Sec. 5. Applications
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Each State desiring a grant under this Act shall submit an application to the Secretaries at such time, in such manner, and accompanied by such information as the Secretaries may reasonably require. Each application submitted under subsection
(a)shall include the following: A demonstration of an existing comprehensive early childhood educator professional development system in the State, or a plan for developing such a system that— is developed in collaboration with— the State Advisory Council on Early Childhood Education and Care designated or established under section 642B(b)(1)(A) of the Head Start Act (42 U.S.C. 9837a(b)(1)(A)), where applicable; an administrator of a State lead agency (as described in section 658D of the Child Care and Development Block Grant Act of 1990 ( 42 U.S.C. 9858b )); the State Director of Head Start Collaboration appointed or designated under section 642B(a)(3)(A) of the Head Start Act ( 42 U.S.C. 9837b(a)(3)(A) ); the State educational agency (as defined in section 9101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 )); institutions of higher education that award a degree in early childhood education; and early childhood education professional organizations; uses available early childhood care and education workforce data, such as the percentage of the early childhood educators who hold a license or certificate in early childhood care and education, in order to assess and provide resources for the State’s early childhood care and education workforce needs; and coordinates with the State higher education agency (as defined in section 103 of the Higher Education Act of 1965 ( 20 U.S.C. 1003 )), institution of higher education accrediting agencies or associations, 2- and 4-year institutions of higher education that award a degree in early childhood education, and other organizations or agencies with expertise in early childhood educator preparation that provide the formal education and training necessary to— encourage the establishment or expansion of credit-bearing opportunities that recognize prior learning and expertise; make higher education in early childhood education more accessible for working adult learners by offering postsecondary education courses at accessible times and locations and providing support to adult learners, especially adult learners who are low-income individuals or dual language learners; develop articulation agreements between 2- and 4-year public and private institutions of higher education; and expand the number of degree programs in early childhood education that meet nationally recognized standards for the preparation of early childhood educators. A description of how the State will— adopt professional standards and competencies for early childhood educators based on nationally recognized standards for professional preparation of early childhood educators; develop career pathways and link opportunities to career pathways for early childhood educators, toward continuous and incremental improvement of the early childhood educator workforce; target funds to the highest need areas, which shall be determined based on— the level of access to high-quality, affordable early childhood care and education programs; the percentage of children living in poverty; and the percentage of early childhood educators with degrees and other credentials in early childhood education; engage rural communities in participating in early childhood educator workforce improvement activities and how the State will provide technical assistance in rural communities to address unique barriers to the implementation of early childhood educator workforce programs; and establish or enhance compensation and retention initiatives that reward and help retain early childhood educators who achieve a degree in early childhood education to work in a non-school early childhood education program, and to the extent feasible, have parity of compensation with public school elementary teachers in the same geographic area.
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