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: The Early Childhood Care and Education Advisory Council is the designated statewide early childhood council tasked with reviewing all policies related to early learning sites. They have reviewed and endorsed the requirements for ongoing continuing education, the structure for the Louisiana Pathways Career Development System, and the creation of the Early Childhood Ancillary Certificate and Birth to Kindergarten Pathway. Since the submission of the 2022-2024 CCDF State Plan, the Lead Agency has incorporated into professional development for teachers and directors of child care programs, through the CCR&Rs, Master Coaches who use data-driven planning to establish coaching caseloads at high-priority sites, monitor the effectiveness of coaching across the CCR&R service area(s), support continuous growth of the coaching staff, and develop best practices and coaching competencies. In addition, the Master Coaches evaluate for success by reviewing data based on tailored coaching specific to the needs of the recipient or by observing changes in recipient practice through on-site coaching and training. Also since the submission of the 2022-2024 CCDF State Plan, through engagement with relevant stakeholders, the Lead Agency has updated the career pathway ladder for Family Child Care, to mirror the center-based teacher track while also providing an alternative way for those who have not yet had time (or incentive) to further their education to begin participating in the incentive system to increase access in communities. [ ]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: In addition to consulting the statewide Advisory Council, the Lead Agency consulted on ongoing continuing education with key provider groups and stakeholders. Further, the Lead Agency will continue to consult with early care and education stakeholders concerning the future development of the state's Professional Development Framework (such as professional standards and competencies), to serve as a guide for those who work in the state. [ ] 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). Louisiana has developed a set of teacher competencies (https://www.louisianabelieves.com/docs/default-source/teaching/teacher- preparation-competencies.pdf?sfvrsn=4) which span grades birth-12 and include a set of competencies specific to early childhood teachers. These competencies are part of teacher preparation policy and are used to drive the design of teacher preparation programs, including early childhood teacher preparation programs. As a minimum standard of these teacher competencies, beginning in July 2019, lead teachers in Type III child care centers have been required to have their Early Childhood Ancillary Certificate (ECAC) or be on track to obtain their ECAC within 24 months of starting their job as a lead teacher. Teachers earn their ECAC through the completion of a state board-approved, CDA-based teacher preparation program and are eligible to receive scholarship funding. These state- approved ECAC programs are reviewed by the state to ensure alignment between teacher competencies, the Early Learning and Development Standards, and the key skills and strategies required to lead successful adult-child interactions to support child learning. Additionally, the LDOE has created a Professional Learning Partner Guide. This guide features vendors of professional development birth-grade 12, including approved ECAC providers, that have been reviewed to support the key focus areas for the Lead Agency. Early Childhood programs are encouraged to select professional development (for teachers, directors, coaches, or others) from the Professional Learning Partner Guide. Furthermore, staff, including directors, are annually required to obtain 12 clock hours by the expiration of the site’s license. The continuing education hours must be in the areas of child development, child guidance, child abuse prevention, emergency preparation, licensing regulations, learning activities, health and safety, shaken baby prevention, CPR, first aid, management / administrative education, or college credit hours in child care, child development, and/or early childhood. All QRIS assessors who conduct observations using the CLASS® tool are required to obtain observer reliability (certification). This is achieved by attending a two- to three-day training and passing a reliability test. This reliability test must be passed annually in order to continue conducting QRIS observations. Local agencies also conduct bi-annual training, called calibration training, for all observers in all age bands (infant, toddler, and pre-K) to ensure local QRIS assessors maintain accuracy and reliability. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. All lead teachers working in Type III child care centers are required to have the Louisiana Early Childhood Ancillary Certificate (ECAC), which can be earned by successfully completing a board-approved CDA-based program. There are board-approved ECAC programs available statewide, and scholarships are available to cover the full costs of attending the program, making this credential easily accessible to lead teachers in the state. In addition to the ECAC, teachers can continue to supplement their professional growth through training offered by Child Care Resource and Referral Agencies, as well as by the Lead Agency's free, self-paced training courses offered online. In addition to continuing education opportunities, the Lead Agency works with a contractor to maintain an early childhood workforce registry. The Louisiana Pathways Career Development System enrolls both center-based child care and family child care teachers and leaders and documents their professional educational background and experience based on the degrees and professional credentials they have earned. Louisiana Pathways Career ladders are designed for administrators, child care center classroom teachers, and family child care educators who provide care in their own home. The career ladder for child care teachers is aligned with that of the degrees awarded in the Birth to Kindergarten Pathway. In addition to the career ladder recognition offered by the Louisiana Pathways Career Development System, enrolled participants may be eligible for School Readiness Tax Credits based on their level on the career ladder. Teachers that qualify for School Readiness Tax Credits earn an increased tax credit amount by virtue of possessing the Early Childhood Ancillary Certificate. Additionally, teachers earn increased tax credit levels by demonstrating that they have been in the child care field for multiple years, rewarding those teachers who have demonstrated a multi-year commitment to the field. The career ladder for directors promotes professional learning and service. In order to progress to a higher level (levels 3 and 4) along the career ladder, directors must maintain membership in an organization in addition to providing service to the profession by presenting at or attending a professional conference, serving on a board or committee related to early childhood, serving as a Professional Development Specialist for the CDA Council, or conducting CLASS￿ observations. Moreover, to progress to a higher level along the career ladder, directors must also obtain a higher level of education or be a director of a high- quality rated center for at least one year. 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 Early Childhood Care and Education Advisory Council reviews all early childhood policy proposals prior to review by the Board of Elementary and Secondary Education. For example, when the state revised the requirements for lead teachers in Type III centers, changes were first reviewed and recommended by the Early Childhood Care and Education Advisory Council prior to approval from the Board of Elementary and Secondary Education. The Early Childhood Care and Education Advisory Council receives quarterly reports on the number of active state-board approved Early Childhood Ancillary Certificate programs and annual reports on the number of teachers that have earned their Early Childhood Ancillary Certificate. The Lead Agency has also established a Workforce Stabilization Study Group that is providing a broad range of guidance to the Lead Agency, including how professional development influences workforce recruitment and retention. iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. For teachers looking to grow beyond the minimum standards of effective practice and training, Louisiana is engaging all stakeholders to create a smooth pathway from initial credential (ECAC) to an Associate’s degree and a Bachelor's degree through Louisiana's Birth to Kindergarten Career Pathway. The Birth to Kindergarten Career Pathway can begin with an Early Childhood Ancillary Certificate and end with a Birth to Kindergarten teaching license, which was created through Bulletin 746. The Lead Agency is working with the Louisiana Board of Regents, the Louisiana Community & Technical College System, and institutions of higher education to refine this framework and identify opportunities to create further stackable credentials and coursework, ultimately creating a clear path for early childhood professionals to grow their knowledge and credentials as they work with young learners. The Lead Agency and Board of Regents will also work to expand the framework to include a pathway for high school students to begin coursework for their Early Childhood Ancillary Certificate and earn college credit which can be transferred to all technical colleges and institutions of higher education in Louisiana. 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. The Lead Agency contracts with a vendor to implement the Louisiana Pathways Early Learning Career Development System (￿Pathways￿), the workforce registry for early childhood professionals in Louisiana. This registry collects and records information submitted by early childhood directors, teachers, family child care providers, and other early childhood professionals for the purposes of leveling these individuals in the Career Development System. Information collected includes demographics, level of education, certifications, training records, and years of experience in the field of early childhood care and education. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. Child care teachers who work in publicly-funded sites are eligible to receive Louisiana Pathways Scholarships when they meet the criteria determined by the Lead Agency for LA Pathways and are employed for at least 16 hours per week in a Type III center or are a registered Family Child Care provider with Academic Approval, working an average of 30 hours a week. Pathways Scholarships pay the full cost for qualified candidates to attend one of the state-approved Early Childhood Ancillary Certificate programs. They may also be used to cover the costs of college tuition or to pay for the CDA exam and certification fee. Louisiana Pathways scholarships may also be used to pay for administrative training. The Early Childhood Ancillary Certificate is processed and awarded at no cost to the applying early childhood educator, unlike other teacher certifications. This is an effort to reduce any possible cost or burden on the child care workforce population. 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: Child care teachers who attend a state-approved Early Childhood Ancillary Certificate program are able to use these professional training hours to meet their continuing education hour requirements for licensing. ii. [ ] Engagement of training and professional development providers, including higher education, in aligning training and educational opportunities with the Lead Agency's framework. Describe: iii. [ ] Other. Describe: [ ] No. 6.2.3 Impact of the Professional Development Framework Describe how the framework improves the quality, 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 range of providers across role, child care setting, or age of children served? The framework promotes the gaining of additional knowledge around supporting child development, for all children, by teachers across child care settings, through both the ongoing knowledge and professional development attained over lengthier experience in the field and scholarships to earn the Early Childhood Ancillary Certificate and possibly beyond. Scholarships and ongoing professional development enable the teachers who are serving publicly-funded children to increase their competencies to support child development, at no cost to the teacher or to the site. These competencies cover a variety of age-appropriate topics including safe and healthy learning environments, building productive relationships with families, maintaining professionalism, and advancing children's physical and intellectual development. Professional development is applicable to providers across their roles and for the diversity of families and children which they serve (e.g., infants, toddlers, preschoolers, children that are English language learners, and young children with disabilities). 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 Lead Agency offers career pathways ladders for teachers, directors, and family child care educators. These ladders are used to determine eligibility for early childhood educators to earn fully- refundable tax credits through the School Readiness Tax Credits (SRTCs). Depending on the level of professional education a teacher has received, teachers are eligible for increased amount levels of a refundable tax credit. Furthermore, Louisiana child care teachers earn increased tax credit amounts for obtaining their Early Childhood Ancillary Certificate: the Early Childhood Ancillary Certificate allows teachers to immediately qualify for the second level of SRTC. Finally, teachers qualify for increased amounts of SRTC if they remain working in the child care field, eventually reaching level four (the highest level) by demonstrating that they have their Early Childhood Ancillary Certificate and that they have earned the SRTC one or two years prior (thereby signifying their ongoing participation in 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? Through a Preschool Development Birth-to-5 Planning Grant, the Lead Agency created a Workforce Stabilization Study Group (WSSG) comprised of early childhood experts who work in or directly support the field. The WSSG was tasked with reviewing research and exploring the impacts of workforce support and stabilization strategies used locally and nationally, applying the knowledge gained to field-based realities. The insights from WSSG were shared with a larger group, called the Impact Team, made up of stakeholders who work at local and state agencies such as the Louisiana Workforce Commission, the Louisiana Board of Regents, and institutions of higher education. Participants on the Impact Team have been tasked with reviewing the field-based perspectives, promising practices, and recommendations provided by the WSSG, using this information to inform policy recommendations and develop strategies to address Louisiana’s workforce needs while considering field-based realities. The Lead Agency will use the information and recommendations developed by the WSSG and Impact team to develop goals for compensation and other workforce-specific needs. 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 Impact Team includes members from institutions of higher education, Child Care Resource and Referral agencies, the Board of Regents (the coordinating board for higher education), and the Louisiana Workforce Commission. The Lead Agency will use insights from the Impact Team to guide future training and professional development opportunities through Pathways Scholarships and the Early Childhood Ancillary Certificate program. The Lead Agency will also use insights from the Impact Team to guide increased collaboration with the Louisiana Workforce Commission, to identify additional resources to support the development of an early childhood teacher pipeline, and with the Louisiana Board of Regents, to develop strategies for the creation or expansion of stackable credentials. 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)? Though the Lead Agency hopes to solidify methods of gathering this information in the future, the Lead Agency knows through local anecdotal and survey data as well as national data that the majority of early childhood educators are not provided with benefits from their employers. This knowledge was the catalyst for a partnership that began in April 2023 between the Lead Agency and a nonprofit organization operating a Healthcare Navigators program. The Lead Agency and that organization are striving to collect more data about the number of educators who register for health insurance after interacting with the Healthcare Navigators. The Lead Agency also partnered with The University of Louisiana at Lafayette (ULL) to conduct a research study of approximately 3,000 teachers to evaluate the impact of increased compensation on retention. Half of the experimental group received a $2,080 annual increase, and the other half received a 10% annual pay increase. Additionally, a control group of no pay increase participated and received compensation for quarterly surveys. The pilot will end in 2024, and the ULL team will provide the Lead Agency information about the impact of increased pay on teacher retention. 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? The Lead Agency does not currently set a minimum or living wage as a floor for all child care staff or provide requirements for staff compensation levels. The state does provide program-level compensation, through School Readiness Tax Credits, that can be used to support staff base salaries and benefits, and the state does administer bonuses or stipends directly to staff, through School Readiness Tax Credits.