PREPARING THE EARLY EDUCATION AND CARE WORKFORCE: THE CAPACITY OF MASSACHUSETTS INSTITUTIONS OF HIGHER EDUCATION EXECUTIVE SUMMARY 1

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1 PREPARING THE EARLY EDUCATION AND CARE WORKFORCE: THE CAPACITY OF MASSACHUSETTS INSTITUTIONS OF HIGHER EDUCATION EXECUTIVE SUMMARY 1 INTRODUCTION On July 1, 2005, the Massachusetts Department f Early Educatin and Care began wrk n the gals set frward by the Massachusetts legislature, including: [t] versee the develpment and implementatin f a wrkfrce develpment system designed t supprt the educatin, training and cmpensatin f the early educatin and care wrkfrce, including all center, family child care, infant, tddler, preschl and schl-age prviders. - Chapter 205 f the Acts f 2004, Sectin 3(a) Research shws that early educatin and care prgrams are imprtant preparatin fr yung children, and that well-trained, qualified teachers and prviders are necessary fr prgrams t prmte children s develpment. In an extensive review f the state-f-the-field, the Natinal Research Cuncil (1998) fund that bth frmal educatin levels and recent, specialized training in child develpment have been fund quite cnsistently t be assciated with highquality interactins and children s develpment in center-based, family day care and even in inhme sitter arrangements. In Massachusetts, in a series f studies f early educatin and care prgrams in centers, public schls and family child care hmes, teacher/prvider educatin was fund t be a strng and cnsistent predictr f the quality f the prgram. The gal f this study is t cntribute t the develpment f a cmprehensive prfessinal develpment system in Massachusetts by prviding up-t-date research n the current early educatin and care (EEC) wrkfrce serving children birth thrugh schl age and n the capacity f Massachusetts Institutins f Higher Educatin (IHE) t prepare the EEC wrkfrce. SECTION I. CAPACITY OF MASSACHUSETTS IHEs TO PREPARE THE EARLY EDUCATION AND CARE WORKFORCE Massachusetts currently prvides early educatin and care fr children birth thrugh 14 years (16 years with special needs) thrugh a mixed delivery system. This delivery system includes centers, family child care hmes, public schl preschl prgrams, Early Head Start and Head Start prgrams, schl-age prgrams and yuth-serving prgrams. The early educatin and care wrkfrce includes teachers and assistant teachers wrking in classrms, paraprfessinals and aides and family child care prviders, as well as prgram administratrs, staff in Resurce and Referral agencies, early interventin prgrams, hme visitrs, health and mental health services, etc. In assessing the capacity f Massachusetts IHEs t prepare the EEC wrkfrce, we have fcused n classrm teachers (in centers, public preschl 1 f Preparing the Early Educatin and Care Wrkfrce: The Capacity f Massachusetts Institutins f Higher Educatin. Nancy L. Marshall, Julie Dennehy, Elizabeth Starr and Wendy Wagner Rbesn, Center fr Research n Wmen, Wellesley Cllege Funding prvided by the Natinal Institute fr Early Educatin Research, with additinal funding frm Strategies fr Children, the A.L. Mailman Family Fundatin, United Way f Massachusetts Bay, and The Bstn Fundatin.

2 classrms, and Head Start prgrams), family child care prviders, and teachers/grup leaders in schl-age prgrams. HIGHER EDUCATION AND THE PRESCHOOL WORKFORCE Characteristics f the Current Wrkfrce Serving 3-5 Year Olds 2 Massachusetts Current Service Delivery System: A ttal f 10,303 prgrams prvide early educatin and care fr 3-5 year lds. Over half (58%) f 3-5 year-lds receiving early educatin and care are in EEC-licensed centers. Wrkfrce: Estimating ne lead teacher per preschl classrm, there are 6,822 teachers in center, Head Start and public schl preschl classrms, as well as 7,369 family child care prviders. Educatin: Amng classrm teachers, 40% hld a Bachelrs r graduate degree in ECE, 21% hld an Assciates degree in ECE, and 4% hld a CDA. Over a third f classrm teachers (35%) d nt hld a CDA r degree. Over half (56%) f family child care prviders d nt hld a CDA r degree. Diversity f the Wrkfrce: Abut three-quarters f teachers and prviders are nn- Hispanic white; 11% are Hispanic/Latin, 8% are Black r African American, 2% are Asian r Pacific Islander, and 3% are multi-racial r f anther race/ethnic grup similar t the race/ethnic diversity f 3-5 year ld children in Massachusetts. Salary: The early educatin and care wrkfrce in centers and family child care hmes earn less than their cunterparts in public schls. Fr example, center preschl teachers, with a Bachelrs degree in Early Childhd Educatin, earn less than half the hurly wages f public schl preschl teachers. Turnver: Turnver rates arund 30% amng center teachers are mre than three times the natinal turnver rate f 10% in educatin services. Turnver rates are higher amng staff with lwer qualificatins. Higher Educatin Capacity t Prepare the Preschl Wrkfrce There are currently 59 IHEs ffering 127 Certificate, Assciate s, Bachelr s r Master s prgrams in Early Educatin and Care (ECE). There are reginal variatins in the availability and accessibility f IHEs ffering prgrams in ECE. The Metr West regin f Massachusetts ffers the greatest number f prgrams (38), fllwed by the Western part f the state (25), Central Massachusetts (21), the Bstn area (19), the Sutheast (13), and the Nrtheast (11). There are 41 Certificate and Assciates prgrams in public clleges and universities, and 16 Certificate and Assciates prgrams in private clleges and universities. Apprximately 185 graduates f Certificate prgrams, per year, are emplyed in early childhd prgrams after graduatin. Apprximately 517 graduates f Assciates prgrams, per year, are emplyed in early childhd prgrams after graduatin. 2 Surce: Massachusetts Capacity Study Research Brief: Characteristics f the Current Early Educatin and Care Wrkfrce Serving 3-5 Year-lds Wellesley Centers fr Wmen 2

3 IHE prgram capacity is underutilized 86% f prgrams say they culd serve mre students with current resurces. Many IHE prgrams reprt insufficient enrllments and difficulties attracting and keeping students due t pr wrking cnditins and lw wages in the field. Given the current capacity f Massachusetts IHEs, the current emplyment chices f ECE graduates, and a 2-year Assciates prgram, it wuld take an estimated minimum f 7 years fr Assciates prgrams t graduate enugh students t prvide ne teacher with an Assciates degree fr every 20 children currently attending early educatin and care prgrams in the Cmmnwealth. Given the current capacity f Massachusetts IHEs, the current emplyment chices f ECE graduates, and a 4-year Bachelrs prgram, it wuld take an estimated minimum f 19 years fr Bachelrs prgrams t graduate enugh students t prvide ne teacher fr every center, Head Start and public schl preschl classrm in the Cmmnwealth. Reginal variatins in capacity present an additinal challenge. State-level figures suggest that, within 7-10 years, ne teacher per preschl classrm culd have an Assciates degree, and within 20 years ne teacher per preschl classrm culd have a Bachelrs degree, even with current IHE capacity. Hwever, t meet thse gals n the same timetable in all regins f the state wuld require increased capacity at the Assciates level in Sutheastern and Nrtheastern Massachusetts, and increased capacity at the Bachelrs level in Western and Sutheastern Massachusetts. Family child care prviders are nt currently required t meet the same standards f educatin as center-based teachers; educatin levels f prviders reflect this fact, with nly 27% f prviders hlding a Child Develpment Assciate certificate 3, r an Assciates r Bachelrs degree. Therefre, addressing the prfessinal develpment f family child care prviders requires a cmprehensive system that integrates cmmunity-based training and IHE preparatin and allws prviders a lnger windw f time in which t meet educatin standards. HIGHER EDUCATION AND THE INFANT AND TODDLER WORKFORCE Characteristics f the Current Wrkfrce 4 Massachusetts Current Service Delivery System: Infants and tddlers receive early educatin and care in 2,305 centers, 12 Early Head Start prgrams and as many as 7,369 family child care hmes. Over half (54%) f infants and tddlers receiving early educatin and care are in EEC-licensed centers. Wrkfrce: Estimating ne lead teacher per classrm, there are 902 infant teachers in centers, 1,383 tddler teachers in centers, and 116 teachers in Early Head Start classrms a ttal f 2,401 teachers in classrms as well as 7,369 family child care prviders. Educatin: In centers, 13% f infant classrm teachers and 17% f tddler classrm teachers have a Bachelrs r mre in the field f early care and educatin. In EEC-licensed family child care hmes, 13% f prviders have a Bachelrs r mre. In Early Head Start (EHS) classrms, 7% f teachers have a Bachelrs r mre; f the 13 EHS family child care teachers, 6% have a Bachelrs r mre. 3 A Child Develpment Assciate (CDA) is a natinally recgnized credential fr peple wh prvide early educatin and care t yung children. Peple earn a CDA Credential frm the Cuncil fr Early Childhd Prfessinal Recgnitin, a natinal assciatin that supprts child care prviders' prfessinal develpment. T earn a CDA, peple must dcument and demnstrate their cmpetency in supprting the healthy grwth and develpment f children in center-based care, family child care, r hme visiting prgrams. 4 Surce: Wrkfrce Characteristics f Infant and Tddler Caregivers in Centers, Family Child Care Hmes and Early Head Start Prgrams: A Massachusetts Capacity Study Research Brief 2005 Wellesley Centers fr Wmen 3

4 Acrss all prgram types, an estimated 15% f infant/tddler teachers and family child care prviders hld a Bachelrs r graduate degree in ECE, 13% hld an Assciates degree in ECE, and 3% hld a CDA; 69% f teachers and prviders wrking with infants and tddlers d nt hld a CDA, Assciates r Bachelrs degree. Higher Educatin Capacity Currently, 8 f the IHEs ffering ECE prgrams include a fcus n infant and tddler teacher preparatin 6 are Certificate prgrams ffered at cmmunity clleges, ne is a Bachelrs prgram and ne is a Masters prgram. In additin, 27 f the IHEs ffering ECE prgrams require at least ne curse in the educatin and care f infants and tddlers and/r a practicum with infants and tddlers. These prgrams are nt sufficient t prepare the current infant/tddler wrkfrce; in fact, mst infant/tddler teachers and prviders have received their educatin thrugh general ECE IHE prgrams. T prepare the infant/tddler wrkfrce, as well as the preschl wrkfrce, it wuld take an estimated minimum f 11 years fr Assciates prgrams t graduate enugh students t prvide ne teacher with an Assciates degree fr every infant, tddler and preschl classrm, and 27 years fr Bachelrs prgrams t prepare ne teacher per infant, tddler and preschl classrm. HIGHER EDUCATION AND THE OUT OF SCHOOL TIME WORKFORCE Characteristics f the Current Wrkfrce 5 Massachusetts Current Service Delivery System: 58,922 children and yuth are enrlled in EEC -licensed after schl prgrams; 18,800 children/yuth participated in Department f Educatin 21 st Century Cmmunity Learning Centers and After-Schl and Out-f-Schl Time prgrams. Wrkfrce: Estimating ne grup leader per 13 children and yuth, there are 5,979 grup leaders in the EEC and DOE spnsred prgrams. Mst (88%) f OST staff wrk part-time. Educatin: Acrss all prgram types, an estimated 33% f grup leaders hld a Bachelrs r graduate degree, and 8% hld an Assciates degree; 59% d nt hld an Assciates r Bachelrs degree. Diversity f the Wrkfrce: Three-quarters f grup leaders are nn-hispanic white; 9% are Hispanic/Latin, 11% are Black r African American, 2% are Asian r Pacific Islander, and 3% are multi-racial r f anther race/ethnic grup similar t the race/ethnic diversity f children and yuth in Massachusetts. Salary: The OST wrkfrce in cmmunity-based prgrams receives pay that is lwer than that received by their cunterparts in public schls. Fr example, the average hurly wage fr a grup leader in a DOE-spnsred prgram is $26.60, cmpared t $12.10 per hur fr a grup leader in a cmmunity-based schl-age prgram. Turnver: Turnver rates arund 22% are mre than duble the natinal turnver rate f 10% in educatin services. 5 Surce: Evidence fr Actin: The Massachusetts Afterschl Wrkfrce Wellesley Centers fr Wmen 4

5 Higher Educatin Capacity There are currently 13 IHEs ffering 24 Certificate, Assciates, Bachelrs r Masters prgrams in Out-f-Schl Time (OST)/ Schl-age prgrams. IHE prgrams t prepare the OST wrkfrce are relatively new, cmpared t ECE prgrams, and this is reflected in the small number f graduates (116 in ne year, and nly 79 that stay in the OST field, particularly in the Assciates-level prgrams. Hwever, even prjecting higher graduatin rates as these prgrams reach full capacity, there are clearly nt enugh IHE degree-awarding prgrams t prepare the schl-age and yuth wrk wrkfrce. HIGHER EDUCATION AND THE FUTURE EEC WORKFORCE Almst all graduates f ECE Certificate and Assciate s degree prgrams are emplyed in centers, public preschls r as family child care prviders, and/r cntinue their educatin in the field. Frty-seven percent f ECE Certificate hlders g n t pursue an Assciate s degree in ECE, and 60% f Assciate s degree graduates g n t pursue a Bachelr s degree in ECE. Frty-eight percent f graduates f ECE Bachelrs prgrams that have a fcus n preparatin fr prek-2 licensure fr the public schls, and 66% f graduates f thse Bachelrs prgrams that prepare students fr ther ECE careers, are emplyed in centers, public preschls r as family child care prviders. Abut half (52%) f the graduates f Bachelr s-level OST prgrams wrk in after-schl prgrams, yuth wrk, r in administrative, research r plicy psitins within the OST field. Anther 30% are emplyed in the elementary r secndary schl levels. SECTION II. DEVELOPING A COMPREHENSIVE PROFESSIONAL DEVELOPMENT SYSTEM The findings f this reprt have imprtant implicatins fr the frmatin f Massachusetts cmprehensive wrkfrce develpment system fr the EEC field. A cmprehensive prfessinal develpment requires several key elements, including a career ladder r lattice, access t the prfessinal develpment system, cre cmpetencies, recgnitin and rewards, and systematic planning t integrate all elements f the system. Cre Cmpetencies are the knwledge and skills needed t prvide quality educatin and care t children (birth thrugh schl age), that reflect current research and best practices. Cre cmpetencies can prvide the fundatin fr the alignment f cursewrk in ECE and OST degree prgrams, as well as ther training and prfessinal develpment pprtunities fr early educatrs. Varius effrts are underway in Massachusetts t establish and implement cre cmpetencies fr early care and educatin and ut-f-schl-time prgrams. It is essential that these effrts are realized, as the fundatin f a cmprehensive prfessinal develpment system. There is strng cnsensus amng IHE ECE prgrams n the imprtance f required curses in fur cre cmpetency areas Child Develpment; Relatinships; Prgram Management and Observatin and Assessment. Assciates-level prgrams (mst f which are lcated in cmmunity clleges) are mre likely t require full curses in the Child Develpment, Curriculum and Relatinships cmpetency areas than are Bachelrs r Masters-level prgrams Wellesley Centers fr Wmen 5

6 Bachelrs- and Masters-level prgrams are mre likely than Assciates r Certificate prgrams t require a full curse in the Prgram Management cmpetency area. These differences are cnsistent with the career expectatins fr their students, and may als reflect the invlvement f cmmunity clleges in initiatives such as Advancing the Field. There is less agreement amng ECE prgrams n the imprtance f cmpetencies in ther areas cmmnly recmmended by ECE prfessinals Curriculum; Families and Cmmunity; Cultural Cmpetence and Prfessinalism. There is a strng cnsensus amng IHEs that OST degree prgrams shuld require a curse in the cmpetency areas f Child and Yuth Develpment; Curriculum; Families, Schls and Cmmunity; and Prgram Management, with less agreement n the recmmended cmpetency areas f Health, Safety, and Nutritin; Building Caring Relatinships; Envirnment; Cultural Cmpetence and Prfessinalism. Career Lattices establish pathways with multiple pints f entry and pprtunities fr lateral and vertical mvement fr individuals t prgress frm entry-level psitins t advanced prfessinal psitins. This reprt highlights the significant variatins in age, educatinal levels and levels f English prficiency f the current early educatin and care wrkfrce. A career lattice wuld address the multiple and varied needs f the wrkfrce, while helping individuals t prgress alng a defined set f cre cmpetencies assciated with quality and best practices. This wuld als allw early educatrs t be recgnized and better cmpensated fr increased prfessinal advancement. Articulatin Agreements facilitate the transfer f credits frm cmmunity clleges t 4-year clleges and universities. The Massachusetts Early Childhd Transfer Cmpact addresses the transfer f credit frm cmmunity clleges t public 4-year institutins that prepare graduates fr the Early Childhd Teacher (prek-2 nd grade) licensure. While all public IHEs have signed the Early Childhd Cmpact, nt all f the ECE prgrams in these institutins are cvered by the Cmpact, because they are nt preparing graduates fr prek-2 licensure. In additin, ECE prgrams in private institutins f higher educatin are nt cvered by the Cmpact. 6 Many prgrams reprt that they participate in articulatin agreements, ther than the Early Childhd Cmpact, that affect students in their prgram. All public IHE Assciates-level ECE prgrams, and mre than half f public IHE bachelrs-level ECE prgrams, reprt that they have articulatin agreements with ther institutins that affect students in their prgram. Tw-thirds f private IHE Assciates-level ECE prgrams, and abut half f bachelrslevel OST prgrams and ECE prgrams in private IHEs, have such articulatin agreements. Yet, mst prgrams reprt that prblems with the transfer f credits and articulatin are at least smewhat an issue, particularly at the Assciates level and in public IHEs. 6 The Bard f Higher Educatin is cmmitted t expanding this Cmpact t nn-licensure baccalaureate prgrams related t early childhd educatin Wellesley Centers fr Wmen 6

7 Access t the Higher Educatin System can be a challenge fr many wh wrk with yung children because many are adult learners and wrk full-time. Furthermre, many students speak a language ther than English. Mre than half f students enrlled in prgrams preparing students fr ECE careers ther than prek-2 licensure are adult learners (60% f public IHE students and 71% f private IHE students). Over 60% f Certificate and Assciates prgrams, and ver half f Masters prgrams, reprt that students cmpeting wrk and/r family respnsibilities are a significant challenge. Over 20% f Bachelrs prgrams reprt that cmpeting respnsibilities are a significant challenge. Abut tw-thirds f prgrams preparing students fr prek-2 licensure ffer evening curses, half f private IHEs OST prgrams and mre than 80% f ther prgrams ffer evening curses. Weekend curses are mre ften available in public IHE prgrams whse students are preparing fr ECE careers ther than prek-2 licensure, and in public OST prgrams rather than private OST prgrams. The majrity f ECE Certificate and Assciates prgrams, in bth public and private IHEs, reprt that students lack f academic preparatin r skill is a significant challenge. One third f OST Certificate and Assciates prgrams and mre than a quarter f private IHE ECE Bachelrs prgrams, but nly ne in eight f the public IHE ECE Bachelrs prgrams, reprt that students lack f academic preparatin r skill is a significant challenge. Private IHEs have mre readily prvided supprts fr nn-traditinal ECE students, particularly at the Bachelr s degree level, than public IHEs. The current enrllments f Massachusetts IHEs reflect much f the diversity f the current ECE wrkfrce. Hwever, students f clr are mre likely t be enrlled in prgrams preparing them fr OST r ECE careers ther than prek-2 licensure. 20% f students speak English as a secnd language prgrams preparing students fr ECE careers ther than prek-2 licensure r fr OST careers, particularly in private IHEs, are mre likely t enrll students wh speak English as a secnd language than are prgrams preparing students fr prek-2 licensure. Even with lwer in-state tuitins at public IHEs, 80% f public IHE Certificate- and Assciates-level prgrams, 50% f public bachelrs-level prgrams, and 67% f public OST prgrams reprt that lack f financial supprt r schlarships fr students is a significant challenge. By cmparisn, 44% f private IHE Certificate- and Assciates-level prgrams, 21% f private bachelrs-level prgrams, and 15% f private OST prgrams reprt that lack f financial supprt r schlarships fr students is a significant challenge. Financing f IHE prgrams is als an issue. Apprximately half f Certificate and Assciates ECE Prgrams, as well as public IHE Masters-level ECE prgrams, reprt that the lack f full-time faculty in the prgram is a significant challenge. One-third t ne-half f public IHE ECE prgrams at all levels reprt that pr faculty wrking cnditins and wages are a significant challenge as well. III. RECOMMENDATIONS Massachusetts has set ambitius gals fr itself t raise the quality f early educatin and care, ensuring that all children enter schl ready t learn, and that children s ut-f-schl-time is spent in activities that supprt their cntinuing learning and grwth. The early educatin and 2005 Wellesley Centers fr Wmen 7

8 care wrkfrce is central t these effrts. Based n the results f the IHE Capacity Survey and the ther research briefs f the Massachusetts Capacity Study, we endrse the fllwing recmmendatins: CAPACITY OF MASSACHUSETTS IHES TO PREPARE THE EARLY EDUCATION AND CARE WORKFORCE 1. Expand the Capacity f Massachusetts IHEs One f the charges t the Department f EEC is t develp a statewide, high-quality, vluntary, universally accessible preschl prgram prfessinal develpment is essential t this effrt. T meet the gal f preparing at least ne teacher per classrm f 3-t- 5 year ld children, we have estimated that it wuld take a minimum f seven years fr ne teacher per classrm (centers, Head Starts and public preschls) t graduate with an Assciates degree in ECE, and a minimum f 19 years fr ne teacher per classrm t graduate with a Bachelrs degree in ECE. Hwever, EEC has been charged with verseeing the develpment and implementatin f a wrkfrce develpment system designed t supprt the educatin, training and cmpensatin f the early educatin and care wrkfrce, including all center, family child care, infant, tddler, preschl and schl-age prviders (Chapter 205 f the Acts f 2004). Including family child care prviders requires additinal IHE capacity, as well as a cmprehensive system that integrates cmmunity-based nn-credit training prgrams and IHE preparatin, and allws prviders a lnger windw in which t meet standards, because family child care prviders, as a grup, have less educatin than classrm teachers. We als nted that CDAs, and credit fr prir learning including CDAs, are an imprtant part f the career lattice fr family child care prviders (as well as the Head Start wrkfrce). Finally, cnsidering infant and tddler prviders and schl-age prviders in the prfessinal develpment system presents additinal challenges there are fewer prgrams that fcus specifically n preparing the infant/tddler wrkfrce r the ut-f-schl-time wrkfrce, and the current capacity is nt sufficient t prepare the current wrkfrce. We recmmend that EEC wrk with IHEs t establish a timetable fr implementatin f higher wrkfrce standards, in cnjunctin with the expansin f IHE capacity t prepare the early educatin and care wrkfrce, cnsistent with the educatinal needs f the wrkfrce and the resurces f Massachusetts IHEs. 2. Expand Articulatin Agreements Amng Public And Private IHEs And Cmmunity Training Prgrams. A necessary cmpnent f a career lattice is articulatin at all levels f training and educatin. The Massachusetts Early Childhd Transfer Cmpact is designed t facilitate the transfer f credit frm cmmunity clleges t public fur-year institutins that prepare graduates fr the Early Childhd Teacher (prek-2 nd grade) licensure in the public schls. We fund that, while all public IHEs have signed the Transfer Cmpact, nt all f the ECE prgrams in every institutin are cvered by the current Cmpact, which is specific t prgrams preparing graduates fr public schl licensure. The Bard f Higher Educatin is cmmitted t expanding this Cmpact t nn-licensure baccalaureate prgrams related t early childhd educatin. We encurage the Bard t implement these plans. In additin t the Early Childhd Transfer Cmpact, sme prgrams have articulatin agreements with ther institutins ffering bth degree-granting and training prgrams. We 2005 Wellesley Centers fr Wmen 8

9 recmmend that Massachusetts build n these effrts t create articulatin agreements amng public and private IHEs, as well as between cmmunity-level training prgrams and IHEs, and acrss sectrs (prek-2 nd licensure as well as ther EEC careers; ECE as well as OST careers). 3. Align Prgram Requirements With Cre Cmpetencies. Cre cmpetencies - the knwledge and skills needed t prvide quality early educatin and care - frm the basis f a career lattice when institutins f higher educatin and cmmunity-level training pprtunities wrk frm an agreed-upn set f cre cmpetencies, t which cursewrk and degree requirements are aligned, members f the wrkfrce are able t prgress thrugh the career lattice with sequential learning pprtunities that supprt the cntinuing develpment f knwledge and skills. The current required cursewrk in bth ECE and OST prgrams in Massachusetts IHEs reflects cnsensus n several cre cmpetencies. Amng IHE ECE prgrams, there is clear cnsensus that required cursewrk shuld address cre cmpetencies in child develpment and curriculum and strng agreement n cre cmpetencies in building caring relatinships, prgram management and bservatin and assessment. Currently, nly nequarter r fewer f IHE ECE prgrams require curses in the cre cmpetencies f wrking with families and cmmunity, cultural cmpetence, prfessinalism and health, safety and nutritin. Amng IHE OST prgrams, there is clear cnsensus that required cursewrk shuld address cre cmpetencies in child and yuth develpment, prgram management, activities r curriculum, and wrking with families, schls and cmmunity and strng agreement n cre cmpetencies in building caring relatinships and health, safety, and nutritin. Currently, abut ne-third r fewer f IHE OST prgrams require curses in the cre cmpetencies f cultural cmpetence, prfessinalism, and the physical envirnment f prgrams. We recmmend that EEC wrk with IHEs and cmmunity training prgrams t further align curse requirements t agreed-upn cre cmpetencies. DEVELOPING A COMPREHENSIVE PROFESSIONAL DEVELOPMENT SYSTEM 4. Develp a career lattice that allws fr multiple pints f entry, pprtunities t mve within the field and acrss settings, prgrams and age grups (birth thrugh schlage), and pprtunities t prgress frm entry level t advanced prfessinal levels. Massachusetts is cmmitted t an early educatin and care delivery system that serves children frm birth thrugh schl-age and in a variety f settings, including EEC-licensed early childhd centers, public schl prek classrms, Head Start and Early Head Start prgrams, family child care hmes, DOE-supprted 21 st Century Cmmunity Learning Centers and After-Schl and Out-f-Schl Time prgrams and EEC-licensed after schl prgrams. Reflecting the diverse needs f children and the diversity f settings, the current wrkfrce cnsists f family child care prviders, teachers, assistant teachers, paraprfessinals and aides wrking in classrms, as well as prgram administratrs, staff in Resurce and Referral agencies, early interventin prgrams, hme visitrs, health and mental health services, etc. The current wrkfrce is diverse in terms f race and ethnicity and in educatin and training. A career lattice wuld allw Massachusetts t maintain the diversity f its service delivery system as well as the diversity f its wrkfrce, while raising the qualificatins f all sectrs f the wrkfrce Wellesley Centers fr Wmen 9

10 5. Recgnize and reward prfessinal advancement with cmpensatin and reimbursement tied t prgress alng the career lattice. As in mst ther fields, salary and benefits are a significant cnsideratin when early childhd educatrs are preparing fr and planning their careers. Unfrtunately, as several reprts have shwn, educatrs in sme sectrs f the field receive pay that is lw cmpared t their cunterparts in public schls and ther sectrs; lw wages cntribute t the high rates f turnver in the EEC field. The current lw-levels f cmpensatin and related wrking cnditins als have a direct impact n the ability f IHEs t recruit and retain students fr careers in early educatin and care. The majrity f IHE prgrams in early childhd educatin reprt difficulty attracting and keeping students due t pr wrking cnditins r lw wages. Apprpriate reimbursement wuld allw Massachusetts t attract and retain qualified prfessinals in early educatin and care. 6. Implement cre cmpetencies, birth t schl-age, with age-apprpriate indicatrs f each cmpetency, fr all rles within the early educatin and care field in all sectrs. Cre cmpetencies the knwledge and skills needed t prvide quality early educatin and care are essential t the develpment f a cmprehensive system f prfessinal develpment. Massachusetts has an pprtunity t develp and disseminate cre cmpetencies that are based n current research n child and yuth develpment and that reflect the experience f key stakehlders in the field, including prviders, resurce and referral agencies and institutins f higher educatin. 7. Ensure entry t the prfessinal develpment system by prviding adequate funding fr students (schlarships, financial aid), addressing issues related t practicum fr currently-emplyed students, and prviding adequate supprts t adult learners. The current wrkfrce faces specific barriers t cntinuing their educatin, which were articulated in the Reprt f the Early Educatin and Care Advisry Cmmittee. We fund that mre than half f students currently enrlled in prgrams preparing them fr ECE careers ther than prek-2 licensure are adult learners, ver the age f 22. These adult learners, wh are likely t als be emplyed and/r have family respnsibilities, and have been ut f schl fr a few years, benefit frm curse schedules (evening and weekends) that reflect their circumstances, distance learning ptins, and academic and literacy supprts. Mst prgrams preparing graduates fr careers in ECE include a practicum as part f the requirements fr graduatin. Practica supervised experience wrking with children in early educatin and care settings prvide students the pprtunity t put their classrm learning int practice and t receive feedback n their cmpetencies frm their supervisr. Hwever, fr adult learners wh are already emplyed, traditinal practicum requirements may cnflict with wrk schedules, necessitating flexible ptins that prvide supervised experience in high quality settings while addressing the circumstances f adult learners. Fr many students, given the rising csts f higher educatin, schlarships and financial aid are essential if they are t enter the prfessinal develpment system. Mre than half f the public IHE prgrams reprt that lack f financial supprt r schlarships fr their students is a prblem. While students attending private IHE prgrams are mre likely t receive financial aid than their peers in public IHE prgrams, ne-quarter f private IHE prgrams still reprt that lack f financial aid is a prblem Wellesley Centers fr Wmen 10

11 8. Ensure the cntinuing diversity f the wrkfrce. Prvide greater pprtunities fr ethnically- and linguistically-diverse early educatin and care prfessinals, and address IHE cncerns abut the difficulties f recruiting and retaining ethnically- and linguistically-diverse faculty. The current EEC wrkfrce is racially and ethnically diverse, reflecting the race/ethnic characteristics f the children they serve. The current enrllment in IHE prgrams preparing students fr careers in OST r careers in early childhd, ther than prek-2 licensure, are equally diverse. Hwever, ne-quarter f public IHEs reprt difficulty respnding t the needs f nn-english speakers. In additin, mre than 80% f students in IHE prgrams preparing students fr prek-2 licensure are White, raising cncerns abut the race/ethnic diversity f the future wrkfrce in public schl-based ECE prgrams. 9. Engage in systemic planning, crdinating changes in licensing regulatins with increased capacity f IHEs and imprved cmpensatin and wrking cnditins t recruit and maintain qualified early educatin and care prfessinals. A cmprehensive system f prfessinal develpment must simultaneus address the interrelated gals f raising the qualificatins f the EEC wrkfrce, increasing the capacity f institutins f higher educatin t prepare students t meet these qualificatins, and imprving the cmpensatin and wrking cnditins needed t recruit and maintain this increasingly qualified wrkfrce. 10. T facilitate this systemic planning, expand the EEC Prfessinal Child Care Qualificatins Registry t dcument the prfessinal develpment (degrees awarded, curses taken, etc.) f the wrkfrce t allw fr nging assessment f the prfessinal develpment needs f the wrkfrce. A prfessinal develpment registry, which ECE and OST practitiners can access and update with their educatin and wrk histry as they mve thrugh the career lattice, will facilitate systemic planning by prviding infrmatin abut wrkfrce characteristics and career paths which will facilitate the planning and pririty setting f plicymakers and planners in EEC, higher educatin, resurce and referral agencies and f ther stakehlders Wellesley Centers fr Wmen 11