Standard 14b Indicator 6 Teacher talks about objects and events that infants and toddlers experience.
Standard 5. 50% of teaching staff including the Director, annually participate in a minimum of 20 clock hours of
educational or in-service training focuses on topics
relevant to early childhood.
WHY IS THE STANDARD IMPORTANT?
Staff education is one of the highest predictors of quality in a child care setting. Research demonstrates that adults with training in early childhood education provide higher quality programs for young children, implement more appropriate activities, and do a better job of preparing children for school and life.
The standard can be met through either a Child Development Associate (CDA) Credential, Associate Degree in Early Childhood Education / Child Development or Bachelor Degree in Early Childhood Education / Child Development.
Equivalencies for each of these options are also accepted to meet the standard.
The equivalency definitions are included in the appendix. Look below in “Ideas for meeting this standard” for information on financial support of completing these credentials and degrees.
REQUIRED EVIDENCE
Documentation: Education and Training Summary Form (or equivalent form) with supporting documentation such as certificates, transcripts, curriculum schedule from ECE/CD degree program or other appropriate evidence for teaching staff that demonstrates participation by 50% of total teaching staff, including the Director, in a minimum of 20 clock hours of educational or in-service training focused on topics relevant to early childhood. Round up to determine number of staff required when
calculating percentage. For teaching staff employed less than one year, in-service hours should be prorated based on the number of months since the date hired.
ASK YOURSELF
What types of professional development in relevant early childhood topics would most benefit the staff, family or children?
How many hours of in-service training do my staff already have that meets the in- service training requirements?
Is any of my staff currently enrolled in early childhood credit-based training that would also count towards in-service training? If an individual is working towards
an early childhood / child development degree (AA or BS), any course work taken as a part of that degree program can meet the criteria for in-service training hours.
Is any of my staff currently enrolled in non-formal CDA training that would also count towards in-service training?
How can I support the staff in pursuing their professional development?
FIRST STEPS
If needed, identify the most beneficial types of professional development.
Contact your local Child Care Resource and Referral agency and Indiana AEYC office for training opportunities.
Contact T.E.A.C.H. Early Childhood ® INDIANA Project or Indiana Non Formal CDA Project for support of training opportunities. Refer to the appendix for information on T.E.A.C.H. Early Childhood ® INDIANA and Non Formal CDA Project.
Check the early childhood meeting place calendar
www.earlychildhoodmeetingplace.org
Find dates/times that will be most advantageous for those needing the training.
FOLLOW UP STEPS
Follow up with staff to make sure that registrations, paperwork, etc. are
completed and submitted to facilitate attendance at professional development events.
Collect and file required documentation for all staff that completes professional development activities or classes.
Add to the PTQ Training Summary Form (or equivalent) for each staff person, each time they attend professional development activity or class.
Store all training documents in an easily accessed location. If you are involved in accreditation, the training files can be maintained together for both PTQ and accreditation. A duplication of training records is not necessary.
IDEAS TO HELP YOU MEET THIS STANDARD
You can find professional development opportunities by searching the Early Childhood Meeting Place website: http://earlychildhoodmeetingplace.org
Professional development plans developed during staff evaluations can be helpful in planning topics and professional development activities for you and your staff. Your PTQ mentor or quality advisor can be of assistance in locating or providing training to meet your program’s needs.
Inclusive Care Note! There are specially designed professional development opportunities to help you include children with disabilities in your setting.
Information about caring for children with a specific disability, such as autism, asthma or diabetes, adapting your environment to meet the needs of children with special needs, and identifying supports for your program and the families of the children, are topics that should be considered. Contact your local Child Care Resource & Referral agency’s Inclusion Specialist the Early Childhood Center at the Indiana Institute on Disability and Community, First Steps or your local school corporation’s special education department to learn more!
Infant/Toddler Note! If your center cares for infants and toddlers, seek out professional developments and opportunities focused specifically on providing care. Your local Child Care Resource & Referral agency’s Infant/Toddler
Specialist or you can visit Zero to Three website (www.zerotothree.org) for more
information on caring for infants or toddlers.
GOING TO BEST PRACTICE
Have staff share with other staff about the things learned in each professional development event.
Follow up with each staff member to see how the professional development has affected their daily activities in the classroom.
Keep a posting of upcoming professional development events in a central location.