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: CDD's agreement with Northern Lights at CCV requires Northern Lights to convene the Professional Preparation and Development Committee (PPD), part of the Building Bright Futures State Advisory Council. This Committee is cochaired by a CDD staff member and the NL director at CCV. A representative of Building Bright Futures (staff) sits on the Committee and is the primary link with the State Advisory Council. The Professional Preparation and Development Committee, one of the BBF's Vermont Early Childhood Action Committees, serves as the primary advisory group on Vermont's professional development framework and practices. Committee membership includes individuals representing the broad early childhood system: licensed programs, FCCPs, Head Start, LGK, BBF, NL at CCV, Vermont Afterschool, the VTAEYC, professional development providers and sponsors, and CDD staff. CDD funds NL at CCV with CCDF to support and coordinate the implementation of Vermont's Professional Development System. [ ]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: The Vermont Afterschool Advisory Committee was also consulted regarding changes to the afterschool competencies. The committee reviewed those competencies and recommended to the CDD that the National Afterschool Association standards and competencies be the new set of Vermont afterschool standards and competencies. [ ] 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). In 2023, CDD adopted two sets of national standards and competencies to replace standards previously developed. The National Association for the Education of Young Children Professional Standards and Competencies for Early Childhood Educators and The National Afterschool Association Core Knowledge and Competencies. Both of these sets of standards were reviewed and recommended by the SAC's Professional Preparation and Development Committee and approved by CDD. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. Vermont has had an online professional development registry since 2004 within BFIS. Within BFIS are Quality and Credentialling accounts that are connected to each individual participating in the early childhood and afterschool workforce. These accounts track each individual’s progress in meeting their qualification and professional development requirements, including fingerprinting requirements. Quality and Credential accounts are linked to BFIS program accounts so that the CDD Child Care Licensing Staff can view individuals’ qualification and professional development information. Limited account information is also viewable by program directors so that they can monitor their compliance. NL at CCV staff verify and upload qualification and professional development documentation according to Child Care Licensing criteria, and to requirements and processes described within Vermont’s Professional Development framework. Career Ladder: CDD's early childhood professional development system reflects an eight-level Early Childhood Career Ladder. The professional development system also reflects Afterschool Pathways. This model and its components were recommended by the State Advisory Council's Professional Preparation and Development Committee, approved by CDD, and are supported and implemented by NL at CCV and Vermont Afterschool. Resource Advisors: NL@CCV employs five (5) Resource Advisors who provide career advising support to the early childhood and afterschool workforce, plan and coordinate NL at CCV professional development offerings, and participate in community and other activities to support the career needs of the early childhood and afterschool workforce. 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. Vermont's Early Childhood State Advisory Council is convened by BBF through legislative mandate. The State Advisory Council advises on and approves the VECAP. which then has several statewide and regional committees to support its implementation. One VECAP committee is the Professional Preparation and Development ("PPD") Committee, which is charged with overseeing the early childhood and afterschool professional development system. The PPD Committee's mission is to ensure comprehensive coordinated system of quality learning opportunities that give current and prospective professionals the knowledge, skills, dispositions, and experiences they need to provide the best care and education to children and families in Vermont. The PPD Committee is comprised of representatives from roles across the early childhood and afterschool system. In addition to the regulated care workforce, the PPD Committee also includes participation from across the broad early childhood field including individuals representing roles from early childhood and afterschool programs, Children’s Integrated Services (Part C, home visiting and more) BBF, CDD funded partners, the VT Early Childhood Higher Education Consortium, LGK and others. iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. Vermont's Early Childhood Higher Education Consortium brings together college faculty, state and non-profit agency leaders, including the Head Start State Collaboration Office, to collaboratively address the education needs of the early childhood workforce. Agreements between colleges was first developed in 2017, reviewed in 2020, and were updated in 2024. The Vermont Early Childhood Higher Education Consortium has worked to streamline articulation agreements among the state colleges and with the private colleges in Vermont. Vermont’s only institution offering an AA in early childhood education, CCV, has agreements into BA programs at Vermont State University ("VSU"), the University of Vermont ("UVM"), and the private colleges offering ECE degrees operating in Vermont. 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. CDD uses the Bright Futures Information System ("BFIS") to collect data on the early childhood workforce in Vermont. Data is collected on the number of individuals working directly with children, their role in the program, and the education and credentials of those individuals. In January 2024, CDD published three reports on the 2022 BFIS workforce data Key findings from these reports include: The number of individuals working in regulated child care settings appears to be recovering from 2020, though it has not returned to pre-pandemic levels. While there was a 10% increase in the number of individuals working within center-based child care and preschool programs, there were declines in the number of people working in family child care homes (-17%) and regulated afterschool programs (-4%). Gains and losses also varied significantly by region. While individuals working in regulated early childhood education and afterschool programs have a range of educational credentials, the number reporting post-secondary degrees is increasing. The number of individuals holding verified masters, BA, or AA has increased 48.9% between 2018 and 2022. Over 32% of all individuals in regulated child care report attainment of an associate’s degree or higher across all settings; of that 32.5% with degrees, 81.4% have a BA or beyond. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. Act 76 (2023) transforms how we fund our early childhood and afterschool system in Vermont. It provides new funding into the system by providing expanded eligibility and higher reimbursement rates within the CCFAP. Vermont has created additional early childhood systems funding opportunities through short term funding, including American Rescue Plan Act ("ARPA") spending, and funds distributed as a part of the Preschool Development Grant ("PDG"). Some of this ARPA and PDG funding was designed to support limited and short term programming; other grant funded programs will need to be sustained through other funding sources in the future. Some of the ways that the state is currently using funding to sustain and improve our early childhood system include: Increase wages and provide benefits to their employees. Scholarships for coursework are provided through the T.E.A.C.H. Early Childhood Vermont Program. Bonuses are provided for completion of early childhood achievements, or for individuals who achieve their first educator license in Early Childhood or Early Childhood Special Education. Afterschool bonuses are available for achieving training in providing afterschool care, including the Vermont Afterschool Credential. Wage enhancements where participants can earn a raise or bonus after successfully completing a scholarship contract are an important component of the T.E.A.C.H. Early Childhood Vermont program. This program also includes the Vermont Early Childhood Apprenticeship Program. Both programs provide stipends for participating mentors. VECNs are funded through the new SPARQS program. VECN can use their funding to pay for regional professional development opportunities, as well as for a variety of wellness programs, as determined by each Network. CDD funds Vermont Afterschool, Inc. to offer three (3) tuition-free college courses for individuals who work in afterschool programs. These courses can be applied to the Vermont Afterschool Professional Credential and the CCV Afterschool and Youth Work Certificate. CDD funds the Early Educator’s Institute at Castleton, which offers an opportunity for early educators to obtain low-cost college coursework in the summer. Funding offered through the BTAP at First Children’s Finance assists program administrators in creating business plans and budgets so that their operations run more effectively and sustainably. Additional financial assistance to help providers attain credentials, post-secondary degrees and meet regulatory requirements is available through the Vermont Student Assistance Corporation ("VSAC"), which offers both degree and non-degree grants for low-income Vermonters. 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 Vermont professional development system has been intentional about creating and implementing programs that are built upon stackable course credits leading to higher levels of achievements. These include: Options to request credit for college-level learning and experience gained through work and training, military or community service, and online or individual study available through CCV. The T.E.A.C.H. Early Childhood Vermont Program through VTAEYC, which currently provides scholarships for people enrolled in: Associate's Degrees through CCV; Early childhood coursework and support for those who have a Bachelor's Degree but not a teaching license in either Early Childhood or Early Childhood Special Education; The Vermont ECE Apprenticeship Program A BA related to the early childhood system. Apprenticeship model: VTAEYC, VDOL, and CDD collaborate to offer the Registered Early Childhood Educator Apprenticeship Program for early childhood education staff seeking education and experience in the field. Apprentices complete college coursework and participate in additional community-based trainings to gain the knowledge and skills needed to work more effectively in the field. This program is designed for apprentices who are working at least 30 hours per week, and typically takes about 2 years to complete. Youth Apprenticeship Model. Since 2023, CDD has been partnering with VTAEYC on this program that provides a pathway into the early childhood system in coordination with CTE centers that offer early childhood programs. CTE students participating in this program have the opportunity to take 2 free college courses through CCV, including entry-level early childhood courses. The Vermont Early Childhood and Afterschool Program Director Credential) implemented by NL at CCV is a credential for professionals working in center-based, afterschool, or family child care settings, who are directors or managers and for those who want to gain the program director competencies. Twenty-one college credits are required for achieving the credential. The Vermont Afterschool Professional Credential is implemented by Vermont Afterschool and awarded by NL at CCV. It formally recognizes the professional competency and accomplishments of afterschool professionals who demonstrate a depth of experience, coursework, and training. Vermont Early Childhood Educators Institute, in partnership with the Vermont State College system, provides low-cost credit-bearing professional development. Individuals can access CDD tuition assistance scholarships to pay for course credit. Participants in the T.E.A.C.H. Early Childhood Vermont program can also take one of the courses and apply it to their degree program. CDD Tuition assistance grants can also support a variety of continuing education needs, including training and coursework offered through the Vermont Higher Education Collaborative. 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: CDD has been meeting with professional development organizations on a quarterly basis to share information about CDD initiatives, systems, and priorities, with the goal of fostering better alignment with its professional development partners. NL at CCV organizes a professional development sponsor summit once a year to share professional development data, including state level data reflecting Vermont’s PD framework. The Summit also provides a professional development opportunity for professional development providers. NL@CCV conducts an annual survey of Vermont’s Early Childhood workforce regarding their professional development needs, and shares key findings and recommendations at the professional development sponsor summit. These findings inform CDD's discussions about the strengths and challenges present in the early childhood PD systems. Vermont has a Sponsor system implemented NL at CCV, which is designed to provide a seamless, comprehensive experience for PD participants, ensuring that training and courses are: Documented, verified, and meet professional development criteria; Taught by skilled, qualified Instructors who are members of the Instructor Registry; and Address Core Knowledge and Competencies relevant to the roles and experience of training participants. The BBF PPD Committee meets monthly, and is made of up people representing a diverse set of professional perspectives across the Early Childhood system, including CDD staff. Its role includes supporting the alignment of training and educational opportunities for individuals working across the early childhood, afterschool, and early intervention sectors, as well as identifying connections between these sectors and other systems impacting Early Childhood (such as health). 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? Vermont has two sets of standards and competencies. The NAEYC Professional Standards and Competencies apply to all individuals in the Vermont early childhood workforce, including center-based early childhood programs and family child care homes, and the National Afterschool Association Core Knowledge and Competencies apply to the regulated afterschool workforce. Currently, Vermont does not have a way to gather data on the impact of the standards and competencies within programs. 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 Advancing the Profession Initiative is still under development in Vermont. It is envisioned that it will apply to licensed centers and family child care homes. Vermont captures data on early educators' professional development in BFIS. VTAEYC administers the professional development bonus program and collects data on early educators' achievements and bonuses for various accomplishments. Vermont’s ECEs are in the process of developing a wage ladder through the Advancing the Profession initiative. This is an initiative which seeks to formalize early childhood education as a recognized profession in the state. Vermont has a career ladder for early childhood educators and a career pathway for afterschool professionals. There are bonuses available for achievements for both the early childhood career ladder and for achievements in the afterschool pathway. 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? Vermont is working in partnership with VTAEYC to advance early childhood as a recognized profession, and to compensate staff in a fair and equitable way. Act 76 includes the following language: It is the intent of the General Assembly that, upon reaching provider reimbursement rates that are equivalent, when adjusted for inflation, to the rates recommended by the report produced pursuant to 2021 Acts and Resolves No. 45, Sec. 14: (1) Vermont may establish minimum wage rates for child care providers that align with the recommendations of the Vermont Association for the Education of Young Children’s recommendations in the 2021 Advancing ECE as a Profession Task Force report; (2) the minimum wage rates may annually increase based on the percentage increase in the average wage for NAICS code 611, Educational Services; and (3) the initial minimum wage rates may be adjusted for inflation based on the findings and recommendations of a required report. CDD has been awarded a Preschool Development Grant called the Vermont Integration Project Birth to Five. This grant will run from 2023-25, and is being supporting by a partnership of state agencies, their field partners, and an assortment of contractors. BBF provides the monitoring, advisory and data functions for this grant; both Building Bright Futures and CDD are leading Activities within the grant that are designed to further examine and address Vermont’s workforce compensation questions. 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 PPD Committee, which is a subcommittee of the Building Bright Futures State Advisory Council, has a role in aligning training and education opportunities with the higher education programs and professional development systems that exist within Vermont. Membership in the PPD Committee includes professional development providers, and representatives from institutes of higher education. Membership also provides a link with the Vermont Early Childhood Education Consortium. Currently, there is no data available to determine the impact of this work. 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)? Vermont conducted a wage and fringe benefit comparability study in 2021 to obtain information on wages and also as part of the EC Financing Study. Otherwise, Vermont currently does not have the technology to collect this information in an ongoing basis. However, we anticipate that in the next few years we will have a new data system that can support the collection and dissemination of this data. 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? CDD will be assessing the impact of the increase in the CCFAP rates that are being implemented under Act 76 once the changes are fully implemented. Currently, however, there is no data available to determine the impact of these efforts.