Week 8: EDUC 6990

Time Well Spent

My thoughts on completing this program is..

Thank you to all my Colleagues and Professors.  I greatly appreciate all of you sharing your wisdom and knowledge with me. I learned a great deal from you all and for that I am forever grateful.   

Three deeply felt learning's from this program

1. The goal for early childhood educators should be to make the most of children’s potential, strengthening and building upon their skills they bring when they enter programs. 

Education, as Cummings states, implies “drawing out children’s potential and making them more than they were” (NAEYC, n.d.). 

Educational programs and practices must recognize the strengths that children possess.

Whatever language children speak, they should be able to 

demonstrate their capabilities and also feel the success of being appreciated and valued. 

Teachers must build upon children’s diversity of gifts and skills and provide young children opportunities to exhibit these skills in early childhood programs” (NAEYC, n.d.).  Reference retrieved October 24, 2017, from: https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

2. A professional manager’s role to creating a positive work environment is to have “effective communication skills, knowledge of group dynamics and techniques for conflict resolution” (NAEYC, 2007).  Reference: Retrieved October, 24, 2017, from:https://www.naeyc.org/academy/files/academy/ProgramAdminDefinitionCompetencies.pdf

 A manager in the field of early childhood should have the ability to work as part of a professional team to support their staff, the children and families in their community. 

The specific things that I believe a manager should do to promote a positive work environment is to strive to be an effective listener and communicator.  

If administrators, directors, and managers connected with their team and colleagues creating connections, establishing trust, and showing appreciation this can promote positive work atmospheres. 

Competent directors are comfortable in their role balancing their responsibilities and overcoming challenges.  They have a better understanding of all aspects of the program and learn to resolve conflict objectively.   

“Confident directors are flexible when accommodating the needs of staff and adept at making expectations for staff clear, and mature directors strive for consistency and are interested in sharing their professional expertise as a mentor and role model”( Freeman, 2017 p.95). References retrieved October 24, 2017, from:Freeman, N. K., Decker, C. A., & Decker, J. R. (2017). Planning and administering early childhood programs (11th ed.). Boston, MA: Pearson.

3. Our budget plan is established to “serve and act on behalf of the needs, rights and well-being of all young children with primary focus on providing educational and developmental services and resources” (NAEYC, n.d.).  

A financial plan will help to improve professional practices and support early childhood programs by working to achieve a high-quality system of early childhood education.  

With professional staff trainings, we hope to create an organization with groups and individuals who are committed to promoting excellence in early childhood education for all young children.  

Our goal is to promote a safe and welcoming, early childhood program that includes a developmentally age appropriate curriculum with educated and trained staff members to help support the children and families in and around our community. Reference retrieved October 24, 2017,  from:https://oldweb.naeyc.org/about/mission.asp

Long Term Goals

1^st the need to commit myself to staying informed with current information and resources about children and families in the early childhood field.  

2^nd devote my time to become an advocate for families and young children in society.

 3rd to collaborate with colleagues, administrators, directors, and other professionals to help better my knowledge and understanding about early childhood programs in and around my community. 

Farewell

To all my fellow colleagues please keep in touch!  There is no I in the word TEAM! :)  Together we can achieve anything!!  I am only a text, call, or email away;)  Please feel free to contact me by any means necessary.   

Always n Forever Team Early Childhood. NicoleTyson/tysonnicole@yahoo.com

Week 6: EDUC 6990

Job/Roles in the ECE Community: Internationally

At least three international organizations or communities of practice that appealed to you and why you chose them.

The Center for Education Diplomacy was founded by the Association for Childhood Education International (ACEI).  ACEI is an international non-profit based in Washington, D.C., USA, whose mission is to promote and support the optimal education, development, and well-being of children worldwide.  I choose this organization because, ACEI works to secure human future for all, and sees education as crucially important to achieving global peace and security, economic prosperity and stability, and a healthy, happy human race.

Education diplomacy supports comprehensive human development by promoting responsive systems and relationships both within the education sector and with related sectors as well, such as the health sector. The inter-connectivity supported by education diplomacy helps to secure sustainable futures for all.  The Center for Education Diplomacy is designed to provide a space for open discussion of this exciting concept. 

Its goals are to:

·         Lead the development of the concept of education diplomacy

·         Provide resources for organizations and individuals working to incorporate education diplomacy into their efforts

·         Create a cadre of experienced education diplomats to further global education and development goals.  Reference retrieved October 11, 2017 from:  http://www.educationdiplomacy.org/about-the-center-for-education-diplomacy/

125 Years and Counting
1892-2017

Committed to Innovation and Education for All

Since the very beginning, ACEI has been an international organization driven by the belief that education is essential to human development. More than a century later, this core belief remains the same as we look at human development on a global scale and see how education has the power to change lives. 

Today, the commitment to advancing education translates to a commitment to education as a tool for global development and sustainable futures for all. I choose this organization because, ACEI works for the education of all children, but has a special interest in ensuring that their energies are focused on meeting the education needs of the most fragile and vulnerable children.

ACEI’s work began in 1892, with the effort to promote kindergarten education in the United States and internationally.  In the 1930s, they broadened their focus to progressive education through the primary school years. 

Today, they focus on education of children and youth, birth to approximately 18 years. Since its founding, ACEI has been dedicated to improving early childhood education and development (ECD) and they remain firmly committed to this.

ACEI's  leadership and  sustained commitment to promoting education, access, equity, and quality earned them Consultative Status with the United Nations in 1977, a privilege that elevates ACEI’s influence and strengthens their impact as they respond to the needs of children and adolescents in a diverse and rapidly changing world.  Education is preceded only by the goals of eliminating poverty, ending hunger, and ensuring good health and well-being. At the same time, education is now being recognized as the means to address all these worthy goals—a catalyst for progress, with the power to transform lives and futures.  Reference retrieved October 11, 2017 from: https://www.acei.org/about/

 ISSA is a membership association, which serves as learning community and a champion for quality and equity for all children and their families.

The ISSA network embodies over 70 members from across Europe and Central Asia and is a dynamic mix of NGO’s, schools and kindergartens, higher education and academic institutions. All ISSA members work to ensure the best quality care and education for young children, especially the most vulnerable.

ISSA is a successful learning community where members share their knowledge and work in order to develop best practices in Early Childhood Development. I choose this association because, ISSA members are the leading experts in Early Childhood across Europe and Central Asia and strive to remain the best informed and the most innovative specialists in the field.

ISSA champions the right of all children to reach their unique, full potential and welcomes all organizations and individuals who have the same ambitions.

ISSA’s Goals are to:

• Advocate for and support competent Early Childhood systems for all children, especially the most vulnerable.
• Increase awareness of the importance of Early Childhood Development and of a qualified workforce.
• Be a leading Early Childhood network and learning community that promotes quality, equitable and integrated services for children, families and practitioners.  Reference retrieved October 11, 2017 from: http://www.issa.nl/node/35

• Job opportunities (currently available or not) that interest you
• What skills and experience you would need to competently fulfill each of these roles

Teach, travel and train with EF English First.

Due to increasing expansion across China within our Kids & Teens schools we are able to offer FREE upfront flights to many locations for a limited time.

We’re looking for amazing ESL teachers to join us in Beijing, Shanghai, Shenzhen, Guangzhou, and many other cities across China. Teach English to adults, children or at our online schools. Receive a great salary, competitive benefits and meet people from all over the world.

Learn more about how our jobs can get you started on a once-in-a-lifetime teaching career. Once you have experience in teaching, progress along the EF career path. Become a Senior Teacher, Director Of Studies or move into Product Development, Recruitment or Marketing.

EF English First, a division of EF Education First the world’s leading privately owned education company. Founded in 1965, EF operates in over 50 countries around the world. We have vacancies for teaching positions across China so if you prefer the fast paced city life like Shanghai, or want to be immersed in the more traditional culture of a smaller city, we probably have the position for you. We have both Kids & Teens schools and Adult schools in over 60 Cities in China.

At EF English First, you’ll be provided with the resources to become the best teacher you can be. Our new and colorful classrooms offer state-of-the-art technology including Internet connected computers, interactive whiteboards or touchscreen TVs and iPads. We also offer a world-class teacher development program with certification courses exclusively for our teachers to help them move into more senior positions within EF.

Requirements

 Bachelor’s Degree

2.      A TEFL Certification (EF TEFL sponsorship available)

3.      Passport holder from UK, USA, Canada, Ireland, Australia, South Africa or New Zealand

4.      The ability to obtain a clear background check

      Ability to live abroad for at least one year.  References retrieved October 11, 2017 from: http://teachingcareers.englishfirst.com/teach-english-in-china-video/?etag=EFTRT_Google_CNCN_GUD_ChinaEnglishTeachJobs1+exp&gclid=CjwKCAjwgvfOBRB7EiwAeP7ehgqrqlrujT8mhabozZH1nLJ3qOFEDGc-kfhnuSl7imuqHl94ZXkWvBoC7XsQAvD_BwE#htt

Week 4: EDUC 6990

Jobs/Roles in the ECE Community: 

National /Federal Level

The Office of Early Childhood works to: coordinate and improve the delivery of early childhood services for Connecticut children; ensure that child care and education programs for young children (1) are safe, healthy, and nurturing, (2) appropriately support children’s physical, social and emotional, and cognitive development , and (3) are accessible to all children, particularly those at greater educational risk (including those from families in poverty, families with a single parent, families with limited English proficiency, and parents with less than a high school diploma); support families raising young children to ensure the children’s health, well-being and positive growth and development; and,build and support a high-quality early childhood workforce.

Vision 

All young children in Connecticut are safe, healthy, learning and thriving. Each child is surrounded by a strong network of nurturing adults who deeply value the importance of the first years of a child’s life and have the skills, knowledge, support and passion to meet the unique needs of every child. 

                                                Mission 

To support all young children in their development by ensuring that early childhood policy, funding and services strengthen the critical role families, providers, educators and communities play in a child’s life. 

Reference retrieved on September 29, 2017, 

from:  http://das.ct.gov/Digest/Digest_2016/Early%20Childhood,%20Connecticut%20office%20of.pdf

Jobs:

The Program Improvement and Support Unit focuses on improving the quality of early care and education by encouraging programs to participate in the NAEYC Accreditation process. An ongoing support system for early care and education programs offers on-site individualized technical assistance, networking and training opportunities to assist in the pursuit of high quality through national accreditation by the National Association for the Education of Young Children (NAEYC).  Additionally, supports are available to all programs in the form of free workshops, training and technical assistance to guide improvement efforts. 

The unit also offers college-credit coursework and other professional development opportunities to improve the qualifications of Connecticut’s early care and education program administrators. These opportunities assist administrators in meeting the education qualifications criteria established by the National Association for the Education of Young Children (NAEYC), as well as the requirements of the Connecticut Director Credential (CDC), which is often used to meet NAEYC’s requirements for program administrators.

Specific areas in the unit include:

• Accreditation Facilitation Project (AFP)
• Program Leadership Institutes

Contact: Deb Flis, Education Consultant, (860) 500-4428

Reference retrieved on September 29, 2017, from:

http://www.ct.gov/oec/cwp/view.asp?a=4541&q=535850


Preschool Curriculum Specialist 

• Works with assistant education manager and center directors to monitor the fidelity of curriculum implementation, instructional practices, and alignment with school readiness goals
• Develops and maintains a standard inventory of program materials and system of ordering and delivery to assure consistency across all classrooms to meet curriculum fidelity
• Ensures curriculum alignment with Head Start Early Learning Outcomes Framework (ELOF), state standards, and school readiness goals
• Works with parent family, and community engagement manager(PFCE) and assistant education managers to develop family engagement practices that align with the school readiness goals, education curricula, parenting curriculum, and to include strategies and trainings for staff and parents to improve children’s attendance
• Promotes evidence-based curricula that reflect Head Start initiatives (IMIL, school readiness, family literacy, Pyramid model/program-wide positive behavior support, dual language learners/multicultural practices, early intervention and inclusive practices and fatherhood initiative.

MINIMUM TRAINING AND EXPERIENCE Master's degree in Early Childhood Education or Child Development and 5 to 7 years of experience teaching and planning curriculum; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities. Reference retrieved September 29, 2017 from: http://www1.gcsnc.com/HR/job_descrip/Curriculum%20Specialist%20-%20Early%20Childhood.pdf

Education Manager and Professional Development Specialist 

ERSEA:

• Works with ERSEA manager and assistant education manager for placement of children in the classrooms
• Works with the ERSEA manager to develop strategies to improve children’s attendance

Family and Community Engagement: 

• Collaborates with health, nutrition, mental health and disabilities managers, and parent, family, and community engagement manager, to develop evidence-based family engagement practices that reflect Head Start initiatives (IMIL, school readiness goals, family literacy, Pyramid Model/PBIS practices, dual language learners/multicultural practices, early intervention and inclusive practices and fatherhood initiative
• Collaborates with the PFCE manager and assistant education managers to assess the effectiveness of family engagement practices at each center
• Collaborates with PFCE manager to establish and/or identify community partnerships that can serve as a resource to families
• Maintains and updates an MOU with the Local Education Agency(LEA) that includes transition activities to kindergarten
• Works with PFCE manager and assistant education managers to develop and implement transition plans for children in, through and out of the program and in collaboration with other service area managers; including in those plans, transition of all necessary records of services delivered at MRDC – Head Start to next program

Professional development:

• Works with the deputy director and management team to design and implement a program –wide coordinated approach to a data informed training and professional development system/plan at the beginning of the year and on an ongoing basis that effectively supports the delivery and continuous improvement of high quality services.
• Works collaboratively with management team to develop two program-wide training days for staff
• Works collaboratively with management team to develop preservice training
• Provides for varied professional development strategies that take into consideration adult learning principles, individual learning styles, different backgrounds in professional preparation, and the wide variances in the level of experience of staff members
• Develops varied levels of professional development, e.g. peer-based learning communities, Practiced Based Coaching(PBC) model to promote teacher growth and learning, as well as identifies and arranges for professional consultants/trainers on topics identified in professional development plans to train teachers in best practices in education
• Develops systems for induction of all individuals entering the program at any point during the school year.

Provides coaching and instruction to management staff in implementing program curricula, assessment, and professional development strategies, e.g. peer learning communities, side by side coaching and PBC to education manager, education coordinator, center directors, instructional coach and mentors.
Reference retrieved Setpember 29, 2017 from:https://www.indeed.com/viewjob?jk=68a996cece1e0cef&q=Early+Childhood+Quality+Improvement+Coordinator&tk=1br9kvbvu53kjflh&from=web

Requirements:

QUALIFICATIONS 

EDUCATION-EXPERIENCE 
Bachelor’s Degree in Early Childhood Education; five years of early childhood classroom experience; 4 years of supervisory/leadership experience 

OTHER NECESSARY QUALIFICATIONS:

• Ability to speak, read and write fluently in English; effective communication skills, both orally and written
• Ability to read and interpret documents such as performance standards, information memoranda and program guidance; ability to write reports and correspondence; ability to speak effectively before groups of clients, employees or community partners.
• Ability to use data base software, Excel and Microsoft Office programs.
• Must obtain and pass a physical, TB test, and Criminal background checks to include: state, FBI, and child abuse
• Must be knowledgeable in Maryland Child Abuse laws and act accordingly
• Current driver’s license and vehicle available to travel to Head Start sites and professional development.
• Ability to work flexible hours and attend night and out-of-town meetings as necessary.
• Respect and sensitivity toward cultural differences.
• Demonstrated success in working as a team member
• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Ability to lift 25 lb and move 50 lb with the assistance of a wheeled cart
• Reasonable close and distant visual acuity to conduct classroom observations
• Ability to negotiate the classroom environment: sit in close proximity to children, participate in activities
• Ability to perform office functions—sitting, typing, etc.

Reference retrieved Setpember, 29, 2017 from:https://www.indeed.com/viewjob?jk=68a996cece1e0cef&q=Early+Childhood+Quality+Improvement+Coordinator&tk=1br9kvbvu53kjflh&from=web

References:
http://das.ct.gov/Digest/Digest_2016/Early%20Childhood,%20Connecticut%20office%20of.pdf

http://www.ct.gov/oec/cwp/view.asp?a=4541&q=535850

http://www1.gcsnc.com/HR/job_descrip/Curriculum%20Specialist%20-%20Early%20Childhood.pdf

https://www.indeed.com/viewjob?
jk=68a996cece1e0cef&q=Early+Childhood+Quality+Improvement+Coordinator&tk=1br9kvbvu53kjflh&from=web