My Masters Journey- Time Well Spent

Over the past two years, I have studied to obtain my Masters degree while working full time and caring for my own two young children.   During this time, I have learned a great deal about myself as well as the field of early care and education.  Personally,  I have learned how to balance multiple personal and professional responsibilities.  I have learned the importance of passion and recognized it as the driving force of my work.  Professionally,  I have a greater understanding of the important stages of childhood and how to advocate for young children.  I have also reflected on my own family culture and the importance of providing children an environment that reflects and is respectful of their family culture.  I have learned many helpful techniques to use when teaching adults and how to create meaningful learning experiences for both children and adults.  I have explored my own ability to communicate and establish relationships of trust with both children and adults, as those relationships are the cornerstone of successful work with both children and adults.  Finally I have reflected on the knowledge and skills needed to be a successful leader.   Skills that I hope to use in my current and future work.

It is my goal to use everything that I have learned in providing professional development opportunities to early care and education professionals.  I hope to inspire other early care and education professionals to recognize their own passion for working with young children.  I also hope to promote the use of developmentally appropriate practices to provide quality early care and education environments for young children. 

I would like to thank all of my colleagues at Walden University...those who I began this journey with and those that I end this journey with.  It is my hope that you all achieve your dreams and that together we can create a better tomorrow for children around the world.  Best of Luck for future success!

I would also like to thank all of my instructors at Walden, including Dr. Dartt for your thoughtful feedback and encouragement throughout this process. 

Jobs/Roles in the ECE Community: Internationally

Association for Childhood Education International http://acei.org/

I chose the ACEI because it is a charitable organization dedicated to promoting the optimal education and development of children through various programs and projects.  The tagline for ACEI is "Bright futures for every child, every nation," which summarizes ACEI's commitment to support and advocate for access to education, equity in educational settings, quality educational content, and the child's right to education in countries around the world.

ACEI has internships available for 8-12 weeks during the summer months in the area of online research and data gathering that is used to contribute to the development of briefing papers and other types of resources. Interns also have the opportunity to attend various meetings related to childhood education. Interns should be enrolled in a graduate degree program that focuses on global education issues with a particular interest in children's education.  However a focus on one specific aspect of childhood education, such as basic education or early childhood development, is also acceptable. Interns with experience living or working outside the US are preferred. 

 

World Organization for Early Childhood Education  http://www.worldomep.org/en/

OMEP is an international, non-governmental and non-profit organization with Consultative Status at the United Nations and UNESCO. It defends and promotes the rights of the child to education and care worldwide and support activities which improve accessibility to higher quality education and care.  The Regional Vice President for North America and the Caribbean serves on the World Assembly which is the decision making body and the Executive Committee, the administrative body of the organization. This position is currently held by a person with their doctorate degree who lives in California and works for a college. 

 

Save the Children http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

Save the Children is the world's leading independent organization for children. Located in 120 countries, the organization seeks to protect children , advocate for their rights and promote their healthy development.  Save the children has over two million supporters worldwide and raised 1.6 billion dollars last year to provide programs in health, nutrition, education, protection and child rights. 

The Monitoring, Evaluation, Accountability and Learning Advisor takes the lead in ensuring the roll out of and implementation of the regional system for Monitoring, Evaluation, Accountability and Learning (MEAL) and specifically, support and enable countries to plan programs, measure and demonstrate the impact on children; increase quality in programming; and, help be accountable to children and other stakeholders.  Essential qualifications include a degree in a relevant field with familiarity with one or more of the Save the children’s areas; experience in data collection and management;   cultural sensitive, highly developed interpersonal and communication skills; ability and willingness to change work practices and hours in the event of emergencies; and willingness to travel to developing countries.    

 

 

International Step By Step Association   http://www.issa.nl/index.html

ISSA is a network that connects professionals and non-profit organizations working in the field of early childhood development.by promoting inclusive, quality care and education experiences The  three pillars of  the organization include ensuring equal access for all children; promoting high-quality and professionalism in early years services and supporting parents and communities in taking part in their children’s development and learning. The programs and activities focus on raising awareness of the importance of quality care and education, developing resources for practitioners working with young children, nurturing the capacity of organizations in the network., piloting and evaluating programs and strengthening alliances.  

 

Association for Childhood Education International (2011).  Retrieved from http://acei.org/

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

Save the Children (2014) Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

World Organization for Early Childhood Education (2013).   Retrieved from  http://www.worldomep.org/en/

Developmentally Appropriate Practice

The developmentally appropriate classroom environment is one where children most often:

Lead...rather than follow the teacher.

Create...rather than duplicate.

Move...rather than wait.

Make the lines...rather than color in the lines.

Speak...rather than listen passively.

Initiate...rather than imitate.

Raise questions...rather than answer the teacher's questions.

Solve their own problems...rather than the teacher's problems.

Make art...rather than do crafts.

Emphasize the process...rather than the product.

Use authentic skills...rather than drill and practice.

Make books...rather than fill in workbooks.

Decide...rather than submit.

Choose wisely...rather than being told.

Make a plan...rather than follow the teacher's plan.

Try again...rather than fail.

Roles in ECE- National Level

The Council for Professional Recognition

The Council for Professional Recognition administers the Child Development Associate® (CDA) National Credentialing Program.  This program promotes the professional development and improved performance by recognizing and credentialing professionals who work in all types of early care and education programs - Head Start, pre-k, infant-toddler, family child care, and home visitor programs.  The Council has set policies and procedure for the assessment and credentialing and administers this nationally recognized assessment.   Job Opportunities include a Professional Development Specialist.  The role of a PD Specialist is to connect with candidates who are searching for a specialist in preparation for applying for the credential.  The job requirements include the following: Must be able to relate to people of various racial, ethnic, and socio-economic backgrounds;  Must be knowledgeable about local, state, and national requirements and standards for child care programs serving children aged birth through 5 years; Must be able to schedule and conduct Verification Visits during normal operating hours of early childhood programs; MUST hold a minimum of a Baccalaureate or Associate degree from an accredited college or university in one of the following disciplines that includes at minimum, 18 semester or 24 quarter hours of coursework in Early Childhood Education/Child Development, studying children birth through 5 years.
- Early Childhood Education/Child Development
- Elementary Education/Early Childhood Education
- Home Economics/Child Development

Zero to Three
ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development with the mission to ensure that all babies and toddlers have a strong start in life.
The Senior Training Specialist provides a limited number of research-based training through face-to-face venues as well as distance venues (audioconferences, webinars and/or webcasts).  Reviews EHS NRC PowerPoint slides and provide recommendations for consistency and enhanced quality (e.g. limited number of words per slide; descriptive trainers notes; formatting; photo citations, etc.); Organize training filing system to ensure accessibility for all EHS NRC staff ;  Develop training templates utilizing existing materials; and Contribute to development and implementation of the annual national Birth To Three Institute. Education and skills include: Master’s degree in early childhood development or related field.  Strong knowledge of early childhood development and early childhood systems; with a specific focus on infant and toddler development; Strong knowledge of Early Head Start program development, the Head Start Program Performance Standards, and EHS technical assistance resources; Excellent training skills and experience providing training to a variety of audiences; Strong skills in the use of Microsoft Office products including Word, Access, Excel, PowerPoint, and Publisher:  Strong organizational skills and ability to manage multiple tasks;  Strong oral, and computer skills; Experience working in various databases; Ability to work collaboratively with individuals representing a range of backgrounds and skill levels; Ability to be flexible and adaptable to dynamic changes in the work environment; Ability to work with a team as well as independently; Strong interpersonal skills; and  ability to travel.


The Office of Head Start (OHS) promotes the school readiness of young children from low-income families through local programs. Head Start and Early Head Start programs support the mental, social, and emotional development of children from birth to age 5.  DANYA International Inc. is the prime contractor for the Head Start Monitoring Project, responsible for all facets of monitoring Head Start and Early Head Start programs, including recruiting reviewers, scheduling Head Start monitoring reviews and building review teams, coordinating reviews, and analyzing and producing monitoring review reports.   A Head Start Reviewer Consultant is responsible for collecting data from programs across the country. Teams of reviewers travel usually from Sunday to Friday. Activities include conducting classroom observations, reviewing documents, and interviewing staff and gathering other data using the Office of Head Start Monitoring Protocol. The Protocol measures seven areas of grantee performance and contains key indicators that are used to assess each grantee. Reviewers are required to provide their own laptop to conduct the data collection and a cell phone to communicate during reviews. Reviewers should be well versed in the Head Start performance standards and have excellent verbal and written communication skills; Excellent data gathering and analysis skills; Computer literate and proficient in Microsoft Office; Ability to work independently as well as with a team; Ability to complete work in timely manner, as determined by the Review Team Leader; Earned bachelors or advanced degree in early childhood education or child development.  Candidates must have a minimum of 3 years of experience in a Head Start, public, or private early child development program for children birth to age 5 at the local, regional or national level, State or Federal oversight of child development programs, technical assistance provider and/or other type of early child development consultant.

Exploring Roles in the ECE Community

Berks County IU is the grant holder for the PA Key in Pennsylvania's statewide QRIS system, Keystone STARS, Pre K Counts initiative, and the Head Start State Supplemental office.  One of the open positions currently at the PA Key that looked interesting is a PA Key Preschool Specialist which requires a Master’s degree in early education, child development or administration and a PQAS certificate preferred with a minimum of 5 years of high level work in the field of early learning and experience in partnership work and administration.  This person would provide monitoring and technical assistance to Head Start State Supplemental programs and Pre K Counts preschool programs.  A good candidate would have strong computer skills, an ability to work with an online reporting system, strong leadership, communication, and collaboration skills.

 

PennAEYC is the State Affiliate of the National Association for the Education of Young Children (NAEYC).  PennAEYC offers professional development, advocacy support, networking, leadership, and other opportunities for early childhood professionals.  One of the most outstanding resources is the SharedSource Pennsylvania, is new initiative that provides Pennsylvania’s  early childhood professionals with cost-saving and time-saving tools, best practice resources and a shared commitment to quality improvement. Shared Source gives practitioners access to policies, forms, regulations, handbooks, guidance, savings and more.  The Executive Director of PennAEYC is a position that requires administrative and leadership skills as well as very developed communication, advocacy, and collaboration skills.

 

DANYA International Inc. is the prime contractor for the Head Start Monitoring Project, responsible for all facets of monitoring Head Start and Early Head Start programs, including recruiting reviewers, scheduling Head Start monitoring reviews and building review teams, coordinating reviews, and analyzing and producing monitoring review reports.  The Office of Head Start (OHS) promotes the school readiness of young children from low-income families through local programs. Head Start and Early Head Start programs support the mental, social, and emotional development of children from birth to age 5.   A Head Start Reviewer Consultant is responsible for collecting data from programs across the country. Teams of reviewers travel usually from Sunday to Friday. Activities include conducting classroom observations, reviewing documents, and interviewing staff and gathering other data using the Office of Head Start Monitoring Protocol. The Protocol measures seven areas of grantee performance and contains key indicators that are used to assess each grantee. Reviewers are required to provide their own laptop to conduct the data collection and a cell phone to communicate during reviews. Reviewers should be well versed in the Head Start performance standards and have excellent verbal and written communication skills; Excellent data gathering and analysis skills; Computer literate and proficient in Microsoft Office; Ability to work independently as well as with a team; Ability to complete work in timely manner, as determined by the Review Team Leader; Earned bachelors or advanced degree in early childhood education or child development.  Candidates must have a minimum of 3 years of experience in a Head Start, public, or private early child development program for children birth to age 5 at the local, regional or national level, State or Federal oversight of child development programs, technical assistance provider and/or other type of early child development consultant.

A few words to live by...