Time Well Spent

It is difficult to limit the wealth of information that I have learned during this course to just three learning's. It seemed like each week I was able to learn at least two things that I applied to my personal or professional life. The information that I learned about an authentic and reflective leader allowed me to see the benefit of combining the qualities from each to become an Authentic reflective leader. An authentic leader is thought to be created over time from experiences while a reflective leader is able to use their positive interpersonal skills to unite people for a common goal (Mind Tools, 2011). As a mother, teacher, and community activist I believe  each  of the characteristics from the authentic and reflective leader can be used to show a genuine, competent, and dedicated leader. As I began to put together my ideal community organization group I learned how many different organizations in the community of Richmond could be used to help schools deal with social issues such as hangar, homelessness, abuse, and disabilities. It was amazing to learn about the benefits  that the community could gain when organizations work together. Putting together a group of community organizations allowed me to see the vision of a brighter future for our community.  Connecting the historical context of the relationship between poverty and education allowed me to see how society is still repeating the mistakes of the past with our education system. There is a direct influence between the economy and our education system. When the economy suffers so does the education system on all levels. This information allowed me to see the importance of implementing programs that helps families receive the resources that they need to for survival.

The long term goal that I have for myself is to help advocate a program where families in each level of the education system are able to gain access to the basic level of survival such as food, shelter, and medical care. I truly believe that is impossible to learn if your body is battling with the basic needs of survival and as result I feel it is only  fair to make sure that everyone is given an equal opportunity to learn by having the basic resources of life. I also would like to become a professor where I can show other adults not only the importance of education in the early childhood field but how to be competent, effective, and passionate teachers or early childhood professionals.

I am both sadden and happy to bid farewell to my professor and colleagues.  I am saddened because this journey of growth and exploration that we have taken together is now over but I am happy because this means that we will be able to use the information that we have learned from each other to help other people in our field. So this ends one chapter but begins a bright chapter for us all.
Dr. Hampshire's  newsletters kept me going through each of the weeks. Honestly I dreaded this class and thought that it was going to be very difficult but your newsletters kept me focus and encouraged. Thank you so much for all of your support, knowledge, and encouragement throughout this course. I definitely will admit our time together has been well spent.

Mind Tools, Ltd. (2011). Leadership styles: Using the right ones for the situation. Retrieved from http://www.mindtools.com/pages/article/newLDR_84.htm

Jobs and Roles in the ECE Community: Internationally

 International Organizations

 

The  three international organizations or communities of practice that appealed to me was the ISSA, Central and Eastern Europe / Central Asia - International Step by Step Association, the DECET (Diversity in Early Childhood Education and Training, and the United Nation’s Children Fund (UNICEF).

 The  ISSA, is a society where families, communities and professionals work together to empower each child to reach her or his full potential and embrace values of social justice and equity. I chose this organization because they raise awareness of the importance of quality care and education, through informing the general public and influencing policies (ISSA, 2011). If we had more organizations that were acknowledging the value of early childhood education than there would be more funding for the ECE programs.

One of the main beliefs of The DECET’s is that all children and adults have the right to evolve and to develop in a context where there is equity and respect for diversity and education. This organization uses an European network that represents organizations working in the field of early childhood education and care in Belgium, France, Germany, Greece, Ireland, the Netherlands, England, Scotland and Spain (DECET, 2011). This organization stood out to me because this organization views early childhood provision as a safe place where people can learn from each other across cultural and other borders and as a public space where prejudices and discrimination can be effectively addressed. I believe the United States can learn a valuable lesson on how unity can rebuild education in our schools.  

 The UNICEF is an international organization that helps provide food, emergency crisis assistance, medical care as well as education for children all around the world. Whether it means building child-friendly schools, making classrooms mobile, training teachers or even rebuilding an entire educational system—UNICEF will do whatever it takes to support a child's right to education (UNICEF, 2011). The main reason why I chose to site is because this organization uses education to transforms lives and break the cycle of poverty that traps so many children. Education is truly the ultimate power against poverty.  

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

International Step by Step Association (ISSA). (n.d.). Retrieved November 28, 2011, from http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html

Diversity in Early Childhood Education and Training (DECET). (2011). Retrieved from www.decet.org

Job Opportunities

Educational Coordinator  for Montclare Childrens School

Model and demonstrate teaching techniques in classroom settings. Support teachers in their practice, including communication with parents. Help coordinate services for children with special needs. Training Specialist for Episcopal Social Services ·         Facilitating Safe Crisis Management (SCM) training to Adolescent Residential Care Staff ·         Certifying employees in core training requirements (First Aid and CPR, Identifying and Reporting Child Abuse and Maltreatment/Neglect, etc.) ·         Conducting various on-site training as needed; preparing training spaces ·         Building marketing materials for trainings and sending out communications in order to increase enrollment ·         Logging all attendance, training evaluations, and certifications ·         Maintaining monthly schedules of training offerings and field work ·         Attending Training Team Supervision meetings and other relevant meetings/workshops   Early Childhood Education Specialist- Head Start- Region II

§  Experience with Microsoft Office (Word, Excel and PowerPoint) required.

§  Excellent verbal and written communication skills required.

§  Strong analytical, problem-solving and decision making capabilities.

§  Team player with the ability to work in a fast-paced environment.

 

Jobs/Roles in the ECE Community: National/Federal Level

Early Head Start (EHS) Home-Visiting program
 the employee serves as a member of the EHS team and works closely with related teams in CCG. He/she recruits new homes, provides mentoring, support, and training to recruited families enrolled in the EHS Home-Visiting project to ensure the goals of the project are met in a timely manner. This position is responsible for generating accurate and timely reports that meet EHS guidelines and criteria. Works under the supervision of the Director of Home-Visiting Programs, with considerable demand for independent judgment and action.
POSITION RESPONSIBILITIES/ESSENTIAL JOB FUNCTIONS Early Head Start Home-Visiting: Responsible for the successful implementation of the EHS Home-Visiting program from recruitment of at least 10 eligible families to achievement of their individual goals. Responsible for developing, reviewing, and implementing an individualized plan for each participating family and child according to EHS and PAT (Parents As Teachers) curriculum, and purchasing the necessary materials in support of the family needs to achieve their goals. Training and Assessment: Attend Parents as Teachers Born to Learn training and become a certified Parents-as-Teachers Parent Educator. Attend all follow up sessions as required. Responsible for visiting each family once a week in their home at a time convenient for the family (including evenings and weekends as needed.) Provides on-going technical assistance and assesses the progress of each participating family toward reaching their goal/s. Ensures all screenings, developmental and physical, are conducted in a timely manner and according to the specifications of EHS Performance Standards. Coordinates and attends group training sessions twice each month.

Senior Director, NAEYC Academy for Early Childhood Program Accreditation
NAEYC seeks an effective leader with proven success managing large complex systems and expertise in organizational administration and management to lead the NAEYC Academy for Early Childhood Program Accreditation. Recognized as the gold standard for excellence in early childhood education, the NAEYC Academy works to improve the quality of child care, preschool and kindergarten programs by establishing high-level, research-based standards and accrediting programs that meet these standards. The Senior Director, working collaboratively within the overall NAEYC staff structure, manages a team of approximately 30 people.  Through strong leadership and effective management, the Senior Director:

• Maintains the NAEYC program standards as the gold standard of excellence in early childhood education, reflecting current evidence from research and practice.
• Ensures that NAEYC Accreditation supports continuous quality improvement, is rigorous but not unduly burdensome to programs, and provides a valid and reliable assessment of program quality.
• Staffs the work of the Council for NAEYC Accreditation which is delegated authority by the NAEYC Governing Board to ensure the equity, integrity, and accountability of NAEYC Accreditation of programs for young children.
• Works with senior leadership and Council to make NAEYC Accreditation a critical component of total quality improvement processes for early childhood systems at the national, state and local level. 
• Reaches out to states and other systems to form partnerships that utilize NAEYC Accreditation as a cost-effective approach to improving early childhood systems.
• Demonstrates a strong grasp of the financing of early learning and the financing of early childhood systems in order to achieve continuous quality improvement and ensure the NAEYC Academy’s fiscal viability. 
• Ensures mission-focused, cost-effective day-to-day operations of the NAEYC Academy, through supervising and mentoring staff, fiscal management (e.g. develop and monitor budgets, contract management), planning and execution.

Senior Director, Higher Education Accreditation and Support

NAEYC seeks an effective leader with proven success in accreditation and early childhood higher education or professional development systems. The Senior Director is responsible for directing, leading, and managing NAEYC’s efforts related to the accreditation of early childhood education degree programs in institutions of higher education that lead to an associate, baccalaureate, or advanced degree. The primary focus of this position is to ensure the effective overall functioning of the NAEYC Early Childhood Associate Degree Accreditation (ECADA) system as well as NAEYC’s role as a Specialized Professional Association (SPA) within the Council for Accreditation of Educator Preparation (previously National Council for Accreditation of Teacher Education) system. Framed around the NAEYC Standards for Early Childhood Professional Preparation, these systems are designed to support quality assurance and improvement in higher education programs that prepare early childhood professionals. The Senior Director, working collaboratively within the overall NAEYC staff structure, leads a team of approximately 4 people.
Through strong leadership and effective management, the Senior Director:

• Maintains NAEYC higher education accreditation systems as standard-bearers in early childhood professional preparation, reflecting current evidence from research and practice.
• Ensures that NAEYC higher education accreditation systems are rigorous; aligned with best practices as described by the U.S. Department of Education and Council for Higher Education Accreditation; and able to provide a valid and objective external evaluation of eligible degree programs as a service to the public, to prospective students, and to the profession.
• Serves as the ex-officio member of the Commission on Early Childhood Associate Degree Accreditation (ECADA Commission) which is delegated authority by the NAEYC Governing Board to ensure the equity, integrity, and accountability of the ECADA system.
• Works in collaboration with internal and external stakeholders, including NAEYC staff, NAEYC peer reviewers, ECADA Commission members, NAEYC Audit Team members, and representatives from national/local organizations to make NAEYC higher education accreditation systems critical components of state and national professional development systems. 
• Strengthens the accreditation systems by continuously evaluating impact and enhancing the accreditation processes, materials, and resources.
• Ensures mission-focused, cost-effective day-to-day operations of NAEYC’s higher education accreditation systems, through supervising and mentoring staff, fiscal management (e.g. developing and monitoring budgets, contract management), planning, and execution.

 Requirements:

• Minimum of a Master’s degree in human services management, early childhood education, child development, instructional design, adult learning, education policy, higher education administration, or a related field.
• 5 years of experience in accreditation systems and higher education or professional development systems; at least 3 years with significant supervisory/management responsibility.
• Knowledge of higher education accreditation systems, higher education systems, and/or state professional development systems and their connection to ECE professional preparation
• Knowledge of early childhood education or child development.
• Knowledge of current issues and key stakeholders in the early childhood education field, particularly as they relate to the early childhood workforce.
• Experience in public speaking, developing, and presenting material to a national professional audience, and facilitating group processes.
• Ability to travel.

Exploring Roles in the ECE Community: Local and State Levels

At least three local or state organizations or communities of practice that appealed to you, and explain why you chose them

Voices for Virginia’s Children is a statewide, privately funded, non-partisan awareness and advocacy organization that builds support for practical public policies to improve the lives of children. This state organization appealed to me because it gave direct figure for how much investing in Early Childcare can help a community. Every dollar that is invested in early childhood and education can produce a $7-10 return on investment. This information makes it easier to increase investment opportunities for stakeholders and other organization. I found the organizations campaign for Metal heath Awareness in children to be interesting along with their KID Data Center to be helpful in comparing the Early Childhood Programs in Virginia nationwide.

The Villa’s mission is to provide children with special needs and their families the opportunity to succeed through innovative and effective services. We say that “we never stop believing in children and their families,” and we mean it. Every child, regardless of his or her physical or emotional condition, deserves a safe and nurturing place to learn, to heal and to grow. I found this local organization to be appealing because it was one of the few organizations that was listed for the city of Richmond that had a comprehensive plan on how to help families that have children with disabilities.

The Parent Educational Advocacy Training Center assists the families of children with disabilities through education, information and training. PEATC builds parent-professional partnerships to promote success in school and community life. I found this website to be interesting because it provides tools to empower parents on bullying prevention, their rights and provides insights to news and publications that directly affects their children and school.  I am personally glad to have found the website and will be using it to gain information for myself and my son.

Job opportunities (currently available or not) that interest you

Skills and experience that you would need to competently fulfill each of these roles

Extension Agent, 4-H, Charles City/New Kent for Virginia Tech University

The 4-H Youth Development Agent is a professional educator who provides leadership to the local 4-H program and manages its day-to-day operation. 4-H is a community of young people learning leadership, citizenship, and life skills. The mission of 4-H is to develop youth, and adults working with those youth, to realize their full potential and become effective, contributing citizens. In order to fulfill my obligation as an extension agent  I would  have to prepare lectures through the development and delivery process  of research-based, non-formal, hands-on educational experiences.

  

Lead Family Service Advocate for Richmond Public Schools

Provides direction and leadership for the areas of Family Services, Family Engagement and implements the program's family involvement component.   Monitors and analyses the status of Family and Community Partnerships.  The skills that I would need in order to do this job is the ability to develops plans to improve identified areas of weakness in the Family and Community Partnership services and  provides guidance and supervision of Family Service Workers

Adjunct Professor for Teaching Early Childhood Education At John Tyler and other Junior Colleges and Universities

The skills that I would need to be an adjunct professor effectively is, use professional terminology for effective communication, instruct small groups and individual students in a classroom while supervised by a certified teacher, help students with developmental skills in the classroom, implement planned lessons, use good human relations skills, apply appropriate computer skills, analyze and resolve problems, apply basic child/classroom observation skills,  locate, compile and analyze appropriate resources, activities and materials.

In order to fulfill each of these occupation effectively a person has to have a warm and engaging personality, their teaching style should contain clear objectives for lessons, and they should have effective discipline skills, good classroom management skills, good communication with the all people that work around them, knowledge of curriculum and standards, knowledge of subject matter, passion for children and teaching and strong rapport with students weather they are adults or children. Each of these skills and dispositions are needed in order for an early childhood education professional to fulfill their obligation and make an impact in the community (Wenger, 2006).

Wenger, E. (2006).Communities of practice: A brief introduction. Retrieved from http://www.ewenger.com/theory/

Shirley Russell's Prescious Moments in Early Childhood Development: http://www.wordle.net/show/wrdl/8423973/Shirleys_w...

Shirley Russell's Prescious Moments in Early Childhood Development: http://www.wordle.net/show/wrdl/8423973/Shirleys_w...: http://www.wordle.net/show/wrdl/8423973/Shirleys_words_on_ece_

     <a href="http://www.wordle.net/show/wrdl/8423999/Shirley_ECE" 
          title="Wordle: Shirley ECE"><img
          src="http://www.wordle.net/thumb/wrdl/8423999/Shirley_ECE"
          alt="Wordle: Shirley ECE"
          style="padding:4px;border:1px solid #ddd"></a>

http://www.wordle.net/show/wrdl/8423973/Shirleys_words_on_ece_