Early Childhood Permit Overview - August 2020

  • California has a multiple level Child Development Permit authorizing services in the care, development, and education of young children in a variety of settings. Each permit level has its own requirements and options for meeting the requirements. The Child Development Permit structure serves as a career ladder so that permit holders can progress towards higher levels of the permit over the course of their career in early childhood education. The Child Development Permit structure is currently undergoing review and may be revised based on the Master Plan Committee recommendations expected in October 2020.
  • To support the preparation of the ECE workforce to focus on learning, practicing, and being assessed on competencies needed to perform the job functions of assisting, teaching, mentoring/coaching, and leading in early care, development, and education programs, in 2019 the Commission adopted a set of Teaching Performance Expectations (TPEs) adapted to each functional job  level of the Child Development Permit. Although the TPEs are not mandatory at this time, many ECE preparation programs are voluntarily aligning their curriculum and field work/practicum experiences to support candidates to learn, practice, and be assessed on these competencies.
  • To support ECE preparation programs to refocus their preparation for candidates on meeting the TPEs, the Commission also adopted in 2019 a set of Program Guidelines that describe quality preparation for the ECE workforce. Although the Program Guidelines are not mandatory at this time, programs are voluntarily working to align their program design and curriculum to address the Program Guidelines.

Applications for Serving on the ECE Teaching Performance Assessment (TPA) Development Design Team and/or the ECE Program Quality Peer Review Design Team

Applications are now open for qualified individuals interested in serving on the ECE TPA development Design Team and/or the ECE Program Quality Peer Review Design Team. Design Team members are typically practitioners in the field, faculty members, and other expert stakeholders interested in contributing to this work under the PDG-R grant. Design Team members will share their expertise in a collaborative process to advise the Commission on the development of the new ECE TPA and the new Program Quality Peer Review (accreditation) process. Design Teams consist of approximately 12-20 individuals who will participate in regularly scheduled meetings over a defined period of time to help accomplish this work. Interested individuals may apply for consideration to serve on either or both Design Teams through the common Design Teams application form, but those selected may serve only on one but not both of the Design Teams. The application submission deadline is January 21, 2021.

Child Development Permit Information and Resources

Preschool Development Grant-Renewal Activities

  • Overview of the Commission’s PDG-R grant activities

During the 2019-20 timeframe, the Commission was invited to join the state’s successful federal Child Development Grant-Renewal (PDG-R) application as a partner in the renewal grant. Initially received three years ago by the California Department of Education, the state has been given a three-year renewal of this grant, which focuses on professional development and advancement for the early care and education workforce.

The Commission’s focus and role within the PDG-R grant is a $3 million effort over the next three years to promote the implementation of the ECE TPEs and the Program Guidelines through outreach and technical assistance to ECE preparation programs and program sponsors, as well as to develop and pilot a TPE-based performance assessment for the Teacher level of the permit and to work on developing an ECE program quality review process. The performance assessment will initially be for formative use in the field as programs become more familiar with TPE-based performance-oriented candidate assessments embedded within the program’s coursework and fieldwork. This process, including working with the field on each of the PDG-R key activities, will take several years to implement and complete.

The PDG-R activities will be presented to and discussed with the field via a series of five webinars, as described in the chart below. 

Informational webinars, Fall 2020 - see Webinar Links below


1Friday, September 1812-1:30 p.m.
  • Introduction to the webinar series
  • Overview of the PDG-R grant and activities
  • Introduction to the Teaching Performance Expectations (TPEs) and the Program Guidelines, and to their role in educator preparation

ECE Webinar 1: Presentation Slides

Watch Recorded Webinar 1

2Friday, October 212-1:30 p.m.
  • Information on TPEs and Program Guidelines implementation pilot

ECE Webinar 2: Presentation Slides

ECE Pilots Guidance Document

Watch Recorded Webinar 2

Q & A Document ECE Webinar 2

Please register for the ECE/CDP Webinar.  Once you register, you will receive an email with the link to the webinar and reminder emails the day prior to the webinar and one hour prior. 

3Friday, October 2312-1:30 p.m.
  • Introduction to Performance Assessment
  • Overview of the development process for an ECE Teaching Performance Assessment

ECE Webinar 3: Presentation Slides

Watch Recorded Webinar 3

4Friday, November 612-1:30 p.m.
  • Putting the Pieces Together

ECE Webinar 4: Presentation Slides

Watch Recorded Webinar 4

5Friday, November 2012-1:30 p.m.
  • Walkthrough of the application process, expectations, and completion of Appendices A, B, and C for Pilot 1

ECE Webinar 5: Presentation Slides

Draft CAP Coursework TPE Map

Watch Recorded Webinar 5

6Friday, December 1112-1:30 p.m.
  • Program Quality Peer Review

ECE Webinar 6: Presentation Slides

Watch Recorded Webinar 6

NOTE: All webinars will be recorded and all materials used during the webinars will be uploaded on the Commission’s ECE webpage to provide access to this information for those unable to attend the scheduled webinars in person.

Early Childhood Education Teaching Performance Expectations (April 2019)

Early Childhood Preparation Program Guidelines (April 2019)

California Master Plan for Early Learning and Care (MPELC)

The California Master Plan for Early Learning and Care was outlined and funded in the 2019-2020 state budget. The Governor’s appointees to the Master Plan Committee and other information about the Master Plan development are available at the Master Plan website indicated above. The report and recommendations from the Master Plan committee were published on the Master Plan website on December 1, 2021. 

Child Development Permits Data Dashboard
The Child Development Permits Data Dashboard provides information on child development permits issued in the last five years.

ECE Mailbox - ECE@ctc.ca.gov
This mailbox is for general questions about child development permit preparation programs and activities relating to the Preschool Development Grant. For questions about permit requirements and applying for a Child Development Permit, please email credentials@ctc.ca.gov.

ECE News List
Information from PSD regarding the Child Development Permit and the work under the Preschool Development Grant-Renewal relating to the ECE TPEs, Program Guidelines, Teaching Performance Assessment, and Peer Review Process pilots. Subscribe to ECE News

Early Childhood Education COVID-19 Related Flexibilities (August 2020)

  • Flexibilities and improvements previously enacted or in process

In August 2020, the Commission endorsed flexibilities and improvements to help candidates and programs that prepare candidates for the Child Development Permit as follows:

  1. Accept electronic transcripts for Child Development (CD) Permit applications in addition to paper transcripts. This is already possible if transmitted directly to the CTC. Information will be released in coming months as regulations are submitted to the Office of Administrative Law for approval.
  2. Provide flexibility for programs offering the 3-unit supervised field experience to use a variety of implementation options to accommodate current COVID-19-related conditions in the field. This approach would be consistent with current Title 5 regulations, which only require this to be instruction in an ECE or CD setting, and be supervised by an instructor, and be three semester units or more. This is within the purview of ECE preparation programs. It would be advantageous to leave the options flexible and not specified at this time so that programs have maximum flexibility to use whatever approaches/combinations of approaches best meet local contexts.
  3. Translate and make the CD Permit application form available in Spanish. Commission staff have provided a Spanish version of the credential application form and instructions (Including the child Development Permit) on the Commission’s website.
  4. Establish an extension of time after expiration of the permit for renewal – i.e., a grace period. COVID-19 extensions were approved at the April 2020 Commission meeting.
  5. Provide video and webinar updates on COVID-19 permit provisions on the Child Development Training Consortium (CDTC) and CTC sites. Commission staff have planned a series of five update webinars for ECE preparation programs; information is posted on this ECE webpage. Staff will post any ECE flexibilities adopted by the Commission on the Commission’s website.
  6. Modify observation hours for practicum classes during COVID-19 to include specialized (intentional) online content for program participants that are in a 100% distance learning model (and not able to engage face to face with children). ECE preparation programs already have the authority to structure their coursework and fieldwork appropriately to meet local contexts and needs. Regulations do not have required observation hours.
  7. Add Zoom or phone assistance for application completion and multi-lingual support. Phone support can be provided on request, however, assistance with application completion is within the purview of preparation programs
  • Additional flexibilities enacted by the Commission August 202

The Commission also adopted the following additional flexibilities at the August 2020 meeting:

  1. Allowing ECE preparation programs that are participating in piloting the implementation of the TPEs and the Program Guidelines to directly recommend candidates via paper application for the CD Permit (similar to the current Verification of Completion/VOC process), for as long as the programs are participating in the pilot, and until such time as a new program review and approval process is developed and in place. The Commission has the authority to do this based on Commission action and regulatory authority.
  2. Allowing ECE preparation programs that have earned NAEYC accreditation to directly recommend candidates via paper application for the Permit. The Commission has the authority to do this based on Commission action and regulatory authority.
  3. Adding a Waiver process for Child Development Permits. The Commission has agreed to consider approving LEA employer-requested waivers for ECE candidates, providing additional time to meet requirements for the permit. 

Child Development Permit Advisory Panel (2015-2017)

Child Development Permit Advisory Panel (2015-2017)

The Child Development Permit Matrix currently focuses on the number of units that are offered by an entity with regional accreditation rather than on candidates completing a defined program of organized developmental coursework leading to the development and demonstration of knowledge, skills, and abilities needed for the job role of the new permit candidate or current permit holder advancing on the permit career ladder.

Pursuant to Senate Bill 858 (Chap. 32, Stats. 2014) the Commission has convened the Child Development Permit Advisory Panel (CDP AP) to review and update, if appropriate, its requirements for issuance and renewal of permits authorizing service in the care, development, instruction, and supervision of children in care and development programs and the programs that serve them. The work of the panel must be completed on or before July 1, 2016.

The work of the panel will be guided by the following three questions:

  1. What is the scope of knowledge and skill needed to work in ECE positions that require a Child Development Permit?
  2. How should the current permit structure be modified to ensure that ECE teachers and administrators are adequately prepared to work in this sector?
  3. How can the State best monitor and ensure quality in preparation of the ECE workforce?

In March 2015 an application process was opened for early childhood education and child development professionals interested in participating on the panel. The Commission received over 100 submissions from interested individuals. Twenty panelists were selected to represent the scope and diversity of early child care and education across the state and across all sectors of the system, from 4-year and community colleges preparing those who serve, to county and district offices of education administering programs and educators working in the classrooms. Click hereOpen PDF in current window. to view the chart of panelists and state agency liaisons.

Agenda items framing the work of the panel were presented to the Commission at its August 2014 and June 2015 meetings.

Meetings of the Child Development Permit Advisory Panel
DateAgenda | MinutesAdditional Materials
August 10-11, 2015Agenda | MinutesChild Development Permit (CDP)
Curriculum Alignment Project (CAP)
CAP Powerpoint
October 13-14, 2015Agenda | Minutes
November 9-10, 2015Agenda | MinutesEarly Childhood Credential Types
Child Development Permits Issued from 2010-2014
December 14-15, 2015Agenda | Minutes
May 5-6, 2016Agenda | MinutesDRAFT ECE Competencies based on National Competencies
DRAFT Preparation Standards for the ECE Permit - Teacher Level
DRAFT Performance Expectations for the ECE Permit - Teacher Level
September 23, 2016Agenda | MinutesMatrix Update from June 2016 Commission agenda item 2E
Options for Implementing Potential ECE Program Quality Standards
January 9, 2017Agenda | Minutes (Draft)Survey I: Permit Matrix results
Survey I: Permit Matrix comments analysis
Survey II: Performance Expectations results
Survey II: Performance Expectations comments analysis (individual)
Survey II: Performance Expectations comments analysis (general)
Survey III: Program Standards results
Survey III: Program Standards comments analysis

Updated December 22, 2020