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 Montana Career Path (referred to as 'the Career Path') was updated in 2024 to launch in the Summer. The updates to the Career Path were determined following a review of feedback from practitioners and researching other career pathways nationwide. The Career Path revisions were requested by The Montana Early Childhood Higher Education Consortium (MECHEC) as well as the Lea Agency. Updates support early childhood professionals to advance their careers and improve the quality of early childhood education in the state. The revised Career Path framework includes new opportunities for years of experience and secondary degrees in non-related fields used to advance their placement on the career path. [ ]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: Updates on prospective changes to the Career Path were shared with apprenticeship and PDG B-5 workgroups, as well as practitioners with whom these changes directly affect. The Early Childhood Project (ECP) collected letters of support and emailed suggestions in favor of proposed revisions. The ECP researched various career ladders in registries nationwide considering how other states implement their career pathways. By actively engaging with stakeholders and conducting thorough research, revisions were made to not only meet the needs of practitioners but align with national trends and best practices. This collaborative approach has helped to build consensus and support for the proposed revisions, ensuring a successful implementation of the updated Career Path in Montana. [ ] 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). Montana's Early Care and Education Knowledge Base (referred to as the 'Knowledge Base') outlines the professional standards and competencies for what early childhood practitioners need to know, understand, and be able to demonstrate. The Knowledge Base is the foundation of Montana's career development system and was first published in 1997. It underwent subsequent revisions in 2004, 2008, 2013, 2018 and 2022. It is used as the basis for all training and professional development approval in Montana. The Knowledge Base content areas are structured around 'personal dispositions' and include Observation, Documentation, and Assessment, Teaching and Engagement, Family and Community Partnerships, Curriculum and Learning Environment, Professionalism, and Child Development. Knowledge. General competencies related to cultural, linguistic, ethnic, and developmental diversity are embedded throughout the document. Diversity related competencies remain a subcomponent of each content area. Two courses on inclusion are available to all child care staff for college credit and are embedded in the Lead Agency’s QRS standards. The Montana Early Learning Standards (MELS) are designed to guide the work of early childhood professionals in a variety of early childhood settings. Professionals who utilize MELS help ensure children from birth to age five develop the skills and knowledge they need to achieve success in learning and assist in reaching their full potential in life. MELS are currently undergoing a revision to ensure the standards are up to date and relevant. The Lead Agency will continue to promote the Inclusion I and Inclusion II trainings, the Knowledge Base, and the MELS. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. The Career Path is a framework for professional development in early childhood education. It promotes professional development for early care and education practitioners by recording and recognizing experience, training, and educational accomplishments. The Career Path is housed on the Practitioner Registry and managed by ECP. It has been modified to accommodate new pathways several times since its adoption in 1998 including in 2024. The Career Path outlines ten levels of career development which are based on training, education, and experience, ranging from a high school diploma/HiSet or GED certificate to advanced degrees in early childhood education. When a provider applies to join the Practitioner Registry, they are placed on the Career Path following verification of their transcripts, employment, and other documents submitted to the ECP. The Membership Status supports individuals who are currently enrolled in high school, or who are working to complete their HiSet/GED. Upon completion of the HiSet/GED, providers receive a one-time stipend. Training hour requirements were also adjusted at the time of the new CCDF Rule Regulation to a standard 16 hours annually across all levels on the Career Path. In 2022, the groundwork for a revision to the career path began, driven by feedback from practitioners and informed by the research and efforts of the ECP staff. A key focus of the 2024 revision was to create career pathway advancement opportunities for practitioners without requiring advanced degrees. New pathways are based on work experience and professional development and align with the current early childhood landscape. The updated Career Path framework includes changes to acknowledge and accommodate practitioners with diverse backgrounds and expertise. With a focus on practitioners, the revised Career Path promotes inclusivity, recognizes diverse pathways to professional growth, and provides opportunities for all individuals to thrive and advance in their careers in early childhood. 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 ECP is an outreach program within the Montana State University Department of Health and Human Development. ECP was founded in 1985 with the sole focus to improve the quality of programs and services for Montana's youngest children and their families through supports to the early childhood workforce. The Lead Agency contracts with the ECP to address CCDF regulations specific to professional development and the early care and education workforce. The ECP coordinates with state-level programs and early childhood state and federal grants to further align strategies and support the workforce through partnerships with QRS, PDG B-5, Part C/Early Intervention, and Early Childhood Apprenticeship and Pre-Apprenticeship programs with the Department of Labor and Industries. The ECP, due to its placement within higher education, has access to early childhood programs in colleges and universities across the state delivering content, curricula, student placements, and connections with state policy leaders. The ECP convenes the Career Development Advisory Board (CDAB) biannually to examine current data, trends, and issues related to the operation of the various programs it administers including the Registry, the PD Approval System, incentives and awards, Apprenticeship Programs, Director Credential, grants, annual leadership professional development events, and policies and procedures. CDAB convenes partners with strategic ties specific to the workforce. The CDAB grew out of the initial task force convened to plan for an Early Care and Education Career Development program in 1995. Key statewide partners preside on the CDAB board contributing to policy and key initiatives specific to ECE professional development system. CDAB representation expands depending on new areas of focus. Current representation includes the: Montana Child Care Resource and Referral Network, Tribal Child Care Administrators and/or Tribal Head Start/Early Head Start, Early Childhood Higher Education Consortium, Montana Association for the Education of Young Children, Head Start State Collaboration Office, Head Start Association, Child Care plus+, Center on Inclusion in Early Childhood (UM), Child and Adult Care Food Program, Montana Department of Labor and Industry Apprenticeship Program and Training, Office of Public Instruction, and Montana's distance learning contractor. The ECP Director is appointed to the Child Care Advisory Council, CCAC which provides additional opportunities for outreach for workforce initiatives. The CCAC recognizes the importance of professional development in the field of early care and education and provides a space to gather and share workforce related information. iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. The Montana Early Childhood Higher Education Consortium (MECHEC) convenes bi-annually to coordinate topics specific and relevant to advancing early care and education in higher education settings. The collective voice from institutions of higher education represents an expert lens on issues, trends, and needs in early childhood professional preparation. Members of the consortium include faculty from all higher education programs, including community and tribal colleges, to ensure articulation and collaboration across the state. The MECHEC is coordinated through the ECP and a faculty member at Montana State University facilitates the meetings. Articulation is a key focus of the partnership the MECHEC offers to the state. MECHEC is designed to stand as the leadership body for articulation agreements regarding credit transfers, common coding for ECE courses offered in higher education, registry level appeals, and new initiatives that require input and design by this group of stakeholders. The partnership between the ECP and the MECHEC is vital and provides a communication bridge between higher education and the Lead Agency. The MECHEC serves as a valuable resource and sounding board for the project, offering expertise and guidance in problem-solving early childhood related coursework questions. 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. Workforce data is available from the ECP’s Practitioner Registry. Following licensing changes made in 2018, child care licensing rule change, program staff in a state licensed care must participate on the Registry to meet licensing compliance standards. Verified data is used for policy and program development related to requirements in child care licensing rule, QRS, and the Registry. Data, such as career level advancement, number of providers in the field, and training hours are utilized in grant writing and legislative proposals to advance early care and education in Montana. Compensation information is encouraged in the Registry employment verification process, though it is currently collected on a voluntary basis. Data related to the early care and education workforce is shared on a quarterly basis with the across Lead Agency leadership. The ECP has a Data Research Analyst to conduct data analysis. Survey data collected at various points throughout the year helps the ECP to better understand the needs and preferences of the practitioners in the field. Survey results help ECP identify areas for improvements. Regular assessments of customer satisfaction allow the ECP to ensure practitioners feel supported throughout their careers. Surveys related to new developments and processes are crucial in meeting the needs and expectations of those directly impacted by the changes. The ECP makes informed decisions and adjustments to improve the overall user experience. The commitment to continuous improvement ultimately leads to a more positive and rewarding experience. The ECP contributes to the National Workforce Registry Alliance dataset. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. The Lead Agency contracts with the ECP to carry out training and professional development requirements including the maintenance of the Practitioner Registry. All orientation, ongoing health, and safety, and QRS trainings are offered free of charge to all providers. Any additional training costs, to meet the annual required 16 hours, are the responsibility of the provider. Costs vary depending on the type of courses chosen. ECP processes and creates payment files for the Professional Development Incentive Award for higher education and incentives connected to child care apprenticeship programs, which are paid by the Lead Agency, for individuals obtaining a degree credential in Early Childhood. The revised Career Path and the QRS redesign will give the Lead Agency an opportunity to explore a structure to incentivize progression along the Career Path and recognize provider’s advancements through professional development, degree, and credential attainment, and/or additional years of experience. 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: Inclusion I, Inclusion II, and CDA-A: Child Development and Brain Building are offered for training credit with an option to receive college credit through the University of Montana. 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 Higher Education/Professional Development (HE/PD) committee has worked on training and credential alignment from early childhood to higher education with a variety of stakeholders. The committee is currently paused and will reconvene in the fall of 2025. 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? The Montana Early Learning Standards and the Knowledge Base serve as a foundation for early childhood professionals. All training approved through the ECP is required to align with the standards and competencies. The alignment reinforces for the trainer and the participant the importance of the standards and competencies. It supports the repetition of the standards and ensures the trainings offered fit within the framework increasing the likelihood of high-quality offerings. Data analysis of trainings and competencies provide valuable insights into areas of strength and areas in need of improvement. By examining this data, stakeholder can identify which professional development competencies and standards are prioritized and valued. The Lead Agency QRS has a variety of free trainings for all early childhood staff to provide diverse content. Specific trainings are required based on role-type or sometimes ages served. Providers can participant in any QRS offered training. Data-based decisions are being thoughtfully made to determine what trainings will stay in the new QRS being launched in the Fall of 2025. The Lead Agency will continue to promote and support QRS offerings and guide participants engaged in QRS to the standards and competencies. 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 ECP is working to incorporate new opportunities to group trainings together and earn a badge. The introduction of badging will provide practitioners with a unique opportunity to enhance their professional development records in an innovative way. The first phase of badges includes trainings around (1) Health & Safety, (2) Trauma informed care, and 3) Business practices. The second phase includes badges for trainings regarding (1) Preschool, (2) Infant/Toddler, (3) CDA, (4) CPR/First Aid, and (5) Family/Group license type specific trainings. By earning and collecting badges, practitioners can showcase their expertise and accomplishments in specialized content areas or topics. Badging may present a way for practitioners to intentionally engage in targeted professional development that aligns with their interests and goals. Badges symbolize an early childhood professionals’ expertise and dedication to continuous learning and improvement. The implementation of badging can open new opportunities for incentives and career advancement for practitioners. 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 Preschool Development Grant Birth-Five (PDG B-5) has facilitated new connections between the ECP and its partners to focus on the revision of the MELS, while also providing support for the implementation of the Career Path and badging development. The updated Career Path will continue to offer opportunities to tie incentives and future stipends to individuals within the registry meaning practitioners can receive additional support and recognition based on their level of professional development and badge achievements. This approach recognizes the dedication and expertise of early childhood professionals and encourages ongoing professional development and growth within the workforce. 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 Career Path coupled with advisory council input provides a structured framework for individuals to progress in their careers and access potential incentives and opportunities for advancement. By outlining clear pathways for professional growth and development, individuals can navigate through the career path, receive recognition for their achievements, and access resources to support their ongoing learning and advancement. Continued collaboration with advisory structures like the MEHEC aids in aligning training and education opportunities. The recent MOU created between the ECP, Walter R. McDonald and Associates (WRMA), and the Council for Professional Recognition is an example of how alignment and collaboration streamlines the process early childhood professionals undergo to obtain credentials like a CDA. The MOU ensures that the Registry’s professional development records are recognized and approved as valid documentation for the CDA process. This collaboration helped simplify the credentialing process and reduce barriers for practitioners seeking to advance their careers and qualifications. 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 ECP plays a large role in collecting and tracking wage data for practitioners. While wage information is optional for individuals to provide, the project can compile data on wages that have been entered and collaborate with partnering agencies and the Department of Labor and Industry. This collaboration helps to ensure accurate data is shared to inform state level decision making and policy development. In addition to data sharing, the ECP participates in national data collection efforts through the National Workforce Registry Alliance contributing to a broader understanding of the workforce trends and needs in early childhood education. The ECP collects information on various factors such as geography, child care settings, race, ethnicity, gender, and ages of children served, to identify potential disparities on workforce participation. The ECP’s data driven approach allows stakeholders to advocate for policies and initiatives that support equity and quality in the early childhood field. The State’s QRS embeds Program Administration Scale (PAS) assessments for child care centers and Business Administration Scale (BAS) assessments for family/group home into its standards at all levels. High stakes assessments have been conducted at programs levels 3-5. ECP’s workforce data compares access to benefits and wage increases at the state and local program levels. 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? Through the Registry, the ECP and Lead Agency staff administered ongoing Professional Development Incentive Awards (PDIAs) for higher education attainment. The Career Path creates opportunities for providers to be guided to advancement in a structure whereby future incentive opportunities can be tied. The framework created helps to provide resources and opportunities for practitioners to enhance their skills, knowledge, and qualifications. The Registry, given its established infrastructure, expertise in managing incentive programs, and commitment to supporting early childhood professionals, is well equipped to administer new financial incentives and bonuses should they arise. When wage information is entered during the verification process, the ECP can help to ensure the wage is at least the state’s minimum to ensure both the employee and employer meet the requirement.