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Credentialing Information from Other States and Other IndustriesThe Licensing Picture in other StatesGeneral licensing informationAll of the 50 states, the District of Columbia, and Puerto Rico have at least one required specialized training for teachers in the form of certificates/licenses that cover various age ranges from birth through grade 12 and include special education. For most public programs, teaching candidates must meet educational benchmarks, and obtain passing scores on tests to earn a license or credential. All states have approved alternative pathways to license. Public school licensure requirements for K-12 teachers are not all that different across the US. (Transforming the Workforce)Only 23 states require all charter school teachers to be licensed/certified. Private schools are not required to have licensed teachers. Overall, in the US, licenses or other certifications are required to teaching in public schools. In settings outside of the public system, it is much more rare for teaching licenses to be required. (Transforming the Workforce)Early Childhood Licensure States have steadily added pre-k programs offered through public school systems. All but nine states offer some state-funded preschool program. In those pre-k programs, it is more typical to require licensed teachers. Many states allow those with Elementary Education licenses to teach those grade levels. (EL Pathways Forward 2016) Depending on the source, between 50 - 58% of the 50 states and the District of Columbia require a Bachelor of Arts (BA) degree for preschool teachers in publicly-funded programs and 85% of them required specialized pre-k training. A number of states have a variety of ways teachers can qualify to work in pre-k programs (CO, NM, WI). 4 states accept an Associate of Arts (AA) degree for preschool teachers in public programs (among them SC, UT and WA). (EL Pathways Forward 2016) Overall, there is little uniformity concerning Early Childhood teaching requirements across the states. Much of the inconsistency can be attributed to funding streams. Pre-k can be funded federally, or at the state or local level, and each program can all have its own requirements. We see this in Minnesota. The state auditor’s report last year revealed a variety of requirements for teachers depending on the type of programming. (See EC Licensure Requirement Table, MDE)Some states have a Leveled Structure for preschool teachers In Alabama, “Lead” teachers have a 4 year degree and “Auxiliary” teachers have 2 year preparation.California has “Pathways” that lead to a permit, which is not a license. “Pathways” 1 – Leads to a permit acquired though combined education and experience. “Pathway 2” – is a K-12 credential. There is no specific EC license in CA. It is called a permit and is specific to working with children before kindergarten age.Colorado has a similar system. EC teachers can get an Early Childhood certificate, and there are multiple ways to qualify for it, which include a variety of educational attainments and work experiences: few states, like Montana, have no license or endorsement for Early Childhood.There is clear national momentum behind the requirement for a BA in public pre-k programs. The majority of states require a BA minimum to teach in a public pre-k. The National Association for the Education of Young Children is advocating for a BA requirement for teachers in the profession as part of its ongoing push for professionalism in the workforce.A Bifurcated System for Early EducationEach state sets its own basic health, safety and teacher licensing standards for other center based early education programs. There is great variation across the states in terms of requirements. In Minnesota, center-based child care follows the Department of Human Services Rule 3 guidelines. (The exception is Head Start (federal) and Military Child Care, which require uniform national requirements.) , the states set lower standards for teachers in child care than for those in “education.” In 2012, of the 568,000 center-based child care teachers and caregivers serving children 3-5 years old, 45.1 percent held a bachelor’s degree or higher, 17.4 percent held an associate’s degree, 24.3 percent had completed some college, and 13.2 percent had completed high school or less (NSECE, 2013, referenced in Transforming the Workforce)There is a long history of how these two systems developed in the United States along separate trajectories, with one, education, being much more highly valued than the other, and impacting training requirements for teachers accordingly. (See Transforming the Workforce) Having two separate systems for early childhood programming creates numerous and highly problematic issues in terms of aligning key aspects of early childhood programs, such as expectations for programs, curricula, methods, and coordination of other services (health, education, care). Continuity across early education would better serve the children and families of the state. The separate systems and various credentialing requirements also create barriers for “growing” teachers from within the profession. Continuity is needed across both settings. There is research evidence about the reduction in the “achievement gap” when there is alignment and communication between pre-k and the early elementary grades. Publicly Funded Preschool ProgrammingThree states offer universal pre-k programming statewide: FL, OK and GA. In Oklahoma, teachers can qualify to teach in these programs in a variety of ways. A traditional route involves getting an EC license. An alternative pathway exists that takes teachers from a CDA through a BA, or they can qualify via experience teaching in Head Start. Those following an alternative pathway are restricted to working with an age 4 and younger age span. requires an EC license, but those previously teaching with an AA can get waivers. (According to the Georgia state department of education website, Early Childhood teachers can expect to make about half of what Elementary Education teachers make.) In Washington, D.C., 70% of pre-k children are served in public settings. These teachers need a BA in order to work in these programs.An aside about the ramifications of universal programmingFlorida did universal pre-k, and four year old children went in in greater numbers, but three year old programming dropped, because they did not have access to other funding for programming in the state.Oklahoma’s universal pre-k programming had unintended consequences for child care, much like those seen in Florida. In Georgia both types of programming were available to families, creating an increase in access across the state. This model clearly served the families of the state best, creating the most access to early childhood programming. The Scope of the Early Childhood License48 states have stand-alone ECE licenses, which range in scope. Most of the EC licenses have a scope that extends to grade 3 (see TtW chart information below). Elementary Education teachers are allowed to teach kindergarteners in 35 states and can teach grades 1-3 in 45 states, even though most Elementary Education state licensure requirements have no specialized training in the unique needs of children in the preschool and primary grades. At least five states that previously had licensure beginning at birth now have licensure beginning at the prekindergarten level only.There is significant overlap between the scope of Early Childhood and Elementary Education licenses. 47 of 48 states have some overlap in scope: There is K-3 overlap in 25 states (including Minnesota)There is grades 1-3 overlap in 8 statesThere is grades 1-2 overlap in 3 statesIn the United States, three quarters (75%) of all K-3 teachers have no specialized training or preparation in the unique needs of pre-k and primary aged learners. Traditionally, Early Childhood teacher preparation focuses on promoting development, and Elementary Education preparation has a focus on the acquisition of academic knowledge. Most state’s Elementary Education standards don’t address self-regulation, developmentally appropriate practice, the key role of families, the critical nature of relationships, and children’s need for play, among other topics. (Many state’s EC standards are missing these pieces also.) There is significant research evidence to support the use of developmentally appropriate teaching practices, which lead to positive student outcomes. Most states have gone to a k-6 licensure scope for Elementary (including Minnesota), instead of a grade 1-6 scope. Some states have no stand-alone Early Childhood license. For example, in Nebraska, an Early Childhood endorsement must be added to an Elementary Education license. a practical standpoint, the overlapping scope of the two licenses creates hiring barriers for those teachers licensed only in Early Childhood, even if the preparation to teach younger learners is more aligned with current research about the unique learning needs of children in the birth-grade 3 scope. Principals and districts have a clear preference for k-6 licensed teachers. Additionally and significantly, pre-k positions (even those in the public school systems) are frequently compensated at greatly reduced rate from those in K-6. These educators are also frequently restricted from joining a bargaining unit. This creates challenges in attracting candidates to Early Childhood teaching. Early Childhood Licensure Scopes Table (Transforming the Workforce, Chapter 10-2)B-Age 4B-K/Age 5B-2nd GradeB-3rd Grade/ Age 8B-5th GradeB-6th GradeFloridaConnecticutDelawareAlabamaGeorgiaNew York?KansasNevadaArizona?Wisconsin?KentuckyNew YorkColorado???MaineRhode IslandIdaho???North Carolina?Illinois???Wyoming?Iowa?????Minnesota?????Missouri?????New Hampshire?????New Jersey?????New Mexico?????North Dakota?????South Dakota?????Vermont?????Wisconsin????WyomingPre-K-3rd Grade/Age 8Pre-KPre-K-KPre-K-2nd GradePre-K-6th GradeAlaskaMississippiMichiganMassachusettsOregonCaliforniaPennsylvaniaWest Virginia?TexasHawaiiWest Virginia???Indiana????Louisiana????Maryland????Montana????Nebraska????New Jersey????Ohio????Oklahoma????South Carolina????Tennessee????Virginia????Washington, DCOther State Early Childhood Credentialing Models to Consider Several States have teaching levels associated with Early Childhood credentialing.AlabamaLead teachers: Must complete one of the following:A human environmental science degree with a concentration in early childhood development or child developmentA special education degree in early childhood with a minimum of 18 credit hours in early childhood/child development courseworkEarly childhood education degree (BS, BA, MA, or MS)Auxiliary teachers: Must complete all of the following:A high school diploma or GEDA?Child Development Associate Credential (CDA)?or at least 9 credit hours of college coursework in early childhood education or child development from a regionally accredited institutionAt least 12 months of experience working in early childhood settings or in other OSR-approved settingsOhioEarly Childhood teachers complete an approved teacher preparation program in early childhood education (P-3), at a minimum of a bachelor’s degree. Candidates may also pursue the Pre-K Associate license if they do not plan to teach outside of the preschool setting. The associate license requires the completion of an Associate’s degree and allows candidates to teach only pre-k, instead of the early childhood teaching license in Ohio that allows candidates to teach preschool to grade 3.California and ColoradoBoth of these states offer a “permit” (CA) or a “certificate” (CO) with multiple ways to qualify. These credentials are widely accepted within their EC programs, statewide.New Mexico’s requirements for licensure and certification is available statewide and courses are fully articulated across all two- and four-year colleges offering early childhood-related degrees. A law passed in 1996-1997 mandating articulation for courses created to match the state’s age birth to 4 years, and age 3 years to Grade 3 competencies. Nearly all coursework is available online and course credits are transfer across institutions. *State information comes from (Transforming the Workforce and EL Pathways Forward 2016)In Minnesota, we could examine the possibility of creating an entry level teaching credential, tied to the Associate of Science 2 year program offered through the community college system. With the new tiered licensing structure, these candidates could perhaps qualify initially for a lower tier license with a B-aged 4 scope, with clear pathways to Tier 3. Consider the work being done with AA Community College programs and the MN State University System to align the AS and 4 year Early Childhood Education BS programs.State Models having to do with the Scope of the LicenseNebraskaNebraska has two different types of Early Childhood credentials: Early Childhood Education (PK-3)Early Childhood Inclusive (B-3)Some states now offer different certification programs for those working with infants and toddlers. Oregon The Oregon Department of Education offers birth through age 3 early intervention and age 3 through school entry early childhood special education certification for those involved in early intervention work. Massachusetts Massachusetts now offers certificates for professionals working in various roles within the childcare sector, particularly for those working with infants and toddlers. Options for Adding Additional Licenses and CertificationsSome states have overarching teaching licenses (Iowa, Illinois, Wyoming, Oregon) and then endorsements and specialties are added (EL Pathways appendix) OhioIn Ohio, teachers can earn certification with the Early Childhood Licensure to teach students from Prekindergarten through the 3rd?grade. Options exist to obtain certification to teach older elementary school children by earning Middle Childhood Licensure, which authorizes you to teach students in grades 4 through 9. *State information comes from (Transforming the Workforce and EL Pathways Forward 2016)“A promising option is to offer a base license that would ensure common competencies across a broader age and grade span but would be accompanied by a required endorsement or certification ensuring specific competencies for subset ranges within that span. An educator might start a career with one endorsement, but could acquire another midcareer if asked to shift between earlier and upper grades.” (Transforming the Workforce)The Blueprint for Action in Transforming the Workforce has great resources to guide this work in the states.Credentialing Models from other Industries to ConsiderThere are similarities to the process for becoming a teacher in other professions. For example, to become an architect in the United States, people need to earn a license from one of the many jurisdictions (also known as state licensing boards). Requirements for licensure vary between jurisdictions, but typically what is needed is to: 1) Earn a degree, 2) Gain and document professional experience, and 3) Pass the national licensing exam. (). To become an accountant, each state has its own requirements regarding education and tests, and then a license is granted by the state. In Minnesota, a candidate for CPA must have a BA from an accredited institution that covers particular requirements, before they are allowed to sit for an exam. In addition, candidates must have a full year of experience before a license is granted. ()The nursing credentialing system seems to offer a promising model for the early childhood education teaching profession There are clear pathways and options to move ahead along the career ladder. Level 1 – Certified Nursing Asst. 4-12 week certificate program Median Salary 28, 500(There are many nursing assistant programs the state. ?They are available in higher education, at non-profits, and through various community organizations.? A person can do a “challenge exam” for the a nursing assistant test-out, and have never attended any formal education for NA. They must successfully pass the test to become certified.)? Level 2 – Licensed Practical Nurse – 1 year programMedian Salary – 42,000Level 3 Registered Nurse – 2 or 4 year programsMedian Salary – 72, 000These are both pathways to the RN credential, but the BSN offers the nurse more options for employment and is more desirable to employers.Finally, there are also higher level options like Certified Nurse Midwives and Nurse Practitioners available to those with the Registered Nursing credential. For Level 2 and beyond, coursework must be completed and tests taken before the corresponding license is granted. Nursing programs must be accredited and approved by the agencies that govern nursing quality, and tests are standardized across the profession. There are clear pathways available from one level to the next. ()Recommendations and Final ThoughtsClearly, the Early Childhood licensing and credentialing arena is faced with many challenges that must be addressed in order to ensure that Minnesota’s children and families are well served during this critical time in their development. Well prepared teachers in all early childhood programs are key (many would say they are the most critical piece) to the provision of high quality early childhood programming. Our efforts to review and revise the Early Childhood Content Standards should not lose sight of the larger picture of promoting positive developmental outcomes for children ages birth – grade 3. Continuity Continuity and communication is needed across early childhood programs (in all settings) and elementary schools. In Minnesota, we need to bridge the “systems gap” between the two separate systems, the Department of Human Services and the Minnesota Department of Education. In order to best meet the needs of Minnesota’s children, we need to create an alignment of expectations, curricula, methods, and coordination of services: health, education, care, etc. Such alignment is associated with a reduction in the “achievement/opportunity gap.” With Minnesota’s worst in the nation gap, this is a critical issue.Greater consistency and commonality can result from aligning around a shared knowledge base, establishing shared expectations, using common tools where appropriate, building greater mutual understanding of language and terminology across professional roles and professional learning systems, and participating together in some aspects of professional learning. Despite the challenges of doing so, all of the components that contribute to professional learning need to be consolidated in a more comprehensive system of learning supports that are designed, implemented, and provided or accessed in intentional sequences over time to contribute collectively to improving the quality of professional practice.(TTW – Chapter 8)Pathways to CredentialingClear and comprehensive pathways are needed for teacher credentialing. We need to work toward a BA minimum with specialized knowledge of the unique needs of B-8 learners. Educators need knowledge and competency in promoting both learning and development. Preparation must be driven by the science of child development, and there needs to be continuous improvement through evaluation and assessment of programs. There is a lack of consistent orientation across higher education, and the systems are fragmented. The recent work of the MN Community Colleges and the Minnesota State University system in Early Childhood programming is on target with best practice.84% of K-12 teachers are white. One third to one half of EC teachers are people of color. (Transforming the Workforce). This is an opportunity to recruit Teachers of Color into the profession. We have the opportunity to recruit teachers of color from the early childhood sector, but clear and well-articulated pathways and timelines are needed, with differentiation available for currently practicing and prospective teachers. Funding and scholarships must also be considered to create opportunity for these educators.The Licensing ScopeThere is consensus nationally on the range of B-age 8 scope when thinking about our youngest learners. However, consideration should be given to the vastly different training needs of teachers of infants versus those of elementary aged children. “…educators of infants and toddlers will need to develop certain competencies more fully than educators of older children, who likewise will need to master their own specific instructional strategies. (Transforming the Workforce, Chapter 8)Minnesota could consider a variety of specialty credentials, such as an Infant- Toddler, a Pre-k-K, and an Early Elementary, for example. Standards that encompass the best of both worlds, requiring teachers in pre-k, kindergarten and the early grades to gain both a strong grasp of math and science content plus developmental knowledge and pedagogical skills should be required.The process of becoming licensed should be less constraining, easier to navigate and more responsive to the context of the Early Childhood field and recognize the vastly different landscapes of the B-pre-k and K-3 worlds. For example, provisions should be made to create waivers for unlicensed, but highly qualified B-pre-k cooperating teachers working with student teachers in field experiences.We need to think carefully about how the Elementary Education licensure scope impacts the hiring options of Early Childhood licensed teachers. Creativity is needed here. At the University of Minnesota Twin Cities, Early Childhood teaching candidates can take additional coursework to earn a second license in Elementary Education, due to the licensure scope overlap. These candidates are well prepared in both facilitating development and teaching the content required in the primary grades. They are also more likely to be hired in a public school setting, and are able to earn a living wage. Some experts recommend breaking up the Elementary Education license into a Pre-k- grade 3, a 4-8 and a 9-12 to line up with student development. Children under age 8 need teachers trained in facilitating development, in addition to content learnings. These teachers are well prepared to facilitate the social and emotional learning needed to be successful in school. ReferencesEarly Learning Career Pathways Initiative: Credentialing in the Early Care and Education Field the Workforce ................
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