Preparing California’s Early Care and Education Workforce ... · Preparing California’s Early Care and Education Workforce to Teach Young Dual Language Learners Carola Oliva-Olson

Carola Oliva-Olson, Mari Estrada, & Kelly L. Edyburn 87

Volume 26, Number 2, Summer 2017

Preparing California’s Early Careand Education Workforce

to Teach Young Dual Language Learners

Carola Oliva-OlsonCalifornia State University, Channel Islands

Mari EstradaKelly L. Edyburn

University of California, Santa Barbara

Issues in Teacher Education, Summer 2017

Introduction

Researchshowsahighreturnforinvestmentineducationforbirth-to-age-fivepopulations(Grunewald&Rolnick,2005;Heckman,2002).Accordingly, theStateofCalifornia is investing in reviewprocesses,research,andguidancewiththefocusofcultivatingaskilledteachingworkforceandensuringimplementationofitshighqualityearlychild-hoodsystem(CDE,2010).ThepresenttransformationofStateearlychildhoodeducation(ECE)couldaddresstheoveralllackofDualLan-guageLearner1(DLLs)-relevantteacherpreparationandsupportingqualifications (Lopez&Zepeda,2012),anessential taskwhenDLLsaccountfor60%ofthe0-5populationinCalifornia(Cannon,Jacknowitz,&Karoly,2012;Fortuny,Hernandez,&Chaudry,2010),40%ofState

Carola Oliva-Olson is an assistant professor in the Early Childhood Studies Program in the School of Education at California State University, Channel Islands, Camarillo, California. Mari Estrada is a doctoral candidate in the Gevirtz Graduate School of Education at the University of California, Santa Barbara and an adjunct professor in the Early Childhood Studies Program in the School of Education at California State University, Channel Islands. Kelly L. Edyburn is a doctoral student in school psychology in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Their e-mail addresses are [email protected], [email protected], & [email protected]

Preparing California’s Early Care and Education Workforce88

Issues in Teacher Education

preschoolers(Cannon,Jacknowitz,&Karoly,2012),andabout36%ofkindergarteners(CDE,2014b). OftheonemillionchildrenservedbyHeadStart(HS)nationally,DLLsmakeup30%ofthepopulationandaredistributedacross87%ofallHSclassrooms.InCalifornia,HSDLLsmakeup48%ofthechildrenserved.ThesefiguresdemonstratethatitisnearlyinevitablethatECEteachersinCaliforniawillencounterDLLsintheirclassrooms. TheneedsofDLLsintheStatehavegonelargelyunmet,particularlyintheearlystagesofeducation(Matera&Estrada,2015;Lindholm-Leary, 2013) when children are most primed for the development oflanguageskillsandthebenefitstheybring.Successfulenforcementandimplementation,then,ofCalifornia’sECEsystemnecessitatesimprovedteacherpreparation,pre-service,andongoingtrainingthatresultsineffectiveduallanguagelearningpractices.

Preparing for a Bilingual Present and Future

Nearlyhalf(49%)ofthepopulationofchildrenintheU.S.under5yearsoldiscomposedofethnicminorities,manyofwhomliveinhomeswhereEnglishisnottheprimarylanguage.Thispopulationisexpectedtocontinuetogrow(U.S.CensusBureau,2013).Spanish-speakingLatinostudentsrepresentthefastestgrowingsegmentofthepopulationof4.4millionstudentsintheU.S.whoseprimarylanguageisnotEnglish(Kenaetal.,2013;U.S.DepartmentofEducation,2014).About1.4millionofthesestudentsliveinCalifornia(Batalova&McHugh,2010;CaliforniaDepartmentofEducation[CDE],2015;Kenaetal.,2013).Accordingtothemostrecentprojections,enrollmentofLatinosinK-12schoolswillincreasesignificantlyinthenextdecade(Hussar&Bailey,2013).

Preparing for Positive Results

AsdescribedbyPetittoandDunbar(2004),educationalpolicyinmanyStatesandincountriessuchasEnglandisbasedonthemistakenpremise thatdual language instruction interfereswith languagede-velopment.Instructioninachild’shomelanguageactuallyencouragessocio-emotionaldevelopment(Sanchez,2005)andenhancedcognitiveskills(Bialystoketal.,2005;Emmorey,Luk,Pyers,&Bialystok,2008).Bilingualchildrenalsoperformbetterinreadingandmaththantheirmonolingualpeers(Zelasko&Atunez,2000),maylearnadditionallan-guagesmoreeasily(Howardetal.,2007),andtendtoexercisegreaterself-control (Kovács & Mehler, 2009). Socially, bilingual individualsexperienceastrongersenseofidentityandexperiencestrongerfamily



andcommunityties(Zelasko&Atunez,2000).Laterinlife,bilingual-ismmayevenhelptopreventthedeclineofexecutivefunction(Dreifus,2011).ReasonstosupportDLLs,then,arestrong,andincludeoutcomesthatalignwitheducationalexpectationsanddesiresforallchildren. Arevisedandenforcedframeworkofqualificationswouldincorporatehigherstandards forearlychildhoodeducationdual language learn-ingteachingexpertise(Bellen,Whitebook,Cohen&Stevenson,2005;InstituteofMedicineandNationalResearchCounciloftheNationalAcademies,2015;Whitebook&Austin,2015),andrequireprofessionaldevelopmentthatisongoingandprogressivelyalignedtospecificteach-ingandcommunitycontexts(Hyson,Horm,&Winton,2012).TeachersmustgainthecompetenciesthatenablethemtorespondtothelanguageconfigurationstheyencounterintheirclassroomandtoimplementbestpracticesthatservetheirDLLstudents(Lopez&Zepeda,2012;Gándara,Maxwell-Jolly,&Driscoll,2005).TheenforcementofCalifornia’sentireEarlyLearning&DevelopmentSystemalignedwiththeState’scur-rentandfuturecredentialECEsystemwouldsignificantlyadvancetheprofessionalworkforcetoensurehighqualityandeffectiveteachingofourState’syoungduallanguagelearners.

Current Head Start and State Program Provisionfor Dual Language Learners

The2013HeadStartReporttoCongressonDLLsnotesongoingef-forts“tobuildcapacityintheresearchfieldtoprovidebetterinformationregardingthedevelopment,needs,andstrengthsofyoungDLLs,andtodevelopnewcurriculaandassessmenttoolsforyoungDLLsandtheirfamilies”(U.S.DepartmentofHealthandHumanService[USDHHS],2013).ThereportalsofindsthatmostHSDLLsliveintheWestandSouthregionsoftheU.S.,liveinpoverty,andspeakSpanishastheirhomelanguage.Further,morethan50%ofparentsofHeadStartDLLsarenotproficientinEnglish,andhavenotgraduatedfromhighschool.ComparedtotheirmonolingualEnglish-speakingpeers,HSDLLswerefoundtohaveaccesstofewerbooks,butpossessalargervocabularywhenbothEnglishandSpanishwordswereconsidered.TheHeadStartDLLpopulation,then,presentsbothchallengesandopportunitiesthatteachersneedtorecognizeandaddress. Strikingly,theHeadStartDLLreportalsofoundthatbytheendofprogramparticipation,studentsshowedaslightdecreaseinSpanish-speakingskills,indicatingalackofsupportfortheirhomelanguage.Thus,althoughHShasconsistentlysuppliedhighlyexpertandwidelyavailableDLLmaterials,guidance,andresources(NationalCenteron



CulturalandLinguisticResponsiveness[NCCLR],2014),implementa-tionhasbeenwoefullylacking.The2007HeadStartReauthorization(HeadStartAct,2007)emphasizesboostingschoolreadinessamongallstudentsinwaysthatrecognizethebenefitsofhomelanguagesupportandhelptoensureitsprovisionforDLLs(USDHHS,2008).HSrequiresthatprograms“ensurethatchildrenhaveopportunitiestointeractanddemonstratetheirabilities,skills,andknowledgeinanylanguage,in-cludingtheirhomelanguage.”Unfortunately,implementationmeasureswerenotincludedinthe2014federalfundingreview(USDHHS,2014).Moreover,theClassroomScoringAssessmentSystem2(CLASS),theof-ficialclassroomassessmentusedtomeasure“teacherquality”inHSset-tings(aspartoftheFederalComplianceandMonitoringrequirements),doesnot“specificallyassessculturalcompetence,culturalsensitivity,orteachingstrategiesspecifictoduallanguagelearners”(Vitiello,2013).Consequently, theHSmandate forhome languagesupporthasgonelargelyunenforced. InregardtoStatepreschoolprovision,earlychildhoodprogramshavebenefitted3bynotbeingformallyconstrainedbyProposition227,whichledtotheeliminationofmostbilingualinstructioninK-12set-tingsinCalifornia(Lopez&Zepeda,2012).InparalleltoHeadStartreform,CaliforniahasdevelopedtheEarlyLearningandDevelopmentSystem(ELDS),asystemofprograms,publications,professionalde-velopment,andinitiativestosupportECEteachers(CDE,2011).TheELDS4includesstrongsupportforDLLsfrombirthtoagefiveandhasthepotentialforuniversalapplication(CDE,2014a);however,theonlymandatedcomponentoftheELDSisitspreschoolassessmentprotocol–theDesiredResultsDevelopmentalProfile(DRDP).ThefactthatDRDPassessmentcanoccurwithoutenforcementofalltheothercomponentsoftheELDSmeansthattherehasbeennoincentivetoprovideteach-erswiththecomprehensivetoolsavailabletofacilitateduallanguagelearningandthereforeensurethatassessmentcoversteachingqualityforDLLs.ThePreschool Learning Foundations,withafocusonEnglishLanguageDevelopmentinparticular,weredesignedasstandardsforECEteachers,buthavenotbeenenforcedinStatepreschoolwillnow,asdiscussedbelow,berequiredinTransitionalKindergarten(TK)(Califor-niaBudgetActof2014).ThisbringsmanyopportunitiestoincorporateotherDLLcomponentsoftheELDSinteachercredentialing,licensure,andprofessionaldevelopment. The2013CaliforniaComprehensiveEarlyLearningPlan(CCELP),publishedbyCA’sGovernor’sStateAdvisoryCouncilonEarlyLearning&Care,encouraginglystatesthata“keydirectionfortheState[is]thedevelopmentofahigh-qualitybirth-to-age-fivesystemthatprovidesall



childrenwiththeknowledgeandskillstheyneedtoachievelong-termsuccess” (CCELP,2013,p. vii).Theplan identifies fourKeyDrivers5(broadareasforchange)andsixEssentialElements6(criticalpolicyandinfrastructureareas).“SupportingDualLanguageLearners”isoneoftheidentifiedelements. The CCELP recommends that, “…the early childhood workforceshouldbewell-educated,well-trained,reflectiveoftheState’sculturalandlinguisticdiversity,andsupportedonanongoingbasis”(CCELP,2013, p. 11).The plan stipulates that, “teachers and providers needspecialtrainingtomeettheneedsofduallanguagelearnersandtheirfamilies”(CCELP,2013,p.12).Further,theplanrecommendsperiodicupdateofECEcompetenciestoreflectbestpracticesandearlylearningstandards,andtheintegrationofcareerpathwaysbasedonthecompe-tenciesintoprofessionaldevelopmentandhighereducationcoursework(CCELP,2013).AdoptionoftheserecommendationswouldconsiderablyadvancecurrentCaliforniaECEteacherpreparation.

California’s Current Early Childhood EducationProfessional Development System

TherearetwomainbodiesinCaliforniathatprovideandincentivizeprofessionaldevelopment(PD)toECETeachers:theCaliforniaDepart-mentofEducationandFirst5California.7ThesetwoentitiesandtheirrelatedPDprogramspromotetheutilizationandengagementwiththeCaliforniaELDSandenablesteacherstomeettheirChildDevelopmentPermit(CDP)renewalrequirementof105documentedhoursofprofes-sionalgrowthateachlevelofthePermitMatrixandprovidemonetaryincentivesforparticipationandcompletion. TheCaliforniaELDSincludestheCaliforniaPreschoolInstructionalNetwork(CPIN),aCaliforniaDepartmentofEducationEarlyEduca-tionandSupportDivisioncollaborationwiththeCenterforChildandFamilyStudiesatWestEdandtheCaliforniaCountySuperintendentsEducational Services Association (CCSESA). CPIN provides PD forpreschoolteachers,“highlightingcurrentresearch-basedinformation,resources,andeffective instructionalpractices” (CaliforniaPreschoolInstructionalNetwork,2014).PublicationsandresourcesfromtheCali-forniaDepartmentofEducationguideCPINPD,technicalassistance,andon-sitepreschoolprogramsupport(SacramentoCountyEducationOffice,2014).WhileCPINresourcesincludealltheELDSDLLmaterials,theiruseisnotmandated,notprogressivelydeliveredorcontextualized,andparticipationvariescountybycounty. InadditiontotheELDS,theCaliforniaDepartmentofEducation



providesfundingtolocalchildcareplanningcouncils(LPCs)tosupportprofessionaldevelopmentandretentioninState-contractedTitle5childdevelopmentprogramsviaprofessionaldevelopmentfundsknownasAB2128(CDE,2012b).EacheligiblecountyisallocatedfundingviatheLPCsanddistributesfundingperlocalprioritiesandasapprovedannu-allybytheState.TheStatedoesnotrequiretheuseofanystructuredprofessionaldevelopmentprogramandallowscompletediscretiontotheLPCsforthedistributionofthosefunds.Asof2015,theStateofCaliforniaprovidedadditionalfundingin2015throughtheCaliforniaTransitionalKindergartenStipend(CTKS)Program;thesefundsarealsomanagedbyLPCstosupportECETeachers inCaliforniaStatePreschoolsseekingtomeetTKeducationalrequirementsinECEcontentareas(CDE,2015c). First5Californiaprovidesastate-matchprogramknownas theComprehensiveApproachesforRaisingEducationalStandards(CARES)Plus9tosupportECEprofessionalsinCaliforniabyprovidingincentivesand stipends, academic support, higher education pathway partner-ships,andtrainingandtechnicalassistance(First5California,2014).Thisprogramincludesa“Core”requirementthatallenrolledteachersparticipateintrainingontheClassroomAssessmentScoringSystem(CLASS)tosupportimprovementinteacherquality.Thisdemonstratesagreatleapforwardfortheimprovementofqualitycarewiththeinten-tionalintegrationofaresearch-basedtool.HoweverwithoutarequiredintegrationoftrainingthatwouldspecificallysupportteacherstoworkwithyoungDLLstheissueofinadequateimplementationofbestprac-ticesforDLLscontinues(NewAmerica,2015). The CLASS and the ELDS are included in both the QRIS, cur-rentlyaCaliforniaDepartmentofEducationProgram,andinFirst5California’sCARESPlusprogram.Thereforethetwomainbodies inCaliforniathatprovideandincentivizeprofessionaldevelopment(PD)toECETeachershasmissedtheopportunitytointegratebestpracticesforDualLanguageLearnersbynotrequiringtheuseofsupplementaryDLLmaterialswhenusingCLASS,despitethefactthatitsdevelopersstatedthatinclusionofthesematerialswasnecessary(Vitiello,2013;CQEE,2014).“Soft”alignmentandpromotionoftheELDSofengage-mentandutilizationisnotenoughwhenDLLsaccountfor60%ofthe0-5populationinCalifornia.

California Quality Improvement Systems

TheCaliforniaQualityContinuumFrameworkserves to“ensurethatchildreninCaliforniahaveaccesstohighqualityprogramssothat



theythriveintheirearlylearningsettingandcansucceedkindergartenandbeyond”byutilizinga“consortia”ofestablishedcountyandregionalorganizationsoperatingordevelopingaqualityratingandimprovementsystem(QRIS)tofocusonthreeareasofprogramquality:ChildDevel-opmentandreadinessforschool,Teachers&TeachingandProgram&Environmentquality(CDE,2014c).Thepremiseisthatbyaligningtocommon“research-basedelements”outlinedintheQualityContinuumframework,andimplementingregionalassessment,statewidegoalset-ting,andmonitoringofprogresstherewillbetangiblechangetowardsmeetingtheneedsofCA’searlylearners. California’sQualityRatingandImprovementSystem(QRIS)programstartedin2011with16counties,17consortiaand14menteecounties.QRISfundingwillendonDecember31,2015,tobesustainedbyanewroundofCaliforniafundingknownastheCSPPBlockGrant10that“settargetstoimprovethequalityofstatepreschoolprograms”(CDE,2015d),andincludesrelevantinitiativesandefforts. QualityunderQRISisachievedthroughatieredrating11systemoutlinedintheQualityContinuumFramework.Theframeworkonlyrequires“familiarity”withtwospecifictools,CLASSandEnvironmentRatingScales(ERS)(seefootnotes2and7).Familiarityinferstraining,anditcanthereforebeconcludedthattheCAQRISholdstheinfrastruc-turetointegrateandensurethattrainingaddresstheneedsofyoungDLLs,howeveritdoesnot. TheQRISincludesanannualrequirementof21hoursofprofessionalgrowthforteachersanddirectorsundertheelementCoreII:Teachers&Teaching,MinimumQualificationsforLeadTeacher.QRISprogramsareencouragedtoachievetheir21hoursofPGviatheCoreTools&ResourcesContinuousQualityImprovementPathwayofwhichtheThePreschoolEnglishLearnerGuide(CDE,2009)isoneresourceoffivelistedundertheSchoolReadinesscomponentforChildObservationandAssessment.WhiletheQRISprogramincludesfostering“competenceinsupportingthesuccessofchildrenfromdiverseethnicgroups,withmultiplelanguages”(CDE,2010)asoneofitsgoals,anexplicitrequire-mentorrecommendationislackingandreflectsanoveralllackoffocusonDLLsinCalifornia’sPDprograms. CaliforniaFirst5’snewestinitiative,approvedApril2015,ImproveandMaximize Programs soAllChildrenThrive (IMPACT), bringsanewmodeloffundingto“supportacontinuumofquality…bybuild-ingonStateandlocalinvestmentsinaQualityImprovementSystem(QIS)/QualityRatingand[QRIS]”(First5CA,2015).IMPACTgrantswill“focusonsystems-levelworkcenteredontheEarlyLearningandDevelopment System… Support the implementation and evaluation



ofCalifornia’sRacetotheTop—EarlyLearningChallenge(RTT-ELC)QRIS.”Theapprovedproposalincludesapromiseto“Ensureculturallyandlinguisticallyeffectivestrategiestoengagefamiliesandchildrenwhoareduallanguagelearners…[and]“link”toF5CA’sDualLanguageLearnerandFamilyEngagementPilots”(p.4-5).”Itisunknown,howeverhowitintendsto“ensure”thepromiseastheRequestforApplicationshasnotyetbeenreleased.StatewideEarlyEducatorWorkforceSup-portsthatinfersupportsforDLL,howeveratthistimeCalifornialacksaframeworkforintentionalintegrationandimplementationofexistingtoolsandresourcesthatsupportallchildren,butparticularly,DLLs,outsideof“overview”trainings,theproposalstates“Provid[e]statewideevidence-basedtrainingforproviders,coaches,andadministratorsonculturalandlinguisticcompetencetopromoteeffectiveworkincross-cultural situations,” and “provid[e] statewide CLASS® training andcertification and negotiating competitive purchasing for counties toaccessadditionalproductsandservices.”

California’s Current Early Childhood EducationPermits and Credentials System

Presently,CaliforniastatepreschoolteachersinlicensedchildcaresettingsarerequiredtoholdaminimumoftwelveChildDevelopmentunits,asverifiedbypossessionofaCaliforniaCommissionofTeacherCredentialing(CCTC)ChildDevelopmentPermit(CDP).ACDPautho-rizesthepermitholdertoserveinan“instructionalcapacityinachildcareanddevelopmentprogram”(CAEdCodeSection8360-8370).WiththeinstitutionofTransitionalKindergarten(TK),TKteachers,mustholdaMultipleSubjectscredentialand24additionalECEunitsatanunspecifiedleveltoserveinateachingcapacityfortherelatedagegroup(CDE,2015c). TheuseofChildDevelopmentPermitsisinstitutionalizedastheStatemandatesthatprogramscontractedwiththeCaliforniaDepart-mentofEducationforsubsidies,suchasStatePreschoolandGeneralChildCare,requireteachingstafftoholdaChildDevelopmentPermitoftenwithalocalaugmentationofanAssociate’s/Bachelor’sdegree(aspecificdegreeinachilddevelopmentorECEisnotrequired),and/orMultipleSubjects credential,dependingon theprogram.HeadStartgranteesthatcontractwithCDEforgeneralchildcarefundsinadditiontoHeadStart,knownblendedfundingmodels,requireteachingstafftoholdChildDevelopmentPermitstomeetCDErequirements. ItisimportanttonotethatalthoughchilddevelopmentunitsarerequiredatalllevelsinCalifornialicensedchildcaresettings,asmandated



byfundingandCAcommunitycarelicensingrequirements,neithertheCDPitselfnoraspecificdegreeinaCD/ECEfieldisrequiredbyanyCalifornialicensingorgoverningbody(CCTC,2014).TheCDPMatrix,discussedbelow,explainsseveralpathwaystoattainmentofthePermitandrenewalrequirements.

The California Child Development Permit Matrix TheCDPMatrix(seeAppendixI)allowsentranceintotheprofessionatoneofsixlevels,threefocusedonTeaching,12twoforProgramAdmin-istration,13andabasicpermitforservingasachildcareassistant.Thethreepermitsapplicabletoteachingstaffare:AssociateTeacher,Teacher,andMasterTeacher.AllthreeteachinglevelpermitsmeetstateofCali-forniachildcarequalificationrequirementsandrequireaminimumof12unitsofcollegecourseworkinChild,Growth,&Development,Child,Family,&Community,andacourseonCurriculum.TheGeneralcoursecategoryrequirementsarealignedtoaconferralofanAssociate’sandBachelor’sdegree.Althoughcoursecategoryspecificationsareincluded,noneoftherequiredcoursesrelatespecificallytoDLLs(Holod,2004). InordertoreneworupgradeaChildDevelopmentPermit,holdersarerequiredtoengageineither105hoursofon-goingprofessionalgrowthortocompletecourseworkoverthefive-yearpermitissuanceperiod.14Ac-cordingtotheChildDevelopmentPermitProfessionalGrowthManual,therationaleforthisrequirementisasfollows,“The[California]Com-mission[onTeacherCredentialing]stronglybelievesthatanindividualeducator’sprofessionalgrowthshouldbeguidedbygoalsandprioritiesthatrelatetoenhancedcompetence,performance,andeffectivenessintheeducationofstudentsandthatitshouldbeplannedasacohesivesequencesofactivities.”ProfessionalGrowthactivitiesarerequiredtomeettheacceptablecategoriessetbytheCCTC,andstipulatethatallactivitiesmustbeplannedinconsultationwithaProfessionalGrowthAdvisor(typicallyanotherCDPpermitholder).Theacceptableactivitiesprovidedarebroadandrequireatleasttwoofthespecifiedactivitycat-egoriesaspartoftheProfessionalGrowthplantoensure“abreadthanddepthwithintheprofessionalgrowthprogram”.Giventhatoneactivityisalicensingmandate,CPR,thepermitholdermustselectanactivityfromonlyoneothercategorytofulfillthisrequirement,andhenceanotheropportunityismissedtoincorporatearequirementfocusedonimprovingteachingstrategiesforDLLs(seeAppendixIIforafulllist). AccordingtotheCaliforniaEducationCodeSection8363.1,theCDPMatrixrequirementsmustbereviewedandupdatedwhereappropri-ateonorbeforeJuly1,2016.InMarch2015,theCTCannouncedtheformationofanadvisorypaneltoreviewthepreparationofTKteachers



andthePermitMatrixoverall(CCTC,2014).Thecommencementofthiscommitteeoffersanopportunitytoreworktheexistingeducationalandtrainingstandards. InCalifornia,mostpreschoolteachersholdaCDP,butdonotcompleteanAssociate’sorBachelor’sdegree(Calderon,2005).Arecentteachersurvey inSantaBarbaraCounty found that teachers citedfinancialconstraints,mathandEnglishrequirements,location,andlackofreleasetimeasbarrierstothepursuitofhighereducation(First5SantaBar-baraCounty,2013).Additionally,collegesfinditdifficultbothtorecruitlanguage proficient instructors and to provide language appropriatecurriculum(SantosRico,Villazana-Price,Donovan,&Cheng,2003).ThebarrierstothepursuitofahighereducationECEdegreearemanyandvarious,andobviouslysignificantinlightoftransitionalkindergartenrequirementsandHeadStart’smandatethat50%ofitsteachersshouldholdaBachelor’sdegree.

Opportunities to Improve ECE Supportfor Dual Language Learners

Presently,greatimportanceisattachedatthenationalleveltotheeducation of DLLs.The U.S. Secretary for Education,Arne Duncan,hasconsistentlytoutedthebenefitsofbilingualism,andhasrecentlypioneeredadrivetowardnationalmultilingualismandliteracybegin-ninginearlychildhood(Maxwell,2013).ThecombinationofDuncan’sleadership,FederalGovernmentfunding,andHSresourcesand(pend-ing)revisedstandardspositionsCaliforniawelltoovercomethecurrentlackofimplementationofbestpracticesforyoungDLLs.Thechancetomakethenecessarychangesexistsrightnow.

1. Mandated implementation of the ELDS and HS resources.TheCaliforniaBudgetActof2014mandatedthatTKprogramsusethePLFasstandardsinalignmentwithCaliforniaCommonCore.Thisbringsfundingforteacherstoearn24ECEunitsandforECEPD,which,inturn,createsanopportunityfortheincorporationoftheELDSandHSDLLguidanceandmaterials.

2. TK DLL emphasis.TherequirementforTKteacherstoobtainaMultipleSubjectscredentialopensupanopportunitytoreshapecurrentcredentialandlicensureprogramstoincludeasignificantDLLemphasis(Brownetal.,2013).

3. New ECE credential.Asmentionedabove,followingaself-as-sessment,theCTChasestablishedanadvisorypanelonearlychildhood



educatorpreparation(CTC,2014).RecommendationsbythispanelcouldbringaboutanewECEcredentialthatincludesfullpreparationtosup-portyoungDLLs.

4. Continuous, cumulative, tailored preparation and PD.MandateduseoftheDLLmaterialscouldhelpensurethatPDbecomescontinuous,tailoredtodifferentclassroomlanguageconfigurations,anddesignedtoachievecumulativelearning,expertise,andexperienceintheDLLcompetencies.However,inordertobestserveandsupportDLLs,anewmodelofECEteacherpreparationmustextendbeyondPDforex-istingteacherstothetrainingofnewECEteachersinteachertrainingprograms. In thisway,allECEteacherswouldexperiencecontinuouslearningandbuildontheirknowledgebaseaboutstrategiesforsupport-ingDLLs.Academicprogramsoffercorecurriculaandpracticainearlychildhooddevelopmentandpedagogywhilehighlightingthecontextualinfluencesoffamily,culture,language,andsociety.HighereducationearlycareandeducationprogramsshouldemphasizethefirsteightyearsoflifeinthecontextoffamiliesandchildrenwhoareDLLs.EverycourseshouldfocusonpreparingstudentswithknowledgeanddispositionstoworkwithDLLs—evenwhenstudentsthemselvesarenotbilingual.

5. DLL leadership and advocacy.Finally,thecurrentopportunitiestoimproveECEteachers’supportofDLLswouldentailashiftintheroleoftheECEprofessional.Courseworkprovidedinundergraduateearlycareandeducationprogramsmustbealignedwithpost-baccalaureateanddoctoralprogramsintheState(e.g.,credential/educationalleadershipmasters/doctoralprograms).AwellpreparedandtrainedECEteacherwillbecomeaDLLleader:anadvocateforlinguisticdiversitywhoiscompetent in relevant DLL interventions and assessment strategiesandwillingtoserveasabridgetounitefamilies,educatorsacrossECEcontexts,administrators,andpolicymakers.

Competencies to Support Dual Language Learners

ECEteachercoursework,studentteachingfieldworkatanylevel,andPDneedtocoverthefollowingmainareas:DLLcompetencies,bestDLLinstructionalstrategies,engagementandcollaborationwithfami-liesandcommunity,preparationonclassroomlanguageconfigurationsandmodels,andbestDLLassessmentstrategies.TheresourcesalreadycreatedbyHSandcontainedwithinCalifornia’sELDSprovidethebasisforsuchteacherpreparation.TheCaliforniaEarlyChildhoodEducatorCompetencies(2011)capturetheelementsonwhichfuturecredentialingprocesses,licensure,andPDshouldfocusinordertoprepareteachersto



serveDLLs.Assembledbyanexpertteam,therecommendedskillsandabilitiesarebasedonthemostcurrentknowledgeandbestpractices(pp.1-11).Thecompetenciesrepresent“amajoropportunityforCaliforniatotakenationalleadershipinhighlightingthecentralimportanceofedu-catorcompetencyintheareasofculturaldiversity[and]duallanguagelearning…”(CenterfortheStudyofChildCareEmployment,2008). ThetwelveCompetencyAreasinclude(2)Culture,Diversity,andEquity,and(5)DualLanguageDevelopment.EachareaincludesKeyConcepts,Dispositions,andPerformanceAreas.TopicsandCompetencyContextsarealsoincludedtogroundthePerformanceAreasinthespe-cificrelatedknowledge,skills,andresponsibilities(p.7).ItfollowsthatECEteacherpreparationprogramsthatformpartofhighereducationinCalifornianeedtooffercoursesinculture,diversity,andequity,andinduallanguagedevelopment.SuchcoursesshouldaddressthePerfor-manceAreasforthetwoCompetencyAreas,andincludethemasthebasisforlearningobjectives. Notably,theState’sDualLanguageDevelopmentCompetencyAreadoesnotaddress“thebroadvariabilityofteachercharacteristicsacrosstheirdevelopingcapabilities”(Lopez&Zepeda,2012).Inresponse,anexpertgroupdevelopedsupplementalmaterialintheformoftheDualLanguageLearnerTeacherCompetencies(DLLTC),whichiscurrentlyendorsedbytheStatebutnotmandated(Lopez&Zepeda,2012).TheDLLTCprovidesateachercompetencymatrixforthedomainsoflan-guageandliteracyandsocio-emotionaldevelopment.Eachdomainisorganizedintocategoriesoflanguageability,culturalcompetencyandlevelof teacherexperience.TheDLLTCwouldmakeauseful tool tounderpinDLLteacherpreparationinbothhighereducationandlocalPDprogramsforECE.

Essential Professional Development Contentto Support Dual Language Learners

BuildingonthefoundationoftheDLLcompetenciesdescribedabove,essentialcontentforECEcourseworkshouldinclude:(1)Keyinstruc-tionalDLLstrategies that focusonoral languagesupportorganizedaroundnotjustclassroominstruction,butalsofamilylanguageexperi-ence,environment,andgoals(Magruder,Hayslip,Espinosa,&Matera,2013);(2)experiencesininitialface-to-faceandongoingconversationtogatherlanguageexperienceinformationandsetduallanguagegoalsforthechild(Espinosa,2010)inordertostrengthenthefamily-teacherrelationshipandcollaboration,andtomonitorthechild’sduallanguageprogress;(3)instructioninestablishingaclassroomenvironmentthat



includesthelanguagesofallthechildrenintheclassroom,usingculturalartifactsanddisplayscontributedbythechildrenandtheirfamilies,andqualityliteratureinalltheclassroomlanguages;(4)instructioninformal,smallgroupapproachestoassesspriorknowledge,encourageuseofthehomelanguage,andhowtomodellanguageseparation;(5)instructionintheteachingofnewvocabularyandsophisticatedwordsinthelanguageofinstructionusinggestures,photographs,realia,songs,andmovement;(6)instructioninscaffoldingandtheextensionoflanguagebasedonindi-vidualskills;(7)instructioninhowtodiscussdifferencesandsimilaritiesbetweenlanguages;(8)instructionintheuseofcognatesandbilingualpicturedictionariesinwaysthatrespectchildren’schoiceoflanguage;(9)instructioninhowtoelicitretellingofstoriesandeventsbychildren.HeadStartprovidescomprehensivetools,someinavarietyoflanguages,formostoftheaboveinstructionalstrategies(USDHHS,n.d.,p.9). ForteachersnotyetproficientinSpanish,beginningSpanishforECEandservicelearninginthecommunityshouldbeaddedtotheirECEcoursework.FluentSpanish-speakingteachersshouldhavetheoptiontotakecoursesonthefacilitationofearlylanguageandliteracyinSpanishandteachingusingacademicSpanish. InadditiontoinstructiononbestDLLinstructionalstrategiesandtechniquestoengageandcollaboratewithfamilies,bothexistingandpreserviceECEteachersshouldalsolearnaboutthemanypossiblelan-guageconfigurationsofaclassroomintheirarea,aswellasthemodelorapproachforbestservingsuchaconfiguration.DuetothemobilityofthepopulationofCalifornia,fromyeartoyear,teachersmayencounteradifferentmixoflanguagesandlanguageproficienciesintheirclassroom(EditorialProjectsinEducationResearchCenter,2004).Thesameistrueforwhatchildrenfindwiththeirteachers(Lopez&Zepeda,2012).Topartlyaddressthis,HSmandatesthat“whenamajorityofchildrenspeakthesamelanguage,atleastoneclassroomstaffmemberorhomevisitorinteractingregularlywiththechildrenmustspeaktheirlanguage”(USDHHS,1998).Nevertheless,nosuchmandateexistsforStatepre-school,andtheHSstipulationdoesnottakeintoaccounttheoccurrenceoflanguageconfigurationswherethereisnomajoritylanguage. HeadStart,however,developedthePlannedLanguageApproach(PLA)in2009totakeintoaccountthelanguageconfigurationofbothchildren and teachers (NCCLR, 2014). The approach ensures thatteachersareawareofthepriorlanguageexperiencesandexposureoftheyoungDLLsintheirclassroom.Inthisway,teachersareabletofa-cilitateandmonitorprogressofDLLs’homelanguagedevelopmentandtheirEnglishacquisition,andcanapplyappropriateteachingstrategiesandcurricularadaptations.Implementationoftheapproachhasbeen



inconsistent,however,sinceithasnotbeenincludedintheHSauditprotocol.Thislookslikelytoberemediedasaresultof2014-15reviewoftheHSPerformanceStandards(McMahon,2015). ArangeoflanguageapproacheshasbeenobservedinCaliforniapre-schoolclassrooms,buttheyoftenariseincidentallyorareselectedwithoutconsiderationofthelanguageconfiguration(CDE,2013).Unfortunately,thereisnoprospectyetofaPLAforCaliforniastatepreschoolsorTKprograms.ThisleavesclassroomDLLsupportinconsistentlymanagedbytherangeoflocaleducationauthorities,onlyafewofwhichtailorinstructiontorespondtochanginglanguageconfigurations.TrainingandPDneedstoensureECEprofessionalsarepreparedtoencounteraplannedapproachorthelackofsuch.

Best Practices for Assessment of Young DLLs

Preparation for new ECE professionals, as well as PD for exist-ingECEeducators,needstoincludeinstructionandexperienceinthescreening and assessment of young DLLs in both English and theirhomelanguage.AsCDE’sBest Practices for Young DLLsreports,“Mostassessmentsacrossthefourpurposes[identifiedinthePrinciplesandRecommendationsforEarlyChildhoodAssessments(Shepard,Kagan,&Wurtz,1998)]arenotcongruent,donotassessthesamedevelopmentalconstructs,andaredifficulttointegrate”(Espinosa&Gutierrez-Clellen,2013).Nevertheless,newcourseandfieldworkneedstooffermethodsforassessmentinboththehomelanguageandlanguageofinstruction,andforrecognitionbyteachersofthedevelopmentalsequenceofsecondlanguageacquisition.WhileinstrumentsarereadilyavailableinSpanishandEnglish,thoseinSpanishmustbenormedwitha“largergroupofsimilarchildrenofthesameage”(USDHHS,n.d.,p.10).AnimportantfindingoftheHSReportScreening Dual Language Learners in Early Head Start and Head Startisthat“forchildrenwhosehomelanguageisNOTEnglishorSpanish,itisvirtuallyimpossibletofindvalidandreliable instruments.” (USDHHS, n.d.). Despite the need for morecomprehensiveassessmenttools,anewmodelofECEteachertrainingshouldincluderesearchfindingsonkeyelementsofDLLassessment,andproceduresfoundtobeeffective,eveniflimited.

Conclusion

Thestageisset formajorchangeinCaliforniaECE.TheState’srequirementsforTKinstruction,teachertraining,andPDcouldleadtomandatedintegrationofexisting,impressiveDLLresources,guidance,



andbestpractices.InadditiontomoreresearchaddressingtheearlychildhoodneedsofDLLsagesbirththroughthree,whatisneedednowtosupportpreschool-ageDLLsisorganizedadvocacyofanewprepa-ration and training model as proposed above for ECE professionals.RepresentationfromDLLexperts,programdirectors,teachers,families,community,businessleaders,andpoliticianstotheCTC,theCDEEarlyEducationandSupportDivision,andFirst5Californiawouldencour-agedecisionsbythesebodiesthatwouldgeneratewiseinvestmentinacoherent,highqualitysystemofECEpreparationandtrainingthattrulyvaluesandcelebratesbilingualisminallCaliforniaclassrooms.

Notes 1TheOfficeofHeadStartofficiallyadoptedthetermDLLin2008torefertochildrenwhoarelearningtwoormorelanguagessimultaneouslyorinsequence.Thetermisnotlimitedtostudentsattendingdualimmersionprograms(U.S.DepartmentofHealthandHumanServices,2008). 2TheClassroomAssessmentScoringSystem(CLASS)istheobservationtooldevelopedtoassess teacher-child interactions: frominfantcarethrough12thgrade.ForPreschool,observedteacherchildinteractions,andbehaviors,areorganizedintothreedomains:EmotionalSupport,ClassroomOrganizationandInstructionalSupport.Formoreinformationvisit:www.Teachstone.com 3Proposition227didnotincludeStatepreschool,andwhiletheCAPreschoolLearningFoundationsheavilypromoteEnglishlanguagedevelopmentwithoutmentioninghomelanguage,thisprovedtobeadvantageousinthelongrun,asallnewerresourcesexplicitlyaddressduallanguagelearning. 4ThosetoolsspecificallydesignedforDLLsincludethePreschoolEnglishLanguageGuide(2002),PreschoolLearningGuidelines(2015),AWorldFullofLanguage:SupportingPreschoolEnglishLearners(2007),CaliforniaEarlyChildhoodEducatorCompetencies(2011),California’sBestPracticesforYoungDLLs(2013),andtheEnglishLanguageDevelopmentsectionofthePreschoolLearningFoundations(PLF)(CDE,2008). 5CCELPCoreRecommendations,KeyDrivers:1.AccesstoQualityEarlyLearning&Care,2.Program-LevelContinuousImprovement,3.AGreatEarlyChildhoodWorkforce,4.FamilyPartnership 6CCELPEssentialElements:1.Assessing&MeetingtheNeedsofChil-dren,2.SupportingDualLanguageLearners,3.EffectiveDataPractices,4.Food,Nutrition,andPhysicalActivity,5.KindergartenTransition,6.Finance&Governance 7First5Californiaisavoter-approvedinitiativeknownasProposition10(1998).TobaccotaxesareutilizedtoprovideservicesforChildrenzerotofiveyearsoldandtheirfamilies. 8AB212 iswritten intoCalifornia legislationand isknownas theStaffRetentionandProfessionalDevelopmentfundsforStatePreschool. 9First5Californiaprovidedmatchfundingforthelocalimplementationof



their“TeacherSignatureProgram”CARESPlusfrom2010to2016.TheCARESPlusprogramsunsetsonJune2016andrequiresimplementingcounties(withsupportfromtheirlocalLPC)toapplyforqualityfundsfromFirst5California’snewinitiativeknownasIMPACT,ImproveandMaximizeProgramssoAllChil-drenThrive. 10TheCSPPBlockGrantistheresultofSenateBill858(Chapter32,Statutesof2014)whichauthorizes$50millionofProposition98foraQualityRatinganImprovementSystem(QRIS). 11TheCAQRISincludes3commonratingtiers(levels)intheratingsystem,symbolizingascendingquality,suchasstars;steps;ormedals(bronze,silver,orgold).Ratingstructuresvarybutessentiallycriteriaataparticulartierlevelmustbemetbeforegraduatingtothenexttier.FormoreinformationseetheRTT-ELCConsortiaImplementationGuide:http://www.cde.ca.gov/sp/cd/rt/rt-telcapproach.asp 12TheAssistantLevelpermit,listedasoptional,hasnocoursespecifications,andrequiressixunitsofcollegecourseworkinCD. 13ThetwoAdministrativePermitlevels,SiteSupervisor&ProgramDirector.AnAssociate’sdegreeislistedattheSiteSupervisorlevel,butisnotrequirediftheapplicanthasattained60courseunits,nofieldisspecified.ABachelor’sdegreeisnotrequireduntilthelevelofProgramDirector(Stebbing&Sullivan,2010). 14AlllevelsbuttheAssociateTeacherPermitlevelrequire105clock-hoursofprofessionalgrowthforeachfive-yearrenewalcycle.HoldersoftheAssociateTeacherChildDevelopmentPermitwillberequiredtocomplete15semesterunitstowardfullcompletionoftheTeacherlevelofthepermitduringthefive-yearvalidityperiodofthepermit.Duringthesecondfive-yearpermitperiod,theholderwillbeexpectedtocompletetherequirementsfortheTeacherlevelpermit(CCTCChildDevelopmentPermitProfessionalGrowthManual,May2014)

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Appendix 1CCTC Child Development Permit Matrix



Appendix IICCTC Categories of Acceptable Activities

(Section 13 on the Growth Plan)1. Complete one or more college or university courses Collegeoruniversitycoursework,asidefromofferinghigh-qualityeducationalexperiences,willhelpyouworktowardthenextlevelofthepermitandmayleadtoadegree.

2. Attend conferences, workshops, institutes, academies, symposia, teacher center programs, or staff development programsParticipationinanyoftheabove-namedactivitiesthatcontributetoyourgoalsisacceptable.(ChildDevelopmentPermitholderswhoattendworkshopsoffer-ingguidanceonhowtobecomeaprofessionalgrowthadvisormaycountthosehourstowardtheirownprofessionalgrowthrequirements.)

3. Provide service in a leadership role in which you contribute to the improvement of the center or group of centers above and beyond the requirements of your jobExamplesofacceptableactivitiesaredevelopingcurriculumorearlyliteracyactivitiesfortheteachersinthecenter,makingmaterialstobesharedwiththeteachersinthecenter,actingasacommitteemembertobenefitthecenter,actingasamentortoanewstaffmember,andactingasanadvocateforearlychildhoodeducationprograms.

4. Provide service in a leadership role in a professional organizationExamplesofacceptableactivitiesareservingasanelectedofficer,servingasachairofacommittee,actingasanofficialrepresentativeofanorganizationofprofessionalearlychildhoodeducators,andactingasanadvocateforearlychildhoodeducationprogramsonbehalfoftheorganization.

5. Provide service as a professional growth advisor for holders of a Child Development PermitIndividualswhoserveinthiscapacitymayuseupto50clock-hoursofthetimespent advising holders of the Child Development Permit about professionalgrowthactivitiestowardtherenewaloftheirownpermit.

6. Conduct educational research and innovationExamplesofacceptableactivitiesaretimespentplanningandevaluatingafieldtestofcurriculumorcurriculummaterialsforyoungchildren;andtimespentplanningandevaluatingaresearchprojectinthefieldofearlychildhoodeduca-tion,suchasaprogramfocusingonearlyliteracybasedoncurrentresearchoraprogramaimedathelpingyoungchildrencopewiththeeffectsofviolence.

7. Perform systematic programs of observation and analysis of teaching, curriculum, classroom management techniques, play, or circle activities at a similar professional level in your fieldWrittennotesandconclusionsmustbesharedwithyouradvisor.



8. Participate in a program of independent studyThisisacceptableifyouinvestigateaspecifiedaspectofeducation,suchascre-ateaclassroomenvironmentthatsupportsliteracy,produceawrittenreportorothertangibleproduct,andevaluatetheindependentstudyanditsproduct.

9. Improve basic skillsActivitiesthatcontributetoyourabilitytocontributetotheprofession,suchasimprovedwritingandcommunicationskills,areconsideredacceptableifyouandyouradvisoragreethattheseskillswillenhanceyourprofessionalism.Examplesofacceptableskillimprovementarecoursesinbasicreadingandwriting,writ-inggrantproposals,writingprofessionalarticles,andwritingareviewoftheliteratureonaspecifictopicinearlychildhoodeducation.

10. Participate in creative endeavorsThisisacceptableifyoueithercreateatangibleproductthatexhibitsoriginal-ityofthoughtandexecution,orexhibitacreativetalentwhileparticipatinginagroupproduction,andprovidedthattheactivityrelatestoearlychildhoodeducation.Examplesofacceptableactivitiesaremembershipinastorytellinggroup,participationinapuppettheaterproduction,writingbilingualchildren’sbooks,andeditinganewsletterforearlychildhoodeducators.

11. Receive instruction in Cardiopulmonary Resuscitation (CPR) or First AidInstruction in cardiopulmonary resuscitation (CPR), including training insubdiaphragmaticabdominalthrust(alsoknownasthe“HeimlichManeuver”),maybeanacceptableactivityifitmeetsthestandardsofqualityofeithertheAmericanHeartAssociation(AHA)ortheAmericanRedCross(ARC)orcanbeshowntobeofequivalentquality.AcourseinfirstaidthatmeetsorexceedstheARCstandardsisacceptable.



Appendix IIIQuality Continuum Framework—Hybrid Rating Matrix (QRIS Matrix)



Appendix IVRTT-ELC Continuous Quality Improvement Pathways

