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

EDUC 6990 Week: 2 Communities of Practice

                    Exploring Roles in the ECE Community:

Local and State Levels

   3 State of Connecticut Organizations that Foster the Well-Being of Children and Families.

The Early Childhood Partners (ECP) process brought together eight State agencies and statewide institutions, with extensive input from numerous community interests over two years, to create an outcome-driven Strategic Plan to support all Connecticut families to ensure that their children arrive at school healthy and ready to succeed. The Early Childhood Partners have identified specific strategies based on the best thinking and latest research in the field to achieve what the National Governors Association refers to as “a ready State, ready communities, ready schools, ready families, and ready children.”  This Plan builds on the rich array of existing early childhood initiatives and services in Connecticut that will be drawn into a comprehensive early childhood service system. 

I chose this organization because it aims to create an integrated service system that incorporates comprehensive health services, early care and education, family support and parent education to ensure the sound health and full development of all children. This program acknowledges the fact that the social setting around a child and a family is a powerful influence on children’s development. It strives to create a family-centered system that will provide for easy entry, clear navigation, and appropriate supports for all families to have children that are healthy and ready to succeed in school at 5 years of age. 

Reference:

Retrieved from: http://www.ct.gov/dph/lib/dph/state_health_planning/dphplans/early_child_partners_strat_plan_2006-2008.pdf.

The Connecticut Early Childhood Workforce Core Knowledge and Competency Framework is a product of thoughtful collaboration between individuals that represent multiple agencies as well as sectors/settings in which children receive early care and education. The time dedicated to the brainstorming, review, and constant editing by groups of volunteers speaks volumes to the passion and commitment people have for improving the early childhood workforce. The Connecticut Early Childhood Work group and the Connecticut Early Childhood Workforce Core Knowledge and Competency Leadership Team extends endless gratitude to the work groups and reviewers for their time and expertise in developing this draft and for their continued interest in completing this work.

I selected The Connecticut Early Childhood Workforce Core Knowledge and Competency Framework  because it is intended for early childhood teachers across all settings (schools, community, child center classrooms and home-based care) who work with children, singularly or in groups, birth through age 5 and their families. The CT Core Knowledge and Competencies articulate the essential skills and knowledge that teachers who work with young children and their families need to know, understand, and be able to do to promote and assess young children’s healthy development and learning. Through the work of expert advisers, and with input from early childhood education professionals and stakeholders, the resulting competencies offer a road map for building meaningful relationships with children, families and colleagues, for creating nurturing, stimulating environments, and for developing oneself as a professional in this incredibly important field.

Reference:

Retrieved from: http://www.ctearlychildhood.org/uploads/6/3/3/7/6337139/ckcframeworkweb.pdf.

 The Connecticut Early Learning and Development Standards (CT ELDS) serves as the foundation for supporting ALL young children in Connecticut, no matter where they live, play and learn. The CT ELDS are statements of what children from birth to age five should know and be able to do across the earliest years of development. The learning progressions within the Connecticut Early Learning and Development Standards promote: Equity for all children, through the setting of high, but appropriate, expectations; High-quality early learning experiences, by providing clear goals and trajectories of learning;  Provision of individual support, based on each child’s growth and development;  Families’ understanding of what their children are learning and how they can support them; Teachers’ understanding of age-appropriate content and approaches to children’s learning; and, Communication across sectors, based upon these common goals for children. 

The CT ELDS were developed through the work of the Connecticut Early Childhood Education Cabinet and its Learning Standards Work group. In addition, over 100 state and national experts participated in some way during the development process, helping to ensure a strong and comprehensive set of learning standards.  I decided this association because Connecticut’s vision is that all young children will have high-quality learning experiences, across all types of settings, and that children’s growth and development will be supported across every year of their lives. The CT ELDS serve as a foundation for achieving this vision as they provide the basis for planning learning environments, supporting individual children and communicating around common goals.

Reference:

Retrieved from:  .gov/sde/lib/sde/pdf/backtoschool/ctelds_whatchildren_birthtofive_should_know_and_be_able_to_do.pdf.

Job Opportunities and Roles that Interest me.

I am dedicated and committed to helping young children enjoy life to their fullest potential. I strive to support all parents and families in low income communities to help improve the well-being of their children's education.  Listed below are a few roles that I would be honored to take part in to help empowered and make a difference in my community.

Skills and Qualifications:  Many states require a Master of Social Work degree. You will need a Bachelor's degree in a Behavioral Science such as Psychology, Sociology or Social Work as a minimum requirement to become a Child Advocate. Many states require a Master of Social Work degree and this degree is always highly sought after by employers

Some of the qualifications that are relevant for the job Family Support Worker include:

• NVQ levels 2, 3 and 4 in Children's Care, Learning and Development.
• NVQ levels 2, 3 and 4 in Health and Social Care.
• CACHE Certificate or Diploma in Child Care and Education.
• BTEC National Certificate/Diploma in Children's Care, Learning and Development

 Program coordinators work with staff members, budgets, and procedures to ensure the implementation and success of programs. You'll monitor your staff members' workloads and hours, coordinate their schedules, and plan their time off.

A social service caseworker requires a bachelor's degree in social work. For some positions, a master's degree may be preferred. All social workers must meet their states' credentialing requirements. Social workers help clients cope with their problems.

The Program Director oversees the coordination and administration of all aspects of an ongoing program including planning, organizing, staffing, leading, and controlling program activities. Note Some Program Directors also have responsibilities for program volunteers.