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Oklahoma Early Childhood Professional
Development Assessment Report
June 2013
OLDHAM INNOVATIVE RESEARCH 267 BRACKETT ST. PORTLAND MAINE 04102 207-415-6754
OLDHAMRESEARCH.COM
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Table of Contents
Executive Summary .................................................................................................................................... 4
Goals of the Early Childhood Professional Development Assessment ...................................................................... 4
Glossary of Terms ..................................................................................................................................................... 4
Methodology ............................................................................................................................................................. 5
Strengths ................................................................................................................................................................... 5
Gaps .......................................................................................................................................................................... 6
Key Recommendations .............................................................................................................................................. 6
Oklahoma Early Childhood Professional Development Assessment Report .................................... 9
Results ......................................................................................................................................................... 14
Professional Development Opportunities ............................................................................................................... 14
Professional Development Funding ........................................................................................................................ 21
Professional Development Quality Assurance ....................................................................................................... 22
Professional Development Utilization .................................................................................................................... 24
Professional Development Alignment .................................................................................................................... 27
Professional Development Policies ......................................................................................................................... 29
Professional Development, Employment, and Compensation Parity ..................................................................... 29
Recommendations ..................................................................................................................................... 31
Appendix A: Full Aggregate Report of the Early Childhood Professional Development
Survey ......................................................................................................................................................... 35
Appendix B: Research Brief: Demographics ........................................................................................ 79
Appendix C: Research Brief: Professional Development Opportunities ......................................... 84
Appendix D: Research Brief: Professional Development Funding ................................................... 95
Appendix E: Research Brief: Professional Development Quality Assurance .................................. 99
Appendix F: Research Brief: Professional Development Utilization ............................................... 105
Appendix G: Research Brief: Alignment and Professional Development ..................................... 113
Appendix H: Research Brief: ProfessionalDevelopment Policies .................................................... 120
Appendix I: Research Brief: Employment and Compensation Parity ............................................. 124
Appendix J: Comparisons by Type of Organization: Professional Development ......................... 127
Appendix K: Comparisons by Type of Organization: Quality Assurance ..................................... 132
Appendix L: Comparisons by Type of Organization: Utilization ................................................... 138
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Appendix M: Comparisons by Type of Organization:Alignment ................................................... 143
Appendix N: Comparisons by Type of Organization: Policies ........................................................ 145
Appendix O: Certificate, Credential andDegree Programs of OK IHE’s ....................................... 148
Appendix P: Other Forms of Professional Development Supports ................................................ 154
Appendix Q: Professional Development Opportunities ................................................................... 165
Appendix R: Professional Development:Type of Offerings ............................................................. 180
Appendix S:Recommendations At-A-Glance ..................................................................................... 190
Appendix T: Interviews with Professional Development and Workfore Workgroup ................. 193
Appendix U: Literature Review of National Trends in Professional Development
Assessment ............................................................................................................................................... 200
Appendix V: Professional Development Assessment Survey .......................................................... 207
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Executive Summary
Goals of the Early Childhood Professional Development Assessment
The goals of the Oklahoma Early Childhood Professional Development Assessment
were to:
1) attain a comprehensive assessment of the availability and effectiveness of
professional development activities for the early childhood education (ECE)
and child development degree graduates and other professionals in the early
childhood workforce;
2) identify the availability and effectiveness of the following components of
professional development: professional development opportunities, funding,
quality assurance, utilization, alignment, policies, and employment and
compensation parity;
3) and use the essential elements of professional development highlighted in
NAEYC’s Workforce Design, a Policy Blueprint for State Early Childhood Professional
Development Systems to guide the assessment process and the recommendations
for future work related to early childhood professional development.
Glossary of Terms
Early Childhood Education (ECE) and Child Development Professional
Development: is professional development that focuses on the learning, growth, and
development of children ages birth through age eight.
Institutions of Higher Education (IHE’s): include public colleges and universities (both
two- and four-year), independent colleges and universities, and proprietary institutions.
Professional development: is defined as training and education opportunities available
specific to early childhood or child development. Training is defined as a learning
experience (s) specific to a topic in early childhood that is delivered by a trainer(s) with
subject matter knowledge that is not necessarily credit-bearing. Education is defined as
formal coursework in which credit is given for courses completed.
Relationship-based professional development: refers to the assistance a program or
provider receives that may accompany training and/or education. Coaching,
mentoring, consultation, peer-to-peer networking and advising are examples of this
type of professional development.
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Methodology
The methods that helped inform the Oklahoma Early Childhood Professional
Development Assessment included a:
Professional Development Assessment Survey;
web site inventory of OK’s IHE’s, community-based organizations that provide
professional development, OK’s early childhood associations that provide
professional development and OK’s career technical centers;
series of interviews with members of the Professional Development and
Workforce work group;
collection of data sets from the Center for Early Childhood Professional
Development, the OK Scholars Program, the OK State Regents Office, and
NAEYC1 Accreditation of Associate Programs as well as NAEYC-recognized
IHE’s through NCATE2;
and a literature review of national trends in early childhood professional
development systems and assessment of those systems.
Strengths
Much strength was determined when concluding the OK Early Child Professional
Development Assessment.
Professional development opportunities specific to early childhood education or child
development are available through certificate and credential programs as well as degree
programs in 37 IHE’s throughout the State of Oklahoma. Professional development
opportunities also exist through community-based organizations and associations as
well as career technical centers. The professional development provided is closely
aligned with OK’s Core Competencies for Early Childhood Practitioners and OK’s Early
Learning Guidelines.
In terms of systemic professional development supports programs like the OK Scholars
Program, articulation and credit transfer agreements, and a high degree of alignment
between core competencies, the professional development career ladder, and teacher
licensing were noted as being especially helpful to students.
Other notable strengths include the promising rates of degree and course completion
with the time it takes to complete a degree or a credential being on par with national
averages. Also, increases in enrollment in Early Childhood Education and Child
Development programs are encouraging. Policies related to professional development 1 NAEYC=National Association for the Education of Young Children 2 NCATE=national Council for Accreditation of Teacher Education
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at the IHE’s, career technical centers, and community-based organizations are reviewed
and revised. NAEYC accreditation of Associate’s programs and recognition at the
Bachelor’s and Master’s level were noted as being areas of strength for the IHE’s
throughout Oklahoma. Employment and compensation parity is an area where many
providers of professional development note as a concern, which is in line with the
concerns of the Professional Development and Workforce work group (PDWW);
additionally gaps were determined during the assessment process as well.
Gaps
In terms of availability of programs for those seeking further education in ECE or child
development opportunities exist throughout Oklahoma. However, accessibility seems
to be more of an issue in regard to offering flexible class schedules, convenient
locations, and different modalities of professional development. Professional
development delivery presents challenges to accessibility with the majority of offerings
being conducted face-to-face. Financial supports can be more accessible by ensuring
that requirements related to eligibility are easily understood by all stakeholders (i.e.,
advisors, program administrators, students, funders).
Areas that exist but could be enhanced included relationship-based professional
development like targeted coaching, mentoring and advising; the trainer approval
process to ensure that all providers of professional development have appropriate
education and experience that is specific to early childhood education or child
development; data tracking, collection, sharing, and dissemination to better understand
professional development utilization rates; the review and revision process of
professional development policies; and strengthening alignment between community-
based training and higher education to ensure that all professional development counts
toward a certificate, credential or degree.
Other gaps to address: increased knowledge of the barriers to accessing professional
development and financial supports; development of a measure to better understand
early childhood competency; increased input from stakeholders and the public,
including families, regarding the adequacy and effectiveness of early childhood
professional development; examination of providing professional development support
for those speaking languages other than English; and continued efforts to examine the
issues pertaining to employment and compensation parity.
Key Recommendations
Based on the findings, several recommendations for improvement can fall within the
policy principles as described in the NAEYC’s Workforce Design, a Policy Blueprint for
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State Early Childhood Professional Development Systems 3. These policy principles include:
1) integration; 2) quality assurance; 3) diversity, inclusion, and access; and 4)
compensation parity.
Those recommendations specific to integration include:
1) Consistent, systemic alignment of training and education with core competencies
and career ladder pathways.
2) Workforce data reports gathered from workforce surveys that give a sense of
professional development needs and gaps.
3) Explicit articulation agreements and credit transfer agreements that the
workforce can understand.
4) Examination of the different types of articulation models to help increase the
number of articulation agreements4.
Recommendations specific to quality assurance consist of:
1) Trainer and training approval systems that ensure that those providing
education and training have at least 18 credit hours in ECE or child development.
2) Consistent evaluation of professional development as well as trainers or
educators.
3) Relationship-based professional development opportunities available at all levels
(certificates, credentials, degrees), including mentoring, coaching and peer-to-
peer networking to help transfer knowledge into practice.
4) Promotion of individualized professional development plans to ensure that
professional development is leading to progression in the field.
5) Promoting IHE-level accreditation specific to early childhood like NAEYC
Accreditation for Associate Programs and NAEYC recognition through NCATE
for baccalaureate and graduate programs.
6) Demonstration of competencies beyond quizzes, tests, and standardized tests.
7) Collect information from IHE’s on course content, practicum expectations,
faculty characteristics, and institutional changes that could affect ECE or child
development education and/or degree attainment.
3 LaMoine, S. (2008). Workforce designs: a policy blueprint for state early childhood professional development systems: NAYEC public policy report. Retrieved from NAEYC’s web site: http://www.naeyc.org/files/naeyc/file/policy/ecwsi/Workforce_Designs.pdf. 4 Faculty-to-faculty: based on relationships between faculty members who know and trust one another and have first-hand knowledge of programs and graduates; course-to-course: based on common course libraries throughout the State; program-to-program: based on common courses with a unifying framework for defining student outcomes that is shared across IHE’s with agreements that rewards associate degree completion; and accreditation-to-accreditation: shared student outcomes defined by national standards with the added component of an external accreditation review
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In regard to diversity, inclusion, and access, recommendations that could be elucidated
from the findings entailed:
1) All training and education must count toward career progression (e.g., a
certificate, credential, degree) especially when costs are involved.
2) Periodically examine the extent to which offering support in other languages is
meeting the needs of the workforce.
3) Training calendars for all regions of the State.
4) Scholarship opportunities for all sectors and all levels of professional
development.
5) Targeted outreach to underserved populations.
6) Training and courses offered in easily accessible locations and at times that are
helpful to working students.
7) Coupling basic education courses with relevant coursework related to ECE or
child development.
8) Transparency of early childhood professional development funding and
eligibility.
9) System of strategic investments that blend local, state, and federal resources to
ensure that needs of the workforce are being met.
10) Examine data to make sure that investments are being spent accordingly; look at
data by roles, setting and regions.
11) Examine utilization data by role; certificate, credential, degree type; setting; and
region.
12) Examine utilization data from IHE’s of certificate and degree completion rates as
well as enrollment rates.
Lastly, recommendations specific to compensation parity included:
1) Incentives for students to participate in the early childhood professional
development system.
2) Track and disseminate data on compensation, benefits, incentives, retention,
turnover and professional development.
3) Specific and adequate financing in all sectors that considers compensation.
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Oklahoma Early Childhood Professional Development
Assessment Report
Rationale
The purpose of the Early Childhood Professional Development Assessment Study was
to assess the effectiveness of Oklahoma’s Institutions of Higher Education (IHE’s) and
other educational entities in supporting professionals to enter and succeed in the early
childhood workforce. Effectiveness was analyzed in terms of: (1) professional
development opportunities offered, including training and education; (2) funding
offered to students and funding of the professional development system overall; (3)
quality assurance; (4) utilization of existing professional development opportunities; (5)
alignment with other early childhood efforts (i.e., core competencies, early learning
guidelines, career ladder); (6) professional development policies; and (7) consideration
of employment and compensation parity in relationship to professional development.
Recommendations for best practice that guided the design of the professional
development assessment survey and the interpretation of the results were based on the
essential elements of professional development highlighted in NAEYC’s Workforce
Design, a Policy Blueprint for State Early Childhood Professional Development Systems 5.
The research questions used the guide the study included:
Primary Research Question: How effective are private and public Institutions of Higher
Education and other educational settings in meeting the needs of early childhood
professionals to enter and succeed in the early childhood workforce?
Secondary Research Questions (Professional Development Opportunities):
1. How is professional development structured and delivered (e.g., online, face-to-
face)?
2. What are the content of the professional development and the qualifications of the
trainers delivering the training?
3. What is the capacity for delivering professional development?
4. How is professional development supporting career ladder progression?
5. What instructional strategies and/or philosophies are being promoted?
Secondary Research Questions (Funding):
1. How is the professional development system funded?
2. What degree of comprehensiveness does that funding allow for professional
development?
5 LaMoine, S. (2008). Workforce designs: a policy blueprint for state early childhood professional development systems: NAYEC public policy report. Retrieved from NAEYC’s web site: http://www.naeyc.org/files/naeyc/file/policy/ecwsi/Workforce_Designs.pdf.
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Secondary Research Questions (Quality Assurance):
1. How is professional development effectiveness measured?
2. What systems are in place to evaluate the professional development system and how
are employers and/or families included in that process?
Secondary Research Questions (Utilization):
1. What are the rates of professional development utilization?
2. Who is taking advantage of professional development opportunities?
Secondary Research Questions (Alignment):
1. How does professional development support the workforce in providing
environments to support appropriate developmental expectations as noted in
Oklahoma’s early learning guidelines?
2. How does professional development support the workforce in providing program
quality?
3. How does professional development support the workforce in meeting core
competencies and progression through the career ladder?
Secondary Research Questions (Professional Development Policies)
1. What policies are in place that promote a quality professional development system?
2. What policies hinder a quality professional development system and need to be
revised?
Secondary Research Questions (Employment and Compensation Parity)
1. What is the impact of professional development on employment opportunities?
Glossary of Terms
Early Childhood Education (ECE) and Child Development Professional
Development: is professional development that focuses on the learning, growth, and
development of children ages birth through age eight.
Institutions of Higher Education (IHE’s): include public colleges and universities (both
two- and four-year), independent colleges and universities, and proprietary institutions.
Professional development: is defined as training and education opportunities available
specific to early childhood or child development. Training is defined as a learning
experience (s) specific to a topic in early childhood that is delivered by a trainer(s) with
subject matter knowledge that is not necessarily credit-bearing. Education is defined as
formal coursework in which credit is given for courses completed.
Relationship-based professional development: refers to the assistance a program or
provider receives that may accompany training and/or education. Coaching,
mentoring, consultation, peer-to-peer networking and advising are examples of this
type of professional development.
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Methodology
In order to assess the effectiveness of Oklahoma’s Early Childhood Professional
Development the following methods were employed to gather information:
Professional Development Assessment Survey. The PD Assessment Survey
covered the outlined research questions. The survey was developed using (1)
The Landscape: A Statewide Survey for Providers of Professional Development in Early
Childhood6, (2) guidance from national consultants7, (3) and feedback from the
Professional Development and Workforce work group (PDWW). The survey
was sanctioned by the Executive Director of Oklahoma Smart Start and the
Oklahoma Secretary of Education. A list of potential survey participants was
gathered from members of the PDWW that included the two- and four-year
IHE’s, community-based organizations offering professional development (e.g.,
Oklahoma’s Child Care Resource and Referral Agencies), Oklahoma associations
offering professional development and Oklahoma’s career technical centers.
Individuals (n = 119) were emailed a letter inviting them to participate in the
survey along with a link to the electronic survey. Those receiving an invitation
to the survey were asked to share the invitation with their colleagues. The survey
was open from March 15 to April 9; an incentive of $50 gift cards to Amazon was
awarded to four individuals through a lottery.
Web site inventories. The websites of eighty-two (82) individual IHE’s,
organizations, associations, and career technical centers were examined for
information on: 1) the type of professional development offerings available
(certificate programs, credential programs, degree programs); 2) accreditation
status of the organization; 3) other professional development offerings available;
4) the format of professional development offerings; 5) the type of relationship-
based professional development available (mentoring, coaching, consultation,
and academic advising); 6) the type of technical assistance provided (phone,
email, site visits); 7) articulation/credit transfer agreements; 8) supports in other
languages; and 9) other supports offered. All information gathered was entered
6 Buysse, V., Hollingsworth, H., & West, T. (2011). The landscape: a statewide survey for providers of professional development in early childhood. Retrieved from Frank Porter Graham Child Development Institute from: http://www.fpg.unc.edu/resources/landscape-statewide-survey-providers-professional-development-early-childhood. 7 National consultants from NAEYC were part of the OIR team in developing and implementing the professional development assessment; these consultants provided input and feedback based on their experiences nationally in early childhood professional development
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into a database; these inventories were cross-referenced with results from the
survey and cross-checked by representatives from each organization.
Interviews with members of the Professional Development Workforce Work
Group (PDWW). Interviews were conducted after the survey results were
shared with members. Questions focused on reactions to the survey results
(pleasant surprises, calls for action, cautions), priorities for the next six months
using the components from the NAEYC Early Childhood Workforce Initiative: State
Policy Blueprint Planning Guide, barriers to addressing early childhood
professional development and workforce issues, opportunities for designing
and/or implementing changes to the early childhood professional development
and workforce system, and other thoughts, suggestions, and questions. Four
members of the PDWW responded to the interview questions.
Data from the Center for Early Childhood Professional Development (CECPD).
Data was obtained on the number of professionals with professional
development hours in (1) ECE only, (2) ECE Administrative/Business hours
only, (3) both areas, and (4) neither area. Data was provided by role (directors,
assistant directors, teachers, assistant teachers, and family child care providers).
Data from the Oklahoma Scholars for Excellence in Child Care Program.
Enrollment data from the Scholars for Excellence in Child Care Program were
gathered. Data included enrollment information by regions of Oklahoma, by
time period (summer/fall/spring of 2012-2013), by institution, and by setting
(centers, family child care). A breakdown of Child Care Resource & Referral
regions and the institutions within those regions offering early childhood
professional development professional development was also provided.
Data from the Oklahoma State Regents Office. Data on the Oklahoma IHE’s that
offer certificates and degrees in Montessori, Child Development, Child Care,
Early Care, Early Childhood, and K-12 (if specified K) was also provided to
inform this report. Other information offered helped inform other supports like
articulation agreements, academic advising, and technical assistance.
Literature review of national trends. A literature review of national trends in
early childhood professional development systems and the assessment of those
systems were used to inform recommendations.
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Data from NAEYC Accredited Associate Programs. Data on Oklahoma IHE’s
who have achieved NAEYC accreditation for their associate degree programs or
have been NAEYC recognized through NCATE for their baccalaureate or
graduate programs were examined through the NAEYC and NCATE databases.
Methodological Caveats
1. In select cases, representatives from the same agency or IHE provided conflicting
answers. Information from both sources was included.
2. The survey was directed at those providing professional development and did
not gather information from those in the early childhood workforce receiving the
professional development.
3. Not all organizations completed the survey. For those IHE’s, organizations,
associations, or career technical centers not responding to the survey,
information was sought through the web site inventory process as well as
information obtained from the Oklahoma State Regents Office.
4. The interviews with PDWW members were limited to four responses. It should
be noted that these interviews were conducted at the time of the Oklahoma
tornados, which impacted additional responses. Additionally, the interviews
were conducted at the end of the semester and the end of the school year, which
had an impact on gaining more responses.
Report Format
The report begins with the findings from the assessment process, strengths, gaps and
recommendations based on the results. A series of research briefs were also produced
to be “stand alone” documents that informed the results and recommendations. The
appendices include these research briefs. The professional development assessment
survey and a full report of the professional development survey results are included at
the end of the report, which adds to the length of the report. To assist with
understanding the results presented below, the findings are separated into the seven
components of early childhood professional development (as seen in the research
questions above), which are as follows:
1) Professional Development Opportunities
2) Professional Development Funding
3) Professional Development Quality Assurance
4) Professional Development Utilization
5) Professional Development Alignment
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6) Professional Development Policies
7) Professional Development Employment and Compensation Parity
The research questions guide the reporting of the results and are presented below as
well.
Results
All sources are noted within the findings below. The Professional Development
Assessment Survey was the main source of information in reporting the findings. The
survey represents 67 responses from 41 different Institutes of Higher Education, Career
technical centers, and community-based organizations that provide professional
development. Twenty (20) responses came from IHE’s; four responses came from
Career technical centers; and seventeen (17) came from community-based organizations
or associations.
Professional Development Opportunities
Findings
How is education/training structured and delivered (e.g., online, face-to-face)?
The most common type of professional development opportunities offered were:
1) workshops, 2) professional development that assists with certification or re-
certification, and 3) professional development that leads to credits or credential
hours (Source: Professional Development Assessment Survey).
Face-to-face delivery of professional development is the most common manner
of delivering professional development to early childhood professionals
followed by on-site professional development and online options. Career
technical centers (88%) were more apt to offer on-line professional development
compared to IHE’s (53%) and community-based organizations (35%) (Source:
Professional Development Assessment Survey).
Face-to-face technical assistance was noted as being offered by 70% of
community-based organizations; 50% of career technical centers; and 50% of
IHE’s (Source: Professional Development Assessment Survey and OK Scholars for Excellence in Child
Care Program).
Relationship-based professional development (e.g., mentoring, coaching,
academic advising, and technical assistance) is delivered to early childhood
professionals in Oklahoma (Source: web site inventories). Other forms of support that
assist professionals in their professional development include articulation or
credit transfer agreements, supports in other languages, and various other forms
of support (Source: Professional Development Assessment Survey).
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Mentoring, Coaching, Consultation and/or Advising were explicitly
mentioned as a support to professionals on 20 IHE’s and 4 community-
based organizations web sites (Source: web site inventories and OK Scholars for
Excellence in Child Care Program).
Technical assistance by phone, email, and site visits were explicitly
mentioned as being available on 6 IHE’s, 3 career technical centers, and 17
community-based organizations web sites (Source: web site inventories).
Specifically at the community colleges where the Scholars for Excellence
in Child Care Programs exist, Scholar Coordinators make recruitment
visits where they discuss the scholarship program and help complete
applications (scholarship and college), assist in applying for financial aid,
and provide academic and career advisement (Source: OK Scholars for Excellence
in Child Care Program).
Scholar for Excellence in Child Care Program Coordinators are required to
make a minimum of two site visits during the semester to check on how
scholars (recipients of scholarships) are doing in their classes and answer
any questions the scholar may ask (Source: OK Scholars for Excellence in Child Care
Program).
Articulation agreements or credit transfer agreements were explicitly
noted as being in place at 27 IHE’s and ten Career technical centers web
sites (Source: web site inventories and OK State Regents Office).
Supports in other languages are typically in Spanish or American Sign
Language and exist at three IHE’s and eight community-based
organizations (Source: Professional Development Assessment Survey).
Other supports that were noted include: information and links to research
and best practice to teaching children with autism, Strengthening Families
Initiative and Maternal, Infant, and Early Childhood Home Visiting
Program, peer-to-peer networking, providing tips on earning a CDA
credential, student organizations (i.e., Family, Career and Community
Leaders of America) and Scholars for Excellence in Child Care Program
(Source: Professional Development Assessment Survey).
What are the content of the professional development and the qualifications of the trainers
delivering the training?
A little more than half (53%) of those delivering education and training indicated
they were aware of the trainer/educator approval process (e.g., OK Center for
Early Childhood Professional Development Registry Approved Educators).
Knowledge of a formal trainer approval process was more common at
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community-based organizations and career technical centers than at IHE’s (Source:
Professional Development Assessment Survey).
Those that indicated an approval process was required noted an advanced
degree (either a Master’s or a Doctorate) was required with the following
preferred: Master’s in ECE, Child and Family, Early Learning, Child
Development, or Psychology; Master’s in Education; and Doctorate emphasizing
ECE. In addition to advanced degrees, other requirements included, significant
years of experience in ECE (ten plus years), demonstrated understanding of ECE,
adult teaching experience, work in schools (minimum of 10 hours per year),
work with ECE organizations (i.e., serving on boards, providing in-service to
teachers) and/or a certain number of hours toward an advanced degree specific
to ECE courses (Source: Professional Development Assessment Survey).
The majority of professional development is offered in English only. The only
other languages that were reported were American Sign Language and Spanish
(Source: Professional Development Assessment Survey).
At least eight out of ten respondents reported delivering professional
development that covers the following early childhood content areas:
Professionalism and Leadership; Program Planning, Development, and
Evaluation; Family and Community Partnerships; Health, Safety, and Nutrition;
Learning Environment and Curriculum; Child Growth and Development; and
Interactions with Children (Source: Professional Development Assessment Survey).
The content areas covered most often include Interactions with Children and
Child Growth and Development while those least covered were professionalism
and leadership followed by program planning, development, and evaluation
(Source: Professional Development Assessment Survey).
There are seven approved Oklahoma Early Learning Guidelines trainings and 39
approved college courses where the Oklahoma Early Learning Guidelines are
utilized throughout the course (Source: Center for early Childhood Professional Development).
Eighty-five percent (85%) of those delivering education/training use Oklahoma’s
Early Learning Guidelines in their planning of education/training with 100% of
technical center respondents reporting its use; 78% of community-based
organizations reporting use; and 61% of IHE’s reporting use (Source: Professional
Development Assessment Survey).
Other common standards used to guide professional development of early
childhood professionals include NAEYC’s Developmentally Appropriate
Practices, Oklahoma’s Core Competencies for Early Childhood Professionals and
NAEYC’s Accreditation Standards. IHE’s reportedly used NAEYC’s
accreditation standards and the Developmentally Appropriate Practices in Early
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Childhood Programs more often than other standards (Source: Professional Development
Assessment Survey).
When asked to rate on a scale of 1 to 5 (1=no consideration or promotion and 5-
always considered and promoted) special needs of children and families,
supporting cultural competence, and supporting the Oklahoma Early Learning
Guidelines were rated highest as being considered and promoted during the
planning process for professional development opportunities (Source: Professional
Development Assessment Survey).
What is the capacity for delivering professional development?
Credentials/Certificates
Thirty-seven (37) of Oklahoma’s Institutes of Higher Education (IHE’s) offer
certificate, credential and degree programs specific to Early Childhood
Education and/or Child Development (Source: Oklahoma State Regents Office).
-15 IHE’s offer certificate programs like a Certificate of Mastery, a School-Age
Certificate of Mastery, a Director’s Certificate of Completion, and a Director’s
Certificate of Mastery
-18 IHE’s offer coursework to be used toward a credential with the most common
being the Child Development Associate (CDA) credential
-17 offer an Associate’s degree in ECE or Child Development that is credible
toward a BS degree
-Another 5 offer an Associate’s degree that is not wholly credible toward a BS
degree
-17 offer a Bachelor’s degree in ECE
-7 offer a Master’s degree in ECE
Oklahoma’s career technical centers offer a variety of certificate programs
specific to ECE (11 out of 12 career technical centers). Another 8 out of 12 offer
courses to assist in obtaining a CDA credential (Source: web site inventories).
The following certificate, credential and college degree programs are supported
through scholarships by the Scholars for Excellence in Child Care program
(Source: Oklahoma State Regents Office):
…Early Education: Pathway to Your National Credential – The Pathway to Your
National Credential is a comprehensive curriculum available through career technology
centers that provides both CDA and CCP training and prepares child care professionals
for a national credential.
…Pathway Competency Certificate – The Pathway Competency Certificate is awarded
to individuals who have completed the Early Education: Pathway to CDA training taken
through technology centers leading toward the national CDA Credential.
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…CDA Credential – The CDA is a national credential awarded by the Council for
Professional Recognition to child care professionals who have successfully completed
the CDA assessment process. The education component for the CDA can be met
through Pathway to Your National Credential training or nine credit hours of child
development/early childhood education.
…CCP Credential – The Certified Child Care Professional is a credential earned by
teachers who demonstrate their knowledge of early childhood development and their
skills in working with young children. The CCP authenticates teaching skills and
professionalism. The CCP is recognized by The NECPA Commission, Inc. through the
awarding of this national credential.
…CoM – The Certificate of Mastery in child development or early childhood education
is a minimum eighteen credit hour certificate awarded by the community college.
…SACoC – The School-Age Certificate of Completion is an eighteen credit hour
certificate awarded by the Scholars Program and is only available for teachers and
directors of year-round school-age programs.
…DCoC – The Director’s Certificate of Completion is a minimum twenty-four credit
hour certificate awarded by the Scholars Program and is available for directors, assistant
directors, and family child care home providers only.
…DCoM – The Director’s Certificate of Mastery in Early Care Education Administration
is a thirty-three credit hour certificate available only through OSU-Oklahoma City for
directors, assistant directors, and family child care providers.
…Associate Degrees – Associate in Arts (AA), Associate in Science (AS), or Associate in
Applied Science (AAS) degree in child development, early childhood education, or a
related field of study require a minimum of 60 credit hours and may be obtained
through the community colleges.
…Bachelor Degrees – Bachelor of Arts (BA) or Bachelor of Science (BS) degree in child
development, early childhood education, or a related field of study require additional
college credit and specialized study and may be obtained through the universities.
Other Professional Development Offered
Oklahoma’s Competency Certificate in Early Care and Education is a Master
Teacher certificate typically available to high school students through gaining
1,050 hours of child care training at a technical center (Source: Oklahoma State Regents
Office).
Other educational organizations and associations throughout Oklahoma offer
professional development opportunities that include the following (Source:
Professional Development Assessment Survey):
Training that leads to certificates or re-certification (12)
Training that leads toward credentials (17)
Training that leads toward credit hours (14)
Training that leads to CEU’s (10)
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Training that lead to clock hours (9)
Conferences (13)
Workshops (12)
In-service training (6)
Pre-service training (6)
Various trainings (entry –level and/or specific to a topic) (10)
CPR/First Aid(3)
Leadership Academies or Institutes (2)
How is professional development supporting career ladder progression?
On a scale of 1 to 5 (1=no consideration or promotion and 5=always considered
and promoted), career ladder progression was rated at a 4.1 when planning
professional development opportunities (Source: Professional Development Assessment
Survey).
What instructional strategies and/or philosophies are being promoted?
The most common strategies used in professional development included (1)
small and large group discussions, (2) print materials (e.g., readings, books,
course packets, handouts), (3) small and large group activities and (4) lectures
(Source: Professional Development Assessment Survey).
The most helpful types of support according to survey participants (in priority
order) are financial assistance, flexible class schedules, and convenient locations
for professional development (Source: Professional Development Assessment Survey).
There are currently 15 NAEYC recognized baccalaureate and graduate level
programs and seven NAEYC associate degree accredited sites in Oklahoma
(Source: NAEYC and NCATE search)8.
-Connors State College, Langston University, OK City Community College, OK
State University-OK City, Seminole State College, Tulsa Community College and
Western OK State College are all NAEYC associate degree accredited sites
-Those NAEYC recognized (by NCATE) baccalaureate and graduate level
programs include: Cameron University, East Central University, Langston
University, Northeastern State University, Northwestern State University, OK
Baptist University, OK Christian University, OK State University, Oral Roberts
University, Southeastern OK State University, Southern Nazarene University,
Southwestern OK State University, the University of OK, University of Science &
Arts in OK and University of Central OK
8 Information on baccalaureate and graduate level from NCATE at: http://www.ncate.org/tabid/165/Default.aspx and information on NAEYC associate degree accreditation from: http://www.naeyc.org/ecada/ecada_programs#o.
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Strengths
There are various places throughout Oklahoma to help the early childhood workforce
earn a credential, certificate, or degree. Whether at an Oklahoma IHE, technical center,
or community-based organization, professionals are able to pursue a certificate,
credential, an associate’s degree, a bachelor’s degree or an advanced degree specific to
early childhood education and/or child development.
Early childhood content delivered at Oklahoma’s IHE’s, career technical centers, and
community-based organizations are closely aligned with the Core Competencies for
Early Childhood Practitioners. Oklahoma’s Early Learning Guidelines are also used in
the planning of early childhood or child development coursework or training. There is
also a high rate of NAEYC associate programs accredited in Oklahoma, which means
that those IHE’s are meeting a high level of early childhood professional standards
within associate programs.
Articulation agreements and/or credit transfer agreements are in place in many of
Oklahoma’s institutions. A fine example of this is between Oklahoma’s career technical
centers and two-year institutions throughout the State. These were noted as being one
of the supports that assist professionals in their ongoing professional development.
Gaps
While availability is a noted strength, accessibility is an area to examine. Flexible class
schedules and convenient locations are needed for professionals to be successful.
Traditional offerings of face-to-face courses/training are not always the most accessible
way for those in the field to continue with ongoing professional development.
Strategies to deliver coursework/training will need to adapt to the changing needs of
students. For example, small and large group discussions may be replaced by chat
rooms for courses offered online.
While relationship-based professional development exists throughout Oklahoma’s early
childhood professional development system (a fine example of this is through the
Oklahoma Scholars for Excellence in Child Care Program) this component was
recognized as an area that needs to be a stronger component of early childhood
professional development. Really helping professionals understand where their
coursework and/or training is leading through targeted coaching, mentoring, academic
advising, and peer-to-peer networking are forms of relationship-based professional
development that can enhance and support professional development and career ladder
progression.
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Trainer approval for those delivering professional development is an area to improve to
ensure that trainers/faculty are adequately prepared to deliver professional
development that is specific to early childhood education and/or child development.
Professional development in other languages is minimal and should be examined
regularly to determine if these supports are adequate for the population working in the
field.
Professional Development Funding
Findings
How is the professional development system funded?
Survey respondents indicated that the most common ways that students are
paying for their education are through Pell and other government
grants/subsidies, the Oklahoma Scholars for Excellence in Child Care Program,
and self-pay (Source: Professional Development Assessment Survey).
The Oklahoma Scholars for Excellence in Child Care Program in the summer
(2012), fall (2012), and spring (2013) semesters helped 1,934 individuals pursue
their education (Source: Oklahoma Scholars Program).
-82 percent of those taking advantage of the Scholars for Excellence in
Child Care Program were from child care centers and the 18 percent were
family child care providers.
-Those regions most represented by the Scholars for Excellence in Child
Care program (in order) are the Oklahoma City Metro region, the
Northwest region, and the Tulsa Metro region.
-Almost half (47%) of those utilizing the Scholars for Excellence in Child
Care Program are using the support to attend a community college. Those
institutions with the greatest number of Scholar’s participants are: Rose
State College, Northern OK College, Redlands Community College, Tulsa
Community College, and Carl Albert State College.
What degree of comprehensiveness does that funding allow for professional development?
According to survey participants, the most common ways in which workplaces
support employees are: increasing compensation for educational attainment,
providing education/training on-site at the workplace, and providing release
time. Least common supports are incentives for professional development
milestones, purchase of materials/equipment for professional development,
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availability of mentors/coaches, and hiring substitutes (Source: Professional
Development Assessment Survey).
When asked to rate the adequacy of the funding for professional development
(where 1=not adequate and 5=more than adequate) the highest rated statement
had a “minimal” rating at 3.3 out of 5. The highest rated statement, which
received a minimal rating, was providing resources that are understood as they
relate to availability and eligibility requirements. The lowest rated statements,
which receive a low rating of 2.5, were examining compensation parity
throughout the professional development system and the adequacy of the
professional development system being financed (Source: Professional Development
Assessment Survey).
Strengths
Even though funding for professional development is an ongoing issue, Oklahoma’ s
Scholars for Excellence in Child Care Program is utilized and was noted as a valuable
resource for professionals to pay for their ongoing professional development.
Workplace support and compensation parity are issues being closely monitored and
reviewed by the Professional Development and Workforce workgroup as they relate to
the personal and systemic concerns of financing early childhood professional
development in Oklahoma.
Gaps
More information regarding the adequacy of financing professional development is
needed. Providing easy-to-understand information for students, IHE’s, early childhood
program administrators and funders related to accessing professional development
funding can be improved as eligibility requirements are not always easily understood.
Professional Development Quality Assurance
Findings
How is professional development effectiveness measured?
Professional development opportunities are evaluated most often through:
assessments at the completion of the course or training, tests/quizzes of
competencies and/or learning objectives and projects. Career technical centers
most often use assessments at the completion of a course; community-based
organizations reported using satisfaction surveys most often; and IHE’s reported
mainly using tests or quizzes (Source: Professional Development Assessment Survey).
More than half of those responding indicated that professional development
offerings are linked to measureable outcomes. 63% of career technical centers,
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62% of community-based organizations and 59% of IHE’s reported they link their
professional development offerings to measureable outcomes (Source: Professional
Development Assessment Survey).
When asked if there is a measure to determine competency in order to articulate
prior knowledge or skills to higher education, most often exams or test were
used to do so. 75% of career technical centers reported using specific exams/tests
(i.e., competency certification tests, ODCTE State competency exam, TABE and
SAGE tests, WorkKeys test); 32% of IHE’s indicated using exams/tests (i.e.,
pre/post tests, assessments required by NAEYC/NCATE certifications tests,
other exams/tests); and 19% of community-based organizations do the same.
The second most reported measure was using education related references,
transcripts, and/or certificates as a measure of competency (Source: Professional
Development Assessment Survey).
What systems are in place to evaluate the professional development system and how are
employers and/or families included in that process?
Currently, seven Oklahoma Community Colleges offer NAEYC accredited
associate degree programs; fifteen IHE’s have NAEYC recognized baccalaureate
and graduate programs through NCATE accreditation. This means that all of
these offer professional development in child development, family and
community relationships, child observation and assessment, developmentally
effective teaching strategies, curriculum development and implementation, and
professional ethics, regulations, and standards. To be accredited or recognized by
NAEYC means that all IHE’s assess performance of students in these categories,
collect data on student performance, and then use that data for quality assurance
and improvement (Source: NAEYC Accredited Associate Degree Programs and NCATE accredited
programs).
A large majority of faculty and trainers who completed the survey indicated they
are evaluated at least annually and receive some form of supervision (Source:
Professional Development Assessment Survey).
Using a scale of 1 to 5 (where 1=no involvement/expectations/action and 5=high
involvement/expectations/action) the highest rated statement with an average
score of 3.9 was the degree to which OK’s early childhood program standards
(e.g., pre-K, QRIS, Early Childhood, home visiting, licensing) encompass
professional development expectations. The lowest rated statement with an
average score of 3.3 was the degree to which stakeholder and public input
(including families) is sought regarding the professional development of early
childhood professionals (Source: Professional Development Assessment Survey).
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Strengths
Accreditation at Oklahoma’s IHE’s is a priority and there is recognition of the
importance of becoming NAEYC accredited or NAEYC recognized through NCATE.
Having national accreditation status of this kind ensures that programs are committed
to quality assurance through requiring specific criteria such as assessing the
performance of students, collecting and tracking data on student performance, and then
using that data for quality assurance and improvement. Trainers and faculty receive
evaluations and supervision assuring that courses and training delivery is conducted at
a high level of quality.
Gaps
Measuring competency of prior knowledge and skills is not consistently done in a
standardized way. Additionally, most coursework and training are assessed through
tests and quizzes, which do not always fully evaluate the student’s level of competency.
Stakeholder and public input, including that of families, needs to be genuinely
considered when assessing the adequacy and effectiveness of early childhood
professional development.
Professional Development Utilization
Findings
What are the rates of professional development utilization?
In the past three years, about a third (35%) of programs offering professional
development to early childhood professionals noted an increase in enrollment;
another third reported no change in enrollment. Almost a quarter (23%)
reported a decline in enrollment (Source: Professional Development Assessment Survey).
For those that have seen an increase in enrollment, reasons noted were: the type
of education or training offered, change in requirements, availability of
affordability or financing options, increases in job opportunities, advertising,
reputation of the organization and demand. 50% of career technical centers have
seen an increase; 40% of community-based organizations have seen an increase;
and 30% of IHE’s have seen an increase (Source: Professional Development Assessment
Survey).
For those that have seen no change in enrollment the reasons noted were: the
economy, scholarship or funding limitations, certification requirements, job
opportunities, strictness of evaluation for teacher candidates, limited employer
release time of employees and location. 38% of career technical centers have seen
no change in enrollment; 37% of IHE’s have seen no change; and 35% of
community-based organizations have seen no change (Source: Professional Development
Assessment Survey).
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For those that reported a decline in enrollment, reasons reported were: the
economy, competitive job market, decreased opportunities, decreased pay,
closure of facilities and centers, lack of owners or directors seeking qualified
staff, funding, accessibility or change in eligibility for scholarships, lack of
incentives or motivation and time. 26% of IHE’s have seen a decline in
enrollment; 15% of community-based organizations have seen a decline; and 13%
of career technical centers have seen a decline (Source: Professional Development
Assessment Survey).
The table below shows what percentage of students complete the professional
development necessary to earn a certificate, credential, or degree (Source: Professional
Development Assessment Survey).
Table 1. Percentage of Students Completing a Certificate or Degree
% of students
completing
certificate or
degree
75%
51-75%
26-50%
0-25%
IHE’s 41% 51% 7% 0%
Career technical
centers 57% 29% 14% 0%
Community
Organizations 29% 24% 34% 24%
IHE’s reported that the time in which it takes to earn a credential ranges from
less than a year to two years with 47% of IHE’s reporting that it takes a year to
obtain a credential. To earn an Associate’s degree IHE’s reported that it takes
students anywhere between one and four years with 37% of IHE’s indicating that
it takes an average of two years9. IHE’s also reported a range of two to four plus
years to earn a Bachelor’s with 90% indicating that it took four to four plus years.
In order to earn a graduate degree IHE’s reported it taking between two and four
plus years with 46% of IHE’s responded that it typically takes four plus years
(Source: Professional Development Assessment Survey).
Career technical centers reported that the time it takes to earn a credential ranges
from less than a year to two years with 76% indicating that it takes less than a
year to a year to do so. Career technical centers also reported that the time it
takes students to complete an Associate’s degree takes one to four plus years,
9 These statistics on credentials and associate degrees align with national averages especially for part-time students as well as student who need additional courses to prepare for college level English, Math, and Science.
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with 63% indicating it takes two to three years (Source: Professional Development
Assessment Survey).
Community-based organizations reported that the time it takes to earn a
credential ranges from less than a year to four years with 93% reporting that it
takes between a year and two years to do so. Community-based organizations
also reported that it takes two to four plus years to complete an Associate’s
degree, with 70% reporting that it take two to three years to do so (Source:
Professional Development Assessment Survey).
Barriers to completing professional development were funding, scheduling, and
time (Source: Professional Development Assessment Survey).
Who is taking advantage of professional development opportunities?
1) Over half of Directors and Assistant Directors listed within the OK Professional
Development Registry have hours in either ECE or Administration/Business.
Almost a quarter (24%) of Directors and Assistant Directors have zero ECE or
Administration/Business hours (Source: Center for Early Childhood Professional Development).
2) Over half of teachers listed within the OK Professional Development Registry
have zero hours in ECE or Administration/Business. A little more than a third
(34%) of teachers have hours in either ECE or Administration/Business and
another 12% of teachers have hours in ECE only (Source: Center for Early Childhood
Professional Development).
3) Seven out of ten assistant teachers within the OK Professional Development
Registry have zero hours in either ECE or Administration/Business. Two out of
ten have hours in both ECE and Administration/Business and 6% have hours in
ECE only (Source: Center for Early Childhood Professional Development).
4) Almost a quarter (23%) of family child care providers within the OK Professional
Development Registry have zero hours in either ECE or
Administration/Business. 17% have hours in both ECE and
Administration/Business and another 12% have hours in ECE only (Source: Center
for Early Childhood Professional Development).
5) Those who work in centers are more likely to participate in professional
development opportunities with early childhood teachers taking most advantage
of professional development followed by assistant teachers and early childhood
directors (Source: Professional Development Assessment Survey).
6) When looking at the diversity of those attending professional development
specific to early childhood (Source: Professional Development Assessment Survey) :
21-50% represent diverse races/ethnicities
0-10% represent English-language learners
0-10% represent men
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Strengths
Degree and course completion rates in Oklahoma are promising. The time it takes to
complete a certificate, credential, or degree are on par with national averages. More
programs than not have seen an increase or steady enrollment in the past three years.
Gaps
The data shows that professionals having professional development hours specific to
early childhood education or early childhood administration/business areas are lacking
for teachers, family child care providers, and assistant teachers. More information from
the Registry is needed to better understand the numbers who have completed
certificates, credentials and degrees. Barriers most often noted for not completing
professional development is funding, scheduling, and time.
Professional Development Alignment
Findings
How does professional development support the workforce in providing environments to support
appropriate developmental expectations as noted in Oklahoma’s early learning guidelines?
Oklahoma’s Early Learning Guidelines are utilized by 85% of those delivering
education/training with 100% of career technical centers reporting its use; 78% of
community-based organization reporting its use; and 61% of IHE’s reporting its
use (Source: Professional Development Assessment Survey).
How does professional development support the workforce in providing program quality?
Coordination of professional development across sectors is a way in which
students can be supported in providing program quality. 88% of career technical
centers indicated that the professional development they provide is coordinated
across sectors; 63% of IHE’s reported that they coordinate professional
development across sectors; and 58% of community-based organizations
indicated that they do so (Source: Professional Development Assessment Survey).
The most commonly used program standards used to plan professional
development opportunities for career technical centers are OK’s Early Learning
Guidelines, NAEYC Developmentally Appropriate Practices in Early Childhood
Programs, and OK QRIS standards (Source: Professional Development Assessment Survey).
The most commonly used program standards used to plan professional
development opportunities for community-based organizations are OK’s Early
Learning Guidelines, OK’s Core Competencies for Early Childhood Practitioners,
and OK’s QRIS standards (Source: Professional Development Assessment Survey).
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The most commonly used program standards used to plan professional
development opportunities for IHE’s are NAEYC’s Developmentally
Appropriate Practices in Early Childhood Programs, NAEYC Accreditation
Standards, and OK’s Early Learning Guidelines (Source: Professional Development
Assessment Survey).
How does professional development support the workforce in meeting core competencies and
progression through the career ladder?
Early childhood partnerships throughout the early childhood sectors help
support the early childhood workforce progress through the career ladder. A
majority of respondents indicated the most dynamic ways in which these
partnerships have been strengthened is through articulation agreements (Source:
Professional Development Assessment Survey).
When asked to rate the degree to which components of professional
development system are aligned on a scale of 1 to 5 (where 1=not aligned and
5=highly aligned) there was a high degree of alignment between the core
competencies and child care licensing, the core competencies and the
professional development career ladder, core competencies with teacher
licensing, and professional standards with competency demonstration (Source:
Professional Development Assessment Survey).
When asked to rate the degree to which components of professional
development system are aligned on a scale of 1 to 5 (where 1=not aligned and
5=highly aligned) there was lower rated degrees of alignment between data
collection, data sharing and data dissemination efforts and community-based
training with degree programs (Source: Professional Development Assessment Survey).
Strengths
High degrees of alignment exist throughout Oklahoma’s early childhood system
especially in regard to the core competencies, the professional development career
ladder, teacher licensing, program standards, and credential and degree programs. The
articulation agreements in place have been noted as strengthening early childhood
partnerships.
Gaps
Alignment between community-based training and those offering credentials and/or
degrees need to be strengthened. Data tracking, collection, sharing, and dissemination
between sectors as it relates to early childhood professional development utilization
also needs improvement to fully understand strengths, needs, and gaps.
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Professional Development Policies
Findings
What policies are in place that promotes a quality professional development system?
The most common policies in place in providing professional development
opportunities are those related to attendance, syllabi that outline expectations
related to assignments and grades, and articulation agreements (Source: Professional
Development Assessment Survey).
Less than half (48%) of respondents indicated their policies are reviewed and
revised on an annual basis. Another 39% reported policies are reviewed and
revised as needed (Source: Professional Development Assessment Survey).
Of those reporting, the average rating for professional development policy
effectiveness was in the highly effective range (Source: Professional Development
Assessment Survey).
When rating the effectiveness of professional development policies (1=not
effective and 5=highly effective) those policies that were rated as being highly
effective were policies relevant to the most current regulations and policies
supporting the workforce in their everyday work in the field (Source: Professional
Development Assessment Survey).
Strengths
Early childhood professional development policies within Oklahoma’s institutions are
in place and reviewed and revised. An example of a policy that helps foster articulation
agreements are eligibility requirements for scholarship programs.
Gaps
It is unclear if policies from the professional development system are reviewed and
revised to support local IHE’s, career technical centers, and community-based
organizations in their policy development and revisions.
Professional Development, Employment, and Compensation Parity
Findings
What is the impact of professional development on employment opportunities and compensation
parity?
When asked about long-term impacts of attaining a credential or a degree,
respondents indicated that increased wages and moving from one sector to
another were the most common (Source: Professional Development Assessment Survey).
When asked to rate the degree to which employment and compensation parity
are considered (1=not considered and 5=highly considered) in professional
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development those areas that were rated highly included: employment and
compensation parity affects on education attainment; employment and
compensation parity affects on roles and responsibilities; and employment and
compensation parity affects on recruitment and retention. Those areas where
there was low consideration to employment and compensation parity were
related to employment and compensation parity affects on data tracking and
sharing and career pathway policies (Source: Professional Development Assessment Survey).
Strengths
Employment and compensation parity is considered in education attainment and is
recognized as having an impact on those that obtain a credential or a degree. This issue
is also a priority for the Professional Development and Workforce workgroup.
Gaps
Employment and compensation parity needs to be considered when tracking and
sharing data and when developing policies related to career pathways.
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Recommendations
Based on the findings, several recommendations for improvement can fall within the policy principles as described in the NAEYC’s Workforce Design, a Policy Blueprint for State Early Childhood Professional Development Systems 10. Ms. LaMoine, the author of the blueprint, describes the principles as guideposts when developing policies for an integrated early childhood professional development system. The policy principle questions to reflect on include the following:
Integration-do the professional development policies increase integration among the early childhood sectors?
Quality Assurance-do the professional development policies include forms of quality assurances?
Diversity, Inclusion, and Access-do professional development policies support diversity, inclusion, and access?
Compensation Parity-do professional development policies recognize and/or increase compensation parity?
Table 2 below describes recommendations for the Oklahoma Partnership for School Readiness Professional Development and Workforce Workgroup to consider based on the finding, strengths, and gaps elucidated from the assessment of the early childhood professional development system.
Table 2. Recommendations Based on Guiding Principles
Guiding Principle Reflective Questions to Consider
Recommended Activities
Integration …Is there consistent implementation of the core competencies? …Is there a clear pathway toward progression within the career ladder upon completion of professional development opportunities? …Is there articulation across training and education between the sectors (e.g., community-based training and IHE’s)? …What data is tracked, collected, and shared that can help to better understand
-Consistent, systemic alignment of training and education with core competencies and career ladder pathways -Workforce data reports gathered from workforce surveys that give a sense of professional development needs and gaps -Explicit articulation agreements and credit transfer agreements that the workforce can understand -Examination of the different types of articulation models (e.g., faculty-to-faculty, course-to-course, accreditation-to-
10 LaMoine, S. (2008). Workforce designs: a policy blueprint for state early childhood professional development systems: NAYEC public policy report. Retrieved from NAEYC’s web site: http://www.naeyc.org/files/naeyc/file/policy/ecwsi/Workforce_Designs.pdf.
Full Report Page 32 of 208
early childhood professional development integration?
accreditation) to help increase the number of articulation agreements11
Quality Assurances …Is there a measure of professional development effectiveness? …Is there a measure of professional development quality? …What data is tracked, collected, and shared that can help with measures of quality and effectiveness?
-Trainer and training approval systems that ensure that those providing education and training have at least 18 credit hours in ECE or child development -Consistent evaluation of professional development as well as trainers or educators -Relationship-based professional development opportunities available at all levels (certificates, credentials, degrees), including mentoring, coaching, and peer-to-peer networking to help transfer knowledge into practice -Promotion of individualized professional development plans to ensure that professional development is leading to progression in the field -Promoting IHE-level accreditation specific to early childhood like NAEYC Accreditation for Associate Programs -Demonstration of competencies beyond quizzes, tests, and standardized tests -Collect information from IHE’s on course content, practicum expectations, faculty characteristics, and institutional changes that could affect ECE or child development education and/or degree attainment
Diversity, Inclusion, and Access …Has the penetration of early childhood professional development reaching all sectors of the early childhood profession? To more people in the workforce? To diverse populations? …Is the workforce aware of professional development opportunities?
-All training and education must count career progression (e.g., a certificate, credential, degree) especially when costs are involved -Periodically examine the extent to which offering support in other languages is meeting the needs of the workforce -Training calendars for all regions of the
11 Faculty-to-faculty: based on relationships between faculty members who know and trust one another and have first-hand knowledge of programs and graduates; course-to-course: based on common course libraries throughout the State; program-to-program: based on common courses with a unifying framework for defining student outcomes that is shared across IHE’s with agreements that rewards associate degree completion; and accreditation-to-accreditation: shared student outcomes defined by national standards with the added component of an external accreditation review.
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…Are underserved populations being reached by the opportunities that exist? Are new methods being used to do so? …Is there a concern about degree completion and the supports needed for completion? …What data is tracked, collected, and shared to help better understand strategies to access populations that are diverse or underserved so that they can feel included within early childhood professional development?
State -Scholarship opportunities for all sectors and all levels of professional development -Targeted outreach to underserved populations -Courses and training offered in easily accessible locations and at times that are helpful to working students -Coupling basic education courses with relevant coursework related to ECE or child development -Transparency of early childhood professional development funding and eligibility -System of strategic investments that blend local, state, and federal resources to ensure that needs of the workforce are being met -Examine data to make sure that investments are being spent accordingly; look at data by roles, setting and regions -Examine utilization data by role; certificate, credential, degree type; setting; and region -Examine utilization data from IHE’s of certificate and degree completion rates as well as enrollment rates
Compensation Parity …To what extent are compensation issues impacting professional development? …Are changes in administrator or teacher practice affected by low compensation and high turnover?
-Incentives for students to participate in the early childhood professional development system -Track and disseminate data on compensation, benefits, incentives, retention, turnover, and professional development -Specific and adequate financing in all sectors that considers compensation
While the recommendations presented above may seem like a daunting list, it is recommended that the Professional Development and Workforce work group develop a strategic plan with both short-term (in the next six months to a year) and long-term (more than a year) objectives and activities. For example, a short-term activity may be to examine data from the Registry to determine the extent to which professionals in the field are completing certificates, credentials, and degrees and how this varies by role
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setting or sector, and regions. Another short-term activity may be to examine the types of articulation agreements currently in place and determine what about the agreements is working well and where there may be room for improvement. An example of an activity that would be long-term would be looking at compensation over time to determine where there is the most turnover (i.e., is turnover occurring most often when professionals get their associates degree or when they get their bachelors degree) and to create strategic investments so that all early childhood professionals despite where they work receive incentives for progression in the field. Whenever short- or long-term plans are being considered, the guiding principles reflective questions to consider can be used to guide objectives and activities. Appendix S presents a graphic of the recommendations in guiding principle “buckets” in a one-page research brief to allow for easy reference to the reflective questions and activities when considering next steps in the professional development planning process.
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~Appendix A~ Full Aggregate Report of the
Early Childhood Professional Development Survey
Full Aggregate Report Page 36 of 208
Introduction: The following is a report of results from the Oklahoma Professional
Development Assessment survey that was administered to Oklahoma Institutes of Higher
Education (specifically Early Childhood Education or Child Development departments),
Oklahoma Early Childhood Associations, members of the Professional Development &
Workforce workgroup and other pertinent early childhood organizations offering
professional development opportunities. The survey was administered by Oldham
Innovative Research, an independent research and evaluation group. This survey was
conducted in March and April of 2013. In total, 70 people began the survey. 56 people
completed the survey (80% completion rate). Not all people who took the survey
answered all questions.
Purpose and Methodology: In the spring of 2013, the Smart Start Oklahoma Professional
Development and Workforce work group conducted an Early Childhood Professional
Development assessment to determine the degree to which Oklahoma's private and public
institutions of higher education and other entities that provide early childhood
professional development assist the early childhood workforce to enter and succeed in the
profession. The Oklahoma Professional Development Assessment survey examined the
following areas of professional development: existing opportunities, quality assurance,
utilization, funding, alignment, policies, employment and compensation parity. Due to the
comprehensiveness of this survey (comprised of 52 questions in 7 areas) it was expected to
take respondents between 30-45 minutes to complete. Respondents were informed they
could stop and restart the survey at any point. The survey was administered online.
Invitees had six weeks to complete the survey. Respondents were encouraged to forward
the survey link to colleagues who could offer insight into the survey effort. Survey
participants were informed they would receive the results of the survey.
The following definitions were made available to survey respondents to help them more
fully understand the survey questions. The definitions came from the 2011 NAEYC and
NACCRRA publication, "Early Childhood Education Professional Development: Training and
Technical Assistance Glossary.12"
Professional Development: continuum of learning and support activities designed to
prepare individuals to work with young children and their families; lead to improvements
in knowledge, skills, practices, and dispositions; encompasses education, training and
technical assistance
12 http://www.naeyc.org/files/naeyc/file/ecprofessional/NAEYC_NACCRRA_TrainingTAGlossary.pdf
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Training: learning experience(s) specific to an area of inquiry and related to a set of skill or
dispositions, delivered by a professional(s) with subject matter and adult learning skills
and knowledge. A planned sequence of training sessions comprises a training program.
Technical Assistance: provision of targeted and customized supports by professional(s)
with subject matter and adult learning skills and knowledge to develop or strengthen
processes, knowledge, application, or implementation of services by recipients (e.g.,
mentoring, coaching, consultation, professional development advising, peer-to-peer).
Education: more formalized experiences that lead to credit-bearing coursework that can
be applied to a credential and/or degree.
Sectors: institutions of higher education providing credentials and/or degrees in early
childhood education or related filed; community-based entities that provide professional
development opportunities to early childhood and school-age care professionals (e.g., Child
Care Resource and Referral Agencies); associations that provide support to the early
childhood and/or school-age care profession; and Head Start.
Methodological Limitations: The Oklahoma Professional Development Assessment
survey was open for invitees to complete during a time in which many colleges and
universities were on spring break. Due to low response rates after three weeks of being
open, the survey was extended by nine days and an incentive was offered for completion of
the survey (a drawing for four $50 gift cards from Amazon.com).
Approximately 20% of respondents did not fully complete the survey. Questions may not
have been applicable to some respondents due to their position. Other respondents may
have been unsure of how to answer certain questions.
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I. Demographics
This section of the survey addressed questions about respondents’ demographics. The
specific questions asked were as follows13:
A. Name?
B. Employer?
C. Job Title?
D. Preferred way to contact you (please provide address, phone number, and/or email
address)
E. Length of time in current position?
Employment: The 67 respondents who answered a question about employment reported
being employed by a total of 41 different organizations. The largest employer was the
University of Central Oklahoma (5). The second largest was Tulsa Community College
(4).
The following organizations employed a total of 3 respondents:
Caddo Kiowa Technology Center
CARD Head Start– one respondent in this group reported working for the Early
Head Start division
Kiamichi Technology Center
Oklahoma State Department of Health
Oklahoma State University
The following organizations employed a total of 2 respondents:
Langston University
Northeastern State University
Northern Oklahoma College
Oklahoma City Community College
Oklahoma State Regents for Higher Education
University of Oklahoma
University of Science and Arts of Oklahoma
Lastly, the following organizations employed a total of 1 respondent:
Averill
Bristow Public Schools
13 The complete survey with full details of each question is included in the appendix.
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Cameron University
Cherokee Nation
Child Care Inc.
Child Care Resource Center
Community Action Project
Community Service Council
Connors State College
Early Learning Innovations
East Central University
Eastern Oklahoma State College
Eastern Oklahoma County Tech Child Development Center
Integris Health
Murray State College
Oklahoma Department of Mental Health and Substance Abuse
Oklahoma Department of Human Services – Oklahoma Child Care Services
Oklahoma Child Care Association
Oklahoma Christian University
Oklahoma City University, Redlands Community College
Rose State College
Seminole State College
Southeastern Oklahoma State University
The Institute for Childhood Education
Tulsa Tech and the United Way of Stephens County
In addition, there were two respondents who reported being independent contractors. One
of these respondents indicated a connection with the Oklahoma Association of Infant
Mental Health.
Job Title: Of the 67 respondents who answered this question, a total of 23 different job
titles were reported. In a few instances respondents indicated having more than one job
title. Some of these job titles were quite broad. For example, the largest job title category
was “Coordinator” (11). Within this category there was a wide range of responses. These
included:
Coordinator
Coordinator of Early Childhood Education
Endorsement Coordinator
Executive Coordinator
Grant Coordinator
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Infant and Early Childhood Mental Health Coordinator
Curriculum Coordinator
Scholar Coordinator (2)
Smart Start Community Coordinator
Quality Enhancement Initiative Coordinator
The next most often reported job title by category was “Director” (10). Within the category
of Director, 2 respondents did not specify what they directed. The others reported the
following:
Director of Center Operations
Director Family Support & Prevention Service
Director Child Development Services/Child Guidance
Division Director
Executive Director
Program Director, Child Development
System Director
Assistant Director
“Assistant Professor” (9) and “Professor” (9) were the next most often reported categories.
Within the category of Assistant Professor, 7 gave no specific title. The remaining 2
reported their titles as Assistant Professor of Child Development and Assistant Professor of
Early Childhood Education. 1 of the Assistant Professors indicated that they were also a
Coordinator of Early Childhood Education. In the category of Professor, 5 were unspecified
and the remaining 4 included:
Professor of Child Development
Professor, Family Life Education
Professor, Human and Family Sciences
Professor/ Department Chair
“Associate Professor” (8) was the next largest category. In this category 3 respondents did
not list a specific affiliation. The remaining 5 listed the following affiliations:
Associate Professor of Early Childhood Education (3)
Associate Professor of Child Development (1)
Associate Professor/Director of Teacher Education (1)
In the category of Manger (5) respondents reported the following titles:
Child Development Center Manager
Education Manager
Early Head Start Manager
Manager of the Oklahoma Early Childhood Program
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Quality Enrichment Manager
The remaining categories were:
Instructor (3)
Educator (2) – one non-specific and one responded as an Oklahoma Parent as
Teachers Educator
Early Care & Education Instructor (2)
Scholarship Administrator (2)
Academic Advisor (1)
Child Development /Nursing Department Chair (1)
Chairperson (1)
Dental Technical Supervisor (1)
Department Head of Early Care Education (1)
Early Learning Specialist (1)
Instructional Assistant (1)
Program Administrator (1)
Time in current employment position: Survey respondents were asked how long they
have worked in their current position. The greatest number of respondents (34%) have
worked in their position for between 5 and 10 years. 5% have been in their position for
less than a year.
18% 13%
34% 31%
1.1 to 3 years 3.1 to 5 years 5.1 to 10 years more than 10 years
Length of Time in Current Position
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Professional Development
This section of the survey asked questions about the participants who take part in
professional development (PD) services offered by survey respondents. The specific
questions asked were as follows:
F. Who are the professionals that participate in the professional development
opportunities that you offer (check all that apply)?
G. What level of education is most representative of the early childhood practitioners
that participate in your professional development opportunities (check one)?
H. What type of early childhood professional opportunities do you offer (check all that
apply)?
I. How do you deliver your professional development opportunities (check all that
apply)?
J. Are professionals delivering education and/or training required to go through an
approval process (i.e., OK Center for Early Childhood Professional Development
Registry Approved Educators process)?
K. What are the requirements of the professionals delivering education and/or
training
L. What languages do you offer education/training in?
M. What content areas are covered in the professional development opportunities that
you offer (check all that apply)?
N. In rank order (with 1=most important), rank the top three supports that are
important to professionals involved in your professional development
opportunities.
O. What professional and program standards/competencies do you utilize when
planning education/training (check all that apply)?
P. Which specific strategies do you use in your education/training (check all that
apply)?
Q. To what degree do your professional development opportunities: support career
ladder progression as indicated through OK’ s Center for Early Childhood
Professional Development Registry; encompass the Core Competencies for Early
Childhood Practitioners; support the Oklahoma Early Learning Guidelines; support
cultural competence; address the special needs of children and families (1=no
consideration and 5=always considered and promoted)?
R. Other comments related to professional development opportunities.
Participation in PD: Respondents were asked who participates in the professional
development opportunities that they offer. The top four responses were: early childhood
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teachers (57 responses), early childhood assistant teachers (53 responses), early childhood
directors (45 responses) and family child care providers (36 responses).
Additional professionals who were reported as participating in PD include:
Paraprofessionals (47%)
Home visitors (37%)
Special education/early intervention teachers (37%)
Pre-K Coordinators (27%)
Consultants (23%)
Mentors (22%)
School principals (10%)
Coaches (8%)
Speech-language pathologists (8%)
School psychologists (5%)
Some respondents selected “other” and noted the following: students in higher education
(5), administrators, owners, Family Support Representatives/Family Mentor Specialists,
residential care personnel and mental health professions.
Level of Education: The largest number of respondents (39%) indicated that the majority
of early childhood practitioners who participate in their professional development
95% 88%
75%
60%
Early Childhoodteachers
Early Childhoodassistant teachers
Early ChildhoodDirectors
Family Child Careproviders
Professionals Who Participate in PD
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opportunities have a high school diploma. No respondents said that the majority of their
PD participants have a GED or a Graduate degree. Additional responses included:
Equal high school and bachelors since serving undergraduate and graduate students
(2)
Post secondary students
Bachelors, Associates and Graduate level
Type of PD offered: The most common responses to the question, “What type of early
childhood professional opportunities do you offer (check all that apply)?” were workshops
(34 responses at 54%), training that assists with certification or re-certification (33
responses at 52%) and training and/or education that leads to credits or credential hours
(32 responses at 51%). One respondent also noted they offer an alliance with their college
for college credit in Child Development. A second said they have student organization
associated with the Early Childhood Association of Oklahoma.
39%
28%
21%
12%
High school diploma Some college Bachelors Associates
Level of Education of Those Who Participate in PD
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What type of early childhood professional opportunities do you offer?
Delivery of PD: According to survey respondents, the most common way to deliver
professional development opportunities is face-to-face (94%). 61% of respondents offer
PD through on-site training and/or education. 57% offer PD online. Additionally, one
respondent said they offer conferences or leadership institutes.
10%
29% 33% 35%
51%
Masters degreeprogram
Bachelors degreeprogram
Associates degreeprogram
Early childhoodspecific
credentials
Training and/oreducation that
leads to credit orcredential hours
Degree and Credential Programs
38% 38% 44%
49% 52%
Training that leadsto clock hours only
Pre-service training In-service training Training and/oreducation that leads
to CEU's
Training that assistswith certification or
re-certification
Training Opportunities
37% 44%
54%
Technical Assistance Conferences Workshops
Other Opportunities
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Educators/Trainers: When asked if professionals delivering training and/or education
are required to go through an approval process (i.e., OK Center for Early Childhood
Professional Development Registry Approved Educators process), 53% of respondents said
yes and 42% said no. Another 5% were not sure. One respondent who said no,
professionals are not required to go through an approval process gave more detail by
noting they use NCATE accreditation. Another said all educators have a Master’s or
Doctorate degree in the field of training. A third said, “We use professionals who are
knowledgeable in their training, such as CPR/Fire Safety Training and such.” A respondent,
who selected yes, said the approval process is “a blanket approval since it is done through
the agency.” Another said it depends on the type of training being offered.
Of the respondents who said yes, professionals delivering training and/or education are
required to go through an approval process, 59 gave more detailed descriptions of the
specific requirements. Some respondents indicated the requirements of the professionals
delivering education and/or training varied according to what was being taught or the
department conducting the education and/or training (therefore, the number of responses
is greater than the number of respondents). The majority of respondents indicated that an
advanced degree (either Master’s or Doctorate) is required (28). The specific degree’s
reported included:
Master’s degree in Early Childhood Education (ECE)
Master’s degree in Education
Doctorate emphasizing in ECE
Master’s degree in Child and Family
Master’s degree in Early Learning
Master’s degree in Child Development
15%
36% 37% 40%
57% 61%
94%
Distance Learning(i.e., ITV)
Technicalassistance via
phone
Electronic technicalassistance (i.e.,email, web site
contact request,Facebook, Twitter)
Face-to-facetechnical assistance
On-line On-site trainingand/or education
Face-to-face
Mode of Delivery
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Master’s in Psychology
In addition to an advanced degree some requirements of the professionals delivering
education and/or training also included:
Significant experience with ECE
o 10 plus years
A demonstrated understanding of ECE
Teaching experience
o ECE specific
o Community college
o University
On-going scholarship
Work in the schools
o Minimum of 10 hours per year
Work with ECE organizations
o Serving on boards
o Providing in-service to teachers
Philosophy compatible with that of a comprehensive urban community college
A certain number of hours taken toward achieving Master’s degree devoted toward
ECE courses
o 18 hours
A number of respondents indicated that a minimum of a Bachelor’s degree is required (13).
Specific Bachelor’s degrees reported include:
Bachelor’s in ECE
Bachelor’s in Education
Bachelor’s in Child Development
Bachelor’s in Marriage and Family
Along with a Bachelor’s degree, respondents reported the following additional
requirements:
A certain amount education focused on ECE
o 3 years and 12 hours
Experience in the following areas
o Teaching young children
o Training adults
o Mentoring adults
o Coaching adults
o Teaching adults
16 weeks
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A few respondents indicated a minimum of an Associate’s degree (8). 5 of these
respondents indicated that an educator and/or trainer must be approved by the Center for
Early Childhood Professional Development (CECPD). According to the CECPD, a minimum
of an Associate’s Degree in ECE or Child Development is required of all approved educators.
The highest level of education required by the CECPD is a Bachelor’s degree in ECE or Child
Development.
There were a number of more general requirement responses given as well. These
included:
Certified teachers (1)
Teachers aides (1)
Students enrolled in ECE programs (1)
Students enrolled in college (1)
Expertise and/ or some education in ECE (4)
Content area training, knowledge or experience (7)
o Examples given: CPR/Fire Safety Training; Parents as Teachers; Healthy
Families America; SafeCare; Nurse-Family Partnership
Head Start mandates (1)
Head Start Performance Standards (1)
OHS protocol (1)
OSU Extension trained and certified (1)
Certified by OK Career Tech. (1)
CCR&R employee pre-approved (1)
Endorsed or seeking endorsement through the Oklahoma Endorsement for
Culturally Sensitive Relationship Focused Practice Promoting Infant Mental Health
(1)
Faculty at University (1)
Language: The majority of respondents indicated only English as the language offered
during education/training (49). The remaining 11 respondents reported offering the
following:
English and some Spanish (3)
Availability of translators (3)
English and Spanish (2)
English with print offered in English and Spanish (1)
English and ASL (1)
English; ESL students may utilize college resources for assistance (1)
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Content areas: When asked to select which content areas are covered in the professional
development opportunities they offer, by selecting all that apply, all options were selected
by at least 82% of respondents. Interactions with children and child growth and
development were the top two content areas, chosen by 95% and 93% respectively.
Respondents additionally noted they offer “Key Train;” art and music; issues in family life
education, ethics, legal issues, parent training programs; infant mental health; and in-kind
and federal guidelines training.
Supports to PD Attendees: The top three supports that are important to professionals
involved in respondents’ PD opportunities are:
1. Financial assistance (most important)
2. Flexible class schedules
3. Convenient location
The additional five supports rank in the following order based on survey responses:
4. Support from faculty/trainers
5. Academic tutoring and assistance
6. Academic advising
7. Experience of being in a cohort
8. Assistance with technology (least important)
Standards to Plan Training: The most commonly used program standard used to plan
education and/or training was reported to be Oklahoma’s Early Learning Guidelines; 85%
of respondents use this standard when planning education and/or trainings. NAEYC’s
82% 84%
85%
90% 92%
93% 95%
Professionalismand Leadership
ProgramPlanning,
Developmentand Evaluation
Family andCommunity
Partnerships
Health, Safetyand Nutrition
LearningEnvironment
and Curriculum
Child Growthand
Development
Interactions withChildren
Content Area of PD
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Developmentally Appropriate Practices in EC programs are used by 79% of respondents,
Oklahoma’s Core Competencies for EC Practitioners 74% and NAEYC’s accreditation
standards by 74% of respondents. A smaller percentage report utilizing DEC Personnel
Standards (3%) and DEC Recommended Practices (7%). Additional standards reported as
being used included:
Healthy Families America
Competencies in Endorsement for Culturally Sensitive, Relationship-Focused
Practice Promoting Infant Mental Health
DHS licensing guidelines
NAC accreditation standards
NAEYC ethics statement
NAFCC (National Association for Family Child Care)
NBPTS Standards
Nurse-Family Partnership
Oklahoma Christian University Teacher Competencies
Oklahoma Competencies for Licensure
Oklahoma Early Childhood Competencies
PAS
Parents as Teachers
SareCare
Strategies used in training: Respondents were asked to select from a list of strategies
which they use in education/training. All strategies were selected by at least 69% of
respondents. The most commonly used strategies are small and large group discussions
(97%), print materials (e.g., readings, books, course packets, handouts) (95%), small and
large group activities (94%), and lectures (92%). Additionally noted strategies included
36% 47% 48%
74% 74% 79% 85%
Head Start ChildOutcomes
Framework andPerformance
Standards
NAEYC personnelstandards
Oklahoma's QRISstandards
NAEYCAccreditation
Standards
Oklahoma's CoreCompetencies forEarly Childhood
Practitioners
NAEYCDevelopmentally
AppropriatePractices in Early
ChildhoodPrograms
Oklahoma's EarlyLearning
Guidelines
Utilized Standards and Competencies
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methods instruction, laboratory experience in an early childhood classroom, reflective
experiences and mentor/coaching.
Content of PD opportunities: To determine the content of professional development
opportunities being offered by respondents, survey respondents were asked to rate to
what degree their PD opportunities incorporate specific themes. The scale was 1 to 5
where 1=no consideration and 5=always considered and promoted. Respondents who
answered “not sure” or “n/a” were excluded from data analysis. Addressing the special
needs of children and families was ranked the highest as a theme that is considered and
promoted in PD opportunities. This was followed by support cultural competence, support
the OK Early Learning Guidelines, encompass the Core Competencies for Early Childhood
Practitioners, and finally, support career ladder progression as indicated through OK’s
Center for Early Childhood Professional Development Registry. Other comments related to
professional development opportunities:
“There are 4 full time instructors that teach CDA and Child Development Courses for
college credits.”
68% 69%
71% 73%
79% 79% 79%
Fieldassignments
Networking Groupassignments
Role plays Videodemonstrations
Individualassignments
Case studies
Strategies for Teaching
92%
94%
95%
97%
Lectures Group activities Print materials Group discussions
Strategies for Teaching, continued
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“As a Head Start, we also help staff attend college classes, in addition to the training
we provide.”
To what degree do your professional development opportunities:
(1=no consideration and 5=always considered and promoted)
Average
Rating
a. address the special needs of children and families 4.5
b. support cultural competence 4.4
c. support the Oklahoma Early Learning Guidelines 4.4
d. encompass the Core Competencies for Early Childhood Practitioners 4.2
e. support career ladder progression as indicated through OK's Center for Early Childhood Professional Development Registry
4.1
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II. Professional Development Funding
Along with the previous section, this section addresses questions regarding information
about participants who take part in professional development services offered by
respondents. However, in this section the questions specifically relate to how participants
attain access to PD and what financial supports are in place to support PD. The questions
asked in this section were as follows:
A. In rank order, rank how professionals finance their professional development.
B. According to those that participate in your professional development opportunities,
how do workplaces support practitioners (check all that apply)?
C. To what degree is Oklahoma’s early childhood professional development system:
(1=not adequate and 5=more than adequately financed)?14
D. Other comments related to professional development funding.
Financing of PD: Respondents were asked to rank in order how professionals finance their
professional development. Pell and other government grants or subsidies was marked as
the most common way in which professionals finance their professional development.
Employer helps subsidize cost was ranked as the least common option.
In rank order, rank how professionals finance their professional
development.
Average
Rating
1. Pell and other government grants or subsidies 2.6
2. Oklahoma Scholars Program 2.7
3. Pay on their own 3.5
4. Student loans 3.6
5. Employer helps subsidize cost 3.8
6. Other 5.0
Support of practitioners’ PD from workplace: Based on what survey respondents hear
from those who participate in their PD opportunities, 70% say workplaces support
practitioners by increasing compensation for educational attainment. 52% say workplaces
14 See appendix for complete list of indicators for this question
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support PD by offering training on-site. 50% say workplaces offer release time. Additional
comments to this question include the following:
“I really don't think they do support much in the ways listed above- but they want
them to be trained.”
“There is minimal support. Often the students have to quit their jobs to do their
internships. Sometimes employers will adjust their schedules. Head Start tends to
be especially non-supportive.”
“Comp-ed work time or PTO”
We typically provide training while they are ‘on the clock’ but do not pay for their
time to attend college classes.”
“Support is highly variable and minimal. Most of the professional development is
held on Saturday due to no release time. Sometimes employers pay the fee but most
do not.”
Adequacy of OK’s PD system: Survey respondents were given a list of ten statements to
rate on a scale of 1 to 5 in terms of the adequacy of Oklahoma’s early childhood
professional development system (where 1=not adequate and 5=more than adequate).
Those who answered “not sure” or “n/a” were excluded from data analysis. The highest
rated statements about the adequacy of the system were related to providing
understandable resources about what is available and eligibility requirements to IHEs and
community based organizations (average rating 3.3 out of 5) and to early childhood
administrators (average rating 3.2 out of 5). The lowest rated item in terms of adequacy
was funding of the system (average rating 2.5 out of 5).
29% 32% 41% 43%
50% 52%
70%
Hire substitutes Teachermentors/coaches
Purchasematerials
equipment
Incentives,bonuses, rewardsfor PD milestones
Release time Training on-site Increase incompensation for
educationalattainment
How Workplaces Support Practitioners
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To what degree is Oklahoma's early childhood professional
development system: (1=not adequate and 5=more than adequate)
Average
Rating
a. providing resources that are understood by institutions of higher
education and community-based organizations (what is available and
eligibility requirements)
3.3
b. providing resources that are understood by early childhood
administrators (what is available and eligibility requirements) 3.2
c. examining and addressing the barriers to financial aid and scholarships 3.0
d. providing resources that are understood by practitioners/participants
(what is available and eligibility requirements) 2.9
e. providing resources that are understood by funders (what is available
and eligibility requirements) 2.9
f. supported by state sources 2.9
g. supported by federal sources 2.7
h. supported by private sources 2.7
i. examining compensation parity (compensation equivalent to positions
within and across all sectors of the system) 2.5
j. adequately financed 2.5
Other comments related to professional development funding:
“Very little support at the Bachelors level that is ECED specific.”
“The federal government overfunds in some areas. Also, we have a lot of overlap--
several groups paid for doing a similar thing.”
“There is a misconception that Head Starts have funding to provide for all staff the
higher education support. The funding for this is limited and cannot be extended to
those who are working part time, in extended day, as permanent subs, etc. Higher
education overall is underfunded.”
“The rural areas are not fairly compensated. They have to meet the same regulations
from DHS Licensing, take the same amount of CEUs or college credit hours, and have
the same number of centers equipped with age appropriate materials as the
metropolitan areas.”
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III. Quality Assurance
In this section of the survey respondents were asked about the evaluation and assessment
of professional development services they provided. The questions asked were as follows:
A. How are the professional development opportunities evaluated (check all that apply)?
B. Do you link your professional development offerings to measureable outcomes (e.g.,
Environmental Rating Scores)?
C. If you do link your professional development offerings to measureable outcomes, what
outcomes are measured?
D. Are faculty and/or trainers evaluated at least annually?
E. Do faculty and/or trainers receive any type of supervision?
F. For those able to articulate prior knowledge and skills to higher education, is there a
measure(s) that is used to determine competency?
G. If there is a measure(s) to determine prior knowledge/skills, what is that measure(s)?
H. To what degree is/are: (1=not involvement/expectations/action and 5=high
involvement/expectations/action)?15
I. Other comments related to quality assurance.
Evaluation: Most often, survey respondents report professional development
opportunities are evaluated through assessments at the completion of the course or
training; this was true for 79% of respondents. 71% say they use tests or quizzes of
competencies and/or learning objectives. 59% use projects to evaluate training, 57% use
demonstrations of competencies met and 55% use satisfaction questionnaires. A smaller
percentage, less than 50% of respondents, use surveys (48%); papers (47%); course or
training follow-up after a certain period of time (35%); interviews with participants (26%);
and focus groups with participants (17%).
15 See appendix for complete list of indicators for this question
55% 57% 59% 71%
79%
satisfactionquestionnaires
demonstration ofcompetencies met
projects tests/quizzes ofcompetencies and/or
learning objectives
course/trainingassessment at the
completion of acourse and/or
training
Type of PD Evaluation
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Measureable outcomes: 36 respondents (62%) reported they link their professional
development offerings to measureable outcomes (for example: the Environment Rating
Scores). 11 respondents (19%) do not link their professional development to measureable
scores and another 19% are not sure. Of those who said they do link PD to measurable
outcomes, 28 responded with more detail. In general most respondents referred to
program testing and evaluation (including: children, teachers, family and community). As
well, evaluation and testing of the students accessing professional development was
frequently mentioned. Some respondents indicated multiple outcomes; therefore the
number of measureable outcomes reported is greater than the number of respondents.
Many of the respondents indicated the outcomes measured are associated with
accreditation, certification and/or competencies (16). These include:
NAEYC Accreditation Standards (9)
NAFCC Accreditation Standards (2)
Oklahoma State Competencies (8)
o General reference to state competency testing (1)
o Oklahoma State Competencies for Licensure/Certification (1)
o Oklahoma Commission for Teacher Preparation State Standards (1)
o Oklahoma General Competencies for Teacher Certification (1)
o Oklahoma Core Competencies for Early Childhood Practitioners (2)
o Oklahoma Elementary and Early Childhood Competencies for Reading
Instruction (1)
o Oklahoma Christian University Competencies and Conceptual Framework (1)
National Council for Accreditation of Teacher Education (CAEP) (3)
General knowledge of standards and competencies in ECE (1)
A few of the respondents mentioned the following classroom assessments (3):
ERS (3)
CLASS (3)
Teaching Strategies Classroom Ratings (1)
Arnett Caregiver Interaction Scale (1)
ELLCO (1)
PAS (1)
BAS (1)
More general responses included:
Child progress/performance (3)
Course competency and testing (4)
Oklahoma Early Learning Guidelines (1)
Teacher qualifications and receipt of credentials (2)
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Health and safety (facility and equipment) (2)
Adequate equipment to provide individualized education (1)
Staff and parent surveys (1)
Disability services (1)
Family needs (1)
Application of knowledge gained through professional development (examples:
designing effective workshops, programs and/or lessons plans; observation and
evaluation of program and children; demonstrate professionalism and communicate
effectively lessons learned) (3)
Dependant on training received (1)
Faculty/Trainers Administering Professional Development Opportunities:
Respondents were asked if the faculty or trainers of the professional development
opportunities they offer are evaluated annually. 90% said yes, 7% said no and 3% were
not sure. When asked if the faculty/trainers receive supervision, 89% said yes, 7% said
no and another 7% were not sure.
Measurement of prior knowledge/skills: In response to the question, “For those that are
able to articulate prior knowledge and skills to higher education, is there a measure(s) that
is used to determine competency?,” 34% said yes, 22% said no and 44% were not sure. Of
those who said yes, 18 provided more detail. A few of the respondents indicated multiple
measures for assessing knowledge/skills; therefore the number of measures is greater than
the number of respondents. The most frequently reported measure in general was the use
of testing (9). Specific comments regarding testing as a measure were:
90% 87%
7% 7% 3% 7%
Get evaluated annually? Receive Supervision?
Do Faculy/Trainers of PD...
Yes No Not Sure
Full Aggregate Report Page 59 of 208
7 assessments required by NAEYC/NCATE, including three certification tests,
post program questionnaire of administrators, teachers and alumni (1)
Adjuncts utilize a pre/post test (1)
Competency certification tests (1)
Examinations/testing (2)
ODCTE State Competency Exam (1)
TABE and SAGE tests (1)
WorkKeys test (1)
Oklahoma Core Competencies (1)
The second most often reported measure was the use of education related references,
transcripts and/or certificates (including professional development) (7). A few
respondents referenced the use of portfolios/projects as a measurement to determine
prior knowledge (4). It is interesting to note that 1 respondent reported that prior
knowledge is “overwhelmingly difficult to measure”.
Involvement, expectations, action: Using a scale of 1 to 5, where 1=no
involvement/expectations/action and 5=high involvement/expectations/action,
respondents were asked to rate to what degree a number of statements were true. Those
who answered “not sure” or “n/a” were excluded from data analysis. The highest rated
statement, with an average rating of 3.9 was:
Oklahoma's early childhood program standards (e.g., pre-K, QRIS, Early Childhood,
home visiting, licensing) encompasses professional development expectations
Also rated highly, with average ratings of 3.8, respondents believe to a large degree that
accountability and monitoring are a part of the early childhood professional development
system and that Oklahoma's core competencies for early Childhood practitioners are
encompassed in professional development opportunities. The lowest rated statement,
although still rated at a high degree with an average of 3.3, respondents said that
stakeholder and public input (including families) are sought regarding the professional
development of early childhood professionals.
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To what degree is/are: (1=no involvement/expectations/action and 5=high
involvement/expectations/action)
Average
Rating
a. Oklahoma's early childhood program standards (e.g., pre-K, QRIS,
Early Childhood, home visiting, licensing) encompassing professional
development expectations
3.9
b. accountability and monitoring a part of the early childhood
professional development system 3.8
c. Oklahoma's core competencies for early Childhood practitioners
encompassed in professional development opportunities 3.8
d. Oklahoma's early learning guidelines encompassed in professional
development opportunities 3.7
e. stakeholder and public input (including families) sought regarding
the professional development of early childhood professionals 3.3
A final comment related to quality assurance stated that, “There is a verbal commitment to
quality standards but there is such high variability in the interpretation of the standards
and what they look like in actual practice that I would say there is little consistency.”
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IV. Professional Development Utilization
This section of the survey addresses questions related to enrollment, such as the position
participants who take part in PD hold, their diversity, as well as, completion of
courses/programs and barriers to participants success. The specific questions asked
include:
A. Over the past three years, how would you best describe your enrollment in professional
development opportunities?
B. What are the top three reasons as to why your enrollment has been affected?
C. Of those taking advantage of your professional development opportunities, what
population is represented the most?
D. Of those taking advantage of your professional development opportunities,
approximately what percentage represent diverse populations?
E. What percentage of participants/students follow through with completing the
training/coursework necessary to earn a credential or degree?
F. On average, how long does it take for a student to attain: (a credential, an Associate
degree, a Bachelors degree, a Graduate degree)?
G. What are the barriers in participants/students completing training and/or education
(check all that apply)?
H. Other comments to share related to utilization.
Enrollment in PD opportunities: When asked to reflect over the last three years, an equal
number of respondents (20 respondents, 35%) reported either no change or an increase
in enrollment in their professional development opportunities. 23% reported a decline.
7% were not sure. Additional comments: one respondent reported having a new program
and another said there has been in increase in enrollment, but attendance has remained the
same.
7%
23%
35% 35%
Not sure Decline Increase No change
Enrollment Over Last 3 years
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Why has enrollment been effected? Respondents were asked to list the top three reasons
why their enrollment has been affected, therefore there is a greater number of responses
than respondents (however, some respondents indicated less than three reasons). Of the
20 respondents who reported an increase in enrollment 18 indicated at least one reason.
The reason most referenced had to do with the type of education/training offered (10).
These include:
Knowledge of trainers on-site compared to other locations (1)
The quality of training offered (example: class size) (4)
The courses offered (1)
The type of training offered (examples: hands on skills, site based, credentials
offered) (3)
Expansion of program (1)
The next two most often reported reasons for the increase was a change in requirements
(6) and financing options and/or affordability (5). Specific changes in requirements
indicated include:
CDA process/requirements (2)
Head Start/Early Head Start requirements (1)
Early Learning Guidelines requirements (1)
Oklahoma State Standards (1)
General increase in accredited programs requiring an assessment component (1)
The financing options and/or affordability mentioned as affecting increased enrollment
include:
Kaiser/Bridging the Gap Scholarships (1)
Tulsa Achieves Scholarships (1)
Financing (example: private funding) (2)
Affordability (1)
The next most often reported changes affecting enrollment were increases in job
opportunities (3) and need (2). Advertising and/or reputation of the organization was also
mentioned as a reason for increased enrollment (3).
Other general reasons indicated:
Policy change (1)
Change in status of those attending 2-4 year programs within staff (1)
Full Aggregate Report Page 63 of 208
Of the 20 respondents who reported no change in enrollment 7 indicated at least one
reason. The most often reported reason for no change in enrollment was the economy (4).
Interestingly, a number of the same reasons respondents indicated as increasing
enrollment were also mentioned as not affecting enrollment. These include:
Scholarships/funding (2)
Certification requirements (1)
Job opportunities (2)
Other general reasons indicated:
Strictness of evaluations for teacher candidates (1)
College enrollment remains steady (1)
Employer release time of employees (1)
Location (1)
Of the 13 respondents who reported a decline in enrollment 11 indicated at least one
reason. In this analysis as well, a number of the same reasons reported as increasing
and/or not changing enrollment were also reported as reasons for declines in enrollment.
The most often reported reason for the decline was related to economic issues (11).
Economic issues (opportunities and need primarily)
o Economy in general (1)
o Competitive job market (2)
o Decreased opportunities (2)
o Decreased pay (1)
o Closure of centers/facilities (2)
o Lack of owners/directors seeking qualified staff (1)
o Saturated SDA of providers (1)
The second most often reported reason for the decline reported was associated with
funding (6). These include:
Funding in general (4)
Funding/accessibility of scholarships (2)
Other reasons reported include:
Change in eligibility requirements (1)
Program changes (1)
Increased high school graduating requirements (1)
Lack of incentives/motivation (1)
Instructor issues (1)
Difficulty navigating the system (1)
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Marketing (1)
Time (1)
There were 4 respondents who reported being unsure of how to best describe their
enrollment in professional development opportunities, within this group 1 respondent
indicated a reason. The reason reported was:
Lower number of child care programs (1)
Population of PD attendees: Early childhood teachers in child care centers are the most
represented population in professional development opportunities offered by survey
respondents; 65% of respondents said this group is most represented. The next most
represented populations are early childhood teachers in Pre-K (14%), Head Start (12%),
family child care providers (6%) and home visitors (4%). Other responses included:
Secondary and post secondary high school students
High school and adult students wanting to work in day cares and Head Starts
Early Childhood Teacher in Pre-k through 3rd grade
University students (3 responses)
Pre-service teachers
School-age summer camp counselors
Diversity of PD attendees: Thinking about what percentage of those attending
professional development opportunities represent diverse populations, survey responses
indicated racial or ethnic diversity is the most represented in professional development
opportunities; 32% of survey respondents report that professionals from a diversity of
4% 6% 12% 14%
65%
Home visitors Family child careproviders
Early childhoodteachers in Head
Start
Early childhoodteachers in Pre-K
Early childhoodteachers in child
care centers
Populations in PD Opportunities
Full Aggregate Report Page 65 of 208
ethnicities represent between 21 and 50% of their PD attendance. English Language
Learners and men are the least represented. 71% of survey respondents reported English
Language Learners represent 10% or less of their PD attendees. 93% reported that men
represent 10% or less of their attendees.
0-10%
of
attendees
11-20%
of
attendees
21-50%
of
attendees
51-75%
of
attendees
75-100%
of
attendees
Racial/Ethnic
Diversity 19% 18% 32% 21% 11%
English-language
learners 71% 9% 4% 4% 13%
Men 93% 7% 0% 0% 0%
Attaining a degree or credential: When asked what percentage of participants or
students follows through with completing the coursework or training necessary to earn a
credential or degree, 40% of respondents said that at least 75% of their participants do so.
38% said that between 51-75% of participants complete training. 13% report that 26-50%
of their PD participants complete training. Only 9% said that 25% or fewer students
complete the training necessary to earn a credential or degree.
9% 13%
38% 40%
0-25% 26-50% 51-75% 75-100%
Percentage of Participants Who Complete Training in Order to Earn Credential or Degree
Full Aggregate Report Page 66 of 208
Time: 37% of survey respondents reported, on average, it takes a year for students to
attain a credential. 33% said it takes two years on average. Thinking about an Associates
degree, the largest number of survey respondents (40%) report that it takes an average of
three years to earn this type of degree. 50% of survey respondents say that it takes more
than four years to earn a Bachelors degree; 45% said it takes an average of four years. 72%
of survey respondents report that it takes more than four years for students to earn a
Graduate degree
Barriers: The most commonly reported barriers in participants or students completing
training or education were funding/cost and scheduling and time; 78% of survey
respondents noted these as barriers. Family commitments were cited as a barrier by 71%
of respondents. Less commonly noted barriers (reported by less than 50% of respondents)
include insufficient employer support (48%), participants are unsure of the value in higher
education attainment (43%), academics/expectations too rigorous (35%), and not enough
support (26%). Additional noted barriers included non traditional students and a note
that, “Due to low test scores, a student may have to take six remedial courses before taking
a child development course.”
26% 35%
43% 48%
Not enough support Academics/expectationstoo rigorous
Unsure of value in highered
Employer supportinsufficient
Common Barriers to Completing Training
71%
78% 78%
Family commitments Cost Scheduling and time
Common Barriers to Completing Training, Continued
Full Aggregate Report Page 67 of 208
Two final comments related to utilization of professional development opportunities are as
follows:
“Things unique to our scholarship program are: 1.) We go to them – to the child care
facility to recruit the provider for our scholarship to attend higher ed. (technology
center or community college) to earn a credential/degree so they can be more
knowledgeable of their work, become eligible for REWARD Oklahoma, potentially
earn more money and be more marketable too. 2.) We go to them – we are their on-
site academic advisor and personal connection for the scholarship and to the college
and we provide on-site technical assistance too, and 3.) Most scholarships the
individual has to seek them out on their own and then they are required to take a
minimum of 12 hours. Besides us seeking out the recipients for our scholarship and
then providing continued assistance through their education journey, our
scholarship is more self-paced. At the community college, once they complete the
first 15 hours under the guideline of 6/6/3 (enrollment may not exceed 6 hours in
the fall, 6 hours in the spring, and 3 hours in the summer semesters) they may take
up to 21 credit hours in three semesters. At the bachelor’s level, they must follow
the 6/6/3 rule each year. At the technology center level, it is self-paced – they can
take local classes as they are offered and/or take the classes on-line as they are
ready.”
As a note to a response to the previous question, “Do not believe that rigorous
academics are inappropriate, just that some caregivers are ill equipped for such
rigor.”
Full Aggregate Report Page 68 of 208
V. Alignment and Professional Development
This portion of the survey focused on issues related to the coordination and partnerships in
place with regard to professional development. The questions asked in this section include:
A. Is the professional development that you provide coordinated across sectors?
B. If your professional development is coordinated with others, who do you coordinate
with?
C. How have early childhood partnerships been strengthened in Oklahoma to assist with
professional development (check all that apply)?
D. Give example(s) of cross-sectors that have aligned
standards/requirements/articulation successfully.
E. To what degree are the following aligned: (1=not aligned and 5=highly aligned)?16
F. Other comments related to professional development alignment.
Coordination across sectors: Survey respondents were asked whether they thought the
professional development they provide is coordinated across sectors. Of the respondents
who answered this question, 64% thought the professional development they provide is
coordinated across sectors, 20% did not think there is coordination across sectors and 16%
were unsure. Of those who said yes, there is coordination, 31 people provided more
details. Some of the respondents who indicated coordinating with others in the area of
professional development reported more than one affiliation. The most often reported
affiliation was with institutions of higher education (colleges and community colleges)
(10). Many of the respondents indicated having an affiliation with more than one
institution of higher education. The specific responses include:
Articulation Agreements
o Non-specified agreements (2)
o Tulsa Technology Center
o Tulsa Community College (2)
o University of Oklahoma (2)
o Oklahoma State University (2)
o Northeastern State University (2)
o Langston University (1)
Community colleges
o Non-specified (2)
o Tulsa Community College (1)
Colleges
o Non-specified (2)
16 See appendix for complete list of indicators for this question
Full Aggregate Report Page 69 of 208
o University of Central Oklahoma (1)
o Oklahoma State University – Stillwater (1)
o Murray State College (1)
The second most often reported affiliation was with Head Start (9), specifically:
Head Start (5)
Early Head Start (3)
National Head Start (1)
The two next most often reported affiliations were with CECPD (8) and OKDHS (8). 3 of the
7 respondents who indicated DHS reported a specific connection with OKDHS Child Care
Licensing. A coordinated effort with scholars was also reported by some of the
respondents (5). Other affiliations reported include:
Resource and Referral (3)
o Great Plains Child Care Resource and Referral (1)
Smart Start (2)
Local public schools (2)
Nursing education (1)
Lactation (1)
Wellness (1)
Community outreach (1)
Child Care Services (1)
Faculty/ institutions (1)
Other state agencies (1)
Child Development Associate National Credential program (1)
Connors (1)
STARS (1)
Early Learning Guidelines (1)
Success by 6 (1)
State Accreditation Standards (1)
State licensing (1)
State Department of Education (1)
Oklahoma Department of Career Tech. (1)
Early childhood partnerships: When asked how early childhood partnerships have been
strengthened in Oklahoma to assist with professional development (respondents were
asked to check all that apply), 66% of respondents selected articulation agreements as one
of the ways childhood partnerships have been strengthened. Local councils/groups made
Full Aggregate Report Page 70 of 208
up of a cross-sector of early childhood entities that meet and communicate regularly (38%)
and interagency agreements (36%) were the next most frequently selected. 29% selected
formalized cross-sector agreements and 24% selected involvement within Oklahoma’s
early childhood advisory council. Only a small portion of respondents indicated that there
has been no effort to strengthen early childhood partnerships to help with professional
development (6%). 13% of respondents were unsure. Additional comments from
respondents include:
“Those who lead early childhood partnership efforts tend to devalue the importance
of k-3/public school teachers as part of the profession”
“Maybe other areas but no for sure”
Examples of cross-sector alignment: Respondents were asked to give examples of cross-
sectors that have aligned standards, requirements and/or articulation successfully. Of the
23 respondents who answered this question, many indicated more than one example;
therefore there are more responses than the number of respondents. 18 mentioned
alignments with institutions of higher education. Specifically, 9 of the respondents
referenced articulation agreements. These include:
Non-specific articulation agreements (4)
Tulsa Technology Center (1)
Tulsa Community College (3)
University of Oklahoma (1)
Oklahoma State University (3)
Northeastern University (2)
Langston University (1)
Eastern Oklahoma State College (1)
24% 29%
36% 38%
66%
Involvement withinOK's EC advisory
council
Formalized cross-sectoragreements
Inter-agencyagreements
Local councils/groupsof a cross-sector of ECentities that meet and
communicate regularly
Articulation agreements
How Partnerships Have Been Strengthened
Full Aggregate Report Page 71 of 208
Oklahoma City University (1)
University Central Oklahoma (1)
Specific comments regarding alignments with institutions of higher education include:
“Common course offerings”
“DHS/OCCS partnering with Scholars Program and Higher Education keeping
college informed of course needs and education information”
“First, at the annual Course Equivalency Project (CEP) the CD and ECED faculty from
2-year and 4-year have tried to meet together. Then the CD group met and aligned
the CD classes”
“Murray State College Alliance”
“Murray State College”
“Particular courses which are equivalent in terms of competency and level of
scholarship have been included on approved lists to be taken at local, 2 year
institutions”
“Students may earn college hours in assessment through OSU/OKC when taking
Focused Portfolios”
“TCC & TTC FOR CDA WORK”
“The Early Childhood program at an urban community college with our urban
completion program in Early Childhood Education”
“Tulsa Tech (Career Tech) offers CDA, Tulsa Community College offers first 2 years
of college, OU Tulsa offers final 2 years, Northeastern offers Master's and OU Tulsa &
OSU Tulsa offer Doctoral programs. All work together for seamless transitions”
“Redlands Community College”
Other non-specific comments regarding general alignments include (within this group 7
mention Head Start):
“Seeking to be a sponsor site for the CECPD, work with local area agencies including
Head Start programs”
“Head Start and Child Care have worked together”
“Choctaw Nation Career Development, Head Start
“Professional development opportunities across sectors”
“The creation of Core Comps and ELG’s include HS, NAEYC, Public Pre-K, child care,
tribal care, CDA, etc.”
“The Oklahoma QRIS (STARS) has decided to allow completion and good standing
with all Federal Monitoring Requirements as Accreditation for Head Start
programs”
“Licensing, STARS program, Oklahoma Rewards, and the Scholars for Excellence in
Child Care are/have aligned their requirements to collaborate eligibility”
Full Aggregate Report Page 72 of 208
“Washita Valley Community Action Council, Kiowa Tribe Head Start”
“Work with the following groups: Washita Valley head Start and Early Head Start,
Kiowa Tribe Head Start”
Degree of alignment: Respondents were asked to what degree a list of systems related to
OK PD are aligned. Rating was on a scale of 1 to 5 where 1=not aligned and 5= highly
aligned. Those who answered “not sure” or “n/a” were excluded from data analysis.
Alignment between core competencies for early childhood practitioners and OK's child care
licensing was rated, on average, the highest at 4.0 out of 5. Core competencies for early
childhood practitioners and OK’s professional development ladder and teacher licensing
were also rated as highly aligned (average of 3.9 out of 5). The lowest rated alignment was
between data collection, data sharing and data dissemination (2.7 out of 5.)
To what degree are the following aligned: (1=not aligned and
5=highly aligned)
Average
Rating
a. core competencies for early childhood practitioners with OK's
child care licensing 4.0
b. core competencies for early childhood practitioners with OK's
professional development ladder 3.9
c. core competencies for early childhood practitioners with
teacher licensing 3.9
d. professional standards with competency demonstration 3.8
e. core competencies for early childhood practitioners with OK's
QRIS: Reaching for the Stars standards 3.7
f. core competencies for early childhood practitioners with Pre-
K standards 3.7
g. professional development opportunities across sectors 3.6
h. core competencies for early childhood practitioners with
credential programs 3.4
i. community-based training with credential programs 3.3
j. core competencies for early childhood practitioners with Head
Start standards 3.3
k. community-based training with degree programs 3.2
l. data collection, data sharing and data dissemination 2.7
Full Aggregate Report Page 73 of 208
Other comments related to professional development alignment include:
“Oklahoma core competencies are grounded in NAEYC standards, and as such, are
aligned with teacher licensing and credentialing.”
“It appears to me that none of it is truly coordinated OR aligned. Each still works and
develops in their own silo which causes confusion for practitioners. if could just
follow one HIGH STANDARD of best practice that is already established nationally
and is already very well research based, then we wouldn't need so many entities
trying to vie for the same $$$ , thus putting those $$ back into the program/teachers
to be able to do what is best for our children.”
“It would be nice to have a chart for practitioners and educators to reference for
this.”
“Infant's, Toddler's and Two's content information is often over looked with
credentialing and licensing preparation programs.”
“Given the requirement and process of national accreditation of teacher education
programs, it is most difficult to coordinate any standards or competencies other that
licensing competencies, NAEYC standards, or the individual university
competencies.”
Full Aggregate Report Page 74 of 208
VI. Professional Development Policies
This section of the survey asked respondents questions regarding the policies they have in
place related to professional development. The following questions were asked:
A. What policies does your institution/organization have in place specific to professional
development (check all that apply)?
B. How often are your policies related to professional development reviewed and revised?
C. To what degree are your professional development policies: relevant to the most
current regulations; relevant to the most current research on professional
development best practices; promoting higher education attainment; clearly
understood and articulated to practitioners in the field; supporting practitioners in
their everyday work in the field; supporting high-quality professional development
opportunities (1=not effective and 5=highly effective)?
D. Other comments related to professional development policies.
Policies in place specific to PD: When asked to select from a list of policies their
institution/organization have in place specific to professional development (respondents
were asked to check all that apply), a majority of respondents selected attendance (81%),
syllabi that outline expectations related to assignments and grades (79%) and articulation
agreements (71%). Eligibility requirements (56%), practicum requirements (54%) and
prerequisite requirements (52%) were the next most often selected policies. Only 17%
selected technical assistance eligibility requirements. One respondent reported, “we have a
MOU with OU as a provider of training via the Oklahoma Registry.”
17%
52% 54% 56%
71% 79% 81%
TA eligibilityrequirements
Prereqrequirements
Practicumrequirements
Eligibilityrequirements
Articulationagreements
Syllabi that outlineexpectations
related toassignments and
grades
Attendance
Professional Development Policies
Full Aggregate Report Page 75 of 208
Review of policies: Respondents reported that their policies related to professional
development are reviewed and revised on an annual basis (48%). 39% reported their
policies are reviewed and revised as needed. 6% said policies were reviewed every 3 years
and 7% were unsure.
Effectiveness of PD policies: Using a scale of 1 to 5, where 1=not effective and 5=highly
effective, respondents were asked to respond to what degree their professional
development policies are effective. Respondents who answered N/A or not sure were
excluded from the analysis. In order from highly effective to not effective respondents
rated the degree to which their professional development policies are effective as follows:
To what degree are PD polices effective: (1=not effective and 5=highly
effective)
Average
Rating
a. relevant to the most current regulations 4.7
b. supporting practitioners in their everyday work in the field 4.7
c. relevant to the most current research on professional
development best practices 4.6
d. promoting higher education attainment 4.6
e. supporting high-quality professional development opportunities 4.6
f. clearly understood and articulated to practitioners in the field 4.3
48%
6%
39%
Annually Every 3 years As needed
Revision of Policies
Full Aggregate Report Page 76 of 208
Other comments related to professional development policies were:
“We follow BEST PRACTICE as stated through NAEYC. From Ethical Practices to
Curriculum Development, Leadership & Management and Physical Environment.
Why would one chose anything else when we want what is best for our children”
“For the scholarship program, only for the bachelor's scholarship do we require an
articulation agreement for those schools and the community college scholar
graduates to be eligible for the bachelor scholarship. Eligibility requirements must
be met for each scholarship. Admissions requirements must be met for the
institutions. Syllabi must be approved for course approval for a course to meet the
Oklahoma Early Learning Guideline approval for meeting the training requirement”
Full Aggregate Report Page 77 of 208
VII. Employment and Compensation Parity
This section addressed questions related to the long-term financial and employment
impacts of practitioners who partake in professional development. The specific questions
asked were as follows:
A. What are the long-term impacts of early childhood practitioners getting a credential
or degree (rate the top three where 1=most common impact)?
B. To what degree is employment and compensation parity considered in the following:
roles and responsibilities; education attainment; comparable salaries among the
different early childhood sectors; rewards for investing in professional development
opportunities; career pathway policies; articulation agreements; recruitment and
retention; data tracking and sharing (1=not considered and 5=highly considered)?
C. Other comments related to employment and compensation parity.
Long –term impacts: When respondents were asked to rate on a scale from 1 to 5 (where
1=most common impact and 5=least common impact) the long-term impacts of early
childhood practitioners getting a credential or degree, respondents indicated increased
wages to have the most common impact. In order from most to least common impact
respondents rated the long-term impacts as follows:
Rating of long-term impacts: (1=most common impact and 5=least
common impact)*
Average
Rating
a. increased wages 2.3
b. going from one sector (e.g., child care center to another (e.g., public
school) 2.5
c. new job 3.1
d. promotion to the next level within the organization 3.2
e. increased support to continue with education 3.9
*In this chart a lower average rating indicated a more common impact
Respondents were also asked to respond to the question, “To what degree is employment
and compensation parity considered in the following?” using a scale of 1 to 5, where 1=not
considered and 5=highly considered. Respondents who selected N/A or not sure were
Full Aggregate Report Page 78 of 208
excluded from the analysis. In order from highly considered to not considered,
respondents rated the degree to which employment and compensation parity is considered
in the following order:
To what degree is: (1=not considered and 5=highly considered) Average
Rating
a. education attainment 4.2
b. roles and responsibilities 3.9
c. recruitment and retention 3.8
d. comparable salaries among the different early childhood sectors 3.7
e. rewards for investing in professional development opportunities 3.6
f. articulation agreements 3.5
g. career pathway policies 3.2
h. data tracking and sharing 2.8
One final comment related to employment and compensation parity:
“The biggest issue is the differing educational requirements for programs and
funding for compensation parity”
Demographics Page 79 of 208
~Appendix B~ Research Brief: Demographics
Early Childhood Professional Development Survey
Demographics Page 80 of 208
Oklahoma Professional Development Assessment Research Brief ~Demographics~
This section of the survey addressed questions about respondents’ demographics. The
specific questions asked were as follows17:
S. Name?
T. Employer?
U. Job Title?
V. Preferred way to contact you (please provide address, phone number, and/or email
address)
W. Length of time in current position?
Employment: The 67 respondents who answered a question about employment reported
being employed by a total of 41 different organizations. The largest employer was the
University of Central Oklahoma (5). The second largest was Tulsa Community College (4).
The following organizations employed a total of 3 respondents:
Caddo Kiowa Technology Center
CARD Head Start– one respondent in this group reported working for the Early
Head Start division
Kiamichi Technology Center
Oklahoma State Department of Health
Oklahoma State University
The following organizations employed a total of 2 respondents:
Langston University
Northeastern State University
Northern Oklahoma College
Oklahoma City Community College
Oklahoma State Regents for Higher Education
University of Oklahoma
University of Science and Arts of Oklahoma
Lastly, the following organizations employed a total of 1 respondent:
Averill
Bristow Public Schools 17 The complete survey with full details of each question is an appendix to this report.
Demographics Page 81 of 208
Cameron University
Cherokee Nation
Child Care Inc.
Child Care Resource Center
Community Action Project
Community Service Council
Connors State College
Early Learning Innovations
East Central University
Eastern Oklahoma State College
Eastern Oklahoma County Tech Child Development Center
Integris Health
Murray State College
Oklahoma Department of Mental Health and Substance Abuse
Oklahoma Department of Human Services – Oklahoma Child Care Services
Oklahoma Child Care Association
Oklahoma Christian University
Oklahoma City University, Redlands Community College
Rose State College
Seminole State College
Southeastern Oklahoma State University
The Institute for Childhood Education
Tulsa Tech and the United Way of Stephens County
In addition, there were two respondents who reported being independent contractors. One
of these respondents indicated a connection with the Oklahoma Association of Infant
Mental Health.
Job Title: Of the 67 respondents who answered this question, a total of 23 different job
titles were reported. In a few instances respondents indicated having more than one job
title. Some of these job titles were quite broad. For example, the largest job title category
was “Coordinator” (11). Within this category there was a wide range of responses. These
included:
Coordinator
Coordinator of Early Childhood Education
Endorsement Coordinator
Executive Coordinator
Grant Coordinator
Demographics Page 82 of 208
Infant and Early Childhood Mental Health Coordinator
Curriculum Coordinator
Scholar Coordinator (2)
Smart Start Community Coordinator
Quality Enhancement Initiative Coordinator
The next most often reported job title by category was “Director” (10). Within the category
of Director, 2 respondents did not specify what they directed. The others reported the
following:
Director of Center Operations
Director Family Support & Prevention Service
Director Child Development Services/Child Guidance
Division Director
Executive Director
Program Director, Child Development
System Director
Assistant Director
“Assistant Professor” (9) and “Professor” (9) were the next most often reported categories.
Within the category of Assistant Professor, 7 gave no specific title. The remaining 2
reported their titles as Assistant Professor of Child Development and Assistant Professor of
Early Childhood Education. 1 of the Assistant Professors indicated that they were also a
Coordinator of Early Childhood Education. In the category of Professor, 5 were unspecified
and the remaining 4 included:
Professor of Child Development
Professor, Family Life Education
Professor, Human and Family Sciences
Professor/ Department Chair
“Associate Professor” (8) was the next largest category. In this category 3 respondents did
not list a specific affiliation. The remaining 5 listed the following affiliations:
Associate Professor of Early Childhood Education (3)
Associate Professor of Child Development (1)
Associate Professor/Director of Teacher Education (1)
In the category of Manger (5) respondents reported the following titles:
Child Development Center Manager
Education Manager
Early Head Start Manager
Manager of the Oklahoma Early Childhood Program
Demographics Page 83 of 208
Quality Enrichment Manager
The remaining categories were:
Instructor (3)
Educator (2) – one non-specific and one responded as an Oklahoma Parent as
Teachers Educator
Early Care & Education Instructor (2)
Scholarship Administrator (2)
Academic Advisor (1)
Child Development /Nursing Department Chair (1)
Chairperson (1)
Dental Technical Supervisor (1)
Department Head of Early Care Education (1)
Early Learning Specialist (1)
Instructional Assistant (1)
Program Administrator (1)
Time in current employment position: Survey respondents were asked how long they
have worked in their current position. The greatest number of respondents (34%) have
worked in their position for between 5 and 10 years. 5% have been in their position for
less than a year.
18% 13%
34% 31%
1.1 to 3 years 3.1 to 5 years 5.1 to 10 years more than 10 years
Length of Time in Current Position
Professional Development Page 84 of 208
~Appendix C~ Research Brief: Professional Development
Opportunities Early Childhood Professional Development Survey
Professional Development Page 85 of 208
Oklahoma Professional Development Assessment Research Brief ~Professional Development Opportunities~
This section of the survey asked questions about the participants who take part in
professional development (PD) services offered by survey respondents. The specific
questions asked were as follows:
X. Who are the professionals that participate in the professional development
opportunities that you offer (check all that apply)?
Y. What level of education is most representative of the early childhood practitioners
that participate in your professional development opportunities (check one)?
Z. What type of early childhood professional opportunities do you offer (check all that
apply)?
AA. How do you deliver your professional development opportunities (check all that
apply)?
BB. Are professionals delivering education and/or training required to go through an
approval process (i.e., OK Center for Early Childhood Professional Development
Registry Approved Educators process)?
CC. What are the requirements of the professionals delivering education and/or
training
DD. What languages do you offer education/training in?
EE. What content areas are covered in the professional development opportunities that
you offer (check all that apply)?
FF. In rank order (with 1=most important), rank the top three supports that are
important to professionals involved in your professional development
opportunities.
GG. What professional and program standards/competencies do you utilize when
planning education/training (check all that apply)?
HH. Which specific strategies do you use in your education/training (check all that
apply)?
II. To what degree do your professional development opportunities: support career
ladder progression as indicated through OK’ s Center for Early Childhood
Professional Development Registry; encompass the Core Competencies for Early
Childhood Practitioners; support the Oklahoma Early Learning Guidelines; support
cultural competence; address the special needs of children and families (1=no
consideration and 5=always considered and promoted)?
JJ. Other comments related to professional development opportunities.
Professional Development Page 86 of 208
Participation in PD: Respondents were asked who participates in the professional
development opportunities that they offer. The top four responses were: early childhood
teachers (57 responses), early childhood assistant teachers (53 responses), early childhood
directors (45 responses) and family child care providers (36 responses).
Additional professionals who were reported as participating in PD include:
Paraprofessionals (47%)
Home visitors (37%)
Special education/early intervention teachers (37%)
Pre-K Coordinators (27%)
Consultants (23%)
Mentors (22%)
School principals (10%)
Coaches (8%)
Speech-language pathologists (8%)
School psychologists (5%)
Some respondents selected “other” and noted the following: students in higher education
(5), administrators, owners, Family Support Representatives/Family Mentor Specialists,
residential care personnel and mental health professions.
Level of Education: The largest number of respondents (39%) indicated that the majority
of early childhood practitioners who participate in their professional development
95% 88%
75%
60%
Early Childhoodteachers
Early Childhoodassistant teachers
Early ChildhoodDirectors
Family Child Careproviders
Professionals Who Participate in PD
Professional Development Page 87 of 208
opportunities have a high school diploma. No respondents said that the majority of their
PD participants have a GED or a Graduate degree. Additional responses included:
Equal high school and bachelors since serving undergraduate and graduate students
(2)
Post secondary students
Bachelors, Associates and Graduate level
Type of PD offered: The most common responses to the question, “What type of early
childhood professional opportunities do you offer (check all that apply)?” were workshops
(34 responses at 54%), training that assists with certification or re-certification (33
responses at 52%) and training and/or education that leads to credits or credential hours
(32 responses at 51%). One respondent also noted they offer an alliance with their college
for college credit in Child Development. A second said they have student organization
associated with the Early Childhood Association of Oklahoma.
What type of early childhood professional opportunities do you offer?
39%
28%
21%
12%
High school diploma Some college Bachelors Associates
Level of Education of Those Who Participate in PD
10%
29% 33% 35%
51%
Masters degreeprogram
Bachelors degreeprogram
Associates degreeprogram
Early childhoodspecific
credentials
Training and/oreducation that
leads to credit orcredential hours
Degree and Credential Programs
Professional Development Page 88 of 208
Delivery of PD: According to survey respondents, the most common way to deliver
professional development opportunities is face-to-face (94%). 61% of respondents offer
PD through on-site training and/or education. 57% offer PD online. Additionally, one
respondent said they offer conferences or leadership institutes.
Educators/Trainers: When asked if professionals delivering training and/or education
are required to go through an approval process (i.e., OK Center for Early Childhood
38% 38% 44%
49% 52%
Training that leadsto clock hours only
Pre-service training In-service training Training and/oreducation that leads
to CEU's
Training that assistswith certification or
re-certification
Training Opportunities
37% 44%
54%
Technical Assistance Conferences Workshops
Other Opportunities
15%
36% 37% 40%
57% 61%
94%
Distance Learning(i.e., ITV)
Technicalassistance via
phone
Electronic technicalassistance (i.e.,email, web site
contact request,Facebook, Twitter)
Face-to-facetechnical assistance
On-line On-site trainingand/or education
Face-to-face
Mode of Delivery
Professional Development Page 89 of 208
Professional Development Registry Approved Educators process), 53% of respondents said
yes and 42% said no. Another 5% were not sure. One respondent who said no,
professionals are not required to go through an approval process gave more detail by
noting they use NCATE accreditation. Another said all educators have a Master’s or
Doctorate degree in the field of training. A third said, “We use professionals who are
knowledgeable in their training, such as CPR/Fire Safety Training and such.” A respondent,
who selected yes, said the approval process is “a blanket approval since it is done through
the agency.” Another said it depends on the type of training being offered.
Of the respondents who said yes, professionals delivering training and/or education are
required to go through an approval process, 59 gave more detailed descriptions of the
specific requirements. Some respondents indicated the requirements of the professionals
delivering education and/or training varied according to what was being taught or the
department conducting the education and/or training (therefore, the number of responses
is greater than the number of respondents). The majority of respondents indicated that an
advanced degree (either Master’s or Doctorate) is required (28). The specific degree’s
reported included:
Master’s degree in Early Childhood Education (ECE)
Master’s degree in Education
Doctorate emphasizing in ECE
Master’s degree in Child and Family
Master’s degree in Early Learning
Master’s degree in Child Development
Master’s in Psychology
In addition to an advanced degree some requirements of the professionals delivering
education and/or training also included:
Significant experience with ECE
o 10 plus years
A demonstrated understanding of ECE
Teaching experience
o ECE specific
o Community college
o University
On-going scholarship
Work in the schools
o Minimum of 10 hours per year
Work with ECE organizations
o Serving on boards
o Providing in-service to teachers
Philosophy compatible with that of a comprehensive urban community college
Professional Development Page 90 of 208
A certain number of hours taken toward achieving Master’s degree devoted toward
ECE courses
o 18 hours
A number of respondents indicated that a minimum of a Bachelor’s degree is required (13).
Specific Bachelor’s degrees reported include:
Bachelor’s in ECE
Bachelor’s in Education
Bachelor’s in Child Development
Bachelor’s in Marriage and Family
Along with a Bachelor’s degree, respondents reported the following additional
requirements:
A certain amount education focused on ECE
o 3 years and 12 hours
Experience in the following areas
o Teaching young children
o Training adults
o Mentoring adults
o Coaching adults
o Teaching adults
16 weeks
A few respondents indicated a minimum of an Associate’s degree (8). 5 of these
respondents indicated that an educator and/or trainer must be approved by the Center for
Early Childhood Professional Development (CECPD). According to the CECPD, a minimum
of an Associate’s Degree in ECE or Child Development is required of all approved educators.
The highest level of education required by the CECPD is a Bachelor’s degree in ECE or Child
Development.
There were a number of more general requirement responses given as well. These
included:
Certified teachers (1)
Teachers aides (1)
Students enrolled in ECE programs (1)
Students enrolled in college (1)
Expertise and/ or some education in ECE (4)
Content area training, knowledge or experience (7)
o Examples given: CPR/Fire Safety Training; Parents as Teachers; Healthy
Families America; SafeCare; Nurse-Family Partnership
Head Start mandates (1)
Head Start Performance Standards (1)
Professional Development Page 91 of 208
OHS protocol (1)
OSU Extension trained and certified (1)
Certified by OK Career Tech. (1)
CCR&R employee pre-approved (1)
Endorsed or seeking endorsement through the Oklahoma Endorsement for
Culturally Sensitive Relationship Focused Practice Promoting Infant Mental Health
(1)
Faculty at University (1)
Language: The majority of respondents indicated only English as the language offered
during education/training (49). The remaining 11 respondents reported offering the
following:
English and some Spanish (3)
Availability of translators (3)
English and Spanish (2)
English with print offered in English and Spanish (1)
English and ASL (1)
English; ESL students may utilize college resources for assistance (1)
Content areas: When asked to select which content areas are covered in the professional
development opportunities they offer, by selecting all that apply, all options were selected
by at least 82% of respondents. Interactions with children and child growth and
development were the top two content areas, chosen by 95% and 93% respectively.
Respondents additionally noted they offer “Key Train;” art and music; issues in family life
education, ethics, legal issues, parent training programs; infant mental health; and in-kind
and federal guidelines training.
82% 84%
85%
90% 92%
93% 95%
Professionalismand Leadership
ProgramPlanning,
Developmentand Evaluation
Family andCommunity
Partnerships
Health, Safetyand Nutrition
LearningEnvironment
and Curriculum
Child Growthand
Development
Interactions withChildren
Content Area of PD
Professional Development Page 92 of 208
Supports to PD Attendees: The top three supports that are important to professionals
involved in respondents’ PD opportunities are:
9. Financial assistance (most important)
10. Flexible class schedules
11. Convenient location
The additional five supports rank in the following order based on survey responses:
12. Support from faculty/trainers
13. Academic tutoring and assistance
14. Academic advising
15. Experience of being in a cohort
16. Assistance with technology (least important)
Standards to Plan Training: The most commonly used program standard used to plan
education and/or training was reported to be Oklahoma’s Early Learning Guidelines; 85%
of respondents use this standard when planning education and/or trainings. NAEYC’s
Developmentally Appropriate Practices in EC programs are used by 79% of respondents,
Oklahoma’s Core Competencies for EC Practitioners 74% and NAEYC’s accreditation
standards by 74% of respondents. A smaller percentage report utilizing DEC Personnel
Standards (3%) and DEC Recommended Practices (7%). Additional standards reported as
being used included:
Healthy Families America
Competencies in Endorsement for Culturally Sensitive, Relationship-Focused
Practice Promoting Infant Mental Health
DHS licensing guidelines
NAC accreditation standards
NAEYC ethics statement
NAFCC (National Association for Family Child Care)
NBPTS Standards
Nurse-Family Partnership
Oklahoma Christian University Teacher Competencies
Oklahoma Competencies for Licensure
Oklahoma Early Childhood Competencies
PAS
Parents as Teachers
SareCare
Professional Development Page 93 of 208
Strategies used in training: Respondents were asked to select from a list of strategies
which they use in education/training. All strategies were selected by at least 69% of
respondents. The most commonly used strategies are small and large group discussions
(97%), print materials (e.g., readings, books, course packets, handouts) (95%), small and
large group activities (94%), and lectures (92%). Additionally noted strategies included
methods instruction, laboratory experience in an early childhood classroom, reflective
experiences and mentor/coaching.
36% 47% 48%
74% 74% 79% 85%
Head Start ChildOutcomes
Framework andPerformance
Standards
NAEYC personnelstandards
Oklahoma's QRISstandards
NAEYCAccreditation
Standards
Oklahoma's CoreCompetencies forEarly Childhood
Practitioners
NAEYCDevelopmentally
AppropriatePractices in Early
ChildhoodPrograms
Oklahoma's EarlyLearning
Guidelines
Utilized Standards and Competencies
68% 69%
71% 73%
79% 79% 79%
Fieldassignments
Networking Groupassignments
Role plays Videodemonstrations
Individualassignments
Case studies
Strategies for Teaching
92%
94%
95%
97%
Lectures Group activities Print materials Group discussions
Strategies for Teaching, continued
Professional Development Page 94 of 208
Content of PD opportunities: To determine the content of professional development
opportunities being offered by respondents, survey respondents were asked to rate to
what degree their PD opportunities incorporate specific themes. The scale was 1 to 5
where 1=no consideration and 5=always considered and promoted. Respondents who
answered “not sure” or “n/a” were excluded from data analysis. Addressing the special
needs of children and families was ranked the highest as a theme that is considered and
promoted in PD opportunities. This was followed by support cultural competence, support
the OK Early Learning Guidelines, encompass the Core Competencies for Early Childhood
Practitioners, and finally, support career ladder progression as indicated through OK’s
Center for Early Childhood Professional Development Registry. Other comments related to
professional development opportunities:
“There are 4 full time instructors that teach CDA and Child Development Courses for
college credits.”
“As a Head Start, we also help staff attend college classes, in addition to the training
we provide.”
To what degree do your professional development opportunities:
(1=no consideration and 5=always considered and promoted)
Average
Rating
f. address the special needs of children and families 4.5
g. support cultural competence 4.4
h. support the Oklahoma Early Learning Guidelines 4.4
i. encompass the Core Competencies for Early Childhood Practitioners 4.2
j. support career ladder progression as indicated through OK's Center for Early Childhood Professional Development Registry
4.1
Professional Development Funding Page 95 of 208
~Appendix D~ Research Brief: Professional
Development Funding
Early Childhood Professional Development Survey
Professional Development Funding Page 96 of 208
Oklahoma Professional Development Assessment Research Brief ~Professional Development Funding~
Along with the previous section, this section addresses questions regarding information
about participants who take part in professional development services offered by
respondents. However, in this section the questions specifically relate to how participants
attain access to PD and what financial supports are in place to support PD. The questions
asked in this section were as follows:
E. In rank order, rank how professionals finance their professional development.
F. According to those that participate in your professional development opportunities,
how do workplaces support practitioners (check all that apply)?
G. To what degree is Oklahoma’s early childhood professional development system:
(1=not adequate and 5=more than adequately financed)?18
H. Other comments related to professional development funding.
Financing of PD: Respondents were asked to rank in order how professionals finance their
professional development. Pell and other government grants or subsidies was marked as
the most common way in which professionals finance their professional development.
Employer helps subsidize cost was ranked as the least common option.
In rank order, rank how professional finance their professional
development.
Average
Rating
7. Pell and other government grants or subsidies 2.6
8. Oklahoma Scholars Program 2.7
9. Pay on their own 3.5
10. Student loans 3.6
11. Employer helps subsidize cost 3.8
12. Other 5.0
18 See appendix of final report for complete list of indicators for this question
Professional Development Funding Page 97 of 208
Support of practitioners’ PD from workplace: Based on what survey respondents hear
from those who participate in their PD opportunities, 70% say workplaces support
practitioners by increasing compensation for educational attainment. 52% say workplaces
support PD by offering training on-site. 50% say workplaces offer release time. Additional
comments to this question include the following:
“I really don't think they do support much in the ways listed above- but they want
them to be trained.”
“There is minimal support. Often the students have to quit their jobs to do their
internships. Sometimes employers will adjust their schedules. Head Start tends to
be especially non-supportive.”
“Comp-ed work time or PTO”
We typically provide training while they are ‘on the clock’ but do not pay for their
time to attend college classes.”
“Support is highly variable and minimal. Most of the professional development is
held on Saturday due to no release time. Sometimes employers pay the fee but most
do not.”
Adequacy of OK’s PD system: Survey respondents were given a list of ten statements to
rate on a scale of 1 to 5 in terms of the adequacy of Oklahoma’s early childhood
professional development system (where 1=not adequate and 5=more than adequate).
Those who answered “not sure” or “n/a” were excluded from data analysis. The highest
rated statements about the adequacy of the system were related to providing
understandable resources about what is available and eligibility requirements to IHEs and
community based organizations (average rating 3.3 out of 5) and to early childhood
administrators (average rating 3.2 out of 5). The lowest rated item in terms of adequacy
was funding of the system (average rating 2.5 out of 5).
29% 32% 41% 43%
50% 52%
70%
Hire substitutes Teachermentors/coaches
Purchasematerials
equipment
Incentives,bonuses, rewardsfor PD milestones
Release time Training on-site Increase incompensation for
educationalattainment
How Workplaces Support Practitioners
Professional Development Funding Page 98 of 208
To what degree is Oklahoma's early childhood professional
development system: (1=not adequate and 5=more than adequate)
Average
Rating
k. providing resources that are understood by institutions of higher
education and community-based organizations (what is available and
eligibility requirements)
3.3
l. providing resources that are understood by early childhood
administrators (what is available and eligibility requirements) 3.2
m. examining and addressing the barriers to financial aid and scholarships 3.0
n. providing resources that are understood by practitioners/participants
(what is available and eligibility requirements) 2.9
o. providing resources that are understood by funders (what is available
and eligibility requirements) 2.9
p. supported by state sources 2.9
q. supported by federal sources 2.7
r. supported by private sources 2.7
s. examining compensation parity (compensation equivalent to positions
within and across all sectors of the system) 2.5
t. adequately financed 2.5
Other comments related to professional development funding:
“Very little support at the Bachelors level that is ECED specific.”
“The federal government overfunds in some areas. Also, we have a lot of overlap--
several groups paid for doing a similar thing.”
“There is a misconception that Head Starts have funding to provide for all staff the
higher education support. The funding for this is limited and cannot be extended to
those who are working part time, in extended day, as permanent subs, etc. Higher
education overall is underfunded.”
“The rural areas are not fairly compensated. They have to meet the same regulations
from DHS Licensing, take the same amount of CEUs or college credit hours, and have
the same number of centers equipped with age appropriate materials as the
metropolitan areas.”
Professional Development Funding Page 99 of 208
~Appendix E~ Research Brief: Quality Assurance
Early Childhood Professional Development Survey
Professional Development Funding Page 100 of 208
Oklahoma Professional Development Assessment Research Brief ~Quality Assurance~
In this section of the survey respondents were asked about the evaluation and assessment
of professional development services they provided. The questions asked were as follows:
J. How are the professional development opportunities evaluated (check all that apply)?
K. Do you link your professional development offerings to measureable outcomes (e.g.,
Environmental Rating Scores)?
L. If you do link your professional development offerings to measureable outcomes, what
outcomes are measured?
M. Are faculty and/or trainers evaluated at least annually?
N. Do faculty and/or trainers receive any type of supervision?
O. For those able to articulate prior knowledge and skills to higher education, is there a
measure(s) that is used to determine competency?
P. If there is a measure(s) to determine prior knowledge/skills, what is that measure(s)?
Q. To what degree is/are: (1=not involvement/expectations/action and 5=high
involvement/expectations/action)?19
R. Other comments related to quality assurance.
Evaluation: Most often, survey respondents report professional development
opportunities are evaluated through assessments at the completion of the course or
training; this was true for 79% of respondents. 71% say they use tests or quizzes of
competencies and/or learning objectives. 59% use projects to evaluate training, 57% use
demonstrations of competencies met and 55% use satisfaction questionnaires. A smaller
percentage, less than 50% of respondents, use surveys (48%); papers (47%); course or
training follow-up after a certain period of time (35%); interviews with participants (26%);
and focus groups with participants (17%).
19 See appendix of final report for complete list of indicators for this question
Professional Development Funding Page 101 of 208
Measureable outcomes: 36 respondents (62%) reported they link their professional
development offerings to measureable outcomes (for example: the Environment Rating
Scores). 11 respondents (19%) do not link their professional development to measureable
scores and another 19% are not sure. Of those who said they do link PD to measurable
outcomes, 28 responded with more detail. In general most respondents referred to
program testing and evaluation (including: children, teachers, family and community). As
well, evaluation and testing of the students accessing professional development was
frequently mentioned. Some respondents indicated multiple outcomes; therefore the
number of measureable outcomes reported is greater than the number of respondents.
Many of the respondents indicated the outcomes measured are associated with
accreditation, certification and/or competencies (16). These include:
NAEYC Accreditation Standards (9)
NAFCC Accreditation Standards (2)
Oklahoma State Competencies (8)
o General reference to state competency testing (1)
o Oklahoma State Competencies for Licensure/Certification (1)
o Oklahoma Commission for Teacher Preparation State Standards (1)
o Oklahoma General Competencies for Teacher Certification (1)
o Oklahoma Core Competencies for Early Childhood Practitioners (2)
o Oklahoma Elementary and Early Childhood Competencies for Reading
Instruction (1)
o Oklahoma Christian University Competencies and Conceptual Framework (1)
National Council for Accreditation of Teacher Education (CAEP) (3)
General knowledge of standards and competencies in ECE (1)
A few of the respondents mentioned the following classroom assessments (3):
ERS (3)
CLASS (3)
55% 57% 59% 71%
79%
satisfactionquestionnaires
demonstration ofcompetencies met
projects tests/quizzes ofcompetencies and/or
learning objectives
course/trainingassessment at the
completion of acourse and/or
training
Type of PD Evaluation
Professional Development Funding Page 102 of 208
Teaching Strategies Classroom Ratings (1)
Arnett Caregiver Interaction Scale (1)
ELLCO (1)
PAS (1)
BAS (1)
More general responses included:
Child progress/performance (3)
Course competency and testing (4)
Oklahoma Early Learning Guidelines (1)
Teacher qualifications and receipt of credentials (2)
Health and safety (facility and equipment) (2)
Adequate equipment to provide individualized education (1)
Staff and parent surveys (1)
Disability services (1)
Family needs (1)
Application of knowledge gained through professional development (examples:
designing effective workshops, programs and/or lessons plans; observation and
evaluation of program and children; demonstrate professionalism and communicate
effectively lessons learned) (3)
Dependant on training received (1)
Faculty/Trainers Administering Professional Development Opportunities:
Respondents were asked if the faculty or trainers of the professional development
opportunities they offer are evaluated annually. 90% said yes, 7% said no and 3% were
not sure. When asked if the faculty/trainers receive supervision, 89% said yes, 7% said
no and another 7% were not sure.
Professional Development Funding Page 103 of 208
Measurement of prior knowledge/skills: In response to the question, “For those that are
able to articulate prior knowledge and skills to higher education, is there a measure(s) that
is used to determine competency?,” 34% said yes, 22% said no and 44% were not sure. Of
those who said yes, 18 provided more detail. A few of the respondents indicated multiple
measures for assessing knowledge/skills; therefore the number of measures is greater than
the number of respondents. The most frequently reported measure in general was the use
of testing (9). Specific comments regarding testing as a measure were:
7 assessments required by NAEYC/NCATE, including three certification tests,
post program questionnaire of administrators, teachers and alumni (1)
Adjuncts utilize a pre/post test (1)
Competency certification tests (1)
Examinations/testing (2)
ODCTE State Competency Exam (1)
TABE and SAGE tests (1)
WorkKeys test (1)
Oklahoma Core Competencies (1)
The second most often reported measure was the use of education related references,
transcripts and/or certificates (including professional development) (7). A few
respondents referenced the use of portfolios/projects as a measurement to determine
prior knowledge (4). It is interesting to note that 1 respondent reported that prior
knowledge is “overwhelmingly difficult to measure”.
Involvement, expectations, action: Using a scale of 1 to 5, where 1=no
involvement/expectations/action and 5=high involvement/expectations/action,
respondents were asked to rate to what degree a number of statements were true. Those
who answered “not sure” or “n/a” were excluded from data analysis. The highest rated
statement, with an average rating of 3.9 was:
90% 87%
7% 7% 3% 7%
Get evaluated annually? Receive Supervision?
Do Faculy/Trainers of PD...
Yes No Not Sure
Professional Development Funding Page 104 of 208
Oklahoma's early childhood program standards (e.g., pre-K, QRIS, Early Childhood,
home visiting, licensing) encompasses professional development expectations
Also rated highly, with average ratings of 3.8, respondents believe to a large degree that
accountability and monitoring are a part of the early childhood professional development
system and that Oklahoma's core competencies for early Childhood practitioners are
encompassed in professional development opportunities. The lowest rated statement,
although still rated at a high degree with an average of 3.3, respondents said that
stakeholder and public input (including families) are sought regarding the professional
development of early childhood professionals.
To what degree is/are: (1=no involvement/expectations/action and 5=high
involvement/expectations/action)
Average
Rating
f. Oklahoma's early childhood program standards (e.g., pre-K, QRIS,
Early Childhood, home visiting, licensing) encompassing professional
development expectations
3.9
g. accountability and monitoring a part of the early childhood
professional development system 3.8
h. Oklahoma's core competencies for early Childhood practitioners
encompassed in professional development opportunities 3.8
i. Oklahoma's early learning guidelines encompassed in professional
development opportunities 3.7
j. stakeholder and public input (including families) sought regarding
the professional development of early childhood professionals 3.3
A final comment related to quality assurance stated that, “There is a verbal commitment to
quality standards but there is such high variability in the interpretation of the standards
and what they look like in actual practice that I would say there is little consistency.
Utilization Page 105 of 208
~Appendix F~ Research Brief: Professional
Development Utilization Early Childhood Professional Development Survey
Utilization Page 106 of 208
Oklahoma Professional Development Assessment Research Brief ~Professional Development Utilization~
This section of the survey addresses questions related to enrollment, such as the position
participants who take part in PD hold, their diversity, as well as, completion of
courses/programs and barriers to participants success. The specific questions asked
include:
I. Over the past three years, how would you best describe your enrollment in professional
development opportunities?
J. What are the top three reasons as to why your enrollment has been affected?
K. Of those taking advantage of your professional development opportunities, what
population is represented the most?
L. Of those taking advantage of your professional development opportunities,
approximately what percentage represent diverse populations?
M. What percentage of participants/students follow through with completing the
training/coursework necessary to earn a credential or degree?
N. On average, how long does it take for a student to attain: (a credential, an Associate
degree, a Bachelors degree, a Graduate degree)?
O. What are the barriers in participants/students completing training and/or education
(check all that apply)?
P. Other comments to share related to utilization.
Enrollment in PD opportunities: When asked to reflect over the last three years, an equal
number of respondents (20 respondents, 35%) reported either no change or an increase
in enrollment in their professional development opportunities. 23% reported a decline.
7% were not sure. Additional comments: one respondent reported having a new program
and another said there has been in increase in enrollment, but attendance has remained the
same.
Utilization Page 107 of 208
Why has enrollment been effected: Respondents were asked to list the top three reasons
why their enrollment has been affected, therefore there is a greater number of responses
than respondents (however, some respondents indicated less than three reasons). Of the
20 respondents who reported an increase in enrollment 18 indicated at least one reason.
The reason most referenced had to do with the type of education/training offered (10).
These include:
Knowledge of trainers on-site compared to other locations (1)
The quality of training offered (example: class size) (4)
The courses offered (1)
The type of training offered (examples: hands on skills, site based, credentials
offered) (3)
Expansion of program (1)
The next two most often reported reasons for the increase was a change in requirements
(6) and financing options and/or affordability (5). Specific changes in requirements
indicated include:
CDA process/requirements (2)
Head Start/Early Head Start requirements (1)
Early Learning Guidelines requirements (1)
Oklahoma State Standards (1)
General increase in accredited programs requiring an assessment component (1)
The financing options and/or affordability mentioned as affecting increased enrollment
include:
Kaiser/Bridging the Gap Scholarships (1)
Tulsa Achieves Scholarships (1)
Financing (example: private funding) (2)
Affordability (1)
7%
23%
35% 35%
Not sure Decline Increase No change
Enrollment Over Last 3 years
Utilization Page 108 of 208
The next most often reported changes affecting enrollment were increases in job
opportunities (3) and need (2). Advertising and/or reputation of the organization was also
mentioned as a reason for increased enrollment (3).
Other general reasons indicated:
Policy change (1)
Change in status of those attending 2-4 year programs within staff (1)
Of the 20 respondents who reported no change in enrollment 7 indicated at least one
reason. The most often reported reason for no change in enrollment was the economy (4).
Interestingly, a number of the same reasons respondents indicated as increasing
enrollment were also mentioned as not affecting enrollment. These include:
Scholarships/funding (2)
Certification requirements (1)
Job opportunities (2)
Other general reasons indicated:
Strictness of evaluations for teacher candidates (1)
College enrollment remains steady (1)
Employer release time of employees (1)
Location (1)
Of the 13 respondents who reported a decline in enrollment 11 indicated at least one
reason. In this analysis as well, a number of the same reasons reported as increasing
and/or not changing enrollment were also reported as reasons for declines in enrollment.
The most often reported reason for the decline was related to economic issues (11).
Economic issues (opportunities and need primarily)
o Economy in general (1)
o Competitive job market (2)
o Decreased opportunities (2)
o Decreased pay (1)
o Closure of centers/facilities (2)
o Lack of owners/directors seeking qualified staff (1)
o Saturated SDA of providers (1)
The second most often reported reason for the decline reported was associated with
funding (6). These include:
Funding in general (4)
Funding/accessibility of scholarships (2)
Utilization Page 109 of 208
Other reasons reported include:
Change in eligibility requirements (1)
Program changes (1)
Increased high school graduating requirements (1)
Lack of incentives/motivation (1)
Instructor issues (1)
Difficulty navigating the system (1)
Marketing (1)
Time (1)
There were 4 respondents who reported being unsure of how to best describe their
enrollment in professional development opportunities, within this group 1 respondent
indicated a reason. The reason reported was:
Lower number of child care programs (1)
Population of PD attendees: Early childhood teachers in child care centers are the most
represented population in professional development opportunities offered by survey
respondents; 65% of respondents said this group is most represented. The next most
represented populations are early childhood teachers in Pre-K (14%), Head Start (12%),
family child care providers (6%) and home visitors (4%). Other responses included:
Secondary and post secondary high school students
High school and adult students wanting to work in day cares and Head Starts
Early Childhood Teacher in Pre-k through 3rd grade
University students (3 responses)
Pre-service teachers
School-age summer camp counselors
4% 6% 12% 14%
65%
Home visitors Family child careproviders
Early childhoodteachers in Head
Start
Early childhoodteachers in Pre-K
Early childhoodteachers in child
care centers
Populations in PD Opportunities
Utilization Page 110 of 208
Diversity of PD attendees: Thinking about what percentage of those attending
professional development opportunities represent diverse populations, survey responses
indicated racial or ethnic diversity is the most represented in professional development
opportunities; 32% of survey respondents report that professionals from a diversity of
ethnicities represent between 21 and 50% of their PD attendance. English Language
Learners and men are the least represented. 71% of survey respondents reported English
Language Learners represent 10% or less of their PD attendees. 93% reported that men
represent 10% or less of their attendees.
0-10%
of
attendees
11-20%
of
attendees
21-50%
of
attendees
51-75%
of
attendees
75-100%
of
attendees
Racial/Ethnic
Diversity 19% 18% 32% 21% 11%
English-language
learners 71% 9% 4% 4% 13%
Men 93% 7% 0% 0% 0%
Attaining a degree or credential: When asked what percentage of participants or
students follows through with completing the coursework or training necessary to earn a
credential or degree, 40% of respondents said that at least 75% of their participants do so.
38% said that between 51-75% of participants complete training. 13% report that 26-50%
of their PD participants complete training. Only 9% said that 25% or fewer students
complete the training necessary to earn a credential or degree.
9% 13%
38% 40%
0-25% 26-50% 51-75% 75-100%
Percentage of Participants Who Complete Training in Order to Earn Credential or Degree
Utilization Page 111 of 208
Time: 37% of survey respondents reported, on average, it takes a year for students to
attain a credential. 33% said it takes two years on average. Thinking about an Associate’s
degree, the largest number of survey respondents (40%) report that it takes an average of
three years to earn this type of degree. 50% of survey respondents say that it takes more
than four years to earn a Bachelors degree; 45% said it takes an average of four years. 72%
of survey respondents report that it takes more than four years for students to earn a
Graduate degree.
Barriers: The most commonly reported barriers in participants or students completing
training or education were funding/cost and scheduling and time; 78% of survey
respondents noted these as barriers. Family commitments were cited as a barrier by 71%
of respondents. Less commonly noted barriers (reported by less than 50% of respondents)
include insufficient employer support (48%), participants are unsure of the value in higher
education attainment (43%), academics/expectations too rigorous (35%), and not enough
support (26%). Additional noted barriers included non-traditional students and a note
that, “Due to low test scores, a student may have to take six remedial courses before taking
a child development course.”
26% 35%
43% 48%
Not enough support Academics/expectationstoo rigorous
Unsure of value in highered
Employer supportinsufficient
Common Barriers to Completing Training
71%
78% 78%
Family commitments Cost Scheduling and time
Common Barriers to Completing Training, Continued
Utilization Page 112 of 208
Two final comments related to utilization of professional development opportunities are as
follows:
“Things unique to our scholarship program are: 1.) We go to them – to the child care
facility to recruit the provider for our scholarship to attend higher ed. (technology
center or community college) to earn a credential/degree so they can be more
knowledgeable of their work, become eligible for REWARD Oklahoma, potentially
earn more money and be more marketable too. 2.) We go to them – we are their on-
site academic advisor and personal connection for the scholarship and to the college
and we provide on-site technical assistance too, and 3.) Most scholarships the
individual has to seek them out on their own and then they are required to take a
minimum of 12 hours. Besides us seeking out the recipients for our scholarship and
then providing continued assistance through their education journey, our
scholarship is more self-paced. At the community college, once they complete the
first 15 hours under the guideline of 6/6/3 (enrollment may not exceed 6 hours in
the fall, 6 hours in the spring, and 3 hours in the summer semesters) they may take
up to 21 credit hours in three semesters. At the bachelor’s level, they must follow
the 6/6/3 rule each year. At the technology center level, it is self-paced – they can
take local classes as they are offered and/or take the classes on-line as they are
ready.”
As a note to a response to the previous question, “Do not believe that rigorous
academics are inappropriate, just that some caregivers are ill equipped for such
rigor.”
Alignment and Professional Development Page 113 of 208
~Appendix G~
Research Brief: Alignment and
Professional Development
Early Childhood Professional Development Survey
Alignment and Professional Development Page 114 of 208
Oklahoma Professional Development Assessment Research Brief ~Alignment and Professional Development~
This portion of the survey focused on issues related to the coordination and partnerships in
place with regard to professional development. The questions asked in this section include:
G. Is the professional development that you provide coordinated across sectors?
H. If your professional development is coordinated with others, who do you coordinate
with?
I. How have early childhood partnerships been strengthened in Oklahoma to assist with
professional development (check all that apply)?
J. Give example(s) of cross-sectors that have aligned
standards/requirements/articulation successfully.
K. To what degree are the following aligned: (1=not aligned and 5=highly aligned)?20
L. Other comments related to professional development alignment.
Coordination across sectors: Survey respondents were asked whether they thought the
professional development they provide is coordinated across sectors. Of the respondents
who answered this question, 64% thought the professional development they provide is
coordinated across sectors, 20% did not think there is coordination across sectors and 16%
were unsure. Of those who said yes, there is coordination, 31 people provided more
details. Some of the respondents who indicated coordinating with others in the area of
professional development reported more than one affiliation. The most often reported
affiliation was with institutions of higher education (colleges and community colleges)
(10). Many of the respondents indicated having an affiliation with more than one
institution of higher education. The specific responses include:
Articulation Agreements
o Non-specified agreements (2)
o Tulsa Technology Center
o Tulsa Community College (2)
o University of Oklahoma (2)
o Oklahoma State University (2)
o Northeastern State University (2)
o Langston University (1)
Community colleges
o Non-specified (2)
o Tulsa Community College (1)
20 See appendix of final report for complete list of indicators for this question
Alignment and Professional Development Page 115 of 208
Colleges
o Non-specified (2)
o University of Central Oklahoma (1)
o Oklahoma State University – Stillwater (1)
o Murray State College (1)
The second most often reported affiliation was with Head Start (9), specifically:
Head Start (5)
Early Head Start (3)
National Head Start (1)
The two next most often reported affiliations were with CECPD (8) and OKDHS (8). 3 of the
7 respondents who indicated DHS reported a specific connection with OKDHS Child Care
Licensing. A coordinated effort with scholars was also reported by some of the
respondents (5). Other affiliations reported include:
Resource and Referral (3)
o Great Plains Child Care Resource and Referral (1)
Smart Start (2)
Local public schools (2)
Nursing education (1)
Lactation (1)
Wellness (1)
Community outreach (1)
Child Care Services (1)
Faculty/ institutions (1)
Other state agencies (1)
Child Development Associate National Credential program (1)
Connors (1)
STARS (1)
Early Learning Guidelines (1)
Success by 6 (1)
State Accreditation Standards (1)
State licensing (1)
State Department of Education (1)
Oklahoma Department of Career Tech. (1)
Early childhood partnerships: When asked how early childhood partnerships have been
strengthened in Oklahoma to assist with professional development (respondents were
asked to check all that apply), 66% of respondents selected articulation agreements as one
Alignment and Professional Development Page 116 of 208
of the ways childhood partnerships have been strengthened. Local councils/groups made
up of a cross-sector of early childhood entities that meet and communicate regularly (38%)
and interagency agreements (36%) were the next most frequently selected. 29% selected
formalized cross-sector agreements and 24% selected involvement within Oklahoma’s
early childhood advisory council. Only a small portion of respondents indicated that there
has been no effort to strengthen early childhood partnerships to help with professional
development (6%). 13% of respondents were unsure. Additional comments from
respondents include:
“Those who lead early childhood partnership efforts tend to devalue the importance
of k-3/public school teachers as part of the profession”
“Maybe other areas but no for sure”
Examples of cross-sector alignment: Respondents were asked to give examples of cross-
sectors that have aligned standards, requirements and/or articulation successfully. Of the
23 respondents who answered this question, many indicated more than one example;
therefore there are more responses than the number of respondents. 18 mentioned
alignments with institutions of higher education. Specifically, 9 of the respondents
referenced articulation agreements. These include:
Non-specific articulation agreements (4)
Tulsa Technology Center (1)
Tulsa Community College (3)
University of Oklahoma (1)
Oklahoma State University (3)
Northeastern University (2)
Langston University (1)
24% 29%
36% 38%
66%
Involvement withinOK's EC advisory
council
Formalized cross-sectoragreements
Inter-agencyagreements
Local councils/groupsof a cross-sector of ECentities that meet and
communicate regularly
Articulation agreements
How Partnerships Have Been Strengthened
Alignment and Professional Development Page 117 of 208
Eastern Oklahoma State College (1)
Oklahoma City University (1)
University Central Oklahoma (1)
Specific comments regarding alignments with institutions of higher education include:
“Common course offerings”
“DHS/OCCS partnering with Scholars Program and Higher Education keeping
college informed of course needs and education information”
“First, at the annual Course Equivalency Project (CEP) the CD and ECED faculty from
2-year and 4-year have tried to meet together. Then the CD group met and aligned
the CD classes”
“Murray State College Alliance”
“Murray State College”
“Particular courses which are equivalent in terms of competency and level of
scholarship have been included on approved lists to be taken at local, 2 year
institutions”
“Students may earn college hours in assessment through OSU/OKC when taking
Focused Portfolios”
“TCC & TTC FOR CDA WORK”
“The Early Childhood program at an urban community college with our urban
completion program in Early Childhood Education”
“Tulsa Tech (Career Tech) offers CDA, Tulsa Community College offers first 2 years
of college, OU Tulsa offers final 2 years, Northeastern offers Master's and OU Tulsa &
OSU Tulsa offer Doctoral programs. All work together for seamless transitions”
“Redlands Community College”
Other non-specific comments regarding general alignments include (within this group 7
mention Head Start):
“Seeking to be a sponsor site for the CECPD, work with local area agencies including
Head Start programs”
“Head Start and Child Care have worked together”
“Choctaw Nation Career Development, Head Start
“Professional development opportunities across sectors”
“The creation of Core Comps and ELG’s include HS, NAEYC, Public Pre-K, child care,
tribal care, CDA, etc.”
“The Oklahoma QRIS (STARS) has decided to allow completion and good standing
with all Federal Monitoring Requirements as Accreditation for Head Start
programs”
Alignment and Professional Development Page 118 of 208
“Licensing, STARS program, Oklahoma Rewards, and the Scholars for Excellence in
Child Care are/have aligned their requirements to collaborate eligibility”
“Washita Valley Community Action Council, Kiowa Tribe Head Start”
“Work with the following groups: Washita Valley head Start and Early Head Start,
Kiowa Tribe Head Start”
Degree of alignment: Respondents were asked to what degree a list of systems related to
OK PD are aligned. Rating was on a scale of 1 to 5 where 1=not aligned and 5= highly
aligned. Those who answered “not sure” or “n/a” were excluded from data analysis.
Alignment between core competencies for early childhood practitioners and OK's child care
licensing was rated, on average, the highest at 4.0 out of 5. Core competencies for early
childhood practitioners and OK’s professional development ladder and teacher licensing
were also rated as highly aligned (average of 3.9 out of 5). The lowest rated alignment was
between data collection, data sharing and data dissemination (2.7 out of 5.)
To what degree are the following aligned: (1=not aligned and
5=highly aligned)
Average
Rating
m. core competencies for early childhood practitioners with OK's
child care licensing 4.0
n. core competencies for early childhood practitioners with OK's
professional development ladder 3.9
o. core competencies for early childhood practitioners with
teacher licensing 3.9
p. professional standards with competency demonstration 3.8
q. core competencies for early childhood practitioners with OK's
QRIS: Reaching for the Stars standards 3.7
r. core competencies for early childhood practitioners with Pre-
K standards 3.7
s. professional development opportunities across sectors 3.6
t. core competencies for early childhood practitioners with
credential programs 3.4
u. community-based training with credential programs 3.3
v. core competencies for early childhood practitioners with Head
Start standards 3.3
w. community-based training with degree programs 3.2
x. data collection, data sharing and data dissemination 2.7
Alignment and Professional Development Page 119 of 208
Other comments related to professional development alignment include:
“Oklahoma core competencies are grounded in NAEYC standards, and as such, are
aligned with teacher licensing and credentialing.”
“It appears to me that none of it is truly coordinated OR aligned. Each still works and
develops in their own silo which causes confusion for practitioners. if could just
follow one HIGH STANDARD of best practice that is already established nationally
and is already very well research based, then we wouldn't need so many entities
trying to vie for the same $$$ , thus putting those $$ back into the program/teachers
to be able to do what is best for our children.”
“It would be nice to have a chart for practitioners and educators to reference for
this.”
“Infant's, Toddler's and Two's content information is often over looked with
credentialing and licensing preparation programs.”
“Given the requirement and process of national accreditation of teacher education
programs, it is most difficult to coordinate any standards or competencies other that
licensing competencies, NAEYC standards, or the individual university
competencies.”
Professional Development Policies Page 120 of 208
~Appendix H~
Research Brief: Professional
Development Policies
Early Childhood Professional Development Survey
Professional Development Policies Page 121 of 208
Oklahoma Professional Development Assessment Research Brief
~Professional Development Policies~
This section of the survey asked respondents questions regarding the policies they have in
place related to professional development. The following questions were asked:
E. What policies does your institution/organization have in place specific to professional
development (check all that apply)?
F. How often are your policies related to professional development reviewed and revised?
G. To what degree are your professional development policies: relevant to the most
current regulations; relevant to the most current research on professional
development best practices; promoting higher education attainment; clearly
understood and articulated to practitioners in the field; supporting practitioners in
their everyday work in the field; supporting high-quality professional development
opportunities (1=not effective and 5=highly effective)?
H. Other comments related to professional development policies.
Policies in place specific to PD: When asked to select from a list of policies their
institution/organization have in place specific to professional development (respondents
were asked to check all that apply), a majority of respondents selected attendance (81%),
syllabi that outline expectations related to assignments and grades (79%) and articulation
agreements (71%). Eligibility requirements (56%), practicum requirements (54%) and
prerequisite requirements (52%) were the next most often selected policies. Only 17%
selected technical assistance eligibility requirements. One respondent reported, “we have a
MOU with OU as a provider of training via the Oklahoma Registry.”
17%
52% 54% 56%
71% 79% 81%
TA eligibilityrequirements
Prereqrequirements
Practicumrequirements
Eligibilityrequirements
Articulationagreements
Syllabi that outlineexpectations
related toassignments and
grades
Attendance
Professional Development Policies
Professional Development Policies Page 122 of 208
Review of policies: Respondents reported that their policies related to professional
development are reviewed and revised on an annual basis (48%). 39% reported their
policies are reviewed and revised as needed. 6% said policies were reviewed every 3 years
and 7% were unsure.
Effectiveness of PD policies: Using a scale of 1 to 5, where 1=not effective and 5=highly
effective, respondents were asked to respond to what degree their professional
development policies are effective. Respondents who answered N/A or not sure were
excluded from the analysis. In order from highly effective to not effective respondents
rated the degree to which their professional development policies are effective as follows:
To what degree are PD polices effective: (1=not effective and 5=highly
effective)
Average
Rating
g. relevant to the most current regulations 4.7
h. supporting practitioners in their everyday work in the field 4.7
i. relevant to the most current research on professional
development best practices 4.6
j. promoting higher education attainment 4.6
k. supporting high-quality professional development opportunities 4.6
l. clearly understood and articulated to practitioners in the field 4.3
48%
6%
39%
Annually Every 3 years As needed
Revision of Policies
Professional Development Policies Page 123 of 208
Other comments related to professional development policies were:
“We follow BEST PRACTICE as stated through NAEYC. From Ethical Practices to
Curriculum Development, Leadership & Management and Physical Environment.
Why would one chose anything else when we want what is best for our children”
“For the scholarship program, only for the bachelor's scholarship do we require an
articulation agreement for those schools and the community college scholar
graduates to be eligible for the bachelor scholarship. Eligibility requirements must
be met for each scholarship. Admissions requirements must be met for the
institutions. Syllabi must be approved for course approval for a course to meet the
Oklahoma Early Learning Guideline approval for meeting the training requirement”
Employment and Compensation Parity Page 124 of 208
~Appendix I~
Research Brief: Employment and
Compensation Parity
Early Childhood Professional Development Survey
Employment and Compensation Parity Page 125 of 208
Oklahoma Professional Development Assessment Research Brief ~Employment and Compensation Parity~
This section addressed questions related to the long-term financial and employment
impacts of practitioners who partake in professional development. The specific questions
asked were as follows:
D. What are the long-term impacts of early childhood practitioners getting a credential
or degree (rate the top three where 1=most common impact)?
E. To what degree is employment and compensation parity considered in the following:
roles and responsibilities; education attainment; comparable salaries among the
different early childhood sectors; rewards for investing in professional development
opportunities; career pathway policies; articulation agreements; recruitment and
retention; data tracking and sharing (1=not considered and 5=highly considered)?
F. Other comments related to employment and compensation parity.
Long –term impacts: When respondents were asked to rate on a scale from 1 to 5 (where
1=most common impact and 5=least common impact) the long-term impacts of early
childhood practitioners getting a credential or degree, respondents indicated increased
wages to have the most common impact. In order from most to least common impact
respondents rated the long-term impacts as follows:
Rating of long-term impacts: (1=most common impact and 5=least
common impact)*
Average
Rating
f. increased wages 2.3
g. going from one sector (e.g., child care center to another (e.g., public
school) 2.5
h. new job 3.1
i. promotion to the next level within the organization 3.2
j. increased support to continue with education 3.9
*In this chart a lower average rating indicated a more common impact
Respondents were also asked to respond to the question, “To what degree is employment
and compensation parity considered in the following?” using a scale of 1 to 5, where 1=not
considered and 5=highly considered. Respondents who selected N/A or not sure were
Employment and Compensation Parity Page 126 of 208
excluded from the analysis. In order from highly considered to not considered,
respondents rated the degree to which employment and compensation parity is considered
in the following order:
To what degree is: (1=not considered and 5=highly considered) Average
Rating
i. education attainment 4.2
j. roles and responsibilities 3.9
k. recruitment and retention 3.8
l. comparable salaries among the different early childhood sectors 3.7
m. rewards for investing in professional development opportunities 3.6
n. articulation agreements 3.5
o. career pathway policies 3.2
p. data tracking and sharing 2.8
One final comment related to employment and compensation parity:
“The biggest issue is the differing educational requirements for programs and
funding for compensation parity”
Professional Development Page 127 of 208
~Appendix J~
Comparisons by Type of Organization:
Professional Development
Early Childhood Professional Development Survey
Professional Development Page 128 of 208
Oklahoma Professional Development Assessment Research Brief ~Comparisons by Type of Organization: Professional Development Opportunities~
This section of the survey asked questions about the participants who take part
in professional development (PD) services offered by survey respondents. The specific
questions analyzed for this portion of the report are as follows:
KK. How do you deliver your professional development opportunities (check all that
apply)?
LL. Are professionals delivering education and/or training required to go through an
approval process (i.e., OK Center for Early Childhood Professional Development
Registry Approved Educators process)?
MM. What languages do you offer education/training in?
NN. What content areas are covered in the professional development opportunities that
you offer (check all that apply)?
OO. What professional and program standards/competencies do you utilize when
planning education/training (check all that apply)?
For this portion of the analysis, responses were analyzed by the type of organization to
which respondents belong. There were 36 respondents who belong to an “Institute of
Higher Education” (IHE), 21 respondents who belong to an “Other Education Organization”
(OEO), 8 respondents who belong to a “Technical Center” (TC), 2 respondents who belong
to an “Association” and 2 who were unknown. Because of the small number of Association
respondents, they were included in the OEO grouping during analyses. The unknowns are
not included in this report.
Delivery of PD: 100% of TC respondents and 83% of IHE and OEO respondents reported
they deliver professional development face-to-face. 88% of TCs and 87% of OEOs reported
delivering professional services through on-site training and/or education, while 28% of
IHEs reported delivering through this method. 88% of TCs reported delivering services
online compared to 53% of IHEs and 35% of OEOs. Face-to-face technical assistance and
technical assistance via phone were also areas that showed marked differences.
Additionally, one OEO respondent said they offer conferences or leadership institutes.
Professional Development Page 129 of 208
Educators/Trainers: When asked if professionals delivering training and/or education
are required to go through an approval process (i.e., OK Center for Early Childhood
Professional Development Registry Approved Educators process), 77% of OEO and 75% of
TC respondents said yes, while only 28% of IHEs said yes. 9% of OEOs and 3% of IHEs
were unsure. One IHE respondent who said no, professionals are not required to go
through an approval process gave more detail by noting they use NCATE accreditation.
Another IHE respondent said all educators have a Master’s or Doctorate degree in the field
of training. One TC respondent reported, “We use professionals who are knowledgeable in
their training, such as CPR/Fire Safety Training and such.” An OEO respondent who
selected yes said the approval process is “a blanket approval since it is done through the
agency.” Another OEO said it depends on the type of training being offered.
Language: 100% of TC, 88% of IHE, and 70% of OEO respondents indicated only English
as the language offered during education/training. The remaining responses were as
follows:
14% 8%
19% 11%
53%
28%
83%
13%
65%
44%
70%
35%
87% 83%
0
38%
63% 50%
88% 88% 100%
Distance Learning Technicalassistance via
phone
Electronictechnical
assistance
Face-to-facetechnical
assistance
On-line On-site trainingand/or education
Face-to-face
Mode of Delivery
IHE OEO TC
28%
69%
3%
77%
14% 9%
75%
25%
0%
Yes No Not sure
Approval Process
IHE OEO TC
Professional Development Page 130 of 208
English and some Spanish (2 OEOs)
Availability of translators (1 IHE and 2 OEOs)
English and Spanish (2 OEOs)
English with print offered in English and Spanish (1 IHE)
English and ASL (1 IHE)
English; ESL students may utilize college resources for assistance (1 IHE)
Content areas: When asked to select which content areas are covered in the professional
development opportunities they offer by selecting all that apply TC respondents reported
covering almost all the content areas except family and community partnerships, health
safety and nutrition. The least covered areas by both the IHEs (72%) and OEOs (70%) were
professionalism and leadership followed by program planning, development and
evaluation. Additionally one TC respondent noted they offer “Key Train;” one IHE noted
“art and music”; another noted “issues in family life education, ethics, legal issues, parent
training programs”; 1 OEO reported “infant mental health”; another noted “in-kind and
federal guidelines training”.
Standards to Plan Training: The most commonly used program standard to plan
education and/or training by both the OEOs (78%) and TCs (100%) was reported to be
Oklahoma’s Early Learning Guidelines; 61% of IHE respondents use this standard when
planning education and/or trainings. The most commonly used program standard by IHEs
(78%) was NAEYC’s Accreditation Standards; this area was also one of the least common
used by OEOs (39%). A smaller percentage reported utilizing DEC Personnel Standards
(6% of IHEs) and DEC Recommended Practices (8% of IHEs and 4% of OEOs). Additional
standards reported as being used included:
Healthy Families America (1 OEO)
72% 72% 75% 72% 83%
75% 78% 70% 70% 74%
91% 74%
91% 91% 100% 100%
88% 88% 100% 100% 100%
Professionalismand Leadership
ProgramPlanning,
Development andEvaluation
Family andCommunity
Partnerships
Health, Safetyand Nutrition
LearningEnvironment and
Curriculum
Child Growth andDevelopment
Interactions withChildren
Content Area of PD
IHE OEO TC
Professional Development Page 131 of 208
Competencies in Endorsement for Culturally Sensitive, Relationship-Focused
Practice Promoting Infant Mental Health (1 OEO)
DHS licensing guidelines (1 IHE)
NAC accreditation standards (1 OEO)
NAEYC ethics statement (1 IHE)
NAFCC (National Association for Family Child Care) (1 OEO)
NBPTS Standards (1 IHE)
Nurse-Family Partnership (1 OEO)
Oklahoma Christian University Teacher Competencies (1 IHE)
Oklahoma Competencies for Licensure (1IHE)
Oklahoma Early Childhood Competencies (1IHE)
PAS (1 IHE)
Parents as Teachers (1 OEO)
SareCare (1 OEO)
28% 39%
31%
78%
56% 75%
61%
39% 26%
57% 39%
70%
48%
78%
13%
75% 88%
63% 75%
88% 100%
Head Start ChildOutcomes
Framework andPerformance
Standards
NAEYC personnelstandards
Oklahoma's QRISstandards
NAEYCAccreditation
Standards
Oklahoma's CoreCompetencies forEarly Childhood
Practitioners
NAEYCDevelopmentally
AppropriatePractices in Early
ChildhoodPrograms
Oklahoma's EarlyLearning
Guidelines
Utilized Standards and Competencies
IHE OEO TC
Quality Assurance Page 132 of 208
~Appendix K~
Comparisons by Type of Organization:
Quality Assurance
Early Childhood Professional Development Survey
Quality Assurance Page 133 of 208
Oklahoma Professional Development Assessment Research Brief ~Comparisons by Type of Organization: Quality Assurance~
In this section of the survey respondents were asked about the evaluation and assessment
of professional development services they provided. The questions asked were as follows:
S. How are the professional development opportunities evaluated (check all that apply)?
T. Do you link your professional development offerings to measureable outcomes (e.g.,
Environmental Rating Scores)?
U. Are faculty and/or trainers evaluated at least annually?
V. Do faculty and/or trainers receive any type of supervision?
W. For those able to articulate prior knowledge and skills to higher education, is there a
measure(s) that is used to determine competency?
X. If there is a measure(s) to determine prior knowledge/skills, what is that measure(s)?
For this portion of the analysis, responses were analyzed by the type of organization to
which respondents belong. There were 36 respondents who belong to an “Institute of
Higher Education” (IHE), 21 respondents who belong to an “Other Education Organization”
(OEO), 8 respondents who belong to a “Technical Center” (TC), 2 respondents who belong
to an “Association” and 2 who were unknown. Because of the small number of Association
respondents, they were included in the OEO grouping during analyses. The unknowns are
not included in this report.
Quality Assurance Page 134 of 208
Evaluation: Most often, TC (100%) survey respondents report professional development
opportunities are evaluated through assessments at the completion of the course or
training. OEOs (78%) reported using satisfaction questionnaires most often, while IHEs
(67%) reported using tests or quizzes of competencies and/or learning objectives most
often. A smaller percentage of respondents, use surveys (61% OEOs, 28% IHEs, 25% TCs),
papers (75% TCs, 53% IHEs, 9% OEOs), course or training follow-up after a certain period
of time (75% TCs, 26% OEOs, 17% IHEs), interviews with participants (63% TCs, 26%
OEOs, 11% IHEs), and focus groups with participants (50% TCs, 13% OEOs, 8% IHEs).
Additionally, one OEO commented they use “reflective practice to include observation of
skills on site then mentoring or coaching to build deficit areas.” One IHE noted “NCATE
Accreditation of programs” and another noted “observations and labs”.
28% 44%
58% 67%
11%
78%
44%
26% 39%
26% 38%
88% 88% 88%
63%
Satisfactionquestionnaires
Demonstration ofcompetencies met
Projects Tests/quizzes ofcompetencies and/or
learning objectives
Interviews withparticipants
Type of PD Evaluation
IHE OEO TC
28%
8% 17%
53% 57% 61%
13% 26%
9%
70%
25%
50%
75% 75%
100%
Surveys Focus groups withparticipants
Course/training follow-up after a certain
period of time
Papers Course/trainingassessment at the
completion of a courseand/or training
Type of PD Evaluation, Continued
IHE OEO TC
Quality Assurance Page 135 of 208
Measureable outcomes21: 63% of TCs, 62% of OEOs and 59% of IHEs reported they link
their professional development offerings to measureable outcomes (for example: the
Environment Rating Scores). 38% of TCs, 19% of IHEs and 14% of OEOs are not sure.
Faculty/Trainers Administering Professional Development Opportunities22:
Respondents were asked if the faculty or trainers of the professional development
opportunities they offer are evaluated annually. 93%of IHEs, 88% of TCs and 86% of OEOs
said yes. When asked if the faculty/trainers receive supervision, 100% of TCs, 86% of
OEOs and 83% of IHEs said yes.
21 9 out of 36 IHEs did not answer this question. 22 7 out of 36 IHEs did not answer these questions.
59%
22% 19%
62%
24%
14%
63%
0%
38%
Yes No Not sure
Measurable Outcomes
IHE OEO TC
93%
7% 0%
86%
10% 5%
88%
13% 0%
Yes No Not sure
Annual Evaluation
IHE OEO TC
Quality Assurance Page 136 of 208
Measurement of prior knowledge/skills23: In response to the question, “For those that
are able to articulate prior knowledge and skills to higher education, is there a measure(s)
that is used to determine competency?,” 75% of TCs, 32% of IHEs and 19% of OEOs said
yes. 36% of IHEs and 14% of OEOs said no; while 67% of OEOs, 32% of IHEs and 25% of
TCs were not sure. Of those who said yes, 18 provided more detail. A few of the
respondents indicated multiple measures for assessing knowledge/skills; therefore the
number of measures is greater than the number of respondents. The most frequently
reported measure in general was the use of testing. Specific comments regarding testing as
a measure were:
7 assessments required by NAEYC/NCATE, including three certification tests,
post program questionnaire of administrators, teachers and alumni (1 IHE)
Adjuncts utilize a pre/post test (1 IHE)
Competency certification tests (1 TC)
Examinations/testing (1 TC and 1 IHE)
ODCTE State Competency Exam (1 TC)
TABE and SAGE tests (1 TC)
WorkKeys test (1 TC)
Oklahoma Core Competencies (1 TC)
The second most often reported measure was the use of education related references,
transcripts and/or certificates (including professional development) (2 TCs, 2 OEOs, 3
IHEs). A few respondents referenced the use of portfolios/projects as a measurement to
determine prior knowledge (4 IHEs). It is interesting to note that one OEO respondent
reported that prior knowledge is “overwhelmingly difficult to measure”.
23 8 out 36 IHEs did not respond to this question.
83%
14% 3%
86%
0% 14%
100%
0% 0%
Yes No Not sure
Supervision Received
IHE OEO TC
Quality Assurance Page 137 of 208
32% 36% 32% 19% 14%
67% 75%
0%
25%
Yes No Not sure
Competency Measurement
IHE OEO TC
Utilization Page 138 of 208
~Appendix L~
Comparisons by Type of Organization:
Utilization
Early Childhood Professional Development Survey
Utilization Page 139 of 208
Oklahoma Professional Development Assessment Research Brief ~Comparisons by Type of Organization: Utilization~
This section of the survey addresses questions related to enrollment, such as the position
participants who take part in professional development hold, diversity of respondents,
completion of courses/programs and barriers to participants success. The specific
questions asked include:
Q. Over the past three years, how would you best describe your enrollment in professional
development opportunities?
R. Of those taking advantage of your professional development opportunities, what
population is represented the most?
S. Of those taking advantage of your professional development opportunities,
approximately what percentage represent diverse populations?
T. What percentage of participants/students follow through with completing the
training/coursework necessary to earn a credential or degree?
U. On average, how long does it take for a student to attain a credential, an Associate
degree, a Bachelors degree, a Graduate degree?
For this portion of the analysis, responses were analyzed by the type of organization to
which respondents belong. There were 36 respondents who belong to an “Institute of
Higher Education” (IHE), 21 respondents who belong to an “Other Education Organization”
(OEO), 8 respondents who belong to a “Technical Center” (TC), 2 respondents who belong
to an “Association” and 2 who were unknown. Because of the small number of Association
respondents, they were included in the OEO grouping during analyses. The unknowns are
not included in this report.
Utilization Page 140 of 208
Enrollment in PD opportunities24: When asked to reflect over the last three years, 50%
of TCs, 40% of OEOs and 30% of IHEs reported an increase in enrollment in their
professional development opportunities. 26% of IHEs, 15% of OEOs and 13% of TCs
reported a decline. 38% of TCs 37% of IHEs and 35% of OEOs reported no change. 10%
of OEOs and 7% of IHEs were not sure. Additionally, 1 IHE respondent reported having a
new program and 1 OEO said there has been in increase in enrollment, but attendance has
remained the same.
Population of PD attendees25: Early childhood teachers in child care centers are the most
represented population in professional development opportunities offered by survey
respondents; 100% of TC, 63% of OEOs and 57% of IHEs said this group is most
represented. Other responses included:
University students (3IHEs)
Secondary and post secondary high school students (1 TC)
High school and adult students wanting to work in day cares and Head Starts (1 TC)
Early Childhood Teacher in Pre-k through 3rd grade (1 IHE)
Pre-service teachers (1 IHE)
School-age summer camp counselors (1 OEO)
24 9 out of 36 IHEs and 3 out of 23 OEOs did not answer this question. 25 13 out of 36 IHEs and 4 out of 23 OEOs did not answer this question.
30% 26%
37%
7%
40%
15%
35%
10%
50%
13%
38%
0%
Increase Decline No Change Not Sure
Enrollment Over Last 3 years
IHE OEO TC
Utilization Page 141 of 208
Diversity of PD attendees26: Thinking about what percentage of those attending
professional development opportunities represent diverse populations, survey responses
indicated racial or ethnic diversity is the most represented in professional development
opportunities; 50% of TCs, 42% of OEOs and 21% of IHEs report that professionals from a
diversity of ethnicities represent between 21-50% of their PD attendance. English
Language Learners are the least represented by IHEs (79%) and OEOs (78%) representing
0-10% of their PD attendees. 71% of TC survey respondents reported English Language
Learners represent 75-100% of their PD attendees. Men are the least represented by all
respondents; 100% of TCs, 96% of IHEs and 83% of OEOs reported that men represent
10% or less of their attendees.
0-10%
of
attendees
11-20%
of
attendees
21-50%
of
attendees
51-75%
of
attendees
75-100%
of
attendees
Racial/Ethnic Diversity
25% IHE 0% TC
16% OEO
25% IHE 12% TC
11% OEO
21% IHE 50% TC
42% OEO
18% IHE 38% TC
16% OEO
11% IHE 0% TC
16% OEO
English Language Learners
79% IHE 29% TC
78% OEO
11% IHE 0% TC
11% OEO
0% IHE 0% TC
6% OEO
4% IHE 0% TC
6% OEO
7% IHE 71% TC 0% OEO
Men 96% IHE 100% TC 83% OEO
4% IHE 0% TC
17% OEO
0% IHE 0% TC
0% OEO
0% IHE 0% TC
0% OEO
0% IHE 0% TC
0% OEO
Attaining a degree or credential27: When asked what percentage of participants or
students follow through with completing the coursework or training necessary to earn a
credential or degree, 57% of TCs, 41% of IHEs and 29% of OEOs said that at least 75% of
their participants do so. 52% of IHEs, 29% of TCs and 24% or OEOs said that between 51-
75% of participants complete training. 34% of OEOs, 14% of TCs and 7% of IHEs report
26 8 out of 36 IHEs and 5 out of 23 OEOs did not answer this question. 27 9 out of 36 IHEs and 6 out of 23 OEOs did not answer this question.
0% 9% 13% 22% 57%
11% 5% 16% 5%
63%
0% 0% 0% 0%
100%
Home visitors Family child careproviders
Early childhoodteachers in Head
Start
Early childhoodteachers in Pre-K
Early childhoodteachers in child
care centers
Population of PD Attendees
IHE OEO TC
Utilization Page 142 of 208
that 26-50% of their PD participants complete training. 24% of OEOs said that 25% or
fewer students complete the training necessary to earn a credential or degree.
Time: 38% of TCs and 33% of OEOs reported, on average, it takes less than a year for
students to attain a credential. 47% of IHEs and 38% of TCs reported it takes on average a
year. 33% of OEOs said it takes two years on average. Thinking about an Associate’s
degree, 37% of IHEs, 60% of TCs and 39% of OEOs report that it takes an average of three
years to earn this type of degree. 50% of IHEs and 60% of TCs say that it takes an average
of 4 years to earn a Bachelors degree; 69% of OEOs report that it takes more than four
years. 100% of TCs, 92% of OEOs and 46% of IHEs report that it takes more than four years
for students to earn a Graduate degree.
Less than
a year 1 year 2 years 3 years 4 years 4 years+
Credential
11% IHE
38% TC
33% OEO
47% IHE
38% TC
27% OEO
37% IHE
25% TC
33% OEO
0% IHE
0% TC
0% OEO
0% IHE
0% TC
7% OEO
0% IHE
0% TC
0% OEO
Associate’s
degree
0% IHE
0% TC
0% OEO
5% IHE
0% TC
0% OEO
37% IHE
60% TC
39% OEO
26% IHE
40% TC
31% OEO
16% IHE
0% TC
15% OEO
16% IHE
0% TC
15% OEO
Bachelors
degree
0% IHE
0% TC
0% OEO
0% IHE
0% TC
0% OEO
5% IHE
0% TC
0% OEO
5% IHE
0% TC
0% OEO
50% IHE
60% TC
31% OEO
40% IHE
40% TC
69% OEO
Graduate degree
0% IHE
0% TC
0% OEO
0% IHE
0% TC
0% OEO
39% IHE
0% TC
8% OEO
8% IHE
0% TC
0% OEO
8% IHE
0% TC
0% OEO
46% IHE
100% TC
92% OEO
0% 7%
52%
41%
24% 24% 24% 29%
0%
14%
29%
57%
0-25% 26-50% 51-75% 75-100%
Percentage of participants who complete training in order to earn credential or degree
IHE OEO TC
Alignment Page 143 of 208
~Appendix M~
Comparisons by Type of Organization:
Alignment
Early Childhood Professional Development Survey
Alignment Page 144 of 208
Oklahoma Professional Development Assessment Research Brief
~Comparisons by Type of Organization: Alignment~
This section of the survey focused on issues related to the coordination and partnerships in
place with regard to professional development. The question asked in this section was:
A. Is the professional development that you provide coordinated across sectors?
For this portion of the analysis, responses were analyzed by the type of organization to
which respondents belong. There were 36 respondents who belong to an “Institute of
Higher Education” (IHE), 21 respondents who belong to an “Other Education Organization”
(OEO), 8 respondents who belong to a “Technical Center” (TC), 2 respondents who belong
to an “Association” and 2 who were unknown. Because of the small number of Association
respondents, they were included in the OEO grouping during analyses. The unknowns are
not included in this report.
Coordination across sectors28: Survey respondents were asked whether they thought the
professional development they provide is coordinated across sectors. Of the respondents
who answered this question, 88% of TCs, 63% of IHEs and 58% of OEOs reported the
professional development they provide is coordinated across sectors.
28 9 out of 36 IHEs and 4 out of 23 OEOs did not answer this question.
63%
19% 19%
58%
26% 16%
88%
13% 0%
Yes No Not sure
Coordination Across Sectors
IHE OEO TC
Policies Page 145 of 208
~Appendix N~
Comparisons by Type of Organization:
Policies
Early Childhood Professional Development Survey
Policies Page 146 of 208
Oklahoma Professional Development Assessment Research Brief
~Comparisons by Type of Organization: Policies~
This section of the survey asked respondents questions regarding the policies in place
related to professional development. The following questions were asked:
A. What policies does your institution/organization have in place specific to professional
development (check all that apply)?
B. How often are your policies related to professional development reviewed and revised?
For this portion of the analysis, responses were analyzed by the type of organization to
which respondents belong. There were 36 respondents who belong to an “Institute of
Higher Education” (IHE), 21 respondents who belong to an “Other Education Organization”
(OEO), 8 respondents who belong to a “Technical Center” (TC), 2 respondents who belong
to an “Association” and 2 who were unknown. Because of the small number of Association
respondents, they were included in the OEO grouping during analyses. The unknowns are
not included in this report.
Policies in place specific to PD: When asked to select from a list of policies their
institution/organization has in place specific to professional development (respondents
were asked to check all that apply), 100% of TCs selected TA eligibility requirements and
88% selected syllabi that outline expectations related to assignments and grades. 72% of
IHEs selected syllabi that outline expectations related to assignments and grades and 67%
selected articulation agreements. 57% of OEOs selected attendance and 30% of IHEs
selected eligibility requirements. One OEO respondent reported, “We have an MOU with
OU as a provider of training via the Oklahoma Registry.”
6%
47% 58%
42%
67% 72%
58%
22% 17% 13%
30% 26% 26%
57%
25%
50% 38%
63% 75%
88%
75%
TA eligibility req't Prereq req't Practicum req't Eligibility req't Articulationagreements
Syllabi outlineexpectations for
assignments/grades
Attendance
Content Area of PD
IHE OEO TC
Policies Page 147 of 208
Review of policies29: 75% of TCs, 50% of OEOs and 42% of IHEs reported that their
policies related to professional development are reviewed and revised on an annual basis.
46% of IHEs, 33% of OEOs and 13% of TCs reported their policies are reviewed and revised
as needed. 13% of TCs and 8% of IHEs said policies were reviewed every three years and
17% of OEOs and 4% of IHEs were unsure.
29 5 out of 23 OEOs and 10 out of 36 IHEs did not answer this question.
46% 42%
8% 4%
33%
50%
0%
17% 13%
75%
13%
0%
As needed Annually Every 3 years Not Sure
Revision of Policies
IHE OEO TC
Certificate, Credential and Degree Programs Page 148 of 208
~Appendix O~
Certificate, Credential and
Degree Programs of OK IHE’s
Certificate, Credential and Degree Programs Page 149 of 208
Oklahoma Professional Development Assessment Research Brief ~Certificate, Credential and Degree Programs of OK IHE’s~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey; O=Oklahoma State Regents Office
Institutes of Higher Education
Certificate Programs
Credential Programs AA/AAS Degree BA/BS Degree
Advanced Degree
Bacone College
CD Cred30 (O) AA in CD (O)
ECE BA and EC Edu. & Dev. BA (O)
Cameron University
AAS in ECE & Care (O) BS in ECE (W)
Carl Albert State College
School Age CoM, CoM31, DCoC32 (O) CDA (O)
AA and AAS in CD (W) AA in Pre-Elem. Ed. (W)
City College, Inc.
CDA, CCP (W)
Connors State College
School-Age CoM, CoM, CDA (O)
AA/AAS33 in CD (W) AAS Child Care Admin. (W)
East Central University
Teacher Ed. licensure/certification (W) Initial OK licensure ECE (W) CDA (O)
BS in ECE (W) BS in Elem. Ed. (W) BS in Sped. (W)BS in Family & Consumer Sciences
Eastern OK State College CoM, DCoC (O) CDA (O)
AA/AAS in CD and AAS in Tech Studies (O) AA in Pre-Elem. Ed. (W)
Langston University
EC specific credentials (S) CD Cred. (O)
AAS in CD (W) AS in CD (O)
BS in ECE (W) BS in CD, BS in Family and Consumer Science (O)
Mid-America Christian University
Teacher Ed. licensure/certification (W) Initial OK licensure ECE
BS/BA ECE (W) BS/BA Elem. Ed. (W) BS/BA Secondary Ed.
30 Child Development credential 31 CoM=Certificate of Mastery 32 DCoC=Director’s Certificate of Completion 33 AAS degree will no longer be an option after July 1, 2013.
Certificate, Credential and Degree Programs Page 150 of 208
Institutes of Higher Education
Certificate Programs
Credential Programs AA/AAS Degree BA/BS Degree
Advanced Degree
(W) (W)
Midwestern Christian College34
Education Pre-teaching Cred.(O)
Education Pre-teaching AA (O)
Murray State College
School-Age CoM, CoM, DCoC (O) CDA (O)
AA and AAS in CD (W)
Northeastern OK A&M College
CoM (W) ECE Cert. ECE Nanny Program Cert., School-Age CoM, DCoC(O) CDA (O) AA/AAS in ECE (W)
Northeastern State University
CDA (O)
BS in ECE (W) BS in Elem. Ed. (W) BS in Sped. (W); BS in Human and Family Sciences (O)
Masters in ECE (S); Masters in Teaching (O)
Northern Oklahoma College
School-Age CoM, CoM, DCoC (O) CDA (O) AA in CD (W)
Northwestern OK State University
BS in ECE (W)
Oklahoma Baptist University
BS in ECE (W) BA in Child Care Admin. (O)
Oklahoma Christian University
BS in ECE (W); BS in Family Studies/CD (W); BA in EC/Elem ED, Fam. Life/CD, Fam. Life/CD-Psych., Fam. Life/Child Care Admin., Fam. Life/Family Relations, Fam. Life/ Social Serv. Adm. (O)
34 Midwestern Christian College merged with Ozark Bible College in 1985 to become Ozark Christian College, located in Joplin Missouri.
Certificate, Credential and Degree Programs Page 151 of 208
Institutes of Higher Education
Certificate Programs
Credential Programs AA/AAS Degree BA/BS Degree
Advanced Degree
Oklahoma City Community College
School-Age CoM, CoM, DCoC, DCoM35 (O)
CDA Credential (W)
AA and AAS in CD (W)
Oklahoma City University
Certificate in Pre-K (W) Montessori certification (W)
EC specific credentials (S)
BS in ECE (W)
Montessori Masters in ECE (W) Masters in Children’s Theatre and ECE (O)
Oklahoma State University
Montessori Teacher Ed. Cert. ECE & Admin Cert. ECE Infant/Toddler Cert. (O)
AA in ECE (O)
BS in Human Dev./Family Science (O)
Dual BS/MS in HDFS w/specialization in ECE (W)
Oklahoma Panhandle State University
AAS in Child Care (O)
Oklahoma Wesleyan University
Cred. in ECE (O) AA in ECE (O)
Oral Roberts University
BA in ECE (O) Masters ECE (O)
OSU-OKC
CoM (Child and Infant/Toddler), DCoC (O)
CDA Credential (W)
AAS in CD and ECE (W)
Redlands Community College CoM, DCoC (O) CDA (O)
AA in CD/FS and CD (W) AAS in CD and EC Center Management (O)
Rogers State University
AA in CD (O)
Rose State School-Age CoM, CDA (O) AA or AAS in CD
35 DCoM=Director’s Certificate of Mastery
Certificate, Credential and Degree Programs Page 152 of 208
Institutes of Higher Education
Certificate Programs
Credential Programs AA/AAS Degree BA/BS Degree
Advanced Degree
CoM, DCoC (O) (W) Fam. Services/CD AA and AAS (O)
Seminole State College
School-Age CoM, CoM, DCoC (O)
CDA Credential (W)
AA in CD (W) CD Tech. (O)
Southeastern OK State University
BS in Elem. Ed. (S)
Southern Nazarene University
BS in ECE (W)
Southwestern Oklahoma State University
AAS in CD & Educ.; AS in Children’s Teachers (O) BS in ECE (O)
Masters in ECE (O)
St. Gregory’s University
Cred. in Family Life & Child Dev. (O)
AA in Family Life & Child Dev. (O)
BS in Social Sci-Child Dev. (O)
Tulsa Community College
School-Age CoM, CoM, DCoC (O)
CDA; Head Start credential (W)
AS in ECE (W) AS in CD (W) AS in Child and Family (W) AS in Early Care (W) AAS Center Director (W) AAS in Early Childhood and Middle Childhood (W) AAS Infant/Toddler (W) AAS Teacher Assistant (W)
University of Central Oklahoma
Teacher Ed. licensure/certification (W) Initial OK licensure ECE (W) CDA (O)
BS in ECE (W) BS in Family Life Ed. for CD , Marriage & Family (W)
MA of Ed. in ECE (W) MS in Family & Child Studies (W)
University of Oklahoma
Teacher Ed. licensure/certification (W) Initial OK licensure ECE (W)
BS in ECE (W)
Masters in ECE (W) Doctoral degree in ECE (W)
University of Science and Arts OK
Teacher Ed. licensure/certification (W) Initial OK licensure ECE (W)
BS in ECE (W)
University of Tulsa
BA in ECE, BA in ECE/CLS, BA in ECE/Elem
Masters in Educ/Early Childhood (O)
Certificate, Credential and Degree Programs Page 153 of 208
Institutes of Higher Education
Certificate Programs
Credential Programs AA/AAS Degree BA/BS Degree
Advanced Degree
(O)
Western Oklahoma State College
School-Age CoM, CoM, DCoC (O) CDA (O)
AS in ECE (W) AAS in CD (W)
Other Forms of PD Supports Page 154 of 208
~Appendix P~
Other Forms of Professional Development
Supports
Other Forms of PD Supports Page 155 of 208
Oklahoma Professional Development Assessment Research Brief ~Other Forms of Professional Development Supports at OK IHE’s~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey; O= Oklahoma State Regents Office
Name of IHE
Mentoring Coaching
Consultation Advising36
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
Bacone College X (W); Advising
X (W)
Cameron University
X(S) X(O) WOSC
Carl Albert State College
X(W); Advising
X(O) SP37 Advising
X (O) X(O) NSU; UCO
Scholars for Excellence in Child Care Program
City College, Inc.
Connors State College
X(O) SP Advising
X(O) X(O) NSU; UCO
Scholars for Excellence in Child Care Program
East Central University
X(O) EOSC; SSC
X(W)
Eastern OK State College
X(O) SP Advising
X(O) X(O) ECU;
NSU;UCO
Scholars for Excellence in Child Care Program
Langston University
X(O) TCC
Mid-America Christian University
Midwest Christian College38
Murray State College
X(W); Advising
X(O) SP Advising
X(W) X(O)
X(O) ECU; NSU
Scholars for Excellence in Child Care Program
Northeastern X(W); X(O) X(O) Scholars for
36 While it may be assumed that all IHE’s provide academic advising it was only noted in this document if it there was specific mention of academic advising as a support 37 SP=Scholars for Excellence in Child Care Program 38 Midwestern Christian College merged with Ozark Bible College in 1985 to become Ozark Christian College, located in Joplin Missouri.
Other Forms of PD Supports Page 156 of 208
Name of IHE
Mentoring Coaching
Consultation Advising36
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
OK A & M College
Academic Advising
X(O) SP Advising
NSU Excellence in Child Care Program
Northeastern State University
X(O) MSC; EOC; CSC; CASC; NOA&MC;
NOC; OCCC; OSU; RCC; RSC; SSC;
TCC; WOSC
Northern OK College
X(O) SP Advising
X(O) X(O) NSU; UCO;
OSU
Scholars for Excellence in Child Care Program
Northwestern OK State University
OK Baptist University
OK Christian U
X(W); Academic advising
X(W); General transfers
OK City Community College
X(W); academic advising
X(O) SP Advising
X(O) X(O) NSU; UCO
Scholars for Excellence in Child Care Program
OK City University
X(W); academic advising
X(W); credits transfer to
school
OK State U (Main Campus)
X(W); academic advising
X(O) TCC
Oklahoma Panhandle State University
OSU-OKC X(O) SP Advising
X(O) X(O) UCO; NSU;
TCC
Scholars for Excellence in Child Care Program
Oklahoma
Other Forms of PD Supports Page 157 of 208
Name of IHE
Mentoring Coaching
Consultation Advising36
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
Wesleyan University
Oral Roberts University
Redlands Community College
X(O) SP Advising
X(W) X(O)
X(O) NSU; UCO
Scholars for Excellence in Child Care Program
Rogers State University
X (W); Advising
X (W)
X (W)
Rose State College
X(O) SP Advising
X(O) X(O) NSU; UCO
Scholars for Excellence participant
Seminole State College
X(W); Academic Advising
X(O) SP Advising
X(W) X(O)
X(O) ECU; NSU;
UCO
Scholars for Excellence in Child Care Program
Southeastern OK State U
Southern Nazarene U
Southwestern Oklahoma State University
X (W)
St. Gregory’s University
X (W); Mentoring
X (W)
Tulsa Community College
X(O) SP Advising
X(O) X(O) LU; NSU;
OSU-T; OSU, UO
X(S); English print offered in
Spanish
Scholars for Excellence in Child Care Program
University of Central OK
X(S) X(O) CASC; CSC; ESC; NOC;
OCCC; OSC-OKC; RCC; RSC; SSC
University of OK
X(O) TCC
USAO X(S) X(S); ASL
University of Tulsa
X (W); Consultation
X(O) SP Advising
X (O) TCC
X (W)
Other Forms of PD Supports Page 158 of 208
Name of IHE
Mentoring Coaching
Consultation Advising36
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
Western OK State College
X(O) SP Advising
X(O) X(O) CU; NSU;
UCO
Scholars for Excellence in Child Care Program
Other Forms of PD Supports Page 159 of 208
Oklahoma Professional Development Assessment Research Brief ~Other Forms of Professional Development Supports at OK Tech Centers~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of IHE
Mentoring Coaching
Consultation Advising
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
Tri-County Technical Center
X(W); College credit available through Coffeyville Community College, OK Wesleyan University, Tulsa Com. College
Chickasha X(W); College credit: 24 hours; cooperative agreement at Redlands Community College
El Reno X(W); College credit: 24 hours; cooperative agreement at Redlands Community College
Caddo Kiowa Tech Center
X(S) X(W); Part of State Regents Cooperative Alliance Program: earning college credits toward an AAS degree in ECE; Redlands Community College
KTC @ Atoka (Career Majors may not be available at all KTC campuses)
X(S) X(W); cooperative agreements with OSU Institute of Technology, Grayson County College, and Murray State
Other Forms of PD Supports Page 160 of 208
Name of IHE
Mentoring Coaching
Consultation Advising
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
College which allow a student to earn a predetermined number of credit hours by completing technical training and general studies (all from web site) Alliance with college for college credit in Child Development (from Survey)
KTC @ McAlester (Career Majors may not be available at all KTC campuses)
X(W); cooperative agreements with OSU Institute of Technology, Grayson County College, and Murray State College which allow a student to earn a predetermined number of credit hours by completing technical training and general studies
KTC @ Hugo (Career Majors may not be available at all KTC campuses)
X(S) X(W); cooperative agreements with OSU Institute of Technology, Grayson County College, and Murray State College which allow a student to earn a predetermined number of credit hours by
Other Forms of PD Supports Page 161 of 208
Name of IHE
Mentoring Coaching
Consultation Advising
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit
Transfer
Support in Other
Languages
Other Supports
completing technical training and general studies
Mid-Del Tech Center
Moore Norman Tech Center
Francis Tuttle Tech Center
Pioneer Tech Center
X(W); College credit: NOC (upon completion of CDA) Crowley College
Student organization: Family, Career and Community Leaders of America (W)
Gordon Cooper Tech Center
X(W); College credit: associate in applied science for family services and child development (12 hours)
Other Forms of PD Supports Page 162 of 208
Oklahoma Professional Development Assessment Research Brief ~Other Forms of Professional Development Supports at Other Educational Organizations and Associations~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of IHE
Mentoring Coaching
Consultation Advising
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit Transfer
Support in Other
Languages
Other Supports
Bristow Public Schools
C.A.R.D. Head Start
X(S) X(S); English w/Spanish translation
Center for Early Childhood Prof. Devlm't
X(W); Spanish
Cherokee Nation
X(S)
Child Care Inc.
Child Care Resource Center
X(S) X(S); Spanish
Community Action Project
X(S)
Community Service Council
X(S) X(S); Spanish
Early Childhood Association of OK
X(S); peer-to-peer networking
Early Learning Innovations, LLC
X(S)
Head Start X(S); Consultation through national T/TA specialists
X(S)
Integris Health X(S)
ODMHSAS X(S)
OK Afterschool Network/OKAN
OK CCR&R X(W) X(W); CDA training in
Spanish
Provide tips on earning a CDA credential (W)
OK Child Care Association
X(S) Peer-to-peer networking
Other Forms of PD Supports Page 163 of 208
Name of IHE
Mentoring Coaching
Consultation Advising
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit Transfer
Support in Other
Languages
Other Supports
(W)
OK Dept. of Career & Tech Education
X(W); Career Clusters
X(W)
OK Family Resource Coalition
OK State Dept. of Health
X(S) X(S); Spanish
OK State Regents for Higher Ed.
X(S)
OK-AIMH
OKDHS-OCCS X(S) X(S); minimal Spanish
OSDH Family Support and Prevention (C1, Start Right, MIECHV)
Strengthening Families Initiative and MIECHV Program (W)
OSDH-Maternal & Infant Health
OSRHE/Scholars for Excellence in Child Care
Red River Early Childhood Association
Region VI Head Start Association
The Institute for Childhood Education
X(S) X(S); English with a Spanish
translator
The OK Autism Network: Tolbert Center for Developmental Disabilities
X(W) Information and links to research and best practice to teaching children with autism (W)
Tick Tock X(W)
Other Forms of PD Supports Page 164 of 208
Name of IHE
Mentoring Coaching
Consultation Advising
Technical Assistance by Phone, Email,
Site Visits
Articulation or Credit Transfer
Support in Other
Languages
Other Supports
Training Tulsa Public Schools
United Way Stephens County
X(S)
Professional Development Opportunities Page 165 of 208
~Appendix Q~
Professional Development Opportunities
Professional Development Opportunities Page 166 of 208
Oklahoma Professional Development Assessment Research Brief ~Professional Development Opportunities at Oklahoma’s Technical Centers~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of Tech Centers
Certificate Program
Credential Program
Accreditation Status
Other Offerings
Tri-County Technical Center
ECE Diploma; Entry Level Child Care Training; Work Keys; Master Teacher (W)
CDA preparation (W)
Chickasha
Full-time Career Majors: ECE Director, ECE Infant/Toddler Care, ECE Master Teacher (W)
El Reno
Full-time Career Majors: ECE Director, ECE Infant/Toddler Care, ECE Master Teacher (W)
Caddo Kiowa Tech Center
Early Care Master Teacher; Early Care Associate Teacher (W)
Early childhood specific credentials; training and/or education that leads to credit or credential hours; (S)
Training and/or education that leads to CEU's; Training that leads to clock hours only; training that assists with certification or re-certification; pre-service and in-service training; workshops (S)
Professional Development Opportunities Page 167 of 208
Name of Tech Centers
Certificate Program
Credential Program
Accreditation Status
Other Offerings
KTC @ Atoka
(Career Majors may
not be available at
all KTC campuses)
Early Care &
Education Teacher
Assistant; Early
Care and Education
Associate Teacher;
Early Care and
Education Director;
Early Care and
Education Infant
and Toddler Care;
Early Care and
Education Master
Teacher; Entry
Level Teacher;
ParaProfessional-
Child Development;
Teacher Prep (W)
Early childhood
specific credentials
; training and/or
education that
leads to credit or
credential hours
(S)
Full-time and
short-time
educational
programs and
services. CPA/First
Aid training and
Special Education
Professional short
term job training
(all from web site)
Workshops, in-
service training
(from Survey)
KTC @
McAlester (Career
Majors may not be
available at all KTC
campuses)
Early Care &
Education Teacher
Assistant; Early
Care and Education
Associate Teacher;
Early Care and
Education Director;
Early Care and
Education Infant
and Toddler Care;
Early Care and
Education Master
Teacher; Entry
Level Teacher;
ParaProfessional-
Child Development;
Teacher Prep (W)
Name of Tech Centers
Certificate Program
Credential Program
Accreditation Status
Other Offerings
Professional Development Opportunities Page 168 of 208
KTC @ Hugo
(Career Majors may
not be available at
all KTC campuses)
Early Care &
Education Teacher
Assistant; Early
Care and Education
Associate Teacher;
Early Care and
Education Director;
Early Care and
Education Infant
and Toddler Care;
Early Care and
Education Master
Teacher; Entry
Level Teacher;
ParaProfessional-
Child Development;
Teacher Prep (W)
Mid-Del Tech
Center
Introduction to
Parenting and
Early Care, Early
Care and Education
Teacher Assistant;
Early Care and
Education Master
Teacher; Early Care
and Education
Infant and Toddler
Care; Early Care
and Education
Director (W)
EARLY
EDUCATION:
Pathway to CDA;
Paraprofessional
Child Development
(W)
Moore Norman
Tech Center
Offer classes to
fulfill requirements
for the Early
Education:
Pathway to CDA
program (W)
Accredited by the
OK State Dept of
Education and the
OK Dept of Career
and Technology
Education (W)
Name of Tech Centers
Certificate Program
Credential Program
Accreditation Status
Other Offerings
Professional Development Opportunities Page 169 of 208
Francis Tuttle
Tech Center
ECE entry level
teacher assistant;
ECE master teacher
(W)
CDA (W) 3 Star DHS
Licensing; National
Academy of Early
Childhood
Programs; National
Association for
Education of Young
Children (W)
Pioneer Tech
Center
OK Department of
Career and
Technology
Education
Department of
Human Services:
entry level child
care training;
master teacher;
infant and toddler;
child care director;
teacher assistant
(W)
OK Department of
Career and
Technology
Education
Department of
Human Services:
CDA (W)
Gordon Cooper
Tech Center
ECE Master
Teacher; ECE
Director (W)
CDA (W)
Professional Development Opportunities Page 170 of 208
Oklahoma Professional Development Assessment Research Brief ~Professional Development Opportunities through Other Educational Organizations & Associations ~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
Bristow Public
Schools
Training and/or
education that leads
to CEU’s; Training
that lead to clock
hours; conferences;
workshops (S)
C.A.R.D. Head
Start
Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Training and/or
education that leads
to CEU’s; training
that leads to clock
hours; conferences;
workshops; pre-
and in-service
training (S)
Center for Early
Childhood Prof.
Devlm't
Pathway to
CDA (W)
Entry Level Child
Care Training
(ELCCT), CPR and
First Aid Training,
Shared Reading,
Alphabet Knowledge,
Learning to Reading
Through the
Environment,
Behavior & Guidance,
Creating Effective
Learning
Environments,
Focused Portfolios
Training, Leadership
Academy I & II and
Leaders in Action (W)
Professional Development Opportunities Page 171 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
Cherokee
Nation
Training that
assists with
certification or
re-certification
(S)
Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Training that leads
to clock hours;
workshops;
conferences; pre-
service training (S)
Child Care Inc. Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Training that leads
to clock hours only
(S)
Child Care
Resource Center
Training that
assists with
certification or
re-certification
(S)
Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Conferences;
workshops; pre-
and in-service
training (S)
Community
Action Project
Training that
assists with
certification or
re-certification
(S)
Early
childhood
specific
credentials;
Training
and/or ed.
that leads to
credential
hours (S)
Associates
degree
program;
Training
and/or ed.
that leads to
credit hours
(S)
Training and/or
education that leads
to CEU’s (S)
Community
Service Council
Training that
assists with
certification or
re-certification
(S)
Training
and/or
education
that leads to
credential
hours (S)
Training
and/or
education that
leads to credit
hours (S)
Training and/or
education that leads
to CEU’s;
conferences;
workshops; pre-
service training; in-
service training (S)
Professional Development Opportunities Page 172 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
Early Childhood
Association of
OK
Affiliate with
NCCA (W)
Annual conference;
Professional
development on the
Certified Childcare
Professional
Credential, the
National
Administrator
Credential,
Director's Advanced
Training, PD Video
series, Bus and Van
Driver training and
Conscious Discipline
training (W)
Early Learning
Innovations,
LLC
Training that
assists with
certification or
re-certification
(S)
Early
Childhood
specific
credentials
(S)
Training that leads
to CEU’s;
workshops, pre-
service and in-
service training (S)
Head Start Training funds
through HS T/TA to
address their own
program
improvement
efforts (W)
Integris Health Training that
assists with
certification or
re-certification
(S)
Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Training and/or
education that leads
to CEU’s;
conferences;
workshops; pre-
and in-service
training (S); Baby
Care and CPR
classes (W)
Professional Development Opportunities Page 173 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
ODMHSAS Training that
assists with
certification or
re-certification
(S)
Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Conferences;
workshops (S)
OK Afterschool
Network/OKAN
Member of the
National
Network of
Statewide
Afterschool
Networks
funded by the
Charles Stewart
Mott
Foundation (W)
OK CCR&R CDA
Credential
training for
Family Child
Care
Providers,
CDA
Credential
training for
Child Care
Centers; CDA
Training
(Spanish
version); 45-
Hour CDA
Renewal
Training (W)
Community-based
training on topics
including health,
safety, and risk
management,
successful business
practices, reading,
games, crafts, and
more; CDA training;
and Child care
essential training
(W)
Professional Development Opportunities Page 174 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
OK Child Care
Association
Training
and/or
education
that leads to
credential
hours (S)
Training
and/or
education that
leads to credit
hours (S)
Training that leads
to CEU’s and clock
hours; conferences
(S)
OK Dept. of
Career & Tech
Education
Early
childhood
programs at
many of the
tech centers
(W)
CDA
programs at
many of the
tech centers
(W)
Individual to
tech centers (W)
Individual to tech
centers (W)
OK Family
Resource
Coalition
Certification
as: Child &
Parenting
Assistant, Child
& Parenting
Practitioner
and Child &
Parenting
Specialist.
Recertification
available with
CEU (W)
Associated with
The Oklahoma
Institute for
Child Advocacy
(OICA) (W)
Family Matters
Conference held
each spring (W)
OK State Dept.
of Health
Training that
assists with
certification or
re-certification
(S)
Training that leads
to CEU’s and clock
hours; conferences;
workshops (S)
OK State
Regents for
Higher Ed.
Early
childhood
credentials;
training
and/or
education
that lead to
credential
hours (S)
Associates
and Bachelor
degree
programs;
training
and/or
education that
leads to credit
hours (S)
Training that leads
to clock hours (S)
Professional Development Opportunities Page 175 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
OK-AIMH
Trainings offered:
Foundations of Infant
Mental Health,
Reflective Practice,
Adverse Childhood
Experiences, Infant
Mental Heatlh
Endorsement,
Childhood Trauma,
Attachment, The
Impact of
Relationships on
Brain Development,
Infant Mental Health
& Adolescent Parent
OKDHS-OCCS Training
and/or ed.
that leads to
credential
hours (S)
Associates,
Bachelors
degree
programs;
Training
and/or ed.
that leads to
credit hours
(S)
Training that lead to
clock hours;
conferences;
workshops; in-
service training;
agency funds
various PD (S)
OSDH Family
Support and
Prevention (C1,
Start Right,
MIECHV)
Child Abuse
Training (W)
OSDH-Maternal
& Infant Health
OK-Train-
Oklahoma
Infant Sleep
Saftey for Early
Care and
Education
Providers (W)
Professional Development Opportunities Page 176 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
OSRHE/Scholars
for Excellence in
Child Care
Scholarship
can be used
toward:
Director’s
Certificate of
Mastery in
early care
education
administration;
Director’s
Certificate of
Completion;
Certificate of
Mastery in
child
development
or early
childhood
education;
Pathway
Competency
Certificate (W)
Scholarship
can be used
toward:
Pathway to
CDA; Child
Development
Associate
(W)
Scholarships
can be used
toward an
Associates or
Bachelors
Program awards
scholarships to
child care
professionals to
complete
coursework in the
area of child
development or
early childhood
education, as well as
the Child
Development
Associate (CDA) and
Certified Childcare
Professional (CCP)
Credential
Assessment (W)
Red River Early
Childhood
Association
Affiliated with
The National
Association for
the Education of
Young Children
(NAEYC) and
The Southern
Early Childhood
Association
(SECA) (W)
Annual Spring and
Fall Conferences
(W)
Professional Development Opportunities Page 177 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
Region VI Head
Start
Association
In conjunction
with ECLKC
Distance
Learning:
Associates in
Arts at
Northern
Oklahoma
College in
Child
Development
(W)
2nd National Birth
to Five Leadership
Institute (W)
The Institute for
Childhood
Education
Training
and/or ed.
that leads to
credential
hours (S)
Training
and/or ed.
that leads to
credit hours
(S)
Committed to
supporting
developmentally
appropriate
practice as
defined by the
National
Association for
the Education of
Young Children
(W)
Training
publications;
training kits to help
directors and
trainers lead
workshops; teacher
resources (W);
Training and/or
education that leads
to CEU’s;
conferences;
workshops (S)
The OK Autism
Network:
Tolbert Center
for
Developmental
Disabilities
Church trainings
for church staff
working with
children with
autism. Also can
provide Autism
training for
Oklahoma School
Districts (W)
Professional Development Opportunities Page 178 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
Tick Tock
Training
Certificates for
completion of
webinars.
Subjects:
Abuse; Art of
Management;
Stress
Management;
Emergency
Response;
ADHD;
Discipline and
Guidance;
Positive Verbal
Environments
(W)
Online or
class format
CDA; CDA
renewal
hours;
Director
credential;
Directorship
renewal (W)
Classes offered in
workshop form to
help professionals
get required yearly
clock hours for child
care licensing; Train
the Trainer clock
hour classes; CPR
and First Aid (W)
Tulsa Public
Schools
Links to national
professional
development
resources; WISE
Planning tool (W)
United Way
Stephens
County
Training and/or
education that leads
to CEU’s; workshops
(S)
Professional Development Opportunities Page 179 of 208
Name of Other Organizations & Associations
Certificate Program
Credential Program
Degree Program
Accreditation Status
Other Offerings
Wichita Tribe
Wichita
Higher
Education
program
assists tribal
members with
funding
college (W)
Job Placement and
Training program
provides tribal
members with a bi-
weekly stipend
assistance for
attending a
Vocational or
Technical Center.
Funding is available
to Wichita tribal
members required
by employment, to
enhance their job
skills and/or obtain
their GED. Motor
Fuels Tax Revenues:
The Higher
Education program
has received
assistance from the
MFTR funding. This
funding is to assist
full-time graduate,
college, and
vocational/technical
students (W)
Type of Offerings Page 180 of 208
~Appendix R~
Professional Development:
Type of Offerings
Type of Offerings Page 181 of 208
Oklahoma Professional Development Assessment Research Brief ~Format of Professional Development Opportunities through Other Educational Organizations & Associations ~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of Other Organizations & Associations
Face-to-Face
On-line Distance Learning
On-Site Training and/or
Education
Other
Bristow Public
Schools
X (S)
C.A.R.D. Head Start X (S) X(S)
Center for Early
Childhood Prof.
Devlm't
X (S) X(S)
Cherokee Nation X (S) X(S)
Child Care Inc. X (S) X(S)
Child Care
Resource Center
X (S) X(S)
Community Action
Project
X (S) X(S)
Community
Service Council
X(S) X(S) Conference or
Leadership
Institutes (S)
Early Childhood
Association of OK
X(S) X(S) Video (S)
Early Learning
Innovations, LLC
X(S) X(S) X(S)
Head Start Pre/ in-service
training (W)
Integris Health X(S) X(S) X(S)
ODMHSAS X(S) X(S)
Type of Offerings Page 182 of 208
Name of Other Organizations & Associations
Face-to-Face
On-line Distance Learning
On-Site Training and/or
Education
Other
OK Afterschool
Network/OKAN
OK CCR&R X(W) X(W)
OK Child Care
Association
X(W) X(W Video (W)
OK Dept. of Career
& Tech Education
29 technology
centers on 57
campuses (W)
OK State Dept. of
Health
X(S) X(S)
OK State Regents
for Higher Ed.
X(S)
OK-AIMH X(S)
OKDHS-OCCS X(S) X(S) X(S) X(S)
OSDH Family
Support and
Prevention (C1,
Start Right,
MIECHV)
OSDH-Maternal &
Infant Health
OSRHE-Scholars
for Excellence in
Child Care
X(S)
Red River Early
Childhood
Association
Region IV Head
Start Association
Type of Offerings Page 183 of 208
Name of Other Organizations & Associations
Face-to-Face
On-line Distance Learning
On-Site Training and/or
Education
Other
The Institute for
Childhood
Education
X(W) X(W)
The OK Autism
Network: Tolbert
Center for
Developmental
Disabilities
X(W) X(W) Conferences
and retreats
(W)
Tick Tock Training
X(W) X(W) Local
workshops,
courses,
seminars,
webinars (W)
Tulsa Public
Schools
United Way
Stephens County
X(S) X(S)
Wichita Tribe
Type of Offerings Page 184 of 208
Oklahoma Professional Development Assessment Research Brief ~Format of Professional Development Opportunities through OK Tech Centers~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of Tech Centers
Face-to-Face On-line Distance Learning
On-Site Training and/or
Education
Other
Tri-County Technical Center
Chickasha
El Reno
Caddo Kiowa Tech Center
X(S) X(S) X(S)
KTC @ Atoka
(Career Majors
may not be
available at all
KTC campuses)
X(S) X(W) X(S)
Type of Offerings Page 185 of 208
Name of Tech Centers
Face-to-Face On-line Distance Learning
On-Site Training and/or
Education
Other
KTC @
Durant
(Career Majors
may not be
available at all
KTC campuses)
KTC @
McAlester
(Career Majors
may not be
available at all
KTC campuses)
X(W)
KTC @ Hugo
(Career Majors
may not be
available at all
KTC campuses)
X(S) X(W)
Mid-Del Tech
Center
X(W) one class
only
Type of Offerings Page 186 of 208
Name of Tech Centers
Face-to-Face On-line Distance Learning
On-Site Training and/or
Education Other
Moore
Norman Tech
Center
X(W) Online and
hybrid; short-
term classes on
weekdays,
evenings, and
Saturdays (W)
Francis Tuttle
Tech Center
Work with
young children
in Francis
Tuttle's Child
Development
Center (W)
Pioneer Tech
Center
X(W) Students work
in children's lab
and pre-school;
Online Child
Care &
Parenting on
ed2go (W)
Gordon
Cooper Tech
Center
X(W) through
Ed2go
Type of Offerings Page 187 of 208
Oklahoma Professional Development Assessment Research Brief ~Format of Professional Development Opportunities through OK IHE’s~
KEY: W=information obtained from website; S=information obtained from Professional Development Survey
Name of IHE Face-to-Face On-line Distance Learning
On-Site Training
and/or Education
Other
Cameron University
X(S) X(S)
Carl Albert State College
X(W)
City College, Inc.
Connors State College
X(S) X(W) X(W)
East Central University
X(W)
Eastern OK State College
X(W)
Langston University
X(W) X(S)
Mid-America Christian University
X(W) X(W)
Murray State College
X(S) X(W) X(W)
Northeastern OK A & M College
X(W)
Northeastern State University
X(S) X(S)
Northern OK College
X(S)
Northwestern OK State University
X(W) X(S) X(S)
OK Baptist University
X(W)
OK Christian U X(W) X(S) X(S)
Type of Offerings Page 188 of 208
Name of IHE Face-to-Face On-line Distance Learning
On-Site Training
and/or Education
Other
OK City Community College
X(W) Saturdays and in evenings
OK City University
X(S) X(W)
OK State U (Main Campus)
X(S) X(S) X(S) X(S)
OSU-OKC X(S) X(W) On campus in evenings, online and hybrid format; DEVE Early Care and Education courses (W)
Redlands Community College
X(W) X(W) X(S)
Rose State College
X(S) X(S)
Seminole State College
X(S) X(W)
Southeastern OK State U
X(S) X(S) X(S)
Southern Nazarene U
X(W) X(W)
Tulsa Community College
X(S) X(S) X(S)
University of Central OK
X(S) X(S) X(S) Field experiences, practicum, internships (S)
University of OK
X(S) Evening and occasional weekend format helps meet needs of students with work and family commitments (Schusterman campus) (W)
Type of Offerings Page 189 of 208
Name of IHE Face-to-Face On-line Distance Learning
On-Site Training
and/or Education
Other
USAO X(S)
Western OK State College
X(W) X(W)
Recommendations At-A-Glance Page 190 of 208
~Appendix S~
Recommendations At-A-Glance
Recommendations At-A-Glance Page 191 of 208
Quality
Assurance
Diversity,
Inclusion,
and Access
Integration
Compensation
Parity
Training and trainer approval systems
Faculty in-service
Consistent evaluation of professional development and of trainers/educators
Enhancing relationship-based professional development
Training calendars for all regions of the State
Scholarship opportunities for all sectors and all levels of professional development
Targeted outreach to underserved populations
Training and courses offered in easily accessible locations and at times that are helpful to working students
Ensuring that dual language support is meeting the need
Coupling basic education courses with relevant coursework related to ECE or Child Development
Transparency of early childhood professional development funding and eligibility
System planning and development with all early childhood sectors
Consistent, systemic alignment of training and education with the core competencies and career pathway as well as with licensing, QRIS, and pre-K standards
Workforce data reports
Professional development policies that value all professionals working with children and families that cover the birth to age eight age span
Gathering of information from stakeholders and the public to help inform future strategies for professional development
Incentives for students to participate in the early
childhood professional development system
Track and disseminate data on compensation,
benefits, incentives, retention, turnover and
professional development
Specific and adequate financing in all sectors that
considers compensation
Oklahoma Early Childhood Professional Development
Assessment Recommendations…
Recommendations At-A-Glance Page 192 of 208
Oklahoma Early Childhood Professional Development
Guiding Principle Reflective Questions to Consider…
Is there a measure of professional development effectiveness?
Is there a measure of professional development quality?
What data is tracked, collected, and shared that can help with measures of quality and effectiveness?
Quality
Assurance
Has the penetration of early childhood professional development reached all sectors of the early childhood workforce?
Is the workforce aware of professional development opportunities?
Are underserved populations being reached by the opportunities that exist? Are new methods being used to reach these populations?
Is there a concern about degree completion and the supports needed for completion?
What data is tracked, collected, and shared to help better understand strategies to access populations that are diverse or underserved so that they can feel included within early childhood professional development?
Diversity,
Inclusion,
and Access
Is there consistent implementation of the core competencies?
Is there a clear pathway toward progression within the career ladder upon completion of professional development opportunities?
Is there articulation across training and education between the sectors (e.g., community-based training and IHEs)?
What data is tracked, collected, and shared that can help to better understand early childhood professional development integration?
Integration
To what extent are compensation issues impacting
professional development?
Are changes in administrator or teacher practice
affected by low compensation and high turnover? Compensation
Parity
Recommendations At-A-Glance Page 193 of 208
~Appendix T~
Interviews with Professional Development
and Workforce Workgroup
Interviews Page 194 of 208
OK Professional Development System Assessment ~Professional Development & Workforce Workgroup Interview Protocol~
Rationale As part of the Oklahoma early childhood professional development system assessment, interviews will be conducted with members of the Professional Development & Workforce workgroup to get feedback from members related to current policies and practices in early childhood professional development, what is working well with these policies and practices and what needs to be strengthened. The questions asked of the workgroup will reflect the components found in NAEYC’s Early Childhood Workforce Systems Initiative State Policy Blueprint Planning Guide. Information gathered from the interviews will be reflected aggregately in the Professional Development System assessment final report and will help inform the findings and recommendations for improvement. Methodology All members of the Professional Development & Workforce workgroup will be sent an email invitation to participate in the professional development assessment interviews. Scheduled options for telephone interviews as well as the interview questions will also be emailed to members of the workgroup. If members cannot participate at any of the scheduled times or prefer to provide written responses, a Survey Monkey link to the interview questions will be made available. Members will have a deadline to participate in the interview process as well as the option of using the survey posted on Survey Monkey. Interviews should take 30-45 minutes to complete. All interviews will be conducted and recorded by staff from Oldham Innovative Research. Recordings will be used for transcription purposes and will be erased after the information is transcribed. Identifying information will not be included in the final report. Interview Questions and Results The interview questions and the responses are highlighted below (in blue font). Four members of the Professional Development and Workforce workgroup responded to the questions.
1) After reading through the “Oklahoma Professional Development Assessment” Survey
results what stood out for you in terms of: a) Pleasant surprises or findings that don’t fit your experience?
…not sure that there were at first glance; so many different types of people that answered; analysis will allude to this more perhaps; interesting overall …The variety of respondents was impressive. …Given the large number of assistant, associate, and professor ranks of the respondents, I am not surprised that the majority of training is for early childhood teachers and teacher candidates. …I believe that the early learning guidelines are well represented in the standards area.
Interviews Page 195 of 208
… Pleased to see the high percentages of early childhood teachers participating in PD. …Not really
b) Calls for action?
...one comment (interesting): HS not supportive; not sure that was representative; bring to mind one thing…HS funding assisting people to get degrees not explicit unless a part of PD plan (no one has had entire degree paid by HS); in fact, HS $ spent on degrees employees need to sign form to stay at HS program for three years especially important for monitoring (wrote into HS ACT law) …same thing could cause an increase as well as a decrease (p. 27) …barrier to State scholarship program is perception that HS has a lot of money so makes HS employees not eligible; money of 2001 really gone …other than HS only one with the mandate to have a ECE/CD degree …Continue to build PD for early childhood directors since they are the pivotal point for a program’s success or failure. …Didn’t see any that we didn’t already know about.
c) Cautions?
…study that we are meeting demand but view that we are not (increasing demand for staff as they leave the state); competing for a small group of people (HS and Pre-K-grade 2); more folks to work in 4 year old programs …takes a long time to get a two-year degree…help these folks to get closer to a four year degree; CDA not getting credit toward a two-year degree …compensation comparability; pressure on HS (costing more to have those teachers) …There are so many standards listed. As a group, we need to realize that every entity has a set of standards that must be met. …I question reliance on asking “stakeholders” about the degree of competence. The reliance should be within the profession and with parents. The term “stakeholders” indicates the person with the money who often times does not have the knowledge of child development necessary to make those judgments.
2) Referencing the chart below (from, NAEYC Early Childhood Workforce Initiative: State
Policy Blueprint Planning Guide) what are the top three to five questions that the Oklahoma Professional Development and Workforce Workgroup should prioritize for work in the next six months to a year based on what has been learned from the survey as well as what you are hearing from the field? (The highlighted questions were noted as priority areas to explore further)
Integration
Quality Assurance
Diversity, Inclusion, and Access
Compensation Parity
Professional Are competencies designed for all
Do the competencies
Do the competencies address and support
Do competencies explicitly tie adult
Interviews Page 196 of 208
Integration
Quality Assurance
Diversity, Inclusion, and Access
Compensation Parity
Competencies early childhood professionals regardless of role or work setting? Do competencies align with licensing, state-based credential, Head Start, pre-K, and other related standards from the various early childhood sectors? (2 responses)
require mechanisms and processes to ensure that they are appropriate and current based on the latest research on best practices, skills, and knowledge? (2 responses) (State tests are really are not that good for EC or CD…disconnect) These two points are highlighted because there needs to be more tolerance or recognition of professional competencies that are not contained the Early Learning Guidelines.
diversity, inclusion, and access? Is there a focus on cultural competence and language acquisition? Do they integrate special and general education? Do they incorporate or value adult learners’ previous knowledge and skill acquisition?
learners’ proficiency in or mastery of professional standards to increased compensation (through connections to career pathways, salary scales, wage supplements)?
Career Pathways doing well…but not public school involvement; needs to be tied to all different types of PD
Do pathways include and align professional opportunities across early childhood sectors and roles? (2 responses)
Are there specifications for systems to verify, record, update, and track individuals’ qualifications and ongoing development? Placement on career pathways? Evaluate such efforts?
Are there specifications that require processes to inform professionals about professional growth and career opportunities? Are there varied entry points and qualification alternatives?
Are there specifications as to advancement on career pathways linked to increased compensation or compensation comparable to other professions with similar requirements? Compensation/pay is always a concern.
Articulation Do articulation agreements support qualification requirements for all sectors? Do articulation agreements connect IHE’s to each other and to community-based
Do articulation policies include time specifications for implementation of agreements? Requirements for review and revision of courses or agreements? Reports on progress?
Do articulation policies require processes to inform students about and advise them on education options and requirements (e.g., student advising)? Include alternative methods of course and degree
Do articulation policies address student financial aid, scholarships, attendance, and degree completion incentives and/or other monetary support? Attention to career opportunities and
Interviews Page 197 of 208
Integration
Quality Assurance
Diversity, Inclusion, and Access
Compensation Parity
or non-credit training?
Evaluation of efficacy?
completion? Include other requirements specifically aimed at supporting, recruiting, or retaining minorities?
salary prospective?
Advisory Structure
Does policy for advisory structure include representatives from the various early childhood sectors, across agencies and quality initiatives?
Does the advisory structure have mechanisms or processes in place to ensure accountability (strategic planning, research/evaluation tied to planning process, reviews/reports of progress, stakeholder input tied to planning or recommendations)?
Does the advisory structure include perspectives representing the diversity of the field (racial, ethnic, ability, role, etc)?
Does the advisory structure explicitly address compensation related issues (as part of planning, as an objective)?
Data Tracking and Collection Foundation of all the problems; can’t get one data system to talk to each other
Are there methods for collecting, sharing, and disseminating cross-sector data to stakeholders, funders, and the public?
Does the system verify, record, update, and track individuals’ qualifications and ongoing development? Placement on career pathways? Professional development offerings? Evaluate such efforts?
Does the system collect workforce data by role, program setting, credential, demographic characteristics, experience in the field, population and age of children served, and compensation? Data related to program sustainability, stability, and other access and support related issues? Is data shared with those it represents and who need it?
Is data collected and analyzed specific to compensation (salaries and benefits)? Data collected on other professions for which parity is sought for early childhood professions? Retention data by role?
Financing Public-private partnership should be continued to be fostered
Are federal, state and/or private sources coordinated to fund professional development system needs?
Is there transparency in where and how resources are being directed and why? Are review processes and other accountability measures tied to financial programs or spending?
Do funders, administrators, participants, and families know what fiscal resources are available? Are barriers to financial aid and scholarships are examined and policies crafted to increase access? Is financing of the governance and
Does funding explicitly address workforce compensation and/or include financing in all sectors of the system to support compensation equivalent to positions within and across fields
Interviews Page 198 of 208
Integration
Quality Assurance
Diversity, Inclusion, and Access
Compensation Parity
I am not aware of any ways that funding is used, so I would naturally believe that there needs to be more transparency.
institutional aid to higher education included in the system?
requiring similar preparation and experience?
3) What are the barriers that get in the way of addressing early childhood professional development and workforce issues? …different systems and standards …Child Care licensing biggest barrier right now; especially with blended rates (esp. with EHS); not enough money (cannot do HS and then wraparound); dollars do not work; exception is home-based…doesn’t work for working parents …There is little understanding or tolerance of individual or various program roles. …The field of early childhood is so broad that there cannot be a one-size-fits-all approach. Public schools are vastly different from child development centers, from Head Start, from higher education teacher preparation programs. …Dealing with such a broad range of ages is difficult. Programs for infants cannot be rightfully compared to programs for eight-year-olds. …Articulation between community colleges and universities need to be better. Financing for supporting PD as well as salaries for those working in early childhood need to be increased. In addition, agencies need to collectively work to facilitate funding avenues. …There is a stronger sense of collaboration. However, sometimes we get caught in hearing only what Head Start might be able to offer. What about State Department of Education? …There is not enough cross-system discussion and coordination. …Pay inequities exist and make standardization difficult to pursue …Sometimes we get caught in hearing only what Headstart might be able to offer. What about State Department of Education?
4) What opportunities exist (and are ripe right now) for designing and/or implementing changes to the early childhood professional development and workforce system? …removing barrier of EHS and child care funding; national discussion (present at SmartStart) …model in Illinois …continuing to get HS in the Registry to formulate better PD for HS; need to do training that folks are getting credit for; mine to see what the needs are …Registry now requiring all licensees to be on Registry …people care about working together; a place to work on issues like OSPE workgroups
Interviews Page 199 of 208
…Cross-walks of standards have been made between standards and programs, but there is still little acceptance of specific program requirements. Now would be a good time to inform each other of our roles. …There is a stronger sense of collaboration. …Keep talking, Early Learning Guidelines have been updated. Now we need to try and get everyone on the same page.
5) Are there other priorities that you feel should be addressed there were not captured in
question 2? …CDA thing; don’t know about CDA’s leading to a 2 –year degree; if they do not lead to something then eliminate; waste of time for practitioners unless it leads to somewhere; need credit and to get recognized …practitioners need to know what they are paying for and what the differences are …Smart Start often overlooks partners that are needed in the process.
6) Other additional thoughts, suggestions, questions, etc.? …While this process is a beginning, we need regular opportunities to do this type of review (every other year would be quite helpful). I think it would build trusts between those who are working on these efforts as well as help ALL to see the bigger system effort rather than what one or two agencies or entities might provide.
Literature Review Page 200 of 208
~Appendix U~
Literature Review of National Trends
in Professional Development Assessment
Literature Review Page 201 of 208
Oklahoma Professional Development Assessment Research Brief ~Review of National Trends in Early Childhood Professional Development~
Nationwide, an increasing number of states have implemented policies or are beginning to formally address strategies with regard to professional development systems for early childhood professionals. Research points to the knowledge and skills of an early childhood workforce as the cornerstone of high quality early childhood programs and states and taskforces have begun to organize their efforts with this in mind.
The following review includes a summation of two key articles as well as three framework overviews of the Center for the Study of Child Care Employment and the National Professional Development Center of Inclusion Survey of Providers of Professional Development. The articles include information from the Center for the Study of Child Care Employment and the state of Rhode Island. Key items gleaned from the articles include (1) purpose of the study, (2) methodology, (3) results, and (4) discussion points. The framework overviews include the states of Iowa, North Carolina, and Pennsylvania. Key items gleaned from the frameworks include (1) impetus for development of framework, (2) key personnel involved in development (3) components of framework, and (4) lessons learned.
A Policy Framework for an Early Childhood Iowa Professional Development System39
Impetus for Development of Framework
Designed to empower early childhood professionals in order to improve the quality of services provided to young children and their families.
The report depicted Iowa’s Early Childhood Professional Development System as fragmented, duplicative, and lacking in essential recourses. According to the report early childhood professionals need preparation, ongoing development, and support to ensure that Iowa’s youngest children and their families have quality early childhood experiences.
The impetus for the development of their framework was due to Iowa’s professional development system requiring the support of public policies.
Key Personnel
A 14-member Steering Committee provided guidance on the development of the framework.
Key Components
The goal of Iowa’s integrated professional development system is to encourage diversity while minimizing discrepancies in individual and sector access to resources and opportunities, while providing equally access to the early childhood workforce. With regard to its goal, the framework also referenced that policies may need to be developed that ensure cross-sector coordination to better align the precise nature of the competencies themselves and any professional development activities.
39 A Policy Framework for an Early Childhood Iowa Professional Development System, 2009, adapted from the National Association for the
Education of Young Children’s (NAEYC) Workforce Designs initiative, LeMoine, S. (2008).
Literature Review Page 202 of 208
Lessons Learned
Iowa’s Early Childhood Professional Development System requires supportive policies to ensure its goals are attainable and successful. The following six essential policy areas make it possible to build and support a comprehensive professional development system: (1) Professional Standards, (2) Career Pathways, (3) Articulation, (4) Advisory Structure, (5) Data, and (6) Financing.
Pennsylvania Professional Development System Framework for Early Care and Education40
Impetus for Development of Framework
The impetus for the current PA Keys to Professional Development System began during development of the QRIS in 2001. The QRIS planning group was Pennsylvania’s first attempt to address early childhood quality issues comprehensively.
Key Personnel
Representatives from Head Start, child care, early intervention programs, and advocates were involved. With input from community stakeholders, OCDEL, and the PA Key, this collective group worked collaboratively to set and implement strategies.
Key Components
Mission: Pennsylvania is committed to providing quality learning opportunities for Pennsylvania’s children and their families by creating an integrated system of outreach, support and resources for early childhood, and school-age educators and their programs.
Identified and defined the following Guiding Principles which reflect the essential components of a quality improvement system designed to improve child outcomes:
o Leadership o State, Regional and Local Coordination o Commitment to Quality Content o All Practitioners and Programs o Focus on Credentials and Professionalism o Systems Coordination, Integration and Accountability o Compensation, Funding and Financing o Public, Stakeholder and Community Outreach o Leveraging Resources o Regional Planning
Lessons Learned
A Career Advising workgroup was formed to begin to develop tools and resources to support the many entities providing career advising supports throughout the state. This work was funded through the American Recovery and Reinvestment Act (ARRA).
40 Pennsylvania Professional Development System Framework for Early Care and Education, Office of Child Development and Early Learning, May 2012
Literature Review Page 203 of 208
A work in progress as a result of the framework: An online Career Advising toolkit that can be accessed by Instructors, Technical Assistance Consultants and Directors to download current forms, resources and supports. Also, the Pennsylvania Career Resource Guide was slated for distribution in the summer of 2012. Proposed sections of this document include: Careers in Early Childhood and School Age, Salaries and Compensation, Investigating Your Career Pathway and Goals, Career Lattice and Teacher Quality, Choosing an Accredited College or University, Educational Requirements in Pennsylvania and Financial Resources.
Ensure there are additional supports at all levels to support at-risk populations.
An additional program that resulted from the framework: Deepening Our Understanding of Continuous Quality Improvement (CQI) builds on the model used with technical assistance consultants. This professional development series is designed to provide CQI training and resources that build on PA’s Core Competencies for STARS Managers Survey Results.
The North Carolina Professional Development Framework for The Early Childhood and Out of School Time System: Results and Actions from Regional and State Planning41
Impetus for Development of Framework
The state of North Carolina is committed to maintaining excellence on behalf of children and families including the professional development that supports the early childhood and out of school time workforces. The state supports a systematic process of discussion, data collection, and analysis to identify and document a vision for professional development in the states as well as gaps in need of focus and resource allocations.
The North Carolina Division of Child Development and Early Education (DCDEE) contracted with the North Carolina Child Care Resource and Referral Council (CCR&R) to support the facilitation of a professional development planning process across the state.
Key Personnel
18 CCR&R regional teams met with four formal gatherings per region. Team members and participation was broken down as follows: direct service providers (26%), child care resource and referral (19%), higher education (18%), Smart Start (15%), early intervention (7%), more at four (5%), Division of Child Development (4%), Head Start (4%), system level (2%).
Key Components
Because North Carolina is a diverse state, it was critical that regional contexts that make up the state be considered in relationship to a wide-angle view the. The framework therefore allows for a unified view of the gaps within the states
41 The North Carolina Professional Development Framework for The Early Childhood and Out of School Time System: Results and Actions from Regional and State Planning, J. Lower, M. Porterfield, D. Cassidy, 2012.
Literature Review Page 204 of 208
professional development system and provides a documented baseline of continuous planning and evaluation.
Regional vision statements were synthesized to create a state-level vision for the North Carolina Professional Development System for the early childhood and out of school time workforce.
Lessons Learned
The DCDEE committed to meeting goals within each of the five defined domains (sustainability, external validation, professionalism, accessibility and essential content), identified within the framework, recognizing common needs across the state and unique needs within specified regions.
Through this process the state plans to strengthen coordination efforts with partners as well as internal and external advisory committees to determine policy, rule, and legislative and /or program changes needed in order to improve the early childhood and out of school time professional development system in NC in order to ensure optimal services for all children and families.
Rhode Island’s Early Learning and School-Age Professional Development System Plan,
June 201242 Purpose of the Study
The Work Team’s purpose was to develop an executable plan for RI’s professional development system for the child care, early education and school-age workforce.
The Work Team was guided by the expectations set forth in the scope of work for the Resource Center and informed by the National Association for the Education of Young Children’s (NAEYC) Workforce Designs 2008 plan, that states ‘an integrated early childhood professional development system is a comprehensive system of preparation and ongoing development and support for all early childhood education professionals working with and on behalf of young children’.
Methodology
To support the framework, four key principles for policymaking to build an integrated professional development system and guide outcomes were used. The principles are as follows:
Integration – the system works across sectors, unifies the profession and aligns with program standards.
Quality assurance – every element of the system meets high standards and improves effectiveness.
Diversity, inclusion and access – policies support inclusion and access among diverse groups.
Compensation parity – progress is demonstrated toward achieving parity among equivalently qualified practitioners in different sectors.
Results
42 Rhode Island’s Early Learning and School-Age Professional Development System Plan, K. Beese, T.Camillo, June 2012.
Literature Review Page 205 of 208
The PD system requires ongoing oversight and needs to be structured in order to benefit multiple viewpoints, small enough to be efficient and well-connected to authority to be most effective.
Establishing interoperable data systems creates the ability for all members and participants to have access; a unique identifier is assigned to each practitioner.
Credentials, degree programs an certifications are recognized across sectors.
Continual improvement and/or individual planning is the norm.
Task forces focusing on PD systems work with the state Early Learning Council.
Co-funding partnerships are encouraged. Discussion points
Key areas in which to focus are as follows:
Professional standards
Career pathways
Articulation
Advisory structure
Data
Financing
Center For the Study of Child Care Employment. Report 2012. By Default of By Design? Variation in
Higher Education Programs for Early Care and Education Teaches and Their Implications for Research
Methodology, Policy, and Practice. By Mary Whitebook, Lea J.E. Austin, Sharon Ryan, Fran Kipnis,
Mirella Almaraz, and Laura Sakai
Purpose of Study
The purpose of the study presented in this article was to bring to light the limitations of current ways of
conceptualizing and studying early childhood teacher education. The authors present a series of
recommendations for more meaningful ways of describing and evaluating the quality of higher
education programs for early care and education practitioners. It focused on four dimensions: program
content, clinical experiences, faculty characteristics and institutional context.
Methodology
The report was based upon a case study (Yin, 2009) of two early childhood B.A. completion cohort
programs.43
Results
The first key finding in this report addressed assessing variation in program content. Typically
research about higher education for ECE practitioners has focused on topics included in a course of
study. According to the authors, “while counts of particular topics included in program descriptions
may indicate what is missing from a course of study, they offer insufficient information for
understanding the range and depth of student exposure to particular content”.44 Instead, the authors
recommend gathering the following information:
43 Yin, R.K. (2009). Case Study Research: Design and Methods (4th ed.). Thousand Oaks, CA: Sage Publications, Inc. 44 Whitebook, M., Austin, L., Ryan, S., Kipnis, F., Almaraz, M., (2012). By Defaults or By Design: Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and
Literature Review Page 206 of 208
Program goals and objectives for student learning
Courses offered to help students achieve these goals and objectives
The teacher competencies or standards to which program content is aligned
The next key finding addressed assessing variation in clinical experiences. Typically research has
examined whether or not a program requires students to complete a clinical experience focused on
young children. The authors suggest a more accurate assessment can be made by gathering detailed
information on the objectives, structure, and intensity of the students’ experience.
The third key finding focused on assessing variations in faculty characteristics. Here the authors put
forth that typically research has relied on one person within a program to provide information about all
relevant faculty members. Rather than this approach, the authors suggest including individual faculty
members to provide information about their academic background, demographic characteristics, early
childhood professional preparation, professional development and applied experience.
Lastly, the authors address the issue of assessing variation in institutional context. Traditionally
research has been based on occasional surveys to learn about higher education offerings for ECE
practitioners. The authors suggest that this approach doesn’t capture changes in program design,
content, staffing and/or student support. Instead, they suggest collecting and maintaining up-to-date
information on the capacity and content of higher education programs. The authors state, “institutions
of higher education should be required to report changes in teacher preparation program offerings,
whether in response to state policies, changes in funding, or other institutional dynamics, any of which
could dramatically impact program quality and services offered”.45
Discussion
Higher education programs for early care and education practitioners are not alike; identifying the
variations among these programs will help to clarify types of programs that are more or less successful
and will help to shape reform of the system.
Practice. Berkeley, CA: Center for the Study of Child Care Employment, Institute for Research on Labor and Employment, University of California, Berkeley. 45 Whitebook, M., Austin, L., Ryan, S., Kipnis, F., Almaraz, M., (2012). By Defaults or By Design: Variations in Higher Education Programs for Early Care and Education Teachers and Their Implications for Research Methodology, Policy, and Practice. Berkeley, CA: Center for the Study of Child Care Employment, Institute for Research on Labor and Employment, University of California, Berkeley.
207
~Appendix V~
Professional Development
Assessment Survey
208
Page 1
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey
The Smart Start Oklahoma Professional Development and Workforce work group is conducting an Early Childhood Professional Development assessment to determine the degree to which Oklahoma's private and public institutions of higher education and other entities that provide early childhood professional development assist the early childhood workforce to enter and succeed in the profession. The survey will examine the following areas of professional development: existing opportunities, quality assurance, utilization, funding, alignment, policies, employment and compensation parity. Due to the comprehensiveness of this survey (comprised of 52 questions in 7 areas ) it will take 3045 minutes to complete and can stopped and then completed at any point in time. The link to the survey will be open until April 1, 2013. Please feel free to forward the survey link to any of your colleagues who you feel could offer insight into this effort. All survey participants will receive the results of the survey once they are compiled into a report.
The following definitions will be helpful to better understand the survey questions. These definitions come from the 2011 NAEYC and NACCRRA publication, "Early Childhood Education Professional Development: Training and Technical Assistance Glossary" (found at: http://www.naeyc.org/files/naeyc/file/ecprofessional/NAEYC_NACCRRA_TrainingTAGlossary.pdf) Professional Development: continuum of learning and support activities designed to prepare individuals to work with young children and their families; lead to improvements in knowledge, skills, practices and dispositions; encompasses education, training and technical assistance Training: learning experience(s) specific to an area of inquiry and related to a set of skill or dispositions, delivered by a professional(s) with subject matter and adult learning skills and knowledge. A planned sequence of training sessions comprises a training program. Technical Assistance: provision of targeted and customized supports by professional(s) with subject matter and adult learning skills and knowledge to develop or strengthen processes, knowledge, application, or implementation of services by recipients (e.g., mentoring, coaching, consultation, professional development advising, peertopeer). Other definitions that may be helpful: Education: more formalized experiences that lead to creditbearing coursework that can be applied to a credential and/or degree. Sectors: institutions of higher education providing credentials and/or degrees in early childhood education or related filed; communitybased entities that provide professional development opportunities to early childhood and schoolage care professionals (e.g., Child Care Resource and Referral Agencies); associations that provide support to the early childhood and/or schoolage care profession; and Head Start. There will be subsequent definitions to refer to throughout the survey areas.
The reported demographics will be shared in aggregate only. Individual names and responses will not be shared during any part of the project.
Introduction
Definitions
Demographics
Page 2
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey1. Name
2. Employer
3. Job Title
4. Preferred way to contact you (please provide address, phone number, and/or email address)
5. Length of time in current position
The following 13 questions are related to professional development opportunities. Professional development is defined as continuum of learning and support activities designed to prepare individuals to work with young children and their families; lead to improvements in knowledge, skills, practices and dispositions; encompasses education, training and technical assistance.
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Professional Development
13 months
nmlkj
46 months
nmlkj
712 months
nmlkj
1.1 to 3 years
nmlkj
3.1 to 5 years
nmlkj
5.1 to 10 years
nmlkj
more than 10 years
nmlkj
Page 3
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey6. Who are the professionals that participate in the professional development opportunities that you offer (check all that apply)?
7. What level of education is most representative of the early childhood practitioners that participate in your professional development opportunities (check one)?
Early Childhood Directors
gfedc
Early Childhood teachers
gfedc
Early Childhood assistant teachers
gfedc
Family Child Care providers
gfedc
Home Visitors
gfedc
Paraprofessionals
gfedc
Special education/early interventions teachers
gfedc
Speechlanguage pathologists
gfedc
Occupational therapists
gfedc
Physical therapists
gfedc
School psychologists
gfedc
School Principals
gfedc
PreK Coordinators
gfedc
Coaches
gfedc
Mentors
gfedc
Consultants
gfedc
Other (please specify)
GED
nmlkj
High School
nmlkj
Some college
nmlkj
Associates
nmlkj
Bachelors
nmlkj
Graduate
nmlkj
Not sure
nmlkj
Other (please specify)
Page 4
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey8. What type of early childhood professional opportunities do you offer (check all that apply)?
9. How do you deliver your professional development opportunities (check all that apply)?
Associates degree program
gfedc
Bachelors degree program
gfedc
Masters degree program
gfedc
Early childhood specific credentials
gfedc
Training and/or education that leads to credit or credential hours
gfedc
Training and/or education that leads to CEU's
gfedc
Training that leads to clock hours only
gfedc
Training that assists with certification or recertification
gfedc
Technical assistance
gfedc
Conferences
gfedc
Workshops
gfedc
Preservice training
gfedc
Inservice training
gfedc
Other (please specify)
Facetoface
gfedc
Online
gfedc
Distance Learning (i.e., ITV)
gfedc
Technical assistance via phone
gfedc
Electronic technical assistance (i.e., email, web site contact request, Facebook, Twitter)
gfedc
Facetoface technical assistance
gfedc
Onsite training and/or education
gfedc
Other (please specify)
Page 5
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey10. Are professionals delivering education and/or training required to go through an approval process (i.e., OK Center for Early Childhood Professional Development Registry Approved Educators process)?
11. What are the requirements of the professionals delivering education and/or training?
12. What languages do you offer education/training in?
13. What content areas are covered in the professional development opportunities that you offer (check all that apply)?
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Yes
nmlkj
No
nmlkj
Not sure
nmlkj
Other (please specify)
Child Growth and Development
gfedc
Health, Safety and Nutrition
gfedc
Family and Community Partnerships
gfedc
Learning Environment and Curriculum
gfedc
Interactions with Children
gfedc
Program Planning, Development and Evaluation
gfedc
Professionalism and Leadership
gfedc
Other (please specify)
Page 6
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey14. In rank order (with 1=most important), rank the top three supports that are important to professionals involved in your professional development opportunities.
15. What professional and program standards/competencies do you utilize when planning education/training (check all that apply)?
6 Financial assistance
6 Flexible class schedules
6 Convenient location
6 Support from faculty/trainers
6 Academic tutoring and assistance
6 Experience of being in a cohort
6 Academic advising
6 Assistance with technology
NAEYC Accreditation Standards
gfedc
NAEYC personnel standards
gfedc
NAEYC Developmentally Appropriate Practices in Early Childhood Programs
gfedc
DEC Recommended Practices
gfedc
DEC Personnel Standards
gfedc
Head Start Child Outcomes Framework and Performance Standards
gfedc
Oklahoma's Early Learning Guidelines
gfedc
Oklahoma's Core Competencies for Early Childhood Practitioners
gfedc
Oklahoma's Quality Rating and Improvement Systems standards
gfedc
Other (please specify)
Page 7
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey16. Which specific strategies do you use in your education/training (check all that apply)?
17. To what degree do your professional development opportunities: (1=no consideration and 5=always considered and promoted)
18. Other comments related to professional development opportunities
The next 3 questions are related to professional development funding. Funding refers to financial assistance available to individuals pursuing professional development opportunities (e.g., scholarships, employer supported efforts) as well as how professional development systems are adequately funded (e.g., federal, state, and private support).
1 5Not sure
N/A
support career ladder progression as indicated through OK's Center for Early Childhood Professional Development Registry
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
encompass the Core Competencies for Early Childhood Practitioners nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
support the Oklahoma Early Learning Guidelines nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
support cultural competence nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
address the special needs of children and families nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Professional Development Funding
Lectures
gfedc
Large and small group discussions
gfedc
Large and small group activities
gfedc
Video demonstrations of specific teaching or intervention strategies
gfedc
Individual assignments
gfedc
Group assignments
gfedc
Print materials (e.g., readings, books, course packets, handouts)
gfedc
Case studies (e.g., vignettes, examples, case examples)
gfedc
Field assignments
gfedc
Role plays
gfedc
Networking opportunities
gfedc
Other (please specify)
Page 8
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey19. In rank order (1=most common), rank how professional finance their professional development.
20. According to those that participate in your professional development opportunities, how do workplaces support practitioners (check all that apply)?
6 Oklahoma Scholars Program
6 Pell and other government grants or subsidies
6 Student loans
6 Pay on their own
6 Employer helps subsidize cost
6 Other
Increase in compensation for educational attainment
gfedc
Incentives, bonuses, or rewards for professional development milestones
gfedc
Release time
gfedc
Hiring of substitutes
gfedc
Teacher mentors and/or coaches
gfedc
Purchase of books, materials, and/or equipment
gfedc
Training onsite
gfedc
Other (please specify)
Page 9
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey21. To what degree is Oklahoma's early childhood professional development system: (1=not adequate and 5=more than adequately financed)
22. Other comments related to professional development funding
The next 9 questions address quality assurance in professional development. Quality assurance is defined as the degree to which there is a review of knowledge and skills of practitioners and trainers/faculty. It also refers to systems in place that review the professional development system as a whole.
1 2 3 4 5Not Sure
N/A
adequately financed nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
supported by federal sources nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
supported by state sources nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
supported by private sources nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
providing resources that are understood by funders (what is available and eligibility requirements) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
providing resources that are understood by institutions of higher education and communitybased organizations (what is available and eligibility requirements)
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
providing resources that are understood by early childhood administrators (what is available and eligibility requirements)
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
providing resources that are understood by practitioners/participants (what is available and eligibility requirements)
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
examining and addressing the barriers to financial aid and scholarships nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
examining compensation parity (compensation equivalent to positions within and across all sectors of the system)
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Quality Assurance
Page 10
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey23. How are professional development opportunities evaluated (check all that apply)?
24. Do you link your professional development offerings to measurable outcomes (e.g., Environment Rating Scores)?
25. If you do link your professional development offerings to measurable outcomes, what outcomes are measured?
26. Are faculty and/or trainers evaluated at least annually?
27. Do faculty and/or trainers receive any type of supervision?
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course/training assessment at the completion of a course and/or training
gfedc
satisfaction questionnaires
gfedc
interviews with participants
gfedc
focus groups with participants
gfedc
surveys
gfedc
course/training followup after a certain period of time
gfedc
demonstration of competencies met
gfedc
tests/quizzes of competencies and/or learning objectives
gfedc
projects
gfedc
papers
gfedc
Other (please specify)
Yes
nmlkj
No
nmlkj
Not Sure
nmlkj
Yes
nmlkj
No
nmlkj
Not sure
nmlkj
Yes
nmlkj
No
nmlkj
Not Sure
nmlkj
Page 11
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey28. For those that able to articulate prior knowledge and skills to higher education, is there a measure(s) that is used to determine competency?
29. If there is a measure(s) to determine prior knowledge/skills, what is that measure(s)?
30. To what degree is/are: (1=no involvement/expectations/action and 5=high involvement/expectations/action)
31. Other comments related to quality assurance
The next 8 questions address the level to which early childhood professional development opportunities are actually utilized.
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1 2 3 4 5Not Sure
N/A
stakeholder and public input (including families) sought regarding the professional development of early childhood professionals
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
accountability and monitoring a part of the early childhood professional development system nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Oklahoma's early childhood program standards (e.g, preK, QRIS, Early Childhood, home visiting, licensing) encompassing professional development expectations
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Oklahoma's early learning guidelines encompassed in professional development opportunities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Oklahoma's core competencies for early Childhood practitioners encompassed in professional development opportunities
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Professional Development Utilization
Yes
nmlkj
No
nmlkj
Not sure
nmlkj
Page 12
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey32. Over the past three years, how would you best describe your enrollment in professional development opportunities?
33. What are the top three reasons as to why your enrollment has been affected?
34. Of those taking advantage of your professional development opportunities, what population is represented the most?
35. Of those taking advantage of your professional development opportunities, approximately what percentage represent diverse populations?
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010% 1120% 2150% 5175% more than 75%
Race/Ethnicity nmlkj nmlkj nmlkj nmlkj nmlkj
Englishlanguage learners nmlkj nmlkj nmlkj nmlkj nmlkj
Men nmlkj nmlkj nmlkj nmlkj nmlkj
Decline
nmlkj
Increase
nmlkj
No change
nmlkj
Not sure
nmlkj
Other (please specify)
Early childhood administrators
nmlkj
Early childhood teachers in child care centers
nmlkj
Early childhood teachers in Head Start
nmlkj
Early childhood teachers in PreK
nmlkj
Family child care providers
nmlkj
Home visitors
nmlkj
Consultants, mentors, coaches
nmlkj
Special education/ early intervention teachers
nmlkj
Specialists (e.g., speech, OT, PT)
nmlkj
Not Sure
nmlkj
Other (please specify)
Other (please specify)
Page 13
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey36. What percentage of participants/students follow through with completing the training/coursework necessary to earn a credential or degree?
37. On average, how long does it take for a student to attain:
38. What are the barriers in participants/students completing training and/or education (check all that apply)?
39. Other comments to share related to utilization
The next 6 questions are specific to professional development alignment. This refers to how well regulations, requirements, and standards articulate to one another and the degree to which a practitioner can easily navigate his/her way through the professional development system.
less than a year
a year 2 years 3 years 4 yearsmore than 4 years
a credential nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
an Associates degree nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
a Bachelors degree nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
a Graduate degree nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Alignment and Professional Development
025%
nmlkj
2650%
nmlkj
5175%
nmlkj
75100%
nmlkj
Funding/Cost
gfedc
Scheduling and time
gfedc
Employer support insufficient
gfedc
Unsure of the value in higher education attainment
gfedc
Family commitments
gfedc
Academics/expectations too rigorous
gfedc
Not enough support
gfedc
Other (please specify)
Page 14
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey40. Is the professional development that you provide coordinated across sectors?
41. If your professional development is coordinated with others, who do you coordinate with?
42. How have early childhood partnerships been strengthened in Oklahoma to assist with professional development (check all that apply)?
43. Give an example(s) of crosssectors that have aligned standards/requirements/articulation successfully.
55
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55
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Yes
nmlkj
No
nmlkj
Not sure
nmlkj
Interagency agreements
gfedc
Formalized crosssector agreements
gfedc
Local councils/groups made up of a crosssector of early childhood entities that meet and communicate regularly
gfedc
Involvement within Oklahoma's early childhood advisory council
gfedc
Articulation agreements
gfedc
There has been no effort to strengthen early childhood partnerships to help with professional development
gfedc
Not Sure
gfedc
Other (please specify)
Page 15
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey44. To what degree are the following aligned: (1=not aligned and 5=highly aligned)
45. Other comments related to professional development alignment
The next 4 questions are focused on policies specific to professional development. These are formalized through documentation and are referenced in the decisionmaking process.
46. What policies does your institution/organization have in place specific to professional development (check all that apply)?
1 2 3 4 5Not Sure
N/A
professional development opportunities across sectors nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with teacher licensing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with credential programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with Head Start standards nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with PreK standards nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with OK's QRIS: Reaching for the Stars standards nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with OK's child care licensing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
core competencies for early childhood practitioners with OK's professional development ladder nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
professional standards with competency demonstration nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
communitybased training with credential programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
communitybased training with degree programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
data collection, data sharing and data dissemination nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Professional Development Policies
Articulation agreements
gfedc
Eligibility requirements
gfedc
Attendance
gfedc
Syllabi that outline expectations related to assignments and grades
gfedc
Prerequisite requirements
gfedc
Practicum requirements
gfedc
Technical Assistance eligibility requirements
gfedc
Other (please specify)
Page 16
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey47. How often are your policies related to professional development reviewed and revised?
48. To what degree are your professional development policies: (1=not effective and 5=highly effective)
49. Other comments related to professional development policies
The next 3 questions focus on employment in the early education profession and the equity of compensation within the various early childhood sectors.
1 2 3 4 5Not Sure
N/A
relevant to the most current regulations nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
relevant to the most current research on professional development best practices nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
promoting higher education attainment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
clearly understood and articulated to practitioners in the filed nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
supporting practitioners in their everyday work in the field nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
supporting highquality professional development opportunities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Employment & Compensation Parity
As needed
nmlkj
Annually
nmlkj
Every two years
nmlkj
Every 3 years
nmlkj
Every five years
nmlkj
More than every five years
nmlkj
Not sure
nmlkj
Page 17
Oklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment SurveyOklahoma Professional Development Assessment Survey50. What are the longterm impacts of early childhood practitioners getting a credential or degree (rate the top three where 1=most common impact)?
51. To what degree is employment and compensation parity considered in the following: (1=not considered and 5=highly considered)
52. Other comments related to employment and compensation parity.
6 Going from one sector (e.g., child care center) to another (e.g., public school)
6 New job title
6 Increased wages
6 Promotion to the next level within the organization
6 Increased support to continue with education
1 2 3 4 5Not Sure
N/A
roles and responsibilities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
education attainment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
comparable salaries among the different early childhood sectors nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
rewards for investing in professional development opportunities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
career pathway policies nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
articulation agreements nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
recruitment and retention nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
data tracking and sharing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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