ECE/EDU Workforce �Development �Symposium

Sponsored by Teach for LA

With support from,

Teach for the Bay

11AM - 3PM - May 13, 2022

CA ECE/EDU Workforce Symposium

Agenda

Welcome - 11:00AM

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ECE/EDU/TK Workforce Needs and the Pre-3 Credential and FOCUS GROUP - 11:35AM

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Preparing for the Expansion of the EXL Workforce - 12:25PM

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Workforce Development - Pipelines and Apprenticeships - 1:20PM

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Advocating for Higher Education Needs - 2:15PM

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�Kathleen White, BACCC ECE/EDU RJV Coordinator, CCSF�Steve Bautista, Program Coordinator, Teacher Education, Santa Ana College and ACCCTEP President

Mary Sandy, Executive Director, Commission on Teacher Credentialing

Marty Alvarado, Executive Vice Chancellor of the Equitable Student Learning, Experience, and Impact Office, CCCCO

Welcome

Welcome

• Over 2 million students in CA Community Colleges
• 112,000 High School Dual Enrollment Students
• 1 in 4 community college students nationwide attend a CA CC
• 51% of CSU and 29% of UC graduates are transfers from a CCC
• If the CCCCO and our high school partners are at the mouth of the ECE/EDU funnel, what are the inputs needed to create the workforce output at the end?

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Welcome

• 35% of high school graduates in CA do not attend higher education the year after graduation

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• Of the 65% that attend college the following year, 40% attend a community college

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• Growing Our Own will keep our high school graduates in school, employed and engaged

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Welcome and Framing

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• The Role of the Community Colleges in Workforce Development

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• 85% of the ECE center workforce and the 54% of credentialed TK- to grade 12 teachers in California attended a CA community college
• The Education and Human Development (ECE/EDU) Sector enrolled 146,716 students in courses and programs at California community colleges in 2018-2019, (prior to COVID) ranking fifth in enrollment, degree and certificate completion among the ten priority CTE career sectors
• Highest percentage of female students at 83%, with 67% of students being non-white, and has the second highest percentage of economically disadvantaged students, at 78%
• 112,000 dual-enrollment students in CA in 2019-2020 - number is growing

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Welcome

• ECE/EDU Labor Market Demands -

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• 124,000 job openings annually in CA (pre-COVID) in ECE/EDU sector
• Up to 200,000 staff may be needed for full after-school (ELO-P) implementation

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• COE clustered 20 key occupations in teaching, including preschool, education, after-school, child care and development, special education, administration and others

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• We will hear today about state budget expansions in ECE, TK, EXL/ASP, K-12 Teacher Residencies and Recruitment

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• The COVID Pandemic destabilized the ECE/EDU Sector and increased retirements and job changes and unemployment

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Welcome

• ECE/EDU Labor Market Demands
• Higher Education Serves Them All

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• 8-11,000 new TK teachers and aides needed

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• Expansions in CDSS child care programs require additional staff

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• Over 27,000 working in licensed family child care homes

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• Over 200,000 working in child care in over 10,000 licensed sites in CA

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• Over 30,000 working in EXL

in 4,400 state supported sites and another 30-40,000 in privately funded after-school and summer programs

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• Over 300,000 credentialed teachers in CA

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• Over 100,000 work as exempt care providers. 40% of child care is in exempt settings with families, friends, a nanny or neighbors

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• Child mental health professionals needed - post-pandemic

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• Higher education also has workforce gaps for faculty

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Welcome

• ECE/EDU Labor Market Demands

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• Of the 20 most common job titles that comprise the sector totaling a CA workforce of 1,172,806:

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• Replacement jobs between 2020 and 2025 total 559,405

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• 93% of the projected 604,157 jobs between 2020 and 2025 are replacing those lost to retirement, turnover, COVID impacts and leaving the field

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• Annual openings at 120,803 for California

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• These numbers DO NOT INCLUDE NEW JOBS BASED ON NEW BUDGET ALLOCATIONS

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• New jobs totaling an additional 40,000 openings annually based on incoming, new and proposed budget increases are anticipated

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Welcome

• What do our Higher Education Partners Need?
• The CSU’s, UC’s, Private Institutions?
• What do our high school partners need?
• How do we ensure the workforce is ready for the available jobs?

Policy Priorities and Needs

Priorities:

• Ensure that CSUs and UCs work collaboratively to create fully articulated statewide pathways for aspiring P-12 teachers who begin in community college
• Secure state funding that is accessible to California Community Colleges for supporting teacher education programs
• Support the development of a combined ECE/TK-3 pathway for the new TK-3 credential
• Development of a statewide minor in Educator Preparation Studies that would include a minimum of 12 lower-division units and would be fully articulated to all CSU and UC campuses that offer educator preparation programs

Needs:��1) CCC System Level Support for the ECE/EDU Sector - Representation “at the table”�2) Direct funding to CCCs specifically for Teacher Education Programs is CRITICAL to supporting the early care and education workforce

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• None of the available state funds for teacher preparation are intended for CCC Teacher Education Programs (Teacher Residency, Classified Employee, Integrated Teacher Education Program Development)
• Applicants limited to LEA’s or IHE’s with CTC approved credential programs
• CCC SWP Funding: ECE/EDU are not considered priority (or high wage) sectors and have struggled to gain access to Regional and Local Strong Workforce Funding.

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Why are these funds critically needed NOW?�

• To provide outreach to minoritized and non-traditional groups to improve the diversity of the teaching workforce
• Provide critical support services such as specialized career and academic counseling, assistance with accessing financial aid opportunities, and academic and non-academic support
• Pre-professional teacher prep development including apprenticeships and early fieldwork, etc

Welcome

Santa Ana College

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Higher Education Pipelines

After-school Pathway

Transfer Agreements and Linkages

Role of ACCCTEP

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Role of ACCCTEP

SF Bay Region Examples

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Apprenticeships

Grow Your Own

BACCC support

Dual-enrollment

Linkages with K-12

ECE/EDU Blended at CCSF

Multiple Certificates and Degrees

Youth Worker Certificate

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Welcome

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Mary Sandy,

Executive Director,

CA Commission on Teacher Credentialing

MSandy@ctc.ca.gov

Welcome

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Marty Alvarado,

Vice Chancellor, California Community

College Chancellor’s Office

malvarado@cccco.edu

What Do You Need to Meet These

Workforce Demands? �

Share your ideas and priorities on the JAMBOARD and in the CHAT!

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What do our students need?

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How do we Grow our Own???

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What do our community colleges need?

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What do our dual-enrollment, high school partners need?

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What do our transfer partners need?

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Take a BREAK!

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We will resume in 5 minutes!!!!

Workforce Development- ECE, EDU, TK and the Pre-3 Credential Focus Group�

Moderator:

• Renee Marshall, ED Consultant, TPP - education@renee-marshall.com

Panelists:

• Deborah Stipek, Professor, Stanford University - stipek@stanford.edu
• Sheila Self, CDE - sself@cde.ca.gov
• Alana Pinsler, CDE - APinsler@cde.ca.gov
• David DeGuire, Director, CTC - david.deguire@ctc.ca.gov
• Amy Reising, Chief Deputy Director, CTC - areising@ctc.ca.gov

Workforce Needs �Pre-3 Credential

Commission on Teacher Credentialing

Amy Reising

David DeGuire

Workforce Needs�Pre-3 Credential

CTC is working with communities of interest and educational partners to collaboratively update and retool the existing ECE Specialist Credential.

• program standards
• teaching performance expectations (TPEs)
• credential requirements�

The updated PK3 ECE Specialist Credential is intended to allow the holder to teach in preschool through third grade as called for in the Master Plan for Early Learning and Care.

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Workforce Needs�Pre-3 Credential

It is expected to provide pathways for three types of teachers:

• those currently working in the ECE profession who hold a BA degree in child development;
• MS credentialed teachers who seek the credential to meet school funding requirements that they hold 24 units of ECE or the equivalent in order to teach in TK
• new teachers seeking to work in the 3-3 space.

The Commission appointed a broadly representative work group with ECE and Multiple subject teachers, employers, 2 and 4 year faculty in child development and teacher education and others to advise

Commission staff have circulated three surveys to the field in order to obtain feedback on the teaching performance expectations, preparation program standards, and potential requirements for this credential.

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Workforce Needs�Pre-3 Credential

The timeline for completing this work is estimated as follows:

• Commission Meeting on June 16-17: inform the Commission about the results of our field review of
• (a) TPEs for the new credential,
• (b) Program standards for preparation programs leading to the new credential, and
• (c) Requirements for earning the credential.
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Workforce Needs�Pre-3 Credential

If the Commission adopts Program Standards and, TPEs and requirements, next steps will include:

• Standards and TPEs will be circulated to all accredited IHEs with an invitation to develop programs that address the standards and take one of several possible forms:
• integrated undergraduate credential programs
• Post baccalaureate degree programs
• Intern pathways�There will likely be funding in the 2022 budget to support at least the integrated pathway
• If approved, the Commission will direct staff to begin the regulatory process be moved forward to as early its August 25-26 meeting
• We are hoping to bring regulations as an emergency reg package so that they take effect this fall (2022)

Workforce Needs �Pre-3 Credential

Deborah Stipek, Stanford University

What Does Higher Education Need to Meet These Workforce Demands? �

Share your ideas and priorities on the JAMBOARD and in the CHAT!

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What do our students need?

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How do we Grow our Own???

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What do our community colleges need?

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What do our dual-enrollment, high school partners need?

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What do our transfer partners need?

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Take a BREAK!

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We will resume in 5 minutes!!!!

Expanded Learning Workforce Expansion: A challenge and an opportunity……

Welcome

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Jeff Davis

California AfterSchool Network

jdavis@afterschoolnetwork.org

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Aleah Rosario

Partnership for Children and Youth

aleah@partnerforchildren.org

What is expanded learning and why does it’s expansion matter?

Expanded Learning refers to before and after school, summer, and intersession learning experiences that develop the academic, social, emotional, and physical needs and interests of students. Expanded Learning opportunities should be hands-on, engaging, student- centered, results-driven, involve community partners, and complement learning activities in the regular school day/year.

Expanded Learning

Expanded Learning: �A rich infrastructure

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• $780 million (before COVID)
• 4,500 sites (BC)
• 440,000 students daily (BC)
• 980,000 students annually (BC)
• 1,300 summer sites (BC)
• Statewide System of Support
• ELO Grants $4.6 billion
• ESSER III = $3 million for after school and summer learning
• Unprecedented increases in state investment over the past two budget cycles

Expanded Learning: �A vehicle for Equity

• 84% are socio-economically disadvantaged.
• 9/10 are children of color.
• 1/3 are English Learners.
• 25% of the state’s students experiencing homelessness.

No Longer Optional: Why and How Expanded Learning Partnerships are Essential to Achieving Equity in School Reopening and Recovery (PCY, August 2020)

CA Expanded Learning Funding Streams FY 21-22

CA Expanded Learning Funding Streams FY 22-23 (PROPOSED)

What do we know about the expanded learning workforce?

30,000

people work in expanded learning in CA

Source: “back-of-the-napkin” math multiplying 4,500 program sites x 6 staff per site (Pre-pandemic)

but is it actually closer to…

60,000

including “invisible” workforce made up of employees of private providers, other youth development programs, etc.

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some estimates put the number closer to

200,000

at full ELO-P implementation

Calling All Youth-Serving Professionals and Volunteers!

Millions of professionals and volunteers work with young people every day in many settings where youth play, learn, and grow outside of the school day. Yet, we have little collective information about this essential workforce.

The Power of Us Workforce Survey seeks to know and understand this collective workforce.

We believe that if we know more, we can do more!

bit.ly/PowerOfUs-BOOST

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How can community colleges, CDE and expanded learning employers work together to meet workforce needs?

This Vision Requires Collaboration

K-12, Higher Education, Workforce Development, Expanded Learning�

We have a unique opportunity�

We’re not starting from scratch

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Icons to copy and use!

Icons to copy and use!

Icons to copy and use!

Expanded Learning is a natural pathway

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Partnerships between systems

�Local Partnerships �These partnerships should include local educational agencies (TK-12, Community Colleges, CSU’s), expanded learning programs, and teacher preparation programs.� �State Systems Partnerships �State systems partners should include the Commission for Teaching Credentialing, California Department of Education (including the Expanded Learning Division), CSU Chancellor’s Office. Additional state partners may include the Community College Chancellor’s Office, the University of California Office of the President, and state workforce development partners such as the California Department of Industrial Relations.

What are the growing linkages between Expanded Learning, Early Childhood Education, and pathways to teaching?

EXL, ECE, and Pathways to Teaching

• Training and PD for expanded learning workforce to work with PK/TK/K
• Strengthen collaboration with ECE in workforce recruitment efforts
• Make pathways to teaching accessible

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What teacher candidates need

Experience & skills gained in EXL

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• Creating safety & community (w/families)
• Activity design & classroom management
• SEL training & modeling
• Collaboration & Continuous improvement

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• Classroom experience
• Paid opportunities
• Mentorship
• Practice; hours
• Community & family engagement
• Exposure to different grades & roles

What pathways, pipelines, and partnerships are needed?

Looking back to move forward

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1999- California Teaching Fellows Foundation founded - Kremen School at Fresno State

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2007 - UC Irvine Certificate in Afterschool & Summer Education certificate (CASE) program: 24 units of classes and complete at least 70 volunteer hours, connected to UC Links

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2008 - Urban Teacher Fellowship - LA Harbor College & CSU Dominguez Hills (private $$)

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2010 - California Teacher Pathway - 10 pilot sites (CSU/CC partnership), $4.5 million (Gov’s office, EDD funds)

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2012 - SB 1385 (Hancock): proposed to expand California’s Paraprofessional Teacher Training program to expand to after school program staff

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Coursework and Wrap Around Supports

• Schedule courses to align with afterschool employment
• Offer coursework in: Careers in Education Courses, Child and Youth Development, Recreation, Special Education, STEM, Test Prep
• Provide credit for Work Experience and Internships
• Offer Credit by Exam and Credit for Prior Learning
• Offer Future Teacher Clubs for HS and college students, develop cohorts and community
• Offer certificates, degrees and transfer courses to 4-year institutions
• Develop Dual Enrollment and Apprenticeship pathways

Expanded Learning Apprenticeship

Target population:

• 18-25 yo with a high school diploma
• No or limited college experience
• Passion for education who need support to complete college
• Incumbent staff who would benefit from formal training on a path to leadership positions

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Apprenticeship Pathway

1. Entry level employment
2. Pass IA Exam (CPR Certified, Mandated Reporter)
3. AA Degree/60 Units

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Competencies

• Youth Voice and Leadership
• Activity Preparation and implementation
• Youth Development
• Stakeholder Engagement
• Diversity, Equity and Inclusion
• Social and Emotional Learning/ Wellness
• Safe and Supportive Environment

Additional Partnership Ideas

• Shared funding and grants
• Ensure and invite Expanded Learning representation on Advisory and Steering Committees
• Data tracking, labor market data
• Hiring events and job fairs
• Invite and recruit Expanded Learning staff to teach at community colleges
• Engage in shared outreach

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Key Themes

• WIN-WIN

1) Students

2) Expanded learning & community college programs

• All hands on deck needed
• Build from existing infrastructure - core elements exist in all regions
• Many opportunities & assets = Many players & bureaucracies
• Role of coordination & centralization
• Near-term and long-term opportunities

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What Does Higher Education Need to Meet These Workforce Demands? �

Share your ideas and priorities on the JAMBOARD and in the CHAT!

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What do our students need?

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How do we Grow our Own???

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What do our community colleges need?

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What do our dual-enrollment, high school partners need?

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What do our transfer partners need?

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Take a BREAK!

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We will resume in 5 minutes!!!!

Workforce Investment, Apprenticeship, Funding�

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John Dunn, Apprenticeship Director, BACCC, SF Bay Area, Diablo Valley Community College - john@baccc.net

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Charles Henkels, Director of Regional Apprenticeship and Worforce Learning, Riverside Community College District, IDERC Region - charles.henkels@rccd.edu

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Adele Burnes, Deputy Directctor of Dept. of Industrial Standards - aburnes@dir.ca.gov

Apprenticeships are:

• A teaching and learning method
• A workforce development tool
• Contextualized learning at it’s highest level
• Not new, not easy to start but worth it for the student, college and the employer

What is an Apprenticeship?

What is a Registered Apprenticeship (RA)?

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A structured education and training program that takes place in the workplace and includes:

• On-the-job (OTJ) training – usually at least 2000 hours (1 year FT)
• Classroom-based, related and supplemental instruction (RSI) – recommended 144 hours

An apprentice is a full-time, paid employee of the sponsoring organization.

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Related Supplemental Instruction (RSI)

• Curriculum specifically tailored to employers needs
• Instills thorough understanding of occupation
• Classes may count towards a college degree
• Learn via lectures, hands-on-demonstrations, presentations, and examinations

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On-The-Job Training

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• Work processes established in partnership with employer
• Learn By Doing
• Designated mentor trains the apprentice on the job
• Progressive Wages Scales
• Articulated skills progression with at least one wage increase.
• Wage progression that starts around ~50% of what an experienced person holding that role (journeyperson) would be making. That progression should finalize ~90% of a journeyperson compensation.

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Apprenticeship vs Internship

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Stakeholder Benefits

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Current Funding of Apprenticeship in CA

Sustainable and ongoing funding source

Grant cycles to tap into but can be ongoing funding source

Large one time funds, but not sustainable

More sustainable

Startup Costs

Operational financing

Montoya Funds - RSI

CC Apportionment Funding

Employment Training Panel

Strong Workforce Funding

Workforce Development Boards

Philanthropy & Foundations

California Apprenticeship Initiative

US Department of Labor

Employer(s)

Where can you access other sources of funding in the ECE/EDU Network?

ECE/EDU Apprenticeship Efforts in the SF Bay Region

Funding from the BACCC to support apprenticeship growth in the SF Bay Region. Support for an ECE/EDU Regional Joint Venture and support for an Apprenticeship Director.

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ECE/EDU Apprenticeship Programs:

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Berkeley City College

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Skyline College and the San Mateo Community College District (Skyline, Canada, College of San Mateo)

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City College of San Francisco

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Hartnell College (developing)

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Five additional ECE/EDU Partnerships in process

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SF Bay Region ECE/EDU Apprenticeship Project - Contact kwhite@ccsf.edu

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SF Bay Region, Apprenticeship Director, John Dunn - Contact john@baccc.net

What Does Higher Education Need to Meet These Workforce Demands? �

Share your ideas and priorities on the JAMBOARD and in the CHAT!

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What do our students need?

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How do we Grow our Own???

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What do our community colleges need?

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What do our dual-enrollment, high school partners need?

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What do our transfer partners need?

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Advocacy – What Legislation Do We Need?

�Donna Cecil, Jan Fish, and Toni Isaacs

1. Welcome and What Have Been Your Experiences in Advocacy?

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• Who is tracking Legislation related to ECE

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• How to Find Your State Legislators

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• Overview of the State Legislative Process

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• Who is Tracking Legislation Related to Higher Education

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• PEACH Advocacy and Policy Efforts

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• Jamboard: ECE/EDU Faculty Advocacy Efforts for 2022 - 2023?

Advocacy – What Have Been Your Experiences Related to Advocacy

Reflection–Think about an early positive experience where you witnessed someone “stand up” for someone else?

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• In what ways do you already advocate in ECE?
• For…….Young children?

…..Families?

…..ECE/CD College Students?

…..ECE teachers/directors?

…..ECE/CD faculty?

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ook for new CAAEYC Public Policy Leadership Program!!! Contact Jan Fish at janet.fish@csun.edu for more information.

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Advocacy – Overview of State Legislative Process

Steps to Contacting Your State Legislators

• Find Your Legislators: https://findyourrep.legislature.ca.gov/
• Enter your street address, city and zip code
• Click locate
• Both your state assembly member and your state senator should appear.

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• The Legislative Process: A Citizen’s Guide to Participation

https://www.senate.ca.gov/sites/senate.ca.gov/files/legislative_process.pdf

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• The Budget Process: A Citizen’s Guide to Participation

https://www.senate.ca.gov/sites/senate.ca.gov/files/the_budget_process.pdf

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Legislation In Action

Advocacy – Who is Tracking Legislation Related to ECE

• CAAEYC Public Policy Committee

publicpolicy@caeyc.org

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• LA County Child Care Planning Committee - contact Erica Weiss

EWeiss@ph.lacounty.gov

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• CAPPA (Monday morning updates)

cappa@cappaonline.com

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• Every Child California

https://www.everychildca.org/state-budget-legislation

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• First 5 CA

https://www.ccfc.ca.gov/about/organization.html#policy

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• Check with your local Child Care Planning Council

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Advocacy – Who Is Tracking Higher Education Legislation?

IHE Policy and Advocacy

• CCC (FACCC/ASCCC/) https://www.youtube.com/watch?v=r7GpFrD5tgk
• CSUs https://www.calstate.edu/impact-of-the-csu/government/Advocacy-and-State-Relations
• UCs https://www.universityofcalifornia.edu/get-involved/advocate/pledge-2022

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What should be on our radar:

• Teacher Loan Forgiveness
• Teach full time for five years in a low-income school or educational service agency, you may be eligible for forgiveness of up to $17,500
• Does not apply to teachers in ece programs
• Senate Bill 4125: RAISE Act https://www.congress.gov/bill/117th-congress/senate-bill/4125/text?q=%7B%22search%22%3A%5B%22Raise+act%22%2C%22Raise%22%2C%22act%22%5D%7D&r=7&s=1
• Biden Student Loan Forgiveness
• High speed internet access

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Reach out to your legislators and ask them to support higher education!

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PEACH Advocacy Efforts

PEACH Advocacy Efforts

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• ECE Coalition Budget Request
• ECE Credential
• CD Permit Revisions
• CA Mentor Teacher Program
• CA ECE Master Plan
• Blue Ribbon Commission
• CAPPA Advocacy Day
• PEACH Legislative Advocacy Action Meeting
• NAEYC Policy Forum
• Op Ed to LA Times
• TK Fact Sheet for Legislators
• Info Sheet: How to give public comment at CTC meetings
• Tracking and signing on to legislation

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Upcoming Advocacy

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• CDSS webinar: California Budget 2022/23 May Revise May 17th, 2022, 8:30 a.m. to 9:30 a.m. https://us02web.zoom.us/webinar/register/WN_wADJSkl-TiyPqYTQUUn5oA
• CAAEYC Buddget Revise May 21, 2022 8:30 - 11:30
• FACCC/ASCCC Legislative & Advocacy Training May 24, 2022 6:00 - 8:00 pm https://us06web.zoom.us/meeting/register/tZAtdeirrzorGdKQzj4GuSv5VZ27hPffoiB_%20
• PEACH Advocacy and Policy Committee: June 6, 2022 3:00 - 4:00 https://us02web.zoom.us/j/4870509200
• PEACH Presentation - CAAEYC

https://updateondevelopingececredential.eventbrite.com

• CTC Meeting: ECE Credential June 16th - June 17th https://www.ctc.ca.gov/commission/meetings

What Are Your Advocacy Priorities? �

Share your ideas and priorities on the JAMBOARD and in the CHAT!

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What are Your Advocacy Priorities Related to…

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CD/ECE/EDU College Students?

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Early Childhood Education?

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TK-12?

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College Faculty?

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The Higher Education System?

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Young Children and Families?

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Special Populations (e.g. Dual language learners, children with special needs, infant/toddlers, BIPOC, etc.)

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Contact Information

• Kathleen White – kwhite@ccsf.edu
• Steve Bautista - bautista_steve@sac.edu
• Sandy, Mary - MSandy@ctc.ca.gov
• Marty Alvarado - malvarado@cccco.edu
• Renee Marshall- education@renee-marshall.com
• Sheila Self, CDE - sself@cde.ca.gov
• David Deguire - david.deguire@ctc.ca.gov
• Amy Reising - areising@ctc.ca.gov
• Deborah Stipek - stipek@stanford.edu
• Alana Pinsler - APinsler@cde.ca.gov

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• Aleah Rosario - aleah@partnerforchildren.org
• Jeff Davis - jdavis@afterschoolnetwork.org
• John Dunn - john@baccc.net
• Charles Henkels - charles.henkels@rccd.edu
• Adele Burnes - Deputy Chief, Dept. of Apprenticeship Standards - aburnes@dir.ca.gov
• Toni Issacs - Toni@PEACH4ece.org
• Donna Cecil - dcecil@sdccd.edu

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Thank you!