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

The National Center for Family Literacy is an organization of which I was introduced through my research on emergent literacy.  The organization supports the development of family literacy because they recognize the research based findings that families are the true catalysts for their children's education.  One of their roles is to provide training through the Professional Development branch of their organization which is where I could use my teaching skills as well as my developing knowledge of programs to foster emergent literacy.  Currently, there are no openings in this area: they are in need of an ESL Specialist or a Development Associate (National Center for Family Literacy [NCFL], n.d.).


I belong to the National Association for the Education of Young Children (NAEYC) and have used their website to find out their positions on policy regarding pertinent issues in the early childhood field, and to research articles in the YC: Young Children and Teaching Young Children publications.  I have also used their Message in a Backpack handouts for my preschool parents.  Currently there are only two job openings with NAEYC: Senior Meeting Planner and System Integrity Assistant (NAEYC, n.d.).  Neither of the openings interest me, however I would like to be a contributor to their Message in a Backpack efforts.

Zero to Three is a nonprofit research-based organization that focuses on supporting healthy development of infants and toddlers (Zero to Three, n.d.).  They have a Center for Training Services (CTS) which supports professional development for early educators which is where I would look for a job opportunity.  There are currently no positions available.

Since there were no job descriptions and qualifications available for any of three organizations I was interested in I contacted Zero to Three for a job description of a Senior Writer/Training Specialist which would provide a good idea of qualifications needed for any of the three jobs I would be interested in.  Their job description for Senior Writer/Training Specialist follows:

Job Title: Senior Writer/Training Specialist
Department: Program Division
FLSA Category: Exempt
FTE: 1.0 (Full-time)
Reports To: Director, Center for Training Services and Special Projects
Work Location: Washington, DC (Travel required)
Summary
The Senior Writer/Training Specialist is responsible for project activities including but not limited to content development and facilitation of online learning and community of practice sessions for the Doris Duke Charitable Foundation Capstone project. This involves incorporating existing ZTT content such as the Preventing Child Abuse and Neglect:Parent-Provider Partnerships in Child Care (PCAN) curriculum and parent-provider discussion-guiding handouts into on-line learning sessions that will be used by multi-disciplinary professionals participating in this project.
The Senior Writer/Training Specialist also provides training for trainers using ZERO TO THREE’s training curriculums, including PCAN and Cradling Literacy. The Senior Writer/Training Specialist will be responsible for developing high quality written and electronic products, assisting in collection of evaluation data and contributing to the team’s overall goals. This Senior Writer/Training Specialist will also provide training and technical assistance related to supporting parents and meeting infants’ and toddlers’ developmental needs to programs and providers through fee for service work. This position will require presentations at state, regional and national conferences and active participation in state, regional and national meetings. Much of the work takes place throughout the country, at times requiring extensive travel.
Essential Duties and Responsibilities
• Convert previous written materials into on-line electronic training modules.
• Train trainers with backgrounds in early childhood education, child welfare/child abuse prevention, and early intervention.
• Contribute to high quality written content (curriculum, trainings, journal articles, etc.)
• Travel as needed to provide training
• Research, design, develop and deliver workshops and technical assistance for multi-disciplinary professionals
• Collect and organize data related to both on-line training and in person training and TA work
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• Assist in maintaining records of team’s activities.
• Assist in developing reports for funders.
• Co-facilitate training for trainers with other ZERO TO THREE trainers and consultants
Skills and Experience
• Strong knowledge and experience in training adults, extensive knowledge of infants’ and toddlers’ development and behavior.
• Expertise in a strengths-based and family-centered approach to working with infants, toddlers and their families.
• Excellent writing skills with a proven ability to write articles, develop materials, and communicate in writing with multi-disciplinary professionals on infant-family issues
• Experience organizing, developing and providing in person and on-line training for a multi-disciplinary audiences serving infants, toddlers and their families
• Minimum three years of experience developing online storyboard content for adult learning.
• Ability to work as part of an interdisciplinary team
• Expertise in prevention of child abuse and neglect.
• Minimum ten years of experience as a writer and trainer,
• Presentation skills using PowerPoint and workshop design skills.
• Some knowledge of Excel
• Excellent conceptual, written and oral skills
• Proficiency in using Word
• Proficiency in use of World Wide Web to gather information
• Experience with distance learning
• Ability to manage multiple tasks
• Ability to travel
Essential Qualities
• Encourages and practices critical thinking
• Is self-reflective and empathetic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Ability to integrate conceptual information and develop practical applications for professionals
Education
Master’s degree in social work, counseling, psychology, special education, early child childhood education or related field. Equivalent combination of degree and experience will be considered.
Physical Requirements
While performing the responsibilities of the job, the employee is frequently required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also may need to remain seated for long periods of time, have the ability to perform repetitive motions, stand, walk, communicate verbally and hear well enough to detect nuances and receive detailed information. The employee may be required to grasp objects, push or pull objects, bend, squat, reach, or kneel. Vision abilities required by this job include close vision for preparing and analyzing data, and expansive reading. May need to lift up to 30 pounds.
Working Conditions
The work conditions described here is representative of those an employee encounters while performing this job. The employee is expected to travel and will be exposed to outside environmental conditions during those times. The incumbent typically works indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels.
ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an EEO/AA: M/F/D/V Employer

National Association for the Education of Young Children (NAEYC). Job opportunities/National Association for the Education of Young Children(n.d.). Retrieved from http://www.naeyc.org/about/jobs

National Center for Family Literacy (NCFL). (n.d.). Careers.  http://www.famlit.org/careers/

Zero to Three. (n.d.).  Areas of expertise.  Retrieved from http://www.zerotothree.org/about-us/areas-of-expertise/

Exploring Roles in the ECE Community: Local and State Levels

I mentioned the Christian Early Childhood Association in my discussion post this week.  It is a Community of Practice (CoP) of which I have been a member for 16 years.  I have gained practical teaching strategies, networked with other directors, and benefited from shared resources through this organization; and therefore I plan to continue to be a part of the CECA CoP.

I also just renewed my membership to the National Association for the Education of Young Children (NAEYC).  This CoP keeps me abreast of current research and position statements regarding important issues in the early childhood field and links me to quality professional articles through their publications, YC: Young Children and Teaching Young Children; membership also means discounted NAEYC conference rates and discounts on NAEYC bestsellers.

I participated in classes sponsored by the Midwest Whole Child Development group and checked out learning materials from their resource library.  The classes were set in round-table forums to foster discussion and sharing of ideas. I participated in their Director's Toolbox workshop which helped me develop practical skills needed in my role as preschool director and gave me an opportunity to network with other local preschool directors. I have lost touch with them, but would like to re-connect with that CoP.

I am currently a preschool director/teacher and am not looking for a new job for the upcoming school year; however, I am considering taking a teaching position as a kindergarten teacher the following school year. One of the articles I read in our Issues and Trends class, Graue's (2009)  Reimagining KINDERGARTEN really struck a chord with me and has planted the seed of interest in making a difference in a kindergarten classroom.  I plan to update and renew my teaching license this Fall and to submit my resume to local school districts.  I will be monitoring job openings on a regular basis.  I also plan to observe some kindergarten classrooms during the upcoming school year.

I have searched Kindergarten positions currently available and found a concise summary of job qualifications:

Bachelor's degree in Elementary Education from a four-year college or university

MO State Certification in Early Childhood (B-3) or Elementary Education (K-6) or (K-8).

According to the Kansas City, MO school district (https://kcmsd.cloud.talentedk12.com/hire/viewjob.aspx?jobid=2774):

ESSENTIAL DUTIES AND RESPONSIBILITIES:  include the following.  Other duties may be assigned.

• Prepares course objectives and outline for course of study following curriculum guidelines or requirements of state and school.
• Lectures, demonstrates, and uses audiovisual teaching aids and to present subject matter to class.
• Prepares, administers, and corrects tests, and records results.
• Attends data-team meetings and implements research-based instructional strategies
• Assign lessons, corrects papers, and hears oral presentations.
• Teaches rules of conduct.
• Maintains order in classroom and on playground.
• Counsels pupils when adjustment and academic problems arise.
• Discusses pupils' academic and behavioral attitudes and achievements with parents.
• Collaborates with parents, colleagues, and other stakeholders.
• Keeps attendance and grade records as required by school.
• Coordinates class field trips.

PHYSICAL DEMANDS: 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. 

This job requires that the employee be able to: sit, stand, walk, speak, hear, use hands, fingers, reach with hands and fingers; bend, stoop, lift objects of at least ten pounds.  Job requires the employee occasionally to stoop, kneel, crouch or crawl.  Visual ability requires mono and color vision, close vision, distance vision, depth perception and ability to adjust focus. 

Christian Early Childhood Association. (n.d.) Christian early childhood association.  Retrieved from http://www.CECAkc.org  

Graue, E. (2009).  Reimagining KINDERGARTEN.  School Administrator, 66(1), 10-15.  Retrieved from Education Research Complete database. 

National Association for the Education of Young Children (NAEYC) (n.d.).  National association for the education of young children.  Retrieved from http://www.naeyc.org   

 

My Wordle

http://www.wordle.net/show/wrdl/6864827/Early_Childhood_Education 

Reflecting on Learning

As I consider all we have learned over the past 18 months, I am excited to create my own anti-bias learning environment to implement all the valuable knowledge and skills I have gained.  My goal has always been to accommodate the needs of children and families who look to us for a quality start to their educational experience.  This course, in particular, has provided such practical resources not only for creating an environment that supports and reflects all children, but I have begun to accumulate a resource list of children's literature as well as specific examples of how to communicate effectively when children express misinformation or misperceptions.  In addition, I have already begun creating my own collection of persona dolls.  I was so impressed with the process of using the persona dolls and the effects they have on stimulating children's thinking.  Hoffman impressed me as having a voice of reason and experience and I plan to use his books as resources, as well.

For the immediate future, the upcoming school year, I will continue as preschool director/teacher which puts me in a position of implementing practices in the classroom as well as revamping our philosophy and strategies for working with families as a preschool.  I have a new perspective of our role as resource providers for families and look forward to accommodating their needs more than what we have done in the past. 

I would like to thank each of you for your insights.  You have expanded my understanding of diverse experiences and I so appreciate your willingness to share, and your candor.  Thank you, also, for your encouragement.  It was so affirming to know that you took the time to read my thoughts and comment on them.  I wish you all the best as we anticipate our last course.  Our Degree is in sight!  God Bless! 

An International Look at Impacts on Early Emotional Development

I chose to look at issues children in Tanzania are facing.   My husband and I have sponsored a child there for the past six years so I am concerned about challenges confronting her.  The sponsoring agency has kept us aware of major issues facing the country such as extreme poverty, drought, and AIDS.  According to Compassion International (n.d.), "Aids has orphaned nearly a million children, and thousands more must assume adult household responsibilities in order to care for ailing parents" (para 6).  Children forced to take on adult responsibilities in environments where basic needs cannot be met are not given the secure nurturing conditions to foster healthy emotional development.  "Negative early experiences can impair children's mental health and effect their cognitive, behavioral, social-emotional development" (Cooper, Masi, & Vick, 2009, p. 3).  Additionally, alarming results of a survey sponsored by UNICEF (Salaam, 2011) revealed: "nearly three out of every ten girls and one out of every seven boys in mainland Tanzania and Zanzibar reported that they had experienced sexual violence.  Almost three-quarters of girls and boys said they had experienced physical violence before the age of 18....and Twenty-five percent had been subjected to emotional violence by an adult during childhood" (Salaam, 2011, para 4). 

What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)?  According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.  

As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.

Compassion International (n.d.).  Partners in hope.  Retrieved from http://www.compassion.com/

Cooper, J., Masi, R., & Vick, J. (2009).  Social-emotional development in early childhood.  Retrieved from http://www.nccp.org/publications/pub_882.html.  

UNICEF (2011).  UNICEF.  Press centre.  Retrieved from http://www.unicef.org/infobycountry/media_59490.html.   

The Sexualization of Early Childhood

I read the excerpt from Levin and Kilbourne's (2009)  So Sexy So Soon and nodded my head in recognition.  I recalled walking past one of the preschool room bathrooms and hearing a little boy happily sing I'm Too  Sexy ...over and over.  I don't think he realized what he was singing.  He liked the snappy beat.  I cringed when I heard those words coming out of his mouth, though.  I didn't knock on the door and say anything to him; but, I did mention it to his mom and she sheepishly said he probably heard it on the radio.  We both agreed there are so many songs with inappropriate lyrics and talked about switching to more child friendly radio stations in the car.

On other occasions I have heard young children in the dramatic play center say I'm sexy and readjust their dress up clothes to expose more body.  The reaction of the others is usually mixed from not even responding to saying "my mom says that's not appropriate at our house".  I usually try to follow up with the child's parent who is embarrassed and says something like "they saw that on TV". I also, talk to the child's parent who said that was inappropriate behavior and language to let the mother know that their child is hearing what they are teaching. The excerpt from Levin and Kilbourne (2009) left me wanting to read the book to get more concrete ways of helping parents lay a healthy foundation for the development of sexual identity.

Levin and Kilbourne's (2009) example of the fourth-grade girl who had based her self concept on her looks and her ability to be in a relationship (based on pop culture images, ads, and expectations) sounded like the experience one of our teacher's had with her 13 year old who had already been in several "relationships" and was devastated each time one ended, battling depression and in therapy.  I had seen photos of the girl who dressed provocatively and wore a lot of make-up.  I could not relate to the teacher (the girl's mother) because she was heart-broken for her daughter who couldn't find a lasting relationship.  She wished she would just find one boy and stick with him!!  My incredulous reply was:  "She is only 13!  She shouldn't even be in a relationship!!"

I agree with Levin and Kilbourn (2009) who said a healthy body image and overall self-concept  as well as exposure to a healthy, loving models of  male/female relationships is key to getting children on the right path to developing healthy attitudes about themselves and relationships with others.  Additionally, parents need to be pro-active in monitoring what their children are exposed to in media.  Early educators and parents can have honest discussions about questions that arise when children are confused about what they see and hear.

Levin, D., & Kilbourne J. (2009).  [Introduction]. So sexy so soon:  The new sexualized childhood and what parents can do to protect their kids (pp. 1-8).  New York: Ballantine Books.  Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf  

Evaluating Impacts on Professional Practice

As an early educator, I set the tone for acceptance and safety in the classroom.  It is my responsibility to self-reflect to be aware of my own identities that make me uncomfortable or feel marginalized so that I can empathize with the children in my class who are experiencing negative feelings about certain aspects of their identity.  

When I reflect about times that I have felt marginalized, one of the strongest emotions I felt was that of defensiveness.  Recognizing that, I can better empathize with uncooperative attitudes from children who are feeling rejected or devalued.  Some identities we take for granted, but as Derman-Sparks and Edwards (2010) pointed out, the identities that make us feel different are the ones we do not take for granted.  

Schwartz (2010) wrote of his struggle with accepting his deafness after he learned at a young age that it was stigmatized.  He tried to deny it, pretend it didn't exist, and was angry about it.  I found the following statement applicable to aspects of my identity I have tried to hide:  "I had to stop running from my deafness and embrace it as a core identity" (Schwartz, 2010, p. 22).  Schwartz went on to share that as he grew more comfortable with his deafness he was more open to different resources available to him.  Relating that concept to myself, as I came to peace with what made me feel marginalized, I was able to see the opportunities that awaited me.  I also was able to accept people's statements in a different light and did not take a defensive stand.

Knowing this, my priority would be to make children feel visible and accepted; however, if I did have someone who was feeling marginalized I would plant seeds of encouragement by building on their strengths and I would help them process emotions and help others appreciate diversity by using techniques such as persona dolls.  As Derman-Sparks and Edwards (2010) pointed out persona doll stories and ensuing discussions help children "express their feelings and learn ways to solve their problems" (p. 50).  Children's literature is another tool I would use to help children feel visible and to help them see the opportunities available to them.

Derman-Sparks, L., & Edwards, J. (2010).  Anti-bias education for young children and ourselves.  Washington, D.C.: NAEYC.

Schwartz, M. (2010).  Disability angst.  The search for belonging- filling the hole in my soul.  International Journal of Leadership in Public Services, Suppl. 6(21-23).  Retrieved from SocINDEX database.