Attending:

Josie Barker, Alabama Department of Human Resources
Kathi Bush, Jefferson State Community College/AAYC
Shirley Byrd, CSP of West Alabama Child Care Management Agency
Clara Card, Joyland Child Development Center
Sue Cole, Eva Cosby Nursery
Debbie Dahl, Auburn University at Montgomery
William Daniels, Phenix City Head Start
Danita Day, South Central Alabama Child Care Management Agency
Jackie Fowler, FOCAL
Elaine Frost, Childcare Resources
Jack Guillebeaux, FOCAL
Linda Hampton, Alabama Head Start Collaboration Project
Martha Hardy, Hardy’s Creative Child Care Center
Mike Holliman, Elmore/Autauga Community Action Committee Head Start
Jan Justice, Alabama Department of Human Resources
Dennis Johnson, Montgomery Community Action Head Start
Valerie Mattern, Childcare Resources
Rebecca McKinney, UAB Civitan International Research Center
Caroline Page, Limestone County Department of Human Resources
Belinda Paul, Child Care Resource Center
Beth Pinion, Progressive Child Care Systems
Suzanne Sargent, Alabama Public Television
Jeanne Sellers, Family Guidance Center Child Care Management Agency
Valerie Thorington, Child Development Resources and Services
Clara Vickers, A Bundle of Joy Child Development Center
Zola Williams, Reliable Licensed Day Care Home
Rose Winkler, Family Guidance Center Child Care Management Agency
Maria A. Dacus, Alabama Child Care Consortium
Amanda Deason, Alabama Child Care Consortium
Delyne Hicks, Alabama Child Care Consortium
Susan Kimberly, Alabama Child Care Consortium

Overview of Meeting:

• The meeting opened with introductions of Advisory Committee members and acknowledgement of the Leadership Team: Kathi Bush, Dennis Johnson and Valerie Thorington.
• An overview of the Consortium initiatives was presented.
• The Conceptual Framework of components of quality child care along with an explanation of the four major dimensions of quality care were presented and discussed.

• There was a discussion regarding what constitutes "quality training." The committee broke into smaller discussion groups consisting of a mix of individuals representing the following groups: child care providers, CMA staff, Head Start, DHR, statewide advocacy and pro-fessional organizations, community college and university, Consortium staff and others. Each group generated a list of what they believe is necessary for training to be high quality. There was considerable agreement as to what constitutes quality. The following is a summary of the major elements and systemic requirements for quality training identified by the small groups:

Elements of Quality Training

• Based on sound principles of child development and developmentally appropriate practices
• Trainer takes into account adult learning and different learning styles of individuals
• Trainer must teach at appropriate level(s) - often several at once
• Trainer is knowledgeable in both subject content and training techniques
• Based on measurable goals and objectives developed based on needs assessment
• Must be non-biased – not based on one person’s personal opinion
• Must emphasize self worth – human values and principles
• Designed to develop and empower individuals
• Must affirm and support continuous learning
• Trainer must be mentor, demonstrating appropriate techniques
• Participants need opportunity to demonstrate what they've learned
• Must be creative, engaging, interesting, interactive
• Must be pertinent, practical knowledge for participants
• Based on good relationship between trainer and participants
• Training environment must be conducive to learning
• Must have an effective evaluation component
• Needs to be follow-up to:
  Assess effectiveness and sustainability of training
  Opportunity for questions and clarifications after training

Systemic Requirements for Quality Training Programs

• Should be a variety of appropriate subject matter and levels of training available
• Need to create a common standard for training – e.g., CEU
• Program must provide articulation
• Program should be accredited by governing agency for training
• Training should be tied to benefits - e.g., build towards a credential, certificate or degree for individuals and accreditation for programs
• Higher compensation for increased job effectiveness

There was a discussion regarding the similarities and differences between "training" and "education" for caregivers. An explanation was provided regarding how training and education for caregivers is being supported through various Consortium initiatives. The following points were made regarding training and education:

• Education is considered "formal" with a beginning and end while training is considered "informal" with a beginning and after the end.
• There needs to be more than one system in place for gaining knowledge about children and child care. Some people do not have access, funds and are not ready for formal, college education.
• Training has the ability to provide "entry/beginner" steps.
• It is difficult to discuss training and education, formality and informality, without assigning value judgements - i.e., formal/education more respected than informal/training.
• Higher compensation is expected with participation in education, but not necessarily with participation in training.
• There is more flexibility in training with respect to location, time and trainers allowing for wider accessibility by participants.
• Training and education are advertised in different ways – i.e., training is advertised through announcements, flyers and calendars to a wide audience while education is advertised through brochures and course catalogues to a more targeted audience.
• Education provides more structure relative to assessment of outcomes for participants. A plan and goals are identified at the beginning with grades assigned based on completed coursework.
• Formal education is more regulated. There are grades, transcripts, core curriculum, academic advisors, and accreditation.
• Training is more adaptable for specialization while education has a broader focus.
• Education supports "professionalism" more than training – i.e., stressing the need to join professional organizations.
• Training is generally more affordable than education.
• We need a common language so we will understand each other when we are talking about training and education. We could say participants "learn" in training and education.
• Training can serve as a segue to formal education.
• Perhaps the most useful aspects of ‘formal education’ and ‘informal training’ can be blended to meet the needs of all the different people who need training and education. It is both/and rather than either/or.

 Proposed Minimum Standards Revisions

An overview of the proposed Minimum Standards revisions regarding training and education was provided. Committee members agreed that the proposed revisions are definitely a move in the right direction to support the efforts to improve the quality of child care in Alabama. The following pre-employment and in-service training and education requirements are being proposed:

Pre-employment Training and Education Requirements

• 20 hours of training in administration and management, 4 hours of training in quality child care, and at least one of the following:

I. Twenty hours of training in child care with at least 20 hours in each of the following 6 areas:

1. Child Development
2. Health, Safety, and Universal Precautions
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
5. Language Development
6. Positive Discipline and Guidance; a high school diploma or a G.E.D., and 12 months of working experience as a child care worker/teacher or a director;

II.  Child Development Associate Credential (CDA) or Certified Child Care Professional Certificate (CCP) and a high school diploma or a G.E.D., and 12 months of working experience as a child care worker/teacher or a director;

III.  Associate’s degree in child development or early childhood education and 9 months of working experience as a child care worker/teacher or a director;

IV.  Bachelor’s degree in child development or early childhood education and 6 months of working experience as a child care worker/teacher or a director

Child Care Workers/Teachers:

• Within 30 days of employment, child care workers/teachers must have at least 12 hours of training in child care, including at least 2 hours in the each of the following 6 areas:

1. Child Development
2. Health, Safety and Universal Precautions
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
5. Language Development
6. Positive Discipline and Guidance

Family and Group Home Providers:

• Persons licensed after the effective date of the regulations must have a high school diploma or a G.E.D. Homes licensed before the effective date of the regulations may continue to be licensed without meeting this requirement provided the license remains current.
• Applicant/licensee must have 24 hours of training in child care prior to licensing. Child care training must include at least 4 hours in each of the following 6 areas:

1. Child Development
2. Health, Safety and Universal Precautions
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
5. Language Development
6. Positive Discipline and Guidance

• Substitutes designated after the effective date of the regulations must have a high school diploma or G.E.D.

In-service Training Requirements

Center Directors – Increased from 8 to 24 hours per year
Child Care Workers – Increased from 4 to 12 hours per year
Service Staff – Increased from 2 to 4 hours per year
Family and Group Home Licensees – Increased from 2 to 24 hours per year

• Child care training must include the following areas:

1. Child Development
2. Health, Safety and Universal Precautions
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
5. Language Development
6. Positive Discipline and Guidance

• An explanation of the current goals of the Training Initiative was provided. The two major goals of the Training Initiative are: 1) to collect data on existing child care training opportunities around the state in order to identify gaps and needs, and 2) to develop a statewide training calendar. It was stressed that the prior work of the Training Advisory Committee (see December 7, 1999 Committee Report) led to the development of the Training Initiative goals based on a shared vision by the group to enhance the quality of and accessibility to training.
• The breadth of training being offered across the state was exemplified as Advisory Committee members went through a process of identifying: 1) Trainees - Who is receiving training?, 2) Trainers - Who is providing training?, and 3) Training - What are the areas of training? The following lists were generated:

Trainees: Centers, exempt programs, Head Start, family child care, Kith & Kin, parents and trainers.

Trainers: Professional organizations such as FOCAL, AAYC, AALECE, SECA, NAEYC, and NACCP, universities, community colleges, DHR, Head Start, County Extension, Department of Education, VOICES, Children’s Hospital, Health Department, Healthy Child Care Alabama nurse consultants, independent consultants, CMAs, Department of Mental Health and Retardation, Red Cross, APT, OSHA, Fire Department, Housing Authority, Children’s Trust Fund, YMCA, school supply companies such as Kaplan, magazine CEUs, publishers, and distance learning such as Heads Up and Winning Teams.

Training: Child development, developmentally appropriate practices, language/literacy, curriculum, advocacy, professionalism, brain development, discipline, conflict resolution, infant & toddler, school age, special needs/inclusion, social services, health & safety, mental health, legal issues, minimum standards, child abuse & neglect, and OSHA.

• The Training Advisory Committee will meet quarterly. The next meeting of the Training Advisory Committee will be in September. The group agreed that mid-morning is a good time to start the meetings.
• Committee members signed up to work on four subcommittees: 1) Collaborative Training Calendar, 2) Training Scholarships, 3) Existing Training, and 4) Training Needs Assessment.