Running head: A COMPARISON OF PROFESSIONAL DEVELOPMENT 1

A Comparison of Professional Development Requirements for Teachers

Ebone J. Bonham

The University of Houston

CUIN 7314: Sociocultural Context and Policies in Bilingual Education

A COMPARISON OF PROFESSIONAL DEVELOPMENT 2

A Comparison of Professional Development Requirements for Teachers

According to Collaborative for Children (2020), 90% of a child’s brain structure

develops, which will act as the foundation for that child’s future academic success. “A child’s

earliest experiences—especially positive interactions with the adults in their lives—stimulate and

strengthen these neural connections as they are being formed” (Collaborative for Children,

2020). Teachers must be prepared and properly trained before entering the classroom, and

administrators should invest in continuing their teaching staff’s professional growth and

continued education. According to Edutopia (2008), teacher-preparation programs should focus

on subject-matter mastery and provide teachers with opportunities to spend time under the

supervision of an experienced mentor. “Just as professionals in medicine, architecture, and law

have opportunities to learn through examining case studies, learning best practices, and

participating in internships, exemplary teacher-preparation programs allow teacher candidates

the time to apply their learning of theory in the context of teaching in a real classroom”

(Edutopia, 2008).

The focus of this literature review is to look at the professional development

requirements for early childhood professionals in Texas and then compare them to the

requirements in Minnesota, Colorado, and Arizona; research on the training requirements for

Texas-certified teachers was conducted, but the requirements for professionals working in early

learning centers were more closely looked at.

Policy Background

Arizona

Arizona’s Department of Health Services has the Bureau of Child Care Licensing “to

monitor the health, safety and well being of children in child care centers and child care group
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homes” (Arizona Administrative Code and Arizona Revised Statutes for Child Care Facilities,

2010).

Article 4 includes the training requirements for facility staff. According to Article 4, the

owner or administrator is required to provide an orientation to new staff members and volunteers

within 10 days of their hire date (Arizona Administrative Code and Arizona Revised Statues for

Child Care Facilities, 2010). Arizona’s Bureau of Child Care Licensing (2010) requires that this

orientation must include the following topics: facility philosophy and goals; the names, ages, and

developmental expectations of children staff members may be responsible for; health needs,

nutritional requirements, and known allergies of children staff members may be responsible for;

lesson plans; discipline and guidance; hand-washing techniques; diapering and toileting

techniques; food preparation, service, sanitation, and storage for staff members responsible for

preparing meals; feeding infants and the preparation, handling, and storage of infant formula and

breast milk for staff members assigned to infants; recognition of illness and infestation; child

abuse or neglect; accident and emergency procedures; staff responsibilities; sun safety policies

and procedures; outdoor activity safety; transportation procedures for staff members responsible

for transporting children; and field trip procedures, if applicable.

According to the Bureau of Child Care Licensing (2010), staff members and volunteers

must complete at least 18 annual training hours in at least two topics within each subsection:

child growth and development; health and safety issues; program administration, planning,

development, or management; and availability of community services and resources, including

those available to children with special needs. “A staff member who provides child care services

to an infant completes at least 6 hours in (B)(1)(a)(i) [infant growth and development] every 12

months after the staff member’s starting date” (Arizona Administrative Code and Arizona
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Revised Statues for Child Care Facilities, 2010). Staff members need to obtain first-aid and CPR

training; they are responsible for maintaining current training in both topics. Lastly, the Bureau

of Child Care Licensing (2010) facility directors are required to complete six annual training

hours in program administration, planning, development, or management.

The minimum of clock hours for each subsection depends on each staff member’s

experience before their hire date at the early learning program. “A staff member who has less

than 12 months of child care experience before the staff member’s starting date, completes at

least 12 hours in one or more of the topics in subsection (B)(1)(a) [child growth and

development] in the staff member’s first 12 months at the facility” (Arizona Administrative Code

and Arizona Revised Statues for Child Care Facilities, 2010). In contrast, staff members with 12

or more months of early childhood experience are required to complete six hours in child growth

and development (Arizona Administrative Code and Arizona Revised Statues for Child Care

Facilities, 2010).

Colorado

The Colorado Office of Early Childhood of the Department of Human Services develops

the Rules Regulating Child Care Centers, which includes the requirements for staff development.

Prior to working with children, all staff must complete pre-service training, and the training must

include: “building and physical premises safety, including identification of and protection from

hazards that can cause bodily injury such as electrical hazards, bodies of water, and vehicular

traffic; and handling and storage of hazardous materials and appropriate disposal of bio

contaminants” (Colorado Department of Human Services, 2017). According to the Colorado

Office of Early Childhood (20187), employees and volunteers must receive training in child

abuse prevention and how to report suspected or known child abuse or neglect within 30 days of
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their hire date. Furthermore, “the child care center must ensure that all staff are familiar with the

licensing rules governing child care centers within thirty (30) calendar days of employment at the

center” (Colorado Department of Human Services, 2017). In addition, the Colorado Office of

Early Childhood (2017) requires staff to complete training in Occupational Safety and Health

Administration (OSHA) requirements. Those staff members responsible for infants younger than

12 months must obtain training in safe-sleep, and staff members working with children younger

than three years of age are required to complete training in the prevention of shaken

baby/abusive head trauma (Colorado Department of Human Services, 2017). Staff responsible

for collecting, reviewing, and maintaining children’s immunization records must complete the

Colorado Department of Public Health and Environment (CDPHE) immunization course

(Colorado Department of Human Services, 2017).

“All staff who work with children must complete a minimum of fifteen (15) clock hours

of training each year…at least three (3) clock hours per year must be in the focus of social

emotional development” (Colorado Department of Human Services, 2017). Certain pre-service

training requirements are required to be renewed annually by employees and/or volunteers. For

example, training topics on safe-sleep, shaken baby/abusive head trauma, children’s

immunization records, OSHA requirements, child abuse prevention, and reporting suspected or

known child abuse or neglect are required every year (Colorado Department of Human Services,

2017). Lastly, the Colorado Office of Early Childhood (2017) requires that all annual training be

relevant to at least one of the following areas: child growth and development; child observation

and assessment; family and community partnership; guidance; health, safety and nutrition;

professional development and leadership; program planning and development; or teaching

practices.
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Minnesota

“The [Minnesota] Department of Human Services is responsible for licensing and

monitoring child care centers for compliance with licensing requirements”. The statutes and

administrative rules for licensed early learning centers can be found in the Minnesota

Administrative Rules, Chapter 9503 Department of Human Services Child Care Center

Licensing.

The Minnesota Department of Human Services (2016) requires pre-service training for

all licensed early learning center providers. “Pre-service training ensures providers have the

knowledge and skills necessary to provide a healthy and safe environment for the children in

care” (Minnesota Department of Human Services, 2016). The requirements are different

depending on an individual’s role in the early learning center. All staff and volunteers must

attend orientation that covers the “center’s philosophy, procedures for maintaining health and

safety, handling emergencies and accidents, job responsibilities, behavior guidance, and

maltreatment reporting” (Minnesota Department of Human Services, 2016). There is no

minimum of clock hours required. According to the Minnesota Department of Human Services

(2016), staff and volunteers who care for infants will need to complete 30 minutes of training in

sudden unexpected infant death. “Staff and volunteers that care for children under school age”

(Minnesota Department of Human Services, 2016) will need to complete 30 minutes of training

in abusive head trauma. In addition, staff who are responsible for placing children in a safety seat

for transportation must complete three clock hours in child passenger restraint training

(Minnesota Department of Human Services, 2016). Also, all lead and assistant teachers must

complete first-aid and CPR training, but there is no minimum number of clock hours specified

(Minnesota Department of Human Services, 2016). Finally, according to the Minnesota

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Department of Human Services (2016), staff are obligated to complete two hours of training in

child growth and development in the first year of their teaching.

The Minnesota Department of Human Services (2016) requires ongoing training for all

licensed early learning center providers. “Ongoing training is required to ensure providers

continue to develop knowledge and skills regarding minimum health and safety standards, as

well as to promote professional development skills that in turn result in higher quality learning

environments” (Minnesota Department of Human Services, 2016). According to the Minnesota

Department of Human Services (2016), the amount of annual, in-service training required for

directors and staff varies between 20 to 40. The Minnesota Department of Human Services

(2016) state that staff who care for infants are required to complete 30 minutes of training in

sudden unexpected infant death each year, and staff and volunteers who will care for children

under school age will complete 30 minutes of annual training in abusive head trauma.

The frequency of training requirements for Minnesota early learning center personnel

varies. Lead and assistant teachers must complete or renew their first aid and CPR training every

three years, and staff who will be responsible for placing children in a car seat for transportation

must complete three clock hours in child passenger restraint every five years (Minnesota

Department of Human Services, 2016).

Texas

Early Learning Center Educators. The Texas Human Resources Code, Chapter 42,

requires the Texas Health and Human Services Commission (HHSC) to regulate early learning

program activities in Texas and enforce the minimum standards (Texas Health and Human

Services Commission, 2020). “The Minimum Standards mitigate risk for children in out-of-home
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care settings by outlining basic requirements to protect the health, safety and well-being of

children in care” (Texas Health and Human Services Commission, 2020).

The Regulatory Services Division of the HHSC Child Care Regulation Department is

responsible for developing rules for early learning programs to follow (Texas Health and Human

Services Commission). Once the rules are reviewed and adopted, they become a part of the

Texas Administrative Code (TAC). There are sets of Minimum Standards for each type of early

learning program setting, such as homes, shelter care, school-age programs, and centers. Each set

of standards is based on a specific chapter of TAC, like Chapter 746 is for centers.

According to the Minimum Standards for Child-Care Centers (2021), there are different

types of training employees are required to complete during their employment. There is

orientation, pre-service, pediatric first aid and cardiopulmonary resuscitation (CPR), and annual

training; training on transportation safety is required if the program offers those services to

students and their families (Texas Health and Human Services Commission, 2021). Majority of

the types of trainings required have a minimum of clock hours the employee needs to complete.

Any individual who does not have ample experience in early childhood education is

required to complete 24 clock hours of pre-service training (Texas Health and Human Services

Commission, 2021). Pre-service training must include the following topics: developmental stages

of children; age-appropriate activities; positive guidance and discipline; fostering children’s self-

esteem; supervision and safety practices; positive interactions; and preventing and controlling the

spread of communicable diseases (Texas Health and Human Services Commission, 2021). The

HHSC (2021) requires teachers to receive one hour of training in shaken baby syndrome and

abusive head trauma, safe-sleep practices and preventing sudden infant death syndrome (SIDS),

and early childhood brain development if they care for children younger than 24 months of age.
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Employees, specifically teachers, are required to complete 24 clock hours each year, and

directors are required to obtain at least 30 clock hours of annual training (Texas Health and

Human Services Commission, 2021). If a program offers transportation services, the director and

any driver are required to obtain two clock hours every year (Texas Health and Human Services

Commission, 2021). Annual training for teachers needs to be completed in certain topics. At

least six clock hours need to cover content in child development, guidance and discipline, age-

appropriate curriculum, or teacher-child interactions (Texas Health and Human Services

Commission, 2021). According to the Minimum Standards for Child-Care Centers (2021),

teachers must receive at least one clock hour on prevention, recognition, and reporting of child

maltreatment. If a teacher cares for children 23 months and younger in age, he or she must

receive one clock hour of training covering the following topics: recognizing and preventing

shaken baby syndrome and abusive head trauma; understanding and using safe-sleep practice and

preventing SIDS; and understanding early childhood brain development (Texas Health and

Human Services Commission). The standards do not require a specific amount of clock hours,

but teachers must obtain training covering topics in: emergency preparedness; preventing and

controlling the spread of communicable diseases, including immunizations; administering

medication, if applicable; preventing and responding to emergencies due to food allergic

reaction; understanding building and physical premises safety; and handling, storing, and

disposing of hazardous materials (Texas Health and Human Services Commission, 2021). Lastly,

teachers must ensure the remaining training they receive is related to: caring for children with

special needs; child health; safety; risk management; identification and care of ill children;

cultural diversity for children and families; effective communication with families; time and

stress management; planning developmentally appropriate learning activities; observation and

A COMPARISON OF PROFESSIONAL DEVELOPMENT 10

assessment; attachment and responsive caregiving; minimum standards and how they apply to

caregivers; and other topics relevant to the age group the teacher is assigned to care for (Texas

Health and Human Services Commission, 2021).

The required annual training for directors is similar to the requirements for teachers, but

there is an additional training requirement for directors to fulfill. All directors, depending on

their leadership experience, are required to complete clock hours in management techniques,

leadership, or staff supervision (Texas Health and Human Services Commission, 2021). Lastly, if

the program cares for children under 24 months of age, the director is required to complete

training in the same topics required for teachers regarding infant care (Texas Health and Human

Services Commission, 2020).

State Certified Teachers. “The Texas Education Agency [TEA] is committed to

ensuring quality educator preparation programs that recruit and prepare qualified educators who

meet the needs of all learners in today’s and tomorrow’s Texas classrooms” (Texas Education

Agency). The ongoing professional development requirements for certified teachers can be found

in TAC, Title 19, Part 7, Chapter 232 General Certification Provisions, Subchapter A Certificate

Renewal and Continuing Professional Education Requirements. According to TEA, all certified

classroom teachers in Texas are required to complete 150 Continuing Professional Education

(CPE) clock hours before the end of their five-year renewal period. Classroom teachers must

complete their CPE hours on the content area knowledge and skills and the professional ethics

and standards of conduct related to their certification.

At least 37.5 CPE clock hours need to cover training in the following topics: collecting

and analyzing information that will improve teacher efficacy in the classroom; recognizing early

indicators that a student may be at risk of dropping out of school; digital learning, digital
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teaching, and integrating technology into the classroom’s curriculum; educating diverse student

populations; understanding appropriate relationships, boundaries, and appropriate

communication between teachers and students; and how mental health conditions, grief, and

trauma can affect students’ academic success (Texas Education Agency, 2019). Although there is

no set required number of CPE clock hours, “educators who teach students with dyslexia must

include training regarding new research and practices in educating students with dyslexia”

(Texas Education Agency, 2019). According to TEA (2019), educators must also participate in

training activities that include: an evidence-based mental health first-aid training program or a

training program covering grief- and trauma-informed care; suicide prevention; the use of an

automated external defibrillator (AED) approved under the Texas Health and Safety Code; the

use of technology to increase a teacher’s digital literacy; and the use of technology in classroom

instruction that improves teaching, assessment, and instructional practices.

Similarities

Pre-service Training

There are similarities of pre-service training requirements across Arizona, Colorado,

Texas, and Minnesota; for the sake of this literature review, some of Arizona’s requirements for

staff orientation were used to compare to the other states’ pre-service obligations. All states

require their staff to obtain quality first-aid and CPR training before caring for children. Other

common required topics for pre-service training are for two or more states include: child abuse

and neglect; curriculum, lesson plans, and age-appropriate activities; discipline and guidance;

safety practices; shaken baby syndrome and abusive head trauma; safe-sleep practices and

preventing SIDS; and health needs and practices.

Ongoing Training
A COMPARISON OF PROFESSIONAL DEVELOPMENT 12

Colorado, Texas, and Minnesota each require infant teachers to complete training in

shaken baby syndrome, abusive head trauma, safe-sleep, and SIDS. Infant teachers in Texas and

Arizona require annual training in early childhood or infant development. Training in safety,

child development, and child health are required for early childhood educators in Colorado,

Texas and Arizona. Transportation safety training is required in both Minnesota and Texas. In

Texas and Colorado, teachers of early learning programs are required to complete annual training

in the following topics: observation and assessment; nutrition, as well as preventing and

responding to food allergic reactions; discipline; preventing the spread of communicable

diseases, like immunizations; and child abuse, neglect, and maltreatment.

Differences

Pre-service Training

Differences in pre-service requirements were found. For instance, the minimum clock

hour requirement varies for each state. Texas requires 24 training hours in pre-service, while

Minnesota requires teachers to complete six hours. Although Minnesota and Texas both require

teachers to complete pre-service training in abusive head trauma, Texas only requires teachers

caring for children younger than 24 months of age to take training on this topic. In addition,

some states required pre-service training in topics the others did not. Colorado is one state that

requires training in multiple topics that the other states’ statutes did not mention. For example,

Colorado is the only state to require all employees to complete training in OSHA and the state’s

licensing statutes. In addition, training is required for those employees who plan to collect and

maintain children’s immunization records. Likewise, Arizona requires employees to complete

pre-service training in general nutrition, nutrition for infants, field trips, outdoor activity safety,

and sun safety. Finally, Texas is the only state that requires pre-service training in the following
A COMPARISON OF PROFESSIONAL DEVELOPMENT 13

topics: fostering children’s self-esteem; supervision; teacher-child interactions; and early

childhood brain development for teachers who care for children younger than 24 months of age.

Ongoing Training

One main difference noticed of the states’ annual training requirements was the minimum

amount teachers and/or directors were required to obtain. For example, Texas requires directors

and teachers to complete 30 and 24 annual clock hours, respectively; in-service training required

for directors and staff varies between 20 to 40. Early learning professionals are required to

complete 15 and 18 annual training hours in Colorado and Arizona, respectively. In addition, the

frequency of in-service training is different between Texas and Minnesota in certain topics, like

transportation safety. For instance, teachers and directors in Texas are required to complete

training in transportation safety each year while the frequency in Minnesota is every five years.

Finally, Arizona has a minimum clock hour requirement for teachers on specified topics

dependent of their years of experience in early childhood education.

Another difference found is that many states require training in topics that the others do

not. For instance, Texas requires annual and/or ongoing training in more topics than the other

states. Texas early childhood educators are obligated to complete annual training in the following

topics: the licensing statutes and rules; cultural diversity; risk management; time and stress

management; children with special needs; teacher-child interactions; emergency preparedness;

effective communication with families; and curriculum and planning developmentally

appropriate activities. Staff responsible for administering medication are also required to

complete annual training. In addition, Arizona requires early childhood educators to complete

annual training in community resources for families. Finally, Colorado requires early childhood
A COMPARISON OF PROFESSIONAL DEVELOPMENT 14

educators to complete ongoing training regarding the family and community partnership and the

OSHA requirements.

It should be noted that Texas-certified classroom teachers are required to receive 150

CPE clock hours every five years to renew their certification. In addition, certified teachers are

expected to take training in trauma-informed care, suicide prevention, digital learning, and how

to integrate technology in their classrooms.

Statement of the Problem

There are both similarities and differences regarding early learning programs amongst the

state policies of Arizona, Texas, Minnesota, and Colorado. With this knowledge, it is important

to determine how effective these guidelines are in preparing the educators to teach their students.

Literature Review

Method

Initially, I was only going to review scholarly works on the training requirements of early

childhood educators in Texas. The first keyword search in ProQuest was used to locate any

theses or dissertations regarding the training requirements of daycare teachers. However, this

search yielded limited results. For instance, there was a result of a study capturing teachers’

thoughts on training in recognizing the signs of child abuse and neglect, but this study was not

included because the study was conducted in California. Another result came from the search

that involved a study of teachers in New Mexico that was, therefore, excluded from this literature

review. In addition, the search provided scholarly works published decades ago; it was difficult

to find a study or peer review that was published within the last five years.

The second keyword search in ProQuest requested results in the “training requirements

for Texas daycare teachers”. Scholarly work by Shelley Ann Nicholson (2008) was included,
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because the study captured teachers’ training experiences in Texas. In addition, a study by

Simesha McEachern (2019) was included because it captured former Texas early childhood

educators’ perspectives on ongoing professional development. One dissertation was not included

because it specifically focused on how social and cultural factors impact students’ learning

experiences.

The third keyword search in ProQuest requested results regarding the Texas Minimum

Standards for Child-Care Centers. Although one result was specific on the purpose of the Texas

Minimum Standards, I chose to not include it because the peer review did not focus on

professional development requirements for educators.

The fourth keyword search in ProQuest requested results in “childcare regulatory services

professional development. Three results were found, but they were not included: one study only

examined the professional development requirements in the PDS setting; the second result

focused on understanding the identity of African American women in early childhood education

in Milwaukee; and the third result only examined the stress teachers experience and how they

management stress.

The fifth keyword search in ProQuest was used to locate theses and dissertations in

“professional development childcare regulatory services Texas and Pennsylvania”. However, this

search yielded limited results. For instance, there was a study found examining the competencies

of Taiwanese educators in preschool settings. Therefore, it was not included in this literature

review.

In an attempt to expand my search and build my literature review, studies and peer

reviews on the training requirements for early childhood educators in Arizona, Colorado, and

Minnesota were also included in the search criteria. Google Scholar was used to search for
A COMPARISON OF PROFESSIONAL DEVELOPMENT 16

scholarly articles in professional development requirements for the remaining three states. Most

of the articles resulting from these searches did not meet the criteria to be included in the

literature review. One article on the implications of teacher preparation for the early academic

achievement of Hispanics seemed promising, but I could not get access to the full text, so,

unfortunately, it was not included. Another article was involved the history of preschool in

Arizona, but it was solely on the idea and social construct of the term. Furthermore, there were

some articles that were catered to early childhood educators in other states not included in this

review. Consequently, a decision was made to not include any articles to critique or further

explore the training requirements mandated for early childhood educators in Arizona, Colorado,

or Minnesota.

Results

There were two results found regarding Texas’ training requirements for early childhood

educators. Nicholson (2008) conducted a study that captured the feedback and responses of

teachers on their training experiences. According to Nicholson (2008), most of the participants’

responses claimed their pre-service training did not prepare them for classroom instruction.

“Almost none of these teachers felt that they had been adequately prepared as teachers of young

children” (Nicholson, 2008). Furthermore, several teachers shared that they only completed the

minimum of the required ongoing training (Nicholson, 2008).

Conclusion

Considering the time spent on doing research on the topic and collecting relevant articles,

the keyword searches did not yield enough scholarly articles to include in the literature review. It

was difficult to find current studies or peer reviews on training requirements for early childhood

educators. The findings were either plentiful yet too broad or limited.
A COMPARISON OF PROFESSIONAL DEVELOPMENT 17

There may be studies or research available somewhere on the early childhood education

field, specifically staff professional development, but I believe more work needs to be done.

Educators should be advocates of their students and should take action to constantly improve

training requirements and teaching practices to improve learning outcomes.

A COMPARISON OF PROFESSIONAL DEVELOPMENT 18

References

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Statutes for Child Care Facilities. Bureau of Child Care Licensing.

https://www.azdhs.gov/documents/licensing/childcare-facilities/rules/bccl-child-care-

facility-rules.pdf

Avery, B. (1980). Assessment of Knowledge of Day-Care Center Workers in Basic Aspects of

Child Care: A Pilot Study. https://apps.dtic.mil/sti/pdfs/ADA101739.pdf

Collaborative for Children. (2020). Quality Early Learning: Why it Matters.

https://www.collabforchildren.org/about/quality-early-learning-why-it-matters

Colorado Department of Human Services. Rules Regulating Child Care Centers (Less than 24-

Hour Care). Colorado Office of Early Childhood.

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uCcu9IZH24_bvIHdxTNbMI43gN0IIs

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McEachern, S. (2019). Early Childhood Teachers’ Perceptions of Rising Standards and

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Minnesota Department of Human Services. Licensed child care centers.

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education/centers/

Minnesota Department of Human Services. (September 2016). Licensed Child Care Training

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A COMPARISON OF PROFESSIONAL DEVELOPMENT 19

Nicholson, S. (2008). “There is so much you can learn”: Child care teachers’ perceptions of

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https://www.sciencedirect.com/science/article/pii/S000282239600541X

Texas Administrative Code (TAC). Title 26 Part 1 § Chapter 746.

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tac_view=4&ti=26&pt=1&ch=746

Texas Education Agency. (2019). Continuing Professional Education, as amended by SB 11 and

HBs 18, 403, and 2424, 86th Texas Legislature.

https://tea.texas.gov/sites/default/files/Teacher_CPE_2019_%2086th_TX.Leg_.pdf

Texas Education Agency. Continuing Professional Education Information.

https://tea.texas.gov/texas-educators/preparation-and-continuing-education/continuing-

professional-education-cpe

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title-19-part-7
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