July
1,
2008
‐
June
30,
2009
Report
on
Round
12
Training Program in Child Development
Prepared
by
Connecticut
Charts
‐
A
‐
Course
for
the
Connecticut
Department
of
Social
Services
September,
2009
321 Whitney Avenue, 5th Floor, Hamden, CT 06518 ♦ (800) 832‐7784 ♦ (203) 287‐3900 ♦ FAX (203) 287‐3915 ♦ www.ctcharts‐a‐course.org
TRAINING
PROGRAM
IN
CHILD
DEVELOPMENT
7/1/08–6/30/09
Background:
The Training Program in Child Development (TPCD) is a state‐wide training program designed to
improve the quality of early care and education in Connecticut by facilitating access to non‐credit based
training that focuses on child development and early childhood education theory and practice. The TPCD
is administered by Connecticut Charts‐A‐Course (CCAC), a national leader in professional development
systems, and fully funded by the CT Department of Social Services (DSS). Individuals who participate in
the TPCD are childcare providers1 working in priority settings designated by DSS — DSS funded centers,
Accreditation Facilitation Project (AFP) selected sites, School Readiness, Head Start, licensed family day
care homes, and family, friend and neighbor care providers (see Chart 2, Table 2, and Appendix A). Since
its inception in 1998, approximately
8,000
Connecticut childcare providers have participated and beentrained by the TPCD.
Curriculum:
The TPCD agencies deliver
87
CCAC approved workshops in the Core Areas of Knowledge2 in theModule Sequence3 totaling
150
hours of integrated training over eight competencies. The addition ofthe most current research and best practice in the infant/toddler, early language and literacy and health
and safety topics in the Core Areas of Knowledge strengthen and expand participant knowledge base,
classroom practices, and interactions with and care for the young children and families they serve. There
are now a total of 22 topics of the Infant/Toddler strand totaling 36 hours; 16 topics of the Early 1 In this report, the term “provider” refers to a participant who is employed in a child care center/program and has primary responsibility for a group of children or any such person who works directly under the direct supervision of such staff; a licensed family day care provider; or a family, friend and neighbor provider. 2 The CCAC Core Areas of Knowledge defines the range of knowledge and competency skills that adults working with young children need to possess in order to facilitate child learning and development and is applicable to professionals in a variety of child care settings. 3 The Module Sequence is the sequential order of how the 150 hours of training in the Mandatory Core Areas of Knowledge must be delivered. Training participants seeking the Child Development Associate (CDA) credential must take all of the topics as defined in each module in the sequential order. Module I = 30 hours; Module II = 45 hours; Module III = 45 hours; Module IV = 30 hours of training.
321 Whitney Avenue, 5th Floor, Hamden, CT 06518 ♦ (800) 832‐7784 ♦ (203) 287‐3900 ♦ FAX (203) 287‐3915 ♦
www.ctcharts‐a‐course.org
Language & Literacy strand totaling 25.5 hours; and 5 topics of the Health & Safety strand totaling 7.5
hours of training in the Module Sequence.
Quality Assurance and Improvement System (QAIS):
All TPCD training is delivered by CCAC approved trainers who are observed and evaluated by a core of
experts using the CCAC Quality Assurance and Improvement System (QAIS)4. The
88%
average rate oftrainer performance, defined as good training and delivery performance on the QAIS observation
instrument, led to a more highly specialized training experience for TPCD participants. (In FY 07/08, the
average rate of trainer performance was 67%, defined as fair training and delivery performance.) Also,
when evaluated by TPCD participants, trainers received scores of
96% to 99%
on enthusiasm,knowledge, preparedness of training content; encouragement and respect for class participation; and
support for additional education.
FY 08/09 Results:
In its
12
thyear, the TPCD was delivered by agencies representing all 5 DSS regions in CT (see Appendix
B), with 2 agencies delivering the training in Spanish. Embedded within the TPCD are numerous supports
and incentives to assist participants toward completion. Such supports and incentives include the cohort
approach (training with the same agency and participants through the Module Sequence); CCAC Career
Advising; CCAC and training agency technical assistance; $TART (Support, Training, Advancement and
Retention of Teachers) bonuses at benchmarks including completion of Modules I and II, the CDA
credential and 12 credits in early childhood education; access to CCAC scholarships and the “Do You
Know” brochure that advertises these supports and incentives (see Appendix C).
The
85%
completion rate through the Module Sequence is a testimony to the training participants’intentionality, commitment, dedication and perseverance to further their professional development and
increase their knowledge of child development. It is also an indication of the training agency’s effort to
keep the participants engaged in the training as well as the importance of the supports and incentives
4
The Quality Assurance and Improvement System (QAIS) is a system of comprehensive assessment and support for CCAC approved trainers and is designed to document the credibility and reliability of the delivery of CCAC’s credit‐free curriculum in the Core Areas of Knowledge.
321 Whitney Avenue, 5th Floor, Hamden, CT 06518 ♦ (800) 832‐7784 ♦ (203) 287‐3900 ♦ FAX (203) 287‐3915 ♦
www.ctcharts‐a‐course.org
that assist participants toward completion. Many training participants have earned a CDA Credential,
converted their TPCD training into college credit via the Early Childhood Pathway Exams5 and/or are
continuing their education at college as indicated in the next two sections regarding the CDA and
Pathway Exam results.
CDA Results:
•
318 or 43%
of the 747 CDAs granted in CT from January 07 to May 09 were awarded to TPCDparticipants.
Pathway Exam Results:
• FY 08/09 TPCD participants took
54
exams with a pass rate of91%
overall.
o The pass rate for the Introduction to Early Childhood Education exam was
100%.
o The pass rate for the Child Developmental Psychology exam was
79%.
Because CCAC has embedded supports and incentives within the TPCD,
93% or 165
of the participantswho completed Modules I and II applied for the $TART bonus;
80% or 142
of the participants indicatethey will need scholarship to take more training;
77% or 133
of the participants requested CCACcareer advising; and
81% or 142
of the participants plan to remain at their current work site.
More Information on Measures of Performance of TPCD and Training Agencies:
CCAC gathered and analyzed data to measure the performance of the TPCD and the contracted training
agencies. A survey of participants who completed all four modules provided valuable information about
them and their intentions.
The data on the following charts and graphs illustrate:
• Supportive and/or additional information on the TPCD and the training agencies
• Additional information about the FY 08/09 participants who completed the Module Sequence. 5 Early Childhood Pathway Exams can help convert early childhood experience and non‐credit training into college credits by testing knowledge in four subjects: Introduction to Early Childhood Education; Child Developmental Psychology; Infant/Toddler Development Early Language and Literacy Development. Three lower (100) level credits are awarded for each exam passed.
What
We
Know
About
Training
Program
in
Child
Development
(TPCD)
Participant
Completion
Rates
Measure: Rate of Completion of the TPCD modules for FY 07/08 and FY 08/09 For the past 2 years, participants have completed the TPCD modules at a high rate. The FY 08/09 efforts showed an increase in this rate across Modules II, III and IV. Chart 1: Module Completion Comparison FY 07/08 and FY 08/09
75% 80% 85% 90% 95% 100% Module I Modules I & II Modules I ‐III Modules I ‐IV 100% 91% 85% 84% 100% 95% 87% 85% FY 07/08, N=174 FY 08/09, N=244
Training agencies were tracked individually on the participants who complete each module. Training agencies are measured on the percentage of participants who complete all modules compared to those participants who demonstrated commitment to the program by completing Module I (the first 30 hours of training). This rate ranged from a high of 100% to a low of 63%.
Table 1: Module Completion by Training Agency FY 08/09 Training Organization # Originally Enrolled # Module I Completers # Module I & II Completers # Module I ‐ III Completers # Module I ‐ IV Completers Completion Rate Based on Module I Completions ACES 32 32 31 27 27 84%
All Our Kin (AOK) 19 19 19 17 16 84%
Casa Otoñal, Inc. 37 37 34 33 32 86%
Connecticut Puerto Rican
Forum, Inc. (CPRF) 24 24 24 16 15 63%
Early Care and Education
Institute‐Danbury (ECETI) 29 25 23 23 23 92% Early Care and Education
Institute‐Terryville (ECETI) 18 16 16 16 16 100% Housatonic Community
College (HCC) 30 15 12 11 11 73%
Norwalk Community
College (NCC) 25 23 21 21 20 87%
University of Hartford (UH) 23 19 18 18 18 95% South Eastern Connecticut
(SE CT) 35 34 34 31 30 88%
What
We
Know
About
Training
Program
in
Child
Development
(TPCD)
Participant
Program
Types
Measure: Distribution of Participants by Program Type
The TPCD trained a broad array of early childhood education providers. Most were from various segments of public and
private center‐based settings, but 13% were Family Child Care Providers and 7% Family, Friend and Neighbor providers. Data
on program type are from the CT Professional Registry except Head Start and Family, Friend and Neighbor Provider which
was self‐reported. “Other” refers to unemployed, not employed in early childhood education, or information is not in the
Registry.
Chart 2: All Training Agencies
CT Dept of Social Services 17% Accreditation Facilitation Project 6% School Readiness 16% Family Child Care
Provider 13% Family, Friend &
Neighbor Provider 7% Head Start
8% Private Child Care
Center 15%
Other
16% N=208
Participants by program type by training agency indicated great variation among training agencies. These data are displayed
in pie charts for each training agency in Appendix A.
Table 2: By Training Agency
Priority Distribution
Total CT Dept. of Social Servi ces Accreditati o n Facilitation Project School Readine ss Family C h ild Care Provider Family Frien d & Neig hbor Head Start Private Child Care Center Other ACES 27 7 1 13 2 0 0 2 2
All Our Kin (AOK) 16 1 0 2 8 3 0 2 0
Casa Otoñal 32 4 0 4 4 7 2 2 9
Connecticut Puerto Rican
Forum (CPRF) 15 0 0 0 3 5 0 0 7 Early Care and Education
Training Institute (ECETI) 39 15 3 0 0 0 14 5 2 Housatonic Community
College (HCC) 11 5 4 1 0 0 0 1 0 Norwalk Community College
(NCC) 20 1 0 2 2 0 0 3 12
University of Hartford (UH) 18 3 5 4 3 0 1 2 0 South Eastern CT (SE CT) 30 0 0 8 5 0 0 15 2
TOTAL 208 36 13 34 27 15 17 32 34 Percent of Total 17% 6% 16% 13% 7% 8% 15% 16%
What
We
Know
About
Training
Program
in
Child
Development
Participant
Race/Ethnicity
Measure: Race/Ethnicity of Participants
Participants self‐reported their racial/ethnic background. There were 39% Caucasian, 38% Hispanic and 17%
African‐American participants. Participants were asked to check “all that apply.”
Chart
3:
All
Training
Agencies
Caucasian 39% African‐American 17% Hispanic 38% Asian 4% Native American 1% Other 4% N = 181
The race/ethnicity of participants varied by training agency. Casa Otoñal and the CT Puerto Rican Forum targeted
Hispanic participants. Percentages may total more than 100% because participants were asked to “check all that
apply.”
Table
3:
By
Training
Agency
Race/Ethnicity Total Caucasian African American Hispanic Asian Native American Other ACES 24 12 7 3 1 0 2
All Our Kin (AOK) 16 0 7 8 0 0 1
Casa Otoñal 31 0 0 31 0 0 0
Connecticut Puerto Rican
Forum (CPRF) 11 0 0 11 0 0 0
Early Care and Education
Training Institute (ECETI) 35 22 3 4 5 0 1
Housatonic Community
College (HCC) 12 2 9 3 0 0 0
Norwalk Community
College (NCC) 23 11 3 7 0 0 3
University of Hartford (UH) 3 1 2 0 0 0 0 South Eastern CT (SE CT) 26 23 0 1 2 1 0
TOTAL 181 71 31 68 8 1 7
What We Know About the Motivation of Participants
Participants in the TPCD were asked to identify the most important reason why they decided to enroll. More than half (57%) said they wanted to increase their knowledge of child development and almost a
quarter (22%) reported they wanted to meet the educational requirements of the CDA. Participants were
asked to check “all that apply.”
Chart 4: Participant Motivation for Enrolling in the TPCD
Increase knowledge of child development 57% Meet educational requirements of the CDA 22% Required to keep job 7% Improve employment status 5% Meet training requirements of work place 5% Other 5%
Participants were asked to identify 2 key factors that motivated their participation in the TPCD. Over a third (34%) cited the affordability of the program or the desire to learn new skills. The availability of
scholarships when they completed the TPCD was also an important motivator. Percentages may total
more than 100% because participants were asked to check “all that apply.”
Chart 5: Important Factors for Participating in the TPCD
0% 5% 10% 15% 20% 25% 30% 35% Affordability of program Desire to learn new skills Availability of scholarships Start and finish in one year Availability of Spanish training Access to childcare career advice 34% 34% 28% 21% 20% 17%
What
We
Know
About
Training
Program
in
Child
Development
(TPCD)
Participant
Next
Steps
and
Goals
Participants reported their educational plans following their completion of the TPCD. Almost 2/3 (64%) intend to obtain a
CDA, and 61% plan to obtain an Associate Degree and 34% a Bachelor Degree. Percentages may total more than 100%
because participants were asked to check “all that apply.”
Chart 6: Participant Future Educational Plans and Goals
0% 10% 20% 30% 40% 50% 60% 70% 64% 61% 60% 34% 18% 15% 9% 8% 5%
Other: to have my own center, to become a head teacher, to start my own business, to take Pathway Exams
or CAN Certification 3
What
Else
We
Know
About
Training
Program
in
Child
Development
Participants
N* is the number of self‐reported responses per question on the End‐of‐Year survey. Percentages may total more
than 100% because participants were asked to check "all that apply."
Table
4:
Additional
Participant
Data
Gender (N*=181)
Number %
Male 6 3%
Female 175 97%
Languages Spoken Most of the Time (N=220)
Number %
English 130 72%
Spanish 65 36%
Other (Vietnamese, Portuguese, Chinese) 25 11%
Education Level Achieved (N=176)
Number %
No High School Diploma Received 4 2%
High School Diploma or GED 136 77%
CDA 6 3%
Other (see next category) 40 23%
Other Coursework Taken (N=40)
Number %
Some college courses 17 40%
Associate Degree in non ECE 1 3%
Bachelors Degree in non ECE field 8 20%
Bachelors Degree in another country 6 15%
Masters Degree in non ECE 1 3%
Nursing or CAN Certification
Nursing 3 8%8%
No response 4 10%
Number of Years in Child Care Field (N=179)
Number %
Less than 1 Year 21 12%
1 to 5 Years 101 56%
6 to 10 Years 36 20%
More than 10 Years 21 12%
Other 3 2%
Number of Years in Current Position (N=178)
Number %
Less than 1 Year 44 25%
1 to 5 Years 101 57%
6‐10 Years 21 12%
More than 10 Years 9 5%
Position at Worksite (N=176)
Number %
Classroom Teacher 35 20%
Classroom Assistant Teacher 80 45%
Classroom Substitute Teacher 5 3%
Classroom Floater 11 6%
Family Child Care Provider 17 10%
Family Child Care Provider Assistant 8 5%
Family, Friends and Neighbor Provider 16 9%
er %
What
Else
We
Know
About
Training
Program
in
Child
Development
Participants
N* is the number of self‐reported responses per question on the End‐of‐Year survey. Percentages may total more
than 100% because participants were asked to check "all that apply."
Table
4:
Additional
Participant
Data
Ages of Children in Care (N*=173)Number %
Infants (up to 18 months old) 30 17%
Toddlers (18‐24 months old) 35 20%
Pre‐schoolers (2‐5 years old) 97 56%
School‐age (5 years and older) 11 6%
Current Hourly Salary (N=168)
Number %
Less than $8/hour 23 14%
$8‐$10/hour 80 48%
$10‐$12/hour 41 24%
$12‐$14/hour 13 8%
More than $14/hour 11 7%
Child Care Knowledge BEFORE Training (N=181)
Number % Poor 16 9% Fair 38 21% Good 70 39% Very Good 48 27% Excellent 9 5%
Child Care Knowledge AFTER Training (N=181)
Number Numb % Poor 0 0% Fair 0 0% Good 4 2% Very Good 90 50% Excellent 87 48%
Applied for $250 $TART Bonus (N=177)
Number %
Yes 165 93%
No 12 7%
Will need scholarship help for more training (N=178)
Number %
Yes 142 80%
No 3 2%
Not Sure 33 19%
Requested CCAC Career Counseling in ECE (N=173)
Number %
Yes 133 77%
No 40 23%
Plan to remain at current worksite (N=175)
Number %
Yes 142 81%
No 4 2%
Appendix
A
Distribution
of
Participants
by
Program
Type
by
Agency
The
following
charts
display
the
data
from
Table
2.
CT Dept of Social Services 26% Accreditation Facilitation Project 4% School Readiness 48% Family Day Care 7% Family, Friend & Neighbor 7% Other 8%
ACES
N=27 CT Dept of Social Services 6% School Readiness 13% Family Day Care 50% Family, Friend & Neighbor 19% Private Child Care Center 13%All
Our
Kin
N=16 CT Dept of Social Services 13% School Readiness 13% Family Day Care 13% Family, Friend & Neighbor 22% Head Start 6% Private Child Care Center 6% Other 3% Casa Otoñal N=32
Appendix
A
Distribution
of
Participants
by
Program
Type
by
Agency
Family Day Care 20% Family, Friend & Neighbor 33%
Puerto Rican Forum
Other 47% Connecticut N=15
CT Dept of Social Services 38% Accreditation Facilitation Project 8% Training Institute Head Start 36% Private Child Care Center 13% Other 5%
Early Care and Education
N=39 CT Dept of Social Services 46% Community College Accreditation Facilitation Project 36% School Readiness 9% Private Child Care Center 9% Housatonic N=11
Appendix
A
Distribution
of
Participants
by
Program
Type
by
Agency
Appendix
A
Distribution
of
Participants
by
Program
Type
by
Agency
CT Dept of Social Services 5% Other 60% Norwalk School Readiness 10% Family Day Care 10% Private Child Care Center 15% Ccommunity College N=20 CT Dept of Social Services 17% Accreditation Facilitation Project 28% Care of Hartford School Readiness 22% Family Day Care 17% Head Start 6% Private Child Center 10% University N=18 School Readiness 27% Family Day Care 17% Connecticut Private Child Care Center 50% Other 6% Southeastern N=30
WHERE TO GET MORE INFORMATION:
►CALL A TRAINING ORGANIZATION IN YOUR AREA ON THE MAP ABOVE
OR
►CALL CONNECTICUT CHARTS-A-COURSE TOLL FREE (800) 832-7784
OR
►FOR ONLINE TRAINING CALL THE CHILD CARE EDUCATION INSTITUTE
(888) 418-5358
The Training Program in Child Development is approved and administered by Connecticut Charts-A-Course, and is funded by the Connecticut Department of Social Services.
University of Hartford (860) 768-5629
•
ECETI (203) 426-9663•
ACES (203) 498-6833ECETI
(203) 426-9663 Casa Otonal (203) 773-1847x15
Connecticut Puerto Rican Forum, Inc. (860) 247-3227
Norwalk Community College (203) 857-7396
•
•
•
The Training Program in Child Development
is quality and training approved by Connecticut
Charts-A-Course and offered statewide for child care providers. This program offers you an
op-portunity to:
►
Meet and share information in an informal setting with others taking care of children.
►
Collect ideas, activities, and resources.
►
Attend training at convenient times and locations throughout CT.
►
Participate in workshops that count toward the Child Development Associate (CDA)
Credential.
TO ALL CONNECTICUT CHILD CARE PROVIDERS
•
•
All Our Kin (203) 772-2294 Housatonic Community College (203) 332-5255•
•
•
Maureen Hogan-Scheuermann (860) 514-2529Appendix B
WHAT CAN THE TRAINING PROGRAM IN CHILD DEVELOPMENT
OFFER YOU?
Training For:
Early Care and Education teachers working in:
►Accreditation Facilitation Project (AFP) selected sites;
►DSS funded childcare centers; ►School Readiness Pro-grams; ►Head Start Programs or ►licensed family day care homes and ►family, friends and neighbor care pro-viders.
When:
Workshops are scheduled in the evenings and on weekends at times convenient to caregivers.
Where:
Locations are throughout Connecticut including those listed on the map. Call the organizations directly at the numbers listed below or the toll-free number below and on the front of this flyer for additional information.
Comments:
It’s a wonderful program. I would recommend it to others. I had fantastic teachers. They cared about us.
This program gave me more confidence and reassured me that I am on the right track. This is the field for me.
Curriculum:
Sample topics include: Selecting and Organizing Toys, Stages of Play, English Language Learners, Positive Guidance, Creativity: The Arts, Book Selection and Building Vocabulary, Developmentally Appropriate Practice, Nutrition Practices, and Providing a Safe and Healthy Environment.
All workshops are approved by Connecticut Charts-A-Course, Connecticut’s professional development system for early care and education providers.
Benefits:
►Build skills to help you do a better job and improve your childcare practice.
► Learn how to promote the development of children.
► Become aware of current childcare practices.
► Share ideas with other childcare providers.
► Convert training hours to college credits.
► Improve communication with parents.
►Build a network of connections with other providers.
►Gain access to other training opportunities.
In Mid State CT including Waterbury:
Call: Early Care and Education Training Institute
Renee Gill (203) 426-9663
In North Central CT including Hartford/Enfield/New Britain:
Call: University of Hartford Cheryl Cabaniss (860) 768-5629
In North Central CT including Hartford Area Spanish:
Call: Connecticut Puerto Rican Forum Yanil Teron
(860) 247-3227
In South Central CT including New Haven:
Call: All Our Kin Janna Wagner (203) 772-2294
In South Central CT including New Haven:
Call: ACES
Rebecca Cuevas (203) 498-6833
In South Central CT including
New Haven Area Spanish:
Call: Casa Otoñal Tomas Miranda (203) 773-1847 x-15
In Southeastern CT - Colchester:
Call: Maureen Hogan-Scheuermann (860) 514-2529
In Southwestern CT including Norwalk/Stamford:
Call: Norwalk Community College Kathy Coppola
(203) 857-7396
In Southwestern CT including Bridgeport/Ansonia:
Call: Housatonic Community College
Laurie Noe, Ed. D. (203) 332-5255
In Northwestern CT including Danbury:
Call: Early Care and Education Training Institute Renee Gill (203) 426-9663
WHERE TO CALL?
Or Call TOLL FREE - (800) 832-7784
Statewide online Training Program in Child Development: Contact Admissions Office Child Care Education
As a TPCD participant who has been awarded the CDA credential, you can get a $500 $TART bonus! CCAC awards $TART bonuses on a first come first serve basis so act fast to get your bonus! To get your $500 $TART bonus, you must: ∗ Have participated in the Training Program in Child Development (TPCD).
∗ Be a member of the CT Professional Registry.
∗ Complete the CDA $TART Bonus
application. The application is available on the CCAC website.
∗ Complete a W9 (revised October 2007). Send your completed CDA $TART Bonus application, completed W9 and a copy of your CDA credential to Stacey Garnett at CT Charts-A-Course (CCAC).
For more information on the $TART bonus,
.
Once you get your CDA credential, you can earn 6 college credits for it! To do so, choose only 1 option below.
Option 1: Get 6 college credits for your CDA at Charter Oak State College:
The 6 college credits you can get at Charter Oak State College for earning your CDA credential are:
Introduction to Working with Young Children and Early Childhood Field Experience. To get these 6 college credits from Charter Oak State College, you must:
∗ Join the credit registry at Charter Oak State College.
∗ Have a letter of verification sent from the Council for Professional Recognition (agency that administers the CDA) telling Charter Oak State College the date you received your CDA credential.
For more detailed information about the credit registry, contact Paul Morganti by email at
or by telephone at
860.832.3823.
Option 2: Get 6 college credits for your CDA at a CT Community College:
You may choose to get 6 college credits for your CDA at a CT Community College instead of from Charter Oak State College. To get 6 college credits from a CT Community College, you must:
∗ Register at the CT Community College. ∗ Enroll in a course in order for the community
college to award the college credit for your CDA.
For more information about getting college credit for your CDA at a CT Community College, contact
the Early Childhood Coordinator at the CT Community College in your area.
In addition to getting college credit for your CDA at Charter Oak State College or at a CT Community College, you may also earn additional college
credit
Early Childhood Pathways Exams can turn early childhood experience and non-credit training into four college courses. Three (3) credits are awarded for each of the following exams passed:
∗ Introduction to Early Childhood Education (available in both English and Spanish) ∗ Child Developmental Psychology (available in
both English and Spanish) ∗ Infant/Toddler Development.
∗ Early Language and Literacy Development Current cost for each exam is $75. You may be eligible for a CCAC scholarship to cover the costs of the exams. To register for the exams or to get the study guides, contact Charter Oak State College at 860-832-3822.
For more information on the Early Childhood
you are eligible for a $500 $TART
bonus for receiving your CDA?
Norwalk Community College TPCD 2009 Participants ECETI TPCD Participants
you can turn the TPCD into college credit by passing the Early Childhood Pathways
Exams? you can turn your CDA into 6
Congratulations on completing the Training P ro-gram in Child Development (TPCD)! Your dedica-tion and hard work as a TPCD participant now lets you access many valuable benefits to advance your professional development so you can improve your work with young children and families.
C ONN ECT IC U T CH AR TS - A-C O UR S E
how completing the
TPCD benefits you?
2321 Whitney Avenue Building 2, Suite 501 Hamden, CT 06518 Tel: 800-832-7784 Fax: 203-287-3915 Website: www.ctcharts-a-course.orgThe CCAC Career Counselor in your area is happy to help you meet your professional development goals. Call your Career Counselor today to advance your profes-sional development journey!
CT CHARTS-A-COURSE (CCAC) EARLY CHILDHOOD CAREER COUNSELORS
TRAINING
AGENCY CCAC CAREER COUNSELOR
PHONE NUMBER
800-832-7784
ACES Valerie Parks X. 2983
All Our Kin Valerie Parks X. 2983
Casa Otonal Margaret Westwood* X. 3903
CT Puerto Rican
Forum Margaret Westwood* X. 3903
ECETI Claudia Sawyer X. 3902
Housatonic
Community College Claudia Sawyer X. 3902
Norwalk
Community College Claudia Sawyer X. 3902
University of
Hartford Margaret Westwood* X. 3903
SE CT; Maureen
Hogan Peter Gagliardi X. 2982
Benefits of Registry membership:
∗ Placement on career ladder and official Regis-try certificate.
∗ Access to CCAC scholarship and $TART education bonuses for eligible members. ∗ Free individualized early childhood education
counseling by CCAC Career Counselors to help map out an education plan for profes-sional development and advancement on the career ladder.
Individuals who register have their training and qualifications verified by CT Charts-A-Course and can print out their profiles as documentation for employers.
Norwalk Community College TPCD Graduating class 2008
* for Spanish language assistance
the benefits of being a CT Professional
Registry member?
CT Charts-A-Course has Early Childhood Career Counselors who can help you achieve
your professional development goals?
5/09
