A Career Ladder for Early Education and Out of School Time: A resource for our workforce

1. A Career Ladder for Early Education and Out of School Time: A resource for our workforce A Joint Initiative of EEC and BTWIC

2. Career Ladder Background • EEC has long recognized the need for a career ladder to define professional growth in early education and out of school time and a ladder’s potential to remedy the inadequate compensation in our field. • Developing a career ladder is in EEC’s legislation and has been advanced by the 2008 Workforce Development Task Force, the Professional Development Workgroup of EEC’s Advisory, and ad-hoc work groups on family child care and out of school time. • In September 2010, BTWIC released its “Blueprint for Early Education Compensation Reform.” The report’s first recommendation is the development of a career ladder. • EEC and BTWIC partnered to implement this common goal.

3. Career Ladder Definition and Principles “A career ladder should support and value our ECE/OST workforce and recognize that a diverse workforce is essential for a quality ECE/OST system that yields positive outcomes for every child and family. A career ladder has multiple entry points and clearly defines multiple pathways for professional growth and movement.” • Quality is important at every level of the ladder. • “You are competent” even if you have alternative qualifications instead of a degree. • All sectors of the field and the workforce are valued.Everyone must recognize themselves in the ladder. • Our field is not a dead end; there are continuing opportunities for professional growth. • Reflective practice and lifelong learning are key to professional growth. • Professional growth requires peer support and networks.

4. Career Ladder Goals • Develop one common career ladder for educators across early education and OST settings that is simple and easy to understand. • Borrow from established career ladder models in other fields; • This initial basic ladder will evolve and develop over time as it is used and adapted by our field. • Focus on educators working directly with children and those who are responsible for professional development and/or curriculum; not on administrative staff. • Identify basic levels of responsibility (job functions) and the knowledge, skills, and abilities they require. Do not base it on existing job titles. • The responsibilities at each level may look different in different types of care but they require the same underlying skills. • Educators can enter the ladder at any level that they qualify for whether they work in a home-based or center-based setting. • Don’t be restricted by QRIS standards or licensing regulations. • The ladder may eventually be aligned with these systems.

5. 5 Levels of Responsibility Levels: Leadership Supervisory Independent Novice Beginner/Entry Each Level Includes: Responsibilities Education Experience In-service Training Continuing Education Experience: Providing direct care and instruction to children during all types of program activities for at least 12 hrs. per week. Qualifying experience includes regular observation by, and consultation with, a more qualified educator from the Independent Level or above. In-service Training: Intentional, on-going professional development and training to meet established requirements and to increase competency within a given level. Often includes ongoing, formative observation and feedback by a supervisor or qualified peer. Continuing Education: Professional development that advances an educator’s professional growth with the intent of helping the educator move up the ladder.

6. Career Ladder Comparison with Regulations • Education and experience in the Career Ladder exceed the minimum requirements in the Regulations.

7. Career Ladder Comparison with QRIS • Education and experience in the Career Ladder generally are less than qualifications at QRIS Level 2, Level 1 is meeting licensing regulations. • GCC qualifications only distinguish between administrators and program staff. • There are no separate standards for FCC administrators. • Standards for ASOST programs only address program administrator and site coordinator.

8. Career Ladder Survey • EEC and BTWIC built an on-line survey on Survey Monkey. • Focus group participants and educators in the Professional Qualifications Registry were asked to complete the survey between 2/11/11 and 3/7/11. • A link to the survey was posted on EEC’s website with the draft Career Ladder. • 439 individuals responded to the survey • 96% (301) of respondents indicated general approval of the Ladder

9. Career Ladder Survey Results N = 319 *Other program types specified included: Coordinated Community and Family Engagement Grantee, Head Start, Early Head Start, multi-type agency, etc.

10. Career Ladder Survey Results N = 319 *Other positions specified included: educational coordinator, Education/Disabilities Manager, Director/Lead Teacher, 0-5 Supervisory, Assistant Director, Project Facilitator, Health Manager/Enrollment Specialist, etc.

11. Career Ladder Survey Results Survey Respondents Location N = 167

12. Career Ladder: Beginning (Entry) Level

13. Career Ladder: Beginning (Entry) Level N = 439 *74 respondents added comments on this level.

14. Career Ladder: Novice Level

15. Career Ladder: Novice Level N = 375 *79 respondents added comments on this level

16. Career Ladder: Independent Level

17. Career Ladder: Independent Level N = 353 *73 respondents added comments on this level

18. Career Ladder: Supervisory Level

19. Survey Results: Supervisory Level N = 348 *77 respondents added comments on this level

20. Career Ladder: Leadership Level

21. Survey Results : Leadership Level N = 343 *54 respondents added comments on this level

22. Career Ladder Survey Results

23. Career Ladder Survey Results N = 320

24. Career Ladder Survey—Comments • “I appreciate the effort that went into creating the Career Ladder…I love that Early Childhood Educators are including Family Childcare in this effort…” • “I liked that there are many levels which I would hope would inspire individual growth…” • “Another layer to make running a program more time-consuming.” • “The draft ladder made it very clear as to what is expected of me. It also made me feel as if climbing is a realistic possibility.” • “I like that it will finally give people a clear path to advance in the field, clear expectations. I would like to see supervisors/directors have training in mentoring and to make sure that directors have the skills to provide quality guidance…” • “I think this is a well thought out plan and will benefit centers; however, I do not comprehend how a career ladder affects a family child care home with one provider.”

25. Career Ladder Survey—Questions The most commonly asked questions were: • Will compensation be used as an incentive to utilize the ladder? • Asked by 14 different respondents • Will there be assistance for pursuing higher education (grant, time off, etc.) or professional development? • Asked by 12 different respondents • How can I, a family child care provider, use the ladder? • Asked by 9 different respondents

26. Career Ladder - A Resource and Reference EEC is not mandating the use of this Career Ladder by early education and OST programs; many programs already have a ladder that meets their needs. This ladder is: A resource across EEC’s mixed delivery system that: • Articulates how increasing responsibility aligns with greater knowledge and skills (competency) and professional advancement; • Establishes a common starting point for work on more refined pathways like a career lattice; • Provides a frame to address compensation and other broad issues that affect our entire workforce. A reference that programs and educators can use to: • Develop a career ladder that is specific to their program; • Assess and improve a ladder that already exists; • Map intentional professional growth for educators; • Plan professional development for different levels of responsibility; • Aid supervisors and directors as they guide and mentor staff.

27. Development Timeline October 2010 • Developed an initial career ladder for internal review November – December 2010 • Convened two external focus groups to provide feedback on the initial career ladder • Revised ladder to incorporate focus group recommendations January - February 2011 • Presented ladder to Planning and Evaluation Committee • Launched online survey of educators in the Professional Qualifications Registry March - April 2011 • Analyzed survey results • Updated Planning and Evaluation Committee May 2011 • Present to EEC Board