A Scan of Approaches to Improve Recruitment, Compensation and Retention of the Early Childhood

A Scan of Approaches to Improve Recruitment, Compensation and Retention of the Early Childhood Workforce

Table of Contents

Compensation Improvement Strategies………………………….1

Recruitment Strategies………………………………………….11

Retention Strategies………………………………………….....15

A Scan of Approaches to Improve Recruitment, Compensation and Retention of the Early Childhood Workforce States, regions, or organizations have used the strategies listed below to improve the recruitment, compensation and retention of the EC workforce either directly or indirectly. Examples of programs that demonstrate the use of each strategy are provided to illustrate how the strategy has been implemented.

Recruitment and retention efforts that have not included compensation improvement as a key goal will be listed in separate sections.

Compensation Improvement Strategies

1. Strategy: Provide wage supplements tied to achievement of educational credentials

Several states offer wage enhancement and retention bonuses to early childhood professionals. In most cases these bonuses are linked to participation in the state’s quality rating and improvement system.

Program Example: WAGE$ is the most fully developed and evaluated program designed to directly enhance the wages of low paid members of the early childhood workforce. The program provides tiered wage supplements tied to education levels. Wage supplements increase as educational credentials increase. Although wage supplements provide additional income, thus far, no state has offered supplements large enough to bring early childhood teacher compensation up substantially.

WAGE$ was developed in North Carolina in 1994 by the North Carolina Smart Start initiative. Originally offered in just one county, the program expanded in 1999 throughout the state and has now expanded nationwide. In NC, funding for administrative costs of the program has come from CCDBG quality set aside dollars. Salary supplements have been funded by state dollars through allocations to local Smart Start partnerships. In some cases, participating counties have had to reduce supplements due to budget restraints, or reduce eligibility for the program.

Where: This program, or variations of it, is being implemented in North Carolina, Florida, Iowa, Kansas, New Mexico, Illinois, and Wisconsin

When: 1994-present

For Whom: Early childhood teachers, assistant teachers, directors and family care providers. Eligibility requirements to participate can vary by locality.

Program Sponsor/Funding Sources: The WAGE$ program has usually been offered as a partnership between a state level agency and a local community, county or region. Localities must provide matching funds and meet certain requirements to participate.

2 Outcomes: Evaluation studies have shown that implementation of the WAGE$ program has had a significant impact on reducing turnover and increasing participation in higher education. For impact evaluation results, see: http://www.childcareservices.org/wagesapps/WAGE$infographicB.pdf

For more information: http://www.childcareservices.org/wagesapps/WAGES%20FactSheet_2_16-1.pdf

Program Example: Pennsylvania’s Education and Retention Awards are intended to provide annual monetary awards to teaching staff and directors who have achieved specialized training, degrees, and/or credentials related to the age and development of the children they serve. Programs participating in the Keystone STARS program can apply for these awards. Funds received must be disbursed directly to the individuals for whom the reward was received. Award amounts increase based on the STAR rating level of the applying program and the Career Lattice level attained by the individual qualifying for the award.

Where: Pennsylvania

When: The Keystone STARS program was launched in 2002 as a pilot project and continues into the present

For Whom: Teaching staff, directors, and family home providers who have worked for 12 consecutive months prior to the request for an award in Keystone STARS rated preschool child care or school age child care programs that have achieved a Level 2 or higher and that serve a minimum of 10% subsidized children. Income restrictions apply.

Program Sponsor/Funding Sources: This program is sponsored and funded through the PA Keystone STARS quality improvement program with state and federal funding

Outcomes: No studies evaluating outcomes were found

Contact information: See: http://www.pakeys.org/pages/get.aspx? page=Programs_STARS

2. Strategy: Use tax credits to improve compensation

Program Example: Louisiana School Readiness Tax Credits are a comprehensive set of 5 tax credits designed to increase the quality of early care and education throughout the state. The tax credits target different groups of stakeholders, including parents, providers, workforce members, businesses, and resource and referral agencies. The credits mutually reinforce one another and are integrated with Louisiana’s quality rating

3 system (Quality Start), the Louisiana Pathways Child Care Career Development System (Pathways) and the states Child Care Assistance Program.

The Director and Staff Credit is the tax credit directly targeted towards improving compensation for the EC workforce. This tax credit is a refundable income tax credit, meaning it is available even to individuals who bear a low tax burden due to low income.

Where: Louisiana Note: Similar legislation authorizing tax credits similar to Louisiana’s was approved in Nebraska in 2016. Colorado, Oregon, and Pennsylvania offer tax credits for contributions to qualifying early care and education programs, but do not offer tax credits directly to the EC workforce.

When: 2008-present

For Whom: The Director and Staff tax credit is available for individuals participating in the Pathways career development program who have achieved Level 1 to Level 4. They must work in a program that has participated in Quality Start for at least 6 months of the tax year. Staff can qualify for the Director and Staff credit even if the program in which they work has not achieved a quality rating above Level 1 or does not serve CCAP children.

Program Sponsor/Funding Sources: Louisiana’s state legislature.

Outcomes: Participation in the Director and Staff tax credit program has been high, resulting in significantly higher compensation for early childhood professionals. Despite recent budget shortfalls and political challenges, Louisiana has not eliminated the School Readiness tax credits program. For an evaluation of the program (2008-2011) see: http://www.nwlc.org/sites/default/files/pdfs/final_nwlc_louisianataxcreditsreport.pdf

Contact information: For general information on how tax credits work, see: http://www.earlychildhoodfinance.org/downloads/2011/OpEx_IssueBrief_Tax_Final1.pd f

For information on Louisiana’s tax credit program see: http://revenue.louisiana.gov/IndividualIncomeTax/SchoolReadinessTaxCredit

3. Strategy: Develop Comprehensive Career Pathways Linked to Compensation Increases Program Example: Washington State’s Wage and Career Ladder links a state- developed early childhood career ladder to incremental increases in pay related to educational achievement. Originally started as a pilot program funded by state revenues, the program was enacted into law in 2005. Unfortunately, due to budget problems, the state is no longer funding the program, although the law remains in effect.

4 Using career levels identified on the Wage and Career Ladder, participating child care centers agreed to pay wage increases based on experience, and state funding, administered by the Department of Early Learning, paid additional increments based on educational achievement. The Wage Ladder is based on a wage matrix developed and published by the state, with wage increments determined by education, experience, and job responsibility (from 15 to 50 cents per hour). The time allowed for progressing from one credential level to the next is realistic and took into account the busy schedules of working adults. A full-time child care teacher that progressed from a Child Development Associate credential (12 credits) to an Early Childhood Education certificate (45 credits) received a wage bump of 50 cents per hour – approximately $1,000 annually. The state was responsible only for the wage increments for educational achievement. Cost of the program during its pilot years was approximately $250 per child served. Participating centers were required to offer basic health benefits and paid leave time for staff. Funding through this program also helped to offset administrative costs by providing a 15% administrative payment to centers. Where: Washington State When: 2005-present, although this program is no longer funded For Whom: Teachers, assistant teachers and directors working in programs serving at least 20% subsidized children. Ten percent were required to be children subsidized due to low income. Program Sponsor/Funding Sources: The Washington legislature provided state funding, supplemented by federal funding when available. The Department of Early Learning provides program administration. Outcomes: The pilot program was professionally evaluated and positive effects occurred related to program quality, quality of teacher child interactions, morale, wages and benefits, educational achievement and pursuit of professional development. Contact information: For a summary of the history of the program and evaluation results, see: http://www.eoionline/org/education/early-learning/the-early-childhood- education-career-and-wage-ladder-2/

4. Strategy: Link QRIS standards and/or tiered reimbursement rates to the use of salary scales or provision of benefits Some states have developed quality rating systems that include granting quality points to programs for using salary scales and providing employee benefits. In some states, financial awards are also available through the QRIS system to support wage enhancement and retention bonuses. Program Example: Kentucky’s STARS for KIDS NOW quality rating system includes a section on personnel policies. To reach Level 3, programs must offer 6 days of paid leave to personnel who have been employed at the program for less than one year, and 11 days of paid leave to personnel who have been working for more than one year. To reach

5 Level 4, programs must pay at least 50% of the cost of a single health insurance plan for each employee. Where: Kentucky When: The program is currently in operation. For Whom: All early care and education programs participating in the state’s QRIS Program Sponsor/Funding Sources: State and federal funding Outcomes: No evaluation data was found. For more information: http://chfs.ky.gov/dcbs/dcc/stars/

5. Strategy: Require salary parity with K-12 teachers

Seventeen states require lead teachers teaching in state pre-K programs to be paid at the same rate as elementary school teachers. Georgia, Missouri, Oklahoma and Tennessee require salary parity for pre-K teachers across all settings, both public and nonpublic. These requirements apply only to state-funded pre-K programs.

Program Example: Pre-K for All is New York City’s comprehensive initiative to provide free, high quality, full-day pre-kindergarten to all 4-year-old children in New York City. As a part of this initiative, the New York City Department of Education provides targeted professional development for all teaching staff, on site support for leaders and teachers, resources, and guidance from Instructional Coordinators and Social Workers. The program encourages all programs to pay staff competitive salaries and has taken extra steps to increase pay for pre-K teachers with the goal of moving towards salary parity.

Where: New York City

When: 2015-present

For Whom: All teachers in the Pre-K for All programs

Program Sponsor/Funding Sources: New York City revenues

Outcomes: The program is currently being evaluated.

For more information: Information on states that require salary parity is available at: http://nieer.org/sites/nieer/files/2015%20Yearbook.pdf

Program Example: New Jersey’s Abbott Preschool Program provides high quality preschool education to low income children throughout the state. Lead teachers at participating programs are required to have bachelor’s degrees and early childhood certification. Since many preschool teachers at the programs selected to receive Abbott

6 funding did not meet this requirement, the state provided significant funding to support degree completion programs for teachers, including scholarships, and worked with the higher education community to provide alternative pathways to the needed credentials for teachers.

In 2002, the topic of salary parity was addressed, since teacher retention became an issue once teachers achieved the appropriate credentials. School districts were required to address salary parity between teachers at district-run and community-based programs. The Department of Education had to consider additional funding for teacher salaries, if local programs demonstrated an inability to retain qualified staff due to non-competitive salaries.

Where: Districts serving significant populations of low-income children

When: The program was started in 1998 and continues into the present

For Whom: All teachers of three and four year old children working in both community-based and public school settings that are participating in the Abbott Program.

Outcomes: While the pay gap between credentialed teachers employed at community- based and school-based Abbott programs has narrowed, complete parity has not yet been achieved, particularly in the area of benefits such as health insurance and pensions. While teacher salaries had to be equal under Abbott guidelines, benefits had to be “at a comparable cost.” Because school districts could purchase better benefits at a lower cost due to scale, benefits remain better at public schools.

For more information: http://nieer.org/sites/nieer/files/APPLES%205th%20Grade.pdf

6. Strategy: Establish an endowment fund to support compensation, professional development, recruitment and retention initiatives.

Program Example: Nebraska’s Sixpence Early Learning Fund does not address compensation or professional development, but it is an interesting model for addressing state early childhood priorities. Sixpence is an innovative public/private partnership designed to support the provision of high quality birth to three programs. The fund consists of an endowment of $40 million through the NE Department of Education’s permanent school fund and $20 million that has been raised privately. Public and private funds in the endowment are managed separately, but the income from each supports infant/toddler programs.

For more information: https://www.education.ne.gov/oec/endowment.html http://www.btwic.org/wp-content/uploads/2010/01/Blueprint-for-Early-Ed- Compensation-Reform1.pdf

7 Program Example: The Workforce Competitiveness Trust Fund was created by the Massachusetts legislature as part of the Workforce Solutions Act/Economic Stimulus Bill. The fund’s goals are “to improve the competitive stature of Massachusetts businesses by improving the skills of current and future workers, and to improve access to well-paying jobs and long-term career success for all residents of Massachusetts, especially those who experience structural, social, and educational barriers to employment success.” While not specifically targeting the early childhood workforce, the Trust Fund has provided grants to two local initiatives in Springfield and Worchester, Massachusetts, to address workforce issues. When: 2006-present Where: Massachusetts For Whom: Massachusetts businesses Program Sponsor/Funding Sources: Funding for the trust fund was provided by the Massachusetts Office of Labor and Workforce Development through the quasi-public Commonwealth Corporation, which administers the Workforce Competitiveness Trust Fund. Outcomes: Early childhood projects funded through the Trust Fund have shown success in supporting communities to build career pathways and provide scholarships and advising services for the early childhood workforce. For more information: http://commcorp.org/initiatives/fund.cfm?ID=3 7. Strategy: Provide general operating support to early care and education programs to close the compensation gap Program Example: The Universal Pre-Kindergarten (UPK) grant program provides funding to early education programs serving preschool-age children (2 years and 9 months to school entry) to achieve and maintain high- quality standards. Approximately half of all grant funds (48% in 2008) are spent on staff compensation and professional development activities. Program directors are able to assess the needs of their staff and use UPK funds to address those needs. Award amounts range from $10,000 to $20,000 per classroom.

Where: The State of Massachusetts

When: 2007-present

For Whom: This program has become a competitive grant program with several eligibility criteria, including meeting quality-rating requirements, offering full day full year services, and accepting subsidized and low-income students.

Program Sponsor/Funding Sources: Massachusetts State Legislature

8 Outcomes: Evaluation of the pilot program indicated that the grants had a positive impact on staff retention, compensation, and program quality at participating programs.

Contact Information: For current information on eligibility requirements and program details, see: http://www.mass.gov/edu/birth-grade-12/early-education-and-care/financial- assistance/funding-opportunities/open-competitive-grants/fy-2016-universal-pre-k-open- competitive-grants.html

For a summary of an evaluation done of the program’s pilot phase, see: http://www.mass.gov/edu/docs/eec/programs-licensing/2008-upk-evaluation- summary.pdf

Program Example: All Canadian provinces have introduced funding programs to provide general operating support to child care/early learning programs. The provinces have established a maximum parent fee for child care and then applied a formula and process for calculating and providing operating funds directly to support the delivery of quality programs and improve wages and compensation. Nova Scotia offers Child Care Stabilization Grants of $4,000 per year per trained staff person and $1,000 a year for untrained staff people. Eighty percent of these grants must be spent on wages and to 20% on professional development and benefits. Quebec has initiated the most systematic approach to tying grants to a requirement that programs pay staff on an approved wage schedule. Child care and early learning staff in Quebec are the highest paid early childhood workforce in Canada, in part because union participation among child care workers is high. In Ontario, the premier has allocated public funds to increase the wages of workers at licensed child care centers by $2.00 per hour over a 2-year period (2015- 2016)

Although direct operating support grants are important sources of revenue to early childhood programs, these grants often are not large enough to support wages that are comparable to salaries and benefits paid to K-12 teachers.

Where: Canada

When: Start dates vary by province, but programs are in operation at present

For Whom: Available for all child care providers

Program Sponsor/Funding Sources: Provincial governments

Outcomes: Direct operating grants have helped stabilize child care programs and have led to increased compensation and benefits for the early childhood workforce.

For more information: http://www.ccsc-cssge.ca/sites/default/files/uploads/Projects- Pubs-Docs/Factors_Wages-Benefits_Eng.pdf

9 8. Strategy: Educate and conduct outreach to the early childhood workforce to participate in health insurance through the federal or state health insurance marketplace

Program Example: Child Action, Inc. is Sacramento County’s R&R agency. This agency provides education and outreach to both families and early childhood workers on how to apply for and select health insurance coverage through Covered California, California’s health insurance marketplace, established after passage of the Affordable Care Act. Because the wages of early childhood workers are low, many qualify for high public subsidies for health insurance. Education and outreach information is shared with staff members at participating centers into site visits from Child Action, Inc. The agency also conducts orientations for family care providers, and information on health insurance options is included in these orientation sessions.

Where: Sacramento, CA

When: 2005-present

For Whom: Members of the early childhood workforce, including family care providers

Program Sponsor/Funding Sources: Child Action, Inc. received a grant from the Sacramento Employment and Training Agency to support outreach and education activities in support of Covered California.

Outcomes: No outcome information was available

For more information: http://www.childaction.org/ccpp/How%20Child%20Action, %20Inc.%20facilitates%20Health%20Insurance%20Outreach%20&%20Education.pdf

9. Strategy: Organize the Early Childhood Workforce

Program Example: The Child Care Employee Project was a grassroots organizing effort started in the San Francisco Bay area that evolved into the Center for the Childcare Workforce, a national organizing and advocacy effort for the early care and education workforce. In 2002 the CCW merged with the American Federation of Teachers Education Foundation, the nonprofit arm of the American Federation of Teachers (AFT). Currently over 80,000 early care and education professionals are AFT members. Each year the AFT organizes Worthy Wage Day, which is held in May. Worthy Wage Day is part of an ongoing grass roots campaign to raise public awareness of the low wages of the early childhood workforce, the impact of the teacher retention crisis, and the chronic underfunding of early education. Another major union representing the early childhood workforce is the Service Employee’s

10 As of 2014, nine states had approved child care workers’ ability to unionize, including Illinois, Iowa, Maryland, Michigan, New Jersey, New York, Oregon, Washington and Wisconsin. Since that time, child care workers in California, Massachusetts and Rhode Island have been working to gain that statue, and may have been successful.

Unionization of the early childhood workforce remains a very controversial topic, and arguments for and against this movements continue.

Where: Nationwide

When: 1978 to the present

For Whom: Early care and education workforce members

Program Sponsor/Funding Sources: Union member dues pay for advocacy efforts with state governments. Wage increases are paid for through increased subsidy rates for programs and care providers serving state subsidized children.

Outcomes: The CCW served as an effective voice for early educators on the national level and successfully introduced the first national legislation to provide stipends to child care teachers and family care providers. A 2013-2014 study by the National Women’s Law Center (see link below) took a preliminary look at unionized child care providers and found that the contracts signed with unions led to increases in subsidy reimbursement rates as well as access to more training opportunities. In Illinois, for example, contracts provide for higher reimbursement rates for unionized providers who meet certain training or quality requirements.

For more information: http://www.aft.org/earlychildhood/about-aft-early-childhood- educators https://nwlc.org/wp-content/uploads/2015/08/nwlc_gettingorganized2013update.pdf

Program Example: The Confederation des Syndicates Nationaux is the major union representing childcare workers in the Canadian province of Quebec. The Confederation and the Centrale des Syndicats du Quebec negotiated a pension plan for all early childhood center-based employees with the provincial government and employer groups. This pension plan affected more than 20,000 child care workers in the province. In addition, the union has been successful in negotiating significantly higher wages for child care workers. Where: Quebec When: 1999-present For Whom: Teaching staff working in licensed child care programs Program Sponsor/Funding Sources: Because all Canadian provinces provide some form of direct operating support to all early childhood programs, the union was able to

11 negotiate with the provincial government to create a wage scale with consistent increases paid for with provincial funds. Outcomes: An extensive study of the impact of unionization on the quality of childcare in Canada concluded that unionization has a positive impact on turnover rates, recruitment of new staff, retention of staff, and program quality as rated by program quality rating scales. For more information: http://www.peelearlyyears.com/pdf/Unionization%20and %20Quality%20in%20Early%20Childhood%20Programs,%20Canada.pdf

12 Recruitment Strategies (not directly tied to compensation improvement) 1. Strategy: Offer Scholarship Programs to Provide Access to Higher Education Program Example: The T.E.A.C.H. Early Childhood® program (T.E.A.C.H.) provides scholarships to child care providers to partially cover the cost of tuition, books, release time, and travel expenses. The Child Care Services Association, based in North Carolina, provides technical assistance (including a database, training, and quality assurance tools) to help other states implement the T.E.A.C.H. program. Twenty-one other states have replicated the program. In 2008, over 22,000 early childhood teachers, family child care providers, and directors participated in T.E.A.C.H. nationally.

T.E.A.C.H. scholarships provide assistance for tuition and related costs for child care providers seeking higher education. Participants are required to complete a specified number of college course credits. Scholarships are available to study at community colleges and 4-year colleges and universities. Teachers and family child care providers who care for children birth to age three receive enhanced release time, such that T.E.A.C.H. covers 100 percent of the typical cost of a substitute provider. After completing the coursework, participants receive a bonus (ranging from $100 to $700) or a raise of 4 to 5 percent. Participants are also required to stay in the early childhood field for at least six months or in the same program for six to twelve months. Participants and employers are required to pay part of the scholarship cost. T.E.A.C.H. also offers a health insurance program, which covers one-third of the cost of health insurance.

Where: Started in North Carolina and now in over 22 other states, including Colorado

When: 1990-present

For Whom: Early childhood professionals seeking higher education

Program Sponsor/Funding Sources: Started as a pilot project by the Child Care Services Association (CCSA) with private funding, T.E.A.C.H. is now funded with state and federal dollars

Outcomes: T.E.A.C.H. scholarship programs have enabled thousands of early childhood professionals to access higher education by providing flexible scholarship funding that can be combined with other sources of financial aid.

Contact Information: http://www.childcareservices.org

Program Example: The Early Childhood Educators Scholarship Program provides scholarship assistance to early childhood educators who are pursuing associates and bachelors degrees.

13 Where: Massachusetts

When: 2006- present

For Whom: To qualify, individuals must be working with children from birth through school age after one year of paid employment.

Program Sponsors/Funding Sources: Massachusetts Legislature

Outcomes: Outcome information was not available

For more information: http://www.mass.edu/osfa/programs/earlychildhooded.asp

2. Strategy: Establish an education loan forgiveness program

Program Example: The Illinois Teachers and Child Care Providers Loan Repayment Program forgave educational loans up to $5,000 for individuals who entered the child care profession and served in low-income areas. This program worked in tandem with the federal Child Care Provider Loan Forgiveness Program, which provided an additional $5,000 in federal student loan forgiveness. The federal government has ended this pilot program, so the Illinois program is no longer available.

For Whom: To qualify, individuals had to have worked for at least 2 years in a low- income area and qualified for the federal Child Care Provider Loan Forgiveness program.

Program Sponsor/Funding Sources: Illinois state and federal funding

Outcomes: Although no evaluation study of this program could be located on the web, loan forgiveness programs offered to teachers, social workers, and health care professionals have worked as effective incentives to professionals to serve in hard to serve areas. Loan forgiveness programs also may work better than scholarships to promote retention because they require a commitment to stay in the field for a specified period of years.

For more information: https://www.isac.org/students/after-college/forgiveness- programs/illinois-teachers-and-child-care-providers-loan-repayment-program.html

3. Strategy: Provide specialized advising to nontraditional students seeking degrees in early childhood

Program Example: Building Careers was a program that funded college courses and academic advising for early childhood teachers who were seeking degrees in early childhood or a related field. The program targeted non-traditional students (individuals who are returning to college while working and raising families) and provided career and

14 academic advising. The program used a cohort model and schedules courses at times that are convenient for working adults. The program no longer receives state funding, but reasons for discontinuation could not be found. Where: Massachusetts When: 2008-2010 For Whom: Early childhood professionals seeking to enhance their credentials Outcomes: More than 700 early educators are enrolled at 21 Massachusetts public and private colleges and universities Program Sponsors/Funding sources: The Massachusetts Department of Education launched and funded this program. For more information: http://www.strategiesforchildren.org/docs_research/10_SFC_ImprovingMAWorkforce_R eport.pdf

4. Strategy: Provide recognition and stipends for master teachers and directors to support students in the EC workforce pipeline

Program Example: The California Early Childhood Mentor Program provides resources and supports, including stipends, to mentor teachers that provide guidance to college students preparing to become early care and education professionals and to director mentors, who provide guidance and support to new directors and administrators. Mentor teachers are experienced early education classroom teachers, who are selected by a committee. They are awarded a stipend for supervising a teacher-in-preparation, who is placed in their classroom for a practicum experience. Average stipends in 2013-2014 were $1,688 per mentor. Director mentors work with less experienced directors to provide support, resources and guidance. Each Mentor/Protégé pair enters into a customized 20-hour contract. For this work, Director Mentors are paid a stipend of $500. They may also earn an hourly fee of $25 for providing support to Family Child Care Programs or programs serving children, birth to age three.

When: This project began as a pilot project in 1988 and continues to the present

For Whom: Experienced early childhood professionals

Program Sponsor/Funding Sources: The pilot project was supported with private funding. The program has been funded with public sources of funding, including Child Care Development Block Grant funds and the American Recovery and Reinvestment Act funds.

Outcomes: Over 100 California colleges, including community colleges now participate in the program, which has now reached thousands of students preparing for careers in early childhood.

15 For more information: http://www.ecementor.org

16 Retention Strategies (not directly tied to compensation reform)

While turnover of teaching staff in early childhood settings is closely tied to low compensation, the following teacher retention strategies, which are not directly tied to compensation enhancement, have proven to be effective in public school settings, as well as early childhood programs.

1. Strategy: Strengthen the skills of program leaders to provide support to teachers

Program Example: The McCormick Center’s Taking Charge of Change leadership training program provides a one-year professional development experience for early childhood program leaders. The curriculum provides training in shared decision-making, supporting continuous improvement strategies, and using the Program Administration Scale (PAS) or the Early Childhood Work Environment Scale to improve working conditions.

Where: Illinois, can be replicated elsewhere

When: The program is currently offered

For Whom: Illinois residents who are early childhood program leaders

Program Sponsor/Funding Sources: Funding for the IL Department of Human Services provides this program.

Outcomes: No outcome information was found For more information: http://mccormickcenter.nl.edu/professional-development/year- long-leadership-management-training/

Program Example: The Buell Early Childhood Leadership Program offers a graduate level certificate to early childhood leaders, which can be completed in one year. Full tuition scholarships are provided to students. The program’s curriculum prepares early childhood leaders to be effective instructional leaders in early childhood centers, agents of change, and community-builders. Alumni receive ongoing mentoring and programming opportunities to support continuing learning.

Where: Colorado

When: 2007-present

17 For Whom: Individuals who are emerging or experienced leaders in early childhood from around the state of Colorado. Participation in the program is competitive and selective.

Program Sponsor: This program is currently offered by a partnership between Clayton Early Learning (a nonprofit organization) and the University of Colorado, Denver. The Buell Foundation provides funding.

Outcomes: One hundred and fifty-four Buell Fellows have completed a year-long, 18 credit graduate level certificate program and have been deployed as leaders and change agents across Colorado. Relevant to the issue of recruitment and retention, the Buell Fellow leaves the program with an understanding of how to build a learning organization, utilize inquiry with staff members for program decision-making, and build relationships that foster true collaboration.

For more information: http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Academics/CPE/Learn /Certificates/Documents/Buellflyer.pdf

2. Strategy: Ensure that teachers are receiving constructive feedback, public recognition, leadership opportunities, access to additional resources and opportunities for professional development

Program Example: The New Jersey Abbott Preschool Program provided extensive professional development opportunities for early childhood teachers and leaders at participating programs to upgrade their skills and credentials. These opportunities required partnerships with higher education institutions and other professional development organizations.

See information on this program listed earlier in this document.

3. Strategy: Provide quality induction and mentoring programs for new teachers

Program Example: The New Teacher Center has developed a proven teacher induction model, which includes weekly on-the-job mentoring for new teachers from experienced and effective peers. The model includes training for mentors, mentor forums, professional learning opportunities for school principals and leaders, and formative assessment protocols to guide the work of mentor/mentee teams.

Where: Schools districts from all over the country have worked with The New Teacher Center to improve teacher induction

18 When: Programs are still being offered in school districts

For Whom: New teachers and experienced teacher mentors

Program Sponsor/Funding sources: School districts fund the work of the New Teacher Center. Foundation funding also supports the Center.

Outcomes: Participation in The New Teacher Center’s induction program has resulted in increased teacher effectiveness, improved student achievement, increased teacher retention for both new teachers and experienced teachers who have served as mentors. The program has helped reduce district teacher recruiting costs.

For more information: https://newteachercenter.org/approach/teacher-induction/

4. Strategy: Encourage programs to improve working conditions through the use the Model Work Standards (developed by the Center for the Child Care Workforce at the American Federation for Teachers), the Program Administration Scale (PAS) or other workplace evaluation instruments

Program Example: Many state QRIS systems now award points to early childhood programs for using the Program Administration Scale (PAS) to conduct self-assessments and plan improvements to working conditions. The PAS is a valid and reliable instrument designed to measure the leadership and management practices of early childhood programs.

Where: Arizona, Arkansas, Illinois, Massachusetts, Montana, New Mexico, and Pennsylvania

When: Varying dates when QRIS rating systems adopted the use of PAS

For Whom: Early childhood providers participating in QRIS systems

Program Sponsor/Funding Sources: State agencies responsible for administering quality rating and improvement systems.

Outcomes: Research studies have linked working conditions to staff retention in a number of industries, including education.

For more information: http://www.cdedu.us/QRIS/pages/pas.html