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: Tenn. Comp. R. & Regs. 1240-04-01 requires licensed child care center directors to have at least 24 hours of training annually; licensed child care center assistant directors to have at least 18 hours of training annually; and licensed child care center educators to have at least 12 hours of training annually. b. License-exempt child care centers: Directors, assistant directors, teachers, and assistant teachers in centers regulated by the Tennessee Department of Education are required to have 30 hours of professional development annually. License-exempt providers that participate in the Child Care Payment Assistance/Certificate Program are required to have at least six (6) hours of training annually in CCDBG health and safety topics. c. Licensed family child care homes: Tenn. Comp. R. & Regs. 1240-04-01 requires licensed family home and group home primary educators to have at least 18 hours of training annually; and licensed family home and group home educators to have at least 12 hours of training annually. d. License-exempt family child care homes: License-exempt home providers that participate in the Child Care Payment Assistance/Certificate Program are required to have at least six (6) hours of training annually in CCDBG health and safety topics. e. Regulated or registered in-home child care: In-home care is limited to circumstances where a child resides in the home of a child care provider and that child is related to the provider, e.g., a child or grandchild. The Lead Agency only allows in-home care under these circumstances and such providers are required to have at least six (6) hours of training annually in CCDBG health and safety topics. f. Non-regulated or registered in-home child care: N/A. 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). N/A. 6.3.3 Professional development appropriate for the diversity of children, families, and child care providers Describe how the Lead Agency’s training and professional development requirements reflect the diversity 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? The Lead Agency requires all staff caring for infants to complete Sudden Infant Death Syndrome (SIDS) and Safe Sleep and Preventing Shaken Baby Syndrome, Abusive Head Trauma, and Child Maltreatment training trauma prior to contact with children. The Lead Agency requires all staff caring for infants to complete age-appropriate CPR/First Aid within 90 days of employment and at least every three (3) years thereafter. The Lead Agency also requires staff to complete training in the Tennessee Early Learning Development Standards (TN-ELDS) during the first 120 of employment providing a developmentally appropriate framework for parents and caregivers to work together to provide meaningful interactions and activities. The Lead promotes completion of age appropriate First Aid and CPR certification, the Tennessee Infant Toddler Credential, Tennessee Child Care Resource & Referral Network (CCR&R) Infant Toddler Care Specialization (ITCS), and Infant/Early Childhood Mental Health Endorsement® among best practices. Generally, child care providers receive training on developmental monitoring and screening as part of broader topics, including inclusion and children with special needs. Although there is not a single training on the specific subject within Tennessee Child Care Online Training System (TCCOTS) powered by ProSolutions Training, child developmental screenings are referenced in various trainings, e.g., Children with Disabilities: Working with Children and Families (Tennessee). This training includes references to the Tennessee Early Intervention System (TEIS) and the importance of observation and assessment for developmental milestones (with screening being the first step in developmental monitoring and observation). TECTA Orientations all refer child care providers to Child Care Tennessee website where assessment tools and technology help are provided. Tennessee Early Childhood Program Administrator Credential (TECPAC) Academy has a module on Screening and Assessment that includes screening and Identification as well as Assessment in Support of Learning. Child care providers may receive training, coaching, technical assistance, and following classroom observations on developmental monitoring and screening through specialized teams of infant and toddler quality coaches and inclusion quality coaches with the CCR&R. Training and professional development are available to child care providers through the CCR&R professional development training calendar. CCR&R Inclusion Quality Coaches liaise within local communities and school systems to collect and make available developmental screening tools and resources, and share information about Learn the Signs, Act Early to child care providers. CCR&R promotes and offers support for child care providers with program inclusion for children with disabilities or on-site consultation problem-solving child care and other health issues, including evaluation for adaptive equipment and/or technology needs. Through on-site coaching, CCR&R works with child care providers to ensure children with disabilities receive safe, high- quality care and appropriate accommodations through the use of Inclusion Coaching Plans, individualized blueprints for educators to follow that further ensure children in the classroom have sufficient learning opportunities, activities, and materials. Inclusion Coaching Plans identify strategies for providing meaningful care and education and are opportunities for educators and families to work together in support of all children participating in activities and building relationships with their peers. Through its team of Family Engagement Quality Coaches, CCR&R offer resources to families and incorporates diverse family backgrounds into early childhood classrooms through parent advisory groups, parent meetings, and family conferences which can also include support for developmental concerns. CCR&R also implements Language Environment Analysis (LENA) when recommending bilingual book choices and family activities. The Association of Infant Mental Health in Tennessee (AIMHITN) strives to make training and resources accessible to all families and early childhood education professionals by offering language interpretation, closed captioning, and methods to strengthen accessibility. AIMHITN also offers Coffee, Culture, and Connection community of practice trainings as opportunities to discuss the diverse needs of community, such as migrant families, language support, and other topics. AIMHITN offers training for early childhood professionals to enhance their knowledge and skills in supporting children and families with differing abilities. AIMHITN offers training related to supporting the assessment of the developmental needs of children for early childhood educators and provides access for educators to refer children and families to TEIS for early intervention services. AIMHITN offers a pathway for child care providers to assess their programs and develop high-quality inclusion practices and recognizes high-quality inclusion care among early childhood programs that offer exemplary services to children with differing abilities through its Belonging Awards. AIMHITN also refers early childhood educators to CCR&R for support with assessment and referring children for appropriate services. The Lead Agency and its CCDF Quality Child Care Partners also offer or make available assistance through translation or interpretation services. Access to shared resources for all child care providers licensed by the Lead Agency is facilitated by the Community Foundation of Middle Tennessee (CFMT) through its online ChildcareTennessee.com platform. Staff of child care centers and family and group child care homes licensed by the Lead Agency are required to complete at least three (3) hours of training annually in pre-literacy and literacy skills and education implementation, which includes building English language skills and implementing English language learning strategies in the classroom; however, the Lead Agency does not have a more specific training or professional development requirement to care for children who are bilingual or limited English proficient. 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: Child care providers may receive training, coaching, technical assistance, and following classroom observations on developmental monitoring and screening through specialized teams of infant and toddler quality coaches and inclusion quality coaches with the Tennessee Child Care Resource & Referral Network (CCR&R). Training and professional development are available to providers through the CCR&R professional development training calendar. CCR&R Inclusion quality coaches liaise within local communities and school systems to collect, make available developmental screening tools and resources, and share information about Learn the Signs, Act Early to child care providers. Access to shared resources for all child care providers licensed by the Lead Agency are facilitated by the Community Foundation of Middle Tennessee (CFMT) through its online ChildcareTennessee.com platform. Generally, child care providers receive training on developmental monitoring and screening as part of broader topics, including inclusion and children with special needs. Although there is not a single training on the specific subject within Tennessee Child Care Online Training System (TCCOTS) powered by ProSolutions Training, child developmental screenings are referenced in various trainings, e.g., Children with Disabilities: Working with Children and Families (Tennessee). This training includes references to the Tennessee Early Intervention System (TEIS) and the importance of observation and assessment for developmental milestones (with screening being the first step in developmental monitoring and observation). TECTA Orientations all refer child care providers to Child Care Tennessee website where assessment tools and technology help are provided. Tennessee Early Childhood Program Administrator Credential (TECPAC) Academy has a module on Screening and Assessment that includes screening and Identification as well as Assessment in Support of Learning. AIMHITN offers training for early childhood professionals to enhance their knowledge and skills in supporting children and families with differing abilities. AIMHITN offers training related to supporting the assessment of the developmental needs of children for early childhood educators and provides access for educators to refer children and families to TEIS for early intervention services. AIMHITN offers a pathway for child care providers to assess their programs and develop high-quality inclusion practices and recognizes high-quality inclusion care among early childhood programs that offer exemplary services to children with differing abilities through its Belonging Awards. AIMHITN also refers early childhood educators to CCR&R for support with assessment and referring children for appropriate services. Information on child developmental screenings may also be made available when screenings are offered in a community.