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? [ ] 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: [x]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: Wisconsin Department of Health Services (DHS) Wisconsin Department of Public Instruction (DPI) [ ] 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). With the goal of benefitting the children and families in the state of Wisconsin, the Lead agency created common standards for Professional Development expectations across numerous system partners (Higher Education, Child Care, Head Start, 4 & 5 year-old Kindergarten, Special Education, Child Welfare, Home Visiting, Health & Mental Health, Afterschool, Advocacy, etc.) called the Wisconsin Core Competencies. The Core Competencies can be seen as set expectations for what the child care workforce should know and be able to put into practice in a respectful and competent manner while assuming their roles working with and/or on behalf of children and their families. Additionally, the Lead Agency has engaged with WAN to to incorporate the National Afterschool Association Quality Standards and the Core Knowledge, Skills, and Competencies for afterschool staff. Further, the Lead Agency is working in collaboration with WAN to create a professional entry level training for school-staff providers. The alternative pathway consists of several non-credit courses and four credit Registry approved courses needed for the completion of an afterschool and youth development credential. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. The Lead Agency uses a workforce registry to monitor all credit and non-credit based professional development opportunities completed by child care professionals. Teachers, directors, administrators, and licensed family providers that began work with children on or after January 1, 2009 are required to participate. As of September 30, 2023 nearly 17,000 child care professionals were participants in the workforce registry. Between October 1, 2022 and September 30, 2023 the Lead Agency aided child care professionals in their development by providing scholarships (to formal education institutions) for 1,285 individuals, career development counseling for 297 individuals, and provided funding to the Wisconsin Early Education Shared Services Network (WEESSN) which offered free resources for up to 3,000 providers throughout Wisconsin. Additionally, with the support of WAN the Lead Agency collaborated in the development of an alternative pathway to address the needs of school-age children and their out of school time. 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 Lead Agency in conjunction with the Wisconsin Early Childhood Collaborating Partners aim to improve the quality, availability, and coordination of programs and services for children ages birth to five. In its efforts, the collaboration ensures that early care, school age, and family providers receive access to professional development opportunities that reinforce comprehension of optimal practices. The creation of the Governor’s Early Childhood Advisory Council (ECAC) effective resulting of Executive Order #269, tasked the Council with developing recommendations pertaining to statewide professional and career advancement plans for Wisconsin’s early childhood educators and assessing the capacity and effectiveness of Wisconsin’s 2- and 4- year public and private higher education institutions toward supporting the development of early childhood educators iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. In partnership with the Wisconsin Early Childhood Association Childhood Collaborating Partners, the Lead Agency actively promotes articulation between IHEs and in-service programs in attempt to provide easy access and transferability of achieved credits and credentials within a constant career ladder. These agreements are constantly being revised with new agreements being formed as well. This has been especially supportive for nontraditional student populations. 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. Utilizing Preschool Development Grant funding and in collaboration with Center on Wisconsin Strategy, Institute for Research on Poverty, Wisconsin Early Childhood Association, and UW-Madison Survey Center, the Wisconsin’s Early Care and Education Workforce was conducted with updated findings since the last CCDF state plan. There is a strong commitment to ECE, with a vast majority of center-based teachers stated that they work in the field because it is their chosen career or profession. But the study shows that the combination of low wages and challenging work conditions contribute to high rates of turnover and the ultimate decision to leave the field. For example: 22% of center-based teachers reported that it was very or extremely difficult to live on their household income. 39% of center-based and 42% of family providers reported ￿feeling used up but the end of the day￿ a few times per week or every day. During the time of this study (2021) 50% of center-based teachers, 66% of center- based directors, and 37% of family providers stated they plan to leave the ECE field within five years. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. Effective January of 2024, the Lead agency allocated funding for providers rated 4 and 5 stars in YoungStar to receive quality adjustments, additional funding beyond the maximum subsidy rate, for providers to use to maintain quality practices. Per State Statute the YoungStar adjustment percentages are up to 15% for 4-Star providers and up to 30% for 5-Star providers. The Lead Agency has also made substantial investments into the child care workforce through its Child Care Counts stabilization payments, including Program B dedicated specifically to workforce recruitment and retention. This additional funding opportunity will be available through 6/30/25. 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 Lead agency also invests in Wisconsin’s child care workforce through funding T.E.A.C.H. scholarships and REWARD stipends. T.E.A.C.H. scholarships were awarded to 1,285 participants which amassed completion and earning of over 10,000 college credits. These credits helped increase scholarship recipient wages by an average of nearly 5% and the receipts went on to provide care for over 39,000 children throughout Wisconsin. 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: In addition to providing current trainings, collaborative workgroups including The Registry Credential Committee and the Professional Development Approval System Committee meet quarterly to discuss revising existing courses, developing of new trainings/courses, and new processes or information sharing strategies. Members include training and technical assistance consultants and Wisconsin Technical College System (WTCS) system administrators as well as higher education faculty. Additionally, the Lead Agency revised the entry-level noncredit foundational courses for child care professionals (CCFT) by engaging trainers and training agencies, as well as higher education staff, in the revision process in 2022-2024. Beginning in 2024, the CCFT Community of Practice will begin engaging trainers and training agencies as well as higher education staff, in ongoing alignment of the CCFT noncredit trainings to the State T&TA framework. 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 Wisconsin Core Competencies create a common thread of Professional Development expectations across the variety of system partners (Higher Education, Child Care, Head Start, 4 & 5 year-old Kindergarten, Special Education, Child Welfare, Home Visiting, Health & Mental Health, Afterschool, Advocacy, and others). The Core Competencies provide expectations for what the workforce should know (content) and be able to do (skills) in a respectful & competent manner (attitudes) in their roles working with and/or on behalf of children and their families. The Core Competencies are organized under 12 Content Areas: child development; family systems and dynamics; diversity; special needs, disabilities, and inclusive practices; learning experiences, strategies, and curriculum; health, safety, and nutrition; guidance and nurturing; observation, screening, and assessment; family and community relationships; professionalism; planning, reflection, and evaluation; and administration and management. Additionally, the Wisconsin Training and Technical Assistance Professionals (T-TAP) Competencies were designed as a framework that complements other professional development systems. These competencies are used to inform, guide, and evaluate professional development opportunities that support T-TA Professionals, to provide consistency across sectors for T-TA to the workforce, as a resource for organizations to support employees involved in T-TA, and for guidance to support both new and current T- TA Professionals. 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? Upon successful completion of a T.E.A.C.H. scholarship contract, providers obtain a monetary raise or bonus from both the scholarship program and their employer (if applicable). In addition, the Lead Agency provides funding for the REWARD stipend program, which offers providers stipends if they have attained a certain educational level and remain in the child care field. 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 Lead Agency’s statewide needs assessment in 2020 found that ￿The Wisconsin early care and education workforce is lacking professional respect, adequate pay, benefits, and diversity. ECE programs are unable to retain their best workers. Members of the workforce seek opportunities to meaningfully connect with one another, receive coaching/mentorship, peer-to-peer support, and to engage in professional learning.￿ As a result of this needs assessment finding, Goal One of the Lead Agency’s PDG Birth ￿ Five Strategic Plan states, ￿The Wisconsin early care and education workforce will be diverse, fairly compensated, and supported.￿ One of the strategies implemented in support of this goal was the Child Care Counts initiative, a provider payment program aimed at allowing early childhood educators to maintain and expand access to high- quality programming. This initiative includes funds to be invested in workforce through wage increases, benefits, and professional development. Workforce continues to be a priority of the Lead Agency. ECAC members have made budget recommendations for investments in workforce development and are launching a subcommittee focused on the early education 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 ECAC includes representatives from University of Wisconsin Milwaukee ￿ School of Education, Wisconsin Technical College System, Wisconsin Association of Independent Colleges and Universities (WAICU), WECA, CCR&R, and other early childhood training and professional development consultants to assist in aligning Wisconsin’s professional development framework for providers. The Lead Agency also provides funding for the T.E.A.C.H. Scholarship Program, which pays for 90% of the cost of attending credit-based education in a Wisconsin 2-year or 4-year IHE. T.E.A.C.H. scholarship contracts provide financial assistance to complete stand-alone credits in early childhood education, credential programs (Infant Toddler, Administrator, Preschool, Inclusion, Family Child Care, Afterschool and Youth Development, Leadership, Program Development, Diversity, Nature-Based ECE, and Serving Dual Language Learners), as well as Associate’s and Bachelor’s degree paths and a First Nations Pathway. The T.E.A.C.H. steering committee consists of cross-sector partners, including IHE and other training organizations, to inform the direction of the T.E.A.C.H. program. 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)? Through Preschool Development Grant funding, the Lead Agency collected and compiled workforce compensation data from 2020 and 2021 surveys prepared and released by UW Madison Center on Wisconsin Strategy (COWS) and the Institute for Research on Poverty (IRP), in partnership with the Wisconsin Early Childhood Association (WECA) and the UW Survey Center. This data included median wages, tenure, and benefits of child care staff. The Lead Agency also contracts the CCR&R network to collect provider data by county, regulation type, age of children served, language spoken, training and experience, and other criteria. Data collection occurs annually through a provider Business Information Form, accessible online for providers to update throughout the year as changes occur. Additional local CCR&R data collected annually and made available to the Lead Agency includes staff wages of group centers by role and geography. Staffing and wage data are also collected by the Wisconsin Registry and made available to the Lead Agency. 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? In 2020, the Lead Agency implemented the Child Care Counts initiative, a provider payment program aimed at allowing early childhood educators to maintain and expand access to high-quality programming. This initiative includes funds to be invested in workforce through wage increases, benefits, and professional development. Child Care Counts will continue through State Fiscal Year 2025. In addition, the Lead Agency provides funding for the REWARD stipend program, which offers providers stipends if they have attained a certain educational level and remain in the child care field.