100007 S.E.I.U. Headstart Apprenticeship Functions The functions ofthe apprenticeship committee shall be to: 1. develop an efficient program of apprenticeship through systematic on-the-job

STATE OF CALIFORNIA EDMUND G. BROWN Jr., Governor DEPARTMENT OF INDUSTRIAL RELATIONS www.dir.ca.gov DIVISION OF APPRENTICESHIP STANDARDS 1515 Clay Street, Suite 301 Oakland, CA 94612 Tel: (415) 703-4920 , Fax: (510) 286-1448

June 18, 2018 File #100007

SEIU Early Care & Education Head Start Apprenticeship Program Attn: Ms. Alexa Frankenberg, Deputy Director 1000 Broadway, Suite 395 Oakland, CA 94607

Re: Approval of Apprenticeship Program

Dear Ms. Frankenberg:

Congratulations! Enclosed are your Apprenticeship Standards for the occupations of Teacher Assistant with Associate Teacher Permit, Teacher with AA-T Degree in Child Development, and Master Teacher with BA Degree in Early Childhood Studies, granted approval to operate in accordance with California Code ofRegulations (C.C.R.), Article 2, Section 212. Please retain these documents in your files and refer to the above DAS File number when corresponding with the Division of Apprenticeship Standards (DAS).

Ifany ofyour apprentices are veterans, they may be able to collect on their Montgomery GI Bill benefits. Please contact the California State Approving Agency for Veterans Education (CSAA VE) at [email protected] to request applications and instructions to get your facility approved for the training of veterans. Ifyou have any questions, please contact your DAS Consultant.

Ifyour program is interested in receiving funds from the Workforce Investment and Opportunities Act (WIOA), you must complete the application form in order to be placed on the Eligible Training Provider List (ETPL). You may request this form from your District Office or download it from our website and submit it to [email protected].

I wish you success with this apprenticeship program. ff at any time our office can be of assistance, please contact your local consultant, Richard Robles in your district office or email [email protected]. California Apprenticeship Council (CAC) meetings are held quarterly to share information on apprenticeship; you are welcome to join us. Information on dates locations, and agendas for the meetings are available at www.dir.ca.gov/apprenticeship.

Sincerely,

e~J Eric Rood, Acting Chief Division of Apprenticeship Standards

Enclosures cc: File, Los Angeles District Office

www.dir.ca.gov/apprenticeshipmailto:[email protected]:[email protected]:[email protected]

DISTRJCT #: 12 DAS FILE#: 100007 EMPLOYER ID#: 1000029401

APPRENTICESHIP STANDARDS of the

SEIU Head Start Apprenticeship Program (J'l

ARTICLE I Purpose and Policy

The parties hereto declare it to be their purpose and policy to establish an organized, planned system of apprenticeship, conducted as an education sponsored, employer based undertaking. These standards have, therefqre, been adopted and agreed upon under the Shelley-Maloney Apprentice Labor Standards Act of 1939, as amended, to govern the employment and training of apprentices in the trade, craft or occupation defined herein, to become effective upon their approval.

ARTICLE II Craft, Trade, Occupation

Teacher Assistant with Associate Teacher Permit 39-9011.00S Teacher with AA-T De ree in Child Develo ment 39-9011.00A Master Teacher with BA De ree in Earl Childhood Studies 39-9011.00T

ARTICLE II Organization

There is hereby established the above-named Apprenticeship Committee, covering Local Service Employees International Union (SEIU) 1021 and the YMCA of the East Bay. The committee shall consist of three (3) members, who shall be selected by and represent the organization(s) signatory hereto, and one apprenticeship consultantrepresenting the Division of Apprenticeship Standards. In addition thereto, there shall be one advisor from the SEIU Early Educator Training Center, one advisor from the LEA (Los Angeles Trade Technical College), and such other advisors as the committee shall determine. Such advisors and the apprenticeship consultant shall act without vote.

For each employer participating in this program, an "Employer Subscription Agreement" (DAS 752) will be provided to specify the information particular to that employer as noted herein, including the option to waive or offer participation on the committee, employer committee members will be selected as outlined in the rules & regulations.

ARTICLE IV Jurisdiction

These standards shall apply to employers who subscribe hereto, and to all apprentice agreements hereunder.

ARTICLEV Functions

The functions of the apprenticeship committee shall be to:

1. develop an efficient program of apprenticeship through systematic on-the-job training with related and supplemental instruction and periodic evaluation of each apprentice;

2. make periodic evaluations of the progress of each apprentice's on-the-job training related and supplemental instruction;

3. establish a mechanism to be used for the rotation of the apprentice from work process to work process to assure the apprentice complete training;

4. serve in an advisory capacity with employers and employees in matters pertaining to these standards;

5. aid in the adjustment of apprenticeship disputes;

ARTICLE VI Responsibilities

The responsibilities of the apprenticeship committee shall be to:

1. supervise the administration and enforcement of these standards;

2. adopt such rules and regulations as are necessary to govern the program provided, however, that the rules and regulations do not conflict with these standards;

3. oversee the program's ability, including financial ability, and commitment to meet and carry out its responsibilities under the federal and state law and regulations applicable to the apprenticeable occupation and for the welfare of the apprentice. Funding for training will be accessed through funding from a CAI grant and WIOA funds.

4. conduct orientations, workshops or other educational sessions for employers to explain the apprenticeship program's standards and the operation of the apprenticeship program;

5. pass upon the qualification of employers and, when appropriate, to suspend or withdraw approval;

6. conduct on-going evaluation of the interest and capacity of employers to participate in apprenticeship program and to train apprentices on the job;

7. determine if an employer has the work site facilities, skilled workers as trainers at the work site, and equipment sufficient to train apprentices;

8. pass upon the qualifications of apprentice applicants;

9. file a signed copy of each apprentice agreement with the Secretary of the California Apprenticeship Council, with copies to all parties to the agreement;

10. establish and maintain a record system for on-the-job training and related instruction;

11. use every effort to keep the apprentice employed in a reasonably continuous manner and adequately instructed;

'

1_2. provide disciplinary procedures for apprentices including provisions for fair hearings;

13. adopt changes to these standards, as necessary, subject to the approval of the parties hereto and the Chief of the Division of Apprenticeship Standards;

14. prepare and submit an annual Self-Assessment Review, and Program Improvement Plan;

15. implement a program for training and education regarding illegal discrimination and sexual harassment;

ARTICLE VII Definition of an Apprentice

An apprentice is a person at least 18 years ofage, who has met the requirements for selection under the selection procedures ofparticipating employer, who is engaged in learning a designated trade and who has entered into a written apprentice agreement under the provisions of these standards.

ARTICLE VIII Duties of an Apprentice

Each apprentice shall satisfactorily perform all work and learning assignments both on the job and in related instruction and shall comply with the rules, regulations and decisions of the apprenticeship committee.

ARTICLE IX Apprentice Agreement

1. Each apprentice agreement shall conform to the State law governing apprentice agreements, and shall be signed by the employer and by the program sponsor and by the app~entice and must be app:oved by the apprenticeship committee;

2. Each apprentice shall be furnished a copy of or be given an opportunity to study these standards before indenture. These standards shall be considered a part of the. apprentice agreement as though expressly written therein;

ARTICLE X Termination and Transfer of Agreements

1. During the probationary period, an apprentice agreement shall be terminated by the apprenticeship committee at the request in writing of either party. After such probationary period an apprentice agreement may be terminated by the Administrator by mutual agreement of all the parties thereto or cancelled by the Administrator for good and sufficient reason;

2. If an employer is unable to fulfill his/her obligations to train under any apprentice agreement or in the event of a layoff, the apprenticeship committee may, with the approval of the Administrator, transfer such agreement to any other employer if the apprentice consents, and such other employer agrees to assume the obligation of said apprentice agreement.

ARTICLE XI Related and Supplemental Instruction

1. Apprentices shall satisfactorily complete prescribed courses of Related and Supplemental instruction which will be provided by college partners (i.e., Los Angeles Trade Technical College, Berkeley City College, Brandman University).

Teacher Assistant with Associate Teacher Permit 216 hours 12 semester units Teacher with AA-TDe ree in Child Develo ment 1080 hours 60 semester units Master Teacher with BA De ree in Earl Childhood Studies 2160 hours 120 semester units

(See Attachments D-E-F for description of RSI and course descriptions)

2. Required school time shall not be compensated.

ARTICLE XII Lay-off

1. If for any reason a lay-off of an apprentice occurs, the apprentice agreement shall remain in effect unless cancelled by the Administrator. However, credit for related instruction shall be given when the apprentice continues such instruction during the lay-off;

2. There shall be no liability on the part of the employer, the program, or the committee for an injury sustained by an Apprentice engaged in schoolwork at a time when the apprentice is unemployed.

ARTICLE XIII Controversies

All controversies or differences concerning apprentice agreements that cannot be adjusted locally by the apprenticeship committee or otherwise shall be submitted to the Administrator for determination.

ARTICLE XIV Term of Apprenticeship

The term of apprenticeship will be as follows, in which each of the first 260 hours - extending over not more than 3 months 7 shall be a trial or probationary period for each trade.

OccUJJ#ion . Lel\2thC Teacher Assistant with Associate Teacher Permit 2000 hours over 12 months Teacher with AA-T Degree in Child Development 3,120 hours over 36 months Master Teacher with BA Degree in Early Childhood Studies 6,240 hours over 48 months

ARTICLE XV Ratio

A qualified employer may employ 15 apprentices when at least one qualified journeyman (e.g., site supervisor) is regularly employed, and 15 additional apprentices for each additional qualified journeyman.

ARTICLE XVI Wage Schedule

1. The wages for each employer are included in the Employers Subscription Agreement.

2. To advance from one period to the next the apprentice shall have met the following requirements:

A. shall have satisfactorily completed the indicated on-the-job work hours; and B. shall have satisfactorily completed the indicated months in the program; and C. shall have satisfactorily completed the indicated related and supplemental

instruction school'hours;

3. Straight time hours per day 8 hours per day, 40 hours per week. Hours may be decreased to accommodate instructional hours;

4. Overtime provisions: Overtime shall be paid at not less than 1 times the straight time hourly rate of pay in excess of 8 hours per day. Likewise, overtime must be paid for hours in excess of 40 in any one work week;

5. So as not to interfere with schooling, overtime shall not be permitted when related instruction classes are scheduled or if it will be detrimental to the health and safety of the apprentice(s).

ARTICLE XVII Work Training

1. The-employer shall see that all apprentices are under the supervision of a qualified journeyman (e.g., site supervisor) and shall provide the necessary diversified experience and training to train and develop the apprentice into a skilled worker, proficient in all the work processes of a trade as outlined herein. Apprentices shall also be trained in the use of new equipment, materials and processes as they come into use in the occupation.

2. The major work processes in which apprentices will be trained (although not necessarily in the order listed) and the approximate hours (not necessarily continuous) to be spent on each are outlined in Attachments A, Band C.

ARTICLE XVIII Safety &-Health, and Recognition of IllegaLDiscrimination and Sexual Harassment '

1. Each apprentice shall receive training and education in first aid, safe working practices and in the recognition of occupational health and safety hazards;

2. Each apprentice shall receive training in the recognition of illegal discrimination and sexual harassment;

ARTICLE XIX Certificate of Completion

1. Upon evidence of satisfi\ctory completion of apprenticeship, and upon the recommendation of the apprenticeship committee, each apprentice will be issued a Certificate of Completion by the authority of the California Apprenticeship Council;

2. In recognition of unusual ability and progress, the apprenticeship committee may decrease the term of apphinticeship for an individual apprentice not more than 12 percent;

3. An apprentice may be credited timefor previous experience if that experience is of an approved nature, and sh~ll have completed not less than six months as an apprentice.

ARTICLE XX California Plan for Equal Opportunity in Apprenticeship

Each subscribed employer will be responsible for complying with the Californi~Planfor Equal Opportunity in Apprenticeship requirements with the si,bmission ofa DAS-167BX

The foregoing standards are hereby agreed to and adopted on May 2, 2 O 1 8 (Approval date)

SEIU Early Care and Education Head Start Apprenticeship Program 1000 Broadway Suite 395 Oakland, CA 94607

Alexa Frankenberg Authorized Representative

Deputy Director, California Child Care Team

YMCA OF THE East Bay 2009 10th Street Berkeley, CA 94710 UI

PammShaw Authorized Representative

Vice President, Early Childhood Impact

Date

The foregoing apprenticeship standards, being in conformity with the rules and.regulations of the California Apprenticeship Council, the California Code of Regulations, and applicable Federal Regulations are hereby a proved ~fa,,10,,,. / & . , 2018. .. :12 , t,fg/1. , ,

Signature Date

Eric Rood, Acting Chief Division of Apprenticeship Standards

SEIU Head Start Apprenticeship Program

LIST OF COMMITTEE MEMBERS

Arlene Taylor 44 7 29th Street Oakland 94609

Pamm Shaw 2009 10th Street Berkeley, CA 94710

Tracy Mason 2009 10th Street Berkeley, CA 94710

ADVISORS

Division of Apprenticeship Standards Richard E. Robles, DAS Senior Consultant 320 West 4th Street Suite 950 Los Angeles, Ca 90013

Los Angeles Trade Technical College Leticia L. Barajas, Vice President, Academic Affairs and Workforce Development 400 West Washington Blvd Los Angeles, CA 90015

SEIU Early Educator Training Center Randi Wolfe, Training Grants Coordinato:r 210 E. Walnut Avenue- Unit H Mon:rovia CA 91016

ADDITIONAL ADVISORS

Brandman University Jody Morgan, Manager, Community & Co:rporate Relations 2950 Buskirk A venue, Suite 200 Walnut Creek, CA 94597

Berkeley City College . Tram Vo--Kumamoto, Vice President of Instruction 2050 Center Street Berkeley, CA 94704

'

The foregoing standards are hereby agreed to and adopted on ___M_a_y_2_,_2_0_1_8___ (Approval date)

SEIU Early Care and Education Head Start Apprenticeship Program 1000 Broadway Suite 395 Oakland, CA 94607

Alexa Frankenberg Authorized Representative

Deputy Director, California Child Care Team

YMCA OF THE East Bay 2009 10th Street < Berkeley, CA 94 710 c.ri

1""1

Pamm Shaw Authorized Representative i::.~

Vice President, Early Childhood Impact

The foregoing apprenticeship standards, being in conformity with the rules and regulations of the California ~pprenticeship Council, the California S:_ode of Reg71lations, and applicable Federal Regulat10ns are by approved Ju~.. 18 , ,2018.

-:;:::::> . f ..

t::_/2,Pte,,Date

Eric Rood, Acting Chief Division of Apprenticeship Standards

May 4, 2018

To: Richard Robles, Division of Apprenticeship Standards

RE: Head Start Apprenticeship

This letter will serve as a Letter of Intent that the Los Angeles trade Technical College agrees to

participate as the Local Education Agency (LEA) for the Head Start Apprenticeship, effective October 1,

2018.

Sincerely,

;.~~ President

CC: Nicholas Esquivel, California Community College Chancellors Office

Los Angeles Trade Technical College 400 West Washington Blvd, Los Angeles, CA 90015 www.lattc.edu

http:www.lattc.edu

Attachment A

California Head Start Apprenticeship Work Processes - Tier 1 O-Net Code: 39-9011.00S

TIER 1: Teacher Assistant with Associate Teacher Permit Approx. Hrs.

A. Child Development & Learning

300

1. Knowledge about child development and learning a. Developmental domains b. Factors that contribute to development

2. Facilitating child development and learning a. The role of families b. Preschool development and learning c. Leaming through play

B. Culture, Diversity, and Equity

175

1. Respect for all differences and similarities a. Cultural diversity of families b. Receptive to all families

2. Cultural and language development and learning a. Approaches to learning b. Understanding cultural perspectives of self and others c. Culturally and linguistically inclusive communication and practices

3. Culturally inclusive learning environments a. Visual representation of diversity b. Language diversity

C. Relationships, Interactions & Guidance

175

1. Supporting children's emotional development a. Expression of en'l.otions b.Empathy c. Self-regulation

2. Social-emotional climate a. Positive relationships

3. Socialization and guidance a. Appropriate expectations for behavior b. Encouraging children's efforts

D. Family & Community Engagement

175

I. Communication with families a. Home language b. Family preferences for communication

2. Relationships with children and families a. Knowledge of families b. Families as community members

3. Community resources a. Family functioning b. Use of community resources

E. Dual-Language Development

175

I. Dual-language program models and strategies a. Engagement ofycmng dual-language learners and their families

2. Development of the home language and of English a. Home language and English b. Knowledge of dual-language development

3. Relationships with families of dual-language learners a. Linguistic and cultural diversity

5/14/2018

Attachment A

F. Observation, Screening, Assessment & Documentation

175

1. Observation a. Concepts of observation

2. Documentation a. Strategies for documentation

3. Interpretation, planning and implementation a. Interpretation of documentation

G. Special Needs & Inclusion

175

1. Philosophy, policies and practices a. Policies and proc~dures

2. Developmentally and individually appropriate practice a. Developmentally appropriate practice

3. Collaboration with families and service providers a. Families b. Teamwork on inclusion

H. Learning Environments & Curriculum.

175

1. .Curriculum and curriculmn planning a. Principles of curriculum

2. Environments, schedules and routines a. Schedules and daily routines b. Personal-care routines

3. Strategies to support learning and development a. Infant/toddler learning and development b. Preschool learning ~nd develooment

I. Health, Safety & Nutrition 1. Environmental health and ,safety

a. Environmental health and safety policies and practices b. Supervision of children

2. Emergency preparedness . a. Emergency plans .

3. Nutrition a. Mealtime routines

4. Response to health requirements a. Illness policies and practices b. Child abuse and neglect c. Infant/child CPR and pediatric first aid

J. Leadership in ECE

100 1. Systems and change developml)nt

a. Team building b. Cultivating leaders

K. Professionalism

100

1. Professional development, a. New ideas .b. Role models and .mentors c. Individual early childhood career development d. Reflective practice

2. Professional conduct and behaviors a. Modes of communication b. Collaboration c. Ethical conduct , d. Confidentiality and privacy

3. Competence in a specialized body of knowledge a. Domains of development b. Developmentally, culturally and linguistically appropriate practice c. Professional roles and responsibilities

4. Commitment to lifelong learning

Attachment A

L. Administration & Supervision

100

1. Program planning, development and operations a. Program philosophy b. Use of technology and related resources

2. Human resources a. Personnel policies b. Reflective practice and supervision c. Support for ongoing adult learning, coaching and mentoring d. Performance evaluation e. Communications between and among staff and colleagues

3. Organizational systems, policies and procedures a. Program policies and procedures

Total Hours 2000

MINIMUM ELIGIBILITY: Livescan clearance.

5/14/2018

Attachment B

California Head Start Apprenticeship Work Processes -

O-Net Code: 39-9011.00A

TIER 2: Teacher with AA-T Degree in Child Development Approx. Hrs.


400

1. Knowledge about child development and learning a. Developmental domains ]:>. Factors that-contribute to development

2. Facilitating child development and learning a. The role of families b. Preschool development and learning c. Learning through play


275

l. Respect for all differences and similarities a. Cultural diversity of families b. Receptive to all families

2. Cultural and language development and learning a; Approaches to learning b. Understanding cultural perspectives of self and others c. Culturally and linguistically inclusive communication and practices

3. Culturally inclusive learning environments a. Visual representation of diversity b. Language diversity


275

l. Supporting children's emotional development a. Expression ofemotions b.Empathy c. Self-regulation




275

1. Communication with families a. Home language b. Family preferences for communication

2. Relationships with children and families a. Knowledge offamilies b. Families as community members


E. Dual-Language Development 1. Dual-language program models and strategies

a. Engagement ofyoung dual-language learners and their families 2. Development of the home language and ofEnglish

a. Home language and English b. Knowledge ofdual-language development


275

6/15/2018

Attachment B

F. Observation, Screening, Assessment & Documentation 1. Observation

a. Concepts of observation 2. Documentation

a. Strategies for documentation 3. Interpretation, planning and implementation

a. Interpretation of documentation

275


275

1. Philosophy, policies and practices a. Policies and procedures



H. Learning Environments & Curriculum

275

1. Curriculum and curriculum planning a. Principles of curriculum


3. Strategies to support learning and development a. Infant/toddler learning and development b. Preschool learning and development

I. Health, Safety & Nutrition

275

1. Environmental health and safety a. Environmental health and safety policies and practices b. Supervision of children

2. Emergency preparedness a. Emergency plans




200 1. Systems and change development


K. Professionalism

200

1. Professional development a. New ideas b. Role models and mentors c. Individual early childhood career development d. Reflective practice

2. Professional conduct and behaviors a. Modes of communication b. Collaboration c. Ethical conduct d. Confidentiality and privacy



6/15/2018

Attachment B


210

1. Program planning, development and operations a. Program phllosophy b. Use oftechnology and related resources

2. Human resources a. Personnel policies b. Reflective practice and supervision c. Support for ongoing adult learning, coachlng and mentoring d. Performance evaluation e. Communications between and am00g staff and colleagues


Total Hours 3210

MINIMUM ELIGIBILITY: Livescan clearance and approved credit for equivalent experience.

6/15/2018

Attachment C

California Head Start Apprenticeship Work Processes -

U-Net Code: 39-9011.00T

TIER 3:. Master Teacher with BA Degree in Early Childhood Studies Approx. Hrs.


800

1. Knowledge about child development and learning a. Developmental domains b. Factors that contribute to development

2. Facilitating child development and learning a. The role of families b. Preschool development and learning c. Leaming through plav


575

1. Respect for all differences and similarities a. Cultural diversity of families b. Receptive to all families

2. Cultural and language development and learning a. Approaches to learning b. Understanding cultural perspectives of self and others c. Culturally and linguistically inclusive communication and practices

3. Culturally inclusive learning environments a. Visual representation ofdiversity b. Language diversity


575

1. Supporting children's emotional development a. Expression of emotions b.Empathy c. Self-regulation




575

1. Communication with families a. Home language b. Family preferences for communication

2. Relationships with children and families a. Knowledge of families b. Families as community members


E. Dual-Language Development

575

1. Dual-language program models and strategies a. Engagement of young dual-language learners and their families

2. Development of the home language and of English a. Home language and English b. Knowledge of dual-language development


6/15/2018

Attachment C

F. Observation, Screening, Assessment & Documentation

580

1. Observation a. Concepts of observation

2. Documentation a. Strategies for documentation

3. Interpretation, planning and implementation a. Interpretation of documentation


575

1. Philosophy, policies and practices a. Policies and procedures



H. Learning Environments & Curriculum

585

1. Curriculum and curriculum planning a. Principles of curriculum


3. Strategies to support learning and development a. Infant/toddler learning and development b. Preschool learning and development

I. Health, Safety & Nutrition

325

1. Environmental health and safety a. Environmental health and safety policies and practices b. Supervision of children

2. Emergency preparedness a. Emergency plans




325 1. Systems and change development


K. Professionalism

325

1. Professional development a.New ideas b. Role models and mentors c. Individual early childhood career development d. Reflective practice

2. Professional conduct and behaviors a. Modes of communication b. Collaboration c. Ethical conduct d. Confidentiality and privacy



6/15/2018

Attachment C


425

1. Program pla~ing, development and operations a. Program philosophy b. Use of technology and related resources

2. Human resources a. Personnel policies b. Reflective practice and supervision c. Support for ongoing adult learning,.coaching and mentoring d. Performance evaluation e. Communications between and among staff and colleagues


Total Hours 6240

MINIMUM ELIGIBILITY: Livescan clearance and approved credit for equivalent experience.

6/15/2018

Attachment D

SEID HEAD START APPRENTICESHIP STANDARDS

TIER 1 RSI REQUIREMENT: 216 hours (12 semester units) in Early Childhood Education/Child Development, including 3 semester units in each of the following 3 core areas:

o Child/human growth and development o Child-family-community/ Child-family relations o Programs I curriculum

COLLEGE COURSES THAT MEET THE CORE AREA REQUIREMENTS

o CHILD GROWTH AND DEVELOPMENT (3 semester units) Course Description: Students examine the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There is an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.

o CHILD, FAMILY AND COMMUNITY (3 semester units) Course Description: Students examine the developing child in a societal context focusing on the inter-relationship of the family, school and community and emphasizing historical and sociocultural factors. The processes of socialization and identity development are

highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Topics covered are: social influences on parenting styles, communication, child-rearing and the relationships between the child, family and the school is studied.

o PLAY-BASED CURRICULUM (3 semester units) Course Description: Principles and practices of play-based curriculum: Role of the teacher in facilitating children's learning through play-based activities; observation and assessment in planning curriculum.

o CURRICULUM AND ENV.IRONMENTS FOR INF ANTS AND TODDLERS (3 semester m units)

Course Description: Introduction to organizing and developing activities for children aged 0-3 years: Focus on practic~l learning experiences in areas such as arts and crafts, imaginative play, music and movement, learning games; also covers culturally-appropriate activities, room arrangement, and classroom management.

8/22/2017

Attachment E

SEIU HEAD START APPRENTICESHIP STANDARDS

TIER 2 RSI REQUIREMENT: 1080 hours ( 60 semester units), including all required coursework in general education, major preparation and electives necessary to complete the Associate of Arts-Transfer (AA-T) degree in Early Childhood Education/Child Development.

o 12 semester units from Tier 1 plus an additional 12 semester units to equate to 24 semester units in Early Childhood Education/Child Development

o 3 7 semester units per the Intersegmental General Education Transfer Curriculum (IGETC), specifically in the following areas:

- Area 1 - English Communication - 9 Semester Units - Area 2 - Mathematical Concepts and Quantitative Reasoning - 3 Semester Units - Area 3 - Arts and Humanities - 9 Semester Units - Area 4 - Social and Behavior Sciences - 9 Semester Units - Area 5 - Physical and Biological Sciences - 7-9 Semester Units

COLLEGE COURSES THAT MEET THE AA-T DEGREE REQUIREMENTS

o 12 ADDITIONAL SEMESTER UNITS IN EARLY CHILDHOOD EDUCATION

- Principles and Practices (3-units): An examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.

- Health, Safety and Nutrition (3-Units): This course introduces the laws, regulations, standards, policies and procedures and early childhood curriculum related to child health, safety, and nutrition. The key components that ensure physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. This course also focuses on integrating the concepts into everyday planning and program development for all children. Students are required to participate in and pass the American Red Cross Infant/Child CPR and First Aid course.

Teaching in a Diverse Society (3-Units): An examination of the underlying theoretical principles ofdevelopmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.

Observing and Recording Children's Behavior (3-Units): This course focuses on the appropriate use of a variety of assessment and observation strategies to document child development, growth, behaviors, play and learning, and to join with families

Attachment E

and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. Child observations will be conducted and analyzed.

o IGETC AREA 1 ENGLISH COMMUNICATIONS - English Composition (3-Units), Critical Thinking (3-Units), and Oral

Communications (3-Units)

o IGETC AREA 2 MATHEiv,1ATICAL CONCEPTS AND QUANTITATIVE REASONING

- Introduction to Statistic.s (3-Units)

o IGETC AREA 3 ARTS AND HUMANITIES - Jazz, Blues, and Popular Music in American Culture A & B (6-Units), Introduction to

Humanities (3-Units)

o IGETC AREA 4 SOCIAL BEHAVIOR SCIENCES - Child, Growth, Development (3-Units), Social Problems (3-Units), Introductiori.-to

Psychology (3-Units)

o IGETC AREA 5 PHYSICAL AND BIOLOGICAL SCIENCES - Physical Science (3-Units}, Biological Science (3-Units), Laboratory (I-Unit)

Attachment F

SEIU HEAD START APPRENTICESHIP STANDARDS

TIER 3 RSI REQUIREMENT: 2160 hours (120 semester units), including all required coursework in general education, major preparation and electives necessary to complete the Bachelor of Arts (BA) degree in Early Childhood Education/Child Development.

o 60 semester units credited from Tier I and Tier II RSI Requirements o 33 semester units in upper division early childhood education degree major core

coursework o 27 upper-division general education courses based on the BA degree audit conducted by

the articulation program specialist (APS) at the University which issues the BA degree

EARLY CHILDHOOD EDUCATION COURSES THAT MEET THE BA DEGREE REQUIREMENTS

o UPPER DIVISION CORE COURSWORK IN EARLY CHILDHOOD EDUCATION

- LBSU 302 lnformation Fluency and Academic Integrity (3-Units): This course is designed to provide students with lifelong research and information literacy skills. Students will gain working knowledge of library resomces as well as those within their profession. Coursework is designed to engage students as active researchers honing their ability to evaluate, analyze, organize, synthesize, and ethically use information.

- LBSU 304 Liberal Arts Core Foundation (3-Units): This course is designed to support students to achieve success in upper division courses and realize their academic goals. Students will explore and analyze the multiple perspectives in liberal arts and higher education. Through personal reflection, students will apply their understanding of a liberal arts education to their own career goals and lives.

The Professional Early Childhood Education (3-units): This course provides a broad orientation to the profession of early childhood education, including ethical responsibilities and effective communication.

Effective Support for Children with Exceptional Needs and Their Families {3-Units): This course introduces students to the field of early childhood special education as well as the legal and educational basis for intervention with an emphasis on serving children in their natural environment. Students will examine a variety of disabilities and at-risk conditions. They will explore ways to collaborate with families and other professionals to improve educational outcomes for young children with exceptionalities, disabilities and/or the gifted.

- Dual Language Learners and their Families {3-Units): This course focuses on young children who are learning more than one language. Students will identify the paths to multilingualism, and factors affecting second language acquisition. Based on these understandings, students will implement strategies for fostering and assessing dual language learners' language, literacy, and learning.

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Attachment F

- Social and Emotional-Competence in Early Childhood Education (3-units): This course focuses one understanding and implementing evidence-based practices for promoting children's social and emotional development and preventing challenging behaviors. Students will examine the critical nature of emotional support and responsive relationships as they relate to promoting the social and emotional competence of young children.

- Integrating Learning Standards in Early Childhood Settings: Language and Literacy (3-units): In this course, students will enhance their understanding of language and literacy development and use this knowledge to develop lessons and activities that promote language and literacy development and skills.

- Integrating Learning Standards in Early Childhood Settings: Math and Science (3-units): In this course, students will enhance their understanding of mathematics development and science content in ECE. They will use this knowledge to develop lessons and activities that promote numeracy and math development and skills.

The Intentional, Reflective Teacher (3-units): In this course, candidates focus on effective practices in early care and education. Candidates will explore the Classroom Assessment Scoring System (CLASS) and the ways the CLASS domains and dimensions connect ,vith CA Early Childhood Educator Competencies.

- Integrated Practice in Early Childhood Education-Practicum II (3-units): In this course, students apply knowledge from previous coursework and develop skills in planning and implementing developmentally appropriate learning experiences, integrated instruction and learning environments. Candidates complete 60 hours of fieldwork in an Early Childhood Education setting.

The Early Childhood Teacher as Decision Maker (Capstone) (3-units): Students will integrate understandings of child development, learning theory, assessment and learning foundations to develop and maintain healthy, safe, supportive and challenging learning environments and instruction for young children. Students will analyze research and Oyvelop a proposal to address a challenge they have identified within the early childhood setting.

o 27 UPPER-DIVISION GENERAL EDUCATION COURSES BASED ON BA DEGREE AUDIT (DIFFERS FOR EACH STUDENT)

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APPRENTICESHIP RATE PROPOSAL

HEAD START APPRENTICESHIP PROGRAM

Tier I: Associate Teacher with Associate Teacher Permit Period . ... NJ;iit.Il'.Quf~iner';perfod.,(mcontplete'.befo~e aIJ~i~cjnJ'~~lt " .... }\fQpib~i; .W~l!1

1 2000 12 $14.00

2000 total hours over 1 year Upon completion of2000 hours $14.00

Upon receipt of Associate Teacher Permit $15.87

. t f Art DT"1er II Teacherw1'th A ssoc1a eo s egree .Period.. . 'Miti a'ou'rsoer netiod to comntefe't6'~Wi?~i ~avancem(!nt . .. .Afi!/rttns": ' Wa!!e ..

1 1000 12 $15.87

2 1000 12 $17.42 3 1000 12 $18.99

3000 total hours over 3 years Upon completion of3000 hours $15.87

Upon receipt of Associate of Arts Degree $18.99

Tier Ill: Teacher with Bachelor of Arts Degree 4~\)'riod; ; Nii,r;ffqqrl;',def;ii~ricitJ\itoicomlJfet~bifore;;~q\'~pten:(eJ!(}; ,. "M'.tluibs . I. "\V#!!eY

1 1000 12 $18.99

2 1000 12 $19.47 3 1000 12 $19.94 4 1000 12 $20.23

4000 total hours over 4 years Upon completion of 4000 hours $18.99 Upon receipt of Teacher Permit $20.23

Structure BookmarksAPPRENTICESHIP STANDARDS of the SEIU Head Start Apprenticeship Program t::_/2,Pte;.~~ Attachment A California Head Start Apprenticeship Work Processes -Tier 1 O-Net Code: 39-9011.00S TIER 1: Teacher Assistant with Associate Teacher Permit Approx. Hrs. Attachment B California Head Start Apprenticeship Work Processes -O-Net Code: 39-9011.00A Attachment C California Head Start Apprenticeship Work Processes -U-Net Code: 39-9011.00T Attachment D Attachment E Attachment F

Documents

100007 S.E.I.U. Headstart Apprenticeship Functions The functions ofthe apprenticeship committee shall be to: 1. develop an efficient program of apprenticeship through systematic on-the-job