20110510 career ladder by H6MGA5Q

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


A Joint Initiative of EEC and BTWIC
               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.

2
                 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
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
4        networks.
                           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
        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.

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                    5 Levels of Responsibility

    Levels:                        Each Level Includes:
    Leadership                     Responsibilities
    Supervisory                    Education
    Independent                    Experience
    Novice                         In-service Training
    Beginner/Entry                 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.
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      Career Ladder Comparison with Regulations

                                                             EEC Regulations
         Career Ladder
                                                         (Minimum qualifications)
     Levels of Responsibility
                                GCC                      FCC                        SACC
    Leadership Level            Director I or II needs   Licensees need less        Program adm. needs
                                less education and       education and              less education and
                                experience               experience                 experience
    Supervisory Level           Lead teacher needs       Licensee for 10            Site coordinator needs
                                less education and       children needs less        less education and
                                experience               education and              experience
                                                         experience
    Independent Level           Teacher needs less       Licensee for 8 children Group leader needs
                                education and            needs less education    less education and
                                experience                                       experience
    Novice Level                Same as Teacher          Licensee for 6 children Assistant leader needs
                                                         needs less experience less education and
                                                                                 experience
    Beginning/Entry Level       Same as Assistant        Regular asst. needs     Same as Assistant
                                                         less experience         leader

         Education and experience in the Career Ladder exceed the
          minimum requirements in the Regulations.

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                   Career Ladder Comparison with QRIS
                                              QRIS Standards (Level 2)
      Career Ladder                                                                                  QRIS Comments
                                Workforce Qualifications and Professional Development
        Levels of
                        Center-based           FCC                      ASOST
      Responsibility
    Leadership Level    Program adm. needs      Requires more           Program adm. needs   GCC: QRIS requires an
                        more education but      education and           more education but   administrator whose duties
                        less experience         experience              less experience      are primarily supervisory to
                                                                                             have a BA.
    Supervisory Level   Program staff           Requires more           Site coordinator     GCC: QRIS requires that 50%
                        need more education     education but less      needs more education of staff to have BA degrees.
                        and experience          experience              and experience
    Independent         Similar education for   Similar education and                        GCC: QRIS requires all
    Level               non-BA but less         experience for non-BA                        program staff to have HS and
                        experience                                                           3 credits in ECE and 50% of
                                                                                             staff to have BA degrees.
    Novice Level        Program staff           Requires more           N/A- positions below GCC/FCC: QRIS requires all
                        need more education     education and           site coordinator not educators to have a HS
                        and experience          experience              addressed in QRIS    diploma or GED.
    Beginning/Entry     Program staff           Requires more                                 GCC/FCC: QRIS requires all
    Level               need more education     education and                                 educators to have a HS
                        and experience          experience                                    diploma or GED.


           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
9
            coordinator.
     Career Ladder: Beginning (Entry) Level




10
     Career Ladder: Novice Level




11
     Career Ladder: Independent Level




12
     Career Ladder: Supervisory Level




13
     Career Ladder: Leadership Level




14
                               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.

        Respondents were asked if they:
          Strongly Disagree    Disagree     Agree        Strongly Agree
         with the Responsibilities, Education, Experience, In-service training,
         & Continuing Education required for each of the ladder’s 5 levels.

        They were also asked their position and program type, education,
         and how they would use the ladder.

           ● 439 individuals responded to the survey
           ● 96% (301) of respondents indicated general
             approval of the Ladder
15
                Career Ladder Survey—Comments

     Respondents also were given the opportunity to comment on
     each level of the ladder.

        16% - 20% commented on the levels

        In general, respondents who selected “strongly disagree” or
         “disagree” did not comment

        Comments provided at the Beginning and Novice levels
         focused on the requirement of GED or High School Diploma

        Comments provided at the Supervisory and Leaderships
         levels focused more on the requirements for in-service and
         continuing education requirements




16
                Career Ladder Survey—Comments
        “I appreciate the effort that went into creating the Career Ladder…I
         love that Early Childhood Educators are including Family Child Care
         in this effort…”

        “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…”

        “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 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.”

        “Another layer to make running a program more time-consuming.”




17
           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




18
     How Survey Respondents Would Use the Career Ladder

         Respondents were also asked how they would use the
         Career Ladder:

            56% - To identify where I am on the ladder

            51% - To plan my own professional development

            50% - To plan professional development for my staff

            47% - To coach/mentor other educators

            15% - Would not use the Career Ladder




19
          How EEC Would Use the Career Ladder

     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.

20
     Professional Qualifications Registry
                    Update




21
     Pending
      8,720


               23%




                     77%



                           Active
                           29,060




22
      Professional Development: Workforce




23   Source: PQ Registry Data as of 4/14/2011.
              Number of Licensed Providers/Programs with Completed
                                 Registry Entries
     9000
                 8,540


     8000


     7000


     6000


     5000                                                              # of Providers

                                                                       # of Providers with
     4000                                                              Registry entries

                                             3,106                    *Not all the staff in
                         2,955                                        these program are
     3000
                                                                      in the PQ Registry.

     2000                                            1,870



     1000

                                 35%                         60%
        0
                 Family Child Care       Large Group and School Age


24   Source: PQ Registry Data as of 3/31/2011.
Source: PQ Registry Data as of 5/3/2011.
                                Race and Ethnicity


                                                         American
                          Ethnicity                   Indian/ Alaskan
                          Refused          Hispanic        Native
                            11%              14%            0%

                                                           Asian/ Pacific Islander
                                                                    3%


                                                              Black/ African
                                                                American
                                                                   7%
                                                               Native Hawaiian/
                                                                  Other Pacific
                                                                      0%




                        White
                        65%




Source: PQ Registry Data as of 5/3/2011.
27   Source: PQ Registry Data as of 5/3/2011.
     PQ Registry: Increasing Participation and Next Steps

     EEC’s regulations* require all educators to register annually.
     Increasing participation:
      Continuing to make the Registry easier to use;
      Providing more technical assistance through licensing and EPS
        Partnerships;
      Requiring that educators be registered to participate in professional
        development;
      Requiring that providers participating in initiatives like QRIS and UPK
        have their staff registered;
      Citing programs that haven’t complied with this requirement.
     Next Steps:
      Reminder emails to educators and providers and including reminders
        in routine paper correspondence;
      Developing a renewal process for educators already in the Registry;
      Making it easier for licensors and EPS grantees to verify registration;
      Simplifying the way salary data is reported;
      Generating regular reports about the early education and OST
        workforce.


     *606 CMR 7.09(4)
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     Career Ladder Survey Results
             Data Appendix




29
           Career Ladder Survey Results
           Survey Respondents Location


     30%
                               27%               Region 1: Western MA

     25%                                         Region 2: Central MA

                                                 Region 3: Northeast MA
     20%                             19%
                       17%                       Region 4: Metro MA

     15%                                         Region 5: Southeast MA
           13%   13%
                                           12%
                                                 Region 6: Metro Boston
     10%



     5%



     0%
                        Responses


                          N = 167
30
                         Career Ladder Survey Results
           Survey Respondents Primary Role
                                                                                          Director

     40%
                                                                                          FCC Educator

           36%                                                                            Other*
     35%
                                                                                          Lead Teacher

     30%
                                                                                          Teacher

                                                                                          Site Coordinator
     25%
                                                                                          Assistant Teacher

     20%
                                                                                          FCC System Employee

                 16% 16%                                                                  Group Leader
     15%
                           13%                                                            Higher Education Employee

     10%
                                                                                          Community Agency Employee
                                 8%

                                                                                          Government Employee
     5%                               4%
                                                                                          FCC Assistant
                                           2%    1%   1%    1%   1%    1% 0.3% 0.3%
     0%
                                                                                          Assistant Group Leader

                                                N = 319

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




32
                        Career Ladder Survey Results
      Survey Respondents Current Program Type
                                                                                        Family Child Care
     60%


                  52%                                                                   Center-based
                                                                                        Program (I/T, PreK,
     50%                                                                                SA)
                                                                                        After-School/ Out of
                                                                                        School Time Program

     40%                                                                                Public Preschool


                                                                                        Early Intervention
     30%
                                                                                        FCC System


     20%                                                                                Community Agency
           17%


                         11%
                                                                                        Institution of Higher
     10%                                                                  9%            Education

                                              4%                                        Government Agency
                                3%                   2%
                                       1%                   1%     1%
     0%                                                                             N = 319

     *Other program types specified included: Coordinated Community and Family Engagement Grantee, Head
33   Start, Early Head Start, multi-type agency, etc.
      Career Ladder: Beginning (Entry) Level

                          Beginning (Entry) Level Survey Results

           Continuing Education is          10%
                 Appropriate                                                  87%


             In-Service Training is         10%
                 Appropriate                                                   89%


     Education and Experience Are                16%
             Appropriate                                                     83%


            Responsibilities Fit My              17%
                  Program                                                   81%


                                            9%
      Responsibilities Are Realistic                                              91%


                                       0%    20%       40%   60%      80%          100%



                           Strongly Disagree / Disagree      Agree / Strongly Agree



                                                   N = 439

34                           *74 respondents added comments on this level.
              Career Ladder: Novice Level

                              Novice Level Survey Results

                                            15%
       Continuing Education is
             Appropriate                                                  83%

                                       9%
         In-Service Training is
             Appropriate                                                    89%

                                        13%
     Education and Experience
         Are Appropriate                                                   87%

                                        15%
        Responsibilities Fit My
              Program                                                    82%

                                       8%
           Responsibilities Are
                Realistic                                                       92%


                                  0%                   50%                   100%



                       Strongly Disagree / Disagree          Agree / Strongly Agree


                                                  N = 375

35                  *79 respondents added comments on this level
         Career Ladder: Independent Level

                             Independent Level Survey Results


                                             19%
          Continuing Education is
                Appropriate                                          80%

                                           10%
            In-Service Training is
                Appropriate                                              89%

                                             17%
       Education and Experience
           Are Appropriate                                            82%

                                           12%
           Responsibilities Fit My
                 Program                                               86%

                                           10%
     Responsibilities Are Realistic                                        90%


                                      0%              50%                  100%



                           Strongly Disagree / Disagree      Agree / Strongly Agree



                                                   N = 353

36                          *73 respondents added comments on this level
            Survey Results: Supervisory Level
                          Supervisory Level Survey Results


                                              19%
       Continuing Education is
             Appropriate                                                    81%

                                        10%
         In-Service Training is
             Appropriate                                                           90%

                                              18%
     Education and Experience
         Are Appropriate                                                    80%

                                        13%
        Responsibilities Fit My
              Program                                                         85%

                                       7%
           Responsibilities Are
                Realistic                                                           93%


                                  0%        20%     40%       60%       80%        100%



                       Strongly Disagree / Disagree       Agree / Strongly Agree


                                              N = 348

37                         *77 respondents added comments on this level
               Survey Results : Leadership Level
                               Leadership Level Survey Results


                                            12%
          Continuing Education is
                Appropriate                                                                87%

                                           9%
            In-Service Training is
                Appropriate                                                                  90%

                                                 16%
       Education and Experience
           Are Appropriate                                                                84%

                                                15%
           Responsibilities Fit My
                 Program                                                               82%

                                           8%
     Responsibilities Are Realistic                                                             92%


                                      0%        20%       40%         60%        80%            100%



                           Strongly Disagree / Disagree          Agree / Strongly Agree


                                                       N = 343
38                               *54 respondents added comments on this level
     How Survey Respondents Would Use Ladder


       60%
                                                    56%

                  51%              50%
       50%                                                            47%



       40%



       30%



       20%
                                                                                       15%


       10%



        0%
             To plan my own       To plan     To identify where To coach/ mentor I would not use
               professional     professional     I am on the     other educators the Career Ladder
              development     development for       ladder
                                  my staff


39                                             N = 320

								
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