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CA for All Kids - Strategies for Workforce Competency

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CA for All Kids - Strategies for Workforce Competency

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California's Master Plan for Early Learning and Care identified competency-based education as an approach to removing barriers to the workforce.

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Workforce Competency - Master Plan For Early Learning & Care

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The current system is driven by a patchwork of federal, state, and local requirements that determine who can care for children. In April 2019, the California Commission on Teacher Credentialing (CTC) adopted an aspirational set of Teacher Performance Expectations (TPEs), providing a strong starting point for redefining standards based on competencies that apply to all program settings and types. The TPEs were developed based on extensive input from early childhood practitioners, researchers, and other stakeholders, and they reflect the skills needed to support diverse children’s development on the most critical dimensions. By shifting to a competency-based workforce development system, California can provide more inclusive opportunities and expand pathways to attract and retain a diverse early care and learning workforce. Providing every member of the early learning and care workforce, regardless of the setting in which they work, a foundation of essential competencies and access to a system to continually improve will ensure that every child will develop the skills they need.

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Shasta College CBE Program Presentation 2025

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Shasta College CBE Program Presentation 2025

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Capacity Building

We drive innovation-helping to accelerate the development, launch, and continuous improvement of competency-based learning programs- sharing insights and best practices that provide learners with more flexible, relevant, and valuable credentials.

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We are a network of institutions, employers, and experts who believe competency-based learning can unlock opportunity for today's learners. Learn More!

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NAEYC Professional Standards and Competencies for ECE

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NAEYC Professional Standards and Competencies for ECE

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Professional Standards and Competencies for Early Childhood Educators

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The professional standards and competencies describe what early childhood educators should know and be able to do.

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The CAP Methods of Evaluation Project

Overview

The goal of this project was to provide a collection of openly licensed methods of evaluation (MOE) for the CAP eight foundational courses (CAP Classic). We hope this library of assignments and activities responds to the many requests from faculty over the years for CAP to add resources to support student learning outcomes.

This collection of methods of evaluation builds upon a previous project by ASCCC OERI which curated a collection of openly licensed videos and assessments. This project goes further to specifically align with individual CAP course objectives.

The CAP courses were revised (2021) to align with the Teacher Level of the Teaching Performance Expectations (TPEs) adopted by the Commission on Teacher Credentialing, the English Learner Roadmap, and recommendations from the Parent Organization Network.

How to Access

The CAP MOE Modules will be added to the existing OER resource shells on the Canvas Commons. You will need to be logged into Canvas to access these course shells.

Use

All assignments in this project are openly licensed. You are free to add, delete, re-word, include other foundational resources, change the rubrics, use just a part, or combine multiple items. In other words, feel free to make them your own.

This is not an exhaustive list, we are sure there are other awesome MOEs out there that are used effectively to measure student progress, but for any instructors new to courses or looking for some assignments to support particular areas of your courses, we hope this is a start.

Each MOE included is identified by the CAP course and course objective that it supports. Each has a purpose that aligns with the objectives, directions, sometimes includes special notes to instructors for use, links to Google Docs that can be copied to your own drive, and grading rubrics. Again, these can be modified to meet your student and institutional needs. For example, a discussion prompt could be used as an essay question, questions within assignments could be added, deleted, or modified, reference materials could be changed, larger assignments could be broken into smaller chunks, and so on.

Colleges in CTC Pilot 4, the Quality Peer Review Process might find these helpful as resources to show how individual TPEs are introduced, practiced, and assessed.

This project has been supported and funded by

Child Development Training Consortium

California Department of Social Services, Child Care and Development Division

Other resources

NEW: Support for Colleges Considering Participation in Early Childhood Education Child Development Permit Pilots under the PDG-Grant

CAP Classic (CAP 8) outlines have recently been updated to align with the Teacher Performance Expectations (TPE) for the Teacher Level. One of the routes to eligibility for participation in Pilot 1 is "The institution/program is using updated, TPE-aligned CAP curriculum" While this is not the only route to eligibility, the CAP team is here to help whether you are new to CAP alignment, or already aligned.

If your college/institution has not yet aligned with CAP 8 course outlines and you are interested in more information, please complete this quick contact form and the CAP team will reach out to help you determine what kind of support you might need.

If your college/institution is already aligned with the CAP 8 course outlines and you are interested in updating your courses to the revised outlines that now include the TPE content, please complete this quick contact form and the CAP team will reach out to help you determine what kind of support you might need.

If you are not sure of your college/institution's CAP alignment status, please check here: CAP Aligned Colleges

For more information about the Early Childhood Education Child Development Permit Pilots under the PDG-R Grant visit the Childhood Education Page on the CTC Website.

CAP Classic

The California Community Colleges Curriculum Alignment Project (CAP) engaged faculty from across the state to develop a 24 unit lower-division program of study supporting early care and education teacher preparation. The eight courses are intended to be a foundational core for all early care and education professionals. The eight courses are:

1. Child Growth and Development

2. Child, Family and Community

3. Introduction to Curriculum

4. Principles and Practices of Teaching Young Children

5. Observation and Assessment

6. Health, Safety and Nutrition

7. Teaching in a Diverse Society

8. Practicum

CAP Expansion

Following the development of the CAP Classic courses, additional funding was provided by the Race To The Top/Early Learning Challenge Grant (RTT/ELCG) to expand the project to include seven additional courses in the three specialization areas of Infant/Toddler, Administration, and Children with Special Needs. The seven courses include the following:

1. Infant/Toddler Development

2. Infant/Toddler Care and Education

3. Introduction to Young Children with Special Needs

4. Curriculum and Strategies for Children with Special Needs

5. Administration I - Programs in ECE

6. Administration II - Leadership and Supervision

7. Adult Supervision and Mentoring

CAP Transitional Kindergarten (CAP TK)

In light of the recently adopted Teacher Performance Expectations for the PK-3 Early Childhood Education Specialist Instruction Credential, the CAP TK courses which were developed in 2016 no longer represent the required preparation for teachers in Transitional Kindergarten classrooms. As the pathways for TK teachers continue to be refined at the state level, the CAP team will explore the options for revising and republishing the 24 units intended to support this population.

104 Community Colleges in California have agreed to participate in CAP.

The CAP courses have been accepted as the required core for the Associate in Science for Transfer in Early Childhood Education. For information on the courses and the degree, go to http://www.c-id.net.

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Curriculum Alignment Project | Child Development Training Consortium

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The California Early Childhood Curriculum Alignment Project supports transfer and curriculum consistency in the foundational preparation of early childhood education students.

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JFF has tools to help organizations structure their adoption of CBE and skills-based education.

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This report is about combining the best evidence, practices, and policies to drive a broader systems reform agenda for what works for adult learners, and trying to improve the persistently low rates at which adults transition into postsecondary credentials and better jobs. It's about finding scalable solutions to help the millions of adult learners who need pathways to economic opportunity.

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This report is about combining the best evidence, practices, and policies to drive a broader systems reform agenda for what works for adult learners, and trying to improve the persistently low rates at which adults transition into postsecondary credentials and better jobs.

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Flexible due dates

Vary difficulty of assignments

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Flexible due dates

Same barriers

Explaining rubrics

Make time for students

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-Younger students including High School with limited experience with children.

-Multilingual students needing support in their home language

-Internet or taking courses on iphone and have difficulty accessing course materials for online classes

-Returning students needed more time and supports, building their confidence

-Conflicting commitments with work and family

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Communication - communicate with instructors

Read - in-depth for understanding

problem solving skills

Transportation

Connecting with others (peers, instructors)

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Students personal challenges: be flexible with how they submit their work (e.g. technology access, students handwriting work and uploading photos, videos, slide decks)

Recovery, treatment: flexibility in deadlines

pivoting California Early Childhood Mentor Program: students already working --> traveling mentor or retired mentor able to come to students' worksite for practicum hours

students working, needing childcare, other family care responsibilities

Face to face attendance a challenge --> flexibility, frequent low-stakes assignments with two or more dropped

Many students also trying to get into the field

A need to ensure high quality of ECE programs

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One size fits all does not work

Families (students) are juggling a lot

Most are First Generation students

Writing coaches - co-lead with faculty

BA at Edvance College in Spanish and English - Coaches are trilingual

Academic coaches - available outside of classtime

Writing support is so important

Flexibility with deadlines

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- Students have various personal crises

- Share strategies for personal well-being/mental health

- Time the instructors have varies based on their responsibilities and employment

- Support options are available but are not always utilized

- Setting parameters for “live learning sessions” with clearly communicated commitments

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providing non traditional hours

Support in providing Spanish pathways with academic coaches

support for building language and literacy skills (i.e. writing)

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Vanessa Dilks, Linda Haddadin, Audra Coburn, Ashley Davis

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Vanessa Dilks, Linda Haddadin, Audra Coburn, Ashley Davis

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Hands-on

Mentorship

Coaching (different from mentorship!)

Modeling

Refelctive, meaningful feedback

Learning by doing

Comfortable, trusting environment

Power dynamics handled sensitively

Multiple modalities of instruction

Multiple modalities of assessment

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Expectation of assignments

Explaining SLOs

Walking through assignments

benefit from discussions in groups - problem solving through case studies, videos, etc.

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Adults need the same things as children!

They need trust in faculty and confidence in speaking up, asking questions

Students are scared to share

Fears can be cultural too

Being culturally responsive is important

Different educational systems and expectations

Talk to students individually not in front of the group

Treat people like adults

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-Value in allowing students to show what they know in multiple ways, UDL

-Student portfolio or long term projects allows for students to learn in different ways

-Opportunity to work directly with children could be a challenge for some students

-Building on their own experiences and funds of knowledge and to think critically about their practice

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Use of UDL

Variety of learning styles

Incorporating technology

Flexibility in how students submit assignments

Flexibility in when to submit/need for time management

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-Lake of Familiarity, Skill-based learning - coming up with competency and skills, -

- Identifying skills - need a group to work together

- Letting go of the traditional learning model,

- Students start with a discussion to share and break down the content from there.

-Takes students time to understand CBE

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Harder to innovate in higher education

Important to have a model/case study

Nitty gritty details

Have to fit into the rules of financial aid and Title 5 - more antiquated ways of operating

What can I take with me from CBE to improve student outcomes and success?

Valuable pedagogical insights, but can't be all or nothing

CBE is an opportunity - we need more pathways

Many of the barriers are structural not individual

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Vanessa Dilks, Linda Haddadin, Audra Coburn, Ashley Davis

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Vanessa Dilks, Linda Haddadin, Audra Coburn, Ashley Davis

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-lots of autonomy --> lots to manage

-engagement

-fragmentation: e.g. competencies, NAEYC standards--> how does it all align?

-student anxiety about working in programs

-lasting social impacts of COVID (current college students may have been in high school, middle school, other impactful times during pandemic and social isolation)

Benefits

-addressing workforce shortage

-supporting alternative pathways to qualifications

-equity

-flexibility

Opportunities

-engage local offices of ed, CAEYC, make it more accessible and understood, get more participation

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Faculty compensation - High Touch

High levels of student feedback - faculty time?

Lots of trail & error

Prep of content, coursework, course construction

Level of rigor is higher - fail rates??

Student Interaction concerns??

CPL vs. CBE (Boundaries & Limitations)

Drawback: Student need to understand clearly what CBE is - understand this is NOT easier.

Lack of technology

Accessibility

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I don’t have enough information on how it works

Not all faculty are interested in redesigning in this way

What is the recommended approach

Setting the tone/expectations at the start of the course is key

How to balance flexibility with meeting timelines of the college and enrollment deadlines (drops, withdraw, P/NP)

• Providing visual maps for pacing

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Is there data on how many colleges are using CBE and how many students have gone through?

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(1) See Subject-Specific Pedagogical Skills in Section 2 for reference.

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Begin courses with how do you learn best?

We have different strategies that meet different ways of learning.

Different modalities: in-person, online, hybrid, Saturday, am/pm.

Spanish cohort: Lab on Saturdays for practicum.

Grant for materials for practicum and OER.

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We should meet them where they are, but we should also have expectations to get them up to where they need to be. We have to maintain standards. We should be transparent about that.

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Providing adaptability to identify the needs of the learners and support their capacity to become successful.

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Mentor Program

Gap of experiences of students coming into programs. Layering and need to individualize.

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Modality, duration

Flexible due dates, modules open longer

Meet them where they are as adult learners

More access to faculty

Honor their experience

WBL opportunities

Campus resources for success

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We discussed the importance of relationship building as the place to start with students. Also, to understand behaviors (even the one's we perceive as challenging) to be information and communication.

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Taking responsibility as an instructor when students are not learning includes reflecting on your teaching practices. This does not mean blaming yourself for every difficulty, but rather thoughtfully examining what might be adjusted to better support student understanding. Reflective responsibility involves considering whether learning objectives were clear, instruction was aligned with assessments, explanations were accessible, and students were actively engaged in the learning process. Effective teaching recognizes that learning is a shared responsibility, yet professional growth requires instructors to evaluate what is within their control and make improvements where needed. Through ongoing reflection and adjustment, educators strengthen both their practice and their students’ opportunities for success.

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Using Bronfenbrenner's ecological assignment applied to the students own life.

Analysis of the neighborhood and how it impacts child development.

Societal issues, finding resources to address those issues.

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We want to make sure there is a "do" component - can they demonstrate competencies in the classroom as well?

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Creating assignments that allow students to use their current settings (as many students are already working) to support how they demonstrate competency. For example, if they are developing units of study that integrate families and communities, using those units as part of their assignments to demonstrate competency.

Also, allowing students to use methods like video, audio recordings and interviews to share their knowledge and understanding.

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Intro - Reinforce - Mastery Thoughts

Where do students see themselves meeting these competencies?

Where do supervising teachers see students meeting these competencies?

Academic - Virtual - Practical

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Bronfenbrenner Theory of Ecological Theory 

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Bronfenbrenner Theory of Ecological Theory 

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The practical application of activities that support this understanding, such as engaging children, families, and how they the classroom setting reflects the cultures present such as creating a classroom book of stories, a parent child art activity, using photos, ppt. presentation as well.

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Analysis of neighborhood via google map and how families are able to get to places. How their time might be spent.

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Direct Assessment CBE Implementation Blueprint CCCCO

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Direct Assessment CBE Implementation Blueprint CCCCO

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Direct Assessment Competency-Based Education - Website

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Direct Assessment Competency-Based Education - Website

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Direct assessment competency-based education (DA CBE) is a teaching and learning modality that empowers learners to progress at their own pace by prioritizing the mastery of skills and knowledge while making time variable.

DA CBE aims to create equitable access to educational pathways and career opportunities. It accommodates diverse abilities, and backgrounds through flexibly-paced learning that focuses on what students know and can do rather than the time spent in the classroom.

General inquiries about DA CBE programs may be sent to CBE@CCCCO.edu. Additional information can be found in the Competency-Based Education Community located in the Vision Resource Center.

Key Features of DA CBE

Instead of...

In CBE, learners...

Having fixed due dates

Are responsible for scheduling their own work

Moving in lockstep throughout the term

May start and finish at different times

Having a single opportunity to pass a test ("one and done")

Have multiple opportunities to try, get feedback and try again

Being able to pass a course with a C grade

Have to demonstrate each competency at ≥ 80%

Multiple-choice final exams

Complete performance-based assessments

Learning outcomes that may not relate to career goals

Demonstrate competencies tied to real-world expectations

Source: The Volta Learning Group. CCC | Competency-Based Education (CBE) Learning Series. October 2, 2023

The Direct Assessment CBE Implementation Blueprint (Part 1 of 2) is a dynamic new resource co-developed with eight early innovator colleges to support the design and implementation of direct assessment CBE programs across California. In alignment with the goals of Vision 2030, this practical guide offers key decision points, tools, and considerations to help college leaders, faculty, and staff confidently move from concept to program implementation. With its intentional equity-focused design, the blueprint can support college efforts to expand flexible, student-centered learning modalities like CBE that drive equity in access, support, and success for California's learners.

Part 2 of the Blueprint will be released summer 2026. Please stay tuned for more information.

Learn More

Resources

In DA CBE, learning is demonstrated by the mastery of skills, which are represented by competencies. By the end of a DA CBE program, students will have proven their learning through activities and experiences that align with these competencies.

Faculty develop competencies tailored to industry standards, ensuring program alignment to workforce skills and needs. Students progress based on their demonstrated mastery of these competencies through designed assessments and tailored coaching support. Based on where learners are, those with years of relevant experience can accelerate their path to degree attainment, while those who need more time can pace learning accordingly. Ultimately, this student-centered modality creates additional pathways for degree completion without sacrificing learning, rigor, or industry-alignment.

DA CBE supports the California Community Colleges' student-centered approach in the following ways:

Flexible: Students can access learning materials at their convenience and can engage in learning when it suits their schedule.

Self-Paced: Students can progress through competencies at their own pace.

Personalized: Students have access to individualized guidance and feedback.

Workforce-Aligned: Programs focus on competencies that are valued by the employers.

Transparent: Competencies define clear markers of knowledge, skills and abilities

Cohesive: Students enroll in fully designed, end-to-end programs.

Valid assessment: Assessments crafted to demonstrate skills students will apply directly to their future career.

Chancellor's Office Blueprint for Systemwide DA CBE Implementation

In 2020, the Chancellor's Office collaborated with the California Community Colleges Curriculum Committee (5C) to develop a regulatory framework for DA CBE, aligning with system goals and emphasizing student-centered learning. This framework drew from national best practices and was tailored to the unique landscape of the California Community Colleges system. Following this, the Board of Governors ratified this framework in 2021. Additionally, to support system wide implementation, the Chancellor's Office launched the DA CBE Collaborative in June 2021, an innovative, multi-year, grant-funded cohort of colleges piloting DA CBE. The DA CBE Collaborative is a peer learning community of 8 pilot colleges tasked with developing their own DA CBE associate degree programs to inform system wide implementation.

Each college in the DA CBE Collaborative is tasked with designing new, first-of-its-kind, DA CBE associate degree programs. As a multi-year initiative, these colleges came together to establish local structures as well as inform statewide policies and regulations to support the systemwide development and implementation of DA CBE. As an innovative and novel modality, the DA CBE Collaborative aims to develop a DA CBE program blueprint that empowers students in their educational journey through alternative, dynamic pathways to degree attainment. The flexibility these dynamic pathways offer can provide students that had to pause their higher education due to rigid and/or uncertain life obligations a way back to degree attainment.

Colleges Currently Offering Their Own DA CBE Programs

Colleges Currently Designing Their Own DA CBE Programs

College

Program

Bakersfield College

Culinary Arts

East Los Angeles College

Biotechnology

Merced College

Early Childhood Education

Mt. San Antonio College

Kinesiology

Instead of...

In CBE, learners...

Having fixed due dates

Are responsible for scheduling their own work

Moving in lockstep throughout the term

May start and finish at different times

Having a single opportunity to pass a test ("one and done")

Have multiple opportunities to try, get feedback and try again

Being able to pass a course with a C grade

Have to demonstrate each competency at ≥ 80%

Multiple-choice final exams

Complete performance-based assessments

Learning outcomes that may not relate to career goals

Demonstrate competencies tied to real-world expectations

Source: The Volta Learning Group. CCC | Competency-Based Education (CBE) Learning Series. October 2, 2023

If you're interested in creating your own DA CBE program, please reach out to Michael (Billy) Wagner at CBE@CCCCO.edu.

Interested in DA CBE on Your Campus?

If you're interested in creating your own DA CBE program, please reach out to Michael "Billy" Wagner at CBE@CCCCO.edu.

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Direct assessment competency-based education (DA CBE) is a teaching and learning modality that empowers learners to progress at their own pace by prioritizing the mastery of skills and knowledge while making time variable. DA CBE aims to create equitable access to educational pathways and career opportunities.

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Performance Assessment for California Educators

The competence and performance of teachers and administrators is a key factor influencing the effectiveness of elementary and secondary education. In California, candidates for teaching and administrative credentials must pass a performance assessment before they can be recommended for a credential.

For Teacher Candidates

As mandated by California Education Code 44320.2, all candidates for a preliminary Multiple Subject, Single Subject, Early Childhood Education (PK-3), or Education Specialist (MMSN, ESN, ECSE, DHH, VI) credential must pass a Commission-approved teaching performance assessment (TPA). The TPA must be:

Approved teaching performance assessments

The following TPAs have been approved by the Commission for use in California:

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The competence and performance of teachers and administrators is a key factor influencing the effectiveness of elementary and secondary education. In California, candidates for teaching and administrative credentials must pass a performance assessment before they can be recommended for a credential.

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Early childhood education a branch of education study and application that focuses on the instruction and learning of children from birth up to the age of eight.

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CA Community College Chancellor's Office Direct Assessment Competency Based Education Implementation Blueprint

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CA Community College Chancellor's Office Direct Assessment Competency Based Education Implementation Blueprint

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Marnnie work for Cerro Coso, which has embraced a culture of change. They are beginning to offer an AA in ECE in Spanish!

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College thinks it is good, but it is a challenge.

People are open, but the progress takes a while.

Discipline faculty and academic services are open, but the technology is struggling to catch up.

The department. It is open to change, but the challenge is that leadership turnover challenges the sustainability.

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Several campuses have just a couple FT faculty, and mostly PT. FT are interested, and often PT are bringing enthusiasm for CBE as well.

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Campuses are generally more willing to embrace change when there is funding for it.

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Some changes can take years, but they are worth it.

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Marnnie is a strong advocate for CPL, as she was a beneficiary of this at Pacific Oaks.

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Benefits those who may have related degrees with experience and have taken course outside degree to be qualified.

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What is that saying about our current system or the traditional route? That is the threshold for our current documentation/industry standard.

It brings up questions for me about why the student is getting a C. Is it because they didn’t meet the threshold? Or did it not work with their learning styles?

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Natural Inclination - of course, accept them! But...

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Natural Inclination - of course, accept them! But...

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Pros: more equitable to accept previously taken coursework (with an A or B) - why make students retake coursework that they have already demonstrated that they are above average? Also, financial aid will not pay for a student to retake a course in which they earned an A or B.

Cons: (especially if course is from somewhere else) - how do we know that the A or B really matches competency?

Comment: how do we know that any course from another instructor or school truly is the equivalent of our course? (It all comes down to trust.)