Texas Early Childhood Professional Development System (TECPDS)
The Texas Early Learning Council developed and launched a new career development system for early care and education professionals in Texas, the Texas Early Childhood Professional Development System (TECPDS). Building on the work of the Texas Early Care and Education Career Development System, this new professional development system includes a workforce registry, access to trainings, and new features to support career advancement.
After three years of development, the Council launched TECPDS in Fall 2013. Learn more about the system and the many supplemental resources that the Council developed to support TECPDS in the working paper below.
The Texas Early Childhood Professional Development System is a career development system and resource center for professionals. The two main components are the new Texas Workforce Registry and the redesigned Texas Trainer Registry. The Texas Workforce Registry enables professionals to create online profiles of their work, education, and training experience. In addition, professionals have access to resources, including higher education, trainings, and a job board.
In addition to the new professional development system, the Council developed several projects to support the new system, and early childhood professionals in Texas. These projects are a new career lattice, new core competencies for practitioners and administrators, a research study on compensation of early childhood professionals in Texas, and a research study on articulation agreements between higher education institutions. Learn more about each of these projects in the subsequent tabs.
The following is a graphic of the components of the new professional development system, and the Council's other initiatives that supported the development of the new system.
The Texas Trainer Registry (TTR) approves early childhood trainers to conduct trainings for early care and education professionals in Texas. Trainers approved by and listed on the TTR provide trainings that meet the requirements mandated by Senate Bill 265, the recent state legislation that altered the requirements for early childhood training hours for professionals in Texas. The new TTR features an online application and renewal process, as well as an online payment system for application and renewal processing. The transition to an online system drastically reduces the time it takes to process applications and renewals, meaning less processing time and quicker turn-around to approve qualified trainers.
When the new TTR launched in 2013, many of the features remained the same from the old system; trainers can submit new training proposals and post announcements, and, early childhood professionals can search for specific trainers and trainings. Professionals and the public are able to search for trainers and trainings by the search filters available on the old system, such as trainer name, trainer county, and core competency area of the training; however, we also include new search filters that will help professionals narrow their search even further, such as level of the trainer, delivery method of the training (ex. face-to-face or online), and the experience level of the audience.
Learn more about the exciting changes to the Texas Trainer Registry here.
The Council also developed the new Texas Workforce Registry (TWR), an online tool for keeping track of the professional development completed by early care and education professionals. The Workforce Registry allows practitioners and administrators to catalog their training hours, college coursework, and employment history in a online professional profile. Users have access to many resources to help them develop professionally, including an online job board and information on financial aid, scholarship opportunities, and higher education opportunities.
The TWR and the Texas Trainer Registry are designed to complement each other, offering users both an avenue for listing the professional development opportunities they offer, as well as a way to keep track of the professional development they have obtained. In addition, TWR account-holders can add trainings offered by registered trainers and evaluate the quality of the trainer and training. This information is visible on the trainer's end within their TTR account and can be used for rating the trainers and their trainings.
The Council also developed new Core Competencies for early childhood professionals. These Core Competencies are divided into three categories, introductory, intermediate, and advanced, based on the experiences and expertise of the professionals. The Core Competencies are also divided into several key areas of competencies that are needed to be successful as an early childhood professional who works with children. Learn more about the new Core Competencies here.
In summer 2012, the Council released the Core Competencies for Practitioners and Administrators for public comment. The Council released the Core Competencies for Practitioners and Administrators in January 2013, but later released a revised version of the Core Competencies, with new resources, in March 2013. The Spanish version of the Core Competencies for Practitioners and Administrators, las Competencias Básicas de Texas de la Primera Infancia para Profesionales y Administradores, was released in June 2013.
The Council also funded the development of training modules for early childhood professionals on the new Core Competencies. The training modules showcase the value of the Core Competencies and their proper use among early care and education professionals. The training modules were published in 2014 at the TECPDS website.
The Council developed a career lattice for early childhood professionals in Texas. Also known as a career ladder or career pathway, the career lattice relates a professional's training hours, education, work experience, and other factors to a position on the career lattice, from entry-level to expertise in the early childhood field. Additionally, professionals can advance levels on the career lattice by gaining more professional experience, or obtaining additional education credentials, such as a child development associate (CDA) degree, bachelor's degree, or beyond. Ideally, professionals will use this information to guide their professional development in the future and market themselves to employers and parents.
Learn more about the new early childhood career lattice here.
To further support the early childhood workforce in Texas, the Council assessed higher education articulation agreements among programs that offer early childhood degrees, and produced a toolkit for other institutions to use. Model articulation agreements provide a systematic, seamless student transition process from community colleges to universities that maximizes the use of resources and minimizes course duplication. The Council recently released a toolkit to assist higher education institutions to create articulation agreements. This toolkit and research will also be available on the TECPDS website. Learn more about the higher education articulation agreements toolkit.
Our contractor for the higher education articulation agreements toolkit, MCCM Associates, recently completed their research. The toolkit was posted to our website in May 2013.
- Deliverable 1 - a review of current articulation agreements and stakeholder survey data
- Deliverable 2 - an analysis of articulation agreements in Texas among early childhood programs at institutions of higher education