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Rhode Island Early Learning Council

Workforce Development Sub-Committee. Rhode Island Early Learning Council. July 22, 2013 3:30 PM - 5:30 PM Warwick Public Library. Meeting Agenda. 2. Current and Upcoming Projects. 3. Current and Upcoming Projects. 4.

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Rhode Island Early Learning Council

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  1. Workforce Development Sub-Committee Rhode IslandEarly Learning Council July 22, 2013 3:30 PM - 5:30 PM Warwick Public Library

  2. MeetingAgenda 2

  3. Current and Upcoming Projects 3

  4. Current and Upcoming Projects 4 • Workforce Knowledge and Competency Framework for PD Providers and Higher Education • Expert facilitator received tentative award notification from DoA • Will begin drafting framework by September • Higher Education - Alignmentto the Workforce Knowledge and Competencies • URI and RIC have completed their alignment template and report • Meeting this week to determine next steps in addressing gaps in alignment

  5. Current and Upcoming Projects 5 • CCRI NAEYC Accreditation • Alignment to WKC is taking place as part of Accreditation process • Self- Study Process has begun • Internal Review Teams have been identified • Stakeholders will be invited to participate in process • TA from NAEYC has been made available • Access to Higher Education • Expansion of CCRI Level 1 Pathway Program is underway • 2 cohorts in progress • Recruiting for Fall • T.E.A.C.H. Scholarships awarded and will continue as is for Fall 2013

  6. CURRENT AND UPCOMING PROJECTS 6 • Professional Development/Technical Assistance Center • Planning for implementation in late Fall 2013 • Professional Development available in the interim: • Resource Center (RIAEYC, R2LP, and EDC) will continue providing PD opportunities through September 2013 • RIELDS • Summer training continues • Intro to RIELDS will begin in Fall 2013 • Levels 1, 2, and 3 will begin in January 2014 (participants of RIELS will not be required to re-do) • RIDE and EDC are developing child assessment training that will be piloted in the fall

  7. Workforce Knowledge and Competencies 7

  8. WKC: Family Child Care Educators 8 • Feedback sessions completed in April - May • Six forums where held in various locations. • Three in Spanish and Three in English • A Total of 118 participants attended • Representation from 11 cities/towns (majority from Providence) • Questions Asked: • How useful is the core competencies document as it is right now? • Will you be able to use the document to identify your strengths as an educator? • Are there changes you would recommend in how the various levels are defined? • Do you think that each domain is addressed comprehensively? • What words or terms should be added to the glossary? • What other feedback do you have?

  9. WKC: Family Child Care Educators 9 Overall, participants in all forums remarked that they liked the document. • Positive remarks about the document included: • This document will help me become more professional as a caregiver and gives me the knowledge about how to do it. • The indicators in the domains are clear and easy to understand. They will guide us well to the next level. • The document is comprehensive and makes sense. • Concerns raised by participants focused on: • The user-friendliness of the document. • The appropriateness of the career pathway. • The need for professional development and supports, particularly in Spanish.

  10. WKC: Finalization of Teacher/TA 10 • Reviewed by five national experts: Karen La Paro, Deb Cassidy, Ida Rose Florez, Catherine Scott-Little, and Jana Fleming • Original design team met in June and will meet in August to incorporate expert feedback • Roll out will take place in late August and early September, as well as additional supports rolling out in concert with the implementation of the PD/TA Center

  11. Competent, well-trained professionals are the key to providing quality early childhood programs. WKC are cumulative, and create a continuum for professional development. WKC are used to: Design appropriate training and education opportunities Use as tool for career advisement Establish standards for employment and job performance Develop job descriptions Assist Administrators in planning for staff development WKC: PURPOSE

  12. WKC: Questions to Consider for Roll-Out 12 What supports and communication should be available to help people understand the purpose and content of the WKC Frameworks?

  13. Workforce Study 13

  14. Workforce Study Timeline July August September Monitor response rate for all sectors; Follow up with non-responders Final Report Review Preliminary results Finalize Survey Questions; Prepare Survey Monkey; Translation to Spanish Finalize dissemination plan and develop outreach plan Distribute Workforce Study to all Licensed Homes and Centers

  15. WORKFORCE STUDY: SUBCOMMITTEEE FEEDBACK 15 Surveys were revised based on subcommittee feedback: • Collect more detailed data about length of time in field • Eliminate questions for support staff (janitors, cooks, etc…) • Add more detail to questions regarding college credits • Reword question related to staff turnover • Additional questions on access to technology • Revise question on languages spoken

  16. WORKFORCE STUDY: CONSIDERATIONS 16 • Workforce Core Team considered the following: • A workforce study in the summer may not be ideal, due to certain programs being closed and/or reduced staffing levels • A representative response and high-quality survey is required to make data-based decisions • Response rate must be closely monitored and everyone must work together to achieve optimal results • How to target outreach to hard-to-reach populations

  17. WORKFORCE STUDY: OUTREACH PLAN 17 In addition to Oldham Innovative Research (OIR), the Workforce Core Team will implement the following communication plan: • Email all known individual educators (RIELS trainings, Resource Center trainings, etc…) • Head Start Outreach • Email to stakeholder groups (RICCDA, FCCHRI, etc…) • Email to various list-servs (RIDE, DHS Community Exchange, PLCCC, etc…) • Announcements at various meetings Additional subcommittee recommendations?

  18. Subcommittee Membership 18

  19. Subcommittee Membership 19 • Subcommittee designed to: • Provide recommendations for, advise on progression, and efforts to achieve Strategic Plan objectives • Will be composed of Council members and others interested in workforce development, higher education.

  20. SUBCOMMITTEE MEMBERSHIP 20 Current Groups/Sectors Represented: • Higher Education (CCRI, RIC, and OHE) • State Agencies (DCYF, RIDE, DHS, OHHS) • Advocates • Family Child Care • Head Start • Child Care Administrators Given the objectives and strategies in the Strategic Plan, what groups should be represented at the subcommittee level?

  21. Public Comment 21

  22. Next Steps 22

  23. Next Steps 23 • Upcoming Meetings • Next Sub-committee Meeting (Focus on Higher Education) Late August, Date and Location TBD • Early Learning Council Meeting, October 2, 12:30-2 at CCRI

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