The Council wants to give our early childhood teachers a chance to tell their stories. So does Usma Mohamed, the Council’s VP of Brand Experience and Marketing, and she conveys what they have to say in her doctoral dissertation: Uncertified Early Childhood Education (ECE) Teacher Perceptions of ECE Certifications: A Qualitative Narrative Inquiry Study. Usma’s recent study makes a strong contribution as our country continues to face a shortage of qualified early childhood teachers. And it’s an issue that has a major impact on children, as Usma points out. Teachers with specialized ECE training are better equipped to help children learn at the most formative stage in life, and the learning scaffolding these teachers provide makes a long-term impact.
But it’s another story in low-income communities like the Lower Rio Grande Valley of Texas, where Usma conducted her research in the field. The region has lower-quality early learning programs than wealthier parts of the state. And it isn’t unique. Texas has met only four out of ten quality benchmarks for early childhood education, as defined by the National Institute for Early Education Research (NIEER). And the shortfall is especially acute when it comes to assistant teachers. In Texas, as in other states, the qualifications for assistant teachers do not meet NIEER recommended criteria like holding a Child Development Associate® (CDA) Credential™ or similar certification.
The lack of qualified assistant educators or teachers is a cause for concern, as Usma points out, since assistant teachers play a vital role in early learning settings, often sharing classroom responsibilities with lead teachers. And unqualified assistant teachers are especially common in areas, like the Lower Rio Grande Valley, that have large minority populations, high poverty rates and lower per-capita incomes. Areas like the Lower Rio Grande Valley also have lower-quality early learning programs than wealthier parts of the state, and that’s a roadblock as the region strives to improve early learning programs, prepare children for success and ultimately cut poverty levels down. Granted, the region is expanding access to early learning programs, but it struggles to raise their quality due to the shortage of certified teachers.
Usma explored the reasons for this roadblock through in-depth interviews with seven uncertified teachers at a preschool in the Lower Rio Grande Valley. They conveyed their thoughts by sharing their lived experiences to uncover insights to support the following questions: What perceptions do uncertified ECE teachers have toward certification training? What are uncertified teachers’ perceptions regarding the degree to which ECE certification would or would not add to their knowledge and skills? And how do uncertified teachers perceive their current ability to teach children effectively?
The stories that teachers shared revealed both personal and professional factors that deterred the teachers from pursuing credentials such as the CDA®. The roadblocks to certification, as Usma learned, include time constraints, the perceived difficulty of certification, lack of awareness of credentials and such high confidence in their teaching skills that teachers didn’t feel they needed training. In addition, strong support from colleagues and the importance of their family duties made teachers question the merits of pursuing ECE credentials. Yet they did not question the value of their profession. The stories they shared revealed the passion, pride and sense of commitment they brought to serving young children well.
Some teachers even acknowledged that earning an ECE credential or certification would assist them in their work. And it is important for education leaders to also acknowledge the factors that can prevent many early childhood teachers from pursuing this goal. Understanding the context of their daily life and perceptions of specialized training is crucial for boosting the number of credentialed early childhood teachers. And it’s especially urgent for underserved communities both in Texas and beyond.
That will be a challenge for educators and for those who support them. Still, the effort is worthwhile. Educators with credentials produce better outcomes for children, according to the many studies that Usma cites. And she provides recommendations that can help lower the roadblocks early childhood teachers face to earning credentials. For example, states and localities can build a more qualified workforce by using block grants and funding to help educators earn an ECE certification or credential. Center directors can urge teachers to make credentials a priority and show them how it would enhance their teaching skills. Accreditation organizations can provide detailed rationales for the importance of teacher certification. And credentialing organizations can tailor their outreach to highlight specific benefits for centers, teachers and students.
Future studies should explore incentives for uncertified teachers to pursue certification nationwide. And these efforts should take account of teachers’ real-life challenges and stories, like the ones that Usma heard. Her insights contribute to an understanding of why more teachers don’t earn credentials, ways to help them succeed in doing so and why it matters so much. Granted, early childhood teachers contend with other commitments and face constraints on their time. But Usma urges policymakers and education leaders to find ways to help more teachers earn credentials for the sake of those they serve. Qualified early childhood teachers, as she points out, have the skills to help young children someday tell success stories of their own.
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Vice President of Strategic Alliances
Elisa Shepherd is the Vice President of Strategic Alliances at the Council, where she leads initiatives to advance the Council’s mission and strategic plan through designing, managing, and executing a comprehensive stakeholder relationship strategy.
With over 25 years of experience in early childhood education (ECE), Elisa has dedicated her career to developing impactful programs, professional development opportunities, and public policies that support working families, young children, and ECE staff. Before joining the Council, Elisa held numerous roles within the childcare industry. Most recently, she served as Associate Vice President at The Learning Experience and as Senior Manager at KinderCare Education, where she influenced government affairs and public policies across 40 states.
Elisa’s commitment to leadership is reflected in her external roles on the Early Care and Education Consortium Board of Directors, the Florida Chamber Foundation Board of Trustees, and as the DEI Caucus Leader for KinderCare Education. She has been recognized as an Emerging Leader in Early Childhood by Childcare Exchange’s Leadership Initiative.
Elisa earned a Bachelor of Science in Psychology with a focus on child development from Pennsylvania State University in State College, PA.
Chief Operations Officer (COO)
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
Chief Financial Officer (CFO)
Jan Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
Vice President of People and Culture
Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
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