Tag Archives: Workforce Development

NOW HIRING: INTERNS (Obama Foundation)

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The Obama Foundation is looking to hire a diverse cohort of passionate, mission-oriented, and qualified interns to serve in our Chicago and D.C. offices. This internship is open to current undergraduate and graduate students who are eligible to work in the United States.

We believe our interns will become some of the world’s most valuable leaders in varying capacities. Our hope is that this internship can provide interns with exposure to diverse models of leadership and practical work experience, especially for those who might not otherwise get them.

The Fall 2018 internship will run for 14 weeks beginning on September 4, 2018 and ending on December 7, 2018. For students on the quarter system, the internship will run from September 17, 2018 to December 21, 2018. Interns will be required to work 40 hours a week in either our Chicago or Washington, D.C. office.

The application opened on April 23, 2018 at 9AM CT and will close on May 14, 2018 at 5PM CT. We will not accept late applications.

If you are a law student interested in an internship in the Office of the General Counsel at the Obama Foundation for the Spring 2019 term, click here.

To ensure you get all the information you need in a timely manner, we encourage you to read our FAQ page before reaching out with questions.

What do interns do?

We are looking for interns who have excellent time management and organizational skills, are strong writers and researchers, and are eager to work in a fast-paced office environment. Interns will play a key role in providing departments at the Obama Foundation with the administrative, logistical, and operational assistance needed to execute their work. To learn more, check out our department descriptions here.

Who can apply?

Current full-time or part-time undergraduate and graduate students eligible to work in the United States are welcome to apply. The Foundation is committed to recruiting a diverse cohort of interns and is proud to be an equal opportunity employer. The Foundation does not discriminate against any person on the basis of race, color, sex, religion, age, sexual orientation, gender identity or expression, marital or parental status, creed, national origin, citizenship status, disability, medical condition, pregnancy, ancestry, genetic information, military service, veteran status, or any other protected category under local, state, or federal law. We encourage qualified persons of all backgrounds to apply. If you are a qualified candidate with a disability, please contact us at interns@obama.org if you require a reasonable accommodation to complete this application.

The Foundation will provide interns with a stipend and reimbursements for a portion of the expenses directly related to their internship. Please note the Foundation will not provide relocation or housing assistance.

Completing the application

Please note that as you fill out your application, you will not be able to save your responses or return to them before submitting. If you’d like to take more than one session to work on your answers, please download the Application Worksheet to draft your application responses offline. Please note you will still have to enter your answers into the application before the deadline.

Source: The Obama Foundation

Available at: https://www.obama.org/internship/

BACK TO THE DRAWING BOARD: Power to the Profession Task Force’s Decision Cycles 3-5

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Unifying and strengthening the early childhood workforce may be the single most important step towards closing the opportunity/achievement gap. The Foundation for Child Development has committed its energies and resources towards professionalization of the early childhood field, improving the quality of professional practice, and enhancing early childhood teacher preparation.

In 2000, the National Research Council’s Eager to Learn: Educating Our Preschoolers report and the Institute of Medicine’s (IOM) From Neurons to Neighborhood: The Science of Early Childhood Development report gave the early childhood field its scientific foundation and the standards for high-quality teacher preparation. We also support the long-term vision and teacher competencies proposed by the 2015 IOM report, Transforming the Workforce for Children from Birth Through Age 8: A Unifying Foundation. Moving forward, the Foundation has positioned the research base and recommendations from these landmark reports at the center of our 100-plus years of funding research into the care and education that all children need for a strong start in life.

The Foundation’s support of Power to Profession was spurred by the 2015 IOM report and the vision it articulated. We acknowledge both the importance and difficulty of asking the initiative’s Task Force to do what has never been accomplished in the early childhood field: Envision a unified, diverse, well-prepared, appropriately compensated workforce and determine the competencies and qualifications early childhood professionals must have at every level of practice in order to guarantee that all children have equal access to high-quality early care and education. Recognizing that increasing competencies and qualifications among a diverse workforce would require an equitable pathway for professional development, and the compensation that must come with it, the Foundation also funded the 2018 National Academies’ Transforming the Financing of Early Care and Education report that outlines a financing framework and funding strategy based on increased competencies while also retaining diversity in our workforce.

Therefore, we view Power to the Profession’s work as framed by these seminal reports, which emphasized what works for all children and developed a vision that demands equal access to high-quality care and education, access that begins each day in the arms of qualified professionals across every community, not just for those who can afford the best for their children.

THE TASK FORCE’S PURPOSE.

The work of the initiative’s Task Force is an opportunity for social and systemic transformation that cannot be squandered. It is within this context that we strongly believe that the draft recommendations in Decision Cycles 3-5 fail to seize the moment to look beyond the systemic and fiscal constraints of the present. Instead, we urge the Task Force to envision what could be and embrace what educators do best by setting higher professional standards that lead all children to better school and life outcomes.

The question today is not whether quality early childhood education works, but rather how we can make it work for all children and for all early childhood educators.

Much has been done over the past decade to convince policymakers and the public of a fundamental truth: High-quality early care and education is the vehicle of social mobility, the accelerator of better education, health, social, and economic outcomes for children and our nation.

Our charge is to close the opportunity gap that too many children and families in our society experience due to lack of access to quality early care and education. The reality is that children in the greatest need deserve early care and education provided by professionals with the highest qualifications — yet they are least likely to get them. A diverse group of competent, qualified, and fairly compensated early childhood professionals, working in every community, is a force that can eliminate the gap and lift an entire generation out of poverty to make sure that each child — regardless of the zip code in which they live — has a clear path to their full potential.

We must see the early childhood workforce as the engine of positive social and economic change that it can be. We cannot be satisfied with the status quo. We cannot be so constrained by the present realities that we cannot envision a new and better reality for children, families, and the profession of early childhood educators.

The time is now. Parents, stretched to the breaking point between their aspirations for their children and what they can afford to provide, demand something better. That demand can be harnessed to drive greater public investment, but only if early childhood educators leverage the trust that parents have in their work and their professional knowledge and skill. We have a golden opportunity to deliver a vision of and transition towards a professional structure that elevates a diverse workforce while providing uniform access to high-quality care and education for all children.

The Task Force’s vision, as currently drafted in Decision Cycles 3-5, will fail to accomplish these big but necessary goals.

We cannot have progress without change. The draft document settles for the low bar of the status quo — which further perpetuates the reality that both the quality of children’s early childhood experiences and the compensation for early childhood professionals are highly dependent on the settings in which they are enrolled or work.

In its current form, the document does not describe a clear strategy to incentivize and facilitate upward mobility across professional roles in the profession. It does not provide specific individual competencies that would describe what early childhood professionals should know and be able to do across professional roles. Nor does the current iteration of the document ensure that all children and families have access to competent professionals across all settings at every stage of early childhood education and care.

DECISION CYCLES 3-5 SET THE BAR TOO LOW…

For more: https://www.fcd-us.org/power-to-the-profession/

Source: Foundation for Child Development

Continuing Resolution is Signed, Keeps Federal Government Funded through April 2017

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12/12/2016

After last-minute action on Friday by the U.S. House and Senate, along with President Obama’s signature this morning, the federal government has a temporary spending bill that keeps the doors open for another 20 weeks, through April 28. The first “Continuing Resolution” (CR) for the federal Fiscal Year 2017 (FY17), which began October 1, 2016, expired on December 9. 

This temporary spending bill is the last action the current Congress took before adjourning for the year. The spending bill for the rest of FY17 (covering the period of April 29 to September 30), along with an FY18 bill, will be taken up by the newly elected Congress in the spring. Based on the proposals that Republican leaders in the House and Senate have made, those budgets could make deep cuts in core programs intended to address the needs of the 13.5 percent of Americans who live in poverty–woefully underfunding programs like Head Start, job training, and Pell grants that help low-income families, workers, and students. At the same time, Republicans will likely seek to sharply increase the budget for defense spending and reduce taxes for the richest Americans. As the new president and Congress act on the budget next spring, they must remember that investments in education, employment, young children, and anti-poverty strategies are crucial to America’s future. 

In the interim, CRs, which are used in the absence of an approved federal spending bill, typically continue the funding for discretionary programs at a rate or formula consistent with the previous fiscal year. This CR includes a 0.19 percent across-the-board cut, which is compounded by the fact that the FY16 budget was the lowest in a decade when adjusted for inflation—meaning that this latest CR represents a significant effective decrease. 

Specific examples of the consequences of temporary funding levels in the bill include the following:

  • Reducing current child care funding, which is already sharply inadequate, leaves states without the resources necessary to implement the critical improvements passed by Congress in 2014 to improve the health, safety, and quality of child care and to provide low-income working families with more stable child care assistance. Already, the number of children receiving child care funded through the federal Child Care and Development Block Grant program has fallen to a 16-year low, with just 1.4 million children being served in 2014, and more will surely lose access without new funding. 
  • Fewer workers will receive the skills training and postsecondary credentials they need to move toward better jobs, since this year’s funding level for adult education is more than 6 percent below the FY 2017 amounts authorized in 2014’s bipartisan reauthorization of the federal workforce development law. Moreover, current funding for key adult and youth employment and training is more than 3 percent lower than WIOA-authorized levels for next year. This would continue a decline in funding for these programs of more than 30 percent in real terms over the past 15 years.
  • Communities of color have been hit especially hard by federal disinvestment in key programs such as child care, workforce training, and Head Start. Youth of color, particularly out of school youth, simply don’t have the resources they need to succeed, and young children cannot get the start they need and deserve without help. With children of color soon to be half of all children—and already half of children under five—their success matters deeply to America’s future.

Our country can help offset the damaging prevalence of poverty and economic insecurity by making a strong commitment to addressing poverty. Such a commitment should start with the enactment next year of FY17 and FY18 spending bills that expand and invest in the crucial education, child care, safety net, and workforce development programs that help people get and keep a job, stabilize families, and promote success. In addition, policymakers must focus resources and attention on those who face the most barriers—children, youth, and families of color, immigrant families, and those whose opportunities are limited by pervasive poverty in their neighborhoods and communities. 

Unfortunately, the current statements of Congressional leaders suggest that the spring’s budget could reflect just the opposite priorities—tax cuts for the richest Americans and sharply eroded help for everyone else. CLASP intends to redouble efforts to ensure policymakers make the right decisions for those children, families, and individuals struggling to make ends meet. To that end, we are working closely with the Coalition on Human Needs on a variety of efforts, including this sign-on letter that the Coalition’s “Save for All” campaign will be sending in early January to the president and members of Congress. Hundreds of national, state, and local organizations have already taken the concrete step of signing on, and you may do so here. 

Source: CLASP

Child care workers aren’t paid enough to make ends meet 

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11/5/2015

By Elise Gould

Child care workers play an important role in the U.S. economy by allowing parents of young children to pursue employment outside the home and providing children a stimulating and nurturing environment in which to learn and grow.

In recent decades families have increasingly had to rely on child care because spending more time at work has become an economic necessity for many. Over the last 35 years, most American workers have endured stagnant wages—a reality that has led many two-parent households to work significantly longer hours to cover their rising expenses (Mishel et al. 2012).

Despite the crucial nature of their work, child care workers’ job quality does not seem to be valued in today’s economy. They are among the country’s lowest-paid workers, and seldom receive job-based benefits such as health insurance and pensions. As with any other industry or occupation, paying decent wages and providing necessary benefits is essential to attract and retain the best workers.

Source: Economic Policy Institute

Available at: http://www.epi.org/publication/child-care-workers-arent-paid-enough-to-make-ends-meet/

Brief: Early Childhood Higher Education: Taking Stock Across the States 

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11/2015

By Marcy Whitebook, Ph.D. and Lea J.E. Austin, Ed.D.

This brief is based on findings from the Early Childhood Education (ECE) Higher Education Inventory conducted in several states: California, Indiana, Nebraska, New Hampshire, New Jersey, New York, and Rhode Island. This brief highlights the extent to which ECE teacher preparation is currently integrated across the birth-to-age-eight continuum, and on variations in field-based practice opportunities for teachers of young children.

Source: Center for the Study in Child Care Employment

Available at: http://www.irle.berkeley.edu/cscce/2015/early-childhood-higher-education-taking-stock-across-the-states/

Building Blocks: State Child Care Assistance Policies 2015 

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10/27/2015

Child care helps children, families, and communities prosper. It gives children the opportunity to learn and develop skills they need to succeed in school and in life. It gives parents the support and peace of mind they need to be productive at work. And, by strengthening the current and future workforce, it helps our nation’s economy. Yet many families, particularly low-income families, struggle to afford child care.

  • Families in 32 states were better off in February 2015 than in February 2014 under one or more child care assistance policies.
  • Families in 16 states were worse off under one or more of these policies.
  • Fourteen states reported they had made or expected to make improvements in one or more of the policies covered in this report after February 2015.

Source: National Women’s Law Center

Available at: http://nwlc.org/resources/building-blocks-state-child-care-assistance-policies-2015/

High quality child care is out of reach for working families 

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10/2015

In recent decades most Americans have endured stagnant hourly pay, despite significant economy-wide income growth (Bivens and Mishel 2015). In essence, only a fraction of overall economic growth is trickling down to typical households. There is no silver bullet for ensuring ordinary Americans share in the country’s prosperity; instead, it will take a range of policies. Some should give workers more leverage in the labor market, and some should expand social insurance and public investments to boost incomes. An obvious example of the latter is helping American families cope with the high cost of child care.

The high cost of child care has received attention from an array of policymakers. For example, in his 2015 State of the Union address, President Obama cited child care affordability as a key to helping middle-class families feel more secure in a world of constant change (White House 2015). New York City Mayor Bill de Blasio recognized similar concerns and released an interagency implementation plan for free, high-quality, full-day universal prekindergarten (NYC 2014). High quality, dependable, and affordable child care for children of all ages is more important than ever, especially since having both parents in the workforce is an economic necessity for many families.

This paper uses a number of benchmarks to gauge the affordability of child care across the country. It begins by explaining how child care costs fit into EPI’s basic family budget thresholds, which measure the income families need in order to attain a modest yet adequate standard of living in 618 communities. The report then compares child care costs to state minimum wages and public college tuition. Finally, to determine how child care costs differ by location and family composition, the paper reconstructs budgets for two-parent, two-child families in 10 locations to include the higher cost of infant care, compares these families’ child care costs to those of families without infants, and compares costs for both family types with metro area median incomes.

Key findings include:

  • Child care costs account for a significant portion of family budgets.
    • EPI’s basic family budget threshold for a two-parent, two-child family ranges from $49,114 (Morristown, Tennessee) to $106,493 (Washington, D.C.). In the median family budget area for this family type (Des Moines, Iowa), a two-parent, two-child family needs $63,741 to attain a modest yet adequate standard of living.
    • Across regions and family types, child care costs account for the greatest variability in family budgets. Monthly child care costs for a household with one child (a 4-year-old) range from $344 in rural South Carolina to $1,472 in Washington, D.C.
    • As a share of total family budgets, center-based child care for single-parent families with two children (ages 4 and 8) ranges from 11.7 percent in New Orleans to 33.7 percent in Buffalo, New York.
    • Among families with two children (a 4-year-old and an 8-year-old), child care costs exceed rent in 500 out of 618 family budget areas. For two-child families, child care costs range from about half as much as rent in San Francisco to nearly three times rent in Binghamton, New York.
  • Child care is particularly unaffordable for minimum-wage workers.
    • The high cost of child care means that a full-time, full-year minimum-wage worker with one child falls far below the family budget threshold in all 618 family budget areas—even after adjusting for higher state and city minimum wages.
    • Among families with young children, child care costs constitute a large share of annual earnings for families living off one full-time, full-year minimum-wage income. For example, to meet the demands of infant care costs for a year, a minimum-wage worker in Hawaii—the state with the median state minimum wage ($7.75)—would have to devote his or her entire earnings from working full time (40 hours a week) from January until September.
  • Other salient benchmarks highlight the extremely high costs of child care.
    • In 33 states and the District of Columbia, infant care costs exceed the average cost of in-state college tuition at public 4-year institutions.
    • In terms of child care costs’ share of total family budgets, only in a handful of EPI’s 618 family budget areas are child care costs close to the 10 percent affordability threshold established by the Department of Health and Human Services (HHS).
    • Child care costs are particularly high for younger children. When 10 family budgets in various areas are reconstructed to include two-parent, two-child families with an infant and a 4-year-old (instead of a 4-year-old and an 8-year-old), child care ranges from 19.3 percent to 28.7 percent of total family budgets. This compares with a range of 11.8 percent to 21.6 percent for families with a 4-year-old and an 8-year-old.
    • In these 10 areas, child care costs for an infant and a 4-year-old constitute between approximately 20 percent and 31 percent of median family income—far above the HHS’s 10 percent approximately 20 percent and 31 percent of median family income—far above the HHS’s 10 percent affordability standard.

Source: Economic Policy Institute

Available at: http://www.epi.org/publication/child-care-affordability/

Head Start Professionalized the Early Childhood Education Workforce

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10/2015

By Sarah Merrill

Did you ever wonder why you need specific professional qualifications to work with young children? Head Start has always known the importance of having qualified, well-trained staff in working with young children. Back in the 60’s, our early Head Start leaders worried that “the goals of … the fullest social, emotional, physical and intellectual development of the child can be missed, sometimes hindered, because the teacher in charge is not qualified” (Project Head Start, 1967, The Staff for a child development center, pp. 8-9). In fact, in 1967 they advised that “ideally teachers in Head Start Programs should be graduates of a four-year college program with a major in Nursery Education, Nursery-Kindergarten Education, or Early Childhood Education” (p. 3) and have the “the personal qualities … [which] are fully as important as her training” (p. 4).

Source: Office of Head Start, Early Childhood Learning and Knowledge Center

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/hs/news/blog/education-workforce.html

IM 15-03 Policy and Program Guidance for the Early Head Start-Child Care Partnerships (EHS-CCP)

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8/6/2015

INFORMATION MEMORANDUM

TO: Early Head Start – Child Care Partnership Grantees and Partners

SUBJECT: Policy and Program Guidance for the Early Head Start-Child Care Partnerships (EHS-CCP)

INFORMATION:This Information Memorandum (IM) reinforces the purpose and vision of the Early Head Start – Child Care Partnerships (EHS-CCP) and provides policy and program guidance for grantees and their partners.1 This IM specifically addresses various issues and questions raised by grantees during the EHS-CCP orientations and start-up phase of the grants.

The EHS-CCP program will enhance and support early learning settings to provide full-day/full-year, seamless, and comprehensive services that meet the needs of low-income working families and those in school; increase access to high-quality, full-day child care (including family child care); support the development of infants and toddlers through strong relationship-based experiences; and prepare them for the transition into Head Start and preschool. The EHS-CCP is a unique opportunity which brings together the best of Early Head Start and child care through layering of funding to provide comprehensive and continuous services to low-income infants, toddlers, and their families. The EHS-CCP grants will serve as a learning laboratory for the future of high-quality infant/toddler care.

All infants and toddlers attending an EHS-CCP site will benefit from facilities and homes that are licensed and meet safety requirements. All children in classrooms with EHS-CCP-enrolled children will benefit from low teacher-to-child ratios and class sizes, qualified teachers receiving ongoing supervision and coaching to support implementation of curriculum and responsive caregiving, and broad-scale parent engagement activities. While only enrolled EHS-CCP children will be eligible for direct family-specific benefits such as home visits, health tracking and follow-up, and individualized family support services, EHS-CCP programs must operationalize services to ensure there is no segregation or stigmatization of EHS-CCP children due to the additional requirements or services.

The long-term outcomes of the program are:

  1. Sustained, mutually respectful, and collaborative EHS-CCP
  2. A more highly educated and fully qualified workforce to provide high-quality infant/toddler care and education
  3. Increased community supply of high-quality early learning environments and infant/toddler care and education
  4. Well-aligned early childhood policies, regulations, resources, and quality improvement support at national, state, and local levels
  5. Improved family and child well-being and progress toward school readiness

The EHS-CCP brings together the strengths of child care and Early Head Start programs. Child care centers and family child care providers respond to the needs of working families by offering flexible and convenient full-day and full-year services. In addition, child care providers have experience providing care that is strongly grounded in the cultural, linguistic, and social needs of the families and their local communities. However, many child care centers and family child care providers lack the resources to provide the comprehensive services needed to support better outcomes for the nation’s most vulnerable children. Early Head Start is a research-based program that emphasizes the importance of responsive and caring relationships to support the optimal development of infants and toddlers. Early Head Start provides comprehensive family centered services that adhere to the Head Start Program Performance Standards (HSPPS)2 to support high-quality learning environments. Integrating Early Head Start comprehensive services and resources into the array of traditional child care and family child care settings creates new opportunities to improve outcomes for infants, toddlers, and their families.

Attachment A provides topical policy and program guidance around:

  • Seamless and Comprehensive Full-Day/Full-Year Services
  • Partnership Agreements
  • Layered Funding
  • Child Care Subsidies
  • Citizenship and Immigration Status
  • Child Care Center Ratios and Group Sizes
  • Staffing and Planning Shifts for Staff
  • Staff Qualifications and Credential Requirements
  • Federal Oversight and Monitoring

Please share this IM with your partners and direct any questions to your Administration for Children and Families (ACF) Regional Office.

Thank you for your efforts on behalf of infants and toddlers and their families.

/ Linda K. Smith /
Linda K. Smith
Deputy Assistant Secretary for Early Childhood Development
Administration for Children and Families

/ Blanca Enriquez /
Dr. Blanca Enriquez
Director
Office of Head Start

/ Rachel Schumacher /
Rachel Schumacher
Director
Office of Child Care

Source: Administration for Children and Families, Office of Head Start, and Office of Child Care

Available at: http://eclkc.ohs.acf.hhs.gov/hslc/standards/im/2015/resour_ime_003.html

Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation – Institute of Medicine

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4/1/2015

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and education of young children bear a great responsibility for these children’s health, development, and learning. The Institute of Medicine (IOM) and National Research Council (NRC) were commissioned to explore the implications of the science of child development for the professionals who work with children birth through age 8. In the resulting report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, the committee finds that much is known about what professionals who pro­vide care and education for children need to know and be able to do and what professional learning supports they need. However, that knowledge is not fully reflected in the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government and other funders who support and oversee these systems. The report offers recommendations to build a workforce that is unified by the foundation of the science of child development and early learning and the shared knowledge and competencies that are needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8.

Source: Institute of Medicine, The National Academies of Science

Available at: http://iom.nationalacademies.org/Reports/2015/Birth-To-Eight.aspx