1. 1 Increasing Access to Higher Education for Early Educators with Limited English Proficiency

2. Background EEC Boards Strategic Plan envisions a workforce system that maintains worker diversity and provides resources, supports, expectations, and core competencies that lead to the outcomes we want for children. The Plan identifies QRIS as key to support quality. QRIS establishes qualifications for educators at each level. Professional development that meets these standards is needed to support and maintain diversity in the early education workforce. 22% of Head Start teachers, 8% of center based staff and 11% of family child care providers self-identify as Latino/Hispanic (Wellesley Centers for Women). One-third are foreign born and potentially non-native speakers. Adult learners develop greater English proficiency when they receive instruction in their native language. 2

3. Spanish Training on EECs Online Professional Development Calendar in 2009 3 From Jan. 1 to Dec. 31, 2009: 727 trainings were listed on EECs Calendar; 111 were in Spanish

4. Spanish Training on EECs Online Professional Development Calendar in 2009 4 111 Trainings Listed 5 for CEUs 3 for college credit 92 funded by EEC 78 trainings were evaluated 1520 educators attended

5. Two Related ARRA Proposals Proposal 1: Career Development and Training Services for Educators with Limited English Proficiency $150,000 to pilot comprehensive professional development services in one or more EEC regions for Spanish-speaking educators with limited English proficiency. Provide educational assessment, guidance, career planning, college courses, coaching and mentoring; Identify pathways to competency development (i.e. CDA certification, certificate achievement, and/or the beginning pathway to degree attainment). Similar to the Educator and Provider Support RFP but with a singular focus on educators with limited English proficiency. A partnership able to offer college credit; Must address planning, coaching and mentoring, competency development; Serve at least 500 educators across the state; Prioritize family child care educators and others serving infants and toddlers; Must NOT duplicate services already provided under the RFP. 5

6. Two Related ARRA Proposals Proposal 2: Consultant to work with the Readiness Center Network on a Statewide Strategy $75,000 for a consultant to work with the Readiness Centers to develop and imbed a broader statewide strategy to: Increase access to higher education for early educators with limited English proficiency Assess their professional development needs; Evaluate initiatives like the pilot to identify, disseminate, and imbed best practices; Identify and develop career paths and resources to advance their professional growth; Identify, develop, and market opportunities for English language learners in early education and care. Improve outcomes for children, birth to 8, who are English language learners and their families Develop methods to reinforce curriculum in higher education so all early educators understand the needs of children, birth to 8, who are English language learners and their families. 6

7. Two Related ARRA Proposals Tentative Timeline: Issue separate RFPs for development and delivery of professional development and consultant services – June 2010 Award grants to vendors – July 2010 Vendors develop/identify resources and supports – Summer 2010 Vendors provide services – September 2010 to August 2011 For Discussion: Is the described pilot responsive to the needs of this segment of our workforce? Is this an effective way to use the potential of Readiness Center Network to disseminate and imbed or best practices and lessons learned statewide? How can these proposals best inform EECs broader strategic direction for workforce development? How can these proposals enhance and strengthen the professional development system envisioned in the EPS RFP? 7