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Call to Action: Defend Mentor Teachers

The future of California’s early childhood workforce depends on engaged educators, advocates, mentor teachers, and community members who are willing to speak up for the profession.

The California Commission on Teacher Credentialing will hold a public hearing regarding proposed amendments to Title 5 of the California Code of Regulations pertaining to the Child Development Permit. This hearing is an important opportunity to learn more about the proposed changes and participate in the public comment process.

These decisions may impact pathways into the profession, professional growth opportunities, and the systems that support early childhood educators across California. Your voice and lived experience matter.

Public Hearing Information

Date: Wednesday, May 13, 2026
Time: 12:00 PM

Attend In Person

651 Bannon Street
Southeast Tower (SE), Room SE-152
Sacramento, CA

Join Virtually

Zoom Meeting ID: 837 0723 1964

Listen by Phone

1-877-853-5257
1-888-475-4499

We encourage mentor teachers, site supervisors, faculty, students, administrators, and ECE professionals to review the proposed amendments and consider participating in the hearing process. Public engagement helps ensure that policies reflect the realities, strengths, and needs of the early childhood education community.

Why Participation Matters

When educators participate in policy conversations, we help:

  • Advocate for equitable and accessible professional pathways
  • Strengthen workforce development efforts
  • Elevate the voices of early childhood professionals
  • Support high-quality learning environments for children and families
  • Shape the future of the Child Development Permit system

The California Early Childhood Mentor Program believes that collaboration and advocacy are essential to building a stronger ECE community. We invite you to stay informed, share this information with colleagues, and join the conversation.

🔗 For additional information, review the Coded Correspondence (26-05)

Together, we can help shape the future of early childhood education in California.

infoecementororg Uncategorized

Honoring the Legacy of Thelma Harms

The field of early childhood education has been profoundly shaped by leaders whose vision and dedication continue to influence practice for generations. Among these leaders, Thelma Harms stands as a guiding force whose work elevated the importance of high-quality environments for young children.

Her contributions helped define what quality looks like in early learning settings—emphasizing that thoughtfully designed, responsive, and nurturing environments are essential to children’s development. Through her work, educators gained tools and frameworks to reflect on their practice, strengthen classroom environments, and center the well-being of children in every decision.

Thelma Harms’ impact extends far beyond the tools she helped create. She championed a vision of early childhood education rooted in respect—for children, for educators, and for the environments where learning unfolds. Her work reinforced the understanding that quality care is not incidental; it is intentional, reflective, and deeply connected to the relationships and spaces that shape early experiences.

The California Early Childhood Mentor Program holds deep respect and gratitude for Thelma Harms’ lifelong dedication to the field. Her commitment to excellence continues to guide mentors, educators, and students as they strive to create meaningful learning environments across California. The values she upheld—care, reflection, and continuous improvement—are foundational to the work of mentoring and professional growth.

As we honor her legacy, we recognize that her spirit lives on in every classroom that prioritizes quality, in every mentor who supports the next generation of educators, and in every child who benefits from nurturing and intentional care.

Her influence endures, not only in the history of early childhood education, but in its future.

infoecementororg CA Department of Education Updates

New Permit Coded Correspondence 20-60 Call to Action: Supporting the Future of Early Childhood Educators

The following message, shared by Tony Ayala, Vice President of Public Policy North for CCCECE, highlights an important opportunity for early childhood educators to make their voices heard during a critical policy update process.

The California Commission on Teacher Credentialing (CTC) has opened a 45-day public comment period on proposed updates to the Child Development Permit regulations, which are anticipated to take effect in 2027. These updates will directly impact the structure of permits and the requirements for those supporting practicum students in early childhood education settings. Please review the Proposed Amendments to Title 5 of the California Code of Regulations Pertaining
to the Child Development Permit.

Why This Matters

One area of concern within the proposed regulations is Title 5, § 58055(c). This section currently requires that individuals who share supervision of practicum students with community college faculty must hold, at minimum, a Child Development Master Teacher Permit or equivalent.

As the permit structure is revised, this language must also be updated to reflect the new system. However, proposed changes may significantly increase the minimum qualification requirements for those serving in mentorship roles.

If supervision requirements shift too broadly or too quickly—such as aligning with higher-level permit expectations—it could:

  • Reduce the pool of qualified Mentor Teachers
  • Disrupt practicum placements for ECE students
  • Limit opportunities to prepare and support the next generation of educators

A Recommended Approach

To maintain strong mentorship pathways and ensure accessibility, it is recommended that:

Early Childhood Educator 2 (ECE 2) experience be determined by institutions of higher education (or equivalent) in place of the current Master Teacher Permit requirement.

This approach would allow flexibility while preserving the quality and availability of mentorship experiences essential to workforce development.

Make Your Voice Heard

Early childhood educators, mentors, faculty, and program leaders play a vital role in shaping policies that impact the field. Your voice can help ensure that regulations support both quality preparation and equitable access to mentorship opportunities.

We encourage you to:

  • Submit personalized feedback during the comment period
  • Share your perspective on how these changes may impact your program or community
  • Encourage colleagues and partners to participate

📧 Submit comments to: Regulations@ctc.ca.gov