Childcare leaders talk a lot about quality, retention, and professionalism. Those goals do not happen by accident. They are the result of intentional leadership decisions.

One of the most effective decisions a center can make is supporting classroom team members in earning a Child Development Associate credential.

This is not about checking a box. It is about building the kind of team you want representing your program, supporting families, and leading classrooms every day.

Supporting CDA Candidates Is a Leadership Decision

When directors support teachers through the CDA process, they send a clear message.

You matter here.
Your growth matters.
We are building something together.

That message shapes culture. It shifts staff from surviving the day to seeing themselves as professionals with a future. Programs that invest in their people do not just improve morale. They improve consistency, accountability, and trust across classrooms.

Strong leadership shows up long before someone earns a title.

Professional Teachers Build Professional Programs

The CDA process strengthens core teaching practices that directly affect quality of service.

Teachers earning a CDA deepen their understanding of child development, guidance strategies, health and safety, and family engagement. They learn to observe with intention and reflect on their decisions instead of reacting in the moment.

The result is not theoretical. Classrooms become calmer. Communication with families improves. Teachers use shared language and expectations. Programs feel more consistent from room to room.

That consistency is visible to parents, licensing, and quality assessors.

Building Your Bench of Future Leaders

High-performing centers plan beyond today’s staffing chart.

Supporting teachers through the CDA process helps identify and develop future leads, mentors, and directors. The CDA builds foundational skills in documentation, professionalism, and reflective practice. Those skills transfer directly into leadership roles.

Instead of scrambling when a lead leaves or a new classroom opens, directors who invest early have a bench of prepared staff ready to step forward.

Leadership pipelines do not appear overnight. They are built.

The Turnover Question, Answered Honestly

Directors often hesitate for one reason.

“What if we pay for the CDA and they leave?”

Turnover is expensive. Recruiting, onboarding, training, and covering classrooms cost far more than most directors realize. Studies consistently show that replacing an early childhood educator costs thousands of dollars per position when lost productivity and training time are included.

Programs that support professional growth typically see higher retention, not lower. Teachers are more likely to stay where they feel invested in and supported. Even when staff do eventually move on, they leave stronger classrooms behind and often become ambassadors for the program.

The real risk is not investing and continuing the cycle of constant turnover.

Licensing and Texas Rising Star Alignment

In Texas, professionalism and documentation matter.

The CDA aligns closely with expectations around quality, intentional teaching, and workforce development. Programs participating in Texas Rising Star benefit from having staff who understand developmentally appropriate practice, observation, and continuous improvement. Getting a four-star rating isn’t possible without a large percentage of teachers with CDAs or college degrees.

Supporting CDA candidates strengthens your program’s overall readiness for quality initiatives and reinforces your commitment to professional standards recognized across the state.

This is especially important in a competitive childcare market where families are comparing programs based on quality signals, not just availability.

Why Unsupported CDA Paths Often Fail

Many directors have seen this before.

A teacher enrolls in a CDA program. Momentum fades. Portfolios stall. Stress increases. Completion never happens.

One reason this happens is that most CDA preparation programs take a year. Keeping enthusiasm up for that long can be challenging. The Texas Director CDA preparation class is one semester long.

The problem is rarely the teacher. It is the structure and support.

Unsupported CDA routes require educators to navigate requirements on their own while working full-time. A supported CDA preparation program provides clear timelines, coaching, accountability, and realistic pacing. Teachers know what to do and when to do it. Directors see progress instead of frustration.

Support turns intention into completion.

Lead on Purpose

Supporting teachers in earning their CDA is not a perk. It is a leadership strategy.

It professionalizes your team.
It improves classroom quality.
It builds your future leaders.
It reduces costly turnover.

If you are ready to invest in your staff to strengthen your entire program, the next step is a conversation.

Book a call to explore how enrolling your teachers in our supported CDA preparation program can work for your center, your staff, and your long-term goals.

Why Childcare Centers Should Support Their Teachers in Earning a CDA

Why should a childcare center support teachers in earning a CDA?

Supporting teachers in earning a CDA is a leadership decision that strengthens professionalism, classroom quality, and program culture. The CDA helps teachers deepen their understanding of child development, guidance, health and safety, and family engagement, which leads to more consistent classrooms and stronger relationships with families. Centers that invest in staff development build teams that are prepared, confident, and aligned with program values.

Is paying for CDA training worth it for childcare centers?

Yes. The cost of supporting CDA preparation is typically far lower than the cost of ongoing turnover. Recruiting, onboarding, training, and covering classrooms adds up quickly. Centers that invest in professional growth often see stronger retention, improved morale, and better classroom consistency, which directly affects quality and parent confidence.

What if we pay for a teacher’s CDA and they leave?

This concern is common, but the greater risk is not investing at all. Teachers are more likely to stay where they feel supported and valued. Even when staff eventually move on, they leave stronger classrooms behind and often speak positively about the program. Supporting CDA candidates builds loyalty, professionalism, and a reputation as a center that develops its people.

How does the CDA support Texas Rising Star participation?

The CDA aligns closely with the expectations emphasized in Texas Rising Star, including intentional teaching, documentation, and continuous improvement. Earning a four-star rating is not possible without a high percentage of teachers holding CDAs or college degrees. Supporting CDA candidates strengthens a program’s readiness for TRS standards and quality assessments.

Do assistant teachers or floaters benefit from earning a CDA?

Yes. The CDA is designed for educators working directly with children in a variety of roles, including assistant teachers and floaters. Supporting these staff members builds consistency across classrooms and creates a pipeline of prepared educators who are ready to step into lead roles when needed.

What is the best way for a center to support teachers earning a CDA?

The most effective approach is a supported CDA preparation program with clear timelines, coaching, and accountability. Unsupported routes often lead to stalled portfolios and unfinished credentials. A structured program helps teachers know exactly what to do and when, while directors can see steady progress instead of frustration.

How long does it take teachers to complete a CDA?

Many CDA preparation programs take a full year, which can make it difficult to maintain momentum. The Texas Director CDA preparation class is designed to be completed in one semester, making it easier for educators to stay engaged and finish strong while balancing full-time work.

Is the CDA required for childcare teachers in Texas?

The CDA is not required for every position, but it is widely recognized as a professional credential that supports quality, workforce development, and advancement. Many Texas centers actively encourage or support CDA completion as part of their long-term staffing and leadership strategy.

How does supporting the CDA help build future leaders?

The CDA builds foundational skills in documentation, reflective practice, communication, and professionalism. These skills transfer directly into lead teacher and administrative roles. Centers that support CDA candidates early develop a stronger bench of future leaders and reduce leadership gaps over time.

FAQ / AEO

Why should childcare centers pay for CDA training?
Does supporting CDA candidates reduce turnover?
How does the CDA support Texas Rising Star programs?
What is the best way to support teachers earning a CDA?