nOCUMENT RESUME

ED 365 452 PS 021 992

TITLE Governor Roy Romer's Early Childhood ProfessionalStandards Task Force. A Proposal for a ColoradoSystem of Early Childhood Professional Development:Findings, Recommendations and Action Plan.

INSTITUTION Colorado State Dept. of Education, Denver.PUB DATE Apr 93NOTE 69p.PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.)

(120) Reports Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Articulation (Education); *Child Care Occupations;

Early Childhood Education; Minimum Competencies;Planning Commissions; Policy F,)rmation; PositionPapers; *Professional Development; *ProfessionalEducation; *State Standards; *Statewide Planning

IDENTIFIERS *Colorado; Task Force Approach

ABSTRACTIn December 1991, the governor of Colorado

established a task force to create a model for a statewide careerdevelopment system for early childhood professionals. This reportdescribes the Task Force and provides its findings andrecommendations in four sections. Following an executive summary,section I discusses the founding of the Task Force and.the processused to choose the early childhood professionals who served asmembers. Section II reviews innovative initiatives, in Colorado andat the national level, that supported the Task Force's efforts tocreate an integrated system of professional development, providing abrief description of each initiative and an address or contact personfor further information. Section III describes the guiding principlesof the Task Force, stressing the importance of child care in societyand the need for a standardized approach, while section IV presentsthe recommendations and related action steps developed. The reportpresents the following recommendations: (1) establish the necessarymechanisms to carry out the Task Force recommendations; (2) ensurethat all professionals working with young children have the same coreknowledge and competencies; (3) create an articulation process forearly childhood programs in secondary, two-year, four-year, andgraduate institutions, and bridge noncredit and credit programs; and(4) improve salaries, benefits, and status to provide incentives. Alist of Task Force members and letters of support are appended.(BCY)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U S DEPARTMENT OF EDUCATIONOnce of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

)I(.Tn.s document has been fel:000..4er] asrecenred trom tne person or organrtstronongmatmg rt

n Minor changes nave been made to improverepr000ctrOn Qualty

points Of view or opinions slated m Mrs documen! do not necessanly represent offic.alOE RI Posrtron or policy

GOVERNOR ROY ROMER'S EARLY CHILDHOOD PROFESSIONALSTANDARDS TASK FORCE

A Proposal for a Colorado System ofEarly Childhood Professional Development:

Findings, Recommendations and Action Plan

"PERMISSION TO REPRODUCE THISMATERIAL BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER !ERIC)

April 1993

BEST COPY MAE2

We know that the professional development of teachers is critical to theeducation process. It is even more true for teachers working withyoung at-risk children. I am concerned that so many early childhoodprofessionals get pushed out of their dedicated work because theycannot make a living wage and because they d,. ft have benefits. It isironic that at a time when we have a whole country's attention focusedon early childhood, more educators are leaving the field than everbefore.

Certainly, good educational programs at an early age will go a long way.But for the quality that we need to really make the difference, we haveto start investing in the people who work with children. Maybe everystate needs a quality assurance program that rewards early childhoodpeople for getting more training and for staying in the field."

-- Governor Roy Romer*

* keynote address at the National Association for the Educationof Young Children Conference, Denver, 1991.

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Grqg LopezPresident

Patrick RussellVice Prosident/Sscrotas7

Michael Mulhausenregent:4er

Rand ThomasPast Prossident

Joanne AbbeyPaul HarbourL. Michael EspinosaDaniel FriesenMichelle GonzalesLorraine HobbsRobert JohnsonJudy KaufmanGeorge ScottJean Shelton

1301C1:11111a DramozAnna Jo Haynes

April 12, 1993

The Honorable GovernorRoy Romer

State CapitolDenver, CO 80203

Dear Governor Romer:

On behalf of the members of your Early ChildhoodProfessional Standards Task Force, please accept thisreport in response to your charge to construct a careerdevelopment model that creates incentives for earlychildhood professionals to remain in the field.

As you are aware, there is a growing recognition thatearly childhood education programs support thedevelopment of productive, responsible adults. Long-termstudies have found that in addition to improved schoolperformances, at-risk children who attend quality earlychildhood programs at ages three and four are more likelyto complete high school and to go on to furthervocational or college training. These same children areless likely to become teen parents or require specialeducation or welfare services.

It is important to note however, that the referencedpositive outcomes were associated with high qualitypreschool programs, which were staffed by early childhoodprofessionals with specialized training and understandingof how young children learn. In Colorado and the nation,early childhood professionals are not required to havethe levels of training associated with successfulprograms, nor are there consistent standards for peoplewho work with children. A combination of low pay, lackof benefits and an ambiguous professional identity havecaused a staffing shortage which is reaching criticalproportions.

A United Way Agency

1510 HIGH 8TIL33T DZINITZR, CO 80218 (303) 388-5700

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Governor RomerPage Two

The Early Childhood Professional Standards Task Forcehopes that you will find the recommendations compiled inthis report helpful as you continue to change and improvecurrent policy and implement new early childhood programsthrough your proposed initiative. Specifically, we askthat you extend the duties of the Task Force to provideon-going leadership and oversight during theimplementation of the action plan recommended to you inthis report. In addition: we ask that you urge stateagencies to implement recommendations within the intentof the plan.

We appreciate your consideration of this report and thankyou for your continued leadership in support of childrenand families.

Sincerely,

a4v"-fA"?

Anna Jo HaynesChair, Early Childhood Professional Standards Task ForceExecutive Director, Mile High Child Care Association

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STATE OF COLORADOEXECUTIVE CHAMBERS136 State CapitolDenver, Colorado 80203-1792Phone (303) 866-2471

May 14, 1993

Dear Task Force Members:

Roy Rome!Governor

I want to express my thanks to you for your work on theEarly Childhood Professional Standards Task Force. Therecommendations compiled in the task force's reportprovide the framework for creating an early childhoodprofessional development system.

As you know, the key factor in good early childhood careand education is the teacher. The success of qualityearly childhood programs is directly related to the; levelof training of early childhood teachers. Yet, inColorado, our fragmented professional system prevents usfrom getting and keeping these qualified teachers.

I have asked the commissioner of education and theexecutive directors of the Departments of SocialServices, Health, Higher Education and Institutions tobuild on the recommendations of this task force toconstruct an early childhood professional developmentsystem. This system must address personnel standards anda system of credit transfer between two-year andfour-year education institutions.

In addition, I am establishing the Early ChildhoodProfessional Standards Committee as a standing committeeof the ongoing First Impressions Advisory Council. Thecommittee will provide leadership and oversight duringthe implementation of this professional developmentsystem.

Thank you again for your commitment to Colorado'schildren.

Sincerely,

Roy erGovernor

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Special thanks to

Governor Romer and Mrs. Bea Romer for their unwavering commitment to Colorado'sfamilies and children.

The Colorado General Assembly for recognizing the importance of the early years ofa young child's life through support of the Colorado Preschool Program and for theestablishment of the Colorado Achievement Commission.

Anna Jo Haynes, chair of the Early Childhood Professional Standards Task Force.Her commitment and dedication to young children and the field of early education isan inspiration to all children's advocates.

Gwen Morgan; Joan Costley, Andrea Genser and the staff at Wheelock College'sCenter for Career Development in Early Care and Education for their technicalassistance to this process.

Betty Hutchison, professor at NationalLouis University, for her work with the StateTeam during the National Association for the Education of Young Children's NationalInstitute Conference.

The staff and governing board of the National Association for the Education of YoungChildren (NAEYC). NAEYC's National Institute for Early Childhood ProfessionalDevelopment has helped us envision "what can be" and has kept us apprised of thenational perspective.

Donna Chitwood, Director of the Governor's Office, Families and Children initiatives,for her vision and ability to put thought into action.

Members of the Task Force for the generous contribution of their time and expertisein developing the plan for Colorado's professional development system.

Members of the resource groups for their technical assistance to the Task Force indeveloping the plan.

For more information contact:

Kathleen ShindlerSpecial Projects CoordinatorGovernor's OfficeFirst Impressions136 State CapitolDenver, CO 80203(303) 866-2155

TABLE OF CONTENTS

EXECUTIVE SUMMARY PAGE 1

SECTION I: INTRODUCTION AND HISTORY

INTRODUCTION PAGE 2HISTORY PAGE 5EXECUTIVE ORDER PAGE 6DESCRIPTION OF PROCESS PAGE 9

SECTION H: STATE AND NATIONAL PERSPECTIVES

STATE PERSPECTIVE PAGE 11NATIONAL PERSPECTIVE PAGE 15

SECTION III: GUIDING PRINCIPLES PAGE 17

SECTION IV: GOAL, RECOMMENDATIONS, ACTION STEPS

GOAL: CAREER DEVELOPMENT SYSTEM PAGE 19RECOMMENDATION 1: MECHANISMS PAGE 26RECOMMENDATION 2: CORE KNOWLEDGE PAGE 27RECOMMENDATION 3: ARTICULATION PAGE 34RECOMMENDATION 4: INCENTIVES PAGE 36

APPENDIX A: TASK FORCE AND RESOURCE MEMBERS

TASK FORCE MEMBERS PAGE i

RESOURCE GROUP MEMBERS

STANDARDIZATION AND ARTICULATION PAGE iiCORE KNOWLEDGE PAGE iiiDYNAMIC PROFESSIONAL SYSTEM PAGE ivINCENTIVES PAGE v

APPENDIX B: LETTERS OF SUPPORT PAGE vi

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EXECUTIVE SUMMARY

In December 1991, Governor Romer responded to the growing demand for qualifiedearly childhood professionals by establishing an Early Childhood ProfessionalStandards Task Force. The Task Force was asked to constructa career developmentmodel that created incentives for early care and education professionals to remainin the field. The Task Force was comprised of eighteen members, representing theColorado Departments of Education, Social Services and Health, the ColoradoCommission on Higher Education, Head Start, the Colorado Community College andOccupational Education System, private sector training organizations and earlychildhood educators and advocates.

Staffed by First Impressions, the Governor's early childhood initiative, the Task Forcemet regularly from January to August 1992. With the assistance of severalresource groups, the Task Force developed recommendations and actionsteps designed to meet their overall goal: to createa model for a careerdevelopment system for early childhood professionals. This modeladdresses standerdization of professional requirements and training, seamlessarticulation among training programs, bridging non-credit and credited programs andthe creation of incentives that addrwass wages, benefits and status issues.

The following 4-point agenda is forwarded by the Early Childhood ProfessionalStandards Task Force to Governor Romer:

RECOMMENDATION I:

RECOMMENDATION 2.

RECOMMENDATION 3:

RECOMMENDATION 4:

ESTABLISH MECHANISMS NEEDED TO CARRYOUT THE TASK FORCE'S RECOMMENDATIONS

ENSURE THAT EVERYONE WORKING WITHYOUNG CHILDREN HAS THE SAME COREKNOWLEDGE AND COMPETENCIESREGARDLESS OF WHERE THEY WORK.

CREATE A 'SEAMLESS" ARTICULATIONPROCESS FOR EARLY CHILDHOOD PROGRAMSIN SECONDARY, TWO-YEAR, FOUR-YEAR ANDGRADUATE INSTITUTIONS AND A MECHANISMWHICH BRIDGES NON-CREDIT AND CREDITEDPROGRAMS.

ESTABLISH INCENTIVES THAT WILL IMPROVESALARY, BENEFITS AND STATUS ISSUES.

SECTION I: INTRODUCTION AND HISTORY

The demand for early childhood care and education programs continues to rise inproportion to the dramatic influx of single and dual-earner families into the workforce.In Colorado, 56 percent of mothers with children under the age of six are employedoutside of their homes. Two-thirds of women employed outside their homes areeither the sole support of their families or have husbands that make less than$15,000 a year. Approximately 80,000 children under the age of six are cared for inlicensed child care centers, preschool programs and family child care homes.

Increased workforce participation by parents also has increased the need forqualified staff, yet there is a critical shortage of trained early childhood educators.The number of people entering the field is at an all time low and more than four outof every ten early childhood educators leave the field annually. Good people leavethe field because of low pay, inaccessible training, lack of benefits and respect.

FACT: A growing body of research shows that children who attend centerswith poorly compensated and poorly trained teachers suffer in language andsocial development. (Child Care Employee Project, 1990)

Quality early care and education is strongly linked to a productive economy.Children who attend quality programs are more likely to complete high school andto go on for further vocational or college training, and are less likely to become teenparents, need special education or welfare services. These positive results reportedfor model preschool programs with disadvantaged and disabled children are largelyrelated to the specialized early childhood training of the teachers.

FACT: High quality early care and education programs have staff with themost years of education. (Child Care Employee Project, 1990)

FACT: Thirty-eight percent of center staff have had no training related to earlychildhood education. (Child Care Employee Project, 1990)

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The implication is clear as the need for services continues to grow, Colorado'searly care and education system must have the capacity to accommodate the numberof children requiring services and to ensure that programs are of high quality andaffordable to parents. This cannot be accomplished until professional developmentissues are addressed.

FACT: In 1989, 96,715 of Colorado's children under the age of six neededchild care (care in licensed centers and homes) while the total number oflicensed spaces was 82,196. (University of Colorado at Denver EconomicsDepartment: Culkin, Helburn and Morris; 1990)

Colorado's system of early care and education is described by many as a "non-system". As is the case across the country, programs are delivered in a wide varietyof settings. Some programs are managed by public school systems (e.g., ColoradoPreschool Program, Chapter 1), and one is managed by the federal government(Head Start). Others are not managed by public entities but instead are regulatedby the Colorado Department of Social Services. These programs are delivered byprivate for-profit and nonprofit providers in child care centers, family child carehomes, community centers and religiously based facilities. Programs are paid formainly by parents, but the government also subsidizes care on behalf of parents.

While this "non-system" has certain advantages (e.g., parental choice and a varietyof service delivery models), it lacks most of the desirable components of a managedsystem. It has sporadic training and no formal career ladder for staff. It has nointegrated strategic planning and development process and consequently cannotkeep pace with changes in the field. There is a lack of communication between earlychildhood and public school educators.

Currently, this poorly integrated system creates road blocks for educators who wantto remain in the field and move forward in their profession.

Because different state and federal departments regulate early childhoodprograms depending upon settings and funding sources, there is noconsistency in staff requirements. Someone who holds a masters degreein early childhood education and is qualified to direct a child care centermay not be able to teach a preschool class in a public school.

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Training for early childhood educators is fragmented. One trainingprogram does not accept another program's training. On the jobexperience is not necessarily valued. There are no established oraccepted indicators of quality tra..iing. Training is not accessible in allareas of the state and may be prohibitively expensive. When it isavailable, educators do not always know about it.

Further, there is a lack of incentive for increased competency training.Providers have no incentive to invest in professional development in a

Id where people earn minimum wages.

FACT: In 1988, starting salaries for early childhood educators averagedbetween $6,808 and $10,342. The poverty threshold for a family of 3 was$9,431. (Colorado Association for the Education of Young Children, 1989)

FACT: Salaries of early childhood education teachers are approximately halfthat of public elementary school teachers. (United States General AccountingOffice, 1990)

The early childhood educator lacks a professional identity. Lack ofstandards that cut across settings and funding streams and that identifythe core knowledge and competencies required by the professionundercuts the professionalism of the field.

The cost of early care and education is prohibitive for many parents, andstill the nature of the early childhood budget does not allow for adequatecompensation for staff. Parents who are paying for care deserve qualityservices. However, parents have only been able to purchase qualitycare at affordable rates because educators' low wages serve tosubsidize their dollars. If parents had to pay for significant salaryincreases, early care and education would be priced beyond 'their abilityto pay for it.

FACT: If early childhood professionals were paid at "comparable worth,"parents could expect to pay between 40 percent and 100 percent more forearly care and education programs. (University of Colorado at DenverEconomics Department: Culkin, Helburn and Morris; 1990)

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HISTORY

Initial meeting

In November 1990, First impressions held a meeting with early care and educationprofessionals to discuss trainIng standards. Included were representatives fromHead Start, the Colorado Department of Education, the Colorado Department ofSocial Services, community colleges, four-year colleges and universities and earlychildhood professional associations.

As the next step, the group decided to hold a half-day Professional StandardsConference, bringing all stakeholders together to discuss these complex issues. Aplanning committee was formed and staffed by First Impressions.

Professional Standards Conference

This conference was held in April 1991. Joan Lombardi, a national expert, addressedthe 95 participants, speaking on "New Opportunities for Early Childhood ProfessionalDevelopment."

The working groups recommended that Governor Romer establish a task force,comprist4 of policymakers, legislators, business leaders and professionals to beginplanning a career development system in early care and education and to reviewwhat is happening in other states and on a national level.

Early Childhood Professional Standards Task Force

In response to the working grcup's request and the critical shortage of qualified earlychildhood educators, Governor Romer created the Early Childhood ProfessionalStandards Task Force, appointing task force members in December 1991.

Task Force members represented the Colorado Departments' of Education, SocialServices and Health, the Colorado Commission on Higher Education, the CommunityCollege and Occupational Education System, Head Start, private sector trainingorganizations and early childhood educators and advocates.

"As an early childhood educator, I have seen the need for qualified, certifiedstaff increase over the past 10 years. I feel the Task Force has addressed theimportant issues low pay, benefits and professional recognition. My hope isthat the recommendations are implemented."-- Helen Andresen, President, Colorado Child Care Association

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The following Executive Order details the Governor's charge to the Task Force.

CREATION OF THE EARLY CHILDHOOD PROFESSIONAL STANDARDSTASK FORCE

WHEREAS, the State of Colorado has adopted anaggressive campaign to assure access tohigh quality, developmentally appropriateearly care and education programs thathelp prepare children for school;

WHEREAS, demand for early care and educationprograms has increased due to the rapidgrowth of single parent families, theincrease of mothers entering the workforceand the growing need for two incomes tomeet basic economic necessities;

WHEREAS, quality early care and education isstrongly linked to a productive economy;

WHEREAS, children who attend quality early care andeducation programs are more likely tocomplete high school and to go on forfurther vocational or college training,and are less likely to become teenparents, need special education or welfareservices;

WHEREAS, the expansion of early care and educationprograms has increased the need forqualified professionals;

WHEREAS, positive results reported on modelpreschool programs with disadvantaged anddisabled children are largely related tothe specialized early childhood trainingof the teachers;

WHEREAS, the key to quality programs for youngchildren lies in professional developmentfor staff;

WHEREAS, there is a critical shortage of earlychildhood educators with more than 4 out10 professionals leaving the field everyyear;

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WHEREAS, professionals within early childhood needthe same core competencies regardless oftheir specialized fields;

WHEREAS, early childhood training is fragmentedwith little articulation across traininginstitutions;

WHEREAS, the State of Colorado is committed tofacilitating a career development systemfor early childhood professionals thatincludes standardization of professionalrequirements, seamless articulation amongtraining programs and to developing amodel that creates incentives for earlycare and education professionals to remainin the field;

NOW, THEREFORE, I, Roy Romer, Governor of Colorado, by virtueof the authority vested in me under the constitution and lawsof Colorado, DO HEREBY ORDER THAT:

1. The Early Childhood Professional Standards Task Force iscreated. It shall consist of no more than 20 membersrepresenting Colorado Department of Education, Office ofChild Care Services, Head Start, Colorado Commission onHigher Education, Colorado Community College &

Occupational Education System, Colorado Department ofHealth, Public Health Nurses, private sector trainingorganizations, early childhood educator and advocates andparents. All members shall be appointed by the Governorto serve at his pleasure. Members shall serve withoutcompensation. The Governor shall appoint the chairman ofthe Task Force.

2. The Task Force shall have the following duties:

a. Develop and maintain policy and procedures for theTask Force's operation.

b. Determine how to encourage standardization oftraining and requirements for early care andeducation professionals regardless of setting.

c. Identify core knowledge and competencies needed byall early childhood professionals regardless ofspecialization.

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d. Generate ways of incorporate core knowledge andcompetencies into early childhood training p ograms.

e. Establish a process of articulation among trainingprograms and degree programs.

f. Explore ways to help professionals cover the cost oftraining.

g Develop a dynamic professional system that linksentry-level skills and work experience withcredentialing and with advanced degree programs.

h. Identify and develop a career development model thatcreates incentives for early care and educationprofessionals to remain in the field and establishesa strategy which addresses salary, training andstatus issues.

i. By July 1, 1992, submit recommendations fordetermining how the Governor and the GeneralAssembly can implement changes in current policywhich will encourage a quality workforce in earlycare and education.

3. The Task Force shall meet at times and in placesdesignated by the chairman. The Task Force and theeffect of this Executive Order will terminate on July 1,1992 unless otherwise extended by this Executive Order.

GIVEN under my hand and theExecutive Seal of the State ofColorado this /22'41 day of

ber

RoyGov

mernor

Upon publication of this report, recommendations from the Early ChildhoodProfessional Standards Task Force will be forwarded to the Governor for furtheraction.

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DESCRIPTION OF THE PROCESS

Eighteen Task force members were appointed by Governor Romer. These includedhigh level decision-makers from the Colorado Departments of Education, SocialServices and Health, the Colorado Commission on Higher Education, Head Start, theColorado Community College and Occupational Education System, the ColoradoAssociation for the Education of Young Children, the Colorado Association of FamilyChild Care, the Colorado Child Care Association and private sector trainingorganizations.

Members were chosen to represent large numbers of early childhood pm :essionaisthrough state groups or associations. This allowed many voices to be heard via theirrepresentation on the Task Force. Members also were chosen because of theirability to move the Task -Force's recommendations forward.

As with all Governor's commissions, committees and task forces, membersrepresented diverse ethnic, cultural and racial populations. An attempt was made tohave representatives from different geographical regions of the state.

"I've been pleased to have input on the development of this early childhoodprofessional system. I cannot stress enough the importance of collaborationand the streamlining of systems."-- David Chapa, Assistant Regional Administrator, Office of Family Security,Administration for Children and Families

The chair of the Task Force, Anna Jo Haynes, was chosen because of her long-termcommitment to Colorado's children and understanding of the early childhood field.As the director of a nonprofit corporation that provides early care and education toa diverse population of low-income children, Ms. Haynes was keenly aware of thecrisis in early childhood.

The goal of the first meeting was to develop guiding principles and a shared visionfor the professional development system. Joan Costley from Wheelock Collegeprovided a national perspective on these issues and Pauline Koch, from the DelawareDepartment of Services for Children, Youth and Their Families, described Delaware'splan and the process used to develop it.

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"I am encouraged that policy makers and practitioners are beginning todialogue regarding professional standards in early childhood. There is a greatneed to coordinate all training to improve our service delivery to youngchildren and their families."

Harriet Boone, Professor, School of Education, University of Colorado atDenver

Twenty-six professionals were asked to serve on resource groups to providetechnical assistance to the Task Force. Resource members represented many of thesame groups as Task Force members. While Task Force members were oftenpolicymakers, resource members were often direct service providers.

Resource members were assigned one of the following topics: 1) standardization oftraining and articulation; 2) core knowledge; 3) the dynamic professional model; and4) incentives. Many Task Force members also served on a resource group and manyresource members worked on more than one topic. Each resource group wasfacilitated by a member of the Governor's Office staff.

Resource groups researched their assigned topic, identifying concerns, problems,barriers and possible solutions. Members then presented issues andrecommendations at subsequent Task Force meetings. When appropriate, the groupprovided reading material to Task Force members. Each Task Force meetingcovered one of the four topics. Resource groups met an average of four timesbefore their presentation to the Task Force.

The Task Force met monthly from January through August 1992. Meetings wereworking sessions and lasted three hours. Meetings began with a short informationalpresentation from resource group members. The task force then broke into threesmall working groups. A facilitator and recorder was assigned to each. Facilitatorswere members of the resource group, Governor's Office staff were recorders. Thegroups' assignment was to work on recommendations.

Governor's Office staff then revised recommendations based on input from themeeting and mailed them to Task Force members for review. At the followingmeeting, these recommendations were discussed, changed if necessary andaccepted by the Task Force.

"I believe these are very merited recommendations and long overdue. It is anessential area of policy making."

Hal Lewis, Principle Investigator, Faculty Institute Training, University ofColorado Health Sciences Center

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SECTION 11: STATE AND NATIONAL PERSPECTIVES

STATE PERSPECTIVE

Several innovative initiatives dee being undertaken in Colorado which support theTask Force efforts to create an integrated, efficient and quality system of earlychildhood professional development.

The Colorado Achievement Commission, created by the Colorado GeneralAssembly in 1991, has been charged with recommending goals, standards andobjectives to be met by the year 2000 for the Colorado program forachievement in education and training system of the state. The EarlyChildhood Task Force, chaired by Representative Marlene Fish, is currentlywriting recommendations to improve the public and private system of earlychildhood education and provide parents with educational opportunities asthey become their child's first teacher. Recommendations will be made to theGeneral Assembly.

Contact: David Smith Sally VoglerColorado Department Governor's Officeof Education 866-2974

866-6861

The Colorado Association for the Education of Young Children(CAEYC) is the state affiliate of the National Association for the Education ofYoung Children. CAEYC's mission is to act on behalf of the needs, rights andwell-being of children, families and early childhood educators. CAEYC holdstwo statewide conferences annually, sponsors the Week of the Young ChildCelebration each April, provides national accreditation support and offersresources to early childhood professionals, parents and policymakers.

Contact: Dona Kelley Linda AdamsCAEYC CAEYCPresident Business Manager779-8794 791-2772

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The Colorado Association of Family Child Care (CAFCC) offers directmembership benefits to family child care providers throughout the state. TheCAFCC Education Foundation offers a number of unique services for familychild care providers and early childhood professionals working in othersettings. These include training and accreditation opportunities, mentoringprograms and a provider resource center mobile lending library.

Contact: Pat Boulton Barb SawyerCAFCC CAFCCEF427-6302 450-7297

The Colorado Child Care Association (CCCA) is a nonprofit membershiporganization consisting of licensed child care centers across Colorado. CCCAis dedicated to providing support and guidance in the management andadministration of child care programs through educational training, networking,legislative representation and a referral service.

Contact: Ann ChandlerCCCA860-7174

The Colorado Community College and Occupational EducationSystem (CCCOES) is coordinating a year-long effort to create common coursedescriptors of early childhood courses offered at community college across thestate. Common course description mean course credits will transfer easilyfrom one institution to another. CCCOES also is in the process of workingwith the Colorado Commission on Higher Education to articulate communitycollege classes with early childhood education programs at four-yearinstitutions.

Contact: Dale Beckmann Mary SteckleinCCCOES CCCOES620-4065 620-4065

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The Colorado System of Resource and Referral provides information onchild care and related services to parents, providers, employers and thecommunity. The resource and referral system supports early childhoodprofessional development by offering training or sharing information ontraining opportunities, national accreditation and credentialing programs andprogram marketing. Agencies also conduct ongoing community needsassessments, recruit new professionals into the field, assist them through thestart-up phase of their businesses and provide ongoing technical assistance.

Contact: Gail WilsonColorado Office of Resource& Referral Agencies

290-9088

The newly created Denver Public Schools/City Joint Council on EarlyChildhood Care and Education is comprised of Denver Public SchoolBoard members, Denver City Council Members, Mayor's Office staff,community leaders and early childhood advocates. The council has a six-pointagenda directed at improving the quality of early childhood programs in theDenver Public Schools. Quality improvement will involve education andtraining issues and address consistency and continuity of staff.

Contact: Martha Daley Mary CurtisMayor's Office Denver Public640-2731 Schools

322-4745

Anna Jo HaynesMile High ChildCare388-5700

Douglas County Public Schools is the first school district in the nation tohave all of their kindergarten programs accredited by the National Associationfor the Education of Young Children. They are currently seeking to accreditall first grade programs.

Contact: Liz GramsDouglas County Public Schools688-3195

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The Early Childhood Professionals for Better Wages are working toempower early childhood providers as professionals, educate the public aboutthe value of quality care and the importance of who provides that care, andform strong partnerships among providers, parents and the private and publicsectors.

Contact: Laurel ThompsonEarly Childhood Professionalsfor Better Wages

756-6635

Office of Child Care Services (OCCS), Colorado Department of SocialServices has taken several steps over the past few years to improve the qualityof child care in Colorado. Based on the understanding that appropriatetraining is an important way to improve the quality of child care, the Office ofChild Care Services has begun to address this issue in a variety of ways:standardizing the review and approval process of training; funding trainingthroughout Colorado; and increasing the training requirements for licensure.The minimum rules and regulations for training for family child care homes hasincreased to 12 clock hours of training prior to licensure and an additional 12clock hours every 2 years. The OCCS will contract with child care trainingorganizations to provide statewide training to early childhood staff utilizingfederal Child Care and Development Block Grant funds.

Contact:

Grace HardyOCCSManager866-5961

Oxana GoldenOCCSChild Care AssistanceProgram Administrator

866-5958

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Dana AndrewsOCCSUcensing Administrator866-5958

NATIONAL PERSPECTIVE

Several innovative Initiatives are being undertaken across the nation that supportColorado's work to resolve early childhood professional development issues.

The National Institute for Early Childhood Professional Developmentis a division of the National Association for the Education of Young Children.The overarching goal of the National Institute is to achieve an articulatedprofessional development system for early childhood education. Severalinterrelated efforts will be central to the Institute's work, including standardsetting, program review, leadership development and information sharing.

For further information, contact:

The National Institute for Early ChildhoodProfessional Development

National Association for the Educationof Young Children1834 Connecticut Ave., N.W.Washington, DC 20009-5786800-424-2460

The Center for Career Development in Early Care and Educationaddresses issues in the areas of professional development and policy for allprogram types in the field of early care and education. Established atWheelock College in 1990, the center will be a vehicle through whichWheelock, in partnership with other national organizations and governmentpolicy makers, stimulates and further develops the concept of a dynamiccareer development system as a model of professionalism.

For further information, contact:

The Center for Career DevelopmentIn Early Care and Education

Wheelock College200 The RiverwayBoston, MA 02215617-734-5200

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The Child Care Employee Project (CCEP) aoocates for improved wages,status and working conditions of child care providers in order to ensure thathigh quality child care is available to all families regardless of economic status.CCM) provides resources, training and consultation to the child carecommunity.

For further information, contact:

Child Care Employee Project6536 Telegraph Ave.Suite A-201Oakland, CA 94609510-653-9889

The Child Care Action Campaign has launched a three-year publiceducation project, "Child Care and Education: The Critical Connection." Thisproject seeks to remove the artificial barriers between education and childcare.

For further information, contact:

Child Care Action Campaign330 Seventh Avenue17th FloorNew York, NY 10001212-239-0138

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SECTION III: GUIDING PRINCIPLES

The Task Force developed a set of principles to guide them as they worked onaddressing these difficult issues. Task Force members recognized the importanceof moving past their own individual concerns and on to the priority of what is "good"for children. The guiding principles were reached through consensus and assuredthat all task force members had the same vision for this dynamic professional careersystem. Those principles follow.

Quality early care and education is strongly linked to a constructivesociety and a productive economy.

The positive results in physical, emotional, social, cognitive andlanguage development reported of model preschool programs withdisadvantaged and disabled children are largely related to thespecialized early childhood training of the teachers.

A key to quality programs for young children lies in professionaldevelopment for staff including non-credit training programs from adiversity of trainers, on-site and inservice training and traditionalteacher training through colleges.

Children learn in half-day programs and in full day programs. Theperceived difference between 'preschool' and "child care" needs tobe eliminated. Professionals need the same core knowledge andcompetencies when working with young children. Thesecompetencies do not change, regardless of specialization.

Requirements need to be standardized for early care and educationprofessionals regardless of setting (public school, private center,family child care homes, Head St Prt).

In order to attract and retain people in this field, professionals mustbe compensated fairly for their work. Early childhood professionalsneed to earn a living wage and receive benefits.

Throughout the state, a system of training mus. be available to earlycare and education professionals:

Training must be accessible. This includes time, location and costof training.Training must be effective and ongoing. It needs to respect andreflect diversity. indicators of quality training need to beestablished.

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Training needs to be identified by content, specific objectives,level of knowledge and skill so that professionals can identify theofferings that are appropriate to their needs.Increased training must be acknowtodged and documentedthrough an authoritative body such as the Colorado Departmentof Social Services with linkages to other authoritative bodies (e.g.,Colorado Department of Education's teacher certification).Early childhood professionals must receive financial incentivesand professional recognition for increased competency training.

A car=eer development system Ca lattice must be dynamic. Thesystem needs to link entry-level skills and work experience withtraining, credentialing, degree and advanced degree programs.

The system needs to recognize that individuals often move laterallywithin the profession and to respect those moves.

The career development system must recognize and support thediversity of the professionals within this field. Many enter this fieldthrough serendipitous routes with little or no training. One strengthof this profession is that members of a child's own community areemployed in respected roles in the programs.

There need to be bridges between life experience and competencies,non-credit training, college training and teacher certificationprograms.

A system of articulation must be established between traininginstitutions such that earned or awarded credits are not lost.Credits from one institution must be accepted as substitute creditsat another institution.

Parents, policymakers, legislators, businesses and the generalpublic need to be educated on the costs and benefits of quality earlycare and education programs.

"Colorado early childhood providers and educators have left t. it differencesbehind. We are prepared to move forward to implement a system withstandards which will encourage both children and adults to learn in a nurturingenvironment."

Anna Jo Haynes, Director, Mile High Child Care Association

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SECTION IV: THE GOAL. RECOMMENDATIONS. ACTION STEPS

Task force members developed recommendations and action steps tostandardize and improve the quality of professional preparation andtraining provided for individuals who care for and educate young children.

GOAL: THE STATE OF COLORADO WILL CREATE A PROFESSIONALDEVELOPMENT SYSTEM THAT IS DYNAMIC. FLUID AND THREE-DIMENSIONAL AND BASED ON THE FOLLOWING ASSUMPTIONS:

There are diverse entry points into the field of early care andeducation. People entering the field represent a variety ofeducational, professional and personal backgrounds.

To enter the field, individuals must have predefined, basictraining in core knowledge and competencies. This traEling mustbe accessible to everyone.

There are a variety of career options for professionals in theearly childhood field: (See page 24)

A. There Are Different REALMS of Professional Development1. those who work with children day to day2. administrators, trainers and instructors3. specialists and consultants to those who work with families

and children (i.e., referral specialists, regulators, licensingstaff)

B. There Are Various LEVELS of Autonomy1. working under supervision2. working independently3. providing supervision4. combination of the above

C. There Are Several CONTEXTS of Professional Development1. center-based2. school-based3. family child care4. home-based5. community-based

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22 3)

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Professional development is represented in this model as a v-shapedcone. The cone represents the expanding options available toindividuals along the career path. Expanding options arecontingent upon increased knowledge and experience. This same modelcould be represented as a three dimensional expanding sphere with coreknowledge in the center.

The jungle gym or grid within the body of the cone or sphere representsthe variety of ways that early childhood professionals can moveacross, up and down and between realms, levels and contexts.

This takes into account that core knowledge competencies arestandardized and are encompassed by training institutions and that thearticulation process recognizing substitutable transfer credit isstreamlined; that there is a shared knowledge base for all earlychildhood professionals; and that early childhood professionals have theability to build on their experience and education to move into newcareer realms or contexts.

This is a fluid model because defined knowledge and competencieswill be consistent across contexts and realms. (e.g., Someone startinga licensed family child care home will have been trained in the samecore knowledge competencies as someone who goes to work as an aidein a licensed child care center. Theoretically, a person who is workingas an aide, may stop working in the center and open her own child carehome without needing increased training).

Wherever you go...there you are. All realms, levels and contexts areequally valued and essential to the functioning of this evolving system.This system works only when professionals working with children on aday to day basis are an validated, compensated and respected as arethose in other realms and contexts.

Within each realm, there are different levels of autonomy (e.g.,people who work with children on a day to day basis include aides,educators, master teachers -- these represent three different levels).

Each context represents a pole in the jungle gym. You can moveacross contexts when your level of experience, knowledge andcompetencies is equivalent to a professional operating in a differentcontext.

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DEFINITION OF TERMS

1. REALM: Refers to the variety of roles played by early childhoodprofessionals. Realms of Professional Development

1. those who work with children day to day2. administrators, trainers, instructors3. specialists and consultants to those who work with families and

children (i.e., referral specialists, regulators, licensing staff)

2. LEVEL: Refers to the degree of autonomy in the work environment. Levelsof Autonomy

1. working under supervision2. working independently3. providing supervisiGn4. combination of above (working at different levels at the same time)

3. CONTEXT: Refers to the setting (public or private) in which early childhoodservices, resources and programs are delivered. Context of ProfessionalDevelopment

1. center-based2. school-based3. family child care home4. home-based5. community-based

4. Center-based: Care, education and resources for children and familiesdelivered in a large group set(Ing in a non-residential educational facility suchas a school, Head Start program or child care center.

5. School-based: Care, education and resources for children and familiesdelivered in a school setting.

6. Family Child Care-based: Care, education and resources for children andfamilies delivered in the provider's own home.

7. Home-based: Services and resources for children and families delivered intheir own homes by in-home providers such as nannies, "sick child" providers,visiting nurses and home visiting programs.

8. Community-based: Services and resources for children and families that arepart of other specialized services such as training programs at institutions ofhigher education, recreation center programs, resource and referral services,parent education °lasses, mental health programs and health care services.

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TASK FORCE RECOMMENDATIONS AND ACTION STEPS

The following are the Task Force's recommendations and action steps designed tomeet the Task Force's goal to develop a model for an integrated systemof professional development for early childhood educators. Therecommendations and action steps identify core knowledge needed by allindividuals working with young children, methods to ensure seamless articulation,bridging of non-credit and credit training and standardization of training.Incentives recommendations address salary, benefits and status issues.

Clearly, an effort of this magnitude involves a multi-year implementation process.Implementation of the recommendations will take place over a period of three years.They are designed to Isy the groundwork for substantial changes that will occur overa longer period. It is understood that establhohing an integrated, comprehensiveearly childhood professional system is an on-going process that involves buy-in frombroad and varied constituencies including parents, educators, business andgovernment. It also is understood that buy-in for this systemic change is dependentupon communities' commitment to these issues.

All of the recommendations are dependent on the volunteer work of many people,particularly representatives from professional associations, government agencies andnonprofit entities including:

The Colorado Child Care AssociationThe Colorado Assoc. for the Education of Young ChildrenThe Colorado Assoc. of Family Child CareThe Colorado Education AssociationThe Colorado Child Care CoalitionThe Colorado Children's CampaignThe Colorado Commission on Higher EducationThe Colorado Community College and Occupational Education SystemThe Colorado Department of EducationThe Colorado Department of HealthThe Colorado Department of Social ServicesThe Colorado ForumThe Colorado Head Start Directors' AssociationThe Colorado Office ci Resource and Referral AgenciesThe Early Childhood Professionals for Better WagesThe Governor's Office

It is acknowledged that certain costs are associated with the recommendations.

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"There must be a clear message that working with young children is aprofession of great importance to our society. There must be a clear path toachieving the highest degree of competence within our profession and thiscompetence must be rewarded. These standards start us on that road."-- David Smith, Director, High Risk Intervention Unit, Colorado Department ofEducation

RECOMMENDATION I: ESTABLISH MECHANISMS NEEDED TO CARRY OUTTHE TASK MIME'S RECOMMENDATIONS

Action Steps

1.1 Continue Governor Romer's Early Childhood ProfessionalStandards Task Force to function as an ongoing advisory andpolicy-making group in carrying out recommendations. Thisgroup will meet semi-annually and provide linkages to other state earlychildhood task forces and advisory councils. After Year Three, the TaskForce will be institutionalized within an existing organization outside theGovernor's Office.

1.2 Establish a Colorado Legislative Consortium to create an earlychildhood legislative agenda for the state. It will be comprised ofparents, legislators and representatives from the early childhood andspecial education communities, the private sector and the publicschools. A paid facilitator, not connected with the Governor's Office, willfacilitate the process which will include education on effective advocacystrategies for children. The group's focus will be goal-driven andaddress many issues relating to incentives.

1.3. Establish an Incentives Work Group, staffed by the Governor'sOffice, to formulate specific recommendations for the EarlyChildhood Professional Standards Task Force. Based on theirfindings, the Task Force also will work with the Legislative Consortiumto initiate a plan to increase funding for salaries and benefits at thelocal, state and federal level.

1.4 Establish a Early Childhood Training Clearinghouse within theOffice of Child Care Services to coordinate and approve earlychildhood related training.

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CORE KNOWLEDGE AND STANDARDIZATION RECOMMENDATION

Required competencies of early childhood staff vary greatly from setting to setting.Different programs (e.g., Head Start, Chapter 1 programs, child care centers) areregulated by different federal and state agencies, each of which has its ownrequirements on staff qualifications. The lack of consistent requirements hascontributed to a fragmented system and lack of professional identity. The trainingand understanding needed when working with young children does not change whena professional moves from one early childhood setting to another.

At-risk children who attend high quality early care and education programs are morelikely to complete high school and to go on to further vocational or college training.These same children are less likely to become teen parents or require specialeducation or welfare services. It is important to note that positive outcomesare associated with high quality preschool programs staffed by earlychildhood professionals with specialized training and understanding ofhow young children learn.

To have a fluid professional system, required competencies must be consistent fromone setting to another regardless of the regulatory agency involved. The dilemmais how to ensure that the diverse population of early childhood staff, especially thosefrom a child's own community, are supported in their role as a professional, whileraising the standards of program quality through training and increasedqualifications.

The following recommendation and action steps identify seven areas of coreknowledge needed by everyone working with young children and ensure thestandardization of training and professional qualifications.

RECOMMENDATION 2: ENSURE THAT EVERYONE WORKING WITH YOUNGCHILDREN HAS THE SAME CORE KNOWLEDGE AND COMPETENCIESREGARDLESS OF WHERE THEY WORK.

CORE KNOWLEDGE AND COMPETENCIES

I. Child Growth and DevelopmentUnderstanding of patterns and stages of a child's physical, emotional,social, language and cognitive development.

Recognition of delays in development that suggest a child is exhibitingindicators of a disability and would need further assessment.

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II. Healthy Safe EnvironmentA. Medical Wellbeing

Understanding of appropriate emergency medical procedures.

Knowledge of symptoms of common early childhood illnesses.

Knowledge and implementation procedures of universal healthprecautions

B. NutritionUnderstanding of nutritional needs of young children as specifiedby the United States Department of Agriculture.

Knowledge of how to plan for the nutritional needs of childrenwith special dietary or cultural requirements.

Knowledge of the various supplemental food programs.

C. Creating a safe, healthy environmentKnowledge of how to plan for both indoor and outdoor space thatis safe, welcoming, child-centered and takes into account what isknown about the effects of light, color, space and textures onchild fatigue and stress (ergonomically sound practice).

D. Child ProtectionKnowledge and recognition of the overt and subtle signs orindicators of child abuse and neglect.

Knowledge of designated child abuse hot line in the community.

Knowledge of state statutes regarding the responsibilities ofreporting child abuse.

III. Developmentally Appropriate PracticesUnderstanding that a nurturing environment promotes the physical,social, emotional and cognitive development of young children.

Developmentally appropriate practice applies to four components ofearly childhood programs: curriculum, adult to child ratios, relationsbetween home and program and developmental evaluation of children.This is both age-appropriate and individual-appropriate.

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IV. GuidanceUnderstanding the whole range of adult responses that support thedevelopment of children's internal control of their own behavior. Thiswould include: responding quickly to children's needs, providing variedopportunities for children to communicate, providing support andencouragement that allows children to finish tasks, modeling respectfulbehavior, initiating and encouraging problem solving.

V. Family RelationshipsUnderstanding, respecting and accepting the cultural, racial and socio-economic influence that is unique to each child.

Valuing the family as the child's first and most important teacher in theearly years and understanding how to work in partnership with parentsto achieve the best results for each child.

Awareness of various sources of family stress such as alcohol and drugabuse, teen parenting.

Knowledge of community resources for families.

VI. Cultural and Individual DiversityIntegrating respect for and valuing of the cultural, racial, gender, socio-economic and physical ability differences in our society.

Knowledge of anti-biased curricula which enables every child: toconstruct a knowledgeable, confident self-identity; to developcomfortable, empathetic and just interaction with diverse populations;and to develop critical thinking and the skills for standing up for oneselfand others in the face of injustice.

VII. ProfessionalismUnderstanding of all the applicable laws, regulations and ethicspertaining to the early childhood profession.

An awareness and understanding of the importance of continued skilldevelopment through ongoing training, involvement in professionalorganizations and advocacy efforts.

Accessing continued individual growth and self awareness opportunitiesand ongoing self assessment.

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"As a nurse practitioner, I am well aware of the interrelation of all aspects of achild's life to her emotional well-being. It is essential to have standards thatattempt to ensure quality in those arenas."

Courtney Thomas, Director, Well Child and EPSDT Programs, Col oradoDepartment of Health

Action Steps

2.1 With input from a group of stakeholders, the TrainingClearinghouse (as defined in Recommendation 1) will providethe following functions:

Approval of non-credited training that supports the careerdevelopment model, covers core knowledge and meetsstaffing requirements. The approval process would includesuch things as content, materials and trainer qualifications;

Establish indicators of core knowledge competencies fordifferent professionals that complement the ColoradoDepartment of Education's Standards for Quality EarlyChildhood Services (i.e., identify how knowledge andcompetencies are measured for differing levels within the field --assistant teacher, teacher).

Maintain a computer registry of early childhood personnelas they add additional training and experience;

Develop criteria for early childhood trainers and maintainprofiles of trainers in a computer database.

2.2 The Departments of Social Services, Education, Health andInstitutions will review and revise early childhood personnelstandards and regulations based on the three levels of coreknowledge.

Newly licensed family child care educators will have aminimum of 12 hours of training that cover Level 1 of coreknowledge and competencies. This will be ongoing in naturemoving from Oval 1 through Level 2 & 3. Level 3 will beconsistent with National Association of Family Day Careaccreditation.

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Learning assistants will have a minimum of 12 hours oftraining that covers Level 1 of core knowledge andcompetencies. Teaching assistant training should be the sameas the training for beginning (entry level) family child careeducators.

Directors will have Level 3 of the core knowledge andcompetencies plus basic fiscal management, supervisoryskills and personnel management.

Infant and toddler educators will have additional trainingon the care, nurturing and stimulation of infants andtoddlers. The Social Service training requirement of 80 hoursshould be consistent for center staff and infanVtoddler homes.

"The Office of Child Care Services is ready to make the needed changes in ourchild care licensing process and rules that would reflect the concerns and bestthinking of this Task Force."-- Grace Hardy, Manager, Office of Child Care Services, Colorado Departmentof Social Services

Personnel working in school-aged programs will havetraining in Level 1 of core knowledge and competenciesplus additional training in the development of andappropriate practices for children five through twelveyears old.

Early childhood educators moving into school-agedprograms will have additional training on the developmentof and appropriate practices for children five throughtwelve years of age.

Special needs educators working with young children willhave training in core knowledge and competencies, Level1 plus their specialty training.

Ongoing training (continuing education) will be arequirement for all levels of the profession.

Personnel standards based on core knowledge will beconsistent in public schools, in early care and educationprograms and in developmental disabilities programs.

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4,

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1

2.3 The Colorado Office of Resource and Referral will maintain acomputerized statewide calendar of available training.

2.4 The Colorado Commission on Higher Education and theColorado Department of Education will coordinate earlychildhood certification standards and early childhood specialeducation certification standards (this implies review and revision).Child rowth and develo ment must be a mandato course in andegree or certificate program.

2.5 The Colorado Department of Social Services' "Colorado ChildCare Assistance Program" reimbursement rates will be tied tothe quality of the program.

1. The lowest reimbursement rate will be paid to centers andhomes meeting the minimum rules and regulations.

2. The second level of reimbursement rate will be paid tocenters and homes that have started an approved nationalaccreditation process.

3. The highest reimbursement rate will be paid to centers andhomes that have completed the accreditation process.

2.6 The Early Childhood Professional Standards Task Force willcontinue ongoing working relationship with the NationalAssociation for the Education of Young Children's NationalInstitute for Early Childhood Professional Development;Wheelock College's Center for Career Development in EarlyCare and Education; the National Child Care Association; andthe National Association of Family Day Care.

2.7 The Colorado Departments of Social Services, institutions andEducation will use the term early childhood educator Instead ofleacher or "group leader."

"These recommendations and action steps build upon the diverse trainingopportunities in early care and education in Colorado."-- Vera Monte; Past-President, Colorado Association of Family Child Care

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ARTICULATION RECOMMENDATION

The lack of articulation among training programs is a significant barrier to ongoingprofessional development. Early Childhood professionals rarely are awarded creditfor previous learning (learning through work experience or non-credit classes).Presently, a system of individual assessment that can award credit for prior learningis in place through the Colorado Community College and Occupational EducationSystem and four-year baccalaureate granting institutions. While this is a step in theright direction, there still are barriers for early childhood staff. Many who enter theearly childhood field come from the same community and share similar cultural andeconomic backgrounds with the children they care for and educate. They may nothave had much experience with institutions of higher education that may representother cultural values nor with the bureaucratic maze of getting into school and withthe time consuming process of proving what they have learned. A "student friendly"system must be sensitive to cultural style and economic circumstance.

Presently, non-credit training programs are inconsistent and spotty. Training contentis often repetitive and does not build on what the early childhood professional hasalready learned. There is no way of assessing the quality or context of the trainingor the qualifications of the trainer, nor is there an approved system for individuals torecord the training they have completed. There must be a way for non-credit trainingto fit automatically into credit training programs.

Many educators are frustrated when they try to pursue a degree in early childhoodand find that many of the credited classes they have taken are not accepted intransfer or as articulated credit at another college or university. These credits maybe transferred but often only as elective credits. Articulated credit refers to theability to have a class and its credits count towards fulfilling a degree requirement.

The Colorado General Atoembly instructed the Colorado Commission on HigherEducation (CCHE) to develop a transfer policy. The policy and general procedureswere accepted by the Colorado Commission on Higher Education in 1988. Thetransfer policy means that every community college must have individual transferagreements with each and every four year college and university in Colorado. Acommunity college can have up to 14 individual agreements. Since each agreementis worked out by the heads of individual departments at each institution on a yearlybasis, this system has led to inconsistencies from school to school. While CCHE'stransfer policy lays the groundwork for articulated transfer credit, the present systemmust be streamlined to ensure consistency, continuity and quality of articulated earlychildhood credit.

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it is imperative that statewide professional standards be established forpeople who work with Colorado's most precious resource -- our youngchildren."- Mary Curtis, Supervisor, Early Childhood Education, Denver Public Schools.

RECOMMENDATION 3: CREATE A SEAMLESS ARTICULATION PROCESS FOREARLY CHILDHOOD PROGRAMS IN SECONDARY. TWO-YEAR. FOUR-YEARAND GRADUATE INSTITUTIONS AND A MECHANISM WHICH BRIDGES NON-CREDIT AND CREDITED PROGRAMS.

Action Steps

3.1 The Office of Child Care Services will complete acomprehensive survey of available early childhood training inColorado.

3.2 The Office of Child Care Services will complete acomprehensive early childhood training needs assessment forall levels of staff from practitioners to administrators.

3.3 The Training Clearinghouse will work with the ColoradoCommunity College and Occupational Education System andthe Colorado Commission on Higher Education to develop astatewide standardized method of converting non-credittraining to credited training (i.e., an articulation model).

3.4 The Colorado Community College and Occupational EducationSystem and the Colorado Commission on Higher Education willassume leadership in working with the Early ChildhoodProfessional Standards Task Force and the TrainingClearinghouse to implement a statewide articulation processamong secondary, two-year, four-year and graduate institutionsthat recognizes articulated transfer credit.

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INCENTIVES RECOMMENDATION

Not surprisingly, the issue of incentives for professional development was the mostdifficult for Task Force members to address. It was helpful for the group to frame thediscussion by first agreeing on a broad definition of "incentives" and why they areneeded, and then identifying current barriers to creating them.

What are incentives?

Incentives are strategies to create impetus and substantial motivation for individualsto choose a career as an early childhood educator, to seek training that will improveprogram quality and to remain in the field. Incentives are created in order to attractand retain the best people in the field. Incentives do not translate only to wages andbenefits, although this is clearly the overarching issue. Other incentives arecontingent on resolution of the wage and benefits issues and include status,recruitment, retention, quality and training.

Why do we need incentives?

As the demand for early care and education continues togrow, resources aren't adequate to meet demand forprograms. An inadequate labor pool and high turnover (40-60percent annually) seriously undermines our ability to makeprograms available to families who need them.

Good early childhood programs are good for childrenbad ones are detrimental. Quality programs are characterizedby staff who have received early childhood related training. Yet,the National Child Care Staffing Study (1989) showed that 38percent of center staff have had no training related to earlychildhood education.

* Early care and education is the second lowest paidprofession in the United States. Many providers make lessthan parents who receive financial assistance through SocialServices to purchase care; many Head Start teachers would meeteligibility criteria for Head Start.

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"Each young child in Colorado deserves quality early care and education.Each early childhood teacher deserves a living wage. The two are directlyrelated. When 41% of early care and education teachers leave the fieldannually, the quality of the child's care is in jeopardy. We must do better forteachers and children."

Dona Kelley, President, Colorado Association for the Education of YoungChildren

What are the current barriers to creating incentives?

Resource group and Task Force members identified several major barriers tobuilding support for Incentives. Barriers revolve around:

Public perception -- "Quality" is an elusive concept. Manypeople still believe that anyone is qualified to work with youngchildren and that specialized training is unnecessary. Earlychildhood education and child care are viewed as discreet fields.

Systems issues The early childhood delivery system isfragmented. Consequently, educators do not see themselves assharing the same issues or as part of a common effort to improveworking conditions.

Economics -- Without significant governmental investment, thecost of salary increases to early childhood staff would be passedalong to parents -- pricing most parents out of the market.

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"I feel that these incentives are critical for promoting and maintaining quality.It is imperative that we put children first. We must keep moving toward thisgoal."-- Kathy Gregg, Instructor, Career Center, Mesa County Valley Schools

RECOMMENDATION 4: ESTABLISH INCENTIVES THAT WILL IMPROVESALARY. BENEFITS AND STATUS ISSUES.

The incentives recommendation will be carried out by The Colorado LegislativeConsortium and the Incentives Work Group as identified in Recommendation I.

Action Steps

Compensation/Benefits

4.1 The Legislative Agenda developed by the Colorado LegislativeConsortium will build awareness among the general public andthe General Assembly of the pressing need to improve salariesand working conditions for early childhood educators. Further,it will increase effectiveness in lobbying for increased fundingand create a shared vision in the early childhood community.

The group will consider proactive legislation at the local, state andfederal level which may include advocating for a variety of programs andfinancial commitment.

Examples:

State: creation of a salary enhancement program; increased funding forthe Colorado Preschool Program; increased funding for the statewidesystem of child care resource and referral; the creation of state incometax credits for early childhood educators; new funding for an earlychildhood educators' benefits plan; capacity to tie Social Servicereimbursement rate increases to staff salary increases and accreditationstatus; establishment of a constitutional amendment relating to rights ofthe child; and, the creation of a quality improvement fund.

Federal: increased and continued funding to Head Start, Title )0C, theFamily Support Act (including JOBS Training), Title IVA, the Child Careand Development Block Grant, the Dependent Care Block Grant and theHigher Education Act as it relates to early care and education.

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4.2 The Incentives Work Group will research and identify strategiesthat have successfully increased funding to specificpopulations. Efforts may include: exploring American Federation ofTeachers, National Education Association and public health nurses'strategies to increase salaries; identifying American Association ofRetired Persons advocacy strategies; researching productive unionefforts and models used in other countries, alternative staffing modelsand effective salary enhancement programs. Recommendations will bemade to the Early Childhood Professional Standards Task Force forfuture action.

4.3 The Incentives Work Group will work with the Colorado Officeof Resource and Referral Agencies and professionalassociations to investigate the development of an earlychildhood "cooperative'. Based on the assumption that large grouppurchases reduce the cost of a variety of goods and services, thecooperative could address the need for free or reduced price buspasses; free or reduced parking costs; reimbursement for costsassociated with Colorado Bureau of Investigation and Federal Bureauof Investigation checks; equipment, food and supplies at discountedrates; reduced cost of membership and conference registration; a grouphealth care plan; and a group insurance program. Recommendations willbe made to the Early Childhood Professional Standards Task Force forfuture action.

4.4 Early childhood organizations will place compensation at thetop of their agendas and not take it off until the issue isresolved. Professional Associations will take a more active lobbyingrole. Further, these organizations will actively endorse and support the"Worthy Wage Campaign" and NAEYC's "Full Cost of Care."

4.5 The Governor's office will work in conjunction with the EarlyChildhood Professionals for Better Wages, representatives fromthe public schools, the Colorado Department of Education, theColorado Department of Social Services and professionalassociations to host a conference and distribute information toearly childhood educators ati effective advocacy strategies.The intent is to empower early childhood educators and create a strongand united voice for change.

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4.6 The Colorado Office of Resource and Referral Agencies willwork with professional associations, including the EarlyChildhood Professionals for Better Wages, to educate parentson the full cost of care and education. This could includecoordination of public events that focus attention on early care andeducation funding issues, (e.g., sending parents "full cost of care andeducation bills"; charging parents for one day of care at full cost ofquality; developing or distributing a brochure for parents; andorganizing a "take your child to work" campaign.

4.7 The Governor's Office, local resource and referral agencies andother community agencies will continue to educate businesseson the value of investment in early childhood programs and theimportance of compensation and seek input from the businesscommunity on strategies to improve working conditions forearly childhood educators.

4.8 Professional associations will continue to work with the publicschool system to achieve equal pay for early childhoodproviders working in the public school system. It is understoodthat this can be accomplished only with the buy-in of severalconstituencies including the general public, the Colorado AchievementCommission, the Colorado Association of School Boards, The ColoradoDepartment of Education and the Colorado Education Association.

It is understood that this is only one step needed to carry out the intentof the Task Force recommendations which are designed to create asystem which offers comparable pay across sectors and supports adiverse delivery system.

Training/Quality

4.0 The Governor's Office, the Early Childhood ProfessionalStandards Task Force, the Colorado Departments of HigherEducation, Social Services, Health, Institutions and Educationwill develop and implement a strategy to make trainingrelevant, accessible and affordable to all early childhoodprofessionals In order for them to meet core knowledge, competenciesand the requirement changes within five years.

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4.10 Funding will be increased for the Colorado System of Resourceand Referral to provide recruitment and training.

4.11 The Incentives Work Group will work in conjunction with theColorado Student Loan Program, Higher Education, theColorado General Assembly, the JOBS Training programthrough Social Services, the Governor's Job Training Office andlocal businesses to investigate potential for the developmentof a scholarship fund, loan assumption and/or a forgivenessprogram for early childhood professionals. To support this effort,the incentives Work Group will conduct a comparative wage study.

Recommendations will be made to the Early Childhood ProfessionalStandards Task Force for future action.

"Adequate training is the key to retention and quality care. When it comes toour children, we cannot afford to sacrifice quality."-- Gail Wilson, Executive Director, Colorado Office of Resource and ReferralAgencies

4.12 The Early Childhood Professional Standards Task Force willwork in cooperation with the Legislative Consortium to lobbyfor the creation of a Quality Improvement Fund appropriated bythe Colorado General Assembly. This fund may addresstraining and other quality-related issues for early childhoodeducators including monies earmarked to support nationalaccreditation processes for both centers and family child careeducators, and funds directed to the creation of a team of childdevelopment specialists, including parents, to provide onsitetraining and technical assistance to early childhood educators.

4.13 The Colorado Office of Child Care Resource and ReferralAgencies will work with the Office of Child Care Services, localagencies and professional associations to create a reliablesource of substitute care for early childhood educators. Thismay involve outreach to existing private sector employmentagencies.

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5

RECRUITMENT AND RETENTION

4.14 The Office of Child Care Services will revisit and revise existingregulations to ensure consistency in the licensing process.Particular attention should be paid to the rules and regulationsthat are consistent across settings. This involves:

Making state Rules and Regulations more user-friendly;Making information on licensing more readily accessible;Printing regulations in other languages;Developing a companion brochure on the licensing process;Striving for more consistent application of regulations;Increasing relevant training to licensing specialists,including internship in a center or home;Creating regulation for ongoing training or for accountabilityon implementing a staff training plan; and,Creating a one-stop shopping model with local resourceand referral agencies acting as licensing "guides" for familychild care educators.

"It is necessary to increase the pool of talented people who enter this field.These recommendations go a long way toward building the incentives andstandardized training that can accomplish this."-- Ken Seeley, Director, Colorado Family Preservation

4.15 The Colorado Office of Resource and Referral Agencies andprofessional associations will work together to create an 'EarlyChildhood Professional's Bill of Rights and Code of Ethics."This bill of rights will include workplace standards foreducators as well as children.

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4.16 Based on this bill, the authors will work with the Office of ChildCare Services to develop and revise regulations, and with theLegislative Consortium to work for statute changes and newlegislation that address satisfactory work environmerol. Thesemay include:

Appropriate staff development opportunities;Paid vacation and sick leave time;insurance benefits;Access to quality training;Access to a phone;Access to a staff lounge;Minimum amount of funding for equipment supplies;Minimum amount of planning time.

4.17 Mentoring, touring and accreditation programs will beinstitutionalized and supported. This effort should be tied intoexisting training systems as part of core knowledge and standardizationand articulation of training.

"Teacher training programs must fuse theory and practices. Teachers learn byteaching under the guidance of experienced mentors."-- Carolyn Hambidge, Executive Director, Stanley British Primary School,Teacher Training Program

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APPENDIX A: TASK FORCE AND RESOURCE MEMBERS

4 1;

TASK FORCE MEMBERS

Boa Remo:.First Lady of Colorado

Helen AndresenPresident,Colorado Child Care Association

Dal* BeckmannDirector of Instruction,Colorado Community College andOccupational Education Systems

Harriet BooneProfessor,School of EducationUniversity of Colorado at Denver

David ChapaAssistant Regional Administrator,Office of Family SecurityAdministration for Children and Families

Mark ChisholmSenior information andResearch Officer,

Colorado Commission onHigher Education

Mary CurtisSupervisor,Early Childhood EducationDenver Public Schools

Kathy GreggInstructor,Career CenterMesa County Valley Schools

Carolyn HambldgoExecutive Director,Stanley British Primary School

Grace HardyManager,Office of Child Care ServicesColorado Departmentof Social Services

Anna Jo Haynes, ChairExecutive Director,Mile High Child Care Association

Dona KelleyPresident,Colorado Association for theEducation of Young Children

Hal LewisPrincipal Investigator,Faculty Institute TrainingUniversity of ColoradoHealth Sciences Center

Vera MontezPresident,Colorado Association ofFamily Child Care

Ken SeeleyDirector,Colorado Family Preservation

David SmithDirector,High Risk Intervention UnitColorado Department of Education

Courtney ThomasDirector,Well Child and EPSDT ProgramsFamily and Community HeafthServices Division

Colorado Department of Health

Gall WilsonExecutive Director,Colorado Office of Resourceand Referral Agencies

Staff: Kathleen ShindierGovernor's OfficeFirst Impressions

STANDARDIZATION AND ARTICULATION RESOURCE GROUP MEMBERS

Dale BeckmannDirector of Instruction,Colorado Community College andOccupational Education System

Lori Goodwin SowersEarly Childhood Coordinator,Northeastern Junior College

Brenda DuncanEducational Coordinator,Child Opportunity Program

Dan KingsburyExecutive Director,Colorado Child Care Association

Vora MontezPresident,Colorado Association ofFamily Child Care

Diana RangeInformation and Training Specialist,Office of Child Care ServicesColorado Department ofSocial Services

Mary Steck lainVocational TechnicalEducation Manager,

Consumer and Family StudiesColorado Community College andOccupational Education System

Kathleen Shindier, facilitatorSpecial Projects Coordinator,Governor's OfficeFirst impressions

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CORE KNOWLEDGE RESOURCE GROUP MEMBERS

Linda FlynnDirector of EducationJFK Center for DevelopmentalDisabilities

University of ColoradoHealth Sciences Center

Dabble JumpDirector,Auraria Child Care Center

Sylvia KreiderPreschool CoordinatorAdams County School District 14

Molly McNally-DunnSchool-Aged Programs Coordinator,Red Rocks Community College

Vera MontezPresident,Colorado Association ofFamily Child Care

Iii

Alan Plans&Information Systemsand Budget Director

Mile High Child Care Association

Sandy PomonaEarly Childhood Education ChairArapahoe Community College

Diana RangeInformation and Training Specialist,Office of Child Care ServicesColorado Department ofSocial Services

Mary Stock loinVocational TechnicalEducation Manager,

Consumer and Family StudiesColorado Community College andOccupational Education System

Pam WalkerEarly Childhood Coordinator,Fremont School District RE-1

Sandra Harris, facilitatorPolicy Analyst,Governor's OfficeFirst impressions

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DYNAMIC PROFESSIONAL SYSTEM RESOURCE GROUP MEMBERS

Elizabeth Soper HoppCoordinator,Early Childhood EducationColorado Department of Education

Elizabeth HeubleinDirector,National INREAL OutreachEducation Center

University of Colorado

Meer. ManiAssistant to the President,Clayton Foundation

Sandy ShaimoVice President,Windf lower Enterprises, Inc.

Damon* YoungDirector,Child Health ServicesColorado Department of Health

Mimi Howard, facilitatorParents As First Teachers Coordinator,Governor's OfficeFirst Impressions

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INCENTIVES RESOURCE GROUP MEMBERS

Cathy BrendzaDirector,The CenterLake County School District R-1

Martha DaleyDirector,Mayor's Office of Child Care Initiatives

Debbie JumpDirector,Auraria Child Care Center

Nikl Mitchell,Teacher,Douglas County Public SchoolsEarly Childhood Professionals for Better Wages

Alan Hanselinformation Systemsand Budget Director

Mile High Child Care Association

Diana Rang*Information and Training Specialist,Office of Child Care ServicesColorado Department ofSocial Services

Barb SawyerDirector,Colorado Association of Family ChildCare Education Foundation

Jan SpeirersRegional Access ProjectUniversity of Coloradoat Denver

Gail WilsonDirector,Colorado Office of Resourceand Referral Agencies

Sally Vogler, facilitatorDeputy Director,Governor's WilcoFirst Impressions

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APPENDIX B: LETTERS OF SUPPORT

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14'4National Institute for Early Childhood Professional DevelopmentA division of the National Association for the Education of Young Children

1834 Connecticut Avenue, N.W., Washington, DC 20009202-232-8777 800-424-2460 FAX 202-328-1846

August 4, 1992

Honorable Roy RomerGovernor, State of ColoradoExecutive Chambers136 State CapitolDenver, Colorado 80203-1792

Dear Governor Romer:

Thank you for the opportunity to review the work of your Early Childhood ProfessionalStandards Task Force. As always, it is exciting to learn of Colorado's initiatives to meet the careand education needs of young children in your state. I am writing to strongly support the TaskForce's recommendations. The National Association for the Education of Young Children(NAEYC) applauds the work of the Task Force in developing recommendations and guidingprinciples that reflect national trends to improve early childhood professional preparation anddevelopment.

NAEYC has recently launched a major initiative designed to improve the quality of earlychildhood services through the improvement of the professional preparation and trainingprovided for individuals who care for and educate young children. The Colorado plan is highlycongruent with the model system of professional preparation and development promoted byNAEYC. We strongly support several key elements of Colorado's plan:

The recognition that there is a specialized body of knowledge which all individuals whowork with young children must possess to be effective in providing high-quality care andeducation.

Flexibility in assisting the educational development of adults seeking to work with youngchildren. Most important is the recognition that a wide range of preparation programsexist among secondary, two-, four-year and graduate institutions making articulation ofcourse credit imperative in helping individuals to continue to have access to programsthat will meet their educational needs.

The acknowledgement of the need for continuing education that reflects currency inresearch, trends, and practices relevant to the care and education of young children.

Inclusion of work with parents, policy makers, legislators =I the public to facilitateunderstanding of the costs and benefits of quality early childhood programs.

6

Governor RomerPage two

The establishment of incentives that not only seek to improve the quality of earlychildhood programs but to improve the salary, benefits, and professional status of thosequalified individuals who choose to work with young children.

The work completed by the Task Force represents an excellent beginning. We look forward tohearing more about the results of the Task Force's efforts. Please keep us informed and do nothesitate to call if we can provide additional support or be of further assistance.

Sincerely yours,

Sue BredekampDirector of Professional Development

nFamilies and Work Institute

I Ellen GalinskyICo-President

II1

August 14, 1992

The Honorable Roy RomerState of Colorado

IExecutive Chambers136 State CapitolDenver, Colorado 80203-1792

I Dear Governor Romer:

IThe training of teachers and caregivers is strongly linked to the quality of care andeducation that children in child care receive. Thus, the absence of systematic

Itraining for early childhood professionals is very costly.

The Early Childhood Professional Standards Task Force has created a unique model,

I one that addresses the current problems of fragmentation, the lack of articulation,the gaps between non-credit and credited programs, and the unevenness of thetraining itself. This model moves the field forward, making what seemed difficult

Ior impossible not only possible but do-able.

I commend the State of Colorado for making an innovative, creative, substantivecontribution to the early childhood field.I

IIIII

Sincerely,

Ellen GalinskyCo-President

EG /bn

a-P-A4411

6

330 Seventh Avenue, New York, New York 10001 (212) 465.2044 Fax (212) 465 8637

August 7, 1992

The Honorable Roy RomerExecutive Chambers136 State CapitolDenver, Colorado 80203-1792

Dear Governor Romer:

Dee4- Loitte GOOD TOMESEPOS Sd

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The Children's Defense Fund believes that high quality childcare and early childhood development programs are an essentialcomponent of any school readiness agenda. We also believe thatthe quality of these programs is intimately linked to theinteractions between staff and young children. Training is a keydeterminant of these staff-child interactions and of the qualityof child development programs. Therefore, we strongly supportthe recommendations of Colorado's Early Childhood ProfessionalStandards Task Force.

We are pleased that the recommendations recognize the factthat children learn in both half-day and full day programs. Aschool readiness plan cannot be limited solely to enhancing thequality of part-day programs with so many mothers of youngchildren now working outside the home. We also appreciate thereport's sensitivity to the diversity of the child developmentfield, the importance of making training accessible to child careworkers, and the need to create a meaningful career ladderthrough a well-designed training system.

The Task Force report is yet another example of Colorado'sthoughtful approach to the issue of school readiness andeffective child care and child development programs. We commendyou for this effort.

HB/rm

Sincerely,

/41L-C14- 6.49-441L

Helen BlankDirector, Child Care

6,)25 F Street, NWWashington, DC 20001Telephone 20 ' ti2fl It7tt"Fax 202 661 1510

August 20, 1992

Governor RomerFirst Impressions136 Capitol BuildingDenver, CO 80202

Dear Governor Romer:

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I have recently read with interest the Early Childhood Professional Standards Task Forcereport. On behalf of the Child Care Employee Project, I urge you to facilitate theimplementation of the Task Force recommendations. In particular I support therecommendation calling for incentives that will improve salary, benefits and status issuesof those caring for young children.

The Child Care Employee Project is a national resource and advocacy organizationseeking to improve the quality of child care services by upgrading the wages and workingconditions of child care staff. Poverty level wages fuel high turnover which results ininconsistent caregiving environments for young children. In 1989 the Child CareEmployee Project released The National Child Care Staffing Study which documented thedirect link between the child care work environment and the quality of care childrenreceive. Centers paying higher salaries were able to recruit and retain better qualifiedstaff who engaged in more appropriate interactions with children. We found that childrencared for by untrained staff in programs with high turnover were suffering in theirlanguage and social development.

The Child Care Employee Project currently works to address the staffing crisis througha variety of avenues. I have enclosed an article which details the latest state efforts todevelop policy initiatives directed toward improving child care compensation. CCEP isengaged in ongoing research in this area, tracking innovative approaches andinvestigating new options, and we will be happy to share our information with you.Additionally, we coordinate the Worthy Wage Campaign, a national grassroots effort toeducate the American public and policy makers about the staffing crisis. We alsocontinue to collect salary data similar to our 1989 study of Colorado.

Please feel free to call on us if there is any support we can lend to your efforts. Qualitychild care requires an environment that values adults if it is to value children. We lookforward to Colorado's progress in making child care a career people can afford to pursue.

Sincerely,

Wmitionria

Marcy WhitebookExecutive Director 116

Child CareEmployee

Proleet

V

CHILD CARE ACTION CAMPAIGN 330 SEVENTH AVENUE, 17th FLOOR NEW YORK, NY 10001 (212) 239-0138FAX (212) 268-6515Board of Direct=

Honorary CimarronPresident Jimmy CarterPresident Gerald R FordFcandov Paisdre4Elinor GuggenheimerAmamiRichard B. StoneyTrne Inc keegazinesviceProsidsnetDana E. Friedman. Ed.D.Ferries and Work InstituteKate Rand LlwdWorkiv Woman MegaZAS

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September 15, 1992

Honorable Roy RomerGovernorState of Colorado136 State CapitolDenver, CO 80203-1792

Dear Governor Romer:

The Child Care Action Campaign wholeheartedly endorses therecommendations of the Early Childhood Professional Standards TaskForce.

Research clearly indicates that the quality of child care is affectedby both staff turnover and provider training. The Task Force'srecommendations and action plan provide a comprehensive framework foraddressing these two critical areas. We are very impressed with the TaskForce's elaboration of the core knowledge and competencies for child careproviders and educators and its plan to improve articulation amongtraining programs.

The action plan for creating incentives that address salary, benefitsand status issues is both comprehensive and practical. The Task Forceclearly articulates the importance of working to change public perceptionsand business' attitudes about the importance of child care and preschooleducation, and provides a workable strategy to do this. Colorado is alsoleading the way in helping to educate the public, professionals, and thebusiness community about the critical connection between child care andeducation, making it clear that child care is the form that early educationtakes for a large portion of our children.

We believe that the Task Force's recommendations and action planwill significantly improve the quality of child care and preschooleducation in Colorado and will serve as a model for the rest of thecountry.

BR:ds

65

Sincerely,

/31442, 44141.ts.4":Barbaid ReismanExecutive Director

A_

'Die ClaytonFoundationTrustee of theGeorge W. Clayton Trust and College

August 5, 1992

Hon. Roy RomerGovernor of ColoradoState CapitolDenver, CO 80203-1792

Dear Governor Romer:

The board and staff of The Clayton Foundation and of the Clayton/Mile HighFam ly Futures Project are pleased to write e, letter in support of the work ofthe Early Childhood Professional Standards Task Force recommendations.

Those of us who have feet in the worlds of both education and business havecome to realize over the last decade or so that the changes in our society asa result of more women in the work force on a full-time basis are having adramatic impact on our youngest citizens. Although women continue to be

predominate caretakers of children, the settings have changed from theone-on-one home environment to child care settings, family day care homes,and preschools where children of. different ages, diverse backgrounds, andvarying developmental needs are grouped together.

We at Clayton find it ironic that although there appears to be no disagreementin the literature about the importance of "the first sixty months," as a societywe have done little to prepare or reward those who enter this mushroomingearly childhood education work arena. Had we adopted the same attitude insimilarly important human service areas such as medicine, the consequencesare unthinkable. But because the harm that can occur or the positiveoutcomes that can be accomplished are not as visible that is to say theyhappen in the minds and hearts of little chidlren rather than in their bodies --we continue to ignore the knowledge and the data available to us.

3801 Martin Luther King Blvd.Denver, CO 80205303/355-4411

3

Hon. Roy RomerAugust 5, 1992Page Two

We are pleased, therefore, to see that the work of the Early ChildhoodProfessional Standards Task Force directly addresses our concerns aboutboth preparation and compensation. We know you share our awareness aswell as our concerns or you would not have appointed the Task Force in thefirst place. We urge you to act quickly to implement the recommendations sothat we will begin to address the needs of children, our work force in themaking, in a much more effective way through better trained andcompensated and thus more competent personnel.

Sincerely,

atelc,

Adele PhelanPresident

I

A.

ColoradoCommunity College &

Occupational Education System1391 North Speer Boulevard, Suite 600Denver, Colorado 80204-2554(303) 620-4000FAX 13031 825-4295

September 9, 1992

Kathleen Shindler, Special Projects CoordinatorGovernor's Office1211 State Capital BuildingDenver, Colorado 80203

Dear Kathleen:

Printed on recycled stock

Thank you for allowing me to review the draft of the Proposal for aColorado System of Early Childhood Professional Development. Your reportaccurately reflects the work of the various subcommittees, and creativelysynthesizes the input from all of the constituent groups into a verycomprehensive and coherent plan.

All forecasts regarding the social and economic future of Colorado haveincluded the requirement that quality child care exist for all citizensif we are to fully develop Colorado's human resources base and contributeto Colorado's economic growth and vitality. Coincidentally, these arethe goals of the State Board for Community Colleges and OccupationalEducation. I am convinced that to realize these goals a rational andsystematic method of training must be supported by all segments of oureducational community in Colorado, high school through graduate school.To paraphrase Governor Romer, we must behave as a system to insure atruly seamless curriculum and an effective articulation process. Wesimply cannot afford program duplication and unnecessary encumbrances tothe quality training goals outlined in the plan.

I'm convinced that the plan has clearly focused on the salient elementsrequired to achieve such a system of training. 1 look forwara toproviding further assistance on all future goals of the project.Moreover, with the leadership of the Governor's office and thecooperation of the Colorado Commission on Higher Education, the highereducation community, the Colorado Department of Social Services, and theColorado Department of Education, all of the goals in the plan areachievable.

Sincerely,

Dale BeckmannDirector of Instruction

63

EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER

IIIIIIIIIIIIIIIIIII

"The National Committee on Economic Development, a prestigiousgroup of CEOs, has identified early education as one of the mostcost-effective steps we can take to prevent later failure. Thesebusiness leaders estimate that for every dollar we invest in earlyeducation, we save $3 -$6 in costs down the line in terms ofincreased income and decreased need for services such as specialeducation and welfare.

If we want the greatest payoff from early education, we mustrecognize that success depends not only on reaching the child inthe first five years, but on the competency of the teacher. Qualityearly education happens in a variety of places public preschools,private child care centers and family child care homes. Yet, thereis no standards of quality that is consistent across these settings.We need such a standard."

-- Governor Roy Romer, State of the State, 1992.

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