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: Professional development requirements for the New Hampshire Early Childhood and Afterschool Professional Development System were developed by two state cross-agency bodies, the New Hampshire Early Childhood Credential Task Force and the New Hampshire Afterschool Network (NHAN). These bodies each included representation from the State Advisory Council (Child Care Advisory Council or CCAC). Elements of the framework that were updated include a revision of nearly all credential titles, addition of an Emerging Professional credential, rethinking of professional development levels. [ ]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: BCDHSC, Child Care Licensing, Child Care Aware of NH, ACROSS NH, Department of Education, PTAN, 2 and 4-year higher education institutions and child care providers. It was noted during the public hearing comment period ending June 28th 2024, that gaining content expertise in development of PD framework will enhance the overall PD system. [ ] 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). BCDHSC provides Early Childhood Professionals three sets of competencies: NH Infant/Toddler Workforce Specialized Competencies; NH Preschool Workforce Specialized Competencies; and NH Early Childhood Workforce Specialized Competencies. https://www.nh-connections.org/providers/nh-specialized- competencies/. The Early Childhood Family Mental Health Credential has two core competencies, the Advanced Reflective Practice Consultant, and Intermediate Reflective Practice Consultant. https://www.nhaimh.org/ecfmh- credential2. The New Hampshire Out of School Time has a set of competencies through National AfterSchool Association. https://www.acrossnh.org/_files/ugd/86ede4_afba8a791fc745d4ad32615b89a50 83a.pdf. The NAA Core Knowledge and Competencies enable afterschool and youth development practitioners to demonstrate expertise and gain a higher level of recognition within their communities. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. The NH Professional Development System was updated in 2022. The updated lattices include: Early Childhood Educator, which encompasses our previous Family Child Care, Master Teacher and Early Childhood Teacher Credentials, which was previously Early Childhood Master Professional. Some NH institutions of higher education include early childhood and youth development certificate programs as a pathway toward earning a degree and helping providers meet staff educational qualifications for licensing. This coursework also helps professionals meet the requirements for higher levels on the credential lattices. NH DHHS has developed a new information system for early childhood and out of school time programs and professionals. It is called the NH Connections Information System (NHCIS), and it includes several components. All families will find resources to make informed decisions about child care services that meet their needs. NH professionals, policy makers and partners will use the system information to make data-driven decisions that improve professionalism and workforce quality to positively impact children. https://www.nh-connections.org/providers/nh- connections-information-system/ 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. In January of 2020 the governor established The Council for Thriving Children as NH’s new Early Childhood Care and Education Advisory Council. The council sits at the University of New Hampshire, providing a direct opportunity for higher ed to advise on NH’s professional development framework. In 2023 the Council developed the New Hampshire Strategic Plan for Early Childhood. The Council engaged in a comprehensive, inclusive strategic planning process designed to guide the collaborative work of New Hampshire’s early childhood system over the next three years. The following are five priority outcomes, representing the greatest opportunity to improve the early childhood system for the key beneficiaries: children, families, and providers. These priority outcomes respond to the analysis findings that considered the performance trends for the early childhood system in New Hampshire. Each of these priority outcomes will be measured and monitored using state-level data. iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. The Institutions of Higher Education Roundtable is facilitated by the BCDHSC continues to meet three times/year to discuss the relative topics to the field of early education. CCSNH offers true statewide reach with 7 colleges and 5 academic centers across New Hampshire. The University System of NH and the NH Community College System created and maintains an articulation website that enables students to determine how their credits will transfer across the two systems. For more information about articulation within the University System of NH and the NH Community College System, see: https://www.nhtransfer.org/transfer-agreements. 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 BCDHSC, along with Child Care Aware of NH and ACROSS NH, worked collaboratively to create an enhanced early childhood and afterschool workforce registry, the New Hampshire Professional Registry (or the Registry). This is required of all child care professional in order to track; background screenings, employment, credentials, training and technical assistance. In February of 2024 the Bureau launched a market rate survey. Professionals needed to log into their portal and complete the survey. The survey results will help create a more accurate picture of the child care market, allowing us to advocate for policies that support high-quality child care and establishing fair and competitive rates. It has a positive impact on the entire community by supporting the economic well-being of child care providers and enhancing the overall quality of child care services available to families. This website can be viewed after logging in here: https://nhpublichealth.force.com/nhccis/s/login/ vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. The BCDHSC has several contracts that provide funding for professional development: Southern New Hampshire Services CCR&R contract provides many professional development opportunities ranging from Child Care Basics training to Leadership training at little to no cost to providers. Technical assistance is also provided through this contract at no cost. Southern New Hampshire Services expanded its no cost online training options both offered by Child Care Aware of NH staff as well as offered through the New Hampshire ProSolutions online learning platform. The Boys and Girls Club of Central New Hampshire contracts (ACROSS NH) provides training and technical assistance to school age professional at little or no cost to individuals. T.E.A.C.H. Early Childhood® New Hampshire (T.E.A.C.H. NH) provides comprehensive scholarships to enable early educators to take coursework leading to credentials and degrees by making it possible for them to afford both the time and expense of going to school. Recipients enroll in courses at local colleges while working at least 30 hours per week. In exchange for receiving increased compensation, recipients also agree to remain at the sponsoring program for at least 6 months to 1 year following the completion of their scholarship contract. The commitment period will vary by the type of scholarship that is awarded. T.E.A.C.H. NH offers four scholarship options for teachers and family child care providers in New Hampshire. The Southern NH Services and Department of Labor Early Childhood Apprenticeship Program (ECAP) is a training opportunity for individuals employed in the early childhood field. It is designed to combine classroom instruction and work experience to enhance the quality of care for children while increasing the apprentice’s skill level and wages. The goal of ECAP is for individuals to obtain the credential required to work as a teacher in a state licensed child care center, increasing the supply of skilled professionals and the delivery of high quality early education. ECTA supports New Hampshire’s efforts to provide tuition assistance for child care teachers and directors of young children. Our partnership with UNH-College of Professional Studies and the DHHS Division of Economic & Housing Stability enables individuals to increase their knowledge and skills, while working in the field of Early Care and Education. Students, working at least 20 hours per week in a NH licensed early childhood program, are invited to apply. The Early Childhood 100% tuition paid for several specific courses focusing on critical shortage areas in New Hampshire. Prerequisites are required for these courses: o Infant & Toddler Development o Early Childhood Special Needs o Positive Behavior Guidance 50% tuition awards are made for other ECE courses. Non-ECE courses are not eligible for awards, even if they are required for degree completion. The PTAN contract provides free trainings for early childhood professionals on topics related to social emotional development. ProSolutions holds the contract for online health and safety trainings required by the CCDF Reauthorization. These trainings are available 24/7 at no charge to providers. BCDHSC partnered with the NH Department of Education, the national Pyramid Model Consortium, PTAN and ProSolutions to offer additional, no cost online trainings that address social emotional development, staff wellness, and trauma informed care. b. Does the Lead Agency use additional elements? [x] Yes. If yes, describe the element(s). Check all that apply. i. [ ] Continuing education unit trainings and credit-bearing professional development. Describe: 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: BCDHSC offers many trainings through ProSolutions, ACROSS and Child Care Aware that support the Bureau’s Core Knowledge Areas. As well as the ongoing needs of the field. Additional trainings are offered in the content of age specific, trauma informed, business practices and staff retention. It was noted during the public hearing comment period ending June 28th 2024, it was noted that BCDHSC needs to ensure there are multiple pathways including a focus on higher education opportunities as well as a balance of in person and online training options. Some comments were in favor on pre-service training incentives, other comments were not in favor. We will work with the State Leadership to identify strategies for enhancement to our PD framework and incentives for participation in the PD system. 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? NH uses a set of three competency documents, Infant and Toddler Workforce, Preschool Workforce, and Early Childhood Workforce. These competencies are designed as self-assessment tools, used to identify the knowledge and skill levels of those working with or on behalf of children and their families. They were developed to be applicable to a broad range of provider types, including center-based, family child care, and in-home providers regardless of position, title, or experience level. There are specific competencies which address those working with children ages birth-five, with the Early Childhood Workforce document being more broad in order to include older age groups, non-direct care providers, and professionals in supporting fields. The NH Afterschool workforce uses the National Afterschool Association’s Core Knowledge, Skills, and Competencies for Afterschool and Youth Development Professionals. Each of the three competencies booklets includes suggestions for intentional use of the competencies as they relate to specific Core Knowledge Areas. These are specific to school-age children yet are able to serve diverse program structures and a variety of philosophies. 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? There are numerous entry points into career field, including but not limited to internships, apprenticeships, volunteer opportunities, technical and college training programs, workforce re-entry programs, licensed and license-exempt care opportunities, web-based statewide childcare job search capabilities, and recruiting events and materials, among others. The NH professional development system offers an inclusive lattice for professionals who are at different stages in their career. 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? NH Child Care Advisory Council is a legislatively enacted advisory group. The purpose of the New Hampshire Child Care Advisory Council (NHCCAC) is to support the development of quality, affordable child care statewide, and provide a forum for the gathering and dissemination of information among groups concerned with child care and related services, to advise and make recommendations to the Commissioner of the Department of Health and Human Services on general policies and legislation regarding child care, and to inform and communicate with the Office of the Governor and the Commissioner of the Department of Education. DUTIES AND RESPONSIBILITIES The NHCCAC shall: a. Develop a 5-year state plan of recommended improvements of child care services in the state of New Hampshire, copies to be sent to the speaker of the house, the president of the senate, and the governor; b. Submit an annual progress report of the council’s 5-year state plan to the speaker of the house, the president of the senate, and the governor; c. Review and make recommendations regarding federal plan submissions and proposed legislative changes to facilitate the development and provision of quality child care services in the state of New Hampshire; d. Act as a forum to receive information from child care professional, educators, providers, consumer, government agencies, and the business community relating to the provision of child care services in the state of New Hampshire; e. Encourage cooperation and joint activities among groups concerned with child care and related services; f. Interpret to the public the need for child care services; g. Provide a forum where the points of view of professionals, lay persons, consumers government agents, educators, providers, the business community and volunteers, can be brought together toward common goals; h. Promote citizen interest and involvement in community planning and development of child care services; i. Advise the commissioner of health and human services on any issue related to child care in New Hampshire; Page 2 of 5 j. Inform and communicate with the commissioner of education on any issue related to child care in New Hampshire; k. Inform and communicate with the governor on any issue related to child care in New Hampshire; l. Members are expected to attend legislative and other public hearings on child care issues whenever possible and to contribute according to their areas of expertise. The council is the advisory body for the federally-funded Child Care Development Fund. The advisory council may serve as an advisory body when required for state participation in or may coordinate with other federally-funded child care programs granted to the state of New Hampshire. https://nhccac.org/wp-content/uploads/2023/12/NH-Child-Care-Advisory-Council- Bylaws.10.21.11.pdf NH has held Preschool Development Birth-to-Five grant. The 2023 strategic plan Strategic Theme 3 relates to compensation activities. https://councilforthrivingchildren.org/uploads/attachments/cllvc8gnp1i4alkkaujwirtoi- 2023-2025-nh-strategic-plan-for-early-childhood-framework.pdf. Currently, the Preschool Development Grant is on a no-cost extension through December of 2024. NH may apply for future PDG funding, but currently has opted out of submitting additional applications. The NHCCAC has prioritized wages as part of their strategic goals, the Bureau Chief is engaged in all CCAC meetings and will be a partner in working to identify the types of staff and target compensation levels. 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? BCDHSC partners with the NH Community College Systems to align coursework that allows professionals to enter the NH Professional Development system at a higher credential level. This includes CDA completion, practicum students, Early Childhood Apprenticeship Program (ECAP) and T.E.A.C.H participants. 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 Narrow Cost Analysis survey gathers wages and benefits for the program hourly rates by role. We can report by town, county, region. 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 GSQ Capacity Building Contract funded by the BCDHSC, we were able to disperse an incentive to credential recipients who were awarded a credential during a certain time frame. NH’s QRIS system also offers incentive funds for programs awarded a step in the system. The incentives can be used for personnel costs and professional development for employees.