In the United States, early childhood educators are confronted with a chaotic "non-system" of preservice and in-service employment education requirements. Within this non-system, teachers and caregivers who work most autonomously, and have the most extensive responsibilities for the greatest number of hours with the youngest and most vulnerable children, must meet the fewest and least stringent requirements. Research and experience suggest that a systematic plan of personnel development should be implemented. This plan should include five tiers of activity: (1) in-service training and orientation for entry level personnel; (2) training and education during service for teachers and caregivers concerned with improving their teaching skills; (3) professional education and credentialing in 4- or 5-year programs; (4) specialist preparation for professionals ready to assume leadership roles; and (5) senior leadership preparation for leaders of the profession. Each tier of activity is related in part to the stages of professional development that Karen VanderVen (1988) has suggested, and in part to traditional ideas of academic program levels. All parts of the five-tier system exist, to some degree, throughout the country. What is lacking is unification, modification, and funding commitment. Concluding discussion covers ways in which the tier system might be used to increase the number of qualified personnel, particularly minority group members. (RH)