6.3 Ongoing Training and Professional Development

6.3.1 Required hours of ongoing training Provide the number of hours of ongoing training required annually for CCDF-eligible providers in the following settings: a. Licensed child care centers: 13A.16.06.05 Directors of All Child Care Centers- General Requirements C: A director shall: 1. According to the individual's professional development plan, complete approved continued training, at the rate of at least 12 clock hours per full year of employment as a director, that consists of a: (a) Minimum of 6 clock hours of core of knowledge training; and (b) Maximum of 6 clock hours of elective training. 13A.16.06.09 Child Care Teachers in Preschool Centers: C. A child care teacher in a preschool center shall: 1.According to the individual’s professional development plan, complete approved continued training, at the rate of at least 12 clock hours per full year of employment as a child care teacher, that consists of a: (c) Minimum of 6 clock hours of core of knowledge training; and (d) Maximum of 6 clock hours of elective training. 13A.16.06.10 Child Care Teachers in School Age Centers: C. A child care teacher in a school age center shall: i. According to the individual's professional development plan, complete approved continued training, at the rate of at least 12 clock hours per full year of employment as a child care teacher, that consists of a: 1. Minimum of 6 clock hours of core of knowledge training; and 2. Maximum of 6 clock hours of elective training. 13A.16.06.11 Assistant Child Care Teacher: C. An assistant child care teacher in a school age center shall: 1. According to the individual's professional development plan, complete approved continued training, at the rate of at least 6 clock hours per full year of employment as an assistant child care teacher, that consists of a: 1. Minimum of 3 clock hours of core of knowledge training; and 2. Maximum of 3 clock hours of elective training. 13A.16.06.12 Aides: B. An aide in a child care center shall: 1. According to the individual’s professional development plan, complete approved continued training, at the rate of at least 6 clock hours per full year of employment as a child care aide, that consists of a: (a) Minimum of 3 clock hours of core of knowledge training; and (b) Maximum of 3 clock hours of elective training. Per ACF Preliminary Notice of Possible Non-Compliance, 01/2023: MSDE does not have requirements that address required hours of ongoing training for Letter of Compliance (LOCs) programs. MSDE will need additional time to meet this requirement. The LOC regulations will duplicate some of the requirements from the other subtitles for licensed providers. As a result of the regulation promulgation process, June 2025 is MSDEs anticipated date of compliance. b. License-exempt child care centers: N/A c. Licensed family child care homes: Family Child Care 13A.15.06.02 Training Requirements (B2) Continued Training. A provider shall successfully complete: During the first year of registration, 18 clock hours of approved training specified by the office; and by the end of each 12-month period after the first full year of registration, a total of 12 clock hours of approved continued training that consists of: (a) At least 6 clock hours of core of knowledge training; and (b) Not more than 6 clock hours of elective training. Large Family Child Care Home, 13A.18.06.05 Child Care Home Director: A Director shall (2) According to the professional development plan, complete approved continued training, at the rate of at least 12 clock hours per full year of service as a director, that consists of a: (a) Minimum of 6 clock hours of core of knowledge training; and (b) Maximum of 6 clock hours of elective training. 13A.18.06.06 Family Child Care Teachers (D.), A family child care teacher in a child care home shall: According to the individual's professional development plan, complete approved continued training, at the rate of at least 12 clock hours per full year of employment as a child care teacher, that consists of a: 1. Minimum of 6 clock hours of core of knowledge training; and 2. Maximum of 6 clock hours of elective training. 13A.18.06.07 Aides A. An aide shall: (4), According to the individual’s professional development plan, complete approved continued training, at the rate of at least 6 clock hours per full year of employment as a child care aide, that consists of a: 1. Minimum of 3 clock hours of core of knowledge training; and 2. Maximum of 3 clock hours of elective training; d. License-exempt family child care homes: N/A e. Regulated or registered in-home child care: N/A f. Non-regulated or registered in-home child care: License-Exempt/Informal Providers are required to complete 4 hours of ongoing training annually, which includes a 1 hr update required as of June 2024. 6.3.2 Accessibility of professional development for Tribal organizations Describe how the Lead Agency’s training and professional development are accessible to providers supported through Indian tribes or Tribal organizations receiving CCDF funds (as applicable). Maryland does not have any Indian Tribes or Tribal organizations recieving CCDF Funds. 6.3.3 Professional development appropriate for the children, families, and child care providers Describe how the Lead Agency’s training and professional development requirements reflect the range of children, families, and child care providers participating in CCDF. To the extent practicable, how does professional development include specialized training or credentials for providers who care for infants or school-age children; individuals with limited English proficiency; children who are bilingual; children with developmental delays or disabilities; and/or Native Americans, including Indians, as the term is defined in Section 900.6 in subpart B of the Indian Self-Determination and Education Assistance Act (including Alaska Natives) and Native Hawaiians? MSDE approved trainers provide professional development that aligns with The Maryland Knowledge and Competency Framework for Child and Youth Care Professionals. The framework: -Provides coherent structure and content for the professional development of Maryland’s child and youth care workforce; -Informs the course of study that child and youth care professionals follow as they pursue courses of study in higher education institutions; -Gives guidance in the definition of child care credentials and certifications, helping to enhance and stabilize the workforce; -Presents comprehensive descriptions of the skills, knowledge, and competencies that child and youth care professionals need to support learning and professional development across program types, ensuring that children; and youth (prenatally through adolescence) and their families receive services targeted to their unique developmental needs; -Reflects the broad differences in racial and cultural heritage, language, health, and family situations that constitute the diversity of the State of Maryland; -Recognizes that all children and youth, including those with special needs, special health care needs, and/or developmental delays or disabilities, possess potential for learning; -Builds on developmentally appropriate teaching and assessment practices; -Bolsters efforts to improve family engagement; -Strengthens professional development and post-secondary education programs; and -Supports the work of community agencies and organizations to provide appropriate and effective services to children, youth, and families. Training is available for providers who specifically care for infants and toddlers and school-age children. In fact, much of our training covers all ages. Also, the content of the trainings available are applicable to all diversities and populations. The Child Care Scholarship (CCS) branch provides trainings in English and Spanish, with visuals and very basic language to increase understanding for License-Exempt/Informal Providers. 6.3.4 Child developmental screening Describe how all providers receive, through training and professional development, information about: (1) existing resources and services the State/Territory can make available in conducting developmental screenings and providing referrals to services when appropriate for children who receive assistance under this part, including the coordinated use of the Early and Periodic Screening, Diagnosis, and Treatment program (42 U.S.C. 1396 et seq.) and developmental screening services available under section 619 and part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.); and (2) how child care providers may utilize these resources and services to obtain developmental screenings for children who receive assistance and who may be at risk for cognitive or other developmental delays, which may include social, emotional, physical, or linguistic delays: MSDE trainers conduct training on Developmental Screening, as well as training about the ASQ-3 and ASQ Online, Brigance, Best Beginning, and Speed DIAL-4. Currently, the training provided only focuses on the use of the tools. Effective July 1, 2022, all providers serving children under the age of three years old, must notify parents on an annual basis of the Maryland Infant and Toddler Program via a brochure on the Agency’s website. The brochure describes the program and has contact information for all regions of the state. The brochure may be accessed at the following link: https://earlychildhood.marylandpublicschools.org/system/files/filedepot/2/infant_and_toddler_p rogram_brochure_final.pdf.