PREPARING OUR INFANT AND TODDLER PROFESSIONAL WORKFORCE

Transcription

1 PREPARING OUR INFANT AND TODDLER PROFESSIONAL WORKFORCE FOR THE 21ST CENTURY APRIL 2011 An Action Plan for the District of Columbia

2 GREAT START DC The mission of Great Start DC (formerly Pre-K for All DC) is to build public knowledge, public will, and public action in support of a high-quality early care and education system for all children, from birth to age five. Our vision is that the District of Columbia become recognized as a national model for its early care and education system, through which all children receive a successful start in school and in life. Great Start DC publishes economic analysis, research, and public policy reports that illustrate the benefits of high-quality early education for the District of Columbia and that connect an informed, engaged public with opportunities to take action on behalf of young children. BOARD OF DIRECTORS Carrie L. Thornhill (Chair and CEO) Maurice Sykes (Second Vice Chair) Jason King (Secretary) Thomas W. Gore (Treasurer) Julia Hamilton Berry Barbara Kamara Frances J. Rollins Albert Wat ACKNOWLEDGMENTS Great Start DC extends its special thanks to the W. K. Kellogg Foundation, whose generous support has made this work possible. Great Start DC also wishes to express its appreciation to WestEd and to Dan Bellm, principal writer, for providing their technical expertise in the preparation of this report Great Start DC. All rights reserved. Great Start DC th Street, NW Washington, DC

3 TABLE OF CONTENTS Overview: The Importance of High-Quality Care and Education for Infants and Toddlers A New Vision of Infant and Toddler Professional Preparation The Current Status of the District of Columbia s Infant and Toddler Professional Workforce Policy Recommendations Best Practices and Models of Excellence Conclusion References

4 OVERVIEW: The Importance of High-Quality Care and Education for Infants and Toddlers Preparing Our Infant and Toddler Professional Workforce for the 21st Century The first three years of life are an unparalleled time of growth and discovery. Children are born ready to learn, and the opportunities we provide them during this critical time of physical, emotional, and cognitive development make a lifelong difference in their health, well-being, and education attainment. Healthy early development takes place, above all, in a context of secure and nurturing relationships. Only by forming attachment and trust with caring adults parents, relatives, teachers, and other caregivers do children become secure in the world, able to learn and thrive (Shonkoff Phillips, 2000). High-quality early care and education (ECE) which, by definition, is provided by consistent, responsive, and well-trained teachers and other adults who have specialized knowledge and skills is increasingly recognized as a key ingredient in preparing young children for success in school and life. High-quality early learning environments have repeatedly been shown to close the education achievement gap between children living in poverty (especially children of color) and their more advantaged peers, drastically reducing the need for later intervention and remediation (Heckman, Grunewald, Reynolds, 2006; RAND Corporation, 2008). In its commitment to building a comprehensive ECE system for all children, from birth through the early elementary grades, the District of Columbia is emerging as a national leader. As the first stage of building this inclusive framework, the Council of the District of Columbia unanimously passed the Pre-K Enhancement and Expansion Amendment Act of 2008, making access to high-quality pre-kindergarten education available to all 3-year-old and 4-year-old children on a voluntary basis for their families. Recognizing the central role of a well-prepared teaching workforce, the historic legislation also mandated that, by 2014, all of the District of Columbia s pre-k teachers hold a bachelor s degree and all assistant teachers hold an associate degree. To guarantee education access and opportunity for the District s entire pre-k workforce, and to build an infrastructure to implement these ambitious goals, the District of Columbia Council also created the District of Columbia Early Childhood Higher Education Collaborative, a consortium of local institutions involved in training and preparing early educators. Member institutions are Catholic University, Community College of the District of Columbia, Howard University, Trinity Washington University, and the University of the District of Columbia. In March 2010, the collaborative released Preparing Our Pre-K Teacher Workforce for the 21 st Century: An Action Plan for the District of Columbia, which charts how best to meet the legislation s education mandates by Now, the crucial next step is to develop a similar action plan for the District s infant and toddler workforce those vital, and often under-recognized and under-rewarded professionals who work with children from birth to age 3. This workforce includes teachers, program directors, assistant directors, mentors, coaches, and other staff working together on behalf of our youngest children. In his first major education speech following the November 2010 election, Mayor Vincent Gray called on the District to launch a robust expansion of infant and toddler programs, thereby becoming a national model for the excellence of its programs for infant and toddler learning and development, and of its programs of professional preparation. The mayor called such an expansion, with a focus on children with special needs and children identified as potentially at risk of school failure, critical to controlling costs related to education and remediation later in children s lives. To support development of the infant and toddler workforce, Mayor Gray called on the District s institutions of higher education to lead the way in establishing an accelerated credentialing system, and in ensuring that every early childhood program director is a great instructional leader. He added, As we bolster our early childhood human capital efforts, we must attend to the issue of early childhood teacher compensation. If we expect early childhood teachers to improve instruction, we must also reward them appropriately. Mayor Gray s calls echoed key recommendations of Birth to Three in the District of Columbia, a 2008 needs assessment prepared by the DC State Board of Education, for the implementation of a more formalized infant and toddler 1

5 caregiver credentialing process, and additional professional supports (Chung, 2008). Similarly, No Time to Wait: Ensuring a Good Start for Infants and Toddlers in the District of Columbia, a report by the Mayor s Advisory Committee on Early Childhood Development, urged the District to support a career pathway that leads to degrees and/or credentials for infant and toddler caregivers. The report envisioned the pathway to include scholarships to help teachers earn credentials, the availability of an associate degree program with a concentration in infant and toddler care at a local institution of higher education, and increased compensation linked to professional development and education (Task Force for Strategic Planning on Infant and Toddler Development, 2007). 1. To review the professional research literature on the most effective preparation of ECE professionals, particularly for the first three years of life; 2. To examine the current status of the District s infant and toddler professional workforce and to summarize the findings of workforce development and program quality surveys commissioned by Great Start DC in the fall and winter of ; 3. To present key policy recommendations for fulfilling the goal of preparing and maintaining an exemplary infant and toddler workforce a critical component of establishing high-quality programs for the District s youngest children; and 4. To highlight best practices and models of excellence from other states and communities in infant and toddler workforce preparation. This document, an action plan for preparing the District s infant and toddler professional workforce for the 21 st century, encompasses four primary goals: 2

6 A NEW VISION of Infant-Toddler Professional Preparation Preparing Our Infant and Toddler Professional Workforce for the 21st Century Research repeatedly points to the critical role of stable, reliable human relationships in a child s first years and to the qualities of such relationships that help babies thrive. Infants and toddlers depend on adults not only for food, shelter, and physical safety, but also for the myriad signs of sensitivity and responsiveness that allow them to form attachment, trust, and a disposition to explore and learn (Shonkoff Phillips, 2000). So how can we ensure that those adults with whom so many of our youngest children spend their days the infant and toddler workforce are prepared to successfully carry out this responsibility? While concerns about school readiness have focused a great deal of national, state, and local attention on pre-k and kindergarten, it has become ever more clear that school readiness begins in infancy (Lally, 2010). Recognizing the lifelong importance of what children experience in their earliest years what s at stake in terms of their growth, development, and learning outcomes researchers and program developers over the past decade have eagerly sought to define what it takes for teachers and other professionals to work effectively with our youngest children. To guide and nurture children in their critical first three years, ECE professionals need specialized knowledge and skills. High-quality ECE requires providing high-quality preparation and support for teachers within a comprehensive system comprising education and training; mentoring and coaching; technical assistance and consultation from a variety of program specialists in the community; and professional compensation. CORE KNOWLEDGE AND COMPETENCIES What do well-prepared infant and toddler teachers and other professionals need to know and be able to do? Researchers and practitioners strongly agree on the key elements of skilled practice often called core knowledge and competencies. (See, for example, Honig, 2002; NAEYC, 2009; Schumacher, 2009a; and Zero to Three, 2008.) Professionals working with infants and toddlers need:» A disposition toward working with very young children. The quality and emotional tone of teacher-child relationships and interactions are central to this work. But not everyone is equally suited for the education and care of babies and toddlers. A skilled teacher is nurturing, responsive, and warm attuned and sensitive to young children s cues and needs and disposed to offering positive, compassionate guidance.» Knowledge of child development and learning. A skilled teacher needs not just a general acquaintance with how children develop, but specific knowledge of the first three years and the interconnectedness of the physical, social-emotional, language, and cognitive growth of babies and toddlers. A skilled teacher understands what to expect from children during these first three years and how best to support and nurture them. The teacher also knows the range of typical development, allowing children to grow and explore at their own pace rather than holding rigid expectations. At the same time, the teacher is alert to possible signs of developmental delays or other special needs.» The ability to create a stimulating, nurturing, and language-rich early learning environment. Based on a thorough understanding of early childhood development, a skilled teacher knows how to organize warm, inviting, child-centered environments for exploration and growth. Spaces and daily routines take into account all areas of infant and toddler development, including language (talking, singing, listening, reading in English and in children s home languages), sensory awareness, social interactions, and large and small motor skills.» An understanding of relationships and interactions with infants and toddlers. A skilled teacher has realistic expectations about children s behavior at different ages and stages of development. As a trusted adult, the skilled teacher helps infants and toddlers develop selfcontrol, self-esteem, coping and self-comfort skills, and positive interactions with peers and adults. 3

7 » Skills in child observation and documentation. A skilled teacher s keen eye and ear are continually attending to the rhythms and changes in the daily growth of individual infants and toddlers resulting in consistent responsiveness to each child s cues and needs. The teacher also documents children s daily routines and experiences, as a basis for communicating with families and for charting learning and development over time.» An understanding of special needs and how to promote inclusion. A skilled teacher is attuned to identifying possible early signs of disabilities and other special needs in young children and can create inclusive learning environments that meet all children s abilities and needs.» Knowledge of health, nutrition, and safety. A skilled teacher has a detailed knowledge of group-care practices that keep infants and toddlers healthy, well fed, and safe, and the teacher also models healthy behavior to the children in care.» An understanding of partnership with families. A skilled teacher of young children is also effective and sensitive in working with other adults communicating daily with the families of the infants and toddlers in care to build a reciprocal partnership.» Cultural competence. A skilled teacher s partnership with families displays openness, respect, and the ability to incorporate children s home cultures and languages into the early learning environment. The teacher creates a climate that fosters the sharing of information and beliefs about child rearing and how to respond to an infant s or a toddler s behavior. Optimally, the teaching staff reflect the diversity of the children and families in care.» Professionalism. A skilled teacher has a clear understanding of professional and ethical conduct; engages in ongoing learning and professional development; and is committed to growing as a leader on behalf of children, families, and the early education profession.» Administration and supervision skills. Directors, program managers, and other administrators are well trained in administration and management, and they are committed to continual growth in leadership skills. PROGRAM POLICIES THAT SUPPORT HIGH- QUALITY PROFESSIONAL PRACTICE The responsibility for providing high-quality care for infants and toddlers does not rest on teachers alone. Program policies either support or hinder good practice in ECE. Such policies address adult-child ratios (the number of responsible adults required per group of infants and toddlers), group size (the maximum number of infants and toddlers in any given group), square footage of usable space required per child, and continuity of care (allowing each child to form bonds of trust with reliable teachers). The Program for Infant/Toddler Care (PITC), a nationally recognized training model developed by the California Department of Education and WestEd, recommends the following program practices (Lally, 2009):» Establish a primary teacher for each child. In a primary care system, each child is assigned to one special teacher who is principally responsible for that child s care. When children spend a longer time in care than their primary teacher is available, a second teacher assumes the primary role. Primary care does not mean exclusive care, but rather, that all parties know who has primary responsibility for each child.» Maintain small groups. Small group size and good ratios are key ingredients of high-quality infant and toddler care. PITC recommends primary care ratios of one adult to three or four children, in groups of six to nine children, depending on age (i.e., the younger the child, the smaller the group). Small groups allow for personalized care, development of intimate relationships, and freedom and safety to move and explore.» Establish continuity of care. Ideally, programs keep primary teachers and children together throughout the three infant-andtoddler years or for the period of each child s enrollment in care. Such continuity allows relationships between teachers, children, and families to develop and deepen over time.» Ensure that each child receives personalized care. High-quality infant and toddler programs adapt to the children in their care, rather than vice versa. Children receive continual messages that they are important, that their needs will be met, and that their choices, preferences, rhythms, and styles will be respected.» Establish cultural continuity. Consistency of care between home and child care is always important for the very young. This is especially true when there are cultural and linguistic differences between 4

8 Preparing Our Infant and Toddler Professional Workforce for the 21st Century program staff and the families they serve. High-quality programs demonstrate respect, openness, and responsiveness toward all families and show a keen understanding of the importance of culture in the lives of infants and toddlers.» Include and support children with special needs. Through appropriate accommodations and support, inclusion makes the benefits of high-quality care available to all infants and toddlers, so that each child can participate fully and actively. All of the above program policies embodying a relationship-based, personalized, responsive approach are equally important for children with disabilities or other special needs. Given the complexity of working well with very young children and their families, the process of preparing excellent early education professionals is not a simple one. EFFECTIVE TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT Based on a professional consensus about the key elements of good early education practice, at least 36 states have now defined and developed standards of core knowledge and competencies for teachers, directors, and other professionals working with young children, typically defined as children in the age range of birth to eight. In most of these states, the standards also define distinct levels of competency, based either on job category or responsibilities, the stage of a professional s career (e.g., entry-level, intermediate, and advanced), and/or formal education completed. Standards are also organized according to the essential domains or areas of practice in ECE, such as child growth and development; learning environments; observation and assessment; health and nutrition; working with families; and professionalism. A recent review of early educator competency standards highlighted exemplary efforts in Kansas/Missouri (which jointly developed standards), Nevada, New York, and West Virginia (Bellm, 2008). At least 30 states, and the District of Columbia, have also developed early learning guidelines or standards for infants and toddlers. These describe what children know and are able to do when well nurtured; their aim is to inform the practice of infant and toddler teachers in supporting children s learning and development (District of Columbia State Board of Education, 2008; National Infant Toddler Child Care Initiative, 2010b). In combination, competency standards for professionals and early learning guidelines for young children are increasingly being formalized through direct linkages to state professional development systems and teacher credentialing (Bellm, 2008; National Infant Toddler Child Care Initiative, 2010a). Yet, despite the growing recognition of the skills and knowledge required for working with very young children, the training and education requirements for the infant and toddler professional workforce remain relatively low throughout the United States. Most states mandate little or no pre-service preparation, and many require only minimal ongoing training that is well short of a credential or higher education degree (National Infant Toddler Child Care Initiative, 2010b). A serious disconnection remains between the growing body of research knowledge on what infants and toddlers need and the amount of formal training and education required of the workforce charged with their education and care. Even within the generally undervalued ECE profession, infant and toddler teachers tend to be the least educated and the most poorly compensated and to have the highest rates of job turnover (Dennehy Marshall, 2005; Zero to Three Policy Center, 2010). How, then, can we best ensure that infant and toddler teaching professionals acquire the knowledge and skills needed for this challenging, critically important work? What does the research say and not say about the most effective forms of professional preparation? What guidelines does the research offer for setting appropriate training and education standards? Given the complexity of working well with very young children and their families, the process of preparing excellent early education professionals is not a simple one. Research increasingly indicates that such preparation requires far more than several workshops or hours of training. Rather, it entails a systematic course of study that balances specialized coursework with practice and that includes ongoing mentoring and support (Kamil, 2009; Kreader, Ferguson, Lawrence, 2005; Lally, 2009; Schumacher, 2009b; Whitebook, Gomby, Bellm, Sakai, Kipnis, 2009; Zaslow, Whittaker, Tout, Lavelle, Halle, 2010). If it is to lead to lasting changes in ECE teaching practice, professional 5

9 completed a coherent course of study defined as having earned at least an associate degree in early care and education or a Child Development Associate (CDA) credential, as opposed to a high school education, some college courses, and/or several child-related workshops or training sessions (Howes, 1997). development must offer educators plenty of opportunities to observe, analyze, and identify effective behaviors and interactions with children. Research also suggests the potential benefits of immersion professional development an intensive, on-the-job (or job-embedded ) approach that includes individualized and group learning, as well as working with a mentor (Ramey, 2009). Although a relatively small body of this research has been devoted specifically to the infant and toddler professional workforce, it has been consistent in its findings related to the value of ECE teacher education. A long-term study of infants and toddlers in all types of child care found that higher levels of higher education among teachers predicted better observed teacher skills (NICHD Early Child Care Research Network, 1996). Data from the National Child Care Staffing Study also indicated a correlation between infant and toddler teacher competence and a teacher s attainment of a higher education degree, including specialized college-level training focused on ECE (Howes, Whitebook, Phillips, 1992). A broad review of studies published between 1980 and 2005 showed a significant positive effect of specialized training on teacher competence (Fukkink Lont, 2007). Some state studies have also mirrored these nationwide findings. A cost, quality, and outcomes study in Massachusetts found that center-based teachers with higher levels of education offered more age-appropriate learning opportunities for toddlers (Marshall et al., 2004). An analysis of data from a Florida quality-improvement study concluded, Providers who demonstrate responsiveness and sensitivity tend to have completed higher levels of formal training and education in child development. Specifically, the analysis found that the center-based teachers who were more responsive to children were those who had Other research has zeroed in on the question of which specific higher education degrees make most sense for this workforce. Over the past two decades, multiple studies have suggested that, compared to teachers who have not earned a bachelor s degree, those who have this degree provide higher-quality ECE (e.g., Burchinal, Cryer, Clifford, Howes, 2002), and that children are more likely to show better outcomes when their teachers have higher levels of education (Clarke-Stewart, Vandell, Burchinal, O Brien, McCartney, 2002; Howes et al., 1992; Weaver, 2002). In addition, teachers in various model programs that have demonstrated the highest long-term benefits for children have all had a bachelor s degree or higher levels of education (Campbell, Ramey, Pungello, Sparling, Miller-Johnson, 2002; Reynolds, 1997; Schweinhart et al., 2005). One recent research analysis, however, has raised doubt about the emphasis on college degrees, pointing to null or contradictory findings on the relationship between classroom quality, children s education outcomes, and their teachers education attainment (Early et al., 2007). Most recently, two comprehensive reviews of the relevant research literature have called for a wider, more nuanced discussion of training and education standards for professionals who work with young children (Whitebook et al., 2009; Zaslow et al., 2010). While there are strong indications that having a credential and/or degree does, indeed, matter for this workforce, these researchers conclude that the debate cannot be reduced solely to the question of whether someone should have a specific degree or credential. A new vision of high-quality teacher preparation, Whitebook and her colleagues (2009) contend, must take into account the qualities and characteristics of the higher education program granting the degree or credential:» Both the content and the method of delivery of an education program influence teacher practices. Academic content must balance child development knowledge with pedagogical practice, and must include an emphasis on working with children from diverse cultural and linguistic backgrounds. Those going through the program must have opportunities for practice and reflection through field placements, mentoring, and other opportunities for professional development.» Teachers ability to apply knowledge and skills effectively depends on whether or not they have opportunities and support A New Vision of Infant and Toddler Professional Preparation 6

10 Preparing Our Infant and Toddler Professional Workforce for the 21st Century for ongoing, on-the-job learning and reflection. Teachers become most effective at what they do through a structured and guided process of putting knowledge into practice. As teachers apply what they have learned in field placements and on the job, the skills and training of those who mentor or coach them are also critical. The duration of this process matters, too, with short-term processes much less likely to have lasting effects compared to longer-term professional development. Along with formal preparation, Whitebook and her colleagues add, the work environment also strongly influences teachers effectiveness, either supporting or hindering their ability to demonstrate competence and apply new knowledge and skills. Even when teachers have the best education and training, they can be thwarted in applying what they have learned if various aspects of the work environment do not support them. Examples of this include: if the workplace uses instructional approaches that are different from or in conflict with what they have learned; if the program director or administrator is unsupportive; if wages and benefits are too low; if there is high turnover among other teaching staff; and/or if the workplace is unsafe or lacking in essential equipment. High-quality infant and toddler care and education, therefore, appears to depend on several factors:» Teachers completion of a thorough, extended course of study, preferably along a coherent professional pathway leading to a credential or degree;» Teachers opportunity to practice new knowledge and skills on the job, with support from able mentors or coaches and with ample opportunities for professional reflection; and, not least,» A work environment that supports, rather than thwarts, best practice; treats teachers as the professionals they are; and helps engender teachers passionate commitment to lifelong learning and growth. When these key factors are in place, child development programs themselves are transformed into models of excellence. A New Vision of Infant and Toddler Professional Preparation 7

11 THE CURRENT STATUS of the District of Columbia s Infant and Toddler Professional Workforce Preparing Our Infant and Toddler Professional Workforce for the 21st Century Infants and toddlers are cared for in a wide variety of settings in the District, from small to large centerbased environments to family child care that is offered in the provider s own home. All ECE settings are subject to licensing by the District of Columbia Department of Health; centers and homes also may choose to meet additional quality standards in order to earn accreditation from a recognized national organization. Of the 328 licensed child development centers operating in the District, 193 have a license that enables them to serve infants and toddlers. As of February 2011, 64 of the 193 centers serving infants and toddlers (33 percent) were accredited by the National Association for the Education of Young Children (NAEYC). Additionally, all 147 of the licensed family child care homes in the District have a license that allows them to care for infants and toddlers. As of February 2011, 12 of these homes (8 percent) were accredited by the National Association for Family Child Care. 1 Who are the professionals currently caring for infants and toddlers in these District programs? A survey of this workforce was commissioned by Great Start DC and conducted in early 2011, in conjunction with a study of program quality. Survey results offer a preliminary profile of this workforce including directors, 2 lead teachers, and assistant teachers 3 in terms of age, gender, ethnicity, education and training, hourly or annual salaries, and benefits (Howard University Center for Urban Progress, 2011). A total of 216 workforce surveys were distributed to infant and toddler program directors in the District, and 136 completed surveys were returned, for an overall response rate of 63 percent. AGE, GENDER, AND ETHNICITY In terms of age, the highest concentration of directors was found in the range of 41 to 55 years (37 percent), while for lead teachers and assistant teachers, the most common age range was 25 to 40 years (57 percent and 53 percent, respectively). In terms of gender, the 2011 workforce survey found that well over 90 percent of the District s infant and toddler professional workforce, in all job categories, was female, as is the case throughout the United States. In all job categories, survey responses indicated a predominantly Black/African American infant and toddler workforce. Sixty-five percent of directors were Black/African American, 23 percent were White/European American, 6 percent were Other, and 5 percent were Hispanic/Latino. 4 Among lead teachers, 73 percent were Black/African American, 9 percent were White/European American, and 8 percent were Hispanic/Latino. Among assistant teachers, 76 percent were Black/African American, 13 percent were Hispanic/Latino, 6 percent were characterized as Other, and 4 percent were White/European American. EDUCATION AND TRAINING: CURRENT REQUIREMENTS As with many states, the District sets minimal standards of training and preparation for its infant and toddler teaching workforce. Requirements to become a lead teacher of infants and toddlers in a District child development center can be met in a variety of ways, ranging from completion of a 90-hour child care certification course, plus at least three years of supervised work experience with children, to an associate degree in early childhood education or child development. Assistant teacher qualifications can also be met in several ways, ranging from a high school diploma 1 These data were supplied by Great Start DC board member Barbara Kamara, based on her conversations with sources at the DC Office of the State Superintendent of Education, in November 2010; the NAEYC in February 2011; and the National Association for Family Child Care in February As presented in the survey, the category of Director is an aggregate of multiple administrative roles in child development centers (including Executive Director, Program Director, and Center Director). It is not possible to disaggregate these roles in reporting the survey findings. 3 Respondents completing the written surveys (i.e., center administrators) were asked to report data on up to four lead teachers, and up to four assistant teachers, whether or not there were more than four such staff in their programs. 4 The available categories on the survey were American Indian/Alaskan Native; Asian; Black/African American; Hispanic/Latino; Native Hawaiian/Pacific Islander; White/European American; and Other. 8

12 Preparing Our Infant and Toddler Professional Workforce for the 21st Century needs. While it is true that some members of this workforce have completed more formal education than is required for their positions, the 2011 workforce survey found that even when administrators or teachers held higher education degrees, most had not majored in early childhood education. 6 (See the table on page 10 for a summary of the current education attainment of the District s infant and toddler workforce.) or GED certificate, plus one year of supervised work experience with children, to 24 credit hours from an accredited college or university. In addition, all center-based teaching staff are required to complete at least 18 hours of approved continuing education per year in the areas of early childhood education or child development. 5 A director of a District child development center also has several options for meeting current requirements. These range from a District Director Credential as approved by NAEYC (or an equivalent credential from another jurisdiction), in addition to five years of supervised experience working with children, to a bachelor s or master s degree in early childhood education or child development. Requirements are considerably lower for home-based child development programs. Licensed family child care providers must be at least 18 years of age, hold a high school diploma or GED certificate, and complete a minimum of nine hours per year of approved training in child development, as well as receiving an annual regulatory compliance review. EDUCATION AND TRAINING: CURRENT ATTAINMENT Given the growing research-based emphasis on a thorough, extended course of study for early education professionals, preferably along a coherent pathway leading to a credential or degree, the District faces substantial challenges in building the infant and toddler workforce it The most common level of education attainment, by far, for the District s infant and toddler teaching staff is the CDA credential, offered through a national program housed in Washington, DC, at the Council for Professional Recognition ( This entry-level credential, requiring significantly less preparation than a higher education degree, offers four distinct endorsements : 1) infant/toddler teacher, 2) preschool teacher, 3) family child care provider, and 4) home visitor. The 2011 workforce survey found that 52 percent of lead teachers surveyed, and 47 percent of assistant teachers surveyed, held a CDA credential, but the survey did not determine how many of these had the infant/toddler endorsement. In addition, for 42 percent of assistant teachers, a high school diploma or GED signified their highest level of education. This is not surprising, since no further formal education is currently required. Some members of the infant and toddler workforce, while not required to do so, have attained higher education degrees. The 2011 workforce survey found that 17 percent of lead teachers, and 3 percent of assistant teachers, held an associate degree; 21 percent of lead teachers, and 7 percent of assistant teachers, held a bachelor s degree; and 10 percent of lead teachers, and 1 percent of assistant teachers, held a master s degree. Among lead teachers, however, only 11 percent of those with higher education degrees had a degree in early childhood education; for assistant teachers, this figure was only 3 percent. Among directors, the 2011 workforce survey found that associate or bachelor s degrees usually in an area other than early childhood education were more common than the CDA credential. Thirty-five percent of directors held a bachelor s degree; 33 percent held an associate degree; 23 percent held a master s degree; 8 percent held a CDA credential, and 2 percent held a doctoral degree. Only 33 percent of the degrees held by directors, however, were in early childhood education. 5 By contrast with a target date of 2014 for meeting the new standard the District has raised the education requirements in publicly funded pre-kindergarten programs (serving 3-and 4-year-old children) to a bachelor s degree for teachers and an associate degree for assistant teachers. At least 26 of the 50 states have set similar benchmarks for pre-k teachers (Barnett, Epstein, Friedman, Sansanelli, Hustedt, 2009). 6 Respondents were asked only whether or not degrees were in early childhood education; as a result, other areas of concentration, including such related fields as child or human development, are not known. 9

13 Education Attainment of the District of Columbia s Infant and Toddler Professional Workforce, 2011 (Highest Level of Education Achieved) High School Diploma/ GED CDA Credential Associate Degree Bachelor s Degree Master s Degree Doctoral Degree Among degree-holders, degree is in early childhood education Directors 8% 33% 35% 23% 2% 33% Lead Teachers 52% 17% 21% 10% 11% Assistant Teachers 42% 47% 3% 7% 1% 3% Source: Great Start DC Infant/Toddler Baseline and Workforce Development Studies (Howard University Center for Urban Progress, 2011). EDUCATION AND TRAINING: CURRENT OPPORTUNITIES IN THE DISTRICT OF COLUMBIA FOR INFANT AND TODDLER TEACHERS To help the workforce meet current continuing education requirements, the District s Office of the State Superintendent of Education s Division of Early Childhood Education certifies competent individuals and organizations that are available to train early childhood professionals. Only trainings by its certified trainers, accredited colleges or universities, or other sources approved by the division count toward meeting the requirements. The division regularly compiles a roster of approved trainers, whose services are described in terms of the CDA competencies or Core Knowledge Areas in which they are able to offer professional development. In the past several years, roughly one quarter of infant/ toddler teachers, assistant teachers, and administrators have taken part in training workshops, which continue to be held districtwide, on how to meet the District s newly adopted Early Learning Standards for infants, toddlers, and preschoolers (District of Columbia State Board of Education, 2008). The District does not currently have a network of child care specialists or consultants available to infant and toddler programs; the development of such a network was among the recommendations in the policy report, No Time to Wait (Task Force for Strategic Planning on Infant and Toddler Development, 2007). Although most of the District s infant and toddler professionals have not attained a higher education degree, a wide variety of institutions of higher education are located within the District. Those most involved in the preparation of ECE professionals are the five members of the District of Columbia Early Childhood Higher Education Collaborative: 1) Catholic University, 2) Community College of the District of Columbia (CCDC), 3) Howard University, 4) Trinity Washington University, and 5) the University of the District of Columbia (UDC). At the associate-degree level, CCDC and Trinity Washington University offer an AA in Child Development; within the CCDC program, a specialization is available in infant/toddler development. Bachelor s degree programs available in the District include a BA in Human Development from UDC, a BA in Early Childhood (pre-k to grade 3) at Catholic University, a bachelor of science (BS) degree in Human Development with certification in early childhood education at Howard University, and a BA in Education at Trinity Washington University. Increasing local capacity in early childhood teacher education is a high priority of the District of Columbia Early Childhood Higher Education Collaborative. The District s Pre-K Enhancement and Expansion Amendment Act of 2008 provides funds for higher education expansion and development in the area of pre-k teacher education, including Higher Education Initiative (HEI) grants and scholarships for lead teachers and assistant directors. The Act also offers the collaborative the option to make a portion of these funds available to infant and toddler professionals. SALARIES AND BENEFITS As is true for most of the ECE workforce throughout the United States, infant and toddler professionals in the District receive scant economic reward for their crucial work with young children and their families. According to the most recent U.S. Labor Department wage data, child care workers in the District are paid an average of $11.97 per hour, and preschool teachers are paid an average of $16.63 per hour each wage falling well short of the professional compensation it takes to recruit and retain a skilled and stable teaching workforce. While elementary school teachers, too, are seldom paid as well as other highly trained professionals, the average U.S. kindergarten teacher earns $33.54 per hour, and the average U.S. elementary school teacher earns $36.30 per hour (American Federation of Teachers, 2010). Great Start DC s 2011 workforce survey also included questions about salaries and benefits. For directors of center-based programs serving infants and toddlers, the survey found that mean wages were $20.00 per hour, or $46,700 per year. 7 7 Survey respondents were given the option of reporting salaries either as hourly or as annual figures. Hence, these hourly and annual ranges represent different responses, rather than being equivalent to each other. The Current Status of the District of Columbia s Infant and Toddler Professional Workforce 10

14 Preparing Our Infant and Toddler Professional Workforce for the 21st Century For lead teachers, the 2011 workforce survey found some correlation between salaries and levels of education attainment, but salaries remained low at all levels of education. Lead teachers with a CDA credential earned a mean of $13.00 per hour, or approximately $27,500 per year; those with an associate degree earned a mean of $13.00 per hour, or $31,000 per year; and those with a bachelor s degree or higher earned a mean of $14.00 per hour, or $37,700 per year. Assistant teachers, whatever their level of education, earned mean salaries of $10.00 per hour, or $22,500 per year. With the passage of the Pre-K Enhancement and Expansion Amendment Act of 2008, teachers and assistant teachers in the District s publicly Findings for the baseline study revealed, on average, minimal to good infant and toddler program quality in the District of Columbia. funded pre-kindergarten programs are able to receive compensation comparable to that of their counterparts in public elementary and secondary schools, once they have completed the newly adopted education degree requirements for their positions. Such wage enhancements, however, are not available to infant and toddler professionals for pursuing further education. Job-related benefits, according to the 2011 workforce survey, are also meager for many of the District s infant and toddler workforce. It is notable that in a profession characterized by high exposure to childhood illness and other communicable diseases only 38 percent of staff in all job categories were reported as receiving health insurance, and only 48 percent received paid sick leave. Paid vacation time was offered to only 37 percent of staff. Other workplace benefits were even less common: 22 percent of survey respondents received dental insurance, 21 percent received optical insurance, 20 percent had a retirement plan, and 17 percent had a disability plan. INFANT AND TODDLER PROGRAM QUALITY In addition to the workforce development survey, the baseline portion of the study assessed infant and toddler program quality in the District in early 2011 (Howard University Center for Urban Progress, 2011). A representative sample of roughly one third (113) of the District s centerbased infant and toddler programs was assessed by means of the Infant and Toddler Environment Rating Scale, Revised Edition, or ITERS-R (Harms, Cryer, Clifford, 2006). This nationally recognized quality assessment study consists of 39 items organized into seven areas of infant and toddler program practice: 1) space and furnishings; 2) personal care routines; 3) listening and talking; 4) activities; 5) interaction; 6) program structure; and 7) parents and staff. Findings for the baseline study revealed, on average, minimal to good infant and toddler program quality in the District of Columbia. Higher subscale scores were found in the areas of interaction (including supervision of play and learning, peer interaction, and staff-child interaction) and parents and staff (including provisions for parents, provisions for personal needs of staff, staff interaction and cooperation, and staff continuity). Lower subscale scores were found, however, in the areas of personal care routines (including naps, diapering and toileting, and health practices) and activities (including fine motor activities, blocks, sand and water, and promoting acceptance of diversity). These findings represent a modest level of improvement from an earlier quality study that drew a sobering picture of the District s infant and toddler programs. Child care data gathered over a four-year period by the Quality Training Assessment Project indicated inadequate child care quality in many infant and toddler classrooms in the District. Using the set of 24 quality indicators on an earlier version of the ITERS (Harms, Cryer, Clifford, 1998), the project rated nearly one half of classrooms as minimal or below minimal for all four years (Wells-Wilbon, 2006). As noted earlier, 33 percent of child development centers serving infants and toddlers in the District, and 8 percent of family child care homes, are accredited by national organizations. While accreditation alone is not necessarily a guarantee of high quality in all areas, it does represent a positive sign of ongoing program improvement. The following chapter presents a series of key policy recommendations for building an exemplary professional workforce, within a network of high-quality infant and toddler programs, in the District. 11

15 THE DISTRICT OF COLUMBIA S EARLY CHILDHOOD DEVELOPMENT COORDINATING COUNCIL Advisory councils are emerging throughout the United States as an important force in developing high-quality systems for young children, including infants and toddlers. Recent federal and state legislation has spurred the formation of such councils. The Head Start Act of 2007 required the governor of each state and of the District to establish a State Advisory Council on Early Childhood Education and Care to lead the development or enhancement of high-quality, comprehensive ECE systems, ensuring coordination and collaboration among the wide range of ECE programs and services in the state. In addition, the District s Pre-K Acceleration and Clarification Emergency Amendment Act of 2010 passed as a supplement and amendment to the Pre-K Enhancement and Expansion Amendment Act of 2008 called for establishment of the Early Childhood Development Coordinating Council to advise the District s executive branch and to be staffed by the Office of the State Superintendent of Education. 8 (As of April 2011, the Council is still forming and appointing its membership.) The Council is charged with the following tasks, and others, on behalf of all children from birth to age 8 in the District:»Identify opportunities for collaboration and coordination among ECE entities; and»develop recommendations to: Increase participation of children in existing pre-k and other early childhood programs; Improve the quality of pre-k and other early childhood programs; Support the implementation of workforce development programs; and Improve state early learning policies. Membership of the Council includes the Mayor of the District, as well as the following local officials or their designees: the Chairman of the Council of the District of Columbia; the State Superintendent of Education; the Chancellor of the District of Columbia Public Schools; the Executive Director of the Public Charter School Board; the Director of the Department of Health; the Director of the Department of Mental Health; the Director of the Department of Human Services; the Director of the Child and Family Services Agency; the State Director for Head Start Collaboration; and the Director of the entity designated as the state resource and referral agency. In addition, the Mayor is charged with appointing to the Council, each for a two-year term, at least one District adult resident from each of the following categories: families whose children are receiving or have received ECE services; Head Start programs; community-based organizations; public schools; public charter schools; public charter school support organizations; early childhood advocacy organizations; the business community; the philanthropic community; the District of Columbia Early Childhood Higher Education Collaborative; and any additional category identified by the Council as necessary or appropriate. 8 The Council is distinct from the previous Mayor s Advisory Committee on Early Childhood Development, which began its work in 1979 and was dissolved in The Current Status of the District of Columbia s Infant and Toddler Professional Workforce 12