The California CTC Discusses the Preparation and Licensure of the Early Childhood Workforce
On February 11th, the California Commission on Teacher Credentialing (CTC) convened to update the work relating to early childhood education. At this meeting, informational Item 3E: Update on the Work Relating to Early Childhood Education (ECE) was presented by Phyliis Jacobson, CTC administrator, and Debbi Keeler and Cassandra Henderson, Consultants for the Professional Services Division.
The agenda item was for information and discussion only, and no action was taken. The agenda item focused on building multiple critical pieces of infrastructure to support the transition of the preparation and licensure of the early childhood workforce to a competency-based system similar to that of all other credentials.
They provided information on the need for additional qualified and prepared ECE teachers as a result of state initiatives to expand access to state preschool and universal Transitional Kindergarten (TK) programs and updates on its efforts to develop and deliver multiple early childhood education workforce pathways. CTC aims to build educator and program quality and accountability to meet the needs of California’s diverse student population.
The CTC shared details about their ECE Credentialing Workgroup of experts in the field, which they established to consult on potential requirements for the refocused ECE Specialist PK-3 Credential. The workgroup has met monthly since December 2021 to develop the Teaching Performance Expectations (TPEs) for the new credential. As the workgroup continues to meet, they will discuss which content and focus of teacher preparation programs this credential should include. The workgroup’s recommendations, program standards, and teacher performance expectations will be presented to the Commission at the April meeting for consideration.
Early Edge Public Comment
Early Edge delivered remarks that applauded the CTC for continuing the meaningful discussion on Early Learning teacher pathways. In addition, we emphasized the importance of the Commission’s commitment to seeking field input through the ECE Credentialing Workgroup. We thanked the Commission for the opportunity to have our Executive Director, Patricia Lozano, serve as a member of the workgroup.
We urged the Commission to ensure they recognize and build upon our current ECE workforce’s years of experience and competencies as they revisit the ECE Specialist Credential. In addition, Early Edge urged the Commission to ensure that the subject matter included in the credential promotes developmentally appropriate practices for young children, especially Dual Language Learners.
Public Input Opportunities
The CTC has made available two opportunities for the public to provide input on the PK-3 ECE Specialist Credential via a survey and focus groups. More information on these two opportunities can be found below.
PK-3 ECE Specialist Credential TPEs Survey
To establish a new PK-3 ECE Specialist Credential, the New Teaching Performance Expectations (TPEs) have been developed. A public input survey on the draft PK-3 ECE Specialist TPEs will be available through Friday, March 11, 2022.
Focus Group Input Sessions Regarding the PK-3 ECE Specialist Credential Work
Focus group sessions will be held during early March 2022 to gather public input regarding the work to establish the PK-3 ECE Specialist Credential. Topics will include the proposed requirements for this credential as well as pathways and options for different types of candidates to earn the credential.
See below for the focus group public input session dates, times, and registration information:
Please contact [email protected] for any questions regarding the focus group sessions.
The next CTC meeting will be held on April 7th and 8th. Learn more about the CTC.