Teachers work in partnership with each child's family to ensure the individual needs and skills of the child are addressed and supported. Teachers must be respectful and understanding of family diversity and able to promote this respect both in the classroom and in contacts with families.
Wisconsin Early Childhood Collaborating Partners have approved the following 9 Core Competencies for all individuals working with young children and their families. These competencies incorporate the competencies from the DPI PI34Teacher Standards, family support, and infant mental health.

• Child Development: Apply principles of child growth and development including healthy infant-parent relationships and the role of protective factors
• Diversity: Utilize culturally competent strategies that reflect the context, culture, and needs of the child and family
• Facilitating Child Development: Create environments that provide learning experiences that support families and meet each child's needs, capabilities, and interests
  
• Health, Safety, and Nutrition: Establish and maintain an environment that ensures children's healthy development, safety, and nutrition and supports parents in providing safe and healthy environments
• Child Guidance and Nurturing: Recognize individual differences and effects of temperament and personality of adults and children and establish supportive relationships with individuals and groups
• Observation and Assessment: Screen, observe and assess child interactions, knowledge and skills to support learning and make appropriate referrals for further evaluation
• Professional Practice: Work with children and families in a professional manner, participate as a collaborative partner with other professionals, and utilize strategies to evaluate program outcomes
• Parenting and Family Dynamics: Understand family systems and work in partnership with families, respecting the diversity of family structures including formal and informal support systems
• Community Relationships: Work collaboratively with families and agencies/organizations to meet child and family needs

PI34 and advancing best practices encourage experienced teachers to consider becoming a mentor or a master teacher when their skills, knowledge, and interests bring them to this point in their professional development. Teachers may conduct workshops or otherwise teach adults in their areas of expertise. Many teachers also make an effort to relate to the larger context in which they work by participating in professional organizations, and linking their work and professional development plans with the mission, philosophy, and overall needs of their program or school.

The Careers 4 Wisconsin website http://www.careers4wi.wisc.edu/index.asp contains information about many education positions including teachers in school and child care settings. This site provides information on the typical wage for the position and the employment outlook, including current job openings.

Teachers working in different early childhood programs may have some unique functions based on program focus. These functions often require special qualifications. Specific roles and qualifications of teachers in various programs are described below.

Special Instructor in Birth to 3 Programs
Special instructors in County Birth to 3 Programs work with infants and toddlers with diagnosed conditions and developmental delays. Special instructors are involved in the evaluation and assessment of each child's developmental skills. They design learning activities and assist with adaptations in learning environments to support families in embedding intervention goals within their daily routines. They also provide families with information and support. Special instructors work in homes and group settings in which children are participating. Some Special Instructors also function as a Service Coordinator. A few work for both Birth to 3 programs and special education programs in the public schools. Most providers in this position hold a bachelor's degree in early childhood special education and an 808 or 809 license from the Department of Public Instruction (the same license as ECSE described below). Teachers of the Deaf or Hard of Hearing (805) and the Visually Impaired (825) also work in Birth to 3 Programs. For more information about professional development opportunities go to http://www.waisman.wisc.edu/cedd/ecfr.html

Early Childhood Special Education (ECSE) Teacher in Public Schools
These teachers provide services to children three through five years of age who have disabilities and are eligible for special education services, as well as to their families. ECSE teachers act as a member of Individual Education Program teams when designing/delivering services to young children with disabilities. They implement Individualized Education Programs (IEPs) for children with disabilities in a variety of inclusive settings such as child care, Head Start, the child's home, and, when appropriate, other classroom settings. ECSE teachers participate in Child Find and transition meetings with Birth to 3 Programs, Head Start, and child care centers to insure smooth transitions for children and their families entering and leaving ECSE services. ECSE teachers also serve as consulting teachers and/or as team teachers for children who are receiving services in inclusive settings. Parent involvement is a critical element in ECSE program and services. Many ECSE teachers also participate in community early childhood councils and other planning efforts regarding school-based services for young children.

ECSE teachers are required to have an Early Childhood Special Education license, either #808 (Birth to Five Year olds) or #809 (Birth to Eight Year olds) from the Department of Public Instruction. Based on the particular university training program, this license may be granted through a Bachelor's or a Master's degree program. Under the new PI34 licensing requirement, Public school teachers must maintain their teaching licenses by earning 6 additional college credits or completing a professional development plan for all graduates after December 2004. For more information about teacher licensing go to http://www.dpi.state.wi.us/tepdl/index.html

Public School Kindergarten, Early Elementary Teacher, and Title 1 Teacher
Wisconsin licensed public school early childhood teachers work in settings such as public schools, Head Start programs, preschools, or child care programs. They teach either four-or five-year old kindergarten or first, second or third grades. A wide array of classroom models exist including multi-age groupings, "looping" (where teachers move with their class through several grade levels), team-taught classrooms, typical elementary school classroom structure, and early childhood centers that serve primarily 3-through 5-year-olds. School districts are also expanding their service delivery options and placing 4- year-old kindergarten teachers in child care centers or settings that house other early childhood programs such as Head Start. In these locations, teachers may still have separate kindergarten classrooms, team-teach in a blended program, or teach through other arrangements. In some communities, the district contracts with the community agency to employ the appropriately licensed teacher for the collaborative 4K program. For more information about 4 -year- old kindergarten programming visit the following website: http://www.collaboratingpartners.com/4YearK.htm. Four -year -old kindergarten teachers are required to have specific licenses from the Department of Public Instruction. The following memo gives guidance to what licenses are acceptable: http://www.dpi.wi.gov/fscp/pdf/ec4kpolbulclar.pdf

Title 1 teachers provide supplemental instruction to individuals or small groups of children who need additional academic assistance. Federal Title I funds flow to individual school districts, which hire Title I teachers. Each school district determines the ages or grade levels for which Title I services are provided.

To work in public schools, teachers must hold a teaching license from the Wisconsin Department of Public Instruction. This requires at least a Bachelor's degree.

Even Start Teacher
Even Start teachers provide the child development component within this program. These teachers design learning environments for children that incorporate a strong focus on literacy, and offer opportunities for parents and children to learn together. Qualifications and salaries vary depending on the Even Start agency. In school-based programs, public school qualifications and salaries apply.

Early Head Start Teacher
Teachers in Early Head Start programs are responsible for nurturing infants and toddlers in classroom or small group settings, as well as communicating with and involving parents in their children's healthy growth and development. The minimum educational level required is an Associate degree in early childhood education.

Head Start Teacher
Teachers in Wisconsin's Head Start programs ensure that their classroom activities meet federal Head Start Performance Standards, as well as requirements for Wisconsin Day Care licensing. These standards support teachers working as part of a team of professionals that includes health, family services, and other community programs. A Head Start center-based program for preschool children generally includes creative arts, science, outdoor activities, literacy, and other age -appropriate activities. Nationally, Head Start requires that 50% of all those who teach in center-based programs obtain an Associate degree in early childhood education if they do not have an equivalent or higher degree. Head Start programs support ongoing professional development for staff to facilitate attainment of these degrees. Most Head Start programs adopt the position titles of teacher and teacher assistant. Some agencies also have Early Head Start programs (described above), which provide opportunities to work with infants, toddlers, and their families, as well as with child care programs.

Teacher in Licensed Child Care Center
The child care teacher is responsible for implementing the program and curriculum of the child care center, under supervision of the director and/or assistant director. The child care teacher also assists in designing and planning the curriculum. The child care teacher engages in collaborative problem solving with supervisors and with other staff regarding issues that could impact the quality of care. Daily responsibilities for child care teachers include implementing developmentally appropriate curriculum and employing teaching and guidance techniques consistent with program policies. Child care teachers also have a responsibility to promote safety, organization, and cleanliness in the center and on the grounds. There are many transitions throughout the day requiring child care teachers to prioritize and maintain flexibility.

A high school diploma or equivalent and completion of 2 courses that have been approved by the Department of Health and Family Services (DHFS) in early childhood education (and a course in Infant and Toddler care when applicable) are the minimum requirements of the Department of Health and Family Services, Wisconsin Administrative Code HFS 46.

School-Age Caregiver
Caregivers in school-age programs have a variety of titles, including assistant or lead teacher, group or youth leader, or activity counselor. Because most programming occurs before or after school, some part-time caregiver positions are combined with supervisor or program director positions to create full-time positions. Depending on the type of position held, a school-age caregiver may be required to have, at minimum, a ten-hour course, or as much as a Bachelor's degree in elementary education, early childhood, recreation, or a related field.

School-age caregivers may be responsible for a variety of duties, such as supervision of children, monitoring children's health and safety, setting up the school-age environment, facilitating physical and intellectual competence in children, supporting children's social and emotional development, providing positive guidance, establishing relationships with families, and program management. Caregivers must also continue their professional development through in-service training.

Licensed Family Child Care Provider
A licensed family child care provider is an adult, 18 years of age or older, who provides care and supervision of children in the provider's own home. If a family child care provider will be caring for children under age 2 years, the provider must have satisfactorily completed 40 hours or three credits of early childhood training approved by the Department of Health and Family Services (DHFS) or at least 10 hours of Department approved training in the care of Infants and Toddlers prior to becoming licensed or working in a family child care program licensed to care for children under 2 years of age. Within 6 months after initial licensure or beginning to work with children, the provider must have 40 hours or 3 credits of early childhood training and at least 10 hours of training in the care of Infants and Toddlers, if the center is licensed to care for children under age 2 years. The provider must also receive and document having received 15 hours of continuing education each year in child growth and development, early childhood education, first aid and Sudden Infant Death Syndrome Risk Reduction (SIDS) risk reduction procedures. Family Child Care providers must have a current certificate in Infant/Child Cardiopulmonary Resuscitation (CPR) and training every 2 years in child abuse and neglect (CAN) identification and reporting procedures. CPR and CAN training may be counted in the 15 hours of required continuing education. In addition, continuing education may include attendance at training events, workshops, and conferences; consultation with community resource people; or observation of other child care programs. The provider and any other adult living in the home or having regular contact with the children must submit to DHFS every 2 years, a Background Information Disclosure form indicating any criminal convictions, pending charges or substantiated findings of child abuse or neglect. A complete caregiver background check will be conducted prior to initial licensure and every 4 years thereafter for the licensee and adult household residents. Family child care licensees are required to complete caregiver background checks on any employees or helpers.

Family child care providers' income is based primarily on fees paid by parents. Providers must cover all of their operating costs out of this income, and the balance is available for their personal wages and benefits. This income will vary greatly, depending on the rates the provider charges, the number and ages of children served, the hours of operation, and the costs incurred in operating the program. Family child care providers often calculate that they earn less than minimum wage when they take into consideration all these factors.

Certified Family Child Care Provider
A certified child care provider is eligible to care for up to three children under the age of seven who are unrelated to the provider. Additional unrelated children age seven and older may be cared for, as long as the total group size does not exceed six children. The provider's own children, under the age of seven, are counted as part of group size. The provider's own children, aged seven or older, are not included in the maximum group size. When children under the age of two are present, the maximum group size is adjusted according to the schedule of Maximum Number in Certified Care as specified in the Wisconsin Department of Workforce Development, Child Care Section, Day Care Manual (www.dwd.state.wi.us/dws/programs/childcare/wishares/manual.htm)

a. Regularly Certified Child Care Provider- Level I: The regularly certified child care provider must complete 15 hours of county or tribal-approved child care training. This training includes child growth and development, interpersonal relationships, health and safety, the business of family child care, time and space for children, working with other child care professionals, community resources, and a review of the certification rules and process. The provider must provide the names, addresses and phone number of two references. The provider must also complete a Caregiver Background Check for themselves, all other adults, and children age 12 and older living in the household. A criminal background investigation is conducted through the Department of Justice and the Department of Health and Family Services, as is a review of child abuse and neglect reports. A home inspection is performed either prior to, or within 30 days of certification, to assure that basic health and safety standards are met. Providers must also supply documentation that they are free from tuberculosis and must meet all certification requirements as indicated within the Wisconsin Department of Workforce Development, Child Care Section, Day Care Manual.

b. Provisionally Certified Child Care Provider- Level II. Provisionally certified child care providers must meet all of the requirements outlined for regularly certified providers except they are not required to complete the 15 hours of county or tribal approved child care training.

Nanny and Au Pair
Professional nannies provide services in family homes. Many nannies live with the families who employ them, and their compensation includes room and board. Families vary greatly in what they offer, what they expect, and how they treat their nanny. Families who cannot afford to hire a nanny on their own may cooperate with another family to share one. This may enable the nanny to earn a higher salary. Some nannies that have a preschool child of their own are able to bring the child to their employer's home - but this and many other details should be carefully negotiated before employment commences. People who hope to be nannies should have a fondness for children; possess the knowledge and ability to guide children's activities in a way that encourages learning and growth; be able to carry out appropriate health and safety procedures; and be able to communicate effectively with parents. In addition to supervising children in their care, the nanny may also assume some tasks of household management, such as housework. This is usually when children are napping, and only by special arrangement with the employer. Au pairs perform the same types of tasks as nannies, and also live with their employing families. They are usually young, often in their late teens. Professional agencies often train au pairs and connect them with families. A nanny's income will vary greatly, depending on the individual situation. Nannies generally earn a salary plus room and board.