as a trainer in a CCR&R agency, or as an independent training consultant, these adult educators must have an understanding of adult learning and effective teaching strategies, as well as special knowledge about the subjects they are teaching. Prior experience working with young children and families is often helpful. Instructors and trainers provide important information to potential and practicing early childhood professionals, parents, and the public on a variety of topics, such as child development, facility regulatory requirements, developmentally appropriate and effective practices, behavior management strategies, diversity in all its forms (ability, cultural, linguistic, and ethnic), child care administration, working with parents, inclusion of all children, and local, state, and national early childhood policy issues and current research. Both formal education and training may be provided in high schools, individual child care programs, at workshops or conferences, and through courses offered at colleges and universities. 7

9 Technical Assistance Specialists Technical assistance (TA) is defined as consultation provided either on the phone, by , or on-site that occurs in response to a staff question, an observation occurring during an on-site visit, or as part of a quality-improvement activity. TA specialists provide assistance related to start-up, addressing corrective action requirements, or achieving higher quality to an individual classroom, multiple classrooms, or an entire program. TA specialists work with programs for varying lengths of time to share and support the implementation of research-based and developmentally appropriate teaching strategies and practices. Specialists may also work to strengthen business knowledge and skills and work with community stakeholders to reach common goals. TA specialists must possess good oral and written communication skills and have a deep level of knowledge about facility licensing, classroom and program assessment tools, and community resources available to address identified needs. Providing on-site TA and support is an interesting, exciting, and rewarding job. It can also be physically tiring and emotionally draining. Not everyone is well-suited to be a TA specialist. Those who characterize themselves as self-directed and organized, energetic, and willing to learn will be the most likely to succeed in this role. Job possibilities at: Child Care Resource & Referral agencies Professional associations Public & Nonprofit agencies Head Start programs Graduate Degree in Early Childhood Education/ Child Development $29,000 - $65,000 Regulators Regulators have the job of ensuring that early childhood programs of all kinds comply with the appropriate federal, state, or local requirements. The job of a regulator involves visiting programs to assess their compliance with applicable standards. Often, regulators provide technical assistance and training to program staff to help them meet the necessary requirements. In some cases, regulators must also investigate early childhood programs that have been reported for noncompliance. All regulators of early childhood programs must possess an understanding of how children develop, how to plan and implement appropriate early childhood activity plans, how to develop an operating budget, where to seek resources to support families, children, and program needs, effective group management skills, and basic health and safety practices. Regulators must also know the specific rules that are mandated in their specific regulatory arena. Finally, regulators must possess good communication and interpersonal skills to work with the people they are charged with monitoring. This job requires expertise at balancing the need to protect the welfare of children with the need to reassure teacher and administrators/coordinators who are trying to provide quality early experiences for children and families. Most regulators work for federal, state, or local governmental entities. Early childhood regulators working at the state level are typically assigned territories or regions, which means that their jobs may require substantial travel. A child care program consultant may work for a public agency and monitor licensed or regulated programs. Consultants, who focus on a particular area or need, may also be hired as regulators. For example, a program consultant working with a health department may monitor programs that serve children with diverse abilities. At the local level, a social worker may be assigned to investigate abuse or neglect referrals within child care programs. Job possibilities at: Child & Adult Care Food Program Child care licensing County/state department of social services or education Graduate Degree in Early Childhood Education/ Child Development/Social Work $34,540 - $94,880 8

10 Topic Specialists c Specialists Topic specialists provide resources, training, and technical assistance to teachers and programs to support the use of best practices in a particular area. pecialists provide Examples resources, of speciality training, and areas technical include assistance early intervention, to teachers Job possibilities at: accreditation, school-age ams to support the use of best practices in a particular area. Examples of Child Care Resource & care, child behavior, curriculum, and infant/toddler care. Specialists provide on-site areas include early intervention, accreditation, school-age care, child behavior, Referral agencies technical assistance and mentor and train teachers to increase awareness of and infant toddler care. Specialists provide on-site technical assistance and Professional associations nd train teachers available to increase resources awareness and of effective available strategies. resources and The effective work of a specialist Public may & Nonprofit be very. The work of narrowly a specialist defined may be (i.e. very to narrowly support defined the needs (i.e. to of support a particular the child, agencies direct intervention, a particular child, or planning direct intervention small group or planning activities) small or it group may activities) be related or to it broader topics, such as roader such as classroom quality or or the availability of of particular services or or programs. Specialists must be willing to continually seek out, learn about, Recommended and share education lists must be willing available to continually resources. seek This out, task learn requires about and collaboration share available Bachelor s or Graduate with consultants, child care. This task requires collaboration with consultants, child care programs, Degree in Early Childhood programs, technical assistance personnel, and local community services. They assistance personnel and local community services. They may also be Education, Child n the collection may and also compilation be involved of data in using the collection simple survey and tools, compilation project of data using Development simple survey or Child and quarterly tools, reporting project on the evaluation, services provided. and quarterly reporting on the services Psychology provided. g as a topic specialist Working requires as a ongoing topic specialist training to requires keep abreast ongoing of the training latest to keep A degree abreast in of Youth and best practices the latest to inform research their work and with best child practices care providers. to inform Continuing the work done with Development, child care Education cation may lead providers. to the specialist Continuing developing topic written education articles may for lead use to in the an specialist or developing Recreation written for those ewsletter or as articles a supplement for use for in training an agency on a newsletter specific content or as area. planning to work with a supplement for training on a pecialists must specific possess content effective area. oral and written communication skills, have school-age children experience and be comfortable working with colleagues and a diverse client Additional advanced Topic specialists must possess effective oral and written communication skills, n both internal and external to the organization. This role requires an in-depth coursework in the specialty ding of state child have care computer licensing experience, and programmatic and be requirements. comfortable working Specialists with colleagues area and a ble to juggle many diverse responsibilities client population while paying both internal close attention and external to detail. to the organization. This role role requires the requires management in-depth of both understanding administrative of work state and child what care may licensing be and programmatic seload of technical requirements. assistance Specialists and trainings. must be able to juggle many responsibilities Typical salary while range paying close attention to detail. Often, this role requires the management $22,600 - $64,810 of both administrative work and what may be a large case load of technical assistance and training. Job possibilities at: Child Care Resource & Referral agencies Professional associations Public & Nonprofit agencies Bachelor s or Graduate Degree in Early Childhood Education, Child Development, or Child Psychology A degree in Youth Development, Education, or Recreation for those planning to work with school-age children Additional advanced coursework in the specialty area $22,600 - $64, Child Care Services Association 9

11 Employment Program Managers Opportunities Program managers are found in a variety of early childhood settings. They may have responsibility for coordinating a single speciality area or a number of areas. This latter position is often referred to as upper-level management, while single area coordinators Job possibilities are often at: ettings. They may mid-level managers. Knowledge of child development, a Child specific Care area Resource of early childhood, & umber of areas. administrative skills, in some cases personnel, Referral supervision, agencies ent, while single area and budgeting skills, and the ability to work with diverse populations Professional of people and associations development, a specific other organizations are important for administrators of early Public childhood agencies onnel, supervision and programs. Upper-level managers Nonprofit provide agencies s of people and other the organization with a vision by setting Head Start programs d programs. goals and priorities. They have the final responsibility of ensuring that time by setting goals lines are and met, records are maintained, reasonable budgets are created and elines are met, managed records appropriately, there is adequate staff, and that staff are given the ppropriately, proper there guidance is to keep the organization running smoothly. The administrator Bachelor s or Graduate keep the organization in this position is also the agency spokesperson responsible for representing Degree in Early Childhood agency spokesperson the organization to the community. Examples of upper-level managers are: an Education/Child Development, Examples of executive upper-directorce & Referral multi-site Head Start program, or the chief of a public agency department. of a Child Care Resource & Referral agency, a director of a Human Services or a related field he chief of a public Mid-level managers are often called program or project coordinators. These Bachelor s or Graduate coordinators have responsibility for managing a single specialty area, such as Degree in Business inators. These the provider services component. Many of their duties are similar to upper-level Administration with a area such as managers the except that minimum they are responsible of 18 credit for in a smaller area and may not upper-level determine managers or manage Early the budget. Childhood In addition, Education/ many of these coordinators have determine no or staff manage members to Child assist Development them with program operations. This is particularly true ff members in to smaller, assist nongovernmental organizations. In that case, the program coordinator r, nongovernmental must provide actual service delivery, as well as make sure that all of the e actual service administrative parts Typical of the program salary range are in place. Examples of mid-level mangers s of the program are a provider are services $34,330 coordinator - $165,080 who works at a Child Care Resource & s coordinator Referral who agency, a child care coordinator who works in a local department of r of a T.E.A.C.H. social services, Early or a coordinator of a T.E.A.C.H. Early Childhood scholarship o works in program. a local Job possibilities at: Child Care Resource & Referral agencies Professional associations Public agencies Nonprofit agencies Head Start programs Bachelor s or Graduate Degree in Early Childhood Education/Child Development, Human Services, or a related field Bachelor s or Graduate Degree in Business Administration with a minimum of 18 credits in Early Childhood Education/ Child Development $34,330 - $165, Child Care Services Association

12 ed help finding a child care placement. Other families, faced need support services to pay for child care. Occasionally, alth, developmental or emotional crises that require special ily specialist may provide information and education, refer eligibility for funds to pay for services, or deliver direct vices. lors need to have a basic understanding of child and family ensing regulations, Family knowledge Specialists/Counselors of community resources e ability to communicate this information to parents. Family provide services in the child s home, the child care setting or have particular content expertise, such as child care referral es learn about the various types of child care and what is y, or child care social workers who assess eligibility for child eed to know about a wide range of family support services the varying needs of families in their caseloads. For example, ator within a Head Start program may need to help families finding appropriate housing, accessing transportation ent, finding child care for younger siblings or providing esult of a divorce or separation. lors may need to assess community needs for services as eds. Often they may need to visit families at their homes nsportation to obtain needed services. Family specialists/ tful of cultural diversity and sensitive to the individual needs ily specialists/counselors must be both a good listener and well as have the ability to collaborate with service providers counseling needed as the result of a divorce or separation. /counselors in the community to ensure that families get They also need to have good documentation skills. Often gh interactions with families is used to document changing Family specialists/counselors include a wide variety of early childhood professionals who help families access the resources they need to care for their children. Today s families are often faced with challenges that require the help of community agencies. Some families may need help finding child care placement only. Other families, faced with economic issues, may need support services to pay for child care. Occasionally, families may experience health, developmental, or emotional crises that require special intervention services. A family specialist may provide information and education, refer families to services, assess eligibility for funds to pay for services, or deliver direct counseling and support services. Family specialists/counselors need to have a basic understanding of child and family development, child care licensing regulations, knowledge of community resources (private and public) and the ability to communicate this information to parents. Family specialists/counselors may provide services in the child s home, the child care setting, or in an agency office. Some have particular content expertise, such as child care referral counselors, who help families learn about the various types of child care and what is available in their community, or child care social workers, who assess eligibility for child care subsidy. Others may need to know about a wide range of family support services and be able to respond to the varying needs of families in their case loads. For example, the family services coordinator within a Head Start program may need to help families with such diverse needs as finding appropriate housing, accessing transportation to work, locating employment, finding child care for younger siblings, or providing Family specialists/counselors may need to assess community needs for services, as well as individual family needs. Often, they may need to visit families in their homes or provide families with transportation to obtain needed services. Family specialists/counselors must be respectful of cultural diversity and sensitive to the individual needs of families. In addition, family specialists/counselors must be both good listeners and effective communicators, as well as have the ability to collaborate with service providers and other family specialists/counselors in the community to ensure that families get all the services needed. They also need to have good documentation skills. Often, the data they collect through interactions with families is used to document changing community needs or gaps in services, and to shape new services/supports to meet those needs. services and to shape new services/supports to meet those Referral agencies Head Start programs Local departments of social services Heath and mental health agencies Community agencies T.E.A.C.H. Early Childhood INDIANA Associate s Degree in a Human social services Services field or Registered agencies Nurse Practitioner (RN) Bachelor s INDIANA or Graduate Degree in Early Childhood Education/ Child Development, Public Health, Social Work or Nursing $31,630 - $86,250 Job possibilities at: Child Care Resource & Referral agencies Head Start programs Local departments of Health and mental health Community agencies T.E.A.C.H. Early Childhood Associate s Degree in a Human Services field or Registered Nurse Practitioner (RN) Bachelor s or Graduate Degree in Early Childhood Education/Child Development, Public Health, Social Work, or Nursing $31,630 - $86, Child Care Services Association 11

13 Consultants Consultants provide information and assistance to child care programs, business and industry, communities, elected public policy officials, and state and federal agencies to help them develop programs, regulations, and public policies that will enhance or improve the quality of child care. Consultants usually travel to the organization in need of their services to help evaluate needs, provide resources, share developed tools or strategies, and provide guidance on future direction. Consultants may also work with employers who may be interested in providing family-friendly policies or programs, like on-site child care or flex benefits, including child care resource and referral services and child care tuition subsidies. Early childhood systems consultants need a foundation in early childhood education/child development and child care administration, as well as an in-depth understanding of the funding bodies and agencies/systems supporting child care in the area being served. Public policy consultants need a strong foundation in the workings of the early childhood system and how regulation and policy are created and affected. Consultants who work with businesses or other employers may need special knowledge about market research, human resources management, employee benefits, specific products and services, and how the employing organization makes decisions and determines needs. Job possibilities at: Public, private for-profit, and nonprofit agencies Bachelor s or Graduate Degree in Early Childhood Education/ Child Development, Human Services, or a related field Bachelor s or Graduate Degree in Business Administration with a minimum of 18 credits in Early Childhood Education/Child Development $66,000 Researchers Researchers specializing in the area of early childhood conduct studies and evaluate services and practices that make an impact on the outcomes of young children and early childhood programs that serve them and their families. In this role, an early childhood researcher may develop data collection tools, manage data collection activities, collect qualitative data, conduct qualitative data analysis, and write reports and grant proposals for outside funding. Depending on seniority, responsibilities may also include developing and leading new projects, maintaining client relations, designing research and evaluation studies, presenting findings to outside audiences, writing grant proposals for outside funding, participating in professional scientific meetings and scholarly activities, and publishing findings in peer-reviewed publications. Researchers should also have excellent outreach, research, data analysis, and grant writing skills. Job possibilities at: Universities Government and state agencies Nonprofit and for profit research organizations Ph.D. in Child Development, Early Childhood Education, or related area with knowledge of and experience in Early Childhood Education $64,000 12