Transitioning Child Care in Maryland

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TransitioningChild CareinMaryland
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Background

• March 2005 Governors executive order
  transferred child care resource referral and
  family support centers to MSDE
• Prior to July 1, 2005
• Child care licensing, resource referral, family
  support centers, child care credentialing, and
  subsidy programs housed under the Maryland
  Department of Human Resources
• Early childhood nursery schools, pre-k programs,
  State accreditation project, Head Start, early
  intervention and food program housed at Maryland
  State Department of Education.
• July 2005 all child care programs, except child
  care subsidy, moved to MSDE under the new
  Division of Early Childhood Development
• November 2005 a study of the Child Care Subsidy
  Program was completed
• February 2006 by executive order the Governor
  transferred the subsidy program to MSDE effective
  July 2006.
• December 2006 the State Board of Education
  embraces the DECD Strategic Plan.

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Why Did the Transfer Happen?

• Support and pressure from the Advocacy Community
• Funding levels that had steadily been cut,
  particularly for subsidy and quality initiatives.
• Development of a comprehensive State Strategic
  Plan and emphasis on children entering school
  ready to learn.

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The Process Issues

• Meetings and Agreements
• A physical move December 2006
• Issues around
• Policies
• Payments
• Philosophies

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The Division Mission

• A mission statement and three major pillars
  established
• Programs, Regulations and Standards
• Career and Professional Development
• Public Relations and Outreach

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Mission Development

• The mission, objectives and strategies of the
  Division of Early Childhood Development are built
  on and support the following
• Existing infrastructure of early care and
  education programs and in addition
• Implementation of the recommendations made by
  the
• POC Study Group
• Child Safety Workgroup
• Inclusive Child Care Task Force
• The Judith P. Hoyer Early Childhood Curriculum
  Project.
• Principles of Healthy Child Care America that
  support and promote healthy early care and
  education environments.
• Alignment with the content of all professional
  development regarding curricular frameworks and
  outcomes, e.g., Maryland Model for School
  Readiness/Voluntary State Curriculum, Healthy
  Growth and Development for Children Birth through
  Age Three, Early Childhood Accountability System
  for children with disabilities from birth-age
  five.
• Maryland Model for School Readiness (MMSR)
  professional development for public schools,
  child care and Head Start
• The Early Care and Education Committees goals
  and objectives identified in the 5-year action
  agenda.

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Mission Statement

• The Division of Early Childhood Development
  will provide leadership in promoting readiness
  for school and life for all children, including
  those with special needs and disabilities. The
  Division will develop a high quality early care
  and education system statewide which provides
  safe, healthy, nurturing, culturally sensitive,
  and cognitively stimulating environments for all
  children who receive early childhood education
  and school-age child care. The Division will
  strive toward continued improvement and
  accountability and promote the continuum of
  learning by establishing early care and education
  as the foundation for school success.

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Pillars

• Developed by sub-committees of the Office of
  Child Care Advisory Council representing the
  broad range of child care advocates, education,
  child care providers, parents, business partners,
  staff and other interested parties.

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Pillar OnePrograms, Regulations and Standards

• Objectives
• Increase the number of slots for quality child
  care that are available and meet the needs of all
  children and families.
• Improve the school readiness skills of all
  children entering kindergarten.
• Reduce significantly the skills gap for minority
  children, males, English-language learners,
  children with disabilities, and children from
  economically disadvantaged backgrounds.
• Improve the child and school age care environment
  in terms of safety, health, and learning for
  children, birth to age 21, including children
  with disabilities and medical needs, enrolled in
  child or school-age care.

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Pillar TwoCareer and Professional Development

• Objectives
• Increase participation in the Maryland Child Care
  Credential Program.
• Develop a baseline to track the number of
  individuals holding or working on college
  degrees.
• Increase the number of child care providers
  participating in a college course of study for an
  associate or higher degree program in early
  childhood/elementary education.
• By July 2008, 30 of all child care providers are
  participating in the Maryland Child Care
  Credential program at Level Three or higher.

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Career and Professional Development

• Maryland Child Care Credential Program
• Established July 2001, to recognize child care
  providers for their education, experience and
  professional activity
• Seven levels
• Voluntary with incentives for achievement,
  maintenance, and training
• Career and Professional Development Fund
• Established to provide scholarships for two and
  four year degrees in early childhood education

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Career and Professional Development

• Establish a standard curriculum for pre-service
  training
• Establish training tracks for providers and
  licensing staff based on the Core of Knowledge
• Update titles of child care providers
• Increase the number of training hours required
  for initial licensure and continued training

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Career and Professional Development

• Update the Maryland Child Care Credential Levels
• Establish an Administrators Credential
• Build in Leadership training for child care
  professionals

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Pillar ThreePublic Relations and Community
Outreach

• Objectives
• To develop comprehensive information on how to
  identify and select quality early care and
  education and school age care for parents,
  policymakers and the general public.
• To expand of quality early childhood education
  and the role of high quality care in promoting
  school readiness.
• To expand support to parents in preparing their
  children for school success.
• To expand state funding support for early care
  and education programs.

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Challenges

• Funding
• Public will
• Provider will
• Data tracking

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For More Information
www.marylandpublicschools.org/msde/divisions/child
_care
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• Elizabeth Kelley
• Maryland State Department of Education
• Division of Early Childhood Development
• Office of Child Care - Credentialing Branch
• 200 West Baltimore Street
• Baltimore MD 21201
• Liz.Kelley_at_msde.state.md.us
• 410-767-7852