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: Wyoming Early Childhood State Advisory Council (WY ESCAC), University of Wyoming Professional Learning Collaborative, Child Care Providers, WY Kids First [ ] 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). The Department's Rules for Certification of Family Child Care Home(FCCH), Family Child Care Center (FCCC), or Child Care Center (CCC) requires professionals to take specific training for pre-service orientation and ongoing training. Federal and state requirements determine ongoing training. Providers are allowed to determine their own training plan. Specialized professional development opportunities are identified specific to the developmental stage and age of the children in care recognizing that children have distinct needs in behavioral supports, mental, physical, social and academic development. Providers, directors, and staff invest time and funding into completing training requirements which helps stabilize the workforce and provides guidance to enhance quality. The Wyoming Early Childhood Professional Learning Collaborative (PLC) provides professional development opportunities to the early childhood workforce. All the work of the PLC aligns with the National Association for the Education of Young Children (NAEYC) teacher preparation standards and competencies. In addition, the work of the PLC also aligns with the Council of Exceptional Children’s Practice-Based Standards for Early Interventionists/Early Childhood Special Educators. ii. Career pathways. For example, Lead Agencies can include information about professional development registries, career ladders, and levels. Wyoming has a revised Career Lattice that encompasses changes to professional development. The Career Lattice has various levels to help providers move from one level to the next. As providers move up the Career Lattice they acquire more flexibility and discretion in the ways they can receive training credit. The Department and early childhood partners anticipate that flexibility will incentivize movement up the Career Lattice. Wyoming has communicated this revised Career Lattice with both providers and families alike. The Career Lattice allows providers on higher levels to acquire training credit beyond the face-to-face, online or book trainings. Credit can also be obtained by providing documentation of implementing ideas into their program, writing research articles and advocacy work. Through the Preschool Development Grant (PDG), the State will be consulting with NAEYC to align the Career Lattice with the Power to Professionals levels. 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 Department coordinates with the Wyoming Early Childhood State Advisory Council in the development, revision, and implementation of the professional development system or framework iv. Articulation. For example, Lead Agencies can include information about articulation agreements, and collaborative agreements that support progress in degree acquisition. The University of Wyoming and the community colleges have degree programs in place and credit is shared between institutions. In addition, they offer some professional development outside of getting a college credit. Sheridan College, Casper College hosts professional development workshops. There is ongoing work to identify how college credit might be offered for the professional development workshops hosted by community colleges and other approved STARS trainers. 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. Wyoming has 3 integrated systems in place (STARS training registry, Child Care case management and CCR&R) which collect workforce information on providers, directors and staff. Over the course of the next 3 years, the Department in Collaboration with the Wyoming Early Childhood State Advisory Council will begin to analyze the data available through the 3 integrated systems (STARS training registry, Child Care Licensing case management, and CCR&R) to identify gaps in professional development accessibility, affordability and quality. vi. Financing. For example, Lead Agencies can include information about strategies including scholarships, apprenticeships, wage enhancements, etc. WY Quality Counts! provides scholarships and grants to providers to offset the cost of training and/or education travel. In addition, the Department is exploring enhancement of professional development opportunities for providers which may include access to national Professional Development Systems. 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: Through the PDG, the State will continue to consult with NAEYC to align the Career Lattice with the Power to Professionals levels. In addition, the University of Wyoming will continue to consult with NAEYC to develop new credentials which will lead to the new early childhood bachelor’s degree. This will include development of professional learning opportunities that align to both efforts. 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: Through the PDG, the State will continue to consult with NAEYC to align the Career Lattice with the Power to Professionals levels. In addition, the University of Wyoming will continue to consult with NAEYC to develop new credentials which will lead to the new early childhood bachelor’s degree. This will include development of professional learning opportunities that align to both efforts. 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? The Department's Rules for Certification of Family Child Care Home(FCCH), Family Child Care Center (FCCC), or Child Care Center (CCC) requires professionals to take specific training for pre-service orientation and ongoing training. Federal and state requirements determine ongoing training. Providers are allowed to determine their own training plan. Specialized professional development opportunities are identified specific to the developmental stage and age of the children in care recognizing that children have distinct needs in behavioral supports, mental, physical, social and academic development. Providers, directors, and staff invest time and funding into completing training requirements which helps stabilize the workforce and provides guidance to enhance quality. The Wyoming Early Childhood Professional Learning Collaborative (PLC) provides professional development opportunities to the early childhood workforce. All the work of the PLC aligns with the National Association for the Education of Young Children (NAEYC) teacher preparation standards and competencies. In addition, the work of the PLC also aligns with the Council of Exceptional Children’s Practice-Based Standards for Early Interventionists/Early Childhood Special Educators. 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? Wyoming has a revised Career Lattice that encompasses changes to professional development. The Career Lattice has various levels to help providers in both licensed centers and family child care homes, move from one level to the next. As providers move up the Career Lattice they acquire more flexibility and discretion in the ways they can receive training credit. The Department and early childhood partners anticipate that flexibility will incentivize movement up the Career Lattice. Wyoming has communicated this revised Career Lattice with both providers and families alike. The Career Lattice allows providers on higher levels to acquire training credit beyond the face-to-face, online or book trainings. Credit can also be obtained by providing documentation of implementing ideas into their program, writing research articles and advocacy work. Through the Preschool Development Grant (PDG), the State will be consulting with NAEYC to align the Career Lattice with the Power to Professionals levels. 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 Department coordinates with the Wyoming Early Childhood State Advisory Council (WYECSAC) in the development, revision, and implementation of the professional development system or framework. The WYECSAC has not focused on workforce compensation. 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 University of Wyoming and the community colleges have degree programs in place and credit is shared between institutions. In addition, they offer some professional development outside of getting a college credit. Sheridan College, Casper College hosts professional development workshops. There is ongoing work to identify how college credit might be offered for the professional development workshops hosted by community colleges and other approved STARS trainers. 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)? Wyoming has 3 integrated systems in place (STARS training registry, Child Care case management and CCR&R) which collect workforce information on providers, directors and staff, including compensation and benefits data (however, it is not a required element in the STARS). Over the course of the next 3 years, the Department will continue to collaborate with the Wyoming Early Childhood State Advisory Council (WYECSAC) to analyze the data available through the 3 integrated systems (STARS training registry, Child Care Licensing case management, and CCR&R) to identify gaps in professional development accessibility, affordability and quality. In addition, The Department is developing a comprehensive integrated early childhood system (Early Childhood Access, Resource and Eligibility System (ECARES). The ECARES will include a child care provider Learning Management System (LMS) and professional development registry which will provide a platform for collection of more specific workforce information including compensation and benefits information. 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? WY Quality Counts! provides scholarships and grants to providers to offset the cost of training and/or education travel. In addition, the Department is exploring enhancement of professional development opportunities for providers which may include access to national Professional Development Systems. Wyoming has not set a minimum or living wage for child care staff. Wyoming did offer grants for bonuses or stipends for child care staff with ARP Stabilization funds, but has not been able to sustain the efforts.