Vermont’s early childhood educators showed near universal agreement with the recommendations for professional compensation. In addition to this strong support, members of the workforce added questions or comments along consistent themes that the Task Force agrees must be addressed. See the Compensation Document for details, including context and process. The main points are addressed on this page and in the video.
Consensus Document: Compensation (full)
Discussion Draft: Professional Compensation (2021)
Consensus Document: Compensation Video (6:46, 2021)
1. Support for professional compensation that will:
a. Be comparable for ECEs with comparable qualifications, experience, and job responsibilities, regardless of their setting
Workforce survey: Agree – 99%
b. Include provision of an adequate benefits package
Workforce survey: Agree – 99%
c. Increase in proportion with increased preparation and competency
Workforce survey: Agree – 97%
d. Not be differentiated on the basis of the ages of children served
Workforce survey: Agree – 99%
2. Support for a standard of comparability that uses public schools as a minimum benchmark
Workforce survey: Agree – 96%
3. Support for new, dedicated funding streams targeted toward the preparation and compensation of the workforce and that supplement existing funding
Workforce survey: Agree – 99%
4. Agreement with the need to have the necessary supports to meet the requirements for being an early childhood educator
Workforce survey: Agree – 97%
5. Agreement that establishing clarity about who early childhood educators are and what they will be accountable for creates a stronger argument for sustained and significant public investments
Workforce survey: Agree – 99%
The Task Force analyzed survey comments to understand what questions and concerns respondents have, even as they express support for the recommendations. The key themes are these:
a. With the differences, how do we look to the public schools as the standard of comparability in establishing professional compensation for early childhood educators?
b. As we establish professional compensation, how will the experience, education and expertise of the existing workforce be valued?
c. What will the benefits package look like and how will it work?
d. Where will the funding for increased compensation come from?
The Task Force’s responses to these questions and concerns are in the full Consensus Document.
Sustaining workforce support for recommendations around professional compensation will depend on how everything unfolds. Beyond the words of this Consensus Document, planning and the details will matter going forward. The Task Force recommends the following:
a. To be workforce-led, that the voices of the current ECE workforce be central in implementation design, so that our questions and concerns inform planning
b. That design work moves forward on a wage scale, including an approach to benefits packages
c. That design work begins on the transition/ “bridge” that factors in the experience and professional growth of the existing workforce in determining a professional designation with accompanying wage level
d. For a trustworthy process, that we continue effective workforce outreach and engagement, provide updated information, and build workforce leadership
