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TOM TORLAKSONState Superintendent of Public Instruction

Early Care and Education Stakeholder Meeting

Personnel Requirements for CDE Child Development Programs

Camille Maben, DirectorChild Development Division

May 9, 2011


Child Development Programs

• Under contract with the California Department of Education, Child Development Division (CDD) programs must:– Be licensed and comply with Health and

Safety Code and Title 22 Licensing requirements

– Follow Education Code and Title 5 Education requirement

• Includes California State Preschool, General Child Development (CD), and Migrant CD Programs


Overview of Personnel in CDD Center-Based Programs

Approximately 3,500 center-based sites are staffed by an estimated

• 800 Program Directors• 3,500 Site Supervisors• 7,800 Teachers• 17,000 Aides

(Based on number and percentage of children served by setting type and age as reported on CD0801A Monthly Child Care Report, Oct 09)


Desired Results Annual Self-Evaluation Report

• Child Development contractors submit an Agency Annual Report by June 1 each year that includes:– Personnel Roster– Attestation of Qualified Staff and Ratio

RequirementsAs well as other program self-evaluation

reports and a Desired Results Program Action Plan to identify an area for continuous program improvement


CDD Verification Process• CDD staff review and verify that personnel

hold valid permits at the appropriate level on the Child Development Permit Matrix– Verification might use copies of permits– Or online verification through CTC Web site

• The Superintendent of Public Instruction may temporarily waive the qualifications requirement for Site Supervisors or Program Directors who are making satisfactory progress toward completion of the required permit, or due to other limited circumstances.


Periodic Categorical Program Monitoring (CPM) or Contract

Monitoring Review (CMR)• In addition, periodic program reviews

are conducted covering seven interrelated dimensions of Title 5 regulations including:

• A Staffing and Professional Development component with– A written staff development plan– Job descriptions– Documented professional development

activities– And other related elements


Classroom Teacher Qualifications

To serve as a classroom teacher with 24 preschool age children, an individual must:

• be at least 18 years of age, have clear criminal record clearance and

• possess a permit issued by CTC at 1 of 3 levels:

• Associate Teacher – 12 units of ECE (including Core courses) and 50 days of experience

• Teacher – 24 units of ECE, 16 units general education, and 175 days of experience

• Master Teacher – 24 units ECE, 16 units GE, 6 units in area of specialization, and 2 units Adult Supervision

NOTE: Two additional adults must be present to assure a 1:8 ratio for preschool age span


Site Supervisor Requirements

To serve as a Site Supervisor of one or more classrooms at a single site, an individual must hold:

• A Site Supervisor Permit that requires:– An AA (or 60 units) that includes– 24 units of ECE including core courses– 6 units of administration– 2 units of adult supervision– 350 days of experience in the last four

years and 100 days of supervision adults


Program Director Requirements

A person who, regardless of his/her title, has programmatic and administrative responsibility for a child care and development program that provides direct services to children at two or more sites, and holds a Program Director permit that requires:

• BA or higher (does not have to be in ECE or CD) that includes– 24 ECE/CD units with core courses– 6 units administration– 2 units adult supervision– One year of experience at the site supervisor level.


Title 22 v Title 5 Staff Qualifications

Title 22 Teacher qualifications correspond to the Associate Teacher level on the Child Development Permit Matrix– 12 units of ECE including core courses

The Title 22 Center Director qualifications do not correspond to the Site Supervisor level on the matrix– 12 units ECE including core courses– 3 units of administration


National Workforce Context

Over the last few years, a national movement has engaged thousands of stakeholders in early care and education in a discussion of three interconnected components of a professional development system.

Those 3 elements are:• Early Childhood Educator Competencies• A Career Ladder (presently California has the

Child Development Permit Matrix) • An ECE Workforce Registry, or data system

that stores and tracks a variety of professional development information needed for informed policy and planning.


The California ContextThe Early Learning Advisory Council (ELAC) is

implementing a pilot of a Quality Rating and Improvement System (QRIS) that will look at the staff development and training aspects of high-quality early care and education programs.

Included in the work funded with federal ARRA funds to pilot a QRIS is a component to integrate the ECE Competencies into coursework in higher education and state-funded professional development activities.

The ECE Competencies will be available on the CDD Web site at the end of June 2011, and will be the basis for implementing a discussion of revising the Child Development Permit Matrix into a Career Ladder.


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