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Career Development Resource Guide

SECTION II. EXPLORE SETTINGS OR PROGRAMS IN WHICH YOU MAY WANT TO WORK

Setting A. Child Care
Setting B. Even Start
Setting C. Head Start
Setting D. Nursery School – Preschool
Setting E. Private School
Setting F. Public School

“I want to work with children. What are the settings
in which I may find employment?”

If you think you want to work with children there are many kinds of jobs as well as different types of settings in which you could work. Each of them is distinct as to the services they provide and the positions that are available. They also differ according to specific qualifications for positions, the work schedule, the salary and benefits, and how the program is regulated. What they all have in common is that they have a goal of providing for children’s well-being.

This section of the Resource Guide presents descriptions of many of the settings that serve children. The setting is defined either by law or the purpose or mission of the service. The setting is then described by its organizational structure, variations even within that structure, the licensing or regulatory agency or agencies, and typical position titles of people who work there. You can then go to SECTION III, EXPLORING POSITIONS to read more about that particular position. The settings that follow are:

Setting A.1 - A.3 Child Care
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A.1 Center-Based Child Care
Non-Profit Child Care
For-Profit (Proprietary) Child Care
Regulations
Child care center means...
Small day care center means...
Out of school programs also called school-age child care means...
Regulations pertaining to all center-based child care settings

A.2 Family Child Care
A.2.A EXEMPT FAMILY CHILD CARE
A.2.B REGULATED FAMILY CHILD CARE
A.2.C REGULATED GROUP FAMILY CHILD CARE
REGULATIONS...

A.3 In-Home/Nanny/Au Pair

Families need safe, healthy, educational programs for children while family members work or go to school and to provide socialization and early learning. There is no distinction made in the educational programming despite the setting. Child care, Head Start, preschools, and prekindergarten programs all provide for the learning needs of the child as well as caring for the child away from home.

New York State regulations define child care as care for a child on a regular basis provided away from a child’s residence for less than 24 hours per day by someone other than the parent, step parent, or other close relatives. These regulations do not refer to summer day camps, religious education classes, day treatment facilities, or programs for children three years of age or older operated by a public school district or nursery schools/preschools that care for children less than three hours a day.

A child care center (sometimes called day care center) provides care and education in a non-residential building for children for more than three hours per day per child for a fee. Out of school programs or school-age child care (SACC) programs provide care for children before and after school and on school holidays. Children may be cared for in a non-relative’s home, which is called family child care or in the child’s own home by a child care provider, nanny, or au pair. The number of children and their ages determine whether registration or licensing is necessary for that child care setting as determined by the NYS Office of Children and Family Services and by the New York City Department of Health.

A.1 Center-Based Child Care

Child care centers may be organized in a number of ways, depending on sponsorship or ownership. No matter what kind of organization is the sponsor, each must comply with the state and local regulations for the safety and protection of the children they serve. The following is a description of typical sponsors of non-profit and for-profit child care centers:

Non-Profit Child Care

Community-Based Organization (CBO) – The center is sponsored by an agency such as YWCA, YMCA, community action agency, neighborhood center, etc. They are governed by a Board of Directors who oversee the program and finances, and are usually administered by an Executive Director and/or a Director of Child Care. The program is managed financially so that income and expenses are dedicated to the benefit of the children and staff.

Faith-Based Organization – Similar to agency operated programs but sponsored by a church or other religious-affiliated institution either as a community service or as an educational program for religious instruction.

For-Profit (Proprietary) Child Care

Owner-Operated – The center is a business, owned by one or more individuals, to provide a service for fees with a goal of realizing a financial profit. All facility, staff, equipment, supply, and service costs are the responsibility of the owner.

Chain or Franchise – The center is individually or corporately owned and governed by a corporation that sets policy. Regional or national chains provide guidelines for all aspects of the business with varying degrees of flexibility for individual centers.

Employer-Sponsored – Some employers see the benefit of assisting employees with child care. They may provide an on-site facility so employees can visit their child at break times throughout the day for bonding and feeding. The facility may be a division of the company or they may sub-contract for the service. Employers may also purchase slots in existing centers to help meet their employees need for child care.

Regulations

There are three categories of child care centers in regulation, they are:

Child care centers – which serve six or more children from six weeks to thirteen years of age (NYSOCFS 413.2(g)(l));

Small child care centers – which serve three to six children six weeks to thirteen years of age (these programs are different from family child care programs by virtue of the fact that services are provided in a licensed facility and not a residence) (NYSOCFS 413.2(h)); and,

Out of School Programs – which typically serve school-age children six to thirteen years of age. Programs may serve children over 13 years of age, but they must meet all the regulatory standards for children under 13 years of age. Children may receive services through the conclusion of high school (NYSOCFS 413.2 (k)(l)).

Each program type has a specific set of regulations that are administered by the NYS Office of Children and Family Services (in New York City, the NYC Board of Education regulates these programs under a single set of regulations). What follows is the regulatory definition of each program category including regulations pertaining to the age of Children served and Maximum capacity. These regulations are immediately followed by regulations pertinent to this document that are the same for all three forms of care. (Go to (opens in a new window) for additional information.)

Child care center means a program or facility which is not a residence in which child care is provided on a regular basis to more than six children for more than three hours per day per child for compensation or otherwise.

Age of Children: A child care center may provide care for children six weeks through 12 years of age; for children 13 years of age or older who are under court supervision; for children 13 years of age or older who are incapable of caring for themselves when such inability is documented by a physician, psychiatrist or psychologist; and in extenuating circumstances, for children under six weeks of age when prior approval has been obtained from the regional child care licensing office. Children who attain the maximum age allowed during the school year may continue to receive child day care through the following September 1st or until they enter school for the following year.

Maximum Capacity: As specified on the child day care center license (NYSOCFS 413.2.(g); NYCDOH 47.01(a)).

Small day care center means a program or facility which is not a residence in which child day care is provided to three to six children for more than three hours per day per child for compensation or otherwise.

Age of Children: A child day care center may provide care for children six weeks through 12 years of age: for children 13 years of age or older who are under court supervision; for children 13 years of age or older who are incapable of caring for themselves when such inability is documented by a physician, psychiatrist or psychologist; and in extenuating circumstances, for children under six weeks of age when prior approval has been obtained from the regional child care licensing office. Children who attain the maximum age allowed during the school year may continue to receive child day care through the following September 1st or until they enter school for the following year.

Maximum capacity: No more than two children under the age of two may be cared for at any one time. When any child who is less than two years of age is present, the maximum capacity is five. When all children present are at least two years of age, maximum capacity is six (NYSOCFS 413.2.(h)).

Out of school programs also called school-age child care means a program or facility which is not a residence in which child day care is provided to an enrolled group of seven or more children during the school year before and/or after the period such children are ordinarily in school or during school lunch periods. School-age child care programs may also provide care during school holidays and those periods of the year in which school is not in session, including summer vacation. Such programs must operate consistent with the local school calendar.

Age of Children – School-age child care programs may provide care for school-age children under 13 years of age, for children under court supervision or for children who are 13 years of age or older where a physician, psychiatrist or psychologist states in writing that such children are incapable of caring for themselves. No child may be admitted unless the child is enrolled in kindergarten or a higher grade or is at least six years of age. Children who attain the maximum age allowed during the school year may continue to receive child day care thorough the following September 1 or until they enter school for the following school year.

Maximum capacity – The maximum number of children authorized to be present at any one time as specified on the school-age child care registration (NYSOCFS 413.2.k; NYCDOH 47.01(a)).

Regulations pertaining to all center-based child care settings – Child care centers are regulated in New York State by the Office of Children and Family Services and in New York City by the New York City Department of Health. A license must be obtained that indicates that the following areas are in compliance with the regulations:

Child Staff Ratio/Group Size – Children must be grouped by age as follows:
Age of Children Staff/Child Ratio* Max Group Size (**)
Under 6 weeks*** 1:3 6
6 weeks to 18 months 1:4 8
18 months to 36 months 1:5 12
3 years 1:7 18
4 years 1:8 21
5 years 1:9 24
Through 9 years 1:10 20
10-12 years 1:15 30

* Staff/child ratio refers to the maximum number of children per staff person

** Group size refers to the number of children cared for together as a unit. Group size is used to determine the minimum staff/child ratio based upon the age of the children in the group (NYSOCFS 418-1.8(c) and NYCDOH 47.17).

*** Prior approval required from NYSOCFS or NYCDOH.

Facilities – Building and equipment safety including zoning, space regulations dependent on age of children; and documentation of satisfactory NYS Department of Health inspections for safe water, environmental hazards, food safety, documentation of local fire department inspections for fire protection and evacuation plans, and a certificate of insurance.

Program – Appropriate planned activities that encourage cognitive, social, emotional, physical, and language development; sufficient materials and play equipment; appropriate eating and resting arrangements; supervision of children; nutrition program; discipline guidelines written and practiced; and health and infection control.

Staff – Personnel who will promote the physical, intellectual, social, cultural, and emotional well-being of the child, provide constant supervision of children, and have no felony or misdemeanor convictions. All staff are required to have fingerprints on file, covered by workers’ compensation, cleared through Statewide Central Registry of Child Abuse and Maltreatment, and meet required qualifications for employment and subsequent training requirements (see SECTION III, EXPLORING POSITIONS for individual job titles).

Accreditation and Evaluation – Many child care centers voluntarily assess themselves and seek to achieve standards of quality beyond compliance with the regulations. Several tools are used in which staff, families and the community may participate. The Early Childhood Environmental Rating Scale (ECERS) and Infant Toddler Environment Rating Scale (ITERS), often used to measure program quality. The Head Start Performance Standards are minimal, federally-mandated regulations for Early Head Start and Head Start Programs. An evaluation tool called PRISM is used to access the quality of Early Head Start and Head Start Programs through a federally-mandated review process conducted with each program every three years. Accreditation by outside organizations is also a way that quality is assessed and recognized. The National Academy of Early Childhood Programs administers a national, voluntary, professionally-sponsored accreditation system to help raise the quality of all types of preschools, kindergartens, child care centers, and school-age child care programs. As of summer 2001, 7,600 programs serving more than 685,000 children have achieved National Association for the Education of Young Children (NAEYC) accreditation, and an additional 8,300 programs are in the process. The Academy is a division of the NAEYC, the nation's largest organization of early childhood educators. The accreditation criteria sets guidelines in ten areas: interactions among teachers and children, curriculum, relationships among teachers and families, staff qualifications and professional development, administration, staffing, physical environment, health and safety, nutrition and food service, and evaluation. See (opens in a new window) for more information.

The National Child Care Association, the largest association for private, licensed child care centers also has a voluntary accreditation system that assures parents of the quality of the facility and program. See (opens in a new window) for more information.

Cost – Center-based child are providers determine fees on a per child basis depending on the amount of time the child is in care. The age of the child also helps to determine the cost of care with the cost of infant and toddler care being more expensive than the same amount of time for a preschool child. The expenses of child care centers consist of salaries and benefits, building maintenance including utilities and insurance, supplies, food, etc. Unless a program has another source of financial support, tuition rates reflect the total expenses to operate the program which are calculated on a cost per child basis. The tuition charges for child care may be subsidized by local departments of social services for children of income-eligible families.

Center-Based Child Care Positions: See SECTION III, EXPLORING POSITIONS for descriptions and qualifications of:

A.2 Family Child Care

Family child care is grouped into two categories: exempt and regulated family child care. Both of these categories are defined below.

A.2.A EXEMPT FAMILY CHILD CARE

An exempt family child care home describes care on a regular basis for no more that two non-relative children or care for more children not on a regular basis.

There are two types of family child care programs that are required to be licensed or registered – family and group family child care. Persons who open their own home to care for other people’s children for a fee are engaged in a small business called family child care providers. The income for group and family child care is taxable and must be reported to the Internal Revenue Service (IRS), but expenses such as food, supplies, equipment, insurance for the business can be charged against that income. Child Care Resource and Referral Programs (go to (opens in a new window) for a list of CCR&Rs) and NYS Office for Family and Children Services regional licensing offices (go to (opens in a new window) for a list of regional licensing offices) provide people interested in providing family child care information regarding the regulations and assistance in the process of becoming registered.

A.2.B REGULATED FAMILY CHILD CARE

Maximum capacity – No more than two children under the age of two may be cared for at any one time. When any child who is less than two years of age is present, the maximum capacity is five. When all children present are at least two years of age, maximum capacity is six. An additional two children who are of school-age may be provided care if they attend kindergarten or a higher grade and other rules may apply (NYSOCFS 413.2(i)).

A.2.C REGULATED GROUP FAMILY CHILD CARE

Maximum Capacity – There must be one caregiver for every two children under the age of 2 years. When any child who is less than 2 years of age is present, the maximum capacity is 10. When all children present are at least 2 years of age, maximum capacity is 12. An additional 2 children who are of school-age may be cared for if the children attend kindergarten or higher grade (NYSOCFS 413.2(j)).

REGULATIONS FOR BOTH FAMILY CHILD CARE AND GROUP FAMILY CHILD CARE

There are a number of regulations that pertain specifically to family child care and to group family child care. However, the following regulations, which are the regulations that are most pertinent for this purpose, are the same for both forms of care.

Regulations – Family and group family child care homes are regulated by the New York State Office of Children and Family Services. Before a family child care or group family child care home is registered, an application process must be completed that assures that the home and provider complies with the regulations. They include health statements of providers, summary of training and experience, names of references, sworn statements regarding convictions of misdemeanor or felonies, and certification of child support obligations. Certification that workers are compensated is provided if they are employees. Clearance through the Statewide Central Register of Child Abuse and Maltreatment is required for the providers and anyone eighteen or over who resides in the family child care home along with a statement of health of all the persons residing in the home. This process includes fingerprinting and a criminal history check. The home is also certified that it and the neighborhood are free of environmental hazards, and the dwelling meets sanitation and safety standards for water and heat.

The home must be inspected and the family child care/group family license registration must be renewed every two years. Family and group family child care providers must obtain 30 hours of training within each two year registration/licensing period, 15 hours must be within the first six months of registration/licensing or employment if an assistant. Training must be in specified topic areas.

The family and group family child care home must provide a safe, healthy environment and practices. The provider will plan and implement an appropriate program of activities for the child’s cognitive, educational, social, cultural, physical, emotional, language, and recreational development. Children must be supervised at all times, with the written permission of the parent, a child may nap and toilet independently. A school-aged child, with the written permission of the parent, may participate in outside activities without direct supervision of the child care provider.

Age of Children – A family child care provider may care for children six weeks to 12 years of age: for children 13 years of age or older who are under court supervision; for children 13 years of age or older who are incapable of caring for themselves when such inability is documented by a physician, psychiatrist or psychologist; and in extenuating circumstances, for children under six weeks of age when prior approval has been obtained from the regional child care licensing office. Children who attain the maximum age allowed during the school year may continue to receive child day care through the following September 1, or until they enter school for the following year.

Cost – Family child care is paid for by the family using the service on a per child basis. Family child care charges must cover income for the provider, home insurance and utilities, equipment, supplies, and food. It is considered a small business with income balanced against expenses. The charges for child care may be subsidized by social services for children of income-eligible families.

Accreditation – Family child care settings may choose to be accredited by the National Association of Family Child Care. This is a voluntary accreditation process that involves a self-study and a validation visit to assure the high quality of the setting and the provider. For more information, go to (opens in a new window).

Family and Group Family Child Care Positions – See SECTION III, EXPLORING POSITIONS for descriptions and qualifications of:

A.3 In-Home/Nanny/Au Pair

Some families prefer that someone care for their children in their own home. This person may be called a nanny, governess or au pair. People in these positions sometimes work a set schedule. In other instances, the position includes living quarters and work schedule fluctuates according to the needs of the family. An in-home provider receives weekly wages and may be requested to do light housekeeping related to the children’s care.

Regulations: There are no governmental regulations caring for the children of a single family in their home. Employers are required to report wages and may be required to pay workers’ compensation insurance and unemployment tax. Families may include other benefits such as health insurance, sick days, and paid vacations.

Structure: Families typically contract individually with in-home providers and identify prospective candidates through word-of-mouth, advertisements and referral agencies that exist in some areas. Nanny schools also provide referrals for nannies who have been certified or who have graduated form their program. Au pair agencies also provide referrals of au pairs.

Cost: Cost of services varies with the circumstances of employment (e.g., live-in vs hourly) and the education and background of the in-home provider.

Typical Positions:


Setting B - Even Start
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B.1 EVEN START – CENTER-BASED
B.2 EVEN START – HOME-BASED
Structure, Cost, & Positions

Even Start is a family-centered educational program that involves parents and children in a cooperative effort to help parents become economically self-reliant as well as full partners in the education of their children and to assist children in reaching their full potential as learners. Even Start programs provide comprehensive family literacy services.

Comprehensive family literacy services are defined as “services that are of sufficient intensity in terms of hours, and of sufficient duration to make sustainable changes in a family and that integrate all of the following activities:

  • interactive literacy activities between the parents and their children,
  • training for parents regarding how to be the primary teacher for their children and full partners in the education of their children,
  • parent literacy training that leads to economic self-sufficiency,
  • age-appropriate education to prepare children for success in school and life experiences.”

The purpose of Even Start Family Literacy Programs is to “help break the cycle of poverty and illiteracy by improving the educational opportunities of the Nation’s low-income families by integrating (the activities listed above) into a unified family literacy program.” (Elementary and Secondary Education Act of 1965, Title I, Part B, amended 2001.) Thus to be eligible for Even Start, a family must have at least one parent who is reading in English below a ninth grade level or attending a secondary school, and one or more of their children must be under 8 years of age. There are no income eligibility requirements, although programs are expected to target families living at or near the poverty level. Other eligibility factors may apply.

Even Start projects provide participating families with a program that incorporates early childhood education, adult basic education, parenting education, and interactive literacy instruction. The program’s design is built on the notion that these components reinforce each other and are interdependent. Families need to receive all four services in order to effect lasting change and improve the academic achievement of children and adults/promote children’s school success. High quality programs focus on addressing the literacy development of children and adults by using instructional methods consistent with scientifically based reading research.

Even Start provides services primarily through two program models: center-based and home visiting. Many programs provide services using a combination model, a mixture of center and home based approaches.

B.1 EVEN START – CENTER-BASED

Center-based programs are usually located in community-based organizations or schools in the neighborhood of the target audiences. Typical locations include adult vocational programs or high schools with an early childhood program in the same facility. Other programs are based in an early childhood program, such as a Head Start program, and working with collaborative partners offer adult literacy classes on site or at the site of their partner agency. Programs are expected to plan a schedule that responds to the needs of the participating families. Many programs are open evenings and weekends to accommodate working adults. While services are primarily offered in centers, these programs often conduct home visits as part of the array of services provided. Services in center-based programs are typically provided by people with specific expertise in early childhood, adult education, parent education, and/or parent interactive-literacy.

B.2 EVEN START – HOME-BASED

Most programs in rural areas and some programs in urban locations provide services primarily in the homes of participating families. The “home visitor” or “family educator” is expected to integrate all activities into the home visit and is supported by people with specific expertise in each of the four components of family literacy. Regular staff planning with adult educators, early childhood specialists and others prepares outreach staff to provide high quality literacy instruction. While services are provided primarily in the home, programs using this model typically plan routine opportunities for bring participating families together in a center-based setting.

The setting for Even Start programs is not as important as the quality and consistency of content of the program’s educational outreach. The commitment to staff development and collaboration with programs providing high quality adult literacy, parenting and early childhood education is strong.

Structure – The federal Department of Education grants state education agencies that, in turn, make grants to partnerships of local education agencies and community-based organizations. The component services are provided to all participating family members through a collaboration of community resources lead by the partnering agencies. Building on existing high quality services, Even Start funds can be expended to “fill the gaps.”

Costs - There is no charge to the participants since Even Start is underwritten by grants from state and federal funding and further supported by contributions from local collaborators.

Positions – See SECTION III EXPLORING POSITIONS for descriptions and qualifications of the following positions:

Setting C - Head Start
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C.1 Head Start – Center-Based
C.2 Head Start – Home-Based
C.3 Early Head Start
Structure, Cost, & Positions

Established by Congress in 1965 Head Start is a federally funded preschool educational program designed to meet the needs of low-income children and their families. The overall goal of Head Start is to increase school readiness of children through the delivery of comprehensive services to children and their families. These comprehensive services include: research-based early childhood programming, health screening and follow up services, services for children with disabilities, family involvement services, and the linking of community resources to meet family and child needs. All Head Start services are responsive and appropriate to each child and family’s developmental, cultural, and linguistic characteristics. Early Head Start was established in 1967 to provide comprehensive services to pregnant women and women with children birth to three years of age.

The Head Start and Early Head Start program is administered by the United States Department of Health and Human Services, Head Start Bureau, which awards grants directly to local programs. Head Start and Early Head Start programs outside of New York City which provide part-day services for less than three hours a day in a 24 hour period do not have to be licensed. All Head Start programs operating in New York City are licensed through NYCDOH and all programs in the rest of the state providing three or more hours of services are licensed through NYSOCFS as child care centers.

Program Models: There are essentially three Head Start program models including:

C.1 Head Start – Center-Based

Children attend the Head Start program in a group setting on a specific schedule with a qualified teaching staff. Programming is planned to encourage family involvement and may include home visits. Comprehensive services for the entire family are offered at the site, in the home, and when needed, transportation may be provided to other service providers to meet family needs. Head Start serves eligible children turning three years of age before the first day of school. Specific date guidelines apply here. It is usually the same date used to determine eligibility for public school in the community in which the Head Start program is located.

C.2 Head Start – Home-Based

Eligible children and families receive Head Start comprehensive services in their homes. Home-based teachers visit homes on a regular basis and work with families on the overall goal of school readiness. Families and children gather in a home on a regular basis for an appropriately programmed group experience that further supports growth toward Head Start program goals.

C.3 Early Head Start

Early Head Start is a comprehensive program that includes parenting education, comprehensive health and mental health services to women before, during and after pregnancy, nutrition education and family support services as well as quality early education both in and out of the home for children birth to three years-old.

Structure – Implementation of Head Start legislation, regulations and policies is overseen locally by policy councils which include Head Start parents and representatives of the community. Programs are reviewed every three years. For more information on Head Start see (opens in a new window).

Cost – Head Start is a federal program funded through grants provided on a yearly basis. There is no tuition cost to registered families.

Positions – Because of the comprehensive nature of the Head Start program, there are many career opportunities beyond classroom teaching. Many involve adult education and the provision of services to families. Not all of these positions are listed in this publication. For more information on the positions included in this document, see SECTION III, EXPLORING POSITIONS for descriptions and qualifications of:


Setting D- Nursery School – Preschool
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Structure
Accreditation
Types of Nursery Schools/Preschools
Typical Positions

Nursery Schools or Preschools encourage social, physical, emotional and intellectual development by organizing activities for children age two through five. They help children explore their interests, develop their talents and independence, build self-esteem and learn how to interact with others. In areas outside of New York City, nursery schools or preschools in which the children spend less than three hours in any twenty-four hour period are exempt from licensure of any kind. They may elect to be registered with the Department of Education. In New York City, nursery schools/preschools are licensed as child care centers.

Structure – These programs are usually sponsored by a faith-based or community-based organization to provide a service to families who desire a part-day experience for their child. Families have the responsibility of screening and monitoring the program. The programs are usually incorporated as non-profit organizations and administered by a governing body and participating families usually have representation.

Accreditation - Another way to assess quality is if the program is accredited. The National Academy of Early Childhood Programs administers a national, voluntary, professionally-sponsored accreditation system to help raise the quality of all types of preschools, kindergartens, child care centers, and school-age child care programs. As of Summer 2001, 7,600 programs serving more than 685,000 children have achieved NAEYC accreditation, and an additional 8,300 programs are in the process. The Academy is a division of the National Association for the Education of Young Children (NAEYC), the nation's largest organization of early childhood educators. The accreditation criteria sets guidelines in 10 areas: interactions among teachers and children, curriculum, relationships among teachers and families, staff qualifications and professional development, administration, staffing, physical environment, health and safety, nutrition and food service, and evaluation. See (opens in a new window) for more information.

Types of Nursery Schools/Preschools

D.1 Faith-Based – When a nursery school or preschool is sponsored by a faith-based organization it usually provides religious education along with its developmental program. It may or may not be open to others outside that particular religious affiliation.

D.2 Non-Profit – Operated by a non-profit organization and open to the general public providing developmental programming.

D.3 For-Profit – Although not common, some preschools/nursery schools are operated by for-profit organizations which are open to the general public and offer developmental programming.

D.4 Cooperative – This type of preschool program may be totally or partially administered by the families of the children who attend. Family members have a responsibility to participate in the class on a regular basis.

D.5 Specialty – Some preschools have a specific focus such as gymnastics, dance, second language etc. The program contains all the regular components of a preschool with these additional enhancements.

Typical Positions – See SECTION III, EXPLORING POSITIONS for descriptions and qualifications of:


Setting E- Private School
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Structure
Types of Private Schools
Positions

Private schools provide education to ten to fifteen percent of the population of school-age children. Private schools are set up by various religiously affiliated organizations or as an alternative for any group that finds available forms of public education unsatisfactory and are willing to pay for or obtain financial assistance to cover the cost of their child’s education. All private schools must operate according to state laws governing education, sometimes including teacher licensure.

Structure – Private schools often receive public funds for transportation, textbooks, health services, and some lunch programs. Private schools are financially supported by the families of the children who attend the school through tuition and by the sponsoring agency such as a religious organization. Fundraising helps underwrite expenses as well. Teachers who work in private schools are often willing to do so for lower wages because they believe in the philosophy of the school. Independent, private schools are incorporated as non-profit, tax-exempt corporations, governed by their board of trustees that determines the school’s philosophy and is responsible for the schools resources and finances. A headmaster/mistress, president, principal, or director administers the school.

Types of Private Schools

E.1 Religious Schools – The Catholic Church is one of the largest sponsors of private schools but many other denominations and religions also sponsor schools to teach the principles of their doctrine in the context of a general education.

E.2 Special Education Programs – Children with a disability may require a separate environment that is designed to meet the child’s needs for early intervention or comprehensive services. Special education teachers and assistants along with specific therapists such as physical and occupational therapists, and speech pathologists are employed by the school along with social workers to support the family.

E.3 Charter Schools – These are schools set up by individuals or groups funded either by public or private funding or a combination of funding sources to provide parents and students with alternative, innovative choices to public education.

E.4 Boarding Schools – Children are cared for 24 hours a day at residential private schools. Tuition charges include the cost of education plus room and board.

E.5 Residential Facilities – Education is provided in residential facilities for children housed there for a variety of reasons: disabilities, emotionally unable to be in a home and school situation, or as an alternative to foster care.

E.6 Schools Abroad – Schools around the world recruit teachers from the United States to provide education for children of US citizens living in a foreign country such as armed services personnel or a company’s employees. Teachers are also recruited for private schools abroad who offer students an education in English in addition to their first language.

Positions – See SECTION III, EXPLORING POSITIONS for descriptions and qualifications of:


Setting F- Public School
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F.1 Universal Prekindergarten
F.2 Kindergarten Through Grade Three
F.3 Grades 1-6
Structure, Cost, & Positions

Public schools are by far the largest educational programs for children with 2.9 million children enrolled in prekindergarten through 12th grade. In public schools, a New York State licensed teacher must lead all classrooms. All students must meet NYS learning standards requirements to earn a diploma from this education system. For information on the State learning Standards, go to (opens in a new window). Early childhood programs sponsored by public schools include:

F.1 Universal Prekindergarten – Established in 1997, this program was developed under a plan to eventually offer public prekindergarten to any four year old child whose family chooses to enroll them. Because of the mandate for community collaboration and the limited space and personnel in many public schools, many universal prekindergarten programs reside in whole or part in community-based organizations such as child care centers and Head Start programs. Universal prekindergarten has a phase in requirement that teachers in all settings must hold NYS teacher certification by September 2004.

F.2 Kindergarten Through Grade Three – Recent changes in the NYS teacher certification will require prekindergarten and kindergarten in public schools be taught by teachers holding NYS certification in Early Childhood birth through grade 2. Grades 1 and 2 will be taught by teachers holding either the NYS certification in Early Childhood birth through grade 2 or Childhood Grades 1 through 6 with 3rd grade being taught by teachers holding NYS certification in Childhood Grades 1 through 6 . Teachers licensed prior to 2004 hold certificates for Prekindergarten through 6th grade.

F.3 Grades 1-6 – These grades are now designated Childhood (Grades 1-6) in the NYS teacher certification requirements. Teachers licensed prior to 2004 will hold certificates of Prekindergarten through 6th grade.

Structure – All of these educational programs are under the venue of the local public school district, supervised by principals, and administered under the local Board of Education. Additionally, local school districts must meet mandated requirements for operation provided by the NYS Education Department.

Cost – New York State provides a free education for all children K–12, with public, free Universal Prekindergarten or Experimental Prekindergarten programs available in some school districts.

Typical Positions – See SECTION III, EXPLORING POSITIONS for descriptions and qualifications of: