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CAREERS IN CAREERS IN
EARLY CARE EARLY CARE
& EDUCATION& EDUCATION
A National Directory
CAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORYCAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORY
22
CAREERS IN EARLY CARE
AND EDUCATION
A National Directory, Sixth EditionA National Directory, Sixth Edition
This document was produced by the T.E.A.C.H. Early Childhood® (T.E.A.C.H.) National Center Division at Child Care Services
Association (CCSA). The T.E.A.C.H. National Center Division works toward improving the education, compensation and career
pathways for the early childhood workforce by developing replicable programs and strategies that are being implemented
in states across the country. Through direct services, research and advocacy, CCSA promotes high-quality early care and
education. To learn more, please visit the T.E.A.C.H. National Center website at www.teachecnationalcenter.org.
To learn more about CCSA, go to www.childcareservices.org.
This directory was funded in part by the W.K. Kellogg Foundation and the W
. Clement &
Jessie V. Stone Foundation. We thank them for their support but acknowledge that the
ndings and conclusions presented in this directory are those of the authors alone and do
not necessarily reect the opinions of these organizations.
PO Box 901, Chapel Hill, NC 27514
|
Voice: 919-967-3272
|
Fax: 919-442-1988
Contents
CAREERS IN EARLY CARE AND EDUCATION 3
GLOSSARY 4
EARLY CHILDHOOD EDUCATORS 5
FAMILY CHILD CARE EDUCATORS 6
MILITARY EARLY CHILDHOOD EDUCATORS 7
EARLY CHILDHOOD EDUCATION (ECE) APPRENTICES 8
ADMINISTRATORS/DIRECTORS OF CENTER-BASED PROGRAMS 9
FAMILY SPECIALISTS/COUNSELORS 10
TECHNICAL ASSISTANCE SPECIALISTS 11
INFANT AND TODDLER MENTAL HEALTH SPECIALISTS 12
13
14
15
16
17
PROFESSIONAL DEVELOPMENT SPECIALISTS AND TRAINERS
RESEARCHERS
HIGHER EDUCATION FACULTY
EARLY CHILDHOOD Non-prot MANAGER
EARLY CHILDHOOD EDUCATION PUBLIC POLICY ANALYSTS
FINANCIAL AID SOURCES
COLORADO IMFORMATION
18
20
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Child Care Services Association and its national division are excited to release the sixth edition of the Careers
in Early Care and Education Directory. As you review the directory, you may nd yourself asking why we are
promoting an ECE career when the complex ongoing issues that have historically plagued the ECE workforce
seem insurmountable. Early education program administrators are still grappling with stang shortages and need
solutions that make compensation sustainability a reality. Undoubtedly the ECE workforce has reached a critical
juncture as it tries to stabilize from the impact of the pandemic.
In the face of these overwhelming challenges, ECE workforce advocates must remain undeterred and continue
to advocate for education that is rewarded with fair, meaningful compensation. There are well–documented,
powerful stories that speak to the many ways in which the pandemic highlighted the fragility of the workforce and
presented challenges too dire for many to overcome. Despite these unprecedented challenges, the workforce has
continually demonstrated its resiliency, kept pushing forward and stayed on course to maintain an unwavering
commitment to young children.
In this directory, you will nd wide-ranging descriptions of the many career options that exist in early care and
education. This edition has added proles of new career opportunities that began trending since the fth edition
was published. Each of the careers proled introduces you to real people from across the country who are
currently working in critical roles with young children and their families or performing other specialized functions
on behalf of the workforce.
As workforce advocates, we must continually work to address the issue of compensation and make the attainment
of formal education a necessity. Early educators with early childhood degrees and experience in the classroom
have lots of opportunities. Whether one chooses to remain in the classroom directly caring for young children or
would like to experience mobility in other careers, formal education is vital.
Today, there are tremendous opportunities available to support early childhood educators’ professional
development and growth! Higher education institutions are oering robust ECE AA and BA degree-granting
programs composed of coursework that is accessible through various formats. To help remove roadblocks
to accessing education, there are various workforce initiatives and supports across the country that oer
scholarships to help educators earn a debt-free college education.
Comprehensively designed ECE apprenticeship opportunities have become increasingly available. These
promising programs can be used as recruitment and retention strategies to attract aspirational teachers into the
eld. They can provide individuals with real-time exposure to on-the-job learning experiences, mentoring supports,
wage progression and access to higher education.
I hope that you nd this ECE Careers Directory to be an informative resource that can help inform the eld about
ECE career options and that you consider sharing the directory with those you advise or mentor.
Sincerely,
Edith Locke
SVP, Professional Development Initiatives
Child Care Services Association
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GLOSSARY
of Selected Early Childhood Work Environmentsof Selected Early Childhood Work Environments
PUBLIC PRE-KINDERGARTEN (PRE-K) PROGRAMS serve children ages 3 to 5 years, and may be
targeted to specic children and oered to families in a public school, non-prot and/or for-prot private facility.
Some of these programs operate for half of the day while others follow regular school hours. In addition, some
programs may provide wrap-around services to care for children after school. Funds for public pre-K programs
come from local, state or federal governments, and parents may pay no fee or a fee adjusted to their income.
CHILD CARE CENTERS provide care and education for children ages birth to 5, and may include before- and
after-school care and summer care for preschool or school-age children. Centers vary by size, ages of children
served and mission. Most centers operate for more than four hours per day. Centers may be operated by non-
prot agencies, for-prot owners or corporations, and are typically regulated by a public agency. Funding primarily
comes from parent fees with some parents able to receive government assistance.
FAMILY CHILD CARE HOMES serve small numbers of children and are usually regulated by a public agency
that is responsible for overseeing the provision of child care and/or school-age services. Funding comes primarily
from parent fees, the subsidized child care system and the Child and Adult Care Food Program.
HEAD START programs provide developmentally appropriate early learning activities plus health, nutrition,
early intervention and family support services. Most Head Start programs serve 3- and 4-year-old children from
low-income families in both center-based and home-based settings. Early Head Start is limited to children from
birth to 3. Head Start centers traditionally operate four to six hours a day for nine months of the year. Some
centers provide services all day, year-round. Others provide seasonal programs for children of migrant families.
Head Start programs may be operated by public schools or other non-prot community organizations. In some
communities, you may nd Head Start and/or Early Head Start classrooms in licensed child care programs.
Funding primarily comes from the federal government and parents pay no fees.
CHILD CARE RESOURCE AND REFERRAL (CCR&R) AGENCIES help families nd the child care they
need and educate families and the community about early care and education availability, quality and costs.
CCR&R agencies also help child care providers improve quality through training, technical assistance and other
supportive services. Many CCR&R agencies also provide nancial assistance for families that need help paying
the full fees charged for child care or information on where to nd assistance with child care fees.
IN-HOME CARE usually is provided to the children of a single family in that family’s own home. Sometimes
in-home caregivers live with the family and/or may be related to the family. These caregivers may or may not be
related to the children in care and depending on state law, may be required to be regulated or licensed. Funding
for in-home care comes primarily from parent fees.
PRIVATE PRESCHOOL PROGRAMS may be based in a center, place of faith or in the community. They may
provide early education programs that typically oer educational enrichment and social interactions for children
ages 2 to 5 years. These programs usually operate on a part-day basis, two to ve days per week. Funding
comes primarily from parent fees.
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EARLY CHILDHOOD EDUCATORS
Child Care, Head Start and Pre-K-Based Programs Child Care, Head Start and Pre-K-Based Programs
The job of teaching preschool children in a center-based program can be
extremely rewarding and challenging. Between birth and kindergarten,
children experience remarkable developmental changes. An infant teacher’s
daily activities are very dierent from those of a teacher of 4-year-olds.
Teachers may work with typically and atypically developing children. As
well as a commitment to learning how to best educate and care for young
children, teaching young children requires that you have knowledge about
and learned skills in:
☼ children’s growth and development,
☼ planning activities for children in a creative learning environment,
☼ securing a safe and healthy place for children to play and learn,
☼ communicating with an increasingly diverse population of children,
their families and community professionals, and
☼ effectively managing groups.
Teachers may hold a variety of positions in center-based settings. Beginning
teachers are often called Assistant Teachers or Teaching Assistants, and
work under the supervision of a more educated, experienced teacher. In larger programs, teachers with more
education and experience may earn the title of Lead Teacher. This position entails more planning and supervision of
other teachers, as well as center administrative responsibility. All individuals who work directly with young children
should be certied in CPR and rst aid and have a criminal background check in addition to having coursework,
credentials or degrees in early childhood education and/or a degree in early childhood special education.
Teaching young children in center-based programs can vary by setting. The type of agency that operates the
program can make a big dierence in what is expected of teachers and what teachers can expect in terms of
compensation, career advancement, work environment and the quality of early care and education provided to
children. Most commonly, teachers are found working in child care centers. These centers may be operated by
Head Start programs, places of faith, schools, colleges, mental health agencies, non-prot groups, non-child care
employers/industry, chains/corporations or for-prot providers. Some programs operate only a few hours a day or
a few days a week while others are open 12 hours or more a day, ve days a week. Most operate under state or
federal regulations. In many states, these programs can choose to be a part of the state’s Quality Rating System
to show they provide higher quality early care and education. There is increasing interest in and funding for pre-K
programs focused on helping 3- and 4-year-olds acquire the skills they will need to start school. Pre-K programs are
found in diverse settings and often have state or federal funding. Some are targeted at children at risk for school
failure, while others are universally available. Teachers in those settings often earn substantially more than teachers
working in traditional child care centers and must have higher levels of education and/or a teaching license.
SEQUOYAH BROWN
Lead Pre-K Teacher at Moulton Elementary School, Moulton, AL
Highest Level of Education: Bachelor’s Degree in Early Childhood Education from Athens
State University, master’s degree in progress at the University of West Alabama
Former Career Pathway: Auxiliary teacher for seven years, Lead Pre-K Teacher for two years
“My work involves creating relationships with my students rst and creating a classroom
family. I also strive to build relationships with my parents as well. We are a TEAM! I plan
developmentally appropriate activities each week according to the theme. I encourage social
interaction with all of my students. Most importantly they learn through play while learning
some of the skills needed for Kindergarten.
I chose this eld because I love making a difference in each child’s life. The most rewarding
thing about my job is creating lifelong relationships with my students and parents. I get hugs
and smiles throughout the day from previous students. They don’t hesitate to yell down the
hall, ‘Hey, Mrs. Sequoyah!’ I hope they will always remember that I am one of their biggest
supporters.”
Job possibilities at:
● Child care centers
● Privare preschool programs
● Head Start programs
● Publicly-funded pre-kindergarten
programs
Recommended education:
● Child Development Associate (CDA)
Credential
● Associate Degree in Early Childhood
Education/Child Development
● Bachelor’s Degree in Early Childhood
Education/Child Development
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FAMILY CHILD CARE EDUCATORS
Family child care educators may work with young children in a child’s home
or in their own home. They may work with as few as one child or care for
several children at one time. In a home setting, the educator is responsible
for providing a safe and stimulating environment (both indoors and outdoors)
for children, planning developmentally appropriate activities, ensuring
children are given nutritious meals, communicating with parents about the
program and their children, setting and collecting fees and managing and
marketing a small business.
Often, parents see the home setting as a friendly, comfortable and natural
environment for the care of young children. Many family child care educators
begin this career because they have a preschool child of their own and
want additional income for themselves and a social experience for their
child. In some states, home-based settings have either no or only minimal
regulations to meet, depending on the number of children served and the hours of operation. In others, family
child care homes are required to be licensed and may be able to meet higher standards associated with a state’s
Quality Rating System. Many family child care homes do not focus on a specic age group and serve children
from infancy up to age 12.
Family child care homes receive funding from parent fees, may participate in the Child and Adult Care Food
Program to help support adequate nutrition for children and may also receive reimbursement for families who
receive public or private child care assistance. Most in-home caregivers, often called nannies, operate solely on
parent fees. Because of the limited number of children that can be cared for in a home setting, additional sources
of revenue can enhance an educator’s earning potential.
LATIDA ADAMS
Owner and Operator of A Brilliant Beginning Daycare LLC, Durham, NC
Highest Level of Education: Master of Education from UNC Wilmington in
Leadership, Advocacy and Public Policy in Early Childhood Education
Former Career Pathway: Family child care provider for 24 years, advocate and
leader and Family Child Care Business Coach
“Working in this eld has been the most rewarding to me because I get to see
the fruits of my labor. To see the children grow from infancy to young scholars
with big condence knowing that I played a part in their early education
foundation brings me joy.”
Job possibilities at:
● Private homes
Recommended education:
● Child Development Associate (CDA)
Credential
● Associate Degree in Early Childhood
Education/Child Development
● Bachelor’s Degree in Early Childhood
Education/Child Development
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MILITARY EARLY CHILDHOOD EDUCATORS
Child Care Centers and Family Child Care Homes on Child Care Centers and Family Child Care Homes on
US Military InstallationsUS Military Installations
Military early childhood educators work on military bases and other military
installations (camp, post, station, etc.) to provide specialized care to young
children of military families. The typical job duties of military early childhood
educators are similar to those of teachers of young children in center-based
care, Head Start, pre-K-based programs and family child care homes.
However, it is especially important for military child care providers to tailor
their care to best serve children in military families. Due to the transient
nature of military life, military early childhood educators must be a source of
stability for the children they serve.
Military-aliated programs have their own regulations and stang
requirements that are separate from the standards other child care centers
are held to by the state. One of these requirements is that all military child
care centers are required to meet national standards for accreditation by
the National Association for the Education of Young Children (NAEYC).
NAEYC-accredited programs must meet various standards for quality in
early childhood education, meaning that educators hired to work at NAEYC-
accredited centers must have comprehensive education and experience and a commitment to the career.
The military provides several dierent child care options to military families, including family child care, center-
based care in facilities operated by the Department of Defense and supplemental child care such as short-term
care or hourly, exible care that may be on location in a child care center or in other locations such a satellite site
closer to a service member’s worksite. Mandatory trainings for military early childhood educators include early
childhood development, age-appropriate and developmentally appropriate care, child abuse prevention and CPR/
rst aid training. Due to the nature of the work, military child care educators may be required or choose to travel in
the United States and/or abroad.
Job possibilities at:
● Military installations
● Private homes that meet DoD
standards of care (for family child care
providers)
Recommended education:
● Child Development Associate (CDA)
Credential
● Associate Degree in Early Childhood
Education/Child Development
● Bachelor’s Degree in Early Childhood
Education/Child Development
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EARLY CHILDHOOD EDUCATION
APPRENTICES
Early childhood education apprenticeships can serve as an eective,
rewarding and exible gateway into the ECE eld. ECE apprenticeships
allow individuals interested in careers as early education teachers to pursue
their education while completing paid, on-the-job training and receiving
nancial support for their tuition. This role provides an option for anyone
who wishes to pursue a degree, training or coursework in ECE but may face
barriers such as nancial concerns or a lack of time or needs help navigating
the higher education system. Apprenticeships can open doors for anyone
who wishes to be a competitive candidate for a career in early childhood
education. What’s more, this option can be especially promising for non-
traditional students, English language learners, rst-generation college
students, low-income students, parents or anyone who might typically lack
access to the resources needed to pursue a college education.
ECE apprenticeships are sponsored by an employer, which is usually a
center director. Often, the sponsor oers an apprentice paid time to attend
classes and complete their coursework (also known as “release time”). As
part of this agreement, the employer also increases the apprentice’s salary
as they reach certain milestones in the completion of their coursework and
development of classroom skills. The classroom tasks of an ECE apprentice
are similar to the work of a birth to 5 teacher in center-based care, as
described above. However, ECE apprentices are typically assigned to work with a more experienced mentor in
the classroom who can help the apprentice put the information learned from their ECE coursework into practice.
The level of education attained as part of an apprenticeship program varies depending on the program. While
some programs may oer sponsorship of associate or bachelor’s degree, others sponsor an industry-specic
credential such as the CDA. Upon completion of the program, apprentices will receive a certicate of proof and
will be well on their way toward a future career as a birth to 5 year-old teacher.
The work of an ECE apprentice can be time-consuming and rewarding. Apprentices must be willing to juggle
their work in the classroom at the same time as their studies, and may also be required to complete additional
assessments of their skills. However, apprenticeships oer a unique opportunity to gain specialized skills, receive
one-on-one mentorship and set the apprentice on a path to a thriving career in early childhood education.
To learn more about ECE apprenticeships, visit tinyurl.com/ekswrctf.
Job possibilities at:
● Child care centers
● Private preschool programs
● Head Start programs
● Publicly-funded pre-kindergarten
programs
Recommended education
(dependent on apprenticeship
program):
● Child Development Associate (CDA)
Credential
● Other ECE Credential
● Associate Degree in ECE/Child
Development
● Bachelor’s Degree in ECE/Child
Development
LINDA WEST
Early Childhood Educator, First Roots – Wild Roots, Hinesburg, VT
Highest Education Level: College courses in ECE
Former Career Pathway: ECE teacher
“I completed the Vermont Early Childhood Education Apprenticeship Program
while working full-time and attending classes. My plan is to continue college
classes to get a degree in ECE to help further my career. For me, I nd one of the
most rewarding things about working with children is watching the excitement on
their faces when they’ve accomplished a goal, whether it be learning how to climb
a little higher in a tree or jump off that risky rock. The moments right afterward,
when their face has a giant smile, they’re beaming with pride, and they’re just so
full of pure happiness. It’s the absolute best thing to be able to celebrate those
milestones and accomplishments with them. I thank the ECE apprentice program
for giving me access to gain even more tools to be doing exactly what I love.”
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ADMINISTRATORS/DIRECTORS OF
CENTER-BASED PROGRAMS
Early care and education center administrators/directors have
the challenging job of ensuring that center-based programs oer
developmentally appropriate experiences for children, support families’
needs and operate with sound administrative and scal management. A
center administrator’s job often requires formal education and learned skills.
The administrator/director must have the combined skills of a mentor, social
worker, early childhood educator, nutritionist, accountant, human resources
manager, secretary and program administrator. An advanced degree in
early childhood program administration can provide the variety of training
necessary to master this position.
A child care administrator/director must ensure that:
☼ the program maintains all of the required local, state and federal
standards,
☼ teachers are appropriately screened, educated, well-trained and
provide developmentally appropriate education and care,
☼ children are always properly supervised, even when the regular
classroom teacher is unable to come to work,
☼ children’s nutritional needs are met, even when the cook is sick or
parents have forgotten to pack a lunch,
☼ the center establishes and collects tuition or fees,
☼ the center has ample enrollment and seeks available resources to support operating expenses,
professional, well-paid staff, nutritious meals, creative learning environments and other needs,
☼ the program maintains healthy, safe and stimulating indoor and outdoor environments,
☼ parents are involved with the center and able to communicate their needs and concerns,
☼ the center meets its nancial obligations, including paying teachers and other staff a worthy wage and
benets and
☼ the center represents itself in the community through work with other agencies.
If the center is very large, the administrator may have an assistant administrator/director to help meet these
responsibilities. Administrators/directors work in centers operated by Head Start, places of faith, schools,
mental health agencies, non-prot corporations or for-prot providers. Some are part-time programs while
others are open 12 hours a day or more. Some operate under state or federal regulations and others operate
without any outside regulations. Some serve less than 12 children while others serve hundreds in multiple sites.
Some programs that operate full-time, and year-round may only have part-time administrators/directors. These
dierences help determine what is expected of administrators/directors and what they can expect to earn.
Job possibilities at:
● Child care centers
● Private preschool programs
● Head Start programs
● Publicly-funded pre-kindergarten
programs
Recommended education:
● Associate Degree in Early Childhood
Education/Child Development with
coursework in administration
● Bachelor’s Degree in Early Childhood
Education/Child Development with
coursework in administration
● Graduate degree in Early Childhood
Program Leadership and
Administration
KHADIJA LEWIS KHAN
Executive Director, Beautiful Beginnings Child Care Center, Providence, RI
Highest Education Level: Master’s Degree in Elementary Education, ECE
Certied
Former Career Pathway: Substitute Teacher
“My main role is recruiting, hiring, securing funding, and providing a supportive
work environment for early childhood educators to have a profound impact on
children’s social-emotional and cognitive development. I have been in this role for
more than 22 years and I see the crucial difference our team makes in the lives of
children and families. As early childhood educators, we affect eternity with every
child we touch and it’s a privilege to provide them with a Beautiful Beginning!”
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FAMILY SPECIALISTS/COUNSELORS
Family specialists/counselors include a wide variety of early childhood
professionals who help individuals access the resources they need to care
for themselves and/or their children. Some families may only need help
nding a child care, Head Start or pre-K placement. Other individuals faced
with economic barriers, may need support services to pay for child care or
college. Occasionally, families may experience health, developmental or
emotional crises that require special intervention services. A family specialist
may provide information and education, refer families to services, assess
eligibility for funds to pay for services or deliver direct counseling and
support services.
Family specialists/counselors need to have a basic understanding of child
and family development, child care licensing regulations, knowledge of
community resources (private and public) and the ability to communicate this
information to parents. Family specialists/counselors may provide services
in the child’s home, an early care and education setting or in an agency
oce. Some have particular content expertise such as child care referral
counselors who help families learn about the various types of child care and what is available in their community,
or child care social workers who assess eligibility for child care subsidy. Others may need to know about a wide
range of education and support services and be able to respond to the diverse needs of the individuals they
serve. For example, the family services coordinator in a Head Start program may need to help families nd
appropriate housing, access transportation to work, locate employment, enroll in college or provide counseling
needed as the result of a divorce or separation. An education counselor must have knowledge about higher
education and the array of community services available to support students earning low incomes.
Family specialists/counselors may need to assess community needs for services as well as individual family
needs. Often, they visit families at their homes or provide families with transportation to obtain needed services.
They may also provide parenting education and coaching during home visits or through workshops in the
community. They may oer educational activities and materials and model their use during these home visits.
Family specialists/counselors must be respectful of cultural diversity and sensitive to families’ individual needs. In
addition, family specialists/counselors must be good listeners and eective communicators and have the ability to
collaborate with service providers and other family specialists/counselors in the community to ensure that families
get all the services they need. Lastly, they must have good documentation skills. Often the data they collect
through interactions with families is used to document changing community needs, gaps in services and to shape
new services/supports to meet those needs.
Job possibilities at:
● Child care resource and referral
agencies
● Head Start programs
● Local departments of social services
● Health and mental health agencies
● Community agencies
Recommended education:
● Bachelor’s or graduate degree in
Early Childhood Education/Child
Development, Public Health, Social
Work, or Nursing
MEGAN MILLER
Regional Coordinator for Business Supports/ECE Special Projects Coordinator,
Corporation for Ohio Appalachian Development
Highest Level of Education: Master of Education
Former Career Pathway: Adult educator teaching ESOL and GED, substitute
teacher in K-12, summer camp counselor
“In this position, I nd working with families to make their childcare experience
successful to be endlessly rewarding. Educating them about all of their child
care options, empowering them to feel condent in their decisions, and
connecting them with the community resources they need makes a positive
difference in the world.”
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TECHNICAL ASSISTANCE SPECIALISTS
Technical assistance (TA) is consultation provided either on the phone,
by email or on-site in response to a sta question to follow up about an
observation occurring during an on-site visit or to help improve the quality
or administration of a program. Early Childhood TA Specialists assist
an individual classroom, multiple classrooms and/or entire programs to
start, address corrective action requirements and/or achieve higher program
quality. TA Specialists work with programs for varying lengths of time to
help them use research-based teaching practices designed for children at
dierent stages of development. Specialists may also work with program
administrators to strengthen business knowledge and skills and work with
community stakeholders to reach common goals.
Providing on-site TA and support is an interesting, exciting and rewarding
job. People who characterize themselves as self-directed and organized,
energetic and willing to learn will be the most likely to succeed in this role. A
number of states are beginning to require approval or certication of those
who provide technical assistance to early care and education program sta.
Topic specialists provide resources, training and technical assistance
to teachers and programs to support the use of best practices in a particular
area. Examples of specialty areas include early intervention, accreditation,
outdoor learning, child health, school-age care, child behavior, curriculum and infant toddler care. Specialists
provide on-site technical assistance, mentoring and training for teachers to increase their awareness of eective
teaching strategies and the resources available to them. A specialist’s work may be very narrowly dened (i.e., to
support the needs of a particular child, direct intervention or planning small group activities) or it may be broader,
such as improving the quality of infant classes in a program.
Specialists must be willing to continually seek out, learn about and share available resources. This task requires
collaboration with consultants, early care and education programs, technical assistance personnel and local
community services. They may also help collect and compile data using simple survey tools, project evaluation
and quarterly reporting on the services provided. Working as a topic specialist requires ongoing training to keep
abreast of the latest research.
All early childhood technical assistance specialists must possess eective oral and written communication skills,
have computer experience and be comfortable working with colleagues and a diverse client population internal
and external to the organization. This role requires an in-depth understanding of state child care licensing and
programmatic requirements. Specialists must be able to juggle many responsibilities while paying close attention
to detail. Often this role requires managing administrative work and a large caseload of technical assistance and
trainings. A number of states are beginning to require topic specialists to have a specic approval or certication
and best practices to inform their work. Continuing topic education may lead to the specialist developing written
articles for use in an agency newsletter or as a supplement for training on a specic content area.
Job possibilities at:
● Child care resource and referral
agencies
● Professional associations
● Public and non-prot agencies
● Local health departments
Recommended education:
● Bachelor’s or graduate degree in
Early Childhood Education/Child
Development, or Child Psychology
● A degree in Youth Development,
Education, or Recreation for those
planning to work with school-age
children
● Additional advanced coursework or
certicate in the specialty area
TRACI STRAZDAS
Early Childhood Consultant/Contractor, Nebraska Department of Education
Highest Level of Education: Bachelor of Science
Former Career Pathway: Preschool teacher, preschool owner and director,
program evaluation and My Teaching Partner coach
“I feel lucky to say that I am never in the same place on any given day. I
work with programs, teachers, and providers all across the state to provide
coaching, training, and program evaluation. When asked why, the answer
is always simple. I remain dedicated to this eld and give it my all to ensure
children and families receive the highest levels of quality they deserve.”
CAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORYCAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORY
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INFANT AND TODDLER MENTAL
HEALTH SPECIALISTS
Infant and Toddler Mental Health Specialists provide virtual or in-person
consultation and mental health services to families, caregivers and child
care programs who have concerns related to infant and toddler mental
health, trauma and social-emotional needs. Infant and Toddler Mental Health
services help prevent and address behavioral issues, facilitate collaboration
among parents and child care center sta and improve the quality of care for
infants and toddlers undergoing stress.
Services provided by Infant and Toddler Mental Health Specialists can
include education to help providers and parents understand trauma’s impact
on young children, help plan classroom strategies and techniques to address
behavioral needs, on-site classroom observation and evaluation, support
to caregivers as they navigate how their own mental health and beliefs that
may be impacting the care they provide and more. In addition to classroom
services, Infant and Toddler Mental Health Specialists may work at the
individual level to support families with concerns such as pregnancy and
perinatal care and postpartum mental health. Infant and Toddler Mental
Health Specialists may also help provide referrals and connect parents and caregivers to other resources
in the community that can support them. Infant and Toddler Mental Health Specialists may also consult with
medical providers, the legal system, policymakers and researchers whose work requires an understanding of
early childhood trauma.
Infant and Toddler Mental Health Specialists must possess excellent oral and written communication skills,
resilience and strong self-care practices, “people skills” and dedication to the communities they work with. In
addition to understanding the kind of trauma any child may experience, a specialist must also possess cultural
humility and knowledge of traumas faced by the specic communities they work with, whether that be the
ongoing impacts of poverty, ableism, racism and discrimination, or the result of an acute traumatic event such
as a natural disaster or an act of violence. Infant and Toddler Mental Health Specialists must have specialized
knowledge and understanding of brain development in very young children and infants, acquired through a
master’s degree in social work, child development, psychology or a related program with possible additional
advanced coursework and training specic to infant and toddler development.
To learn more about this career, visit tinyurl.com/594v999v. To see examples of a day in the life of an ECE
mental health consultant, visit tinyurl.com/yur5r53x.
Job possibilities at:
● Mental health clinics and agencies
● Public and non-prot agencies
● Self-employed
● Head Start programs
Recommended education:
● Master’s Degree in Social Work,
Child Psychology, Child Development
or related eld
● Additional advanced coursework and
certication related to infant and
toddler mental health
HEIDI WHITNEY
Program Manager, WellPower, Denver, CO
Highest Level of Education: MSW, LCSW IMH-E Infant Mental Health Specialist
Former Career Pathway: Early Childhood Mental Health Consultant, Supervisor
“Early Childhood Mental Health Consultation pairs a mental health clinician
with programs and environments where young children learn and grow. The
main focus of consultation is on preventing expulsion for young children and
increasing caregiver capacity through relationship-based and trauma-informed
practices. We support children through screening and support caregivers to
access early intervention and other resources that the child or family may need.
No two days are exactly alike! I have continued to stay in this work because I
love getting to walk alongside caregivers, problem-solving challenging classroom
scenarios and watching young children grow and thrive within the relationships
with their caregivers!”
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PROFESSIONAL DEVELOPMENT
SPECIALISTS AND TRAINERS
Professional development specialists or trainers help teachers and
administrators develop, plan and achieve continuous learning goals. Some
professional development specialists serve in a signicant coordination
role, helping ensure that there is a comprehensive array of professional
development oerings to meet the needs of the early childhood workforce
in their community, region or state. These specialists research the needs
and desires of the workforce. They then are able to create professional
development opportunities that align with those needs, whether they are
oered at the program, community or state level. These specialists ensure
that the professional development activities are accessible, high quality
and aordable and may oer community calendars with various options.
Professional development specialists must possess good written and oral
communication skills and be able to: (1) collaborate, plan and partner with
other agencies or institutions providing professional development,
(2) describe the learning objectives for any oered professional development
and (3) evaluate the eectiveness of any oered professional development.
Professional development specialists may also provide workshops, webinars and courses based on their
personal areas of expertise and education. Topics may vary from basic health and safety to more advanced
subjects like assessing children’s development or using certain types of classroom and teaching improvement
tools. They may focus on a particular age group like infants and toddlers, or a particular area of development
such as social/emotional well-being. Training opportunities may be oered at conferences, in stand-alone
workshops or in early care and education programs. Prior experience with teaching young children or
administering an early childhood program in addition to formal education is extremely helpful. Most importantly,
professional development specialists know state and federal standards of best practice, meet their state’s
approval standards for trainers and continue their own professional development to stay abreast of current
developments in the early childhood education eld.
Job possibilities at:
● Colleges/Universities
● High Schools
● Child care resource and referral
agencies
● Professional associations
● Public and non-prot agencies
● Self-employed
Recommended education:
● Bachelor’s or graduate degree in
Early Childhood Education/Child
Development or Youth Development
NITA MCADOO
Lead Technical Assistance Specialist, Child Care Services Association, Durham, NC
Highest Level of Education: M.S. Family & Consumer Sciences
Former Career Pathway: Toddler-Two Teacher, Preschool Teacher, Program Director,
Professional Development Specialist, Grow-A-Teacher Coordinator, Lead Technical
Assistance Specialist and Adjunct Instructor, Early Childhood
“My work involves conducting on-site observations, coaching, modeling, professional
development planning, and providing feedback to improve teaching practices in early
learning environments. The delivery of services include facilitating training, providing
support around education goals and career pathways, creating individualized professional
development plans using S.M.A.R.T. goals embedded with reective practice.
“In my mind professional preparation and ongoing professional development (PD) for
the early childhood education workforce is essential to providing high-quality services to
children and families. Quality professional development activities provide the foundation
for ensuring all children aged 0-5 receive quality teaching and learning outcomes.
“(The most rewarding part of my work is) seeing the improvement in classroom practices
and improved quality interactions for children fostered by professional development
activities. It is a joy to witness teachers implement activities that further support children’s
social and emotional functioning and prepare them for academic success in the future.
It also warms my heart when administrators embrace professional development and
grow as mentors and leaders within their programs.”
1313
CAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORYCAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORY
1414
Researchers specializing in the area of early childhood conduct studies and
evaluate services and practices to understand: (1) what practices lead to
high-quality early childhood classroom or home environments and positive
outcomes for young children, (2) the demographics, qualications and needs
of the early childhood workforce or (3) how dierent public policies impact
dierent aspects of the early care and education system. In this role, an
early childhood researcher may develop data collection tools, manage data
collection activities, collect qualitative data, conduct quantitative analyses
and write reports and grant proposals for outside funding.
Depending on seniority, responsibilities may also include developing and
leading new projects, maintaining client relations, designing research and
evaluation studies, presenting ndings to outside audiences, writing grant
proposals for outside funding, participating in professional scientic meetings
and scholarly activities and publishing ndings in peer-reviewed publications.
Researchers should also have excellent outreach, research, data analysis
and grant and report writing skills, as well as a strong foundation in early childhood education. Researchers
may also need specialized training on standardized classroom or early childhood program evaluation tools.
RESEARCHERS
LEA AUSTIN
Executive Director, Center for the Study of Child Care Employment,
University of California, Berkeley, CA
Highest Level of Education: Doctorate of Education
Former Career Pathway: Program Associate, Program Coordinator,
Research Associate, Co-Director, Executive Director
“I work with a dynamic team that provides research and analysis on the
preparation, working conditions, and compensation of the early care and
education workforce as well as systems issues like public funding. I have the
privilege to undertake work that is aligned with my values and in the service
of a vision of a system that secures racial, gender and economic justice
for our nation’s early educators, nearly all of whom are women, and nearly
half of whom are people of color. As this work is meant to change policy, I
have the opportunity to engage with a range of stakeholders that include
educators, advocates, and policymakers.
“I never imagined myself becoming a researcher. But as I built relationships
with educators through the professional development initiatives I was working
in, my questions about their working conditions and pay, the inadequacies
of public policy responses, and ways in which educators and other women
of color in the space were systematically tokenized and sidelined, led me to
search for other ways to participate in the sector and eventually to graduate
school and research focused on the experiences of educators.”
Job possibilities at:
● Colleges/Universities
● Government and state agencies
● Non-prot and for-prot research
agencies
Recommended education:
● Graduate degree or Ph.D. in Early
Childhood Education or Child
Development, or related areas with
knowledge of, and expertise in, Early
Childhood Education
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Faculty members in early childhood departments at community colleges and
universities have a critical role to play in ensuring that the early childhood
workforce has the knowledge, skills and competencies necessary to meet
the needs of the young children and families they serve.
These adult educators must have:
☼ an understanding of adult learning and effective teaching practice,
☼ the ability to meet the needs of a diverse student population,
☼ the knowledge and skills needed to develop and teach the required
courses in classrooms on campus, in communities and/or online,
☼ advanced education and, ideally,
☼ prior experience teaching young children.
With an increasingly diverse U.S. population, faculty need to recognize the
unique needs of children and families and how to translate those needs into
their course oerings. Faculty are often also called upon to serve as advisors for students as they sign up for
courses. In that role it is critical to understand a student’s particular history and goals, ensuring the student
a successful pathway in higher education. Faculty also may be asked to help their early childhood education
department meet the standards for their college or university’s regional accreditation and/or accreditation
for their early childhood department through the National Association for the Education of Young Children.
Transforming the Workforce for Children Birth Through Age 8 challenges early childhood departments to
signicantly improve the content and quality of early childhood higher education, creating more interdisciplinary
collaboration and ensuring students are learning and can demonstrate the competencies of highly eective
teachers. Thus, it is critical that faculty engage in continuous learning, planning and evaluation.
BWEIKIA STEEN
Associate Professor of Education, Early Childhood Internship Coordinator,
Academic Program Coordinator, George Mason University, Fairfax, VA
Highest Level of Education: Doctorate in Education
Former Career Pathway: Early childhood educator, public school teacher
“I always knew I wanted to be in early childhood education. I started
working in early care centers in high school at my high school’s child care.
I also enrolled in an internship in high school and interned in a second-
grade classroom. In college, I majored in Liberal Studies and worked in my
college’s lab school in the infant/toddler/ and preschool classrooms. Upon
graduation from my undergraduate program, I taught kindergarten, rst,
and second grade in public schools in the San Francisco Bay Area. Upon
graduating from my doctorate program, I moved to New York and was a
professor in higher education at NYU, then Trinity Washington University,
and now George Mason University.“
Job possibilities at:
● Colleges/Universities
● Government and state agencies
● Non-prot and for-prot research
agencies
Recommended education:
● PhD in Early Childhood Education or
Child Development, or related area
with knowledge of, and expertise in,
Early Childhood Education
HIGHER EDUCATION FACULTY
CAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORYCAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORY
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EARLY CHILDHOOD NON-PROFIT
MANAGER
An early education non-prot manager, depending on their position and the
size of the organization, supervises all or some of the activities, initiatives
and programs carried out by a non-prot. Early education non-prots may
serve a vast array of functions and could vary in size, from one to 100s of
employees. An ECE non-prot may fall into a specic niche–providing low-
cost meals to pre-K programs, for example–or could provide and oversee a
broad range of services such as a network of programs including a universal
pre-K program and scholarship programs, for example.
A non-prot board is a group of qualied professionals with experience
relevant to the organization’s mission, who govern, provide direction and
hold the non-prot accountable to its mission. At a typical ECE non-prot,
a manager will collaborate with and serve as the liaison between board
members and the team of employees to advance the mission and values
of the organization. If the organization is large in size, there may be a
leadership team of several managers who carry out dierent roles, each
overseeing their own division. For example, a non-prot may have dierent managers who oversee the daily
operations of the organization, the delivery of services and programs and research and evaluation initiatives.
Non-prot managers are often responsible for securing the necessary funding for the organization to execute
its mission and often serve as the public face of the team. They have the nal responsibility of ensuring that
timelines are met, records are maintained, reasonable budgets are created and managed appropriately, there
is adequate sta and that sta are given the proper guidance to keep the organization running smoothly.
Therefore, ECE non-prot managers should be charismatic, clear communicators with a strong belief in their
work. Excellent written and oral communication skills are needed, as well as an extensive background in early
childhood education and/or familiarity with the inner workings of a non-prot.
PAUL LAZENBY
Executive Director, Arkansas Early Childhood Association, Fayetteville, AR
Highest Level of Education: Bachelor of Science
Former Career Pathway: Pre-K administrator/assistant division director,
project manager, trainer, director of operations, counselor, executive
director/T.E.A.C.H. manager
“My current work involves daily oversight of the T.E.A.C.H. Arkansas
scholarship program, assisting the scholarship sta with our scholarship
recipients, interacting with the early childhood community and promoting
the scholarship program to Arkansas communities and encouraging
partnerships with other entities. As Executive Director of the state early
childhood association, I work closely with our Board of Directors on the
mission of representing Arkansas’ early childhood workforce on policy
issues, current needs and professional development opportunities. In each
of my roles in the early childhood eld, I see each one as an opportunity to
serve and this role is no dierent. By serving those teachers, directors and
others who work directly with our youngest children, I have the opportunity
to be a part of seeing permanent changes in the lives of Arkansas families.
Assisting these teachers in getting an education is all about child outcomes,
bridging achievement gaps, providing equal opportunities for all populations
and generating value-added benets for the economy.”
Job possibilities at:
● Non-prots
Recommended education:
● Bachelor’s Degree in Child
Development, Human Services,
or related eld
● Graduate degree in Early Childhood
Education/Child Development,
Human Services, or related eld
● Graduate certicate or coursework
in Non-prot Management
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2022 CHILD CARE SERVICES ASSOCIATION 2022 CHILD CARE SERVICES ASSOCIATION
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Early childhood public policy analysts serve as experts on public policies
(i.e., laws, government funding, public programs) that impact young children
and families. They may conduct their own or call upon existing research to
understand the issues child care providers, programs, families, children and
communities face. They may evaluate current programs and recommend
structural changes to better the early education system at the local, state,
national or even international levels. Based on their knowledge and ndings,
a public policy analyst may advise lawmakers, program creators, public
agencies, non-prots and the public about evidence-based practices to
improve the health, education, safety and social well-being of young children
and their communities.
Public policy analysts must be comfortable with public speaking and have
the skills to present information in a precise, accessible and compelling
format. Depending on their scope of work, a policy analyst must be able to
tailor the information they provide to various audiences and communities.
They must be knowledgeable about federal, state and local policies relevant to the early care and education
eld and public opinion on said policies. A policy analyst must also be willing to collaborate with various
stakeholders, sometimes with opposing interests. Thus, empathy, creativity, interpersonal skills and a
willingness to compromise are vital for success in this role.
A master’s degree or higher in public policy, public administration, education or a related eld is the preferred
education level for a public policy analyst role. Some positions are also available to professionals with a
bachelor’s degree.
ALBERT WAT
Senior Policy Director, Alliance for Early Success, Washington, DC
Highest Level of Education: Master of Education, Master of Education Policy
Former Career Pathway: Program coordinator, program director, policy
analyst, research manager, researcher
“I develop a portfolio of grants to state and national organizations who
work in coordination and support of each other to advance early childhood
policies and investments in a coherent and more impactful way. To make that
happen, my colleagues and I provide ongoing thought partnership with our
grantees, facilitate peer-to-peer learning opportunities, and connect experts
and consultants to our partners. I love that I’m constantly learning more about
early childhood policy and advocacy strategies with our grantees, and that I
am part of a community of passionate advocates that are building a movement
together to make early childhood an undeniable priority for public investments
in this country.”
Job possibilities at:
● Non-prots and advocacy organizations
● Government and state agencies
● Colleges and universities
Recommended education:
● Bachelor’s Degree in Public Policy,
Public Administration, Education, or
related eld
● Graduate degree in Public Policy,
Public Administration, Education, or
related eld
EARLY CHILDHOOD EDUCATION PUBLIC
POLICY ANALYSTS
CAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORYCAREERS IN EARLY CARE AND EDUCATION NATIONAL DIRECTORY
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FINANCIAL AID SOURCES
T.E.A.C.H. EARLY CHILDHOODT.E.A.C.H. EARLY CHILDHOOD
®®
SCHOLARSHIPS SCHOLARSHIPS
The T.E.A.C.H. Early Childhood® Program provides scholarships to early childhood professionals. These
scholarships may help support tuition, books and travel costs, paid release time and compensation incentives
for coursework completion (T.E.A.C.H. Early Childhood® Overview). T.E.A.C.H. scholarship participants
complete coursework leading to early childhood credentials, degrees or teacher licensure. To learn more,
go to: teachecnationalcenter.org To see if
these programs are oered in your state, go to:
teachecnationalcenter.org/contact.
GRANTS AND GRANTS AND
SCHOLARSHIPS SCHOLARSHIPS
Grants and scholarships are forms of nancial
assistance that do not have to be repaid. All colleges
and universities have a nancial aid or nancial
assistance oce. When asking for information
about a program of study, ask also that a nancial
assistance packet be sent to you. The nancial
aid oce and the academic program department
oce will know about the availability of many grants
or scholarships. Some websites to begin your
scholarship search include, but are not limited to,
collegescholarships.org, scholarships.com, fastweb.
com, cappex.com, and bigfuture.collegeboard.org. Below is a short prole of some grants that may be available to
you.
FEDERAL PELL GRANTSFEDERAL PELL GRANTS
Pell Grants are awarded to students with nancial needs who are either undergraduates or pursuing teacher
certication. Visit studentaid.gov/understand-aid/types/grants/pell to learn more.
FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANTFEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT
The FSEOG is a grant for $100 - $4,000 per year for undergraduate students with exceptional nancial needs.
Funding availability is dependent upon the school. Visit studentaid.gov/understand-aid/types/grants/fseog to
learn more.
TEACH GRANTTEACH GRANT
With a TEACH Grant, students who are planning to pursue a career in education can be given up to $4,000 per
year. To receive a TEACH Grant, students must commit to teach in a low-income school (not child care setting)
in a high-need eld for at least four years within the eight years after they graduate or the grant will be converted
to a loan that must be repaid. Visit studentaid.gov/understand-aid/types/grants/teach to learn more.
Go to studentaid.gov to learn more about federal student aid grants. The availability of certain grants is subject
to change year to year with changes to state and federal legislation.
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2022 CHILD CARE SERVICES ASSOCIATION 2022 CHILD CARE SERVICES ASSOCIATION
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LOANS LOANS
Low-interest loans may be another way to nance your education. There are many types of loans to consider.
They are often available through the educational institution, local banks or other lending institutions. Federal
student loans may be subsidized, meaning students receiving nancial aid do not pay interest on the loan until
after graduation. Your school’s nancial aid oce should also be able to help you begin your search. For more
information about subsidized and unsubsidized federal student loans, go to: studentaid.gov.
LOAN FORGIVENESSLOAN FORGIVENESS
Jobs in teaching or public service may qualify you for student loan forgiveness because of the great benet these
occupations provide to your community. This means that after a certain period of time working in these elds and
a certain amount of payments, you will no longer have to repay the loan. Two loan forgiveness programs are
proled below. The availability of these programs is subject to change year to year with changes to federal law.
PUBLIC SERVICE LOAN FORGIVENESSPUBLIC SERVICE LOAN FORGIVENESS
The PSLF forgives Direct Loans after a certain number of payments have been made while working in public
service. Your employer may be a government organization or a non-prot, including an early care education
setting. Visit studentaid.gov/manage-loans/forgiveness-cancellation/public-service to learn more.
TEACHER LOAN FORGIVENESSTEACHER LOAN FORGIVENESS
After teaching full-time for ve academic years in a school or educational service agency that serves a signicant
amount of low-income families, you could receive loan forgiveness up to $17,500 toward Direct Subsidized and
Unsubsidized Loans and Subsidized and Unsubsidized Federal Staord Loans. Visit studentaid.gov/manage-
loans/forgiveness-cancellation/teacher to learn more about the program and which schools qualify. An important
note is that borrowers cannot receive loan forgiveness for both the Public Service Loan Forgiveness program
and the Teacher Loan Forgiveness program for the same period.
TAX CREDITS TAX CREDITS
The American Opportunity Tax Credit is a tax credit for students enrolled at least half-time for up to ve years of
college and can bring down the amount of taxes you owe during the rst ve years of higher education by up to
$2,500. It is also partially refundable, even when your taxes drop to zero.
Visit irs.gov/credits-deductions/individuals/aotc to learn more.
LINKS: LINKS:
Financial Aid Home Page: finaid.org
Federal Student Aid: studentaid.gov/h/apply-for-aid/fafsa
Scholarship Search: fastweb.com, collegescholarships.org, scholarships.com, cappex.com,
and bigfuture.collegeboard.org
Loans, Scholarships: salliemae.com
Financial Aid, Scholarships: collegeboard.com
© 2022 CHILD CARE SERVICES ASSOCIATION
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COLORADO
FINANCIAL AID SOURCES
T.E.A.C.H. EARLY CHILDHOOD® COLORADO SCHOLARSHIPS
The T.E.A.C.H. Early Childhood® Colorado Scholarship Program administered by the Early Childhood Council Leadership
Alliance (ECCLA) provides scholarships to early childhood teachers, directors and family child care providers working in
licensed centers or homes. These comprehensive scholarships help support tuition, books and travel costs, paid release
time and compensation incentives for coursework completion. T.E.A.C.H. scholarship participants complete coursework
leading to early childhood credentials, associate and bachelor’s degrees and/or teacher licensure. T.E.A.C.H. Early
Childhood® Colorado is licensed by the T.E.A.C.H. Early Childhood® National Center in North Carolina and
is one of 23 states to offer this program. To learn more about T.E.A.C.H. scholarships in Colorado, go to
www.ecclacolorado.org/teachscholarships or call Early Childhood Council Leadership Alliance at (720) 899-3047.
GRANTS AND SCHOLARSHIPS - COLORADO OPPORTUNITIES
Early Childhood Councils: Early Childhood Councils often have scholarship funds available for ECE classes. Contact your local
Early Childhood Council for more information. You can find your Council at www.ecclacolorado.org.
Colorado Application for State Financial Aid (CASFA): The Colorado Application for State Financial Aid (CASFA) is
the State Financial Aid application for undocumented, Colorado ASSET students. The CASFA bridges equity gaps and
creates access to postsecondary education for Colorado ASSET students. To learn more and apply visit https://
cdhe.colorado.gov/students/preparing-for-college/colorado-application-for-state-financial-aid
College Opportunity Fund: The state of Colorado pays a portion of the total cost of higher education for Colorado
residents attending Colorado public institutions for their undergraduate degrees. Apply before registering for classes as it
reduces tuition costs. Apply at https://cof.college-assist.org.
Winifred R. Reynolds Educational Scholarship Fund: Scholarships of varying amounts are awarded to students
pursuing a graduate degree in Early Childhood Education (ECE), Child Development, or an equivalent field with
coursework focused specifically on ECE. Learn more information at www.denverfoundation.org.
Montessori Teacher Education Scholarship: Every year, the American Montessori Society awards teacher education
scholarships to aspiring Montessori teachers in support of their professional growth. Those eligible to apply for
scholarships are individuals who have been accepted, are in the process of being accepted, or are already enrolled in an
AMS-affiliated teacher education program. In 2018, AMS awarded a total of $71,200 to 24 aspiring Montessori teachers.
Learn more at amshq.org/Educators/Montessori-Careers/About-AMS-TEP/Teacher-Education-Scholarships Daniels
Boundless Opportunities Scholarship: Up to $2000 awarded per academic year. Scholarship criteria: You
must be pursuing ECE certification. Scholarships will be based on your demonstrated need for financial aid (FAFSA
required). Visit www.danielsfund.org for more information.
William Goodwin Scholarship, in memory of William L. Goodwin: Up to $500 awarded each semester. This fund was
created in memory of William L. Goodwin, a former SEHD professor.Scholarship criteria: You must be enrolled in either
the Early Childhood Education program or the Educational Psychology. Applicants must have successfully completed at
least six credit hours of coursework in the program, with a GPA of at least 3.0. Please submit a letter of recommendation
from a faculty member in your program with your application. Learn more at: https://bit.ly/2XTOX2f
TEACH Colorado Scholarship: You could receive $1,000 from TEACH Colorado to help pay for your teacher
preparation program. We offer scholarships for future teachers all over Colorado. For more information or to apply, visit
https://colorado.teach.org
College/University Scholarships: Always check with your college/university for scholarship and other financial aid
opportunities.
© 2022 CHILD CARE SERVICES ASSOCIATION
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COLORADO
Credit-bearing Education Options in Early Childhood
Education - Associate Degree Programs
Most Community Colleges in Colorado offer Associates of Arts in Early Childhood Education (A.A.) and/or
Associates of Applied Science in Early Childhood Education (A.A.S). Certificates such as Early Childhood
Teacher, Infant Toddler, and Director Certificates are also offered by most community colleges.
More information about community colleges and their options for accessing coursework can be obtained by
visiting T.E.A.C.H. Colorado’s community college directory at www.ecclacolorado.org
For information on articulation from Community Colleges to 4-year Colleges go to:
https://highered.colorado.gov/Academics/Transfers/Agreements/earlychildhood.pdf
Aims Community College
Greeley (970) 339-6408
www.aims.edu
Arapahoe Community College
Littleton (303) 797-5924
www.arapahoe.edu
Colorado Mountain College
(970)968-5820
www.coloradomtn.edu
Greeley
Littleton
Aspen, Breckenridge,
Dillon, Carbondale,
Rifle, Vail Valley,
Leadville, Steamboat
Springs
Craig
Colorado Northwestern
Community College
(970) 824-1154
www.cncc.edu
Community College of Aurora
Aurora (303) 340-7564
www.ccaurora.edu
Community College of Denver
(303) 556-2487
www.ccd.edu
Front Range Community
College
Longmont (303) 678-3722
Westminster (303) 404-5000
Larimer (970) 204-8329
www.frontrange.edu
Aurora
Denver
Larimer, Longmont,
Westminster
Lamar Community College
College
(719)
336-1590
www.lamarcc.edu
Morgan Community College
(970) 542-5202
www.morgancc.edu
Northeastern Junior College
(970) 521-6751
www.njc.edu
Pikes Peak Community College
(719) 502-3181
www.ppcc.edu
Pueblo Community College
(719) 549-3204
www.pueblocc.edu
Red Rocks Community College
(303) 914-6553
www.rrcc.edu
Trinidad State Colorado
Trinidad (719) 846-5577
Valley Campus, Alamosa
(719)
589-7064
www.trinidadstate.edu
Western Colorado Community
College-A Division of Colorado
Mesa University
(970)-255-2600
www.coloradomesa.edu/wccc
Lamar
Pueblo
Lakewood
Grand Junction
Trinidad, Alamosa
Ft. Morgan
Sterling
Colorado Springs
© 2022 CHILD CARE SERVICES ASSOCIATION
22
COLORADO
Credit-bearing Education Options in Early Childhood
Education - Bachelor/Master Degree Programs
Bachelor’s degree programs are offered in Early Childhood, Special Education, Pre-K to 3rd Licensure, Special
Education Licensure, B.A. Liberal Arts with ECE Emphasis, B.A. in Human Development or Speech Language,
Hearing Sciences, B.A. in Interdisciplinary Studies, Bachelor of Innovation in Inclusive Early Childhood
Education, and Early Childhood Education Track - B.A. in Education and Human Development.
More information about the colleges/universities and their options for accessing coursework can be obtained by visiting
T.E.A.C.H. Colorado’s directory of participating universities www.ecclacolorado.org
Fort Lewis College
Colorado State University
Colorado Mesa University
Colorado Mountain College
Colorado Christian University
University of Northern Colorado
University of Colorado at Colorado Springs
University of Colorado Denver
Metropolitan State University of Denver
(719)
255-4119
(970) 247-7633
(970) 248-1729
(303) 615-1444
(970) 351-2908
(970) 491-5558
(303)315-6300
(970)968-5820
(303)963-3285
www.ccu.edu
www.uccs.edu
www.unco.edu
www.ucdenver.edu
www.colostate.edu
www.fortlewis.edu
w w w.msudenver.edu
www.coloradomtn.edu
www.coloradomesa.edu
