SRJC's Child Development Department
Child Development Permit Information Sheet
Many aspects of the new Child Development Permit are similar to
the Children's Center Instructional Permit but there are some
major changes. The information on the following pages is an attempt
to clarify these changes and also to outline the various processes
attached to obtaining the Permit. This section includes information
on the permit, a glossary of terms you may need.
What is the Child Development Permit?
The Child Development Permit is a document which authorizes service
in the care, development and instruction Of children in a child
care and development program. It verifies that you have fulfilled
the requirements, established by the Commission on Teacher Credentialing
(CTC), for assisting, teaching or supervising in a child development
program in the state of California. You must have a Permit to
be eligible for child care and development teaching or administration
positions funded by California Department of Education/Child
Development Division. Other programs may choose to require the
Permit to document educational progress.
What is the "New' child development permit?
The new Child Development Permit will take the place of
the Emergency Children's Center Instructional Permit, the Children's
Center Instructional Permit, the Children's Center Supervision
Permit and the Life Children's Center Supervision Permit. It
represents an expanded approach to staff certification. For new
applicants, this permit will offer more options for career
choice and opportunities for career advancement. The Permit Matrix
What are the levels of the "New" child development
permit?
There are six levels of the new permit:
- Child Development Assistant
- Child Development Associate Teacher
- Child Development Teacher
- Child Development Master Teacher
- Child Development Site Supervisor
- Child Development Program Director
What happens if I have an Emergency Children's Center Instructional
Permit?
What happens if I already have a Children's Center Regular
Instructional Permit?
What happens if I already have a Children's Center Supervision
Permit?
What happens if I already have a Life Children's Center Supervision
Permit?
How will the people already working in a child care center
be affected by the new child development permit?
People already holding a Permit and working in a center will not
be required to change their Permit. All valid Permits, for service
in a child development program, issued before the "new"
regulations become effective will continue to be in effect and
can be renewed using the "old" regulations. This includes
Clear Life Permits. However, these Permits must always
be renewed prior to the expiration date. If the
Permit is allowed to expire the applicant must re-apply using
the "new" regulation standards. Anyone currently holding
a Permit may apply and change over to the new regulation requirements.
What are the elements of the 'New" Child Development Permit
and how do I move from one level of the Permit to another?
Individuals may advance from one level of the Permit to another
by completing the necessary education and experience requirements.
As one progresses through the Permit levels additional units
in child development and general education are required. All
levels of the Permit include a set of core courses. The core
is made up of one course in each of the following subjects:
1) child and/or human development;
2) child, family and community or child and family relations;
and
3) programs and curriculum.
The general education requirement includes one course in
each of the following areas: Humanities and/or Fine Arts, Social
Sciences, Math and/or Science, and English/Language Arts.
The experience requirement can be met by providing verification
of the completion of work in an instructional capacity in a child
care and development setting. You must work at least three hours
per day for a set number of days. The number of days will increase
as you move from one level to another (see the Child Development
Permit Matrix for more detailed information).
Do staff employed in a privately funded child care centers
need the new Child Development Permit?
No. The new Permit and the regulation changes apply to staff who
work in state-funded child care and development programs. Teacher
assistants, teachers, and program directors, in privately funded
programs may not need Permits unless their agency has chosen to
require one. However, they do need to meet the Department of
Social Services Title 22 licensing requirements for staff qualifications.
Where can I go to take the courses required for a permit?
The CTC defines "Early childhood/child development course
work" as course work from a regionally accredited 2 or 4
year institution of higher education. The courses are primarily
related to children aged five years and younger, though twenty-five
percent of the courses may cover children ages five through eight.
The 16 unit general education course requirement can also be
fulfilled by attending college classes. All courses reviewed
for the Permit must he completed with a grade of "C"
or better.
Accredited Home Economics Related Occupations (HERO) programs
and Regional Occupation Programs (ROP) prepare high school students
or adults to serve as aides or assistants in child care and development
programs. This training qualifies an individual to obtain a Child
Development
Permit at the Assistant level.
Will my job opportunities be greater if I have a permit?
Yes, obtaining a Permit means you will have greater job mobility
and the freedom to look for work in any program setting. The
Permit allows you to demonstrate, to a potential employer, that
you have met established state requirements for work- with young
children. It may also enhance your earning power and ability
to reach your career goals. Obtaining a Permit is an achievement
and demonstrates that you are a dedicated professional.
This sounds great! How do I apply for a Permit?
You apply for all types of the Permit through the
Commission on Teacher Credentialing
1812 9th Street
Sacramento, CA 95814
You can get information by calling 916-445-7254. Analysts
are available to answer questions between 12:30 - 4:30 p.m. Monday
thru Friday.
Who can apply for this Permit?
Anyone who has fulfilled the Commission on Teacher Credentialing
requirements can apply to receive a Child Development Permit.
However, individuals who want to work in programs funded by the
California State Department of Education, under the Title 5 Education
Code, as teachers or directors are required to have a Permit.
All other program types may opt to require a Permit for employment.
What documents are needed for a Permit application?
You will need to submit the following items:
- Application form(s) provided by CTC;
- Fingerprint cards;
- Letters that document your work experience;
- Official college transcripts. If your college work was done in
a country other than the United States or Canada, transcripts
need to be translated and evaluated by an agency authorized to
review foreign transcripts. (information about these agencies
can be obtained from the Commission on Teacher Credentialing).
What is the fee for obtaining the Child Development Permit
from the Commission on Teacher Credentialing?
All first time applicants will pay a $60 application fee.
First time applicants are also required to pay a one time fingerprinting
fee of $56.00. When a Permit holder completes all of the requirements
for a higher level of the Child Development Permit within three
years of the date of initial issuance, he/she may submit an application
for renewal and the original unexpired Permit and pay half the
renewal fee. In all other cases Permit holders must pay a renewal
fee every five years to keep their Permit current.
Can I work at a center while the Permit is being processed?
Yes, if in the opinion of your employer you have evidence on file
at the center which proves that you have completed all necessary
requirements (transcripts, experience, etc.). Some agencies may
require a temporary permit. This temporary permit is issued by
the local school district office after reviewing all application
documents before being sent to the CTC.
An Introduction to the New Child Development Permit
The quality of early care and education programs affects the lives
of children and their families. The importance of high quality
in early care and education programs for children-in terms of
cognitive development, social development, and later success in
school, work, and life-has been confirmed by research. Children
who participate in high-quality early childhood programs are more
likely to complete their high school education, less likely to
need special education services, less likely to be involved with
the criminal justice system, more likely to pursue post-secondary
education, and more likely to be employed after schooling than
children not engaged in such programs.
The quality of early care and education that children receive
depends on the knowledge and skills of the people who care for
and teach them, Good programs for children rely on competent staff-this
belief is supported by research and has remained constant overtime.
However, the field of early care and education faces a crisis
of high demand for child care, inadequate supply of programs and
practitioners, and well-documented poor quality of programs.
Fortunately, the concerned recognition by policy-makers, the business
community and regulatory agencies has generated an opportunity
to create improvements. The National Association for the Education
of Young Children, for example, launched an initiative to improve
the quality and consistency of professional preparation programs
for early childhood educators in 1992.
In California a professional development project, Advancing Careers
in Child Development, spearheaded by Pacific Oaks College and
funded by four major foundations, (Packard, Hilton, Irvine and
Parsons) was launched in 199 1. The major goal of this project
was to develop a plan to create a coordinated statewide system
that 1) welcomes people into the field from a variety of points,
2) offers clear career pathways with articulated training and
credentials, and 3) provides a variety of incentives to stay in
the field. Over 120 policy makers from throughout the state have
collaborated to develop strategies and combat structural barriers
to recruiting, training, and retaining child care and development
providers.
Every teacher and supervisor who works in a state-subsidized child
care and development program is required to hold a permit issued
by the Commission on Teacher Credentialing. In 1992, due to extreme
pressure to staff all programs, legislation was enacted which
required the Commission on Teacher Credentialing (CTC) and the
Superintendent of Public Instruction (SPI) to consult with the
early childhood field and coordinate a review of the preparation
and licensing requirements for teachers and supervisors who work
in state subsidized child care and development programs.
Building upon the recommendation that came from the Advancing
Careers project, the Commission on Teacher Credentialing and Superintendent
of Public Instruction collaborated in restructuring the Children's
Center Permit into a new Child Development Permit which recognizes
career steps within the early childhood profession.
The restructured permit represents an more streamlined approach
to staff certification and is expected to enhance articulation
between different types of child care and development programs.
The career lattice approach reflected in the permit matrix (see
figure 3) acknowledges the importance of multiple entry points
into the profession and the need for flexibility in recognizing
a variety of high quality preparation models for individuals seeking
employment in this field.
As the new permit was being developed, several broad principles
were used to guide the project:
- to promote high quality services to children;
- to promote high quality preparation for early childhood professionals;
to create multiple points of entry into the early childhood profession;
- to contain costs for individuals seeking the permit;
- to promote and encourage diversity in the profession;
- to ease staff movement between different types of programs
Currently California is one of five states that do not include
professional development as a renewal requirement. One of the
key elements in the new Child Development Permit, related to professionalization
of the early childhood field, is the introduction of professional
growth as a requirement for renewal of the permit.
The five year renewal requirements on the new matrix will require
individuals at every level of the permit to obtain 105 hours (equivalent
to 7 semester units) of professional growth every five years.
Individuals choosing to apply their professional growth requirements
toward a higher degree will be able to advance on the career ladder,
but those not choosing to move in that direction may obtain different
types of professional growth. For example, permit holders may
take courses, attend conferences and workshops, or engage in other
staff development activities to meet this requirement. Under
the new system, Site Supervisors and Program Directors will also
be required to participate in professional growth for the first
time as part of their renewal requirements.
Most of the current education requirements for the current Children's
Center Instructional Permit have been incorporated into the new
Child Development Permit matrix. The most significant changes
in the proposed education requirements involve creation of the
Master Teacher option for professionals who do not necessarily
wish to move into supervision, and the creation of two levels
of supervision. In addition, the proposed steps on the Child
Development Permit matrix represent a career ladder for early
childhood professionals and accommodates greater movement between
the state subsidized (Title 5) and non-state subsidized (Title
22) sectors.
The Child Development Permit emphasizes professional development
and will impact the entire early childhood field over time. The
restructured Permit helps address the confusing staff training
requirements which currently exist in the Title 5 and Title 22
regulations. The career lattice approach acknowledges the importance
of many entry points into the profession and the need for flexibility
in recognizing a variety of high quality preparation models.
In restructuring the permit, acknowledging the role of non-college
based training in the preparation of the early childhood workforce,
and proposing to study further avenues to streamline and upgrade
preparation and licensing in this field, the Commission on Teacher
Credentialing and the Superintendent of Public Instruction have
taken significant steps to reform current practice in this area.
These steps represent a policy orientation that is committed
to improving practice in preparation and licensing, while maintaining
access to high quality, affordable child care and development
programs.
A career development system is a long-term effort requiring many
individuals and groups to work together. Concerned citizens in
California, with collaboration of many sectors, have taken the
initiative not only to analyze where they are and where they want
to be, but to identify and take the action steps needed to get
there,
Advanced questions
What is the master teacher level?
The master teacher level is designed to validate teacher accomplishments
in the areas of experience, education and ability to supervise
and work with others. The experience requirement requires the
completion of 350 days of experience in an instructional capacity
in a child day care and development program, working at least
three hours per day within the last four years. The master teacher
must complete an area specialization of six semester units and
complete a two semester unit course in adult supervision.
What are the areas of specialization?
Areas of specialization may include but are not limited to the
following:
- Bilingual and bicultural development;
- Children with exceptional needs;
- Preschool programming;
- Parent/teacher relations;
- Child health;
- Infant and toddler care,
What course would fulfill the "Adult supervision coursework"
requirement?
Any two unit semester course that would help develop knowledge
and skill related to communication and effective supervision of
adults will apply.
Where does the Child Development Associate (CDA) fit in?
The Child Development Associate National Credentialing Program
is a major national effort to improve the quality of child care.
It is designed to provide performance based training and assessment
of child care staff. In the new child development permit matrix
the CDA will fulfill the alternative qualifications for the Associate
Teacher,
What is non-formal or non-college based training?
This is education or training that is offered by a program that
is not accredited by the Western Association of Schools and Colleges
(WASC) accredited institution (e.g. colleges and universities).
Sonic examples of non-formal training might be High/Scope, Montessori
or Far/West Labs/Infant-Toddler Institute.
What happens when a center needs to hire a substitute?
Policies and procedures related to substitute hiring and selection
would not change.
Glossary
Commission on Teacher Credentialing
The Commission on Teacher Credentialing (CTC) is a state
policy making body that establishes and maintains standards for
the education profession in the state of California. The CTC
is legally responsible for establishing and implementing state
policies related to the preparation, certification and recertification
or renewal of professionals working in education settings including
all types of child development programs in the state. The Commission
on Teacher Credentialing has been issuing Permits to professionals
in the child development field under six different sets of regulations,
beginning in 196 1. The regulations were revised in 1966, 1974,
1979, 1986 and again in 1996.
Other agencies that monitor the educational progress of
people working in child care centers.
California Department of Education, Child Development Division
(CDE/CDD) is a state government agency that administers the
state's subsidized child care programs. CDD has over 1000 contracts
of more than a dozen program types, with both public and
private agencies throughout the state. Centers receiving funds
through CDE/CDD operate under Title 5 regulations o f the Education
Code. Teachers in these programs are required to hold a Child
Development Permit.
Title 5 of the California Code of regulations contains
duly authorized. regulations pertaining to education. Regulations
for state funded child care programs are contained within this
code section. Teachers and directors working under this code
section are required to have a Child Development Permit. Programs
that fall under Title 5 regulations might include the following:
state funded, state subsidized, state pre-school, state child
care ... etc.
The California Department of Social Services/Community Care
Licensing (CDSS/CCL) is a state government agency that is
responsible for licensing child care centers and family child
care homes defined in Title 22, Division 12, regulations of the
Health and Safety Code. Teachers in these programs must document
Child Development course completion and this information-nation is kept in each employees personnel file.
Title 22 of the California Code of regulations contains
duly authorized regulations pertaining to social services. Regulations
for the licensing of all child care centers and family child care
homes are contained in this section. Teachers and directors
working under this code section must fulfill specified course requirements for employment under
this code section. Programs that fall under Title 22 regulations
might include the following: private, non-subsidized, church related
... etc.
Child Development Permit Matrix
A chart, arranged in rows and columns, that includes the names
of the Child Development Permit levels along with the education,
experience and renewal requirements. It also includes
alternative qualifications and authorization.
Career Lattice
An idea proposed by the National Association for the Education
of Young Children to explain a complex professional development
system. This system incorporates many strands (work- experiences)
bound together by a shared core of knowledge (educational
experiences). The system also represents the possibility for
both upward job mobility as one gains more skill and experience
and horizontal movement across the field for those who wish to
continue to advance but don't want to change their job,
Articulation
Articulation is the linking together of segments for example,
programs, facilities or campuses, to allow normal progression
and smooth transition through the educational system. The purpose
of articulation is to organize the parts (i.e., courses
or attendance at more than one college) of a student's academic
progress to result in a meaningful whole (i.e., a certificate
or degree).
