CREDIT/NON-CREDIT # OF CREDITS (IF CREDIT BEARING)
TYPES OF PARTNERSHIPS
INCREMENTAL CREDENTIALING FRAMEWORK APPROACHES
Learn As You Go
Add On As You Go
Stack As You Go
Partner As You Go
TOP COMPETENCIES/LEARNING OUTCOMES
Child growth, Development, and Learning
Child Observation and Assessment
Family and Community Partnerships
Social-Emotional Health and Development Promotion
Health, Safety, and Nutrition
4 Early Childhood Education courses:
ECE 1011 Intro to Early Childhood Education
ECE 1031 Guidance Strategies for Young Children
ECE 1045 Intro to ECE Techniques
ECE 2381 ECE Child Growth & Development
Why the Credential was Developed
The Child Care Development Specialist Apprenticeship has been in existence since 2000. With the State adoption of competencies for Early Childhood educators and professionals in Colorado, the creation of a state-level Department of Early Childhood, and the rollout of the universal prekindergarten programming, the landscape is changing in Colorado. The apprenticeship program streamlines the ability of participants new to the EC workforce to learn and earn at the same time while acquiring the knowledge and skills as an early childhood teacher or early childhood program director.
The degreed apprenticeship program has been developed as a means to offer college credit for ECE certificates leading to the AAS degree in ECE with RRCC based upon demonstrated competency in the workplace for the apprentices so they can earn college credit attached to their apprenticeship learning experience through competency-based education (CBE). Holding college transcripts connected to this learning experience offers transportable learning that is recognized both inside and outside of Colorado beyond the current non-credit credentials offered through the Colorado Dept. of Early Childhood.
The benefit of this program is significantly reducing the time and cost of earning a college degree for a workforce that does not currently experience equity in pay for their services. This program offers equity of access to higher education for under-served populations as well as this program supports individuals on finding the right path for themselves within the field of early childhood education.
How the Credential was Developed
The original proposal to develop a degreed apprenticeship program came out of a grant proposal to support educational innovations
ECE faculty worked with Child Care Innovations Department staff to crosswalk the Colorado Competencies for EC Educators and Professionals with current ECE course learning outcomes
From this crosswalk of competencies to outcomes we identified non-credit trainings and workshops to meet the knowledge acquisition requirements and the demonstrated skills aligned with the workforce competencies that can be offered as artifacts for evaluation to ECE faculty as part of the PLA process for faculty-evaluated workplace credit required within the Colorado Community College System
These artifacts are submitted by the apprentice in the form of an ePortfolio that is reviewed, evaluated with a portfolio rubric, and approved for PLA credit by the college
College transcripts that include this PLA credit for awarded certificates and degrees can be submitted to the state professional development information system as evidence of formal education and applied towards non-credit credentials recognized by the CDEC
Upon completion of the apprenticeship program, participants receive a national apprenticeship credential from the U.S Dept. of Labor as this apprenticeship program is registered with the USDOL
The Targeted Learners
We are targeting individuals that are looking to receive their Early Childhood Teacher qualifications of EC Director qualifications from the Colorado Department of Early Childhood (CDEC via the Child Care Development Specialist Apprenticeship program
RRCC Staff are leading presentations with early childhood programs across counties in the state
The RRCC AAS-ECE program currently serves a diverse population of students, predominantly female and first generation students
From the apprentice program, Child Care Innovations has experienced challenges learning how to move through the USDOL process with apprenticeship.
Recently Child Care Innovation moved the apprenticeship from a time-based apprenticeship to a competency-based apprenticeship. This has allowed us to make the move towards the Degreed Apprenticeship. The biggest challenges have been understanding how to meet the requirements of the college and not lose the uniqueness of the apprentice program.
From the RRCC ECE program perspectives, the time needed to work on this project with crosswalk alignments and creating a process for evaluating demonstrated knowledge and skills has been substantial. Hindsight being 20/20, it would be beneficial to have a small workgroup sharing the workload, but with tight funding and sticky requirements for work overload assignments in our faculty compensation and load process, this has limited the amount of time during the work week available to dedicate to this project.
A second primary area of concern has been navigating all the associated areas of college impacted by this work including the creation of a process with the Assessment center for evaluating PLA credit requests, Students Records processes for applying PLA credit to official transcripts, and Academic Affairs processes to ensure rigor of evaluation to meet our Higher Learning Commission standards for institutional accreditation. We have been using C-BEN guidelines and resources as we navigate these issues.
Administration has been helpful in supporting us, and ensuring students meet the high standards of the college, while at the same time demonstrating a willingness to make changes in instructional guidelines to address this unique and high-impact program. The hope is that this degreed apprenticeship models for offering college credit in other discipline areas, particularly in career/technical education fields.
Another challenge this program has experienced is when individuals who start the program for Degreed Apprenticeship may already be affiliated with their local community college and have to make the change to Red Rocks Community College. They are not always willing or wanting to do this step. This will continue to be a challenge until this prototype is widely adopted by the other community colleges within the Colorado Community College System (CCCS).
Credential As You Go has acquired three phases of funding to date. Lumina Foundation funded Phase I, resulting in the Incremental Credential Framework for testing. The Institute of Education Sciences, U.S. Department of Education funds Phase II (Grant R305T210063), which focuses on rapid prototyping of and research on incremental credentials with a national campaign. An anonymous private donor fund at the Program on Skills, Credentials & Workforce Policy at George Washington University funds the development of the prototype Learn and Work Ecosystem Library. Walmart funds Phase III, which focuses on systems change for expansion and sustainability of incremental credentials. The opinions expressed are those of the authors and do not represent views of Lumina Foundation, Institute of Education Sciences, the U.S. Department of Education, Walmart, or George Washington University.