Oregon’s Early Learning Workforce: What is the data telling us? Oregon Association for the Education of Young Children Saturday, April 16, 2016 Megan Irwin, Oregon Early Learning System Director Dawn Woods, Oregon Child Care Director Robyn Lopez Melton, QRIS Coordinator Pamela Deardorff, OCCD Director

Welcome Introductions Reflection: What do you know about the professionals working in the early learning profession? Setting the stage

Objectives Participants will: Explore Oregon’s workforce study including characteristics of the workforce and engagement in professional development initiatives Examine Oregon’s workforce data and compare across years, as well as to national trends Develop recommendations/considerations that could be used to influence future investment policy and professional development efforts

Background 2010 design of Oregon Registry Online (ORO) Oregon Child Care Research Partnership (OCCRP) articulated questions partners thought essential to answer OCCRP identified data needed to answer questions Data elements incorporated into ORO 2012 data on workforce collected and stored in ORO as part of licensing process

Workforce Study Review Conducted by OCCD at PSU, OCCRP at OSU with support of Early Learning Division Baseline study in and 2014 studies support comparisons over time

Definition of Early Learning Workforce Employed in regulated child care and education facility. Worked directly with children and families E.g., Director, teacher, assistant, aide, provider. Person had to work in a regulated facility in 2012, 2013 and/or 2014 to be included in study.

24% ( up from 20% in 2013) turnover rate impacts children negatively and challenges professional development investments Almost three-fourths of the workforce is employed in regulated centers Slight decrease in the number/percentage of persons employed in small home-based facilities and slight increases in both center and large home- based members of the workforce between 2012 and About a third of the workforce has a Bachelor’s Degree or higher Workforce members earned higher numbers of training hours on average than is required for licensing Numbers of the workforce having a Step on the Oregon Registry increased by 10% Findings from 2014 comparative study

Change in Workforce: 2012 to ,873 23,48822,101 Changes in Workforce Between 2012 and 2013 Between 2013 and 2014 Left Workforce (previous year only) 4,2215,606 Entered Workforce (current year only) 6,8363,898 Remained in Workforce (both years) 16,65218,203

Workforce by Type of Care Difference 2012 to 2014 N % of workforce N N Center 15,06972%16,20873%11391% Large Home-Based 2,29511%2,76313%4682% Small Home-Based 3,50917%3,13014%-379-3% 20,873 22,101 1,228

Workforce by Position Difference 2012 to 2014 N % of persons within type of care N N% Center Staff Director 1,1768%1,0156%-161-2% Site Director / Supervisor 410%2081%1671% Head Teacher 2,28315%2,53816%2551% Teacher 7,67251%7,78448%112-3% Aide II 1,0717%1,2848%2131% Aide I 2,82619%3,37921%5532% Large Home-Based Staff Provider 74533%80629%61-4% Assistant II 73532%1,02337%2885% Assistant I 81536%93434%119-2% Small Home-Based Staff Provider 3, ,

Demographics Difference in Number or Percent Age 20,82021,997 Mean (SD) (13.58)37.89 (13.74)0.0 Range 18 to 9118 to 90 Gender 12,60515,064 Male 5%6%1% Female 95%94%-1% Race/Ethnicity 11,31014,047 American Indian 2%1%-1% Asian 4% 0% Black 3% 0% Hispanic/Latino/Spanish 14%15%1% Native Hawaiian 1% 0% White 75%74%-1% Multiracial 0%1% Other 1% 0%

Languages Demographics Difference in Number or Percent Primary Language 12,48714,900 English 85% 0% Spanish 10% 0% Russian 2%1%-1% Vietnamese 1% 0% Chinese (Traditional) 1% 0% Other 2% 0%

Education of the Workforce Education of Workforce Difference 2012 to 2014 N%N%N% Less than High School Diploma/GED 4183%5364%1181% High School Diploma or GED 3,52127%4,26428%7431% Some college, certificate, or foreign degree 2,91022%3,01920%109-2% Associate’s degree 1,93315%2,02613%93-2% Bachelor’s degree or higher 4,18632%5,24835%10623% 12,96815,0932,125

Training of the Workforce Average Training Hours by Position Difference in Hours 2012 to 2014 Total Child Dev a Total Child Dev a Total Child Dev a Center Staff Director (N = 841) b Site Director/Supervisor (N = 171) Head Teacher (N = 2,226) Teacher (N = 6,050) Aide II (N = 938) Aide I (N = 1,751) Large Home-Based Staff Provider (N = 705) Assistant II (N = 749) Assistant I (N = 364) Small Home-Based Staff Provider c (N = 2,017) Table 13 a The Office of Child Care categorizes training hours directly related to work with children as Child Development Hours. We show these hours separately from total hours. b N = the number of individuals in each position that had training hours for 2014.

Professional Development Initiatives Oregon’s three primary professional development initiatives are: Oregon Registry Career Lattice Verification of education and training Assignment of step from 1 to 12 on career lattice Betty Gray Early Childhood Training and Certification Scholarship: Financial assistance for training, coursework, or other professional activity Education Awards: Financial incentive that rewards providers for educational achievements and encourages continued education Amount associated with type of employment and level of educational achievement

Professional Development Initiatives Involvement Engagement in Professional Development Initiatives Difference 2012 to 2014 N % of workforce N N% Enrolled in the Registry a 4,60122%7,08732%2,48610% Received one or more Education Awards 3,83818%5,60225%1,7647% Received one or more BGECTC scholarships 2,04410%1,8748%-170-2% Table 15 a Persons were considered enrolled in the Registry when they applied, documented competency, and were awarded a step. This does not include those that were automatically assigned a step 1 or 2.

Oregon’s QRIS Field test since 2013 Original system developed on strengths of Oregon Registry Teacher/provider education and experience is a known indicator of quality

QRIS Impact on Workforce Personnel Qualifications Domain Directors and Providers, Teachers, Aids/Assistants Rely on Oregon Registry and ORO Requires all staff to have Professional Development Plans Brings Head Start into state systems

QRIS and the Workforce Additional training hours Achievement of higher steps Use of the system to document training and education

QRIS and Step Applications

Technical Assistance on PD Planning QRIS providers are intentionally working on professional development planning 58% of TA contacts include Professional Development planning and/or work on the Oregon Registry

QRIS Participation April 2013April 2015April Star Rated Programs 241 Star Rated Programs 405 Star Rated Programs 11% participating24% participating30% participating QRIS Participation Amongst Licensed Programs Nearly 43,000 of Oregon’s children in QRIS designated programs Provider incentive payments began April 1st

Reflections from Megan

Activity In table groups discuss the study findings On a notecard at your table write down……. Recommendations/considerations that could be used to influence future investment policy and professional development efforts Other questions that should/could be asked regarding the data

Action Planning What key ideas explored today will impact your involvement with Oregon’s initiatives? 1. _____________________ 2. _____________________ 3. _____________________ What will you need to act on these ideas? 1. _____________________ 2. _____________________ 3. _____________________

Wrap up Leave your cards ….. Questions – come see us at the Oregon Registry and/or the QRIS resource tables Evaluations