DPP General Educator Memo

INTRODUCTION In the winter of 2023, the Butler Institute 1 conducted a series of interviews with Denver Preschool Program (DPP) educators to better understand their lived experience. Specifically, these interviews explored educator demographics, health, and well-being needs; the effects of staffing; inclusive work environments; and professional development (PD) from the workforce perspective. We have analyzed key findings from 21 interviews with DPP educators below.

HIGHLIGHTS •

•

1

Educators are passionate about the learning and development of children in their care and identified this as the most rewarding aspect of their jobs. In contrast, educators communicated that student behaviors, paperwork, and staffing were the most challenging aspects.

Educators feel valued when receiving appreciation and positive feedback from coworkers, leadership staff, and families in their program. However, they feel undervalued due to low compensation and a lack of recognition of the important societal role of early care and education (ECE).

The Butler Institute for Families at the University of Denver Graduate School of Social Work aims to create equitable, effective and innovative systems in which children, youth and families thrive. We work throughout Colorado and nationwide to provide human services research, evaluation, capacity building, workforce development and consultation in the areas of early childhood, child welfare, tribal child welfare and behavioral health.

•

• •

•

•

Most educators shared the impact of stress on their physical and mental health, as well as their relationships with friends and family, making it difficult to balance their work and home life.

Most educators felt underpaid and viewed poor compensation and inequitable benefits as the leading causes of turnover in the field of ECE. Half of educators interviewed indicated their programs were understaffed, which led to insufficient coverage, inconsistent breaks, and difficulty filling job vacancies. These challenges placed even more demands on remaining staff and impacted the children in their care.

Educators’ “ingredients” for a safe and supportive workplace included a focus on physical and psychological safety, educator well-being, a positive workplace environment, and resources and supports for diverse educators.

Multiple factors influenced educators’ engagement with PD, with a variety of options and modalities suggested to accommodate different needs and promote work-life balance.

SUMMARIES WORKFORCE HEALTH AND WELL-BEING RAPPORT BUILDING During the first interview with all educators, interviewers shared personal details such as their passion for their work, their hobbies, and things they enjoy about living in Colorado. Interviewers and educators connected on shared experiences, from family life to where and how they grew up and their past professions. Both interviewers and educators asked follow-up questions and offered supportive comments and affirmation. Overall, educators enjoyed learning about the interviewer as evidenced by their follow-up questions and sharing about themselves in return.

DEMOGRAPHICS – ROLE AND YEARS OF EXPERIENCE Within our interview sample, seven educators identified as white and 14 identified as Black, Indigenous, or Person of Color (BIPOC). There were a variety of roles represented in the sample, with 12 teachers, five directors/program owners, and four assistant teachers. Educators reported a range of time employed by their school or program, between less than 1 year to 20 years, with an average of 5 years of experience. Eight educators also reported working in the field of ECE for 10 or more years.

GENERAL EDUCATOR MEMO | 2

SENSE OF VALUE (SUPPORTIVE ENVIRONMENTS) When asked to share a time they felt most valued in their role, DPP educators primarily gave examples of verbal acknowledgement, appreciation, and positive feedback from both parents and coworkers. Educators felt valued when parents expressed their gratitude, trust, or shared that they were “comfortable and happy that their child is in my care.” Two educators mentioned that parents have provided meals in times of need or trusted them enough to request that they attend a child’s evaluation meeting. Educators felt valued by coworkers when receiving positive feedback from their peers and from supervisors. One educator shared the impact of this feedback: “It makes me feel really good. It helps because it's [a] hard job, and it just boosts me and makes me want to keep on going.” Directors also mentioned feeling valued when receiving positive feedback and appreciation from their teachers. For example, one director shared a time when a teacher came to them for advice, which helped them to feel appreciated.

Two educators noted that building community makes them feel valued, specifically mentioning how their identity and personal experience allow them to relate to the families at their school. Another educator felt safe enough to show up to work in a “very human” way and admit when they’re having a bad day. Other validating experiences for educators included working with the children in their care and having supportive administrators. Notably, one educator discussed feeling the most valued during the early stages of the COVID-19 pandemic, citing hazard pay; smaller class sizes, which led to reduced workload; receiving appreciation; and feeling heard.

In contrast, interviewers asked educators to describe a time when they felt least valued in their role. Many educators provided specific examples of personal experiences on the job, and some overarching themes emerged, including unrealistic workloads; not feeling understood, heard, or acknowledged by leadership; and not feeling valued by society at large. Multiple educators discussed unrealistic job expectations, sharing that it can feel like “everything’s on me” or that educators are supposed to “be some superhero.” Educators also described feeling dismissed by administration, in some instances citing a lack of understanding of what goes on in the classroom or a general lack of support. One educator shared, “My bosses have expectations of us, but they’re so far removed from being an admin that they don’t understand staffing and having to be in the classrooms and training teachers.” One participant discussed the lack of understanding from parents. Some educators shared that the ECE field, in general, is undervalued, clearly demonstrated by the low pay for educators. One educator shared, “I've always felt like I was never valued as a teacher.

I'm always called the glorified babysitter and all that. I have family members in my own family that never respected my job.” Educators also felt least valued when faced with turnover, coworkers who may not pull their weight at work, and negative comments from parents or coworkers. Notably, a handful of educators were unable

GENERAL EDUCATOR MEMO | 3

to identify a time that they felt least valued, or they were unsure how the concept applied to their experiences, with one stating that “it's not like I'm not valued, but it's just very, very draining.”

Multiple educators discussed unrealistic job expectations, sharing that it can feel like “everything’s on me” or that educators are supposed to “be some superhero.”

REWARDING AND CHALLENGING ASPECTS OF ECE Educators overwhelmingly identified the children in their care as the most rewarding part of their jobs, sharing sentiments like “the kids touch my heart.” About half of educators specifically mentioned the ability to watch the children “learn and grow,” while others enjoyed the funny and surprising things children say, creating bonds with them, or simply being around them. Educators also discussed the rewarding nature of building relationships with families, including working collaboratively with them to support the children in their care, particularly in the context of families who have experienced trauma or when working with children with special needs. Other rewarding aspects of the job included positive relationships with coworkers and positive feedback from parents. A few directors who were interviewed also mentioned that sharing their knowledge and watching their educators grow is rewarding for them. Lastly, one director mentioned pay as a rewarding aspect of their job.

When asked about difficult aspects of working in ECE, educators revealed that managing challenging behaviors and paperwork serve as top stressors. Educators also noted that classroom behavior was particularly difficult to manage at the end of the day or when working with children who have experienced trauma. Some educators felt that the children in their care were receiving inadequate support or that the educators themselves needed additional training and support to be successful in the classroom, while one educator pointed to system inequities. When

GENERAL EDUCATOR MEMO | 4

it came to paperwork, educators found requirements around assessments, documentation, licensing, lesson planning, and other general administrative obligations stressful, with many noting a lack of time to complete these tasks: “There's a lot of administrative work that comes with it, which I'm always like, ‘When am I supposed to do this when I'm with kids all day?’” Educators explained that additional job requirements around cleaning and sanitation, classroom schedules, and curriculum were also stressful. Some educators tied this unrealistic workload to inadequate staffing and turnover. One participant explained that without an assistant teacher in their classroom all year, administrative duties had fallen completely on them, while another mentioned the stress of not being able to take breaks during the day. A handful of educators mentioned dealing with parents as a stressful aspect of their job, indicating that it can be difficult to connect with families, that some families’ circumstances lead to a lack of trust between parents and teachers, and that it can be difficult to meet “the demands of parents.” Educators mentioned other job stressors such as vicarious trauma, coworkers who may not take their job seriously, and lack of respect from society (e.g., low pay).

Notably, directors identified staffing issues as their top stressor, with one describing levels of turnover as “absolutely out of control.” Please note that turnover is discussed more thoroughly in the staffing section below. Directors shared other stressors as well, such as earning respect from staff and staying on top of paperwork.

CONSEQUENCES OF STRESS Although a few educators felt unaffected by work stress outside of the work setting, most reported a spillover into their personal lives, impacting their physical and mental health as well as their relationships with friends and family. When it came to physical health, educators most frequently felt “very exhausted” and fatigued. Other physical effects of stress included physically carrying stress in their back, excessive snacking, catching illnesses from the children in their care, and experiencing health issues because of internalized stress (e.g., digestive issues). Work stress also impacted educators’ mental health, as they experienced feelings of overwhelm, constant worry, and anxiety and felt like “it can be hard to have the energy to really do a lot of basic things.” Multiple educators said that the work is “draining,” while one mentioned feeling isolated because people in their life cannot relate to the demands of their job.

Educators drew connections between their work stress and how they show up in their personal lives including with their families at home. Many educators described their limited capacity when they come home from work, making it difficult to accomplish daily tasks such as cooking and cleaning. They also mentioned that it can be difficult to want to engage with family members, including their own children. One educator said:

GENERAL EDUCATOR MEMO | 5

Your job is to pour into these kids and their families… and then to have to come home and still be a [parent] and still be a [partner] and things like that. You don't always have the energy to do it, and it's hard to give my kids everything they need after I've had a really long day of giving other people's kids what they needed.

Multiple educators shared that stress from work leaves them “short-tempered” with their friends and family, highlighting the difficulty of “put(ting) a pause between my job and home.” Some educators experienced additional barriers to creating work-life balance, such as being asked to work additional hours, worrying about coverage while they are sick, and receiving phone alerts related to a child’s health status even on weekends. Some educators also mentioned pay again: I feel as though we really rely on the guilt tripping of educators into living in poverty.

Because you do it for the kids, and you do it for the love of teaching, when in actuality we are living in poverty, and we are being very demeaned, right? We're not respected for having the profession, and for all that we dedicate, and for all of our time, energy, effort. So that is extremely stressful, and… that affects your self-esteem, it affects everything, really.

Two educators felt like work stress impacted their ability to show up in the classroom, with one noting that they can become “short-tempered” with the kids, while another shared that on days where they do not get a break, they try to hold it together but usually end up crying during nap time. Among those who did not feel like work stress impacted their health or personal lives, self-care practices and establishing better boundaries have provided a way for them to leave work stress at work. Self-care is discussed more thoroughly below.

OPPORTUNITIES FOR SELF-CARE In the face of these stressors, DPP educators engaged in a variety of self-care activities both inside and outside of work. Most educators described their physical and mental health activities that help mitigate job stress, which included yoga, taking walks, dancing, and other exercise, as well as maintaining healthy routines, getting enough sleep, and eating balanced meals. Regarding mental health, a few educators mentioned being in therapy, while others shared that they engage in breathing exercises, meditation, journaling, self-compassion, and utilizing mental health days.

One educator explained: I’m a firm believer in mental health days. I will take a break and take a day just to re-center myself or take a day just to spend with my girls, take them out, and just try to reconnect with them. Because if I’m not at my best, I know I can’t give my best.

GENERAL EDUCATOR MEMO | 6

These kids come to school, and they do deserve a teacher that’s engaged and willing, so if I have to take a break, I’m not opposed to that. I know these things are short-staffed and things like that, but sometimes that’s just out of my control, and I have to worry about me because if I’m not worried about me, then I can’t show up for anybody else.

For some educators, treating themselves to a massage, pedicure, or cup of coffee were go-to stress relievers, while others preferred to relax at home by taking a bath, taking care of their personal needs, recharging in a quiet space, or praying.

Additional stress-relieving strategies included spending time doing hobbies such as crafting, video games, and watching TV or movies. Some educators mentioned engaging in these activities with family and friends, highlighting a second source of self-care outside of individual activities. Educators connected with family and community both socially and for support around work stressors. Two educators specifically mentioned that having space to talk with other educators online and in person has been beneficial in reducing their stress. The breadth of self-care activities DPP educators reported highlights their resourcefulness when faced with many challenges. However, it is important to note that a few educators mentioned not having the time, capacity, or financial means to engage in self-care practices.

Although it is valuable for educators to have these tools outside of the workplace, it is critical that they also have access to self-care opportunities at work. Social connection and support emerged as the primary source of self-care in the workplace setting. Educators noted that support from administration and coworkers, opportunities for connection, and team building were helpful in reducing their levels of stress. Many educators also felt like they could take a break at some point during their day, which they found to be a helpful support. Although breaks were a common professional self-care activity, several educators explained that breaks were typically too short and, without coverage, breaks are not always possible due to maintenance of teacher-to-child ratios. One educator stated, “I can’t ever step away from my room, and it’s really hard to multitask with babies.” In addition to breaks, some educators found planning time to be helpful, even if it was only available during nap time.

Other self-care opportunities at work included acknowledgment that the work is stressful, advocating for better PD, and engaging in fun activities with the children.

For directors, self-care at work involved closing their office door and taking a breath.

One director mentioned that they only work 4 days a week and felt that this was supportive of their well-being. Another shared that supporting their staff with activities outside of work was a form of self-care for them. A handful of educators mentioned having firm boundaries between work and home, such as not checking

GENERAL EDUCATOR MEMO | 7

their work email after hours. One educator stated, “Not taking work home is number one. Definitely having an off switch is the most important thing.”

SELF-CARE RECOMMENDATIONS In addition to what is already available to them at their workplace, DPP educators shared other supports that might reduce stress at work. Although interviewers gave educators permission to “dream big,” most educators listed common workplace attributes such as adequate staff, manageable workload, and supportive administration. Educators wished for adjustments to their workday and workload to prevent burnout, including paid planning time, a 4-day work week, a 4-day school week with 1 day for administrative tasks, more breaks, less paperwork, more inservice days, and smaller class sizes/lower ratios. In order to achieve this reduced workload, educators often felt that their program needed more staff. These educators also suggested providing adequate staffing as a way to ensure the ability to take bathroom breaks, have planning time, and be able to take mental health days.

One educator explained: When we need a day, it’s hard for us to take a day because we know that we already are low on support, but then you stay, and you just keep feeling like, “I need a day.” So then, where’s that self-care? Because realistically, we have to take care of ourselves before we can be there for everyone.

In addition to workload modification, educators desired additional support from administration both in terms of tangible resources and emotional support. They sought better communication, especially from program administration, wanting them to “listen to us and our needs.” They were also interested in more tangible forms of acknowledgment like being given a cup of coffee as a form of appreciation.

One educator felt it would reduce their stress if there was more stability within leadership positions, while another wished that their administration would organize more team-building activities for staff that were focused on fun and connection as opposed to PD. Some educators also felt that clearer communication between administration and families would reduce their stress, especially when it comes to difficult conversations. Classroom needs included more materials, more space, and more supports for students such as mental health and special education services.

Educators also mentioned better pay and benefits in the context of relieving stress.

Suggestions included higher pay, subsidized services such as health care and transportation, access to mental health care, and more paid time off. One educator elaborated, “I think that that would be far more beneficial, if [therapy] was actually accessible, like if Denver had some sort of program that they could offer discounted

GENERAL EDUCATOR MEMO | 8

or free therapy to educators. I think that would be phenomenal.” Finally, a few educators were interested in support with understanding the ECE tax credit.

COMPENSATION During interviews, many educators mentioned low compensation in the ECE field and its impact on the workforce. Most felt that educator pay “is not enough to support a family,” and one educator even shared that most of their colleagues are on Medicaid. Educators tied their low compensation to feeling “underrated, underestimated, underappreciated,” and “undervalued.” They felt like their low pay was a systemic issue, which made it harder to address. They were also worried that the high cost of living and low compensation in Colorado impacted teacher retention in the ECE field.

STAFFING COVERAGE FOR PROGRAM/CLASSROOMS Educators were equally divided about whether their program or school was adequately staffed, with only half of providers indicating that they were comfortably or adequately staffed to meet program needs. Educators who reported adequate coverage cited factors such as: • • •

Having coworkers, leadership, administrators, and floaters who provide coverage when needed Smaller class sizes that make staying within ratio easier Job vacancies in the program filling quickly

Most felt that educator pay “is not enough to support a family,” and one educator even shared that most of their colleagues are on Medicaid.

More than one educator mentioned that staffing varied by classroom, and another reported that staffing needs fluctuate throughout the year. Although perceptions of

GENERAL EDUCATOR MEMO | 9

coverage and staffing varied, inadequately staffed programs faced common challenges, which included: • • • • •

Inconsistent classroom coverage Lack of substitutes or floaters Inconsistent break times Insufficient coverage for planning time, lunches, breaks, and time off Difficulty filling open positions

Some educators noted that inadequate coverage was not simply related to turnover, as one educator explained that several staff members in their school were on parental leave. Additionally, difficulty filling positions was not always due to lack of applicants. Some educators mentioned the challenge of finding qualified teachers and/or teachers who are a good fit for their program. Overall, most educators agreed that multiple aspects of turnover, hiring, and retention were significant issues.

TURNOVER/RETENTION Turnover has been a consistent challenge for DPP sites since the onset of the COVID-19 pandemic, and many remain short-staffed. A few educators explained that new staff do not stay long, and turnover has been a result of both staff being let go from their program and staff quitting their jobs. Educators cited many reasons for attrition, the most common being stress, burnout, compensation, and the demanding nature of the job. One teacher elaborated on burnout in the field: I think as a teacher, we run into [burnout] as our biggest problem. I hate that as such a new teacher, I'm already experiencing that. Or that when I'm in the field, it's not that I'm able to talk to someone who's been in the field for 40 years anymore. You have those people, but it's very rare and in between… And then you have the people who started with you.

You might have literally one person who's been there for 3 years, but everybody is in such a rotation that it's like, "Well, is this worth it? Everybody's leaving.”

In interviews, educators shared that turnover inflicts a lot of stress on the remaining staff. One educator explained that when turnover occurs, teacher aides are often needed in more classrooms to provide the missing coverage, which interferes with both their and other teachers’ schedules and can contribute to burnout. Additionally, some educators viewed the effort required to train new or temporary staff as so burdensome that some declined the additional coverage. Educators also considered compensation an influence on turnover and retention. One educator said:

GENERAL EDUCATOR MEMO | 10

We lost a couple of teachers, but I don't think it was a happiness thing. It was more of a monetary payment thing. If I were single, if I didn’t have my [partner]’s income, then I would start struggling because we’re not offered good health care, or health care where you could put a dependent on because we’re not technically full-time, even though we work for 7 hours. It’s a great job, I work 4 days a week, and I get my Fridays off, which I enjoy. But if I were single? Then, no, I would not be working this job because it doesn't pay enough.

Some educators described the difficulties their programs have faced in filling open positions including having applicants with little to no experience, no-shows to interviews, or just an overall lack of applicants. There were, however, a few educators who indicated that turnover had not been a problem for their programs, citing dedicated staff and the support and appreciation from the families they serve as mitigating factors.

CONSEQUENCES OF TURNOVER Common consequences of turnover included increased stress, taking on additional classroom coverage and work, negative impacts on relationships, and changes in workplace environment and operations. Several educators mentioned that when their programs experience turnover, they have had to take on increased workloads consisting of paperwork, licensing, and training for temporary or new staff.

Paraprofessionals and floaters explained that turnover was particularly challenging for them as they often had to cover multiple classrooms. The long days and need to provide additional coverage contributed to emotional drain, causing some providers to feel like they could not take breaks or take time off.

Some educators noted that rotation of staff has affected their relationships with their coworkers and the children and families they serve. Staff mentioned that turnover had negative impacts on staff behavior, coworker chemistry, collegiality, and mentorship. Additionally, staff spoke about the impact on the children and families in their program, such as interrupted relationship building and challenging behaviors.

One educator shared: You can't keep moving teachers around on these kids because it's affecting them. Everyone's like, “Oh, there's always kids that have meltdowns. There's always kids with various behavior problems.” I was like, “Because their caregiver keeps changing.”

If you keep changing stuff around and there's no consistency, it's affecting their behavior.

GENERAL EDUCATOR MEMO | 11

Other results of turnover educators mentioned were that the workplace felt more “hectic.” One educator revealed that they had to reduce their hours of operation due to lack of staff coverage.

STRATEGIES TO RETAIN STAFF Educators shared many strategies to help retain staff. One of the most common suggestions was to provide higher and more equitable pay and benefits. At the time of our interviews, many educators felt that they were not being adequately compensated for the work they do or the energy they put in “to cover their needs.”

Educators also identified retirement plans or pensions, more days off, days off for mental health and self-care, shorter days, and access to affordable, high-quality health care as ways to help retain the workforce. Some educators spoke about pay and benefits being part of their own motivating factors to stay in their current positions.

Another common suggestion to retain staff was to improve and promote a positive workplace culture and environment. This included showing staff more appreciation, promoting inclusion, reducing workloads and stress, respecting educator time, fostering positive relationships, providing behavioral support, and increasing physical and psychological safety. Other educators suggested providing more training through DPP and PDIS and opportunities for mentorship. More singular suggestions included conducting studies and evaluation on educator needs, challenging systemic issues, and lifting up the profession so that it is more widely viewed as a respectable career.

PERSONAL REASONS FOR STAYING IN THE EARLY CARE AND EDUCATION FIELD Common motivators that kept educators in the ECE field included the children, families, and communities they serve; their coworkers; passion for their job and the field; and pay. Several educators spoke about their love of the children they work with and that making a difference and being part of their lives and growth is rewarding. One educator shared: I stay because I'm teaching children how to be tiny people, basically. I'm giving them the life skills that they need, giving them the basic [things] that they need. Then, also, I'm training teachers to do what I do or do what I did when I was a teacher. I set them up for success. I try not to set them up for failure. So, I stay because of the kids and seeing them hit that milestone or seeing them accomplish that puzzle when they've been trying for the past week to get those pieces to fit correctly. That's why I stay, because they have that "I did it!" moment.

GENERAL EDUCATOR MEMO | 12

Several educators also spoke about the support and appreciation from their colleagues and leaders and noted that working with people with the same passions motivated them to stay. Relatedly, passion for the early childhood field and feeling competent in their job were motivating factors. Less frequently mentioned motivators included guilt about leaving the children or leaving while there are ongoing teacher shortages.

INCLUSION PROMOTING AN INCLUSIVE WORK ENVIRONMENT Educators suggested more accessible and equitable PD opportunities, resources, and support to promote inclusivity in the workplace. Some specific training and PD topics that were suggested included problem-solving, handling stressful situations, managing challenging behaviors, and mandatory culturally responsive training. A few educators mentioned that diversity, equity, and inclusion (DEI) practices within their programs have focused more on children and the classroom, but educators could benefit from diversity trainings to help them discover and understand their own biases. One educator shared how helpful it has been to have a DEI training consultant at their school and wished they had more access to similar training opportunities. Additionally, educators indicated that educational, certification, and language opportunities should be available at no cost and accessible for educators who work demanding schedules. Some educators specified that this is especially important for educators with different levels of experience and for BIPOC educators.

Another suggestion for promoting an inclusive work environment was to ensure educator voices are heard and are part of decision-making processes. Educators stressed the importance of giving staff at all levels the opportunity to provide feedback and ask for help or support without fear of reprimand. These recommendations tie into creating and maintaining a welcoming environment. A few educators specified that relationship building among staff should be a priority and time should be made for team-building activities. Others mentioned that an inclusive work environment should encourage supporting, accepting, respecting, and valuing staff from diverse backgrounds including BIPOC staff and LGBTQIA2S+ individuals. Educators also emphasized the need for action behind discussions of an equitable workplace because some educators had experienced these conversations in the past but had seen relatively few changes: The most important thing is after the conversation, the action.

Because what I hear and see is a lot of talk. If I have to have one more anti-bias education training, again, I'm going to faint because the emphasis [is] on how it's equitable for the kids but not the teachers. What about the teachers? I don't see a lot of

GENERAL EDUCATOR MEMO | 13

that going on, but I certainly hear a lot of talk about it. I was like, how is it that we can call ourselves anti-bias educators? If I'm an anti-bias educator and providing anti-bias education to preschoolers, what about our work environment that makes it that way?

RECIPE FOR SAFE AND SUPPORTIVE WORKPLACE Butler interviewers asked educators to describe the “ingredients” in a safe and supportive workplace. Educators identified safety, community, well-being, workplace environment, and resources and supports for diverse educators. They mentioned safety regarding both their school building and the neighborhood in which their programs were located. Specifically, they reported a need for an environment that fosters psychological safety, secure access to the building, safety measures against gun violence, and administration willing to listen to and act on safety concerns.

Educators also conveyed the importance of community among staff and with the families they serve. Important aspects of their internal communities included compassion, adequate staffing, supportive coworkers and leadership, open and honest communication, showing appreciation for and respect toward staff, and inclusion. One educator shared their ideal safe and supportive workplace: “Everyone's comfortable with each other and comfortable with the parents. The teachers know that if they ever need support, they're not being criticized or judged when they ask for support because it doesn't mean that they're not good enough, but it's appreciated because… there's a wisdom in that.”

Additionally, educators felt it was important to cultivate a community with the families that they serve and spoke about the importance of support and open communication with parents. Staff well-being was also key to a safe and supportive environment. Educators expressed a desire for mental health supports like stressrelieving tips and therapy options. One educator spoke about the connection between teacher well-being and the well-being of the children: “I feel like if your teachers are happy, then your kids will be happy. And it's very important for us to feel content and okay so then these kids ... feel the energy, so we can have a good positive energy for them as well.” Regarding their physical classroom environment, educators noted that their space and materials should be clean, that they should have all the materials they need, and that they should be consistently stocked. With respect to support for diverse staff, educators mentioned that programs should provide support and resources to reduce linguistic and cultural barriers. They also felt it would be helpful to provide spaces for BIPOC educators to connect with one another, especially after difficult conversations or experiences. One educator shared: Having those safe, brave spaces, where after DEI training if people of color want to have their own space to process, and

GENERAL EDUCATOR MEMO | 14

reflect, and just be together, I think that that creates a lot of safety […] I just think that that allows for a safe space for people to process, so as to not lead to micro-aggressions, or feeling as though they have to then carry more weight to answer questions, right? That's not their job, to educate white people about whatever, or to carry white guilt after DEI training.

PROFESSIONAL DEVELOPMENT (PD) AND HIGHER EDUCATION EXPERIENCES AND PREPARATION Educators reported a mix of higher education, PD, and peer learning to help them grow in their career. One participant shared their own story of being recruited out of high school and being encouraged by one of the administrators to pursue the necessary education and PD to become a director. They explained that they follow a similar model with their staff, encouraging assistant teachers to become certified teachers through PD, particularly taking advantage of the trainings, scholarships, and financial supports that are available through DPP. One educator explained how their entry into ECE shaped their experience with PD: I think because I went backwards, I started working before I started education, I have a lot more experience than a lot of my peers do in the classroom, so I do feel like sometimes things that you learn in the classroom can be misleading for how real-life experience, like the on-job training, is actually going to be.

Motivation and interest in the topic made educators more likely to engage in PD at higher rates and find it more useful. Hands-on experience was highly valued by educators, especially when it included a mentor teacher or co-teacher. When asked what PD helped most with their preparation, one educator responded, “I think being in the classroom, being with seasoned educators who really love what they do. I think being with little ones and being with programs that truly care about you.”

Similarly, educators shared knowledge from trainings with one another.

WORK-LIFE BALANCE Having to attend trainings and PD can be taxing for educators, especially when they must take time out of their personal lives to do so. One educator explained: If I dedicate time to trainings, then it takes time away from my family, and it takes time away from my personal life and my self-care; I need those to survive in this job. There's no reward for it other than just getting the credential they want. And it's

GENERAL EDUCATOR MEMO | 15

hard. There's not enough time in the day to do it at work because I'm busy taking care of kids.

Several educators reported difficulty balancing PD and their life outside of work, citing more stress when training had to be completed on their own time. Educators who said they received time to engage in PD reported a better work-life balance. The specific formats and requirements made some training opportunities particularly burdensome. Most often, educators complained about courses having too much homework or being too intensive, in some cases requiring multiple sessions a week.

Not only did these factors interfere with educators’ personal lives, but they also made educators warier of engaging with future PD and less likely to partake in optional trainings.

ACCESS (BARRIERS AND FACILITATORS) Many educators recognized that DPP provided significant access to training and PD opportunities. Educators highlighted the training courses as motivating factors, along with the financial benefits, including teacher achievement awards. Motivation also came from other sources. Both teachers and directors cited support and encouragement from administration and leadership as powerful tools. This support included administrators promoting available training to their staff, mentions of scholarships and grants, and/or administrators ensuring that educators have time set aside in their schedules specifically for completing PD. Unfortunately, it was not uncommon for educators to say their program could not accommodate the dedicated time for PD, usually due to staffing shortages. Virtual trainings were overall positively received due to the flexibility they allowed, although some preferred in-person trainings. However, the majority of in-person trainings took place on weeknights or weekends, which interfered with educators’ personal lives. Courses with large workloads or more than one session per week drew similar complaints. Overall, educators’ engagement with PD was dependent on a variety of factors, and there does not seem to be a one-size-fits-all solution. Educators suggested a variety of options and modalities to accommodate different needs.

ADDITIONAL COMMENTARY Educators reiterated their appreciation for their colleagues and the support they receive in their workplace. Some shared their feelings about working in the ECE field, the majority of which were positive and expressed the rewarding aspects of their work. There were also a few comments about their experience with DPP overall, including appreciation for the support and resources offered to educators and families and a desire for more information about DPP to help gain a better understanding of what they do and how they support Denver teachers.

GENERAL EDUCATOR MEMO | 16

CONCLUSION DPP educator interviews painted a picture of a passionate workforce that is invested in the development and well-being of children in their care despite the lack of support and resources in the current ECE system. Educators shared the mental and physical impacts of the job and difficulty balancing their work and home lives. They reported insufficient staffing due to burnout and low compensation, which places more demands on remaining staff. They wanted a safe and positive workplace environment for all staff and appreciated the gratitude and support from administrators and families. Though scheduling time for PD was a notable challenge, DPP educators welcomed opportunities for growth, whether through higher education, training, mentorship, or on-the-job experience. Overall, DPP’s ECE workforce is committed to their job and the families they serve but would benefit from significant and targeted investment in educator supports and resources.

RECOMMENDATIONS Butler evaluators developed these recommendations through an analysis of our interviews with DPP educators, and they aim to address challenges faced in the field.

By considering these recommendations, DPP can provide the support and resources educators need to care for themselves both personally and professionally and create a positive workplace for staff, children, and their families.

GENERAL EDUCATOR MEMO | 17

Support Adequate Compensation for the Workforce.

DPP can work with preschool leaders to identify opportunities to increase staff compensation like a higher starting salary, pathways to promotion, hiring or retention incentives, and bonuses. DPP can also promote policies to increase pay for early childhood educators and incentivize preschool leaders to offer benefits like paid leave and child care for staff at their site. Further, DPP can partner with local and government agencies that can link educators to benefits such as affordable health insurance and retirement plans. These strategies may help retain staff and attract new educators to the field, as well as promote the professionalism of the career.

Support DPP Programs Experiencing Turnover.

DPP can provide funding for programs to post job vacancies on diverse websites.

DPP can also support initiatives and policies for adequate compensation and benefits for educators to attract more providers into the field. For educators who are faced with additional hours, DPP can use stipend funds to provide overtime or hazard pay that acknowledges their additional workload as a result of staff turnover.

Promote Professional Self-Care Policies.

DPP can incentivize preschool policies that offer paid time for paperwork and PD. DPP can partner on efforts to fund substitute teachers and create substitute teacher resources, supporting educators to take time off. DPP can also compile resources for educators around self-care practices, including access to mental health services, and can support policies and efforts to hire and retain educators so that programs are adequately staffed, allowing opportunities for time off, breaks during the day, and smaller class sizes. Additionally, DPP can fund program efforts for staff social connection like team-building activities and support policies that allow more separation between work and life, such as “blackout” communication zones after work hours.

Support the Implementation of a Safe and Supportive Workplace.

DPP can promote workplace practices that show staff appreciation, foster inclusion, and support relationship building. DPP can also offer training around open communication, providing feedback, and conflict resolution to provide staff with tools to support their coworkers. DPP can encourage policies that offer educators a safe space to share their concerns and needs with program leadership and the opportunity to participate in shared decision-making processes. DPP can also offer

GENERAL EDUCATOR MEMO | 18

educator-focused DEI training, promote DEI practices, and encourage programs to provide space for BIPOC educators to connect with one another.

Invest in a Variety of PD Opportunities.

DPP can offer PD opportunities both in person and virtually. DPP can support efforts to increase adequate staffing (hiring and retention of full-time staff and substitute teachers), so teachers can attend training during the workday. DPP can also partner with subject-matter experts in addressing challenging behavior, working with children with special needs, and facilitating trauma-informed care training to provide the necessary skills and knowledge to educators. Additionally, DPP can offer other PD opportunities that promote relationship-based, knowledge sharing like community of learners and mentorship programs, incentivizing educators to participate in these programs. DPP can also fund stipends or scholarships for DPP teachers who are interested in enrolling in higher education.

Provide Adequate Professional Support.

DPP can partner with and/or fund specialized professionals to provide additional support in the classroom around children’s challenging behavior and trauma. This support could include a special education provider or early childhood mental health consultant onsite. DPP can offer staff assistance in the completion of required paperwork and work with early childhood partners to streamline requirements and decrease administrative workload.

GENERAL EDUCATOR MEMO | 19