“When our [early childhood education] students graduate, anyone who wants a job has a job. A decent job as a lead teacher. Unfortunately, they’re not making a living wage. Unless we change that, we’re not going to get the results the community wants. It’s not just for the state to solve. It’s a work force issue. Businesses have to be involved as well. When you look at the brain research, this is where you should be investing the most.”
Charlene Mara, Quinsigamond Community College, Eye on Early Education, 2012
Eye on Early Education focuses on the twin goals of ensuring that Massachusetts children have access to high-quality early education and become proficient readers by the end of third grade.
Compensation has been largely absent from all of the discussion around increased educator credentials. While grants and scholarships help some attain those credentials, it is simply unrealistic to think they will stay in the field long-term, being so poorly compensated.
Suzanne, thank you for your comment. I agree there has not been nearly enough done to address the disconnect between credentials and compensation. To support our educators and the quality and continuity of services that make a positive difference for our children and families, it is critical that compensation be addressed. At the Board of Early Education and Care, we are working on it at every opportunity and there is more we can and should do. But the state cannot do it alone. I agree with Charlene that closing the compensation-credentials gap will require both public and private engagement and investment.
Your quote speaks to the importance of developing leadership skills in our rising Early Childhood Educators. This workforce issue has far reaching impacts that can be addressed through community support and a shift in the system of care.