CTC to Review Child Development Permit Updates at December Meeting

CTC to Review Child Development Permit Updates at December Meeting

The California Commission on Teacher Credentialing (CTC) will review an important agenda item at its meeting on Thursday, December 11: the Child Development Permit Performance Expectations (CDP-PEs) Field Survey Results and proposed updates to the Child Development Permit Regulations. This discussion marks a key step in California’s ongoing efforts to strengthen and modernize expectations for early childhood educators.

For administrators responsible for program quality, staffing, and educator development, these proposed updates provide valuable insight into future permit requirements and their implications for workforce planning.

The CDP Matrix: Career Ladder and Career Lattice

The Child Development Permit (CDP) Matrix, approved in February 2025, establishes a structured career ladder and lattice for early childhood educators, creating a clear pathway for those pursuing a teaching credential.

Aligned with the NAEYC licensure framework, the CDP Workgroup organized the matrix into:

• Three educator levels: Early Childhood Educator (ECE) 1, 2, 3
• Two administrator levels: Early Childhood Administrator (ECA) 1, 2

Each level defines the scope of practice, preparation requirements, and mastery of standards and competencies, ensuring educators at all levels are prepared for effective practice, program leadership, and professional growth.

Key Features of the Updated CDP Matrix

• Progressive Permit Levels: Clearly aligned with field roles, from entry-level assistants to administrators.
• Competency-Based Performance Expectations: Advancement emphasizes demonstrated skills and readiness.
• Flexible Advancement Routes: Experienced educators can progress through alternative pathways, recognizing prior experience and expertise.

Administrators can use the CDP matrix to align workforce planning, mentoring, professional development, and program quality initiatives with evolving standards and expectations.

Field Survey Overview

To gather broad feedback, the Commission conducted a field survey from October 10 through November 10, 2025, distributed to licensed childcare centers, Head Start programs, early learning associations, the California Department of Education (CDE), higher education institutions, and the Commission’s listservs.

Five survey versions corresponded to each level of the CDP matrix (ECE 1, 2, 3, ECA 1, 2). Respondents provided demographic and program information and evaluated the domains and elements of their assigned permit level using a 4-point Likert scale (essential, important, somewhat important, unnecessary). Open-ended questions allowed for additional feedback and suggestions.

Domains Included in the Survey

ECE Levels 1–3 (Six Domains):

1. Engaging and Supporting All Young Children in Development and Learning
2. Creating and Maintaining Effective Environments for Young Children’s Development and Learning
3. Understanding and Organizing Content Knowledge for Young Children’s Development and Learning
4. Planning Instruction and Designing Developmental and Learning Experiences for All Young Children
5. Assessing and Documenting Young Children’s Development and Learning
6. Developing as a Professional Early Childhood Educator

ECA Levels 1–2 (Four Domains):

1. Program Development and Administration
2. Personnel Management
3. Business and Fiscal Management
4. Personnel Development

(Appendix A of the survey materials details each domain and element.)

Survey Findings: Strong Support Across Levels

Quantitative results indicate strong field support for the proposed expectations. When combining “Essential” and “Important” responses, all elements achieved approval rates of 95% or higher, confirming broad agreement across the early childhood field.

Qualitative comments were analyzed by level and domain and grouped into:

• Affirm as Stated: reinforcing relevance and accuracy
• Suggested Revisions: mostly for clarity or alignment
• Other: N/A or blank responses

Notable Revisions from Feedback

1. Adjustments to ECE 1 Expectations: Some elements were considered too advanced for individuals with only 12 units of preparation. Revisions reflect realistic entry-level responsibilities while supporting capacity-building alongside experienced staff.
2. Assessment Language for ECE Levels 1–3: References to specific assessment tools were retained due to requirements in subsidized programs, emphasizing understanding of assessment practices.
3. Clarifying Supervision Expectations: ECE 2 PE 2.3 was revised to make supervision responsibilities explicit.

How to Participate in the December 11 Meeting

The meeting begins at 9:00 AM. Administrators can access the live broadcast on the CTC Meetings page, which also includes instructions for providing public comment, either online or in person at the Commission building in Sacramento.

Why This Matters for Administrators

Understanding the CDP matrix and survey findings is critical for administrators to:

• Align staffing, mentoring, and professional development with evolving permit expectations
• Support HR and recruitment efforts in line with competency-based performance requirements
• Anticipate training and growth opportunities for educators at all levels
• Ensure program operations remain compliant with updated regulatory expectations

Call to Action

Administrators are encouraged to:

• Tune in to the December 11 meeting to stay informed about potential regulatory updates
• Review the field survey findings to understand workforce perspectives and priorities
• Share this information with site leaders, HR teams, and program partners
• Provide public comment to ensure administrator perspectives help shape final permit expectations

Agenda & Resources:

• CTC Agenda and Meeting Details
• 2A Information Action PDF