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Building a Highly Qualified, Well-Compensated Early Educator Workforce - Part Two of the Early Childhood Research Speaker Series - Shared screen with speaker view
nereida.heller@sfgov.org
35:05
No problem:)
Intérprete Anabelle-Interpreter
38:23
Hola, este evento ofrece interpretación simultánea en español. Para escuchar al intérprete, podrá ver un ícono en forma de globo terráqueo en la barra inferior de controles en Zoom donde podrá seleccionar Interpretation o interpretación, después elija español. También puede Silenciar audio original. Si tiene alguna pregunta, favor de ponerla en el chat.Si está en un dispositivo inteligente, seleccione los tres puntos (...) para ver el menú y escoger su idioma. No olvide hacer clic en Listo o Done.Una vez seleccionado el idioma español, puede Silenciar Audio Original para solo escuchar al intérprete.
Maya Castleman
39:49
Don't forget to select the English channel if you prefer to listen / participate in English
Penny Huang (Clarity Social Research Group)
40:54
Just a note to our speakers to please keep in mind to speak slowly for interpretation. Thank you!
Andrea | Intérprete en<>es
41:16
please slow down when reading for interpretation pls
Andrea | Intérprete en<>es
41:25
^^
Brenda Taylor (she/her)
41:42
Does this include nannies?
Interpreter 廣東話翻繹- Irene Fung
42:08
Harvey, I cannot hear you.
Andrea | Intérprete en<>es
42:30
I can hear both of you, Irene and Harvey
Andrea | Intérprete en<>es
42:43
fyi, interpreters cannot hear each other on Zoom
Brenda Smith
42:47
Brenda Smith 100000284
Esperanza Estrada
43:39
Does this include license exempt?
Lisa Lee
43:55
58% of ECE teachers in Centers have BA in ECE
Lisa Lee
44:35
How are you defining child care worker and preschool teacher
Naeemah
45:12
So this would be a mix between ELS and non ELS centers and FCCs?
Wei-min Wang (he/him)
45:36
yes, this is for all of California, licensed settings
Naeemah
45:51
Thanks
Naeemah
46:23
This is great data - do we have SF numbers for all of this too?
Elena Ramirez
47:02
How many FCCs have degrees according to this study?
Wei-min Wang (he/him)
47:02
our data for San Francisco is more spotty
Anna Powell, CSCCE
49:58
If you have questions, feel free to put them in Q&A.
Anna Powell, CSCCE
50:09
I will try to post public answers there.
Varlander Gastinell
53:08
Varlander Gastinell 100000028
Ruby Washington
55:32
Ruby Washington 100000285
Oscar Tang
58:31
is the policymakers or agencies using caregistry as its goto resource regarding workforce qualification?if not, why not?
Wei-min Wang (he/him)
01:00:50
@oscar, at least in San Francisco, the Registry has suffered from a lot of uneven implementation, which leads to lack of data consistency and quality. We are still making the most of what we can with Registry data, but more recent data collection from CARES 2.0 recipients is dramatically improving our understanding of San Francisco's ECE workforce.
Eliana Elias
01:04:30
YES!
Oscar Tang
01:05:30
@wei-min thanks. why don't just mandate that data collection if it's for long term? (other than not enough money to implement)
Lisa Lee
01:09:12
@oscar, it could be mandated in the next iteration of CARES 3.0
nereida.heller@sfgov.org
01:10:32
­­­We do ask that CARES applicants update their registry data, but CARES doesn't represent the whole of the ECE community and some data is administrator-dependent rather than teacher-dependent
Oscar Tang
01:10:42
for the whole city?
nereida.heller@sfgov.org
01:11:35
There are tradeoffs to devising enforcement mechanisms, and while OECE has in the past acted as an auditor of registry data quality, we had to prioritize other things in recent years,
Wei-min Wang (he/him)
01:11:37
@oscar, It's a good question. Mandates can be tricky to implement, especially when it's not clear what the benefit is to the person filling out all the forms. For CARES 2.0, there was a stipend benefit tied to the data collection, which made the time and investment that educators put into filling out the relatively short survey pay off. When the Registry was first launched, the benefits of filling out all the forms were supposedly to give San Francisco better workforce data, make it easier for employers to verify employment history, education, permits, etc., and for teachers to find jobs. There was no immediate financial benefit to the teachers and family child care educators.
Chacy Ou (OECE)
01:19:27
Thank you Andrea!
Xiuzhen Zhang
01:19:37
Zhang xiuzhen 100022114
Andrea | Intérprete en<>es
01:20:11
:)
Oscar Tang
01:21:52
@wei-min. feel bad about short term vision of policymakers and agencies on not allocating proper resources to support the ECE field like they mean to
Eliana Elias
01:22:38
I would like the link to the recommendations please
Dr. Caitlin McLean, CSCCE-UCB
01:23:19
https://cscce.berkeley.edu/workforce-index-2020/appendices/advocacy-toolkit/
Eliana Elias
01:23:34
Did I hear correctly that one of the recommendations is NOT to link QRIS numbers to funding?
Dr. Caitlin McLean, CSCCE-UCB
01:29:06
https://cscce.berkeley.edu/strategies-in-pursuit-of-pre-k-teacher-compensation-parity/
HArvey Tai
01:31:07
Penny, Thanks for the heads up but I was totally unaware of it when I was so concentrated in simultaneous interpretation, I did not actually know the time as well as did not give me a chance to check the chat room because speaker was non stop speaking and I needed to continue move on Thanks you and appreciate your understanding.
Dr. Yoonjeon Kim, CSCCE
01:33:04
ARPA recommendations from CSCCE : https://cscce.berkeley.edu/arpa-reccomendations-ece-workforce/
Maya Castleman
01:35:10
My top takeaway: The logic models between education and child outcomes as well as compensation and child outcomes are complex. That does not mean they are not valid.\
Anna Powell, CSCCE
01:35:39
caitlin/yoonjeon: I stored up some of the questions that might be good to answer aloud in our notes doc
Dr. Caitlin McLean, CSCCE-UCB
01:35:49
Love this, Maya!
Dr. Caitlin McLean, CSCCE-UCB
01:36:21
Here's the link to the NC model salary scale: https://www.smartstart.org/wp-content/uploads/2021/10/North-Carolina-Early-Childhood-Compensation-Collaborative-Model-Salary-Scale-for-Early-Education-Teachers-final-9.10.21.pdf
Maya Castleman
01:36:23
Chacy, I'm not seeing the poll
Brooke Giesen
01:36:36
I’m not seeing the poll either
Hannah Kahl
01:36:40
Not seeing poll
Lisa Lee
01:36:42
I'm not seeing the poll
Lupe (they/them)
01:36:46
I can also not see the poll
Cindy Reyes
01:36:51
Could you launch the poll please
Eliana Elias
01:36:54
I don’t see the poll
Melanie Santana
01:36:56
I'm not seeing the poll either.
Gretchen Ames
01:37:12
Did not see the poll either
sandra Davis
01:37:18
No poll
Lisa Lee
01:39:02
Can you launch the poll.
derik, first 5 san francisco
01:39:59
All other things being equal (environment, etc.) how long does it take for quality improvements to emerge following a correction to compensation?
Maya Castleman
01:43:35
In the past, OECE attempted to use cost models to develop voucher reimbursement rates. It sounds like the research shows that not only are cost models important but that they are associated with stable grant-model funding rather than fluctuating based on enrollment.
Oscar Tang
01:46:23
feel FCC so hard to determine how to allocate funds as everyone runs business differently and not always paying themselves properly
Eliana Elias
01:58:38
Thank you so much. This information is very valuable
Brooke Giesen
01:58:59
Thank you SO much for this!! Very helpful!
Cindy Reyes
01:59:01
Thank you
Feven Wordofa (she/her)
01:59:01
Thank you All!
Graham Dobson
01:59:12
THANK YOU!
First 5 SF SFQC
01:59:13
Thank you!!
Varlander Gastinell
01:59:23
THANK YOU
Cynthia
01:59:28
thank you
Adriana Magana
01:59:37
Thank you!
Oscar Tang
01:59:51
thanks
Chacy Ou (OECE)
02:00:05
Thank you everyone!