6.2 Professional Development Framework

A Lead Agency must have a professional development framework for training, professional development, and post-secondary education for caregivers, teachers, and directors in child care programs that serve children of all ages. The framework must include these components: (1) professional standards and competencies, (2) career pathways, (3) advisory structures, (4) articulation, (5) workforce information, and (6) financing. CCDF provides Lead Agencies flexibility on the strategies, breadth, and depth of the framework. The professional development framework must be developed in consultation with the State Advisory Council on Early Childhood Education and Care or a similar coordinating body. 6.2.1 Updates and consultation a. Did the Lead Agency make any updates to the professional development framework since the FFY 2022-2024 CCDF Plan was submitted? [x] Yes. If yes, describe the elements of the framework that were updated and describe if and how the State Advisory Council on Early Childhood Education and Care (if applicable) or similar coordinating body was consulted: IdahoSTARS partners and collaborates with high school Career and Technical Education (CTE) programs to expose students to early childhood education, fostering student interest in pursuing careers working with young children and broadening recruitment efforts to attract a diverse pool of aspiring educators. Additionally, IdahoSTARS provides professional development opportunities for FCS (Family and Consumer Sciences) CTE teachers to effectively prepare students for careers in Early Childhood Education (ECE). Program supports including technical assistance and resources for curriculum articulation to the CDA (Child Development Associate credential) facilitate students' credentialing pathways and establish clear career trajectories in the field after graduation. Engagement with Family, Career and Community Leaders of America (FCCLA) student organization allows IdahoSTARS to introduce high school students to early childhood education careers, offering educational resources and opportunities to cultivate their interest and encourage recruitment into the industry. College scholarships available from IdahoSTARS to graduating high school seniors who are pursuing a degree or certificate at the post-secondary level lead to retention in the field. The ICCP Panel, serving as the advisory committee for IdahoSTARS, was involved in the decision making process to add the ￿Future Educator’s Scholarship’ targeted to graduating Idaho High School Seniors who have committed to pursuing a degree or certificate in Early Childhood Education, Child Development, Family and Consumer Sciences or a closely related field at an accredited Idaho institution of higher education. The advisory committee was consulted in the decision making process to add this new scholarship as this in only one of two scholarships which does not require current employment in child care for the duration of the 1-year freshman scholarship. They were crucial in the conversation to allow this employment exemption, which is a deviation to IdahoSTARS typical incentive distribution requirements in order to address workforce recruitment and retention issues. Those Future Educator Scholarship recipients who become employed in child care after their freshman year have the ability to transition to a renewable scholarship which does require continued employment in child care to maintain scholarship eligibility. [ ]No. b. Did the Lead Agency consult with other key groups in the development of their professional development framework? [x] Yes. If yes, identify the other key groups: Child care providers were the primary driver of revising the pathway as providers expressed frustration with stagnation on the pathway especially due to the pause at Level 4 due to the associate degree requirement. Idaho’s Early Childhood Higher Education Consortium, which includes faculty from all Idaho institutions of higher education with early childhood coursework and the Idaho Child Care Program (ICCP) Advisory Panel, which serves as the state’s CCDF advisory council was consulted in the discussion and decision making process. [ ] No. 6.2.2 Description of the professional development framework a. Describe how the Lead Agency’s framework for training and professional development addresses the following required elements: i. Professional standards and competencies. For example, Lead Agencies can include information about which roles in early childhood education are included (such as teachers, directors, infant and toddler specialists, mental health consultants, coaches, licensors, QIS assessors, family service workers, home visitors). The IdahoSTARS Quality Domains and Subcategories, which align with national standards, are used to categorize all professional development opportunities, training, targeted technical assistance and coaching. The Idaho Early Learning eGuidelines are the most current, research-based standards in Idaho. The eGuidelines are utilized in all IdahoSTARS approved trainings. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. The IdahoSTARS Early Childhood Care and Education Career Pathway contains six levels beginning with Level 1 of the Professional Development System (PDS) which reflects entry and completion of a high school diploma or equivalency. Level 2 requires a CDA (Child Development Associate) credential, Montessori credential, or 12 ECE- related college credits. Level 3 requires a technical certificate in ECE. Level 4 requires an associate degree in ECE or 30 ECE- related college credits. Level 5 requires a bachelor's degree in ECE or a bachelor’s degree in any field with 36 ECE-related college credits; Level 6 requires a master's degree or higher in ECE. International transcripts and diplomas are translated and reviewed individually to determine placement on the pathway. iii. Advisory structure. For example, Lead Agencies can include information about how the professional development advisory structure interacts with the State Advisory Council on Early Childhood Education and Care. The Idaho Child Care Program (ICCP) Advisory Panel provides guidance and recommendations to both ICCP and the IdahoSTARS program. IdahoSTARS leadership works with Idaho's child care administrator and team to determine agenda items and plan for the Advisory Panel meetings, scheduled quarterly and held either in person and/or via a web-based platform to allow participation by all members of the panel. The Advisory Panel provides guidance and recommendations on the annual ICCP required training, updates and revisions to Steps to Quality, the initial and ongoing development of the RISE Application (IdahoSTARS' web-based database), revisions to the career pathway, incentives and opportunities that support the professional development for child care providers, and ongoing efforts to embed equity in our processes and practices. iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. The partnership and collaboration between IdahoSTARS and 2 and 4-year higher education institutions are beneficial for child care providers in Idaho. IdahoSTARS participates in the Early Childhood Education Consortium, which convenes representatives from higher education institutions and state agencies annually. These meetings provide opportunities for program updates, sharing of resources, and alignment of training and educational offerings with state frameworks and priorities. Collaborations from participation in the Higher Education Consortium have resulted in new degree programs, articulation agreements between 2 and 4- year institutions, clearer degree pathways between institutions and alignment of curriculum not only to professional standards, but to the needs of the workforce. v. Workforce information. For example, Lead Agencies can include information about workforce demographics, educator well-being, retention/turnover surveys, actual wage scales, and/or access to benefits. IdahoSTARS collects information from the early care and education workforce via our RISE Application. Beyond the management of program licensing and subsidy eligibility, the RISE Application collects demographic data on Idaho's child care workforce. Data is collected on the workforce in areas of both employment and demographics. Data collected on the workforce’s employment include wage, geographic location, child care setting and ages served, position title, and dates of employment. Personal demographic data points include highest level of education, race/ethnicity, language(s) spoken, sex, and age. Data collected from the system informs the management and equity of our programs. Where appropriate, this information is aggregated, disseminated, and utilized to inform policy makers, business owners, directors, educators, parents, child care providers, service providers, partners, among others across Idaho. Data from the system informs IdahoSTARS annual ￿State of the Child Care Workforce Report’. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. The IdahoSTARS professional development system (PDS) offers several financial supports and incentives for eligible providers. The Early Childhood Care and Education Career Pathway offers an annual financial incentive "anniversary award" for the completion of 20 or more hours of IdahoSTARS approved training or one Early Childhood Education (ECE) college credit or related credit within their anniversary cycle. The amount of the anniversary award is tied to the provider's level on the career pathway and increases as the provider moves up levels on the pathway. Financial support of $200 in the form of training scholarships is available to every provider enrolled in the PDS and who work 15 hours or more in a center or home based child care facility. Training scholarships are used for approved professional development trainings, conferences, and other educational opportunities with an associated cost. GED testing scholarships reimburse providers for costs associated with completing GED testing. Child Development Associate (CDA) Assessment and Renewal scholarships are used to pay for costs associated with obtaining or renewing the CDA credential. Academic degree scholarships are available for providers who are working toward a degree in early childhood education at an approved Idaho college or university. Single course scholarships cover the cost of one ECE or closely related course at an approved Idaho college or university. Badge incentives are a financial recognition available to providers who complete targeted, IdahoSTARS approved professional development activities to earn an IdahoSTARS Early Childhood Badge. Seven different badges are available and providers may earn up to 2 associated financial recognitions for earning badges each fiscal year. b. Does the Lead Agency use additional elements? [x] Yes. If yes, describe the element(s). Check all that apply. i. [x] Continuing education unit trainings and credit-bearing professional development. Describe: IdahoSTARS uses the International Accreditors of Continuing Education and Training (IACET) accreditor to determine training hour equivalents to continuing education units (CEU) and academic credits. IACET- approved companies equate one CEU per ten contact/training hours, academic credits equate as one credit per 15 contact/training hours. Waldorf and Montessori programs have a variable equivalent that is based on the category of class offered. ii. [x] Engagement of training and professional development providers, including higher education, in aligning training and educational opportunities with the Lead Agency's framework. Describe: The IdahoSTARS Training Office oversees the ongoing training and professional development for child care providers in Idaho. The Training Office utilizes a system to approve trainers and training in each region, conferences, and e-learning opportunities. IdahoSTARS approved trainers and trainings reflect current research, best practice, and specialized topics. Trainings are accessible throughout the state in a variety of formats that includes live in-person, live webinar, online (e-learning), and through academic based course work. Idaho strives to meet the needs of a diverse provider and child care population by offering training in a variety of formats and utilizing the data system as a means to obtain language preferences and/or adaptations needed that allow all providers to successfully complete training classes. Idaho provides a variety of training in English and Spanish and offers interpreters for languages other than English, translation of materials for IdahoSTARS developed training, and adaptations upon request. iii. [ ] Other. Describe: [ ] No. 6.2.3 Impact of the Professional Development Framework Describe how the framework improves the quality, diversity, stability, and retention of caregivers, teachers, and directors and identify what data are available to assess the impact. a. Professional standards and competencies. For example, do the professional standards and competencies reflect the diversity of providers across role, child care setting, or age of children served? Idaho’s state standards, the Idaho Early Learning eGuidelines are designed to assist in guiding children’s development and learning for a diversity of providers, across roles, different child care settings and is based on developmental ages Birth through Grade 3. The standards are a focus in all IdahoSTARS approved training. - Children are active learners who learn through play. - Each child learns in unique ways. - Children receive learning opportunities that support their unique needs in inclusive environments. - Learning is most meaningful when it is integrated across all areas of development. --Domain 1: Approaches to Learning, Executive Functioning, and Cognitive Development --Domain 2: Physical Well-Being, Health and Motor Development --Domain 3: Social and Emotional Development --Domain 4: General Knowledge --Domain 5: Communication, Language, and Literacy IdahoSTARS Quality Domains and Subcategories are used to categorize approved trainings, target technical assistant, and coaching to ensure best practices are with the professional development offerings. The seven domains provide information for all child care providers and director/owner in a variety of settings. These domains contain content for ages Birth through 12 years. -Curriculum & Instruction -Child Development -Inclusion & Diversity -Business Practices -Health, Safety & Wellness -Environments -Partnerships with Families & Communities b. Career pathways. For example, has the Lead Agency developed a wage ladder that provides progressively higher wages as early educators gain more experience and credentials? What types of child care settings and staff roles are addressed in career pathways, such as licensed centers and family child care homes? The Career Pathway outlines specific requirements for obtaining credentials such as the Child Development Associate (CDA) credential, technical certificates in Early Childhood Education (ECE), associate degrees, bachelor's degrees, and master's degrees. By facilitating access to credentialing programs and incentivizing credential attainment, IdahoSTARS promotes diversity and professionalism within the early childhood education workforce. While IdahoSTARS may not have developed a formal wage ladder, the Career Pathway's emphasis on higher education, training, and credentials indirectly supports wage progression. As early educators gain more experience and qualifications, they become eligible for higher-paying positions within the field, contributing to stability and retention by providing opportunities for career advancement. The Career Pathway encompasses various child care settings, including licensed centers and family child care homes, as well as all staff roles. This comprehensive approach ensures that career advancement opportunities are accessible across all segments of the child care workforce. Data collected through the RISE Application includes credential attainment, workforce demographics and employment information such as wage and turnover. Analysis of the data in relation to Career Pathway participation and advancement provides insights into the diversity and inclusivity of the workforce and can assist in evaluation of the effectiveness of career advancement initiatives in retaining qualified professionals within the field. c. Advisory structure. For example, has the advisory structure identified goals for child care workforce compensation, including types of staff and target compensation levels? Does the Lead Agency have a Preschool Development Birth-to-Five grant and is part of its scope of work child care compensation activities? Are they represented in the advisory structure? The Idaho Child Care Program (ICCP) Advisory Panel provides guidance and recommendations to both ICCP and the IdahoSTARS program. IdahoSTARS leadership works with Idaho's child care administrator and team to determine agenda items and plan for the Advisory Panel meetings, scheduled quarterly and held either in person and/or via a web-based platform to allow participation by all members of the panel. The Advisory Panel provides guidance and recommendations on the annual ICCP required training, updates and revisions to Steps to Quality, the initial and ongoing development of the RISE Application (IdahoSTARS' web-based database), revisions to the career pathway, incentives and opportunities that support the professional development for child care providers, and ongoing efforts to embed equity in our processes and practices. The Lead Agency is not the grantee for the Preschool Development Birth-to-Five grant, however the grantee is represented on the Idaho Child Care Advisory Panel. We do not work with any advisory group, ICCP, PDG or other regarding target compensation levels. Note that PDG is not directly aligned with CCDF recognitions, but PDG partnership activities around academic and CDA supports have been provided. d. Articulation. For example, how does the advisory structure include training and professional development for providers, including higher education, to assist in aligning training and education opportunities? The Idaho Child Care Program (ICCP) Advisory Panel comprises representatives from various stakeholders, including higher education institutions, training providers, child care administrators, and IdahoSTARS leadership. This diverse representation allows for collaboration and input from key entities involved in training and education. The panel provides guidance and recommendations on a range of topics related to professional development, including training content, curriculum development, and educational opportunities. Higher education representatives contribute their expertise to ensure that training and educational offerings align with academic standards and best practices. Idaho’s legislature recently (effective January 2024) passed measures allowing and encouraging Idaho institutions of higher education to award ￿Credit for Prior Learning￿ academic credits to individuals who have achieved industry credentials Individualized assessments or experiential learning, particularly portfolio based assessments whereby students demonstrate learning acquired through experiences including but not limited to: a)Work or employment b)Employer training programs c)Independent study d)Non-credit courses e)Non-college courses or seminars f)Apprenticeships These rules apply to every school in Idaho who offers an Early Childhood Education degree or certificate pathway; decisions on how each school implements this opportunity. At this time, opportunities exist for ECE prior learning credits at the College of Western Idaho (credits for CDA credential) and Lewis Clark State College (credit for prior learning awarded through a portfolio process). IdahoSTARS continues to work on articulation and credit for prior learning through collaboration with the Idaho ECE Higher Education Consortium. e. Workforce information. For example, does the Lead Agency have data on the existing wages and benefits available to the child care workforce? Do any partners such as the Quality Improvement System, child care resource and referral agencies, Bureau of Labor Statistics, and universities and research organizations collect compensation and benefits data? Does the Lead Agency monitor child care workforce wages and access to benefits through ongoing data collection and evaluation? Can the data identify any disparities in the existing compensation and benefits (by geography, role, child care setting, race, ethnicity, gender, or age of children served)? The Lead Agency, through IdahoSTARS, monitors child care workforce wages and workforce turnover through ongoing data collection and evaluation. This involves collecting data on wages and other employment- related factors through the RISE Application and through periodic surveys of the workforce. Regular evaluation of this data allows for tracking trends over time and identifying areas for improvement. The IdahoSTARS annual publication ￿State of the Child Care Workforce Report’ examines issues of wages, turnover, and other workforce-related factors. f. Financing. For example, has the Lead Agency set a minimum or living wage as a floor for all child care staff? Do Lead Agency-provider subsidy agreements contain requirements for staff compensation levels? Do Lead Agencies provide program-level compensation grants to support staff base salaries and benefits? Does the Lead Agency administer bonuses or stipends directly to workers? IdahoSTARS does not explicitly set a minimum or living wage as a floor for all child care staff, the financing supports offered do indirectly contribute to improving wages and benefits for the workforce. By offering financial supports such as training scholarships, GED testing scholarships, academic degree scholarships, and compensation grants, IdahoSTARS helps providers increase their qualifications and potentially negotiate higher wages. Direct financial payments (bonuses) to child care workers as incentives for professional development are directly tied to retention, and quality improvement efforts. For example, the anniversary award tied to completion of training hours or college credits provides direct financial incentives to providers for investing in their professional growth. Data collected in the RISE Application includes information on wages, turnover rates, and other employment- related factors. Analysis of this data allows IdahoSTARS to assess the impact of financing initiatives on workforce stability, retention, and diversity.