Workforce & Professional Development
The Early Childhood Workforce and Professional Development Subcommittee is committed to providing support to the early childhood workforce in Texas through improved professional development and career planning. The goal of the Subcommittee is to develop recommendations regarding statewide professional development and career advancement plans for professionals, assess the capacity and effectiveness of 2 and 4-year higher education institutions to meet the needs of the early childhood field, and support professional development, recruitment, and retention. The Subcommittee will complete three projects over the course of the Council's three-year grant, as well as several critical deliverables, to improve the professional development and career advancement opportunities for early childhood professionals and improve school readiness in Texas.
Each of the Council's Subcommittees will complete projects that fulfill requirements from the Council's authorizing legislation. For more information on the Improving Head Start for School Readiness Act of 2007, click here. The Collaborations and Standards Subcommittee will fulfill two of these mandates:
- Develop recommendations regarding statewide professional development and career advancement plans for early childhood educators in Texas
- Assess the capacity and effectiveness of 2- and 4-year public and private institutions of higher education in Texas toward supporting the development of early childhood educators, including the extent to which such institutions have in place articulation agreements, professional development and career advancement plans, and practice or internships for students to spend time in a Head Start or prekindergarten program
Texas Early Childhood Professional Development System
The Subcommittee developed a new professional development system for early childhood professionals in Texas. Building on the current Texas Early Care and Education Career Development System, the new Texas Early Childhood Professional Development System (TECPDS) integrates new core competencies, a new career ladder, and a workforce registry to support career development for early childhood professionals.
The Council developed new core competencies for early childhood professionals in Texas. The new core competencies are available for practitioners and administrators. The core competencies are divided into introductory, intermediate, and advanced competencies, and organized into several categories of key skills and knowledge that ensure successful early childhood professionals who work with children. Learn more about the new Administrator and Practitioner Core Competencies.
The Texas Core Competencies for Early Childhood Practitioners and Administrators are available in English and Spanish:
Download the English Version, the Texas Core Competencies for Early Childhood Practitioners and Administrators.
Download the Spanish Version, las Competencias Básicas de Texas de la Primera Infancia para Profesionales y Administradores.
The Council will also fund the development of training modules for early childhood professionals on the new Core Competencies. The training modules will showcase the value of the Core Competencies and their proper use among early care and education professionals.
The new TECPDS will also include a career lattice, also known as a career ladder or career pathway. Early childhood professionals will be able to relate their 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 CDA, bachelor's degree, or beyond.
Download the Texas Early Childhood Career Lattice.
The Subcommittee will conduct a compensation study of early childhood professionals in Texas. The compensation study will be statewide and cross-sector, collecting compensation information on early childhood professionals in different programs. This compensation study will be used to create a voluntary salary range for early childhood professionals in Texas. Learn more about the compensation study.
Read the Texas Early Childhood Workforce Compensation Study.
Higher Education Capacity and Effectiveness Survey
The Council will release an Request for Proposals (RFP) for a consultant to conduct an assessment of the capacity and effectiveness of higher education's ability to meet the needs of the Texas early childhood workforce. The assessment will include research of best practices, surveys, and focus groups. The completion of this project will be accompanied by a report with recommendations for improvements.
T.E.A.C.H. Early Childhood ® TEXAS Project Scholarships
The Council will provide funding to the Texas Association for the Education of Young Children (Texas AEYC) to award T.E.A.C.H.® scholarships to child care workers to pursue higher education and stipends to their employers. Learn more about the T.E.A.C.H.® program on the Texas AEYC website.
Higher Education Articulation Agreements Toolkit
The Subcommittee will also research articulation agreements between the community and higher education institutions. This initiative will examine the effectiveness of agreements between two-year (community colleges) and four-year (universities) institutions of higher education to ensure the transfer of credit hours and the effectiveness of training programs. The Council will use this information to produce a toolkit to aid communities and higher education to alter their programs to be more effective for early childhood professionals. Information collected will be organized into a report and an articulation agreement manual for communities and higher education institutions. In the future, this research and the toolkit will also be available on the TECPDS website with other workforce resources.
Download the Texas Early Childhood Education Degree Articulation Toolkit.
Subcommittee Members 2010-2013
Subcommittee Chair: Ana De Hoyos O'Connor, San Antonio College
Michele Adams, Texas Department of Family and Protective Services
LaShonda Y. Brown, Texas Head Start State Collaboration Office
Elsa Cardenas-Hagan, University of Houston
Deborah Cody, Mount Pleasant Independent School District
Blanca Enriquez, Education Service Center - Region 19
John W. Gasko
Rhonda Paver, Stepping Stone School
Elaine Shiver, Mental Health America of Texas
Kim Wedel, Texas Department of Assistive and Rehabilitative Services