Early Childhood Career Pathways in Colorado

Staff Aide

Description

Staff Aides support Early Childhood Teachers by providing early care and learning to young children in a variety of settings. Staff Aides perform a variety of tasks like dressing, feeding, and overseeing educational and play activities.

Pathways

No experience, education, or credentials are required for this role. Infant Staff Aides must be eighteen years of age and Toddler, Preschool, and School Age Staff Aides must be sixteen years of age.

Staff Aides must work directly under the supervision of the Director or an Early Childhood Teacher. Staff Aides may be alone with and supervise no more than two preschool age children while assisting children with diapering and toileting.

Learn More About Staff Aid Roles

Guide to Becoming an Early Childhood Teacher

Assistant Teacher

Description

Assistant Teachers support Early Childhood Teachers by providing early care and learning to young children in a variety of settings. Assistant Teachers perform a variety of tasks like dressing, feeding, and overseeing educational and play activities.

Pathways

Assistant Teacher roles have multiple pathways that require combinations of experience, education, and credentials.

Assistant Teachers must work directly under the supervision of the Director or an Early Childhood Teacher. Assistant Teachers may be alone with and supervise children during certain times of the day (like opening hours, nap time, closing hours, toileting, etc.).

Learn More About Assistant Teacher Roles

Guide to Becoming an Early Childhood Teacher

Paraprofessional

Description

Paraprofessionals support Early Childhood Teachers by providing early care and learning to young children in public and private school settings. Paraprofessionals perform a variety of tasks like dressing, feeding, and overseeing educational and play activities.

Pathways

Paraprofessional roles have multiple pathways that require combinations of education and assessments.

Like Assistant Teachers, paraprofessionals must work directly under the supervision of the Director or an Early Childhood Teacher. Paraprofessionals may be alone with and supervise children during certain times of the day (like opening hours, nap time, closing hours, toileting, etc.).

Learn More About Paraprofessional Roles

Guide to Becoming an Early Childhood Teacher

Early Childhood Teacher

Description

Early Childhood Teachers instruct infants, toddlers, preschoolers, and school age children in activities designed to promote academic, social, physical, and intellectual growth in a variety of settings. They perform a variety of tasks like planning and implementing classroom curriculum/instruction, observation and assessment, child guidance, parent engagement, etc.

Classroom Teachers typically have a fixed room assignment. Floating Teachers typically float around to teach in various rooms or buildings. Substitute Teachers typically fill vacancies in programs.

Pathways

Early Childhood Teacher roles have multiple pathways that require combinations of experience, education, credentials, and certifications. 

Early Childhood Teachers are leaders of a classroom and may be alone with and supervise children according to their established group size and ratio. Under the direction of the Director, Early Childhood Teachers can also supervise/mentor classroom Staff Aides, Assistant Teachers, and Paraprofessionals.

Early Childhood Teacher Credentials do not expire and do not require renewal.

Learn More About Early Childhood Teacher Roles

Guide to Becoming an Early Childhood Teacher

Early Childhood Special Education Teacher

Description

Early Childhood Special Education Teachers focus on providing support and services to young children (birth to eight years of age) living with disabilities or developmental delays.

Early Childhood Special Education Teachers work to ensure that children with special needs receive appropriate interventions and educational opportunities. They collaborate with families, teachers, and other professionals to develop and implement Individualized Family Service Plans (IFSP) and Individualized Education Program (IEPs) for each child, provide instructional support, and monitor progress.

Pathways

Early Childhood Special Education Teacher (ECSE) roles in Colorado are required to be either licensed or endorsed in Early Childhood Special Education. Licensure/endorsement candidates are required to:

• Hold a bachelor’s degree or higher from a regionally accredited college or university.
• Complete 24 hours of ECSE specific coursework.
• Pass required PRAXIS Exams (5024, 5692, and 5205)
• Complete an approved Traditional Educator Preparation Program.

Learn More About Early Childhood Special Education Teacher Roles

Infant Program Supervisor

Description

Infant Program Supervisors provide direction for infant programming, infant curriculum and instruction, classroom environments, and safety procedures in infant programs.

Infant Program Supervisors can also function as Early Childhood Teachers or other roles when required and qualified.

Pathways

Infant Program Supervisor roles have multiple pathways that require combinations of experience, education, licenses, and certifications.

Infant Program Supervisors must be at least eighteen years of age and are required to be present for 60% of the hours of operation of the infant program.

Learn More About Infant Program Supervisor Roles

Program Administrator

Description

Program Administrators typically focus on specific administrative tasks, such as managing enrollment, maintaining records, handling billing and payments, and coordinating schedules. They support the overall function of the program, but may not be involved in strategic decision-making or program development to the same extent as the Center Director and Assistant Director.

Program Administrators can also function as Early Childhood Teachers or other roles when required and qualified.

Pathways

Certain Program Administrative roles have specific pathway requirements:

• Assistant Director Pathways
• Small Center Director Pathways
• Large Center Director Pathways

Most other Program Administrative Roles only require related experience and education. Depending on the specific administrative role, annual training may be required (like medication administration, immunizations, transporting children, etc.).

Learn More About Administrative Roles

Educational Coordinator

Description

Educational Coordinators often oversee educational programs within early childhood settings. This includes curriculum development, staff training, and ensuring that educational practices align with best practices and regulatory requirements. Educational Coordinators works closely with the Center Director and other Administrators to implement high-quality educational programs.

Educational Coordinators can also function as Early Childhood Teachers or other roles when required and qualified.

Pathways

Most Educational Coordinator Roles only require related experience and education. Annual professional development may be required to ensure efficacy and development of educational programs and curriculum.

Learn More About Educational Coordinator Roles

Assistant Director

Description

Assistant Directors support the Center Director in managing the day-to-day operations of the program. They may take on specific responsibilities delegated by the director, such as staff supervision, curriculum development, or administrative tasks. Assistant Directors play a key role in implementing the Center Director’s vision and ensuring that policies and procedures are followed.

Assistant Directors can also function as Early Childhood Teachers or other roles when required and qualified.

Pathways

Assistant Director roles have multiple pathways that require combinations of experience, education, credentials, and certifications.

Assistant Directors must be at least 18 years of age and work directly under the supervision of the Director.

Learn More About Assistant Director Roles

Small Center Director

Description

Center Directors typically have the highest level of responsibility and authority when compared to other administrative roles. They are responsible for the overall operation of the early childhood program. This includes overseeing staff, developing and implementing curriculum, managing budgets, ensuring compliance with regulations and licensing standards, and fostering relationships with families and the community. The Center Director often sets the vision and goals for the program and ensures that they are being met.

Small Centers are licensed for the enrollment of 5-15 children.

Pathways

Small Center Director roles have multiple pathways that require combinations of experience, education, credentials, and certifications.

Center Directors must be present at the center at least 60% of the hours of operation of the center.

Learn More About Small Center Director Roles

Large Center Director

Description

Center Directors typically have the highest level of responsibility and authority when compared to other administrative roles. They are responsible for the overall operation of the early childhood program. This includes overseeing staff, developing and implementing curriculum, managing budgets, ensuring compliance with regulations and licensing standards, and fostering relationships with families and the community. The Center Director often sets the vision and goals for the program and ensures that they are being met.

Large Centers are licensed for the enrollment of 16 or more children.

Pathways

Large Center Director roles have multiple pathways that require combinations of experience, education, credentials, and certifications.

Large Center Director certifications must be renewed. 

Center Directors must be present at the center at least 60% any day that the center is open. If the Center Director of a Large Center cannot be 60% of any day, an Assistant Director must be on site acting in the capacity of the Center Director.

Learn More About Large Center Director Roles

Family Child Care Home Business Owner

Description

Family Child Care Home Business Owners operate businesses in their homes that provide early care and learning services for young children. They typically provide early care and learning for a smaller number of children, often mixed ages. Family Child Care Home Business Owners are responsible for creating a safe and nurturing environment for children, developing age-appropriate activities and curriculum, managing administrative tasks such as record-keeping and billing, and ensuring compliance with licensing regulations and safety standards.

Pathways

Family Child Care Home Businesses are required to be licensed unless they are operating under one of the approved licensing exemptions.

Family Child Care Home Business Owners are required to comply with regulatory requirements according to the type of license they want/have. The most common type of license is the Regular Family Child Care Home, but there are other license types depending on children served and other factors:

• Three Under Eighteen Months Family Child Care Home License
• Infant Toddler Family Child Care Home License
• Large Family Child Care Home License
• Experienced Family Child Care Home License

Learn More About Family Child Care Home Business Owner Roles

Center Business Owner

Description

Center Business Owners own and operate businesses in center-based settings that provide early care and learning services for young children. They are responsible for overseeing all aspects of the center, including staffing, curriculum development, budgeting, and ensuring compliance with licensing and regulatory requirements.

Small Centers are licensed for the enrollment of 5-15 children. Large Centers are licensed for the enrollment of 16 or more children.

Pathways

Early Childhood Center Businesses are required to be licensed. Early Childhood Center Business Owners must comply with regulatory requirements according to the type of license they want/have. There are two different center-based license types:

• Small Center
• Large Center

Learn More About Center Business Owner Roles

Child Care Health Consultant

Description

Consultation is a collaborative, problem-solving process between an external consultant with specific expertise and adult learning knowledge and skills and an individual or group from one program or organization. Consultation facilitates the assessment and resolution of an issue-specific concern—a program/organizational, staff, or child-/family-related issue—or addresses a specific topic.

Every licensed child care center and preschool in Colorado is required to conduct at least one monthly visit with a Child Care Health Consultant (CCHC), a medical expert who helps these programs meet and surpass fundamental health and safety criteria. These professionals also extend their services to licensed camps, school-age programs, and Family Child Care Businesses through training sessions. CCHCs play a distinct and vital role in promoting the health, safety, and well-being of children in early childhood environments.

Child Care Health Consultants facilitate the legally mandated transfer of authority, referred to as delegation, enabling trained early childhood staff to dispense medications and conduct specialized health care procedures for children in their care. They assist in developing program policies regarding health and safety, illness and injury prevention and documentation, infectious disease management, health and safety training, classroom consultation, emergency preparedness, infant safe sleep, and dissemination of valuable community resources.

Pathways

Child Care Health Consultants are required to hold a current Colorado license as a Registered Nurse, Pediatric Nurse Practitioner, Family Nurse Practitioner, or Physician with knowledge and experience in maternal and child health.

Child Care Health Consultants are required to:

• Hold a Child Care Health Consultant (CCHC) Qualification in Colorado’s Professional Development Information System (PDIS).
• Provide early childhood programs served with documentation of their current medical or nursing license, biography, and training certificates.

Learn More About Child Care Health Consultant Roles

Early Childhood Mental Health Consultant

Description

Consultation is a collaborative, problem-solving process between an external consultant with specific expertise and adult learning knowledge and skills and an individual or group from one program or organization. Consultation facilitates the assessment and resolution of an issue-specific concern—a program/organizational, staff, or child-/family-related issue—or addresses a specific topic.

Early Childhood Mental Health Consultants possess extensive knowledge in early childhood development, social-emotional well-being, and mental health. They collaborate directly with early childhood professionals and caregivers to assist them in promoting the overall welfare of the children under their care. Early Childhood Mental Health Consultants also work closely with professionals to provide professional development, identify needs and work towards goals, support classrooms, support individual children, provide workshops for families, conduct developmental screenings, and provide resources and referrals.

Early Childhood Mental Health Consultants do not work directly with children, make diagnoses, or provide therapy.

Pathways

Early Childhood Mental Health Consultants typically have a master’s degree or higher in a mental health-related program such as psychology, social work, counseling, or a related program. Early Childhood Mental Health Consultants should also have specialized training or experience in early childhood mental health, which may include coursework, internships, becoming a Certified Pyramid Facilitator, or other relevant experiences specifically focused on young children’s mental health and development.

Additionally, Early Childhood Mental Health Consultants often have experience working with young children and their families, as well as knowledge of early childhood development and early childhood education practices. Early Childhood Mental Health Consultants may also be required to meet certain professional licensure or certification requirements, such as being licensed as a psychologist, social worker, counselor, or other mental health professional in the state of Colorado.

Learn More About Early Childhood Mental Health Consultant Roles

Pediatric Occupational Therapy Assistant

Description

Pediatric Occupational Therapy offers interventions aimed at assisting children in achieving developmental milestones, overcoming sensory challenges, and enhancing self-care, play, and self-regulation abilities.

Pediatric Occupational Therapy Assistants work under the supervision of licensed Occupational Therapists to help children develop or regain skills needed for daily living, play, and learning. They help carry out treatment plans, guide children through therapeutic activities, observe and assess children’s progress, and educate families and professionals.

Pathways

Pediatric Occupational Therapy Assistants in Colorado are required to:

• Complete an educational program accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) or the World Federation of Occupational Therapists (WFOT).
• Complete a minimum of 16 weeks of fieldwork.
• Complete an NBCOT Certification.
• Apply for and hold a current Colorado Occupational Therapy Assistant License.

Learn More About Pediatric Occupational Therapy Assistant Roles

Pediatric Occupational Therapist

Description

Pediatric Occupational Therapy offers interventions aimed at assisting children in achieving developmental milestones, overcoming sensory challenges, and enhancing self-care, play, and self-regulation abilities.

Pediatric Occupational Therapists assess children’s strengths and challenges in areas like fine motor skills, sensory processing, play skills, and self-care tasks. They set therapy goals, use a variety of activities and exercise, work closely with families and professionals, provide education and resources, and advocate for children’s needs.

Pathways

Pediatric Occupational Therapists in Colorado are required to:

• Complete an educational program accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) or the World Federation of Occupational Therapists (WFOT).
• Complete a minimum of 24 weeks of fieldwork.
• Complete an NBCOT Certification.
• Apply for and hold a current Colorado Occupational Therapist License.

Learn More About Pediatric Occupational Therapist Roles

Pediatric Physical Therapist Assistant

Description

Pediatric Physical Therapy offers interventions aimed at assisting children in improving movement, strength, balance, coordination, and overall physical function.

Pediatric Physical Therapist Assistants work under the supervision of licensed Physical Therapists to help children improve their movement, strength, and overall physical function. They implement therapy plans, conduct therapy sessions, provide feedback, document progress, and collaborate with families and professionals.

Pathways

Pediatric Physical Therapist Assistants in Colorado are required to:

• Graduate from a program accredited by the Commission on Accreditation in Physical Therapy (CAPTE).
• Pass the National Physical Therapy Exam (NPTE) administered by the Federation of State Boards of Physical Therapy (FSBPT).
• Hold malpractice insurance.
• Apply for and hold a current Colorado Physical Therapist Assistant License.

Learn More About Pediatric Physical Therapist Assistant Roles

Pediatric Physical Therapist

Description

Pediatric Physical Therapy offers interventions aimed at assisting young children in improving movement, strength, balance, coordination, and overall physical function.

Pediatric Physical Therapists specialize in the rehabilitation and treatment of movement and physical function issues in young children. They assess, diagnose, and treat young children, provide therapy, educate families, and collaborate with professionals.

Pathways

Pediatric Physical Therapists in Colorado are required to:

• Graduate from a program accredited by the Commission on Accreditation in Physical Therapy (CAPTE).
• Pass the National Physical Therapy Exam (NPTE) administered by the Federation of State Boards of Physical Therapy (FSBPT).
• Apply for and hold a Federation of State Boards of Physical Therapy (FSBPT) Identification Number.
• Hold professional liability insurance.
• Apply for and hold a current Colorado Physical Therapist License.

Learn More About Pediatric Physical Therapist Roles

Pediatric Speech-Language Pathology Assistant

Description

Pediatric Speech-Language Pathology offers specialized interventions aimed at assessing, diagnosing, and treating young children with communication and swallowing disorders like articulation, language, fluency, voice, and feeding and swallowing disorders.

Pediatric Speech-Language Pathology Assistants work under the supervision of licensed Speech-Language Pathologists to help children with communication and swallowing disorders improve their speech and language skills. They implement therapy plans, conduct therapy sessions, document progress, and collaborate with families and professionals.

Pathways

Pediatric Speech-Language Pathology Assistant (SLPA) roles are not licensed (no license exists in Colorado for SLPAs), however, current law permits issuance of a provisional Speech-Language Pathology Certificate to SLPAs. Provisional certificate holders may practice Speech-Language Pathology only under the supervision of a Speech-Language Pathologist who holds a Certificate of Clinical Competence and has passed the appropriate and clinical fellowships adopted by the Director.

Learn More About Pediatric Speech-Language Pathology Assistant Roles

Pediatric Speech-Language Pathologist

Description

Pediatric Speech-Language Pathology offers specialized interventions aimed at assessing, diagnosing, and treating young children with communication and swallowing disorders like articulation, language, fluency, voice, and feeding and swallowing disorders.

Pediatric Speech-Language Pathologists specialize in diagnosing and treating communication and swallowing disorders in young children. They assess children’s speech, language, communication, and swallowing abilities, diagnose disorders, develop individualized treatment plans, provide therapy sessions, educate and support families, and collaborate with professionals.

Pathways

Pediatric Speech-Language Pathologists in Colorado are required to:

• Hold a master’s degree in communication sciences and disorders from an accredited institution.
• Successfully complete a clinical fellowship accredited by the American Speech-Language-Hearing Association (AHSA) or another clinical fellowship approved by the Director.
• Pass the National Examination approved by AHSA or another examination that is substantially equivalent with proof of passing scores OR hold a Certificate of Clinical Competency from AHSA.
• Hold professional liability insurance.
• Apply for and hold a current Colorado Speech-Language Pathologist License.

Learn More About Pediatric Speech-Language Pathologist Roles

Postpartum Doula

Description

Postpartum Doulas provide physical, emotional, and informational support to individuals and families in the weeks and months following childbirth. They help ease the transition into parenthood and provide assistance with the challenges that can arise during this time. Postpartum Doulas also provide emotional and practical support, education and information, breastfeeding support, sibling and family adjustment support, referrals, and self-care strategies during postpartum.

Pathways

Postpartum Doula roles and pathways can vary depending on the specific program or organization, but most are required to:

• Complete a Postpartum Doula Training Program.
• Hold a Postpartum Doula Certification through a professional organization like DONA International, or the Childbirth and Postpartum Professional Association (CAPPA).

Learn More About Postpartum Doula Roles

Lactation Consultant

Description

Lactation Consultants are healthcare professionals who specialize in the clinical management of breastfeeding. They provide education, support, and assistance to breastfeeding individuals and families. Lactation Consultants also conduct assessments, provide education and support, problem-solve with families, and provide referrals.

Pathways

In Colorado, Lactation Consultant roles are often referred to as International Board-Certified Lactation Consultants (IBCLCs), a globally-recognized certification. International Board-Certified Lactation Consultants are required to:

• Complete Health Science Education and Lactation-Specific Education
• Complete one of three pathways to obtain required Clinical Practice hours.
• Commit to a Code of Professional Conduct.
• Pass the IBCLC Examination.

IBCLC Credentials must be renewed every five years.

Learn More about Lactation Consultant Roles

Newborn Care Specialist

Description

Newborn Care Specialists are trained professionals who specialize in the care of newborn infants. They are typically hired by families to provide support and guidance during the early weeks and months of a baby’s life. Newborn Care Specialists are skilled in all aspects of newborn care and development, provide guidance on sleep patterns, feeding modalities, and medical issues, and help families understand and respond to their baby’s needs.

Pathways

Newborn Care Specialist roles and pathways can vary depending on the specific program or organization, but most are required to:

• Have education and experience in early childhood education and/or newborn care.
• Complete specialized training programs in newborn care, infant CPR and first aid, breastfeeding support, and other relevant topics.
• Complete a Newborn Care Specialist Certification through a professional organization like the Newborn Care Training Academy, Newborn Care Specialist Association, or another reputable professional organization.

Learn More About Newborn Care Specialist Roles

Apprenticeship Mentor

Description

Mentoring is a relationship-based process between colleagues in similar professional roles, with a more-experienced individual with adult learning knowledge and skills (the mentor) providing guidance and example to the less-experienced individual (the mentee). Mentoring is intended to increase an individual’s personal or professional capacity, resulting in greater professional effectiveness.

Apprenticeship Mentors are experienced early childhood professionals who provide guidance, support, and advice to individuals participating in early childhood apprenticeship programs. They play crucial roles in helping apprentices develop the knowledge, skills, and competencies needed to succeed in the early childhood profession. Apprenticeship Mentors provide instruction, model professionalism, offer feedback, support reflection, and promote professional development.

Pathways

Apprenticeship Mentor roles and pathways can vary depending on the specific organization, but most are required to:

• Hold strong educational backgrounds in early childhood education.
• Have several years of experience working in the early childhood profession.
• Complete specialized training in mentoring, coaching, or adult learning principles.
• Engage in continuing education and professional development opportunities.

Learn More About Apprenticeship Mentor Roles

Home Visitor

Description

Early Childhood Home Visiting provides in-home support and guidance to families and caregivers of young children to promote healthy child development, strengthen family relationships, and support families in providing safe and nurturing environments for their children. The focus of Home Visits varies depending on program models, ranging from linking pregnant women with prenatal care to promoting strong parent-child attachment. Home Visits can also involve coaching parents on activities that enhance their child’s development and supporting parents in their role as their child’s primary educator.

Home Visitors conduct assessments, provide parenting support, conduct health and developmental screenings, provide education, set goals with families, provide support with crisis intervention, and collaborate with agencies and professionals.

Pathways

Home Visitors can come from a variety of professional backgrounds, including nursing, social work, child development, and community outreach. Most Early Childhood Home Visitor roles only require related experience and education depending on the specific program and organization.

There are several different organizations and home visiting models in Colorado:

• Baby Bear Hugs
• Head Start
• Healthy Families America®
• Healthy Steps for Young Children
• Home Instruction for Parents of Preschool Youngsters (HIPPY)®
• Nurse-Family Partnership
• Parents as Teachers®
• SafeCare®

Learn More About Home Visitor Roles

Career Navigator

Description

Career Navigators support individuals in navigating both career paths and the complexities of the early childhood profession. They provide guidance, support, and resources to help individuals identify their career goals, develop a plan to achieve those goals, and overcome any obstacles they may encounter along the way. Career Navigators also support career planning and job searches, provide information about career pathways, education, training, and professional development, and connect individuals with other early childhood professionals.

Pathways

Career Navigator roles and pathways can vary depending on the specific organization, but most are required to:

• Hold strong educational backgrounds in early childhood education.
• Have several years of experience working in the early childhood profession.
• Complete specialized training in mentoring, coaching, or adult learning principles.
• Engage in continuing education and professional development opportunities.

Learn More About Career Navigator Roles

Availability of Care (AOC) Navigator

Description

Availability of Care (AOC) Navigators play a crucial role in supporting families and child care providers. They assist families seeking child care by collaborating with Early Childhood Councils and Child Care Resource and Referral (CCR&R) agencies to gather accurate and up-to-date data on available child care openings. This data is then effectively communicated to families, helping them find suitable child care options that meet their needs.

AOC Navigators also provide invaluable support to child care providers within their region. They maintain regular communication with providers, ensuring they are well-informed about the latest resources and support available. By connecting providers to these resources, AOC Navigators help enhance the quality and sustainability of child care services. Additionally, they offer guidance to providers on how to report availability data to Early Childhood Councils, ensuring that the information remains current and reliable.

Pathways

Availability of Care (AOC) Navigator roles and pathways can vary depending on the specific organization, but most are required to:

• Hold strong educational backgrounds in early childhood education.
• Have several years of experience working in the early childhood profession.
• Complete specialized training in mentoring, coaching, or adult learning principles.
• Engage in continuing education and professional development opportunities.

To Learn More About Availability of Care (AOC) Navigator Roles, contact your local Early Childhood Council.

Family Child Care (FFC) Navigator

Description

Family Child Care (FFC) Navigators play an essential role in supporting home-based child care providers. They assist individuals who are interested in becoming licensed Family Child Care Home business owners by guiding them through the licensing process. This includes providing detailed information on regulatory requirements, helping with the preparation and submission of necessary documents, and offering step-by-step support to ensure compliance with state and local regulations. Once Business Owners are newly licensed, FFC Navigators continue to offer critical support. They connect these providers with a variety of resources to help them establish and maintain high-quality child care environments. This includes providing access to training opportunities, educational materials, and professional development resources that enhance their skills and knowledge in child care practices.

FFC Navigators also ensure that newly licensed providers have access to essential services, such as health and safety resources, financial assistance programs, and community support networks. By offering ongoing support and resources, they help family child care providers build sustainable, high-quality programs that meet the needs of the children and families they serve.

Pathways

Family Child Care (FFC) Navigator roles and pathways can vary depending on the specific organization, but most are required to:

• Hold strong educational backgrounds in early childhood education.
• Have several years of experience working in the early childhood profession.
• Complete specialized training in mentoring, coaching, or adult learning principles.
• Hold a Level 3 Early Childhood Professional Credential through Colorado’s Professional Development Information System (PDIS) to become Train the Trainer (TOT) certified for Pre-Licensing Training.
• Engage in continuing education and professional development opportunities.

To Learn More About Family Child Care (FFC) Navigator Roles, contact your local Early Childhood Council.

Trainer

Description

Trainers specialize in providing training and professional development (PD) to other early childhood professionals. They typically conduct workshops, seminars, and training/PD aimed at enhancing the knowledge, skills, and understanding of early childhood professionals. Trainers often cover a wide range of topics including child development, curriculum planning, child guidance, educational theories, and best practices in early childhood education.

Pathways

Trainer roles and pathways can vary depending on the specific program and organization, but most are required to:

• Hold strong educational backgrounds in early childhood education.
• Have several years of experience working in the early childhood profession.
• Complete specialized training in mentoring, coaching, and adult learning principles.
• Hold an Early Childhood Trainer Credential through Colorado’s Early Childhood Professional Development Information System (PDIS).

Learn More About Trainer Roles

Coach

Description

Coaching is a relationship-based process led by an expert with specialized adult learning knowledge and skills, who often serves in a different professional role than the recipient(s). Coaching is designed to build capacity for specific professional dispositions, skills, and behaviors and is focused on goal setting and achievement for an individual or group.

Coaches are professionals who have the disposition, skills, reflective capacity, and adult learning expertise to work directly with other early childhood professionals to build capacity for continuous quality improvement. They support professionals in setting professional goals and engaging in reflective practices, provide resources, training, and professional development, and use consultative skills as well as strengths- and relationship-based strategies.

Pathways

Coach roles and pathways can vary depending on the specific program and organization, but most are required to:

• Hold strong educational backgrounds in early childhood education.
• Have several years of experience working in the early childhood profession.
• Complete specialized training in mentoring, coaching, and adult learning principles.
• Hold an Early Childhood Coach Credential through Colorado’s Early Childhood Professional Development Information System (PDIS).
• Engage in reflective practice, continuing education, and professional development opportunities including at least 24 hours of Reflective Supervision/Consultation over three years to maintain Coach Credentials.

There are several different organizations and coaching models in Colorado:

• Colorado Department of Early Childhood – Relationship-Based Professional Development
• Coaching Potentials – Coaching Certificate
• Colorado Community College System – Relationship-Based Mentoring
• Head Start – Practice-Based Coaching
• Healthy Child Care Colorado – Pyramid Facilitator Certification
• Horizons in Learning – Transformational Coaching
• Invest in Kids – Incredible Years Peer Coach Training
• University of Colorado Denver – Certificate in Early Childhood Coaching

Learn More About Coach Roles

Reflective Supervisor/Consultant

Description

Reflective Supervision/Consultation (RS/C) is a collaborative relationship that fosters the professional development and growth of early childhood coaches and other professionals. RS/C involves regular reflective discussions between consistent partners or a group of partners, aimed at enhancing reflective capacity and quality. Through these discussions, individuals explore strengths, vulnerabilities, and complexities in their work, particularly focusing on the relationships that revolve around young children.

Reflective Supervisors/Consultants establish trusting and continuous relationships with partners, engage in a parallel process of questioning and answering that fosters reflection, and guide professionals in identifying strengths and refining practices while connecting learning opportunities, experiences, and reactions together.

Pathways

Reflective Supervisor/Consultant roles are required to:

• Be trained to facilitate RS/C by receiving and providing evidence of 12 or more hours of training specific to facilitating RS/C.
• Ensure that RS/C practices are regular, collaborative, and reflective.
• Ensure that RS/C recipients remain consistent and committed to confidentiality.
• Ensure that meetings occur 1-2 times per month for 30-60 minutes each.
• Ensure that group-based RS/C includes no more than 6 participants who meet for 60-90 minutes.

Learn More About Reflective Supervisor/Consultant Roles

Pyramid Facilitator

Description

The Pyramid Model is a comprehensive, evidence-based framework designed to support social-emotional development and prevent challenging behaviors in young children. It is widely used in early childhood settings, such as preschools, child care centers, and early intervention programs, to create supportive and inclusive environments that promote positive social-emotional development and address behavioral issues before they become severe. It emphasizes a proactive, positive approach to supporting children’s development through evidence-based practices and collaboration among educators, families, and specialists.

Pyramid Facilitators are certified through an intentional pathway designed to support professionals in their efforts to enhance and sustain the capacity of state systems and local programs in implementing the Pyramid Model. The Pyramid Facilitator Certification is a ten-month program that runs from September to June each year and includes opportunities to learn and practice strategies in a cohort model. Facilitator Certification prepares early childhood professionals to deliver Pyramid Model training in a safe physical or virtual environment, become reliable in the infant toddler (TPITOS) or preschool (TPOT) Pyramid fidelity observation tools, provide individual or group practice-based coaching on Pyramid practices, and support Program-wide Leadership Teams, all while building relationships with other Pyramid practitioners across the state.

Pathways

Pyramid Facilitators are required to become certified. To become a Certified Pyramid Facilitator, practitioners must:

• Hold a Trainer Credential (or have completed the PDIS coursework for the Trainer Credential including Training Design and Adult Learners).
• Complete the Pyramid Training of Special Recognition. This can include either the 45-hour Pyramid Plus Approach (PPA) Training or the 50-hour Colorado Pyramid Model Training. To locate training visit the Healthy Child Care Colorado Training Calendar and designate Pyramid Training in the Event Category.
• Complete the 10-month Pyramid Facilitator Certification

After successfully completing the 10-month Pyramid Facilitator Certification program, Pyramid Facilitators are able to:

• Earn the initial Coach Credential in Colorado’s Professional Development Information System (PDIS)
• Lead the Colorado Pyramid Model Training which is recognized as:
  • A Training of Special Recognition by the Colorado Department of Early Childhood
  • A Training that meets the requirement for Child Guidance (ECE 1031)
  • A Training accepted by the University of Colorado Denver as Credit for Prior Learning for Child Guidance.
• Use Pyramid Fidelity Observation Tools with Reliability. These tools are recognized in Colorado’s Quality Rating and Improvement System (QRIS), Colorado Shines.
• Conduct Practice-Based Coaching to individuals and groups. This coaching is recognized in Colorado’s Quality Rating and Improvement System (QRIS), Colorado Shines.
• Support Program-Wide Leadership Teams

Certifications require renewal every 3 years.

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Announcing the Colorado Pyramid Model

EQ Infant/Toddler Specialist Trainer

Description

EQIT (Expanding Quality in Infant/Toddler Care) is a professional development program in Colorado designed to enhance the quality of care and education for infants and toddlers. The program aims to improve the skills and knowledge of caregivers and educators who work with children from birth to three years old. It focuses on promoting best practices in early childhood education, emphasizing nurturing, responsive, and developmentally appropriate care.

EQ Infant/Toddler Specialist Trainers (ITS-T) specialize in providing training and support to improve the quality of care for infants and toddlers in Colorado. These specialists are trained to deliver Expanding Quality in Infant and Toddler Care (EQIT) curriculum, which focuses on enhancing the skills and knowledge of caregivers and educators working with children birth to three years. ITS-Ts deliver training programs, provide support, promote best practices, collaborate with stakeholders, and engage in continuous learning.

Pathways

EQ Infant/Toddler Specialist Trainer roles are required to hold an Infant Toddler Specialist Trainer Credential (ITS-T) through Colorado’s Early Childhood Professional Development Information System (PDIS). ITS-T Credentials must be renewed annually.

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EQ Infant/Toddler Specialist Coach

Description

EQIT (Expanding Quality in Infant/Toddler Care) is a professional development program in Colorado designed to enhance the quality of care and education for infants and toddlers. The program aims to improve the skills and knowledge of caregivers and educators who work with children from birth to three years old. It focuses on promoting best practices in early childhood education, emphasizing nurturing, responsive, and developmentally appropriate care.

EQ Infant/Toddler Specialist Coaches (ITS-C) specialize in providing coaching and support to caregivers and educators working with infants and toddlers, assisting them to implement high-quality care practices based on the EQIT curriculum. ITS-Cs provide one-on-one or small group coaching sessions, assist in the delivery of EQIT training sessions and workshops, offer resources and materials, and support caregivers and educators in implementing professional development plans.

Pathways

EQ Infant/Toddler Specialist Coach roles are required to hold an Infant Toddler Specialist Coach Credential (ITS-T) through Colorado’s Early Childhood Professional Development Information System (PDIS). ITS-C Credentials must be renewed every three years.

Learn More About EQ Infant/Toddler Specialist Coach Roles

Child Nutrition Program Specialist

Description

hild Nutrition Programs are federal programs in the United States that provide funding and support to ensure that young children in eligible early care and learning settings receive nutritious meals and snacks. These programs aim to improve the diets of young children, promote healthy eating habits, and support overall health and well-being of children in early care and learning settings.

Child Nutrition Program Specialists are professionals who specialize in overseeing and managing child nutrition programs. They work to ensure that children in early care and learning settings receive nutritious meals and snacks that meet federal nutrition guidelines. Child Nutrition Program Specialists oversee the administration of child nutrition programs, provide training and technical assistance, conduct site visits and reviews, engage in outreach efforts, and evaluate program effectiveness, meal quality, and program outcomes.

Pathways

Child Nutrition Program Specialist roles and pathways can vary depending on the specific program, but most are required to:

• Hold a bachelor’s degree or higher in nutrition, dietetics, food service management, public health, or a related profession.
• Have several years of experience working in child nutrition programs, food service management, public health, or a related profession.
• Hold knowledge of federal regulations and guidelines related to Child Nutrition Programs.
• Some Specialist roles require certifications relevant to child nutrition programs.

There are several federal Child Nutrition Programs, but the most common in Colorado’s early childhood settings is the Child and Adult Care Food Program (CACFP). CACFP provides federal funding to help eligible child care providers serve nutritious meals and snacks to children in their care.

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Universal Preschool Specialist

Description

Colorado Universal Preschool is Colorado’s state-wide initiative that offers voluntary access to high-quality preschool for every Colorado child in the year before kindergarten.

Universal Preschool Specialists are professionals who specialize in the implementation and oversight of Colorado’s Universal Preschool Program. They work with school districts, community- and home-based organizations, and other stakeholders to develop and implement Universal Preschool, ensure that programs meet quality standards, provide training and professional development, collect and analyze data, engage with families, communities, providers, and others, and develop policies.

Pathways

Universal Preschool Specialist roles and pathways can vary depending on the specific position and organization, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, early childhood special education, or a related profession.
• Have several years of experience working in early childhood education, preschool programming, or a related profession.
• Hold strong knowledge and understanding of Colorado’s early childhood landscape as well as early childhood principles, practices, regulations.

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Licensing Specialist

Description

Child Care Licensing is a process by which government agencies regulate and oversee the operation of child care facilities to ensure they meet minimum health, safety, and quality standards. Early Learning Licensing regulations include requirements related to staff qualifications, child-to-staff ratios, health and safety standards, nutrition, and the physical environment of the facility.

Licensing Specialists are professionals who work within the Colorado Department of Early Childhood to ensure that licensed early childhood programs and facilities in Colorado comply with state licensing regulations and standards. They conduct regular inspections of programs, provide technical assistance and guidance, monitor compliance, conduct investigations of complaints and reports, provide training and education, develop licensing policies and regulations, and engage in public outreach and education.

Pathways

Licensing Specialist roles and pathways can vary depending on the specific position and agency, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, social work, psychology, public health, or a related profession.
• Have several years of experience working in early childhood education, child care licensing, regulatory compliance, or a related profession.
• Hold strong knowledge of state and federal child care regulations.
• Some Specialist roles require certifications relevant to child care licensing.

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Early Childhood Council Program Administrator

Description

Early Childhood Councils in Colorado are local, community-based organizations dedicated to enhancing early care and learning within their local areas. These councils are part of the Early Childhood Council Alliance (ECCLA), which serves as the central hub for Colorado’s 35 Early Childhood Councils spanning all 64 counties. Early Childhood Councils are established in Colorado Statute and play a critical role in their communities by conducting needs assessments, providing child care resources and referrals, offering professional development, training, and supports for the workforce, supporting programs in quality improvement efforts, advocating for policies and funding that benefit early care and learning, and fostering collaboration with various community partners.

Early Childhood Council Program Administrators oversee day-to-day operations of their Early Childhood Council and ensure that programs and services offered are effectively implemented. They play a crucial role in supporting the Early Childhood Council’s mission, vision, and goals, as well as promoting the well-being of young children and families in their local communities. In partnership with the Early Childhood Council Leader, Early Childhood Council Program Administrators develop and implement strategic plans, manage budgets and financial resources, develop and implement programs and services, build relationships and collaborate with community partners, and advocate for policies and funding.

Pathways

Early Childhood Council Program Administrator roles and pathways can vary depending on the specific Early Childhood Council, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, public administration, nonprofit management, or a related profession.
• Have several years of experience working in Colorado’s early childhood profession or a related profession.
• Hold strong knowledge and understanding of Colorado’s early childhood landscape as well as early childhood principles, practices, regulations.

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Early Childhood Council Leader

Description

Early Childhood Councils in Colorado are local, community-based organizations dedicated to enhancing early care and learning within their local areas. These councils are part of the Early Childhood Council Alliance (ECCLA), which serves as the central hub for Colorado’s 35 Early Childhood Councils spanning all 64 counties. Early Childhood Councils are established in Colorado Statute and play a critical role in their communities by conducting needs assessments, providing child care resources and referrals, offering professional development, training, and supports for the workforce, supporting programs in quality improvement efforts, advocating for policies and funding that benefit early care and learning, and fostering collaboration with various community partners.

Early Childhood Council Leaders are responsible for providing leadership and direction to the Early Childhood Council, as well as overseeing its programs, services, and operations. They develop and implement strategic plans, oversee the development and implementation of programs and services, manage budgets and financial resources, provide leadership and supervision to staff members and volunteers, build relationships and collaborate with community partners, and advocate for policies and funding.

Pathways

Early Childhood Council Program Administrator roles and pathways can vary depending on the specific Early Childhood Council, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, public administration, nonprofit management, or a related profession.
• Have several years of experience working in Colorado’s early childhood profession, nonprofit management, government, or a related profession.
• Hold strong knowledge and understanding of Colorado’s early childhood landscape as well as early childhood principles, practices, regulations.
• Hold strong leadership skills including the ability to provide vision and direction, motivate staff, and build effective teams.

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Nonprofit Administrator

Description

Early Childhood Nonprofit Organizations play a crucial role in supporting early childhood professionals, families, and young children in Colorado. Early Childhood Nonprofit Organizations fulfill diverse functions and may range in size from small operations to large-scale endeavors with hundreds of employees. Some organizations specialize in specific areas, while others offer a wide array of services to communities. Some examples of services that non-profits can specialize in or offer include early care and learning programs, parent education and support, health and wellness services, family support services, advocacy and public policy, professional development, research and evaluation, mentoring, coaching, and consultation services, networking opportunities, and resource sharing.

Nonprofit Administrators play a multifaceted role in overseeing the operations, programs, and services of their organizations. Roles and responsibilities vary depending on the organization, but most Non-Profit Administrators develop and implement strategic plans in partnership with the Director, create and manage programs and services, manage budgets, build and maintain relationships with stakeholders, advocate for policies and funding, ensure that programs and services meet high standards of quality, and ensure compliance with regulations and funding requirements.

Pathways

Nonprofit Administrator roles and pathways can vary depending on the specific organization, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, public administration, nonprofit management, or a related profession.
• Have several years of experience working in Colorado’s early childhood profession or a related profession.
• Hold strong knowledge and understanding of Colorado’s early childhood landscape as well as early childhood principles, practices, regulations.
• Some Administrative roles may require certifications relevant to organizational operations, programs, and services.

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Nonprofit Director

Description

Early Childhood Non-Profit Organizations play a crucial role in supporting early childhood professionals, families, and young children in Colorado. Early Childhood Non-Profit Organizations fulfill diverse functions and may range in size from small operations to large-scale endeavors with hundreds of employees. Some organizations specialize in specific areas, while others offer a wide array of services to communities. Some examples of services that non-profits can specialize in or offer include early care and learning programs, parent education and support, health and wellness services, family support services, advocacy and public policy, professional development, research and evaluation, mentoring, coaching, and consultation services, networking opportunities, and resource sharing.

Nonprofit Directors play a pivotal role in providing leadership and guiding an organization’s mission, vision, and overall strategy. Roles and responsibilities vary depending on the organization, but most Nonprofit Directors develop and implement strategic plans, hire, train, and supervise staff, oversee organizational finances, work closely with the board of directors, oversee the development and management of programs, develop and implement fundraising strategies, build collaborative relationships with partners, and advocate for the organization’s mission and goals.

Pathways

Nonprofit Director roles and pathways can vary depending on the specific organization, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, public administration, nonprofit management, or a related profession.
• Have several years of experience working in Colorado’s early childhood profession or a related profession.
• Hold strong knowledge and understanding of Colorado’s early childhood landscape as well as early childhood principles, practices, regulations.
• Hold strong leadership skills including the ability to provide vision and direction, motivate staff, and build effective teams.

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For-Profit Administrator

Description

Early Childhood For-Profit Organizations provide products and services that cater to the needs of children, families, professionals, and programs. Early Childhood For-Profit Organizations operate with the primary goal of generating profit for their owners or stakeholders, but they also play a crucial role in supporting the early childhood profession. Some common types of for-profit organizations include early care and learning programs, educational toy and materials suppliers, curriculum developers, technology providers, training and professional development providers, and consultation service providers.

For-Profit Administrators oversee day-to-day operations, strategic direction, and financial management of an organization. They are similar to those of administrators in nonprofit organizations but with a focus on profitability and business growth. For-Profit Administrators develop and implement strategic plans in partnership with leadership, manage organizational finances, oversee operations and services, develop and implement marketing strategies, develop products and services, implement quality assurance, and ensure compliance with regulations and requirements.

Pathways

For-Profit Administrator roles and pathways can vary depending on the specific organization and its size, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, business administration, or a related profession.
• Have several years of experience working in early childhood education, business management, or a related profession.
• Hold strong knowledge and understanding of business principles including financial management, marketing, and operations.
• Hold knowledge and understanding of early childhood principles, practices, regulations.

For-Profit Director

Description

For-Profit Organizations provide products and services that cater to the needs of children, families, professionals, and programs. These organizations operate with the primary goal of generating profit for owners or stakeholders, but they also play a crucial role in supporting the early childhood profession. Some common types of for-profit organizations include early care and learning programs, educational toy and materials suppliers, curriculum developers, technology providers, training and professional development providers, and consultation service providers.

Leaders of For-Profit Organizations can be known as Directors, Chief Executive Officers (CEO), or Executives depending on the organization’s size and structure. They are responsible for providing strategic direction, setting goals, and overseeing the overall operations of an organization. They develop and communicate organizational vision and strategy, identify business opportunities, partnerships, and markets to drive growth and profitability, ensure efficient operations, develop and implement marketing strategies, build and maintain relationships with consumers, clients, and partners, drive innovation, and provide leadership and direction.

Pathways

For-Profit Director roles and pathways can vary depending on the specific organization and its size, but most are required to:

• Hold a bachelor’s degree or higher in early childhood education, child development, business administration, or a related profession.
• Have extensive experience working in early childhood education, business management, or a related profession.
• Hold deep knowledge and understanding of strategic thinking and business principles including financial management, marketing, and operations.
• Hold knowledge and understanding of early childhood principles, practices, regulations.
• Hold strong leadership skills including the ability to provide vision and direction, motivate staff, and build effective teams.

Higher Education Faculty

Description

Higher Education Faculty encompasses both community college and university faculty in early childhood departments. These roles are crucial in ensuring that the early childhood workforce possesses the knowledge, skills, and competencies required to meet the needs of young children and families.

• Community College Professors typically teach at the undergraduate level, offering courses that lead to associate degrees and certificates. Some may also teach lower-division courses transferable to four-year colleges and universities.
• University Professors typically teach at undergraduate, graduate, and doctoral levels, offering courses that lead to bachelor’s, master’s, and doctoral degrees. They teach specialized courses based on their expertise, department, and the level of students they are teaching. University Professors are also involved in research and may serve on committees and in other administrative roles within the university.

Undergraduate courses provide foundational knowledge, preparing students for advanced coursework. Graduate courses are specialized and research-intensive, designed for students pursuing master’s or doctoral degrees.

Pathways

Community College Faculty roles can vary depending on the specific position and institution, but most are required to:

• Hold a master’s degree or higher in the subject area being taught.
• Have experience teaching, preferably at the college-level.
• Hold deep knowledge and understanding of the subject area being taught.
• Engage in ongoing professional development to enhance skills and stay current with best practices.

University Faculty roles can vary depending on the specific position and institution, but most are required to:

• Hold a doctoral degree in the subject area being taught.
• Have experience teaching, preferably at the university-level.
• Hold and maintain deep expertise in the subject area being taught.
• Hold and maintain a strong record of research and scholarly publications in reputable journals or academic presses relevant to their discipline.
• Engage in ongoing professional development to enhance skills and stay current with best practices.
• Demonstrate professional achievements, which may include receiving awards, securing grants, delivering presentations at conferences, and making notable contributions to their area of study.

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Colorado Department of Early Childhood Staff

Description

The Colorado Department of Early Childhood (CDEC) is the state agency responsible for overseeing early childhood programs and services in Colorado. CDEC ensures the delivery of a comprehensive, community-informed, data-driven, high quality and equitable early childhood system that supports the care, education and well-being of all Colorado’s young children, their families and early childhood professionals in all settings.

The Colorado Department of Early Childhood (CDEC) encompasses many different roles that contribute to the department’s mission.

Pathways

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