As a teaching professional, Chatiba Bullock truly values her education and credits her continuous path to being a lifelong learner. “In order for me to motivate my teachers and team members, it’s important for them to see me working,” said Chatiba.
Chatiba works as Education Manager for Durham Head Start/Early Head Start while also furthering her early childhood development degree. She first began as an assistant teacher, quickly moved up to lead teacher and went on further to serve in the leadership position of center director.
Chatiba is also a Child Care WAGE$® recipient. “I really like WAGE$ because it gives you an incentive to keep learning,” she said. “The WAGE$ program really was [integral] in motivating me as an educator to want more and better myself.”
“I received an associates in early childhood education from Durham Tech Community College in 2005 and I went on to North Carolina Central University where I received my bachelor’s in family and consumer sciences with a concentration in child development in 2008,” Chatiba said. She didn’t stop there. “I received my Master’s in education in 2014 from Ashford University and then received some post-graduate certifications from Walden University in teacher leadership and childhood administration.
It wasn’t always Chatiba’s plan to work in early childhood education. Out of high school, she began as a business major. “It wasn’t until in ‘99, I started working at the Early Learning Center through the YMCA, they had their own child care center and I took on a part-time job as a floater, and I loved early childhood education,” Chatiba said.
While there, Chatiba realized something. “Working with kids and going to school for business, it just didn’t mesh. I like working with kids and I need to learn more about children,” she said.
“[My favorite part of being an educator is] the correlation between children and families. I think it’s actually working with children and families to help them understand the importance of education and how they can foster that love at home with their kids,” said Chatiba.
Her teaching style is shaped by “letting [the children] be the teacher and I’m the facilitator. I like to build lessons when I’m in the classroom. I’m not in the classroom as much anymore, but when I’m helping teachers understand their teaching style, my teaching style basically is the child’s interests and helping teachers facilitate that in their classroom,” said Chatiba.
By Tanya Slehria, Spring Communications Intern at CCSA
Tracy Pace’s favorite part of being an early childhood educator is “being there, being able to be an advocate for [children’s] success and being willing to listen and try to help parents reach out, find the resources [they need] and gain new skills.”
Tracy wears many hats in her role as a lead teacher at Nanna’s & Momma’s Child Care Center in Pisgah Forest, North Carolina. “And my title kind of switches from day-to-day,” Tracy said. “It depends. I’m a very flexible person, but the majority of my time is used either as teaching in a classroom or in the office as an executive assistant.”
After high school, Tracy said, “I decided to get married instead of go to school…my husband and I were married for 5 years and our first child came along…We didn’t want them to do the same thing we’ve done. We wanted [them] to try to be smarter than that. So, we both had enrolled in school…Our second child came along and I just piddled here and there and did a class. So, it took me 26 years to get my associate’s degree and I’ve just done that this July ” from Blue Ridge Community College.
Tracy’s educational journey may be filled with twists and turns, yet her commitment to education and early childhood education has remained consistent throughout her 30-plus years in the field. While working toward her degree, she was still supporting her family of four children as well.
After graduating, Tracy enrolled in Brevard College. It was through her persistence and encouragement that they began offering a birth-to-kindergarten program and an education program for students to receive teaching licenses. She continued to pave her own path, and as she told Brevard, “I’d love to [enroll with] the T.E.A.C.H. Scholarship.” At the time, Brevard was not participating with CCSA’s T.E.A.C.H. Early Childhood® Scholarship Program, but Tracy’s determination led them to offer the scholarship. “So, in 10 classes, I’ll have my Bachelor’s degree,” Tracy said.
Tracy’s involvement with T.E.A.C.H. began with her work at Nanna’s & Momma’s where she became a Child Care WAGE$® recipient. At the time, she was her mother’s full-time caregiver, a full-time student, a full-time employee and a full-time mother. She credits her ability to keep up with it all to the WAGE$ supplement.
“The [WAGE$] supplement has allowed me not to have [a second job] and to help me manage all these other different things, as first of all, a wife and mother, and second of all, someone who wants to give back to their community. Without [WAGE$], it wouldn’t have been possible,” said Tracy.
Tracy is as dedicated a teacher as she is a student. Her goal has always been to teach. Teaching “fits my family’s needs,” said Tracy.
Before her time in the classroom, Tracy worked as the assistant director for the Brevard Davidson River Presbyterian Church and was involved with various organizations. Her position helped her form a network of connections that serve as a benefit to her current role as an educator. “I think community resources is my biggest strength—those connections outside of this job and those I made before I got into this current job,” said Tracy. “I know people to call by name at the Social Services office. I would say that’s one of the biggest things for teachers, in general, is being able to know and have a list of those resources and know people by name.”
Tracy attributes her teaching style to her community. “I’ve grown a lot and become a lot more flexible as I understand and continue to try to edge out a living in the community that I’ve worked and raised my kids in and [one that] they would love to come back to,” she said. She also credits her passion for reading, “which has given me an understanding and [ability to find] solutions, or things I can try, and that not all kids are the same.”
“We know everything we need to know before we’re age 5. That’s the point and most people miss that. They think we’re not anything until we’re 5 and go to kindergarten, but every child learns all their coping skills, their ability to receive and give information before the age of 5,” said Tracy.
Determined. Dedicated. Committed. Those are just a few words that describe Child Care WAGE$® participant, Ellen Devenny. Ellen works as an assistant teacher at a five-star private NC Pre-K center in Gaston County and just graduated in May 2019 with an Associate Degree in Early Childhood Education with a 4.0 GPA. She walked across the stage at age 62.
Ellen was 50
years old when she started work on her degree. She said, “It has taken me a
long time, but I remained determined to see it through to completion. I would
not have been able to have done this without the support of programs like
T.E.A.C.H. and WAGE$. Because of my education, I feel more confident as a
Ellen’s passion for her career and the children in her care is clear. “My favorite thing about working with young children is… everything! It is rewarding to see how they grow and learn new things during the school year. I love to see the child that struggled with feelings of insecurity walk away at the end of the year full of confidence. I love seeing children with special needs accomplish things that other children take for granted. I love working with children from a variety of ethnic backgrounds and learning from each. This year, we have families representing China, Pakistan, Jordan, India, Columbia and Mexico. How can I not love working with young children?”
Fortunately for the children in her center, Ellen plans to remain in the field for as long as she can. “I began working with children in 1974, and that desire to continue has remained strong.”
“I had to work when I was 15 years old,” said WAGE$ participant Maria Milla. “My country, Honduras, is very difficult, very poor. I had to move to a bigger city and live with relatives to be able to study. I wanted to be a teacher, but that required day classes. I had to work during the day, so I studied something else, but my dream was always to be a teacher. When I played school as I child, I was always the teacher!” Maria’s dream came true when she moved to the United States.
Maria answered an advertisement for a child care center substitute and started learning about children, but she quickly realized how much more she needed and wanted to know. She kept working, took English (ESL) classes and then began her early childhood coursework. Maria started on the Child Care WAGE$® Program with the NC Early Childhood Credential (four semester hours) and now has her Birth-Kindergarten Bachelor’s Degree. She has moved up the WAGE$ scale many times, earning higher awards, and has remained at her current 5-star program since 2005. She is now only two classes away from earning her Birth to Kindergarten license.
Maria knows how much her education and consistency mean for the children and families she serves.
“I feel like the more education we have, the better we can do,” she said. “We learn about development and how we can help children grow and learn.”
The T.E.A.C.H. Early Childhood® Program helped her pay for classes; she says she couldn’t have done it otherwise. She’s proud of earning her degree, and she says WAGE$ helped her attain that goal.
“It helped with the financial component of taking classes. WAGE$ is a good motivator. I’m very thankful for all that WAGE$ and my partnership do with this incentive. I love my job and I’m happy, but I don’t make much money and this incentive helps a lot of us stay in our jobs. WAGE$ helps everybody. It helps children have the same teachers. Children feel safe, secure and happier. It helps parents feel more trust. They can leave their child with someone who has been there a long time rather than someone who comes and goes. It helps families because we don’t have to charge them more than they can pay. It helps the teachers a lot.”
Maria joked that despite her years of education in the United States, her English continues to improve with the help of the children in her class.
“I tell them to let me know if I say something wrong. They do! They correct me!” Laughing, Maria said, “Teaching is my passion. I want to stay in the classroom.”
By Marsha Basloe, President, Child Care
Working Parents Need Access to Quality Child Care – More Support Needed
for Child Care Workforce
Currently, throughout North Carolina, nearly half a million (457,706) children under age six live in a family where all parents in the household are working. Many of these children are in some type of child care setting every week so that their parents can obtain and retain jobs that sustain and grow our state’s economy.
A study by the Committee for Economic Development (CED) shows that child care as an industry has an economic impact in North Carolina of $3.15 billion annually ($1.47 billion in direct revenue and $1.67 billion in spillover in other industries throughout our counties and cities). Child care programs have an overall job impact throughout the state of 64,852, which includes 47,282 individuals who are employed within child care centers or who operate a home-based business plus another 17,570 in spillover jobs – created through the activity of those operating child care programs. The economic impact of child care matters because it helps drive local economies. When parents can access child care, they are more likely to enter the workforce and stay employed.
The Child Care
Workforce: Early Brain Builders
What we know is that child care is not only a work support for parents but also an early learning setting for young children. Research shows that a child’s earliest years are when the brain is developing the fastest – forming a foundation for all future social, emotional, physical and cognitive development. During this time, more than 1 million new neural connections are formed every second. This is important to understand because both parents and child care providers play an important role in supporting healthy child development – helping to shape the brain’s foundation for all future learning (e.g., school readiness and school success).
Because both genes and experiences impact a child’s brain development, the child care workforce plays a critical role in supporting early learning. In essence, they are brain builders – working with children to support a strong foundation on which later learning depends – just like the foundation for a house, all floors above the basement depend on the construction or sturdiness of the basement.
The Workforce that
Supports All Other Workforces
Despite the important role that child care educators play in supporting our next generation (as well as supporting the ability of parents to work), the current economic model for child care programs falls short of supporting child care workers in a way that recognizes their role in child development. How so? The operating budget for child care programs is based on parent fees and state subsidies paid for low-income children.
Because the current cost of child care in North Carolina is so high (e.g., $9,254 annually for center-based infant care), program directors try to keep costs down because they know parents can’t pay more. However, what this translates to is low wages for the child care field. In today’s economy, where the fast-food industry and retail sales pay higher hourly wages and often offer benefits, the competition for the workforce to enter the early childhood field is steep. In fact, the early childhood field is experiencing a workforce crisis.
In North Carolina, the median wage earned for child care teachers is about $10.97 per hour ($22,818 per year if full time) and assistant teachers earn $9.97 per hour. These wages represent a modest 0.7% increase in buying power despite much larger gains in education. The study also found that statewide, 39% of teachers and teacher assistants had needed at least one type of public assistance (e.g., TANF, Medicaid, SNAP/food stamps, etc.) in the past three years.
Child Care Services Association (CCSA) is conducting a county-level early childhood workforce study for the Division of Child Development and Early Education (DCDEE) that will be completed in August 2020. Once completed, North Carolina will have additional information.
For context, many child care educators are supporting their own families. With these wages, they fall well short of the level that qualifies them for public food assistance benefits (e.g., a family of three with income under $27,000 per year qualifies for the Supplemental Nutrition Assistance Program – SNAP). It’s not hard to understand that workers in low wage jobs face stresses in making ends meet, in supporting their own families and in parking their stress outside the classroom door when working with young children.
In North Carolina, the
state funds two programs administered by CCSA to support the early childhood
Child Care WAGE$® Program, which provides education-based salary supplements to low paid teachers, directors and family child care educators working with children ages birth to five. The program is designed to increase retention, education and compensation. The Child Care WAGE$® Program is a funding collaboration between local Smart Start partnerships (55 partnerships) and the Division of Child Development and Early Education (DCDEE). Salary supplements are earned – tied to the recipient’s level of education, with teachers and family child care providers awarded on a different scale than directors.
These strategies are invaluable to better support the child care workforce for the important work that they do. It raises salaries sometimes almost a dollar an hour. You can see the impact of these programs on our website. This is an investment in the workforce that supports all other workforces, AND also an investment that results in better outcomes for our children (e.g., brain-building that leads to school readiness). We hope these programs will grow in the years ahead to support our early childhood educators who care for our young children and families.
As we approach Thanksgiving, I am thankful for the work of our early educators. It is time for our communities to think about compensation for the early childhood workforce in a manner that reflects their contribution to our state’s prosperity.
“I don’t always look back at my own journey. Doing so lets me know I’ve been through a lot and I made it. I’m still making it. I’ll have my Bachelor’s degree soon!” Naukisha Wray-Darity is now back in school after many years without the financial means to do so. She had exhausted her pell grant and federal funding on past education and her center was not originally participating in the T.E.A.C.H. Early Childhood® Scholarship Program because they did not fully understand how cost-effective it could be. Things are different now.
Naukisha teaches in the center her sister owns. Her sister tried to convince Naukisha to join her in the early childhood field when she first opened her program, but it wasn’t until after Naukisha had her son that she realized she had a gift. She created learning tools for him and her nephew and was helping them both learn through play. She decided she could help other children, too. She started working in the afterschool program and then became the full-time teacher for 3- and 4-year olds. “I fell in love with it,” she said.
Although Naukisha had already earned a two-year degree in another field, her success working with children made her want to share and learn more, so she completed her associate degree in Early Childhood Education and enough coursework to earn additional degrees, including an associate in Special Education. But that wasn’t enough. “I preach to my children all the time about the importance of college and degrees, and I wanted to meet the same standard I was setting for them.” The problem was finding the money to do it once her other options were exhausted. She said, “We really didn’t understand T.E.A.C.H. – what the percentages meant.” After talking with another participating center, they decided to give it a try.
Now Naukisha is on a T.E.A.C.H. scholarship and she continues to receive her Child Care WAGE$® supplements. She has been on WAGE$ since 2009, with ever-increasing supplement awards that reflected her ongoing education. “WAGE$ has helped me want to continue on with school,” Naukisha shared. “As a single mom at the time, my checks have helped me pay for child care and feed my kids. It helped me pay for books and classes. I don’t know what it hasn’t helped me do! Without WAGE$, it would be hard to stay in the business even though I love it. It has saved me from leaving the industry. I remember when my boys were starting school one year and I didn’t have the funds to buy what they needed. I had no idea how I was going to get through it. That Saturday, the WAGE$ check came. It was like Christmas because I could make sure my children had what they needed. They didn’t understand how hard things were for me.”
Naukisha uses her story to provide encouragement to other teachers in her child care program.
Tomonica Rice-Yarborough and Kathy Thornton from
CCSA’s Professional Development Initiatives Team
World Teacher’s Day was established
in 1994 to recognize and celebrate teachers all over the world for their
hard work and dedication. It also brings to light the issues affecting the
profession to work toward a resolution for retaining and attracting teachers to
the field. This day was founded to celebrate public school teachers, but early care educators also should be recognized on this
day because they’re instrumental to the growth and development of our children.
Their contributions to society’s economic stability should be valued,
recognized and celebrated.
One of the main issues facing early care educators is the little
recognition or validation they receive for the pivotal roles they play in the
lives and development of young children. As a field, early educators in North
Carolina often hold degrees, but they earn significantly less than public school
teachers. According to CCSA’s 2015 North Carolina Child Care Workforce Study, the median wage of center directors in North Carolina was
$16.00 per hour, while teachers earned $10.97 per hour and assistant teachers
earned $9.97 per hour.
Although degree attainment has drastically increased in North Carolina, the field as a whole still suffers from being perceived as a high priced “babysitting service.” For 30 years, the T.E.A.C.H. Early Childhood® Scholarship Program has provided the workforce with access to a debt-free college education while they work as low wage earners teaching future doctors, lawyers, teachers, administrative assistants, scientists…
Our brains grow
faster between the ages of birth and 3 than any other time in our life.
Children who are formally cared for in early education settings outside of
their homes depend on the early educator to support their developmental growth.
Those years are particularly formative, making the role of the early educator
even more critical. According to philosopher John Locke, “a child’s mind is a
blank slate waiting to be filled with knowledge.” Early educators play a big
part in setting the foundation for our children’s future.
On Sept. 4, 2019, Australia celebrated Early Childhood Educators’ Day to honor and appreciate early childhood educators. The world, like Australia, should have a day set aside to recognize early childhood educators. Sadly, early childhood educators are seldom during the World Teacher’s Day observance. This lends credence to the perception that early childhood education isn’t seen as a worthy profession. Why can’t we dedicate a day of observance to them?
Kellie Toney is an early childhood educator in Cleveland County. As a recipient of Child Care WAGE$®, she sent the following letter to her North Carolina legislators:
“I wanted to take a moment to thank you all for your support of the WAGE$ program funded through Smart Start. Without this supplement, I would not have had the opportunity to complete my Bachelor’s degree while working as an assistant teacher with Cleveland County Schools. The checks I have received through this program have [gone] towards my tuition and textbooks. Without this program, I likely would not have been able to get through school without student loans. Thank you so much for supporting this program, which played such a vital role in the completion of my Birth-Kindergarten Education Bachelor’s degree. This program truly helps those of us shaping the youngest minds through private child care and public education.”
Kellie began her career in early
childhood education as an assistant teacher in Head Start. “I love children. I
love to be there for all of the ‘firsts’ in learning. When children arrive in
NC Pre-K and Head Start, most have never been in [child care] or spent very
much time learning. I am there to guide them as they begin to write their name,
interact with peers and explore the world around them,” Kellie said.
After some time, Kellie began
wanting a role where she could plan what to teach the children, so she decided
to go back to school to complete her Birth-Kindergarten Education Bachelor’s
degree from East Carolina University.
With high college tuition,
textbooks and transportation expenses, Kellie’s husband had to work overtime to
help her afford to go back to school. They also took out a home equity line to
pay for some of her classes.
Fortunately, through Child Care Connections and a college instructor from Cleveland Community College, Kellie heard about Child Care Services Association’s Child Care WAGE$® compensation program. “WAGE$ helped me to graduate debt-free. With the help of WAGE$ funds and Education Incentive Grants, I did not ever need to take out student loans. I was able to save these funds and used them to pay for textbooks, coursework and required trips to East Carolina University,” Kellie said, “With the WAGE$ funds, we paid back [our] loans and used the remaining funding to pay for new coursework.”
Kellie felt compelled to contact and thank her legislators for their support of Smart Start, which the Cleveland County Partnership for Children, Inc. used to provide WAGE$. “WAGE$ enabled me to continue my education. This in turn benefits my students because I was equipped with the skills and knowledge to better educate my students… I want to ensure funds are available for [all] teachers.”
Millions of Americans live with mental illness. With May just passing as National Mental Health Awareness Month, it is important to recognize that prevention and early intervention are the solutions to a healthier, happier life. 1The National Alliance on Mental Illness records 1 in 5 (46.6 million) U.S. adults experience mental illness at least once in their lifetime, and “half of all lifetime mental health conditions begin by age 14 and 75% by age 25, but early intervention programs can help.” 2
One dependable way to intervene and prevent mental illness is recognizing it as early as possible, since even infants and young children can have mental and developmental disorders. 3 Healthy social and emotional development is the foundation for brain development in young children, and high-quality early care and education is a large piece of that development.
With this high-quality child care and education, infants and
toddlers, “who engage with responsive, consistent and nurturing caregivers, are
more likely to have strong emotional health throughout life.” 3
Supports such as T.E.A.C.H., WAGE$ and AWARD$ help child care teachers further
their education and receive additional compensation, allowing them to continue
teaching and caring for our youngest children.
While having happy, educated and stable teachers improves
the quality of care and education a child receives, child care can still be unaffordable
for parents, especially if they have more than one child in need of care. CCSA’s
free child care referral services simplify the child care search, helping parents
focus on what’s truly important for their specific child’s needs without worrying
about another expense. “Ensuring all families
have access to affordable, high-quality child care can help mitigate some of
the impacts of poverty and prepare children for success in school and beyond.” 4
However, even with affordable and positive early childhood
experiences and stable educators, mental health and developmental delays can be
seen as early as infancy. 3
“Children can show clear characteristics of
anxiety disorders, attention-deficit/hyperactivity disorder, conduct disorder,
depression, posttraumatic stress disorder, and neurodevelopmental disabilities,
such as autism, at a very early age. That said, young children respond to
and process emotional experiences and traumatic events in ways that are very
different from adults and older children. Consequently, diagnosis in early
childhood can be much more difficult than it is in adults.” 5
It is important to identify and treat mental health
disorders as early as possible to reduce impairment, suffering and effects on
overall health and development. 3
However, it can be difficult to identify mental health illness in young
children, and parents may turn to their child’s doctors or teachers for
guidance. “If properly identified using diagnostic criteria relevant to infant
and early childhood development and experiences, many of these challenges can
be effectively treated.” 3
“It is clear that state agencies [also] must attend to the
mental health needs of infants and young children if they want to improve
health and developmental outcomes, prevent impairment due to early adversity,
provide trauma-informed care, and ultimately, see better returns on investment.
Adopting an age-appropriate diagnosis and treatment is a significant step
toward assuring better overall health for infants, young children, and their
and the teachers who educate and nurture our youngest.
Written by Allison Miller, CCSA Compensation Initiatives Team
Worthy Wage Day
May 1 is an important day for teachers, particularly teachers working with our youngest children. It is a day when we recognize the link between quality early care and education and the wages earned by dedicated teachers. It is a day when we should say loudly that early educators do NOT earn enough. That’s what Child Care Services Association (CCSA) has been saying for decades, and we have programs in place to help support the workforce. We know that compensation matters and early educators deserve worthy wages.
Infant-Toddler Educators Typically Earn the Least
We know our youngest, most vulnerable children desperately need stable and engaging relationships with the adults in their lives. Infant-toddler teachers play a critical role in the successful development of the children they serve and yet they typically earn the least in an already underpaid field. How can these teachers stay in their classrooms when they earn $10 per hour on average in North Carolina? And that rate is $1.39 less than the average hourly rate of those teachers working with preschool-aged children. It is clear that early childhood compensation across the board must be addressed.
Parents cannot afford to pay more, so without a significant
public investment, we are left with a huge problem. But we cannot let that
problem keep us from finding solutions. Early educators deserve worthy wages.
Thanks to funding from the NC Division of Child Development and Early
Education, CCSA now offers Infant-Toddler
Educator AWARD$. We provide education-based salary supplements to full-time infant-toddler teachers. With this
enhanced compensation, teachers can better afford to stay in their positions,
giving young children the stability they need.
Infant-Toddler Educator AWARD$
Are you an infant-toddler teacher in North Carolina? Would you like to earn $2,000 to $4,000 more each year? AWARD$ is open to eligible teachers in every county across the state. Applications are accepted on an ongoing basis, so get yours in now! Find out how to apply here. Supplements depend upon funding availability.
Since 1994, CCSA has also offered the Child Care WAGE$® Program
in participating counties. AWARD$ was modeled on the WAGE$ Program.
Participants have often called their supplements “life changing.” Many talk
about needing the supplements to survive, to meet the basic needs of their
Early educators deserve more. We rely on them to provide
critical care and education to our children. We rely on them so we can go to
work and provide for our own families. We cannot let them down. Compensation
matters. Let’s all loudly support worthy wages for early educators, not just
today, but every day.