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: Based on responses from trainers, child care professionals, and the Maryland Knowledge and Competency Framework workgroup, recommendations were made to: Make the document user friendly and easier to navigate by having it be electronically interactive. Provide a cohesive sense of expectations. Provide accessible language. Provide objectives, goals, and examples of progression. Provide real-life examples of the competencies for each level. Decrease the skill levels from 5 to 3 that clearly provide a definition for each level. Clearly indicate how various stakeholders could benefit from using this document such as child care professionals, child care trainers, higher education professionals and policy makers. Update the resources to ensure they are current and based on best practices. Updates to the professional development framework included: - Decreased the skill level from 5 levels (Novice, Intermediate, Competent, Proficient, Advanced) to 3 levels (Level 1, Level 2, Level 3). - Added a section on the benefits to stakeholders. - Added real-life examples for each standard. - Updated the resources to ensure that they were current and based on best practices. - Updated the Guiding Principles. - Updated titles to the Domains: -Family-Educator Partnerships and Community Connections (replaced Family Engagement & Community Partnerships -Child Observation, Documentation and Assessment (replaced Observation, Screening & Other Assessments) -Inclusion of Children with Disabilities (replaced Special Needs) - Removed the following Domain titles: -Effective Interactions (competencies were dispersed throughout the other domains) -Program Administration (competencies were moved under the Professionalism domain) - Added the following Domain: -Developmentally, Culturally and Linguistically Appropriate Teaching Practices The framework has not reached the level for review by the Advisory Board. [ ]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: This resource was developed in collaboration with the Maryland State Department of Education, a review team of Maryland child care trainers, child care educators, higher education professionals, child care associations, and WestEd, a nonpartisan research, development, and service agency, that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. The review team made up of stakeholders that included Maryland child care trainers, child care educators, higher education professionals, child care associations, and WestEd, a nonpartisan research, development, and service agency, that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults, met from February 9, 2023 ￿ April 30, 2023 and reviewed the current professional development framework. Each domain was reviewed, and recommendations were made concerning the layout of the document, titles used for the domains, consolidation and additions of domains, providing real-life examples, decreasing the competencies levels from 5 to 3, updating the resources, and aligning the competencies with other state and national standards including the Maryland Early Learning Standards. The changes that occurred can be found in the 6.2.1a response. [ ] 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). Maryland Competency Standards for Early Childhood and School-Age Professionals, aligns with the Professional Standards and Competencies for Early Childhood Educators of the National Association for the Education of Young Children (NAEYC) and is adapted for the state of Maryland. The intended audience of the Maryland Competency Standards for Early Childhood and School- Age Professionals is the Maryland early childhood and school-age workforce, the professionals who work with or on behalf of children and their families. This workforce includes: Early childhood professionals (serving children birth through age 8) School-age professionals (serving children ages 5 through 12 years) Those who train, educate and advocate for the Maryland early childhood and school- age workforce Maryland Competency Standards for Early Childhood and School-Age Professionals consist of eight domains/core of knowledge: Child Development Family-Educator Partnerships and Community Connections Child Observation, Documentation and Assessment Developmentally, Culturally and Linguistically Appropriate Teaching Practices Curriculum and Environment Professionalism Inclusion of Children with Disabilities Health, Safety and Nutrition. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. The Maryland Child Care Credentialing program is a career pathway that recognizes and promotes a professional development lattice that emphasizes life-long learning and professional development. This model encourages an individual to build knowledge and skills in a cumulative manner from introductory training to advanced level education. It is a quality initiative program that recognizes child care providers for exceeding the requirement of State licensing and registration regulations. Training at the beginner level addresses basic understanding and practices; training for the higher levels addresses higher level thinking and problem solving. The progression of professional development reflects research and best practices to meet the needs of infants and toddlers, preschool, and school age children that aligns to foundational and specialized competencies to improve the quality and stability of the child care workforce. Providers are required to take training in areas that address child development in all domains and cultural competencies. The Maryland Child Care Credential outlines six core of knowledge domains (child development; curriculum; special needs; professionalism; community; and health, safety, and nutrition) and addresses the promotion of social, emotional, physical, and cognitive development of children. There are seven staff credential levels and four administrator levels. Each level recognizes an early childhood professional’s achievement of a specified amount of training, experience, and engagement in professional activities. The Maryland Child Care Credential Program is not funded for FY25, but MSDE anticipates the program being funded again in FY26. 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. There is an active Early Childhood Advisory Council (ECAC), as well as local Early Childhood Advisory Council's in each jurisdiction throughout Maryland. The ECAC is composed of early childhood educators, policy makers, and community advocates from across the state. The purpose of the ECAC is to coordinate efforts among early care and education programs, conduct needs assessments concerning early childhood education and development programs and develop a statewide strategic report regarding early childhood education and care. There is a very robust communication loop among the state and local Early Childhood Advisory Councils (LECACs) and it informs the Division of Early Childhood's decision-making and planning. LECACs serve as local governance entities by leveraging resources, coordination, and collaboration to support local early childhood system development that aligns with statewide goals and priorities. The Office of Child Care (OCC) Advisory Council helps shape and guide the goals and operations of the office by reviewing proposed regulations related to the care of children, recommending policy priorities, and identifying issues of importance to child care providers and consumers. The Council consists of at least 25 members, but no more than 30 members. The State Superintendent appoints members to the council, representing geographically diverse jurisdictions across the state. The intended audience of the professional development framework is the Maryland early childhood and school-age workforce, the professionals who work with or on behalf of children and their families. This workforce includes: • Early childhood professionals (serving children birth through age 8) • School-age professionals (serving children ages 5 through 12 years) • Those who train, educate and advocate for the Maryland early childhood and school- age workforce Examples of the intended audience include teachers, assistant teachers, family child care providers, program directors, higher-education faculty, trainers, professional association leaders, policymakers and resource specialists. Members of The Office of Child Care Advisory Council and the State Early Care Advisory Council participated in workgroups in revisioning the framework. The councils will review the final draft of the framework and provide any additional feedback. iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. A significant number of Maryland’s public high schools have the 90 hour Early Child Care training articulation agreements with the two year colleges. The Associate of Arts in Teaching (AAT) is a fully articulated degree between two and four year colleges. The AAT transfers up to 64 credit hours, satisfying all lower-division teacher education program outcomes without further review by Maryland's 4-year public and independent institutions. Child Development Associate: The Child Development Associate does not require an articulation agreement. The Child Development Associate is accepted by the Community Colleges for any student who has received an official Child Development Associate Certificate from the Council for Professional Recognition. Students must be either a noncredit or credit student to receive Credit for Prior Learning. Community College will accept high school student's Child Development Associate's without an articulation agreement. High school students can submit their Child Development Associate Certificates to receive the 6 college credits. As per an articulation agreement with Notre Dame of Maryland University (see 4- year articulation below), Notre Dame of Maryland University will accept the Credit for Prior Knowledge from Montgomery College Students. Montgomery County Public Schools articulations: Montgomery County Public Schools Area Supervisors review state/federal requirements to develop proposed curriculum to MC Montgomery County Public Schools contacts Montgomery College Deans to coordinate meetings to discuss the framework of the articulated curriculum pathway Upon Montgomery County Public Schools and Montgomery College agreement, legal counsel reviews for both organizations Once legal approves, the signature process begins and is completed (Office of Superintendent Montgomery County Public Schools; Office of the President Montgomery College) Annual form submission from Montgomery County Public Schools to Montgomery College at the end of each Montgomery County Public Schools school year is submitted to address potential changes for the next academic year. 4-year articulations: Four-year institution or Montgomery College initiates proposal to formalize an articulated partnership Representatives from each institution, meet to discuss the academic pathway for the partnership and the Montgomery College Articulation and Transfer department completes drafts of the academic pathway plan and articulation agreement, which is sent to four-year institution for final comments/edits Once academic pathway plan and articulation agreement reach departmental approval at both institutions, the documents are sent to the legal counsel for both organizations Once legal approves, the signature process begins and is completed(signatures vary per agreement) The articulation agreement and pathway are good for a term of five years. If minor changes are required during that time period, updates and addendums can be made via departmental approval at both institutions. If major changes are required, both institutions complete the original process again to create a new academic pathway and articulation Anne Arundel, Montgomery, Carroll Community College, and others are offering credit for prior learning to community students beginning a college degree program with their Child Development Associate. Crosswalks completed show the courses that most align with the Child Development Associate are Introduction to Early Childhood Education and Nutrition, Health and Safety totaling 6 semester hours. Several high schools have adopted the Child Development Associate for the Career Technology Education program, these are the courses that will articulate, when an articulation agreement has been signed by the designated authorities. Child Growth and Development and the Curriculum/Methods course will no longer articulate and will need to be taken for credit. New articulation agreements will have to be developed for all 2-year colleges who previously articulated the 90 hours. Any courses taken at a high school level, will have to be transcripted on the Community College transcript before they could be accepted by the 4-year institution, and a new articulation agreement signed between the community college and the receiving 4 year university. The high school and community college articulation agreement may need to be made available before the 4-year college will accept any high school credits. If the Child Development Associate courses mentioned above show up for college credit on the transcript, then they can be accepted, but only a finite number of transfer courses can be accepted. For example, at Towson, the registrar stops counting at 64 transferred credits. Depending on the students’ program, the student can help determine which of their courses they want to have transferred. University of Maryland Eastern Shore will take up to 70 credits from the community college if it is requested, and the advisor and student may help choose which courses to transfer. Maryland State Department of Education/High Schools must redefine the industry standard to the Child Development Associate. Currently, there is minimal movement for the Child Development Associate in places where the 90 hours is still accepted and fully entrenched as the entry level requirement. High school students must be able to fully complete their original plan of study before Child Development Associate becomes standardized. Colleges will move on this once they see high schools following the Child Development Associate program of study. Competency testing must be put in place to receive credit for Child Development Associate course work. Credit for prior learning can be developed if standardized with competency- based testing. Quality, equity, and rigor of the Child Development Associate coursework must be aligned with the courses for which students receive credit. Credit for prior learning can be given for internships if colleges can be assured of the quality of the placement and given assessment of student progress in internships. Can the Child Development Associate Council supply this? If students’ experiential hours are at a licensed, accredited childcare, they can provide mentors with three Professional Activity Units (according to the current Professional Activity Units acceptance) or something commensurate to public school student teaching mentors to provide equity and fairness. The minimum requirement for Teacher's Assistants in publicly funded Pre-K is now a high school diploma. What you could say is the minimum requirement for TA in Public Pre-k will be a CDA beginning in 2027-2028. This needs to be publicized. There should be some clear communication of the Child Development Associate as the industry standard to replace the 90 hours (Locally created program) and the timeline for implementation Coppin State University has an articulation agreement with Baltimore City Community College for Elementary and Special Education. 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. MSDE released several workforce surveys, including the Market Rate and the Cost of Care Survey, which will provide the agency the data on existing wages and benefits available to the workforce. The data collected will identify any disparities in the existing compensation and benefits (by geography, role, child care setting, race, ethnicity, gender, or age of children served). Maryland is exploring a feasibility plan for an early care and education workforce registry. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. As funding is available, Maryland will invest in the following programs: The Maryland Child Care Credentialing Program: The Maryland Child Care Credentialing Program provides a staff achievement bonus paid to the participating provider upon the completion of continued training, professional activity and one year of continued employment. Staff bonuses are paid one time only at levels 2, 3, and 4 and Administrator level 1. Staff Levels 4+, 5 and 6 and Administrator Levels 2, 3, and 4 are paid yearly. Training Vouchers/Reimbursements Training Vouchers/Reimbursements are available to providers participating in the Credentialing program at Level Two or higher. The Child Care Career and Professional Development Fund: The Child Care Career and Professional Development Fund is a tuition free program for child care providers to obtain a college education at participating colleges/universities in Maryland. The Child Care Quality Incentive Grant Program: The Child Care Quality Incentive Grant Program awards funds to child care centers and family child care providers to enhance the quality of child care provided to children. Programs are encouraged to purchase approved materials, equipment, and supplies that create or enhance stimulating learning environments that help children develop physically, socially, emotionally, and cognitively. Programs are eligible for an Incentive Grant award once every 3 years. The Family Child Care Provider Direct Grant Fund Program: The Family Child Care Provider Direct Grant Fund Program provides reimbursements to family child care providers for expenses necessary to achieve or maintain compliance with the requirements of Child Care Licensing. Providers are eligible for a one-time Provider Grant award. Provider Grant funds are income based and dispersed monthly. Child Development Associate program: Funding is available to support providers to obtain the Child Development Associate (CDA) Credential from the Council for Professional Recognition. The CDA is a credential that early childhood educators can earn to demonstrate certain competencies and, in turn, can help them advance their careers. The CDA credential is carefully administered to ensure that those who earn it know how to put important ECE understandings into practice. CDA educators know how to nurture the emotional, physical, intellectual, and social development of children. Child Care Apprenticeship: According to an MSDE report in July of 2022 (https://www.marylandpublicschools.org/stateboard/Documents/2022/0726/Tab GBlueprintAndD ataDeepDiveTeacherPipelineAndDiversity.pdf), teacher attrition in Maryland averaged 10% per Local Education Agency. In 2022 alone, Maryland lost 5,516 teachers to voluntary resignation, education related employment, retirement, termination, leaves of absence, other employment opportunities and death. Because the Child Care Apprenticeship program is a virtual coursework option, students from across Maryland have the opportunity to participate and enter the child education workforce. And, they can transfer the skills they learn from the apprenticeship program into the CCCPDF program at many community colleges in Maryland, preparing them to work in teaching. Nationally, over a ten- year period between the 2008-2009 and 2018-2019 school year, the number of people completing a teacher-education program declined by roughly a third. Additionally, according to Data USA (https://datausa.io/profile/soc/childcare- workers?employment-ot-filter=genderEOT), the child care workforce had an average annual decrease of almost 5% between 2014 and 2020, but demand for child care has risen since 2014. Now is the time to rebuild the workforce to get students certified in child education programs. The Child Care Apprenticeship program at HCC offers gateways to higher education paths in teaching and child care should a student choose to extend their time in college. But this apprenticeship also provides enough training and certification for apprentices to branch out on their own to higher paying jobs or running their own centers, contributing to the needs of a much in demand workforce. The successful development and implementation of the Childcare Apprenticeship program is creating teacher apprenticeship opportunities for Harford Community College and the community it serves. Specifically, the program is creating opportunities for Harford Community College to support the childcare industry in Harford County and beyond by training apprentices and providing certificates to become a lead teacher. Within the context of success, childcare centers across the county and beyond continue reaching out to the college indicating interest in joining the apprenticeship program. Furthermore, apprentices in the program are seeking information beyond the 18-month program, especially with respect to articulating 21 credits to Harford Community College for a degree in Teacher Education or participating in CCCPDF. The increase in inquiring about the opportunities beyond the program is also related to the cohort growth from 13 (Cohort 1) to 22 (Cohort 2). Finally, we are creating collaborative opportunities across the state - opportunities that have the potential to create professional pathways for teachers statewide. Maryland EXCELS requires programs at Quality Rating 3 to submit an incremental salary scale that is based on education and experience and at levels 4 and 5 to include a description of employee benefits. This information is not analyzed for pay rates or types of benefits but rather that a salary scale and statement of benefits are in place. 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: The Division of Early Childhood requires child care providers to complete a specified number of required trainings in specific domain areas to meet continuing education requirements for licensing. Providers participating in the Maryland Child Care Credentialing program are required to take a specific number of required trainings to maintain the credentialing level. Providers participating in the Child Care Career and Professional Development Fund are required to complete a specific number of coursework hours yearly toward an associate, bachelor’s, and master’s degree in early childhood education. The Maryland Child Care Credential Program is not funded for FY25, but MSDE anticipates the program being funded again in FY26. 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: All MSDE approved trainers and training organizations are required to align training objectives and content with the competencies found in the Maryland Competency Standards for Early Childhood and School- Age Professionals. Maryland higher education institutions are encouraged to utilize the Standards when developing child care coursework. 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 Maryland Competency Standard for Early Childhood and School-Age Professionals supports and improves the quality of the workforce by: - Providing coherent structure. - Informing the course of study. - Giving guidance in the definition of child care credentials and certifications, helping to enhance and stabilize the workforce. - Presenting comprehensive descriptions of the skills, knowledge, and competencies. - Reflecting on the broad differences in racial and cultural heritage, language, health, and family situations. - Recognizing that all children and youth, including those with special needs, special healthcare needs, and/or developmental delays or disabilities, possess potential for learning. - Building on developmentally appropriate teaching and assessment practices. - Bolstering efforts to improve family engagement. - Supporting the work of community agencies and organizations. 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 Maryland Child Care Credentialing program is a career pathway that recognizes and promotes a professional development lattice that emphasizes life-long learning and professional development. This model encourages an individual to build knowledge and skills in a cumulative manner from introductory training to advanced level education. It is a quality initiative program that recognizes child care providers for exceeding the requirement of State licensing and registration regulations. The Maryland Child Care Credential Program is not funded for FY25, but MSDE anticipates the program being funded again in FY26. Training at the beginner level addresses basic understanding and practices; training for the higher levels addresses higher level thinking and problem solving. The progression of professional development reflects research and best practices to meet the needs of infants and toddlers, preschool, and school age children that aligns to foundational and specialized competencies to improve the quality and stability of the child care workforce. Providers are required to take training in areas that address child development in all domains and cultural competencies. The Maryland Child Care Credential outlines six core of knowledge domains (child development; curriculum; special needs; professionalism; community; and health, safety, and nutrition) and addresses the promotion of social, emotional, physical, and cognitive development of children. There are seven staff credential levels and four administrator levels. Each level recognizes an early childhood professional’s achievement of a specified amount of training, experience, and engagement in professional activities. The Maryland Child Care Credentialing Program provides a staff achievement bonus paid to the participating provider upon the completion of continued training, professional activity and one year of continued employment. Staff bonuses are paid one time only at levels 2, 3, and 4 and Administrator level 1. Staff Levels 4+, 5 and 6 and Administrator Levels 2, 3, and 4 are paid yearly. 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? There is an active Maryland Early Childhood Advisory Council (ECAC), as well as local Early Childhood Advisory Council's in each jurisdiction. The ECAC is composed of early childhood educators, policy makers, and community advocates from across the state. The purpose of the ECAC is to coordinate efforts among early care and education programs, conduct needs assessments concerning early childhood education and development programs and develop a statewide strategic report regarding early childhood education and care. There is a very robust communication loop among the state and local Early Childhood Advisory Councils (LECACs), and it informs the Division of Early Childhood's decision-making and planning. LECACs serve as local governance entities by leveraging resources, coordination, and collaboration to support local early childhood system development that aligns with statewide goals and priorities. The Office of Child Care (OCC) Advisory Council helps shape and guide the goals and operations of the office by reviewing proposed regulations related to the care of children, recommending policy priorities, and identifying issues of importance to child care providers and consumers. The Council consists of at least 25 members, but no more than 30 members. The State Superintendent appoints members to the council, representing geographically diverse jurisdictions across the state. Currently, the Council is focused on two priority areas: Communication / Public Awareness and Workforce Development. In the fall of 2024, the council will focus on revising the Maryland Credential Child Care program which will also include the development of a career ladder for the early childhood workforce. Career pathways will align with licensing roles and be inclusive of all staff in a licensed program and family child care providers. Maryland did not apply for the Birth-to-Five grant. 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? Articulation agreements include the policies to encourage, facilitate, and monitor the acceptance of course credit across 2- and 4-year institutions. Articulation agreements have been cost-effective for the early childhood workforce. Providers who complete the first 2 years of education at a community college result in significant personal savings. Maryland State Department of Education has an agreement with private universities participating in the Child Care Career and Professional Development Fund that aligns the cost of tuition to State universities for providers transferring from a 2-year college to 4-year universities. The agreement has allowed providers from low-income communities to attend private universities located within their communities resulting in highly qualified and diverse teachers who possess the knowledge base to educate and nurture Maryland’s young children. Registered Early Childhood Apprenticeship Programs: Registered early childhood apprenticeship programs are vital for building a well-qualified and sustainable early childhood education workforce. These programs combine on-the-job training with classroom instruction, allowing participants to earn while they learn and gain practical experience under the guidance of experienced mentors. By offering a structured pathway to credentials and career advancement, apprenticeship programs help address workforce shortages, improve educator retention, and ensure that early childhood professionals are well-prepared to support young children's development and learning. Additionally, they contribute to raising the overall quality of early childhood education by aligning workforce skills with industry standards. Harford Community College's Child Care Apprenticeship program is a registered apprenticeship that gives Maryland residents the opportunity to work in the child care field while they learn. The 18-month program is designed to be completed while working full-time in a licensed Maryland child care facility. The accomplishments of the apprenticeship program highlight the students in Cohort One completing their 18-month apprenticeship program on June 30th, 2024. This accomplishment will allow participants to put theory into practice. The apprenticeship continues with additional Cohorts 2 and 3 with completion dates of December 2024 and July 2025, respectively. There are nine students who have completed the coursework associated with the 18-month Child Care Apprenticeship program, and 38 students who are in the process of completing it. In the 2023-2024 school year, 51 youth apprentices gained hands-on experience working in the Early Childhood Educator industry across the state of Maryland. Notably, 12 of these apprentices honed their skills at The Nest in Wicomico County during the 2023-2024 school year and are on track to earn their CDA this December. These efforts, supported by MSDE’s $12.2 million Maryland Works grant, enabled The Nest to evolve into a full-service, fully functioning childcare center with sustainable funding. In the upcoming 2024-2025 school year, 12 more youth apprentices will begin their journey, working toward earning their credentials, following in the footsteps of the first cohort. This initiative is a key part of our broader efforts to prepare students for successful careers while addressing critical workforce needs in the state. In addition, Maryland applied for a U.S. Department of Labor grant and is seeking funding to support additional Early Childhood Registered Apprenticeship programs including, the Johns Hopkins University/ASPIRE program, Youth Apprenticeship at Worcester County Public Schools, and the University of Maryland. Child Development Associate Credential Fund: The Child Development Associate (CDA) is a foundational means of career advancement in early childhood education. It provides a clear and direct route to building competence in the profession by working to assist early childhood educators in demonstrating the knowledge needed for career advancement. Early childhood educators are supported in receiving competencies for center-based preschool, infant and toddler programs, as well as family child care homes. In Maryland, the CDA has been offered at no-cost to early childhood educators through the use of State General Funds and American Rescue Plan Act funds. As of June 30, 2024, through a grant from MSDE the Council for Professional Recognition provided 974 participants with the funding to earn or renew the Child Development Associate credential. The funds were instrumental in assisting children to thrive in environments led by skilled early childhood educators. Currently, MSDE is exploring how to leverage state-funded scholarship programs at Maryland Higher Education Commission (MHEC) to continue to fund this essential program Career and Technical Education Early Childhood Programs Career and Technical Education (CTE) early childhood programs that culminate in a Child Development Associate (CDA) credential are crucial for preparing high school students for careers in early childhood education. These programs provide students with both foundational knowledge and hands-on experience in child development, teaching strategies, and classroom management. Earning a CDA through a CTE program not only gives students a valuable nationally recognized credential but also sets them on a clear path toward further education and career opportunities in the field. By equipping students with practical skills and an industry-recognized credential, these programs help to meet the growing demand for qualified early childhood educators and contribute to the overall quality of early learning environments. Upon graduation, these high school students can work as paraprofessional or assistant teachers in a private provider or LEA Pre-K program. Increasingly, institutions of higher education are accepting the CDA as a stackable credential for both the AA and BA in early childhood or in a related field. Maryland Higher Education Comission Approved Institutions of Higher Educations with Early Childhood Programs: Several postsecondary institutions in Maryland offer early childhood education opportunities. Using information from MHEC’s Academic Program Inventory, Workforce Development Sequences, and active private career schools, there are 34 entities offering 89 MHEC-approved programs related to early childhood education. MHEC has shared this information in their plan’s appendix. Additional Early Childhood Workforce Needs: After attaining additional state funding, Maryland needs to develop a workforce registry to provide valuable data on the demographics, qualifications, and career trajectories of the early childhood workforce. This information is essential for policymakers, researchers, and program administrators to make informed decisions about where to allocate resources and how to support workforce development. By analyzing registry data, MSDE and other stakeholders can identify gaps in training, education, and workforce supply, allowing for targeted interventions to address these issues. Once there is a clear understanding of the credentials and degrees already attained by the incumbent workforce, MSDE will be able to create key performance indicators to support the field to move up the career ladder by improving their qualifications. MSDE has had meetings with other states, the National Workforce Registry Alliance and the Council for Professional Recognition to begin developing a framework for a workforce registry and to scale up access to the CDA, which is an entry level credential and a low-cost option for LEA assistant teachers to attain the necessary qualifications for their role. Once funding is attained, MSDE will create an ECE workforce dashboard for all stakeholders to access and will launch another CDA credential grant. In FY 25, MSDE is partnering with Child Trends to better understand the early childhood workforce needs through a series of surveys. MSDE is also leveraging survey data produced by Johns Hopkins University on the early childhood workforce. 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)? MSDE recently released the Market Rate and the Cost of Care Survey will provide the agency the data on existing wages and benefits available to the workforce. The data collected will identify any disparities in the existing compensation and benefits (by geography, role, child care setting, race, ethnicity, gender, or age of children served). The analysis of the workforce data will be completed September 15, 2024. 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 has not set a minimum or living wage as a floor for all child care staff. MSDE provides a one-time bonus to the members of the early childhood workforce who participate in the Maryland Child Care Credential program. The Maryland Child Care Credential Program is not funded for FY25, but MSDE anticipates the program being funded again in FY26. in FY6, MSDE anticipates restarting bonuses in alignment with the career ladder. Program's participating in Maryland EXCELS in Maryland EXCELS who publish a first time or higher quality rating or maintain a quality rating of 4 or 5 are eligible for Maryland EXCELS bonuses. Bonuses available in FY25 range from $1,000.00-$13,500.00 based on program type and licensed capacity. These bonuses can be used to support employee benefits including compensation. It is expected that funding for Maryland EXCELS bonuses will be available through at minimum FY27.