California Early Learning Quality Improvement System
Subcommittee: Workforce and Professional Development &
POLICY STATEMENTS - 2
QRS Staff Education and On-going Professional Development Element
Qualifications for Professional Jobs: Education and Experience
a. Staff education and training criteria vary at each tier of the QRIS, encompassing components
of formal education (units earned); practicum (including reflective practice, internships,
fieldwork); and on-going professional development (including mentoring and/or coaching).
b. QRIS ‘staff education and training’ criteria apply to Lead Teacher as the proxy for the
education and professional development of staff in the ECE program.
Note: Need to define ‘lead teacher’ and ‘program’ and to discuss if this criteria applies to each
program, classroom, or session.
c. Single set of criteria in QRIS tiers for both licensed center-based programs and licensed family
child care home providers.
Note: Need to define how ‘Lead Teacher’ applies to FCCH.
d. Identify timeline for implementation of QRS tiers: By 20_____
QRS Staff Education and On-Going Professional Development - 5 Options:
*Core 8 means credit-bearing courses in: child growth and development; child, family and community; principles
and practices; introduction to curriculum; observation and assessment; health, safety and nutrition; teaching in a
diverse society; practicum. Currently Title 22 Licensing may include, but does not require, that courses be from
Tier 1 Tier 2 Tier 3 Tier 4 Tier 5
Option A 12 units (of core 24 Units in ECE AA with 24 same BA Degree with
8) at accredited (core 8) units in ECE 48 units in ECE
Professional 40 hours over 5 40 hours over 5 50 hours over 5 100 hours over same
Development years years years 5 years
12 units (of core 24 units in ECE AA in ECE BA in ECE ECE Masters
Option B 8) at accredited (core 8) (Credential in
College * future)
Professional 8 hours annual same 12 hours 16 hours 20 hours annual
Development professional annual annual professional
development professional professional development
Option C 12 units (of core 12 units (of core AA with 24 same BA Degree with
8) at accredited 8) at accredited units in ECE 24 units in ECE
College * College *
California Department of Education
May 27, 2010
Professional 10 hours annual 15 hours annual 20 hours same same
Development professional professional annual
development development professional
Option D 12 units (of core 8) 24 Units in ECE AA with 24 units same BA Degree with 48
at accredited (core 8) in ECE units in ECE
Experience Title 22 Teacher One year of Two years Two years of Two years of
with 6 months experience experience experience experience
Professional 10 hours annually 15 hours annually 20 hours same same
Option E Licensing 24 units of ECE 24 units of ECE AA degree in BA or higher
requirements: and 16 units of ECE OR degree in ECE (or
* Center: 12 units Gen. Ed. (same 60 units of closely related
of ECE as current Child degree- field)
* FCC: 15 hours of Dev. Teacher applicable units, OR BA in any field
health and safety permit) including 24 units plus __** ECE units
**Number of ECE units should be greater than 24 and more closely aligned with the ECE units included in a BA
in ECE/Child Development.
Need to reduce options and to further refine Pros and Cons for Options:
No reference to General Education requirements.
Jumps too high from one Tier to the next.
Tier 1 exceeds licensing requirement for FCC Providers.
Does not describe the practicum referenced in Policy Statement a.
Need to add “with a C grade or better” language.
Define the AA and BA degrees. Recommend a degree in any subject with required ECE units.
Specify what is contained in the core units.
Practicum should be included beyond the core 8 units; throughout AA and BA degree attainment.
Tier 1 reasonable enough that entry level teachers can attain the hours and join the QRS system.
Possible modification to Option A: Move Tier 5 to Tier 4 and require Tier 5 to be a BA degree in ECE. This modification
may close the door to too many teachers and family child care providers.
Option B - The criteria in this element are the same as the Program Director Tiers suggested by the Design
Subcommittee. Option B is not realistic.
Recommend same number of annual professional development hours across all Tiers: 21 units (annual equivalent of
current permit matrix requirement). Will avoid current situation where permit holders can wait until nearly the end of the
5-year deadline to fulfill the professional development requirement.
Need clear definition of acceptable options for professional development hours. Options accepted under permit matrix
definition could be a starting point. However, need to revise the current policy which does not accept professional
development during working hours to meet the requirement.
Option A - Tier 5 48 units in ECE need to be identified.
Clarify whether or how Technical Assistance provided by CAELQIS will count toward professional development hours.
Suggest that professional development hours not be limited to credit-bearing units.
There is no increase in quality rating requirements when moving from Tier 3 to Tier 4. Experience and Professional
Development remain the same for Tier 5.
Accessibility of coursework is a concern for rural areas.
Courses that make up the degrees need to be defined, to include field work or practicum.
Professional Development is not clearly defined to include both coursework and other types of professional development
Concerns about who will actually be able to achieve Tier 5.
Option E: Pros and Cons
Tier 1 is more inclusive by reflecting current licensing requirement for FCC Providers.
Tier 3 represents a more achievable increase over Tier 2.
Tier 5 requires all B.A. holders to have specialized upper division preparation in ECE.
California Department of Education
May 27, 2010