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thirds of assistant teachers and teachers in child care report that in order to make more
money or achieve a higher-status position they would have to leave the field (Doherty &
Forer, 2005). Most child care organizations have a limited hierarchical structure of
assistant teachers, teachers and supervisors. Doherty and Forer (2005) found that just
under a third of the personnel surveyed felt that they had a chance of being promoted.
An important strategy suggested for achieving improved compensation and
retention of qualified individuals is the establishment of a system of professional
development and advancement (Doherty, 2003a). With increased mobility and
recognition for achievement, those who are competent may choose to stay in the field.
Opportunities for horizontal moves to a different job without jeopardy to salary and status
level afford another way to recognize and reward experience; this provides new and
meaningful roles for people who have been in the field for a number of years (Doherty &
Forer, 2005). An American study found that involvement as a mentor in a formal
mentoring program reduced the incidence of experienced child care staff leaving the field
by almost a third (Bellm, Hnatuik, & Whitebrook, 1996). Other possible horizontal
moves for experienced staff include acting as a practicum supervisor for early childhood
education students, teaching in a college early childhood training program, providing
program consultation to other child care programs, or participating in child care research
studies (Doherty & Forer, 2005).
Rather than using the common term of career ladder, career lattice has been
recommended as more aptly conveying the reality of early childhood education services
which are as diverse as the responsibilities required (Johnson & McCracken, 1994).
Bredekamp and Willer (1992) observed that enhanced upward mobility with improved