Training Program in Child Development

Transcription

1 Training Program in Child Development Report on Round 12 July 1, 2008 June 30, 2009 TPCD class at Norwalk Community College Prepared by Connecticut Charts A Course for the Connecticut Department of Social Services September, 2009

2 TRAINING PROGRAM IN CHILD DEVELOPMENT 7/1/08 6/30/09 Background: The Training Program in Child Development (TPCD) is a state wide training program designed to improve the quality of early care and education in Connecticut by facilitating access to non credit based training that focuses on child development and early childhood education theory and practice. The TPCD is administered by Connecticut Charts A Course (CCAC), a national leader in professional development systems, and fully funded by the CT Department of Social Services (DSS). Individuals who participate in the TPCD are childcare providers 1 working in priority settings designated by DSS DSS funded centers, Accreditation Facilitation Project (AFP) selected sites, School Readiness, Head Start, licensed family day care homes, and family, friend and neighbor care providers (see Chart 2, Table 2, and Appendix A). Since its inception in 1998, approximately 8,000 Connecticut childcare providers have participated and been trained by the TPCD. Curriculum: The TPCD agencies deliver 87 CCAC approved workshops in the Core Areas of Knowledge 2 in the Module Sequence 3 totaling 150 hours of integrated training over eight competencies. The addition of the most current research and best practice in the infant/toddler, early language and literacy and health and safety topics in the Core Areas of Knowledge strengthen and expand participant knowledge base, classroom practices, and interactions with and care for the young children and families they serve. There are now a total of 22 topics of the Infant/Toddler strand totaling 36 hours; 16 topics of the Early 1 In this report, the term provider refers to a participant who is employed in a child care center/program and has primary responsibility for a group of children or any such person who works directly under the direct supervision of such staff; a licensed family day care provider; or a family, friend and neighbor provider. 2 The CCAC Core Areas of Knowledge defines the range of knowledge and competency skills that adults working with young children need to possess in order to facilitate child learning and development and is applicable to professionals in a variety of child care settings. 3 The Module Sequence is the sequential order of how the 150 hours of training in the Mandatory Core Areas of Knowledge must be delivered. Training participants seeking the Child Development Associate (CDA) credential must take all of the topics as defined in each module in the sequential order. Module I = 30 hours; Module II = 45 hours; Module III = 45 hours; Module IV = 30 hours of training. 321 Whitney Avenue, 5th Floor, Hamden, CT (800) (203) FAX (203) a course.org

3 Language & Literacy strand totaling 25.5 hours; and 5 topics of the Health & Safety strand totaling 7.5 hours of training in the Module Sequence. Quality Assurance and Improvement System (QAIS): All TPCD training is delivered by CCAC approved trainers who are observed and evaluated by a core of experts using the CCAC Quality Assurance and Improvement System (QAIS) 4. The 88% average rate of trainer performance, defined as good training and delivery performance on the QAIS observation instrument, led to a more highly specialized training experience for TPCD participants. (In FY 07/08, the average rate of trainer performance was 67%, defined as fair training and delivery performance.) Also, when evaluated by TPCD participants, trainers received scores of 96% to 99% on enthusiasm, knowledge, preparedness of training content; encouragement and respect for class participation; and support for additional education. FY 08/09 Results: In its 12 th year, the TPCD was delivered by agencies representing all 5 DSS regions in CT (see Appendix B), with 2 agencies delivering the training in Spanish. Embedded within the TPCD are numerous supports and incentives to assist participants toward completion. Such supports and incentives include the cohort approach (training with the same agency and participants through the Module Sequence); CCAC Career Advising; CCAC and training agency technical assistance; $TART (Support, Training, Advancement and Retention of Teachers) bonuses at benchmarks including completion of Modules I and II, the CDA credential and 12 credits in early childhood education; access to CCAC scholarships and the Do You Know brochure that advertises these supports and incentives (see Appendix C). The 85% completion rate through the Module Sequence is a testimony to the training participants intentionality, commitment, dedication and perseverance to further their professional development and increase their knowledge of child development. It is also an indication of the training agency s effort to keep the participants engaged in the training as well as the importance of the supports and incentives 4 The Quality Assurance and Improvement System (QAIS) is a system of comprehensive assessment and support for CCAC approved trainers and is designed to document the credibility and reliability of the delivery of CCAC s credit free curriculum in the Core Areas of Knowledge. 321 Whitney Avenue, 5th Floor, Hamden, CT (800) (203) FAX (203) a course.org

4 that assist participants toward completion. Many training participants have earned a CDA Credential, converted their TPCD training into college credit via the Early Childhood Pathway Exams 5 and/or are continuing their education at college as indicated in the next two sections regarding the CDA and Pathway Exam results. CDA Results: 318 or 43% of the 747 CDAs granted in CT from January 07 to May 09 were awarded to TPCD participants. Pathway Exam Results: FY 08/09 TPCD participants took 54 exams with a pass rate of 91% overall. o The pass rate for the Introduction to Early Childhood Education exam was 100%. o The pass rate for the Child Developmental Psychology exam was 79%. Because CCAC has embedded supports and incentives within the TPCD, 93% or 165 of the participants who completed Modules I and II applied for the $TART bonus; 80% or 142 of the participants indicate they will need scholarship to take more training; 77% or 133 of the participants requested CCAC career advising; and 81% or 142 of the participants plan to remain at their current work site. More Information on Measures of Performance of TPCD and Training Agencies: CCAC gathered and analyzed data to measure the performance of the TPCD and the contracted training agencies. A survey of participants who completed all four modules provided valuable information about them and their intentions. The data on the following charts and graphs illustrate: Supportive and/or additional information on the TPCD and the training agencies Additional information about the FY 08/09 participants who completed the Module Sequence. 5 Early Childhood Pathway Exams can help convert early childhood experience and non credit training into college credits by testing knowledge in four subjects: Introduction to Early Childhood Education; Child Developmental Psychology; Infant/Toddler Development Early Language and Literacy Development. Three lower (100) level credits are awarded for each exam passed. 321 Whitney Avenue, 5th Floor, Hamden, CT (800) (203) FAX (203) a course.org

5 What We Know About Training Program in Child Development (TPCD) Participant Completion Rates Measure: Rate of Completion of the TPCD modules for FY 07/08 and FY 08/09 For the past 2 years, participants have completed the TPCD modules at a high rate. The FY 08/09 efforts showed an increase in this rate across Modules II, III and IV. Chart 1: Module Completion Comparison FY 07/08 and FY 08/09 100% 95% 90% 85% 80% 75% 100% 100% 91% 95% 85% 87% 84% 85% FY 07/08, N=174 FY 08/09, N=244 Module I Modules I & II Modules I III Modules I IV Training agencies were tracked individually on the participants who complete each module. Training agencies are measured on the percentage of participants who complete all modules compared to those participants who demonstrated commitment to the program by completing Module I (the first 30 hours of training). This rate ranged from a high of 100% to a low of 63%. Table 1: Module Completion by Training Agency FY 08/09 Training Organization # Originally Enrolled # Module I Completers # Module I & II Completers # Module I III Completers # Module I IV Completers Completion Rate Based on Module I Completions ACES % All Our Kin (AOK) % Casa Otoñal, Inc % Connecticut Puerto Rican Forum, Inc. (CPRF) % Early Care and Education Institute Danbury (ECETI) % Early Care and Education Institute Terryville (ECETI) % Housatonic Community College (HCC) % Norwalk Community College (NCC) % University of Hartford (UH) % South Eastern Connecticut (SE CT) % TOTAL

6 What We Know About Training Program in Child Development (TPCD) Participant Program Types Measure: Distribution of Participants by Program Type The TPCD trained a broad array of early childhood education providers. Most were from various segments of public and private center based settings, but 13% were Family Child Care Providers and 7% Family, Friend and Neighbor providers. Data on program type are from the CT Professional Registry except Head Start and Family, Friend and Neighbor Provider which was self reported. refers to unemployed, not employed in early childhood education, or information is not in the Registry. Chart 2: All Training Agencies 16% CT Dept of Social Services 17% N=208 Private Child Care Center 15% Head Start 8% Family, Friend & Neighbor Provider 7% Accreditation Facilitation Project 6% School Readiness 16% Family Child Care Provider 13% Participants by program type by training agency indicated great variation among training agencies. These data are displayed in pie charts for each training agency in Appendix A. Table 2: By Training Agency Priority Distribution Total CT Dept. of Social Services Accreditation Facilitation Project School Readiness Family Child Care Provider Family Friend & Neighbor Head Start Private Child Care Center ACES All Our Kin (AOK) Casa Otoñal Connecticut Puerto Rican Forum (CPRF) Early Care and Education Training Institute (ECETI) Housatonic Community College (HCC) Norwalk Community College (NCC) University of Hartford (UH) South Eastern CT (SE CT) TOTAL Percent of Total 17% 6% 16% 13% 7% 8% 15% 16%

7 What We Know About Training Program in Child Development Participant Race/Ethnicity Measure: Race/Ethnicity of Participants Participants self reported their racial/ethnic background. There were 39% Caucasian, 38% Hispanic and 17% African American participants. Participants were asked to check all that apply. Chart 3: All Training Agencies Native American 1% Asian 4% 4% N = 181 Caucasian 39% Hispanic 38% African American 17% The race/ethnicity of participants varied by training agency. Casa Otoñal and the CT Puerto Rican Forum targeted Hispanic participants. Percentages may total more than 100% because participants were asked to check all that apply. Table 3: By Training Agency Race/Ethnicity Total Caucasian African American Hispanic Asian Native American ACES All Our Kin (AOK) Casa Otoñal Connecticut Puerto Rican Forum (CPRF) Early Care and Education Training Institute (ECETI) Housatonic Community College (HCC) Norwalk Community College (NCC) University of Hartford (UH) South Eastern CT (SE CT) TOTAL Percent of Total 39% 17% 38% 4% 1% 4%

8 What We Know About the Motivation of Participants Participants in the TPCD were asked to identify the most important reason why they decided to enroll. More than half (57%) said they wanted to increase their knowledge of child development and almost a quarter (22%) reported they wanted to meet the educational requirements of the CDA. Participants were asked to check all that apply. Chart 4: Participant Motivation for Enrolling in the TPCD Meet training requirements of work place 5% Improve employment status 5% Required to keep job 7% Meet educational requirements of the CDA 22% 5% Increase knowledge of child development 57% Participants were asked to identify 2 key factors that motivated their participation in the TPCD. Over a third (34%) cited the affordability of the program or the desire to learn new skills. The availability of scholarships when they completed the TPCD was also an important motivator. Percentages may total more than 100% because participants were asked to check all that apply. Chart 5: Important Factors for Participating in the TPCD 35% 30% 25% 20% 34% 34% 28% 21% 20% 17% 15% 10% 5% 0% Affordability of program Desire to learn new skills Availability of scholarships Start and finish in one year Availability of Spanish training Access to childcare career advice

9 What We Know About Training Program in Child Development (TPCD) Participant Next Steps and Goals Participants reported their educational plans following their completion of the TPCD. Almost 2/3 (64%) intend to obtain a CDA, and 61% plan to obtain an Associate Degree and 34% a Bachelor Degree. Percentages may total more than 100% because participants were asked to check all that apply. Chart 6: Participant Future Educational Plans and Goals 70% 60% 64% 61% 60% 50% 40% 34% 30% 20% 18% 15% 10% 9% 8% 5% 0% : to have my own center, to become a head teacher, to start my own business, to take Pathway Exams

10 What Else We Know About Training Program in Child Development Participants N* is the number of self reported responses per question on the End of Year survey. Percentages may total more than 100% because participants were asked to check "all that apply." Table 4: Additional Participant Data Gender (N*=181) Male 6 3% Female % Languages Spoken Most of the Time (N=220) English % Spanish 65 36% (Vietnamese, Portuguese, Chinese) 25 11% Education Level Achieved (N=176) No High School Diploma Received 4 2% High School Diploma or GED % CDA 6 3% (see next category) 40 23% Coursework Taken (N=40) Some college courses 17 40% Associate Degree in non ECE 1 3% Bachelors Degree in non ECE field 8 20% Bachelors Degree in another country 6 15% Masters Degree in non ECE 1 3% Nursing or CAN Certification 3 8% No response 4 10% Number of Years in Child Care Field (N=179) Less than 1 Year 21 12% 1 to 5 Years % 6 to 10 Years 36 20% More than 10 Years 21 12% 3 2% Number of Years in Current Position (N=178) Less than 1 Year 44 25% 1 to 5 Years % 6 10 Years 21 12% More than 10 Years 9 5% Position at Worksite (N=176) Classroom Teacher 35 20% Classroom Assistant Teacher 80 45% Classroom Substitute Teacher 5 3% Classroom Floater 11 6% Family Child Care Provider 17 10% Family Child Care Provider Assistant 8 5% Family, Friends and Neighbor Provider 16 9% Volunteer 4 2%

11 What Else We Know About Training Program in Child Development Participants N* is the number of self reported responses per question on the End of Year survey. Percentages may total more than 100% because participants were asked to check "all that apply." Table 4: Additional Participant Data Ages of Children in Care (N*=173) Infants (up to 18 months old) 30 17% Toddlers (18 24 months old) 35 20% Pre schoolers (2 5 years old) 97 56% School age (5 years and older) 11 6% Current Hourly Salary (N=168) Less than $8/hour 23 14% $8 $10/hour 80 48% $10 $12/hour 41 24% $12 $14/hour 13 8% More than $14/hour 11 7% Child Care Knowledge BEFORE Training (N=181) Poor 16 9% Fair 38 21% Good 70 39% Very Good 48 27% Excellent 9 5% Child Care Knowledge AFTER Training (N=181) Number % Poor 0 0% Fair 0 0% Good 4 2% Very Good 90 50% Excellent 87 48% Applied for $250 $TART Bonus (N=177) Yes % No 12 7% Will need scholarship help for more training (N=178) Yes % No 3 2% Not Sure 33 19% Requested CCAC Career Counseling in ECE (N=173) Yes % No 40 23% Plan to remain at current worksite (N=175) Yes % No 4 2% Not Sure 29 17%

12 Appendix A Distribution of Participants by Program Type by Agency The following charts display the data from Table 2. Family, Friend & Neighbor 7% Family Day Care 7% ACES 8% CT Dept of Social Services 26% N=27 Accreditation Facilitation Project 4% School Readiness 48% Family, Friend & Neighbor 19% Private Child Care Center 13% All Our Kin CT Dept of Social Services 6% School Readiness 13% N=16 Family Day Care 50% Private Child Care Center 6% Casa Otoñal 3% CT Dept of Social Services 13% N=32 Head Start 6% School Readiness 13% Family, Friend & Neighbor 22% Family Day Care 13%

13 Appendix A Distribution of Participants by Program Type by Agency Connecticut Puerto Rican Forum N=15 47% Family Day Care 20% Family, Friend & Neighbor 33% Private Child Care Center 13% Early Care and Education Training Institute 5% CT Dept of Social Services 38% N=39 Head Start 36% Accreditation Facilitation Project 8% Housatonic Community College Private Child Care Center 9% N=11 School Readiness 9% CT Dept of Social Services 46% Accreditation Facilitation Project 36%

14 Appendix A Distribution of Participants by Program Type by Agency Norwalk Ccommunity College CT Dept of Social Services 5% School Readiness 10% Family Day Care 10% N=20 60% Private Child Care Center 15% Private Child Center 10% Head Start 6% Family Day Care 17% School Readiness 22% University of Hartford Care CT Dept of Social Services 17% Accreditation Facilitation Project 28% N=18 Southeastern Connecticut 6% School Readiness 27% N=30 Private Child Care Center 50% Family Day Care 17%

15 Appendix B TO ALL CONNECTICUT CHILD CARE PROVIDERS The Training Program in Child Development is quality and training approved by Connecticut Charts-A-Course and offered statewide for child care providers. This program offers you an opportunity to: Meet and share information in an informal setting with others taking care of children. Collect ideas, activities, and resources. Attend training at convenient times and locations throughout CT. Participate in workshops that count toward the Child Development Associate (CDA) Credential. University of Hartford (860) Connecticut Puerto Rican Forum, Inc. (860) ECETI (203) Norwalk Community College (203) Housatonic Community College (203) ECETI (203) Maureen Hogan-Scheuermann (860) All Our Kin (203) Casa Otonal (203) x15 ACES (203) WHERE TO GET MORE INFORMATION: CALL A TRAINING ORGANIZATION IN YOUR AREA ON THE MAP ABOVE OR CALL CONNECTICUT CHARTS-A-COURSE TOLL FREE (800) OR FOR ONLINE TRAINING CALL THE CHILD CARE EDUCATION INSTITUTE (888) The Training Program in Child Development is approved and administered by Connecticut Charts-A-Course, and is funded by the Connecticut Department of Social Services.

16 WHAT CAN THE TRAINING PROGRAM IN CHILD DEVELOPMENT OFFER YOU? Training For: Early Care and Education teachers working in: Accreditation Facilitation Project (AFP) selected sites; DSS funded childcare centers; School Readiness Programs; Head Start Programs or licensed family day care homes and family, friends and neighbor care providers. When: Workshops are scheduled in the evenings and on weekends at times convenient to caregivers. Where: Locations are throughout Connecticut including those listed on the map. Call the organizations directly at the numbers listed below or the toll-free number below and on the front of this flyer for additional information. Comments: It s a wonderful program. I would recommend it to others. I had fantastic teachers. They cared about us. This program gave me more confidence and reassured me that I am on the right track. This is the field for me. Curriculum: Sample topics include: Selecting and Organizing Toys, Stages of Play, English Language Learners, Positive Guidance, Creativity: The Arts, Book Selection and Building Vocabulary, Developmentally Appropriate Practice, Nutrition Practices, and Providing a Safe and Healthy Environment. All workshops are approved by Connecticut Charts-A- Course, Connecticut s professional development system for early care and education providers. Benefits: Build skills to help you do a better job and improve your childcare practice. Learn how to promote the development of children. Become aware of current childcare practices. Share ideas with other childcare providers. Convert training hours to college credits. Improve communication with parents. Build a network of connections with other providers. Gain access to other training opportunities. In Mid State CT including Waterbury: Call: Early Care and Education Training Institute Renee Gill (203) In North Central CT including Hartford/Enfield/New Britain: Call: University of Hartford Cheryl Cabaniss (860) In North Central CT including Hartford Area Spanish: Call: Connecticut Puerto Rican Forum Yanil Teron (860) WHERE TO CALL? In South Central CT including New Haven: Call: All Our Kin Janna Wagner (203) In South Central CT including New Haven: Call: ACES Rebecca Cuevas (203) In South Central CT including New Haven Area Spanish: Call: Casa Otoñal Tomas Miranda (203) x-15 In Southeastern CT - Colchester: Call: Maureen Hogan-Scheuermann (860) In Southwestern CT including Norwalk/Stamford: Call: Norwalk Community College Kathy Coppola (203) In Southwestern CT including Bridgeport/Ansonia: Call: Housatonic Community College Laurie Noe, Ed. D. (203) In Northwestern CT including Danbury: Call: Early Care and Education Training Institute Renee Gill (203) Statewide online Training Program in Child Development: Contact Admissions Office Child Care Education Institute at (888) or Or Call TOLL FREE - (800)

17 you are eligible for a $500 $TART bonus for receiving your CDA? As a TPCD participant who has been awarded the CDA credential, you can get a $500 $TART bonus! CCAC awards $TART bonuses on a first come first serve basis so act fast to get your bonus! To get your $500 $TART bonus, you must: Have participated in the Training Program in Child Development (TPCD). Be a member of the CT Professional Registry. Complete the CDA $TART Bonus application. The application is available on the CCAC website. Complete a W9 (revised October 2007). Send your completed CDA $TART Bonus application, completed W9 and a copy of your CDA credential to Stacey Garnett at CT Charts-A- Course (CCAC). For more information on the $TART bonus, see Norwalk Community College TPCD 2009 Participants you can turn your CDA into 6 college credits? Once you get your CDA credential, you can earn 6 college credits for it! To do so, choose only 1 option below. Option 1: Get 6 college credits for your CDA at Charter Oak State College: The 6 college credits you can get at Charter Oak State College for earning your CDA credential are: Introduction to Working with Young Children and Early Childhood Field Experience. To get these 6 college credits from Charter Oak State College, you must: Join the credit registry at Charter Oak State College. Have a letter of verification sent from the Council for Professional Recognition (agency that administers the CDA) telling Charter Oak State College the date you received your CDA credential. For more detailed information about the credit registry, contact Paul Morganti by at pmorganti@charteroak.edu or by telephone at Option 2: Get 6 college credits for your CDA at a CT Community College: You may choose to get 6 college credits for your CDA at a CT Community College instead of from Charter Oak State College. To get 6 college credits from a CT Community College, you must: Register at the CT Community College. Enroll in a course in order for the community college to award the college credit for your CDA. For more information about getting college credit for your CDA at a CT Community College, contact the Early Childhood Coordinator at the CT Community College in your area. you can turn the TPCD into college credit by passing the Early Childhood Pathways Exams? In addition to getting college credit for your CDA at Charter Oak State College or at a CT Community College, you may also earn additional college credit by taking the Early Childhood Pathways Exams. Early Childhood Pathways Exams can turn early childhood experience and non-credit training into four college courses. Three (3) credits are awarded for each of the following exams passed: Introduction to Early Childhood Education (available in both English and Spanish) Child Developmental Psychology (available in both English and Spanish) Infant/Toddler Development. Early Language and Literacy Development Current cost for each exam is $75. You may be eligible for a CCAC scholarship to cover the costs of the exams. To register for the exams or to get the study guides, contact Charter Oak State College at For more information on the Early Childhood Pathways Exams, see or PathwaysBrochure_June2007.pdf ECETI TPCD Participants

18 CT Charts-A-Course has Early Childhood Career Counselors who can help you achieve your professional development goals? Congratulations on completing the Training Program in Child Development (TPCD)! Your dedication and hard work as a TPCD participant now lets you access many valuable benefits to advance your professional development so you can improve your work with young children and families. the benefits of being a CT Professional Registry member? The CCAC Career Counselor in your area is happy to help you meet your professional development goals. Call your Career Counselor today to advance your professional development journey! CT CHARTS-A-COURSE (CCAC) EARLY CHILDHOOD CAREER COUNSELORS TRAINING AGENCY CCAC CAREER COUNSELOR PHONE NUMBER ACES Valerie Parks X All Our Kin Valerie Parks X Casa Otonal Margaret Westwood* X how completing the TPCD benefits you? Appendix C Benefits of Registry membership: CT Puerto Rican Forum Margaret Westwood* X Placement on career ladder and official Registry certificate. Access to CCAC scholarship and $TART education bonuses for eligible members. Free individualized early childhood education counseling by CCAC Career Counselors to help map out an education plan for professional development and advancement on the career ladder. Individuals who register have their training and qualifications verified by CT Charts-A-Course and can print out their profiles as documentation for employers. ECETI Claudia Sawyer X Housatonic Community College Norwalk Community College University of Hartford SE CT; Maureen Hogan * for Spanish language assistance Claudia Sawyer X Claudia Sawyer X Margaret Westwood* X Peter Gagliardi X Norwalk Community College TPCD Graduating class 2008 CONNECTICUT CHARTS-A-COURSE 2321 Whitney Avenue Building 2, Suite 501 Hamden, CT Tel: Fax: Website: 5/09