ADVANCING THE EDUCATION OF THE WORKFORCE WORKGROUP
SWOT(C) Analysis - October 6, 2015
Question: What are the strengths, weaknesses, opportunities and challenges of the NC early childhood field/system to meet the IOM report?
STRENGTHS
Professional Development Supports
- Early Educator Certification (EEC) System for Early Educator’s broader functions
- TEACH Scholarships (3) to support education, universally available
- 36 NAEYC Accredited Associate degree Early Childhood Education (ECE) Programs
- The R&R System has an infrastructure that enables the delivery of professional development
services
- Multiple agencies that can coordinate services and trainings (CCR&R, Smart Start, DCDEE, DPI, etc.)
- Child Care WAGE$ is available, but needs to be expanded.
- Smart Start allows local flexibility and initiatives
Workforce
- 46% directors, 38% teachers have an AA degree or higher
- 95% of some teachers have taken some college coursework
NC Pre-K
- NC Pre-K’s quality has produced “graduates” who are more successful in kindergarten
- NC Pre-K qualification requirements
- NC Pre-K standards for teaching qualifications
- NC Pre-K as a model (high % of degreed/licensed teaching in classroom)
Community College and University Systems
- Well-coordinated community college system – ECE – AA
- Early childhood education is widespread in the community college
- Solid training program at various universities
Federal
- Federal support for quality in EEC through Child Care Development Block Grant (CCDBG) reauthorization
- Race to the Top funds have required statewide discussion for a broader state vision of early
childhood impact
Head Start
- Strong System of IHEs to leverage
- Head Start Requirements
Research
- Science proves that early learning matters and people are understanding that
- Research being done to determine the impact on quality
Other
- Degree translating to other states
- Rated license
- Leadership support across states for qualifications (boards, executives, etc.)
- Children birth to age 8 will benefit from the high level of educated staff
- Families are more aware
Page 2 – AEW Workgroup SWOT(C)
WEAKNESSES
Funding
- Lack of funding for quality
- $
- Funding to support ECE System
- Lack of resource equity – some counties can offer more
- Incentives for teachers not available
- Child Care WAGE$ - most recognized incentive, but not supported/funded in every county
- No consistent $ for supporting early educators throughout NC
- Lack of compensation and benefits
ECE Field
- Viewed as a Women’s field
- Lack of respect for the field
- Continued debate over need for a degree—research not yet compelling
- Motivation limited for staff without higher salaries and benefits
- Lack of knowledge around the importance of the early years
- Lack of credibility (babysitting)
- Lack of public will for need for highly educated ECE Workforce
- Lack of encouragement from families, school administrators to go into the field
Workforce
- “Aging’ of ECE workforce champions
- Overwhelmed, tapped-out people trying to do everything
- Lack of diversity primarily (women)
- Need for cultural diversity – more in tune with culturally diverse of families and staff
Higher Education
- Development and expansion of articulation degrees between ECE 2 year programs, university,
CD Programs have been stagnant
- High academic advising caseloads across community colleges
- “Apathetic’ faculty at 4 year level regarding ECE Workforce preparation
- Poor articulation between all levels of trainings, higher education
Licensing
- Rules/Child Care Commission (Politics)
- Rules and regulations not defined to promote this level of education – BA/BS
- NC Rated License
Politics
- Lack of education of our politicians about ECE/Strengthen public awareness
- Current governance structure
- Political climate
Systems
- Lack of fully coordinated systems – often seen as competing agencies vs coordinated
- “Siloed” systems don’t mesh resources and consistency through early childhood programs
- Disconnect from education (SBE)
Other
- Not enough focus on infant/toddlers
- Need more data driven plans/policies
Page 3: AEW Workgroup SWOT(C)
- Spooky child care
OPPORTUNITIES
- 2 yrs./4 yr. collaboration and support
- Enhanced pathway between community colleges and universities
- Transition to 4 yr. program from AAS is difficult (coursework and accessibility to classes)
- Professionalize the ECE field
- Higher Quality
- Education of the workforce: increase the quality of care and education for Birth to Age 8
Discourse Opportunities
- Recognize the education of the workforce and strengthen the field
- The Institute neutral IOM workgroups
- Ability to contribute to the research base
- This group coming together to be able to share and then spread message
- Upcoming federal discourse around Head start and EHS teacher, home visitor and coach qualifications
Data and Research
- Current statewide workforce data
- Increased awareness through focus on Birth to Age 8 and how it impacts high school graduation
- Dissemination of IOM recommendations in workforce study findings
15. Using science to “prove” that early education + higher education matters
Awareness
16. Awareness in Community of importance of early childhood education
17. Respect
Family Support
18. Support greater family engagement
Pay Opportunities
19. Child Care WAGE$
20. TEACH Scholarships
21. Higher Pay
22. CCDBG quality set-aside funding can be used to support WAGE$
Bridge Opportunities – Making the Case
23. Strengthen the ECE infrastructure
24. Encouragement to Invest in Education = Reward
25. Study provision in current budget - broaden to consider systematic reform
26. STEM knowledge and skill
27. Staff skills for the workforce of the future
28. 3rd Grade reading success provides budget for systematic
29. Limit turnover
30. Emerging research about ACES and self-regulation development that supports need for highly qualified staff
31. Long running Leandro Trial – opportunity to influence state plan for every child reg. school and
basic education
Other
32. Educate our workforce on how to speak about research
33. Rules
Page 4 – AEW Workgroup SWOT(C)
CHALLENGES
Funding
- Funding
- Not have Child Care WAGE$ in every NC County
- Availability of resources (lack of)
- Low Wages and Benefits
Politics
- Legislation – Rules and Regulations
- Child Care Commission
- Convincing the Legislature of the importance of ECE
- Political will
- Political climate does not support funding social services issues
- Credit/degree transfer policies
Workforce
- Perception of “babysitting” young children
- Complacency of the field
- Attitudes
- Lack of Owner/Director support
- Families ability to absorb additional cost of child care
ECE Field
16. Unclear plan for coordinating services
17. No real champions
18. Lack of transparent visible public awareness campaign – Re: ECE Workforce needs
19. Finding a way to move people forward without discounting those who have been in the field a
long time.
20. Decreasing interest in field – students not entering – colleges not offering support
21. Discord within workforce – Re: degree attainment
22. Degree requirement may discourage experienced teachers to leave the field
Other
23. Inability to expand partnerships with business sectors
24. Actually having data that shows the continuum of student success thru K-12
25. Declining enrollment in higher education programs
26. College accredited not the same for DPI and Division staff pursue degrees then not recognized
27. Fragmented “silos” don’t have resources to collaborate with other partners
28. “Real Deal” Why in child care
29. Lack of 4 year university participation in systems work – professional and obligatory role to
support goal.
Page 5 – AEW Workgroup SWOT(C)
PROPOSED RECOMMENDATIONS FOR:
TEACHERS/TEACHER ASSISTANTS
1. 75% of all lead teachers will have a BA/BS degree by 2020, 100% by 2025.
2. 100% of teacher assistants will have an AA degree by 2025, 100% BA/BS by 2030.
3. By 2025, 50% of lead teachers will have attained AA degrees.
DIRECTORS (in ECE settings)
4. 100% of all directors will have a BA/BS degree by 2020.
5. By 2025, 60% of center directors will have highest tiered administration credential – Level 3
(specified degree – in rules)- Combined knowledge (BA only or is it MA or combo of degrees)
-Research this (evidence with business education need)
- Principals and directors as key instructional leaders
EDUCATION PROVIDERS (Faculty, PD/trainers)
100% of all EC 2-yr.faculty will have a MA/MS in EC by 2020.
TA PROVIDERS
100% of all TA providers will have a MA/MS in EC by 2025.
140 in MA programs (confirmed 60-80 teachers in Child Care)
-Research data in NC
-Systems in other state
-Competency – based knowledge and skills
What is it that is needed?