Educator Pathways — Building the P-3 Pipeline
There are so many opportunities in the field of education to support students, families, and communities. Yet, there are still challenges to bringing people into the profession. While there are many reasons for those challenges, our research has shown that barriers to becoming an educator keep people out, particularly people of color who do not traditionally get the "tap on the shoulder" to pursue a career in education.
Barriers to entering the education profession, recruitment practices, and retention all play a significant role in this disparity, with Black, Indigenous, and people of color (BIPOC) communities being most impacted (Carver-Thomas, 2018; Ingersoll et al., 2017a; Sutcher et al., 2016). Data show that educators of color face unique barriers to entry and have a higher turnover rate when compared to their white counterparts, which contributes to the limited diversity for professionals in the field of education (Carver-Thomas, 2018; Lindsay, 2017a; Ingersoll et al., 2017a; Sutcher et al., 2016). BIPOC educators greatly enhance school communities by serving as positive role models for all students, impacting the reduction of discipline rates for BIPOC students; boosting student outcomes academically, socially, and emotionally, particularly for students of color; supplying hard-to-staff schools with qualified teachers; and contributing positively to the overall school climate (Carver-Thomas, 2018; Dee, 2004; Ingersoll, et al., 2017b; Lindsay et al., 2017a; Lindsay et al., 2017b).
As we seek to fill the prekindergarten to grade 3 (P-3) pipeline, this is a perfect opportunity to shift our approach to recruitment and retention by removing barriers and taking less traditional approaches. While looking at short-term solutions, we can also look at sustainable long-term solutions. San Diego County Office of Education (SDCOE) has developed a free resource called Educator Pathways, which guides individuals by providing roadmaps to licensure based on their starting point, informational videos about different careers in education, event and webinar listings, and information about financial resources to support furthering their education. Educator Pathways also provides one-on-one advisement to help candidates navigate their way through various requirements such as basic skills, subject matter competency, understanding how to establish an EdJoin profile, completing a FAFSA application, determining which program would be the best fit, etc.
Educator Pathways works with districts, schools, and organizations to support recruitment efforts through career fairs, presentations on the benefits to education carriers and pathways, and connecting current employees seeking to further their education with various resources.
Your partners in education,
The SDCOE Teacher Effectiveness and P-3 teams
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Educator Pathway Resources
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The ABC's and 1,2,3's of P-3 Podcast |
The ABC's and 1,2,3's of P-3 podcast is designed to support educators around prekindergarten to 3rd grade. The goal is to build excitement around the opportunities a cohesive P-3 system can have for our young learners. Whether you are new to P-3 or a veteran educator, this podcast is for you!
In Episode 2, hosts Julia Bridi and Erin Dare talk with guest, Angela Censoplano, from the National School District. Listen as they engage in a conversation around reading foundational skills and the P-3 alignment. Happy listening!
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2022-23
Student Phase-In (EC 48000)
5th birthday between Sept. 2 and Feb. 2
Teacher-to-Student Ratios (EC 48000)
1:12
Credentialing Requirements (EC 48000)
Additional TK credentialing requirements in place by August 2023
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2023-24
Student Phase-In
5th birthday between Sept. 2 and April 2
Teacher-to-Student Ratios
1:10 (contingent on funding)
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2024-25
Student Phase-In
5th birthday between Sept. 2 and June 2
Teacher-to-Student Ratios
1:10 (contingent on funding)
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2025-26
Student Phase-In
4th birthday by Sept. 1
Full implementation
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The SDCOE P-3 Design team is looking for school sites interested in providing the team with tours of their P-3 programs. If you are interested in having us learn about your program or interested in designing a long-term P-3 plan within your program, please complete this interest form.
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Early Years Conference on March 10 and 11 |
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Join us for the 20th Annual Early Years Conference where we will celebrate your personal learning journey and commitment to continuous improvement in early childhood education. By attending this conference, you will learn how your role as an early educator is the key to bridging early learning programs and kindergarten through 3rd grade. Attendees will also increase their knowledge of developmentally appropriate practices to support a strong birth through 3rd grade continuum.
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P-3 Alignment Network
Join the SDCOE P-3 team for our next network convening. Learn and network with educators from across the county at regularly scheduled meetings. Register to join the network.
Meetings will be held from 9 to 10:30 a.m. on Feb. 15 and May 17.
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TK STEM for Expanded Learning
Participants will learn how to identify, develop, and implement STEM enrichment with younger children (3 to 5 years old) in expanded learning programs. The session will be held Feb. 8, from 9 to 11 a.m. Learn more about the topics and registration.
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Expanded Learning Opportunities Program (ELO-P)
As a result of Senate Bill 1221 in 2014, the California Department of Education (CDE) is required to submit a biennial report to the State Legislature regarding the state-funded After School Education and Safety program for students in kindergarten through grade 9 and the federally funded 21st Century Community Learning Centers program, including the After School Safety and Enrichment for Teens program for high school students. CDE has released the 2021 Biennial Report to the State Legislature, which is reflective of an analysis of 2018-19 academic year data. This report is titled The Characteristics of Schools and Students Participating in After School Programs 2021 Report, and its findings are in alignment with the first biennial report (submitted to the State Legislature with analysis of the 2015-16 academic year data). The results reiterate the importance of after-school programs, and they are in direct alignment with the findings of the first biennial report. The report states, “the state’s grant programs are reaching the youth who are most in need of the benefits they provide and that, overall, the programs have had a positive impact on an important outcome indicator: school attendance.” This research-based report is an excellent resource to review for local educational agencies or sites just getting started with, or in the process of enhancing, expanded learning programming.
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Important Notice: UPK Funding Expenditure Reports Past Due |
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As a condition of receipt of Universal Prekindergarten (UPK) funds, local educational agencies must provide program data to the CDE. The CDE shall initiate collection proceedings for grant funds used by local educational agencies in a manner consistent with the requirements in Education Code 8281.5, including, but not limited to, failing to submit expenditure reports.
Helpful Resources
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Faculty and Staff Professional Learning Opportunities
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This newsletter is designed to support the efforts, alignment, and implementation of universal prekindergarten to 3rd grade in San Diego County. It provides local educational agencies with the most up-to-date information pertaining to the implementation of universal transitional kindergarten as it relates to CDE requirements.
Our goal at SDCOE is to gather and share the most current and relevant content for the implementation of UPK and establish a network across San Diego County to support education leaders as they work to establish and create a new grade level.
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Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county. |
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