Teacher turnover in child care stresses young children

Teacher turnover in child care stresses young children

Recently our organization released a study on the child care workforce in Wisconsin. Funded by the Wisconsin Department of Children and Families, the University of Wisconsin-Madison – COWS and the UW-Survey Center – conducted the research.

The findings point to growing financial stress on child care teachers, and suggest adverse effects on the young children in their care.  For example, due to poverty-level wages, more than a third of child care teachers leave their jobs every year, disrupting the quality of care children need in their most formative years.

90865864If our goal is to ensure high quality care for children, this high rate of turnover is unacceptable.  Research confirms that young children require established relationships with trusting adults in order to thrive.  A disproportionate percentage of child care teaching staff leave within the first two years of employment.  Wages make a difference when it comes to turnover; lower paying child care programs have higher turnover of staff.

Existing solutions
For over 15 years, two federally-funded programs administered by WECA have had a positive impact on the wages, education, retention and turnover of early childhood education teachers: 1) the T.E.A.C.H. Early Childhood® Scholarship Program and 2) the REWARD Stipend Program.

T.E.A.C.H. is a comprehensive scholarship program available to those already working in the child care field and pays most of the costs of pursuing higher education credits in Early Childhood Education. Scholarship recipients receive a financial bonus from T.E.A.C.H. and a bonus or raise from their employer upon completion of their contract. They are required to then stay in the field a set length of time, thus raising the educational bar and improving teacher retention.  REWARD aims to keep well-educated individuals in their jobs by providing monetary rewards based on one’s education level and career longevity. Notably, the turnover rate of T.E.A.C.H. and REWARD participants is significantly less than the child care workforce as a whole.

Moving forward
While T.E.A.C.H. and REWARD are vital solutions we know they don’t solve the entire problem. The release of the report and our insights and recommendations form the base of outreach WECA is doing statewide to engage multiple stakeholders in finding an enduring solution.

Stay tuned for more on this topic!

Jeanette A. Paulson
Director of Workforce Initiatives
Wisconsin Early Childhood Association

Highly educated… undercompensated

Highly educated… undercompensated

It has been my privilege to serve Wisconsin Early Childhood Association for the past 14 years. Our organization works to promote the critical importance of the child care profession and strengthen investments in the teachers who provide vital care and education to children from over 72% of Wisconsin’s families each day.

Child care professionals struggle against common misperceptions of their work.  Over time, I have heard variations on the following theme: “Child care providers are really just babysitters, aren’t they? Therefore, their compensation seems right in line, yes?”

Well, no.

In early July Wisconsin Early Childhood Association released a comprehensive study of early childhood teachers in Wisconsin. (Our last study was in 2010). The findings will make for some very different conversations.

Take for example the education level of child care teachers. More than half – 52% – have an Associate degree or higher. This is more than the Wisconsin workforce in general in which 42% hold an Associate degree or higher.2  The education level of child care teachers has a considerable effect on the quality of teaching and on outcomes for our youngest children. Higher education at even greater levels for the early childhood profession is essential.
College graduateYet, there’s an unexplained pay gap. Wisconsinites with an Associate degree who work in fields other than early care and education can expect to earn $18/hour on average. However, degree-holders in early care and education can expect pay which averages $10/hour.  Annualized, child care teachers earn $17,000 less than other Wisconsinites with an Associates degree. The gap grows wider when comparing those in the field who hold a Bachelor’s degree  – $12/hour – versus those who hold that degree and work in another field – $22.80/hour. Annually, the child care teacher with the Bachelor’s degree earns fully $22,500 LESS.

Often I hear, “Well child care teachers don’t go into the field for money. They do the work because they love children.”  It’s a perception not unique to Wisconsin. A recent article in the New York Times described a conversation between a child care provider in New Mexico and a legislator she visited at the state Capitol to lobby for education funding:

“She remembered meeting with a senator who told her, ‘You don’t get into this for the money; you’re paid in love.’ ‘Really?’ she replied. ‘When my landlord comes, can I just give him a hug?’

  1. COWS, State of Working Wisconsin 2014 http://www.cows.org

Ruth Schmidt is Executive Director of Wisconsin Early Childhood Association and a registered lobbyist.

The Five Whys

The Five Whys

Stephanie Harrison

Stephanie Harrison, CEO, Wisconsin Primary Health Care Association. Executive Member Wisconsin Partners

In health care, we recognize the vital importance of early childhood education on long-term health and well-being. As we seek to eliminate health disparities and ensure that everyone in Wisconsin achieves their highest health potential, we must pay attention to brain development in our infants and toddlers if we are going to create long-lasting change in the health of the population.

One strategy is to include early childhood education in our quality improvement processes. For example, one of the tools we use is “The Five Whys” – a technique from the Six Sigma framework. When facing a systemic problem, asking “why” five different times assists in getting to the root cause.

Here’s an example of the technique:

1. Why is our county doing so poorly in the County Health Rankings?

Because a high percentage of people are living in poverty.

2. Why are a high percentage of people living in poverty?

Because the high school graduation rate is low and young people can’t access living-wage jobs that fit the education they have.

3. Why is the high school graduation rate low?

Because a significant number of students need remedial education services and struggle with  emotional and social difficulties that make completing school difficult.

4.Why do a significant number of students need remedial education and struggle with  emotional and social difficulties?

Because they did not get a firm foundation in these skills between infancy and age five  –  when their brains are undergoing the most significant development.

5. Why didn’t they get a firm foundation in these skills in their early education?

Because their families couldn’t afford high-quality early education.

The connection of health status to early childhood
The UW Population Health Institute  has shown that much of our health is actually about our behaviors and social and economic factors, like education and employment. As we ask why even more, we can trace things like poor health, smoking, substance abuse, graduation from high school, and employment back to the foundations for language, vocabulary, and socialization that are built in early childhood. In fact, the Center on the Developing Child at Harvard University notes that disparities start to show up around 18 months of age.  This is particularly evident in vocabulary. In response, many community health centers in Wisconsin participate in the Reach Out and Read program as a way of getting health care providers to urge parents to read regularly to their kids – thereby providing a more language-rich environment for their children.

If we are serious about making our state a healthier place, we need to pay more attention to the education that our children are receiving at home and at childcare centers in their earliest days and years.

By Stephanie Harrison, CEO, Wisconsin Primary Health Care Association. Executive Member Wisconsin Partners

Investing in America’s Children

Investing in America’s Children

In April the Economic Policy Institute released a comprehensive report on child care in America – as an economic driver, a foundation for young children’s later success, and a source of financial stress both for parents seeking childcare and the workforce that provides it. The report is rich with infographics and gives a state-by-state view of the costs. Wisconsin’s data prompted a piece by Wisconsin Public Radio. In it WECA Executive Director Ruth Schmidt points out that despite high costs for families, early childhood teachers in Wisconsin earn an average of about $10 an hour. With an annual average income of $20,080, – 36%- of the childcare workforce relies on public assistance to meet the financial needs of their own families.Childcare-is-out-of-reach
If childcare costs are so high, why aren’t childcare teachers paid better? Part of the answer has to do with child-to-staff ratios. For example, by law one Wisconsin infant teacher can only care for a maximum of four children under the age of two. Meeting infants’ social, cognitive and basic needs requires a great deal of individual attention. Facility operating costs, equipment and supplies, the ever-increasing cost of rent and property, and the cost of complying with various governmental regulations contribute to the high cost. Ms. Schmidt says the onus can’t be on parents, businesses or government individually to come up with a solution, but rather “there has to be some sort of a tri-part approach.”

Mary Claire Babula  June 5, 1950 – December 3, 2015

Mary Claire Babula June 5, 1950 – December 3, 2015

Mary Babula

Mary Claire Babula

The world of early learning in Wisconsin has lost a rare and fiery gem; Mary Babula, recently retired WECA Director of Membership, a dear colleague, friend and mentor has died.

Within two hours of her passing a local child care program came to our offices with a line of jacketed and mittened small souls to sing to us as they do a few times a year.  “ABCD, EFG…” it was only fitting that their little voices escorted Mary on her next journey.  Without knowing, their presence was cathartic.  Their bright smiles, their wide eyes taking everything in, their fidgeting little hands; they are why Mary did all that only Mary could do so very well in her own Mary Babula ways.  For Mary knew, deeply and completely, the work of nurturing, caring for and educating our youngest children to be the most important and worthiest of work.

Mary’s career in early childhood education began as a teacher/director at Christian Day Care Center in Madison in the 1970’s. Later she became the director of Wisconsin Early Childhood Association which grew under her leadership. Mary was an advocate for children’s and teacher’s rights. She challenged law makers and modeled patience and understanding for all.

Mary was someone with many passionate commitments. She was active in music through Womonsong, international travel through Friendship Force, and issues of equity for women and families through the Wisconsin Womens Network. She loved traveling, camping and canoeing and frequently visited the Boundary Waters and many other wilderness areas.

She is survived by her domestic partner, Mary Mastaglio, family members, many many friends and her WECA family to which she gave so much. WECA, together with the Babula and Mastaglio families are discussing how best to honor Mary’s significant legacy and impact with the financial gifts that friends and colleagues have made in her name. In early 2016 we look forward to sharing more details with you.

Why Mentoring Matters

Why Mentoring Matters

We all probably have a story of a person who we might call a mentor. That is, a person who took the time to give helpful advice, served as the role model of the teacher we aspired to be, or encouraged us through a tough time until we came out stronger and more knowledgeable in the end. This is professional development with ‘staying power.’

Peggy Haack

“Mentoring thrives when we create the kinds of work environments that allow teachers to grow on the job into lifelong learners.” -Peggy Haack, WECA Outreach Coordinator, and mentor.

Recently there has been a resurgence of interest in creating more formalized mentoring relationships.  The key word here is “relationships.” The real learning happens when there is a trusting relationship between a learning teacher and a mentor.  Programs experience success and at the same time discover a new pathway of leadership for teachers when they match those willing to serve as mentors to those who are less experienced or skillful.  Other programs choose to work with mentors from outside of their programs.  For both models, an investment of time is required to build a relationship between a learning teacher and a skilled mentor.

I believe that there are three powerful parallels between our work with children and the success of mentoring as a way to grow teacher competence.

First is the concept of relationships. We know this to be the key to unlocking curiosity and an eagerness to learn in children.  It’s the same for adults.  If we trust that someone really cares about who we are, what we think and how we learn, then we aim to please!

Second is the concept of developmentally appropriate practice.  We know from our work with children that if we take the time to figure out just where the child is on the learning curve, we can craft a plan suited to him or her.  We figure out the next step and build upon small successes so the challenges don’t seem overwhelming. Mentoring embodies this “one-to-one” approach.

The third parallel is the concept of reflective practice.  Our work with children teaches us to question why and to seek answers. For example, “Why is this transition so difficult for the children and how can I change it?”  When it comes to professional development, often the learning teacher knows what she wants to change in her practice, but doesn’t know how or maybe even why.  Having a mentor to help sort through the questions and attune to the teacher’s goals may be exactly what it takes.  For the person who is also engaged in formal education, mentoring can be the bridge between taking what one learns in a classroom and through textbooks and actually putting that learning into practice – a process that requires a great deal of reflection.

Mentoring is about supporting teachers as learners through their everyday practice. Mentoring can intentionally implemented as part of a professional development plan.  Mentoring thrives when we create the kinds of work environments that allow teachers to grow on the job into lifelong learners.

Early childhood education ranks as top priority for voters

Early childhood education ranks as top priority for voters

ffyf top priority graphic

For three years running, the First Five Years Fund’s annual bipartisan poll shows that early childhood education is a national priority for Americans, regardless of party. ““For the first time in our three years of polling, American voters’ top priority is making sure children get a strong start in life, a concern equal to improving the overall quality of public education,” says Kris Perry, Executive Director of the First Five Years Fund. In the poll, 89% of voters agree that we need to ensure more children don’t miss out on early learning and socialization experiences during the first five years of life when the brain develops more dramatically. 63% strongly agree on this point.

ffyf invest now graphic

What does this mean for Wisconsin?
For WECA – a statewide organization focused on the child care workforce and programs that raise childcare quality – the findings inspire us to keep moving forward. In myriad ways WECA calls for greater investment in quality early care. Our outreach, education and advocacy on this issue is multi-faceted. In 2015 WECA published Starting Early, Starting Now, a research report that outlines potential ways forward in funding a child care delivery system in Wisconsin that is accessible and affordable to all families. Our interactive “Jack’s story” shows the return on investment Wisconsin taxpayers will see when young children get quality early care right from the start. And as the source detail notes – the financial projections are conservative. Throughout the year WECA staff meet with Wisconsin legislators and serve as policy advisors on key state and national committees focused on young children and the early childhood workforce that is so central to the outcomes we seek. WECA works with community partners and recently, sponsored a viewing and discussion of the Raising of America documentary that is traveling throughout the U.S.

As we move closer to the general election cycle we’ll be increasing our outreach and education on behalf of early childhood education investments in Wisconsin.

Your support is needed – as an advocate in our Forward for Kids initiative – and as a donor.  Contributions enable WECA to strengthen its statewide advocacy work that unites families, policymakers, child care providers and others in building a high quality and affordable system of early care and education for all children.